scholarly journals Teacher Candidates as the Teacher of Record Assists Partner School Districts With the Teacher Shortage

2020 ◽  
Vol 9 (1) ◽  
pp. 41-55
Author(s):  
Gregory Rich ◽  
Linda Gray Smith ◽  
Kristi Alexander
Keyword(s):  
School District ◽  
School Districts ◽  
Rural Area ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Shortage ◽  
Teaching Experience ◽  
Data Sources ◽  
Rural School Districts ◽  
The University

This research essay examined a growing trend in a rural area of the Midwest where PK–12 school districts are partnering with a local university to hire teacher candidates (TCs) as the Teachers of Record (TORs). Many rural school districts are challenged to address the teacher shortage. As a result, many school districts are hiring TCs as the TOR during the TC’s student-teaching experience. Due to the limited research on the topic, this paper aimed to determine if appointing the TC as the TOR was an effective practice. We used three data sources to gauge the perceptions of the TC, the TC’s mentor, and the TC’s administrator. Meeting the needs of partnering districts and providing quality placements for TCs engaged in the culminating field experience can be mutually beneficial for teacher candidates, the school district, and the university.

edTPA During Student Teaching: PETE Teacher Candidates’ Experiences and Future Support

2021 ◽  
Vol 78 (5) ◽  
Author(s):  
Tan Leng Goh ◽  
Jan Bishop ◽  
Carol Ciotto
Keyword(s):  
Student Teaching ◽  
Video Processing ◽  
Teacher Candidates ◽  
Group Discussion ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
University Supervisors ◽  
Physical Education Teacher Education ◽  
Pedagogical Skills ◽  
The University

Many physical education teacher education programs require teacher candidates to successfully complete edTPA during student teaching. Considering that research remains sparse regarding best practices in edTPA, the purpose of this study was to understand the experiences of teacher candidates completing edTPA during student teaching and of university supervisors supervising teacher candidates during the process. Twenty-four teacher candidates and 11 university supervisors participated in a focus group discussion for approximately 1 hr. Data were analyzed and categorized as (1) negative experiences, (2) positive experiences, and (3) future support. Overall, the teacher candidates felt that completing edTPA diminished their student teaching experience, as it was tedious and time-consuming pertaining to technological difficulties in videotaping, video processing, and video uploading. Nonetheless, the participants felt that completing edTPA was valuable in providing teacher candidates with detailed feedback to improve on their pedagogical skills. Future support for teacher candidates includes integrating edTPA early in their curriculum of study to better prepare them to successfully complete edTPA during student teaching. The university supervisors felt that with more in-depth training in edTPA and experience supervising teacher candidates on edTPA, they would be more competent in the future. Subscribe to TPE

Remote Observation of Graduate Interns

2013 ◽  
pp. 16-37
Author(s):  
Teresa Petty ◽  
Tina L. Heafner ◽  
Richard Hartshorne
Keyword(s):  
Student Teaching ◽  
Teacher Educators ◽  
Teacher Shortage ◽  
Teaching Experience ◽  
Future Research ◽  
Technological Tool ◽  
Remote Observation ◽  
New Challenges ◽  
The University ◽  
Traditional Approaches

The Remote Observation of Graduate Interns (ROGI) is a method crafted by researchers at the University of North Carolina at Charlotte that allows graduate interns completing their student teaching experience to be observed remotely. Initially developed as a teacher shortage solution, ROGI remains an active method of observing interns geographically removed from the university through a virtual, synchronous format. Since its inception, ROGI has progressed as a technological tool, and college policies have evolved to adopt its utility. Authors describe the components of ROGI, its implementation, and ways in which the process has changed over the first four years of use. They present research to articulate how technology-mediated processes introduced new ways of thinking about traditional approaches to teacher education and new challenges that accompanied this innovation. Authors conclude with recommendations for future research and how other researchers might embrace the potential of emerging technologies in preparing teacher educators.

scholarly journals Consolidating Rural School Districts: Potential Savings and Effects on Student Achievement

2000 ◽  
Vol 32 (3) ◽  
pp. 573-583 ◽  
Author(s):  
Charles Jacques ◽  
B. Wade Brorsen ◽  
Francisca G. C. Richter
Keyword(s):  
School District ◽  
School Districts ◽  
Test Scores ◽  
Economies Of Scale ◽  
Standardized Test ◽  
Rural School ◽  
Rural School Districts ◽  
School District Consolidation ◽  
School District Size ◽  
District Consolidation

AbstractOne frequently proposed policy is to consolidate rural school districts in order to save money by obtaining economies of size. The effects of school district size on both expenditures and standardized test scores are estimated for Oklahoma. Results indicate that economies of scale with respect to expenditures per student exist up to an average daily membership (ADM) of 965 students, but that as school districts become larger, tests scores decline. Even if savings in school district administration from consolidation are spent on instruction, state average test scores would decrease slightly. Thus, school district consolidation can reduce costs, but it will also reduce student learning.

scholarly journals Support for teacher candidates and the edTPA

2020 ◽  
Vol 4 (2) ◽  
pp. 173-182
Author(s):  
Dia Gary ◽  
Dylan Thomas ◽  
Joseph Miller
Keyword(s):  
Best Practices ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Research Study ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Passing Rate ◽  
Significant Difference ◽  
The Mean ◽  
Support Teacher

Equipping new teachers in today’s society is a noble and challenging task. Of late, many additional licensing standards for teachers create additional responsibilities for universities that provide pedagogy, knowledge, and content for teacher candidates. Identification of best practices that support teacher candidates on the Educative Teacher Performance Assessment (edTPA) is of interest to many teacher education programs. The purpose of this research was to analyze whether incorporating a mock edTPA had beneficial results on the passage of the edTPA. This study spanned fourteen ten-week quarters and included 688 teacher candidates who were preparing to become certificated teachers at a university in Washington State. The questions that were posited were: a) Does a capstone class requiring a mock edTPA benefit students? b) Which edTPA rubrics are the most challenging, and why are they challenging? This research study found that adding a mock edTPA prior to the student teaching experience did not produce a statistically significant difference in scores when compared to the group who received an embedded curriculum. When comparing the two different time periods, the passing rate was not significantly different and there was little difference in the mean scores of both groups.

Supporting Teacher Candidates Completing the edTPA

2018 ◽  
pp. 109-125
Author(s):  
Deborah Greenblatt
Keyword(s):  
Student Teaching ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Literacy Skills ◽  
Standardized Assessments ◽  
Stressful Situation ◽  
Diverse Population ◽  
Schools Of Education ◽  
Support Teacher

The edTPA (Teacher Performance Assessment) is an enormous undertaking that requires much time and effort. This can create a stressful situation that can have an impact on the teacher candidates and affect their student teaching experience. With this in mind, schools of education have to look for ways to support teacher candidate and make the process less burdensome while not losing sight of the goals of student teaching or their school missions. This chapter will start with an explanation of the acceptable guidelines for support for the edTPA. It will then move into explaining the challenges teacher candidates face such as mastering unfamiliar language, test documents, and digital literacy skills followed by support strategies. The next section considers the populations of teacher candidates who might need specialized support due to the lack of local scoring and the inherent biases embedded in standardized assessments for a diverse population. The chapter concludes with the benefits and consequences of providing support for teacher candidates to pass the edTPA.

Video Annotation Software in Teacher Education: Researching University Supervisor’s Perspective of a 21st-Century Technology

2018 ◽  
Vol 47 (4) ◽  
pp. 479-499 ◽  
Author(s):  
Jillian Ardley ◽  
Jacqueline Johnson
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Communication Technology ◽  
Teaching Experience ◽  
Video Annotation ◽  
Annotation Tool ◽  
University Supervisors ◽  
Video Recordings ◽  
Technology Tool ◽  
The University

Video recordings for student teaching field experiences have been utilized with student teachers (also known as teacher candidates) to (a) capture the demonstration of their lesson plans, (b) critique their abilities within the performance, and (c) share and rate experiences for internal and external evaluations by the state and other organizations. Many times, the recording, saving, grading, and sharing process was not efficient. Thus, the feedback cycle from the university supervisor to the teacher candidate was negatively impacted. However, one communication technology tool that has the potential to facilitate the feedback process is video annotation software. This communication technology uses the storage within a remote server, known also as a cloud, to store videos that include typed commentary that is in sync with the portion of the video recorded. A group of university supervisors piloted a video annotation tool during student teaching to rate its effectiveness. Through a survey, the participants addressed how they perceived the implementation of the video annotation tool within the student teaching experience. Results suggest a video annotated technology-based supervision method is feasible and effective if paired with effective training and technical support.

Key Aspects of Student Teaching

2016 ◽  
Vol 35 (2) ◽  
pp. 54-61
Author(s):  
John M. Denis
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Student Teaching ◽  
Teaching Experience ◽  
Cooperating Teacher ◽  
Review Of Literature ◽  
Music Classroom ◽  
Potential Impact ◽  
Key Aspects ◽  
The University

The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.

scholarly journals Third Space Creates Collaborative Environments to Develop Pre-service Teachers

2021 ◽  
Vol 33 (1) ◽  
pp. 68-84
Author(s):  
Amanda Steiner ◽  
Julie Bell ◽  
Christina Wilcoxen
Keyword(s):  
Public Schools ◽  
Clinical Practice ◽  
School Districts ◽  
Student Teaching ◽  
Instructional Coaching ◽  
Third Space ◽  
Teacher Preparation Program ◽  
School Partnerships ◽  
The University ◽  
Program Data

In the fall of 2012, 11% (n=157) of clinical practice (i.e. student teaching) candidates at a metropolitan university were in jeopardy of not passing clinical practice. Public schools in the area began to voice their concerns, and placements of candidates became a challenge. As a result, the university re-envisioned the program, utilizing third space to facilitate discourse between local school districts and university faculty. The development of third space was based on program data, which led to the following shifts in the program: scaffolded coursework with increased time in the field; instructional coaching prior to clinical practice; and a system for collecting feedback to sustain partnerships. Collaboration between P-12 schools and the university was essential in preparing candidates to connect theory and apply it in practice. By spring 2016, the initiatives implemented led to a 12% decrease of candidates in jeopardy of not passing clinical practice. As the teacher preparation program continues to grow, one of the biggest challenges is continuing to build and sustain new partnerships. The authors provide a framework for how programs could adapt some of these initiatives to develop and sustain university and school partnerships. 

Student Teachers’ Perceptions of Traditional Observation Versus Virtual Observation

2021 ◽  
Vol 78 (2) ◽  
Author(s):  
Brandy Lynch ◽  
Jennifer Krause ◽  
Scott Douglas
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education ◽  
Teacher Student ◽  
Virtual Observation ◽  
Integral Role ◽  
Alternative Means ◽  
The University

One of the most important stages in preservice teacher training is the student teaching experience. The university supervisor (US) plays an integral role in this developmental stage by maintaining a connection between the cooperating teacher, student teacher (ST), and the university. While the traditional method of observing STs has been found to be effective, universities are seeking alternative means of conducting teaching observations that alleviate time, distance, and financial constraints. One such option is virtual observation through video chat programs. Thus, the purpose of this study was to determine STs’ perceptions of the effectiveness and feasibility of virtual observation versus traditional observation in physical education teacher education (PETE). Results showed STs prefer virtual observation with a PE content expert over traditional visits if the US did not have PE content expertise. STs noted technological challenges such as Wi-Fi connectivity and environmental distraction with virtual observation. Benefits of virtual observation include increased ability to hear STs’ interactions with students, improved feedback potential, less travel time, and financial savings. Results of this study suggest that while traditional on-site observation visits are preferred and ideal, virtual observation is a viable alternative when technological challenges are appropriately addressed.

Supporting Teacher Candidates Completing the edTPA

2016 ◽  
pp. 184-200
Author(s):  
Deborah Greenblatt
Keyword(s):  
Student Teaching ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Literacy Skills ◽  
Standardized Assessments ◽  
Stressful Situation ◽  
Diverse Population ◽  
Schools Of Education ◽  
Support Teacher

The edTPA (Teacher Performance Assessment) is an enormous undertaking that requires much time and effort. This can create a stressful situation that can have an impact on the teacher candidates and affect on their student teaching experience. With this in mind, schools of education have to look for ways to support teacher candidate and make the process less burdensome while not losing sight of the goals of student teaching or their school missions. This chapter will start with an explanation of the acceptable guidelines for support for the edTPA. It will then move into explaining the challenges teacher candidates face such as mastering unfamiliar language, test documents, and digital literacy skills followed by support strategies. The next section considers the populations of teacher candidates who might need specialized support due to the lack of local scoring and the inherent biases embedded in standardized assessments for a diverse population. The chapter concludes with the benefits and consequences of providing support for teacher candidates to pass the edTPA.

Sign in / Sign up

Export Citation Format

Share Document