Purpose: This paper addresses the current disruption in the educational status quo ante that has been caused by the worldwide outbreak of COVID-19. Its purpose is to suggest how practicing educators, their professional associations and the university-based researchers with whom they partner might capitalize on the unanticipated opportunity to impact education policy that the pandemic presents. Design/methodology/approach: The author draws upon his own preparation and experiences -- first as a long-time practitioner in the elementary and secondary school setting, then as a university professor -- to offer insights and suggestions to practicing educators, their professional associations and the university-based researchers with whom they partner. Findings: Despite the unexpected challenges that the COVID-19 pandemic has presented to educators -- challenges to which educators around the globe have risen admirably -- the current crisis also affords practicing educators, their professional associations and the university-based researchers with whom they partner to change the status quo ante for the better. Originality/value: The particular value of this piece is twofold: its analysis of the impact of this unanticipated crisis upon education by an author who has served both in the elementary/secondary setting and at the university level, and its assertion that educators must avail themselves of this once-in-a-lifetime opportunity to change the educational status quo ante for the better.