This article presents a descriptive analysis case study conducted in the stream of teacher action research. An instructor-generated questionnaire was administered to teacher education program participants (n=141) who are practicing U.S. teachers of English learners (ELs). All respondents were enrolled in an online graduate-level teacher education program with a concentration in bilingual education and TESOL certification. The results of the questionnaire indicate that, as teachers of ELs worked in a variety of pre-K--12 settings and modes of instruction during the pandemic, including school closures, 67.4% of teachers worked longer hours compared to their pre-pandemic workloads. Additional data analysis includes teacher-reported meaningful student engagement, instructional modeling in teacher education programs, and the use of technology in teacher education. As the educational profession evaluates the effects of the pandemic on the state of teaching and student achievement and sets post-COVID directions, this data may help inform decisions. The article highlights the value of modeling practices in tertiary instruction for educators and the use of educational technology in a teacher education program. It also advocates for increased teacher voice and agency in shaping professional development of in-service teachers. The article ends with a call to administrators, policy makers, teacher education programs, and publishers to acknowledge the unprecedented professional growth of school-based educators and seek teacher-generated reflections on the pandemic-induced changes in their pedagogy to help inform future professional development, educational policy, and teacher education program development.