COVID-19 changed the educational landscape all overnight. After the initial shock and corresponding shut down, school districts and teachers were left scrambling to try and provide a remote educational environment for the remainder of the 2019-2020 school year. As summer came, the realization that COVID-19 was still going to have an impact on the 2020-2021 school year quickly became a reality. More than 80% of the world's student population has been impacted by the COVID-19 pandemic (Viner et al., 2020) with much of instruction moving online. Three years later, the country moved toward an endemic and schools are moving to in-person learning. The purpose of this study was to determine the impact of the COVID-19 on school districts in providing the necessary professional development (PD) for teachers to utilize technology to provide effective learning environments during a global pandemic. A descriptive analysis of survey results from 231 secondary public educators across the state of Pennsylvania was conducted. Results revealed that each individual school district was responsible for providing professional development to their teachers and that this training focused on their learning management system. Overall, teachers rated the professional development as poor; however, for those secondary teachers reporting in the first year of COVID that their district provided effective training, pedagogy and integration of technology was positively impacted the first year and for years two and three. Additionally, technology integration was sustained with the largest changes reported to shifting assignments and review materials online. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]