Despite repeated warnings from K-12 online learning scholars, media, and U.S. government bodies about the need for teacher readiness in the face of school disruptions like COVID-19, teacher education programs have largely fallen short in preparing educators for effective online and blended teaching during extended school closures. In this paper, the authors summarize recent suggestions for improving teacher preparation for online and blended K-12 learning environments. The authors present evidence that demonstrates that prior warnings and recommendations did not lead to significant changes in teacher preparation, leaving a gap in essential skills for K-12 online teaching. By integrating these insights with new preparation standards, the authors underscore the critical need to revise teacher education curricula and policies to include K-12 online teaching competencies. The authors argue that equipping teachers with the skills and knowledge to move between in-person and remote teaching is essential for building resilient education systems that are capable of sustaining quality instruction during future disruptions.