scholarly journals Video Grand Rounds in Rural Teacher Preparation

2020 ◽  
Vol 10 (1) ◽  
pp. 119-140
Author(s):  
Karen S Voytecki ◽  
Marsha Craft Tripp ◽  
Kathi Wilhite ◽  
Sandra Hopfengardner Warren
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Early Experience ◽  
Mixed Methods Study ◽  
General Educators ◽  
Special Education Teacher ◽  
Rural Teacher ◽  
K 12 ◽  
Authentic Classroom ◽  
Grand Rounds

Video Grand Rounds (VGR) were used at a rural university to prepare special education teacher candidates. Using the VGR structure, teacher candidates were taught to understand, observe, and articulate observations of classroom instruction through the use of authentic classroom videos created locally by K-12 rural special and general educators. The videos include teachers working with learners with disabilities and implementing instruction aligned with the general and adapted curriculum standards. In this paper, we report the effects of VGR on teacher candidates’ development of observation skills in an early experience course in this mixed methods study and share the design and development of templates for implementing this model.

Generalization Training in Special Education Teacher Preparation: Does It Exist?

2017 ◽  
Vol 40 (3) ◽  
pp. 179-193 ◽  
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Mary Catherine Scheeler
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Special Education Teacher ◽  
Teaching Skills ◽  
Preparation Programs ◽  
Education Teacher ◽  
Course Syllabi ◽  
K 12

Enormous resources are committed by universities to prepare special educators to impact student outcomes of our most vulnerable and neediest learners. Generalizing teaching skills from university to K-12 classrooms must be a component of teacher preparation curriculum; otherwise, we continue to merely train our teacher candidates and hope they sustain and generalize their newly acquired skills. Through self-reported surveys and extant data analysis, we identify the extent to which our sample of special education teacher preparation programs are teaching their teacher candidates to generalize newly acquired teaching skills to in-service settings in K-12 classrooms. Results indicate ambiguity with familiarity of generalization techniques and fidelity of implementation. Programming for generalization is absent in reviewed course syllabi, and student teaching supervisors report a disconnect between university and classroom realities. We recommend a systematic approach to programming for generalization by increasing awareness of generalization techniques through professional development, including accountability measures in course syllabi, focusing on high-leverage practices to create more cohesive preparation programs, and improving communication between instructors and student teaching supervisors. Limitations and future research recommendations are discussed.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

scholarly journals Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms

2018 ◽  
Vol 70 (4) ◽  
pp. 372-387 ◽  
Author(s):  
Matthew Ryan Lavery ◽  
Joyce Nutta ◽  
Alison Youngblood
Keyword(s):  
Teacher Preparation ◽  
Language Arts ◽  
English Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Education Program ◽  
Secondary English ◽  
Nonnative Speakers Of English ◽  
Group 2 ◽  
K 12

Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners’ (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six teacher preparation courses with 15 key assignments that included a focus on ELs. Certification areas for Group 2 candidates include language arts instruction (elementary, early childhood, and secondary English language arts). Group 2 candidates completed from 12 to 15 courses with 41 to 50 key assignments that included a focus on ELs. Results indicate that teacher candidates in both groups helped narrow the gap between ELs and non-ELs from pretests to posttests. ELs performed no differently when taught by candidates from either group. Implications for teacher preparation are discussed.

scholarly journals Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work

2019 ◽  
Vol 71 (1) ◽  
pp. 108-121 ◽  
Author(s):  
Rachel Roegman ◽  
Joni Kolman
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Theoretical Framework ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Multiple Contexts ◽  
The Many ◽  
K 12

In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, we argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.

Preservice Observation in Special Education: A Validation Study

2020 ◽  
Vol 54 (1) ◽  
pp. 6-19
Author(s):  
Daisy J. Pua ◽  
David J. Peyton ◽  
Mary T. Brownell ◽  
Valentina A. Contesse ◽  
Nathan D. Jones
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Essential Element ◽  
Special Education Teacher ◽  
Observation System ◽  
Education Teacher ◽  
Observation Instrument ◽  
High Incidence Disabilities

Advancing teacher candidates’ overall competence through use of valid teacher observation systems should be an essential element of teacher preparation. Yet, the field of special education has not provided observation protocols designed specifically for preservice teachers that are founded in theoretical perspectives and research on effective instruction for students with learning and other high-incidence disabilities (SWDs). To address this need, a group of researchers in special education teacher preparation and measurement developed the Preservice Observation Instrument for Special Education (POISE). The POISE is an observation system rooted in effective special education practices that support the growth of preservice teachers who will serve SWD across instructional settings. The purpose of this article is to report on the development and psychometric properties of the POISE. Specifically, we employed Kane’s argument-based validity approach to frame each stage in the development process of the POISE. We conducted two phases of content validation activities, development activities, and a pilot study to assess the degree to which scores from POISE provided evidence for the scoring, generalizability, and extrapolation inferences. In the end, the POISE represents a promising observation instrument for the development of special education teacher candidates.

Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills

2020 ◽  
pp. 088840642096473
Author(s):  
Kristen Merrill O’Brien ◽  
Kelley Regan ◽  
Christan G. Coogle ◽  
Jennifer R. Ottley ◽  
Sarah A. Nagro
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Single Case ◽  
Special Education Teacher ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Teacher Strategies ◽  
Education Teacher

Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.

scholarly journals Teacher Preparation and Diversity: When American Pre-service Teachers Aren’t White and Middle Class

2010 ◽  
Vol 12 (1) ◽  
Author(s):  
Jodene Morrell
Keyword(s):  
Academic Achievement ◽  
Teacher Preparation ◽  
Middle Class ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Public University ◽  
Student Population ◽  
White Middle Class ◽  
K 12 ◽  
Pre Service Teacher

The majority of American educators are White, middle class, and female. Most textbooks and articles for pre-service teachers assume their readers reflect these characteristics. However, as the K-12 student population becomes increasingly diverse, so do the pre-service teacher candidates at our Southern California public university. This article describes a prerequisite education course on diversity, showing how its original assumption that students needed to be convinced of the importance of diversity changed to a focus on improving the academic achievement and opportunities for linguistically and culturally diverse K-12 students.

Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions

2018 ◽  
Vol 42 (1) ◽  
pp. 82-92 ◽  
Author(s):  
Barbara Fink Chorzempa ◽  
Michael D. Smith ◽  
Jane M. Sileo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Problem Solving ◽  
Instructional Practices ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Graduate Program ◽  
Evidence Based ◽  
Certification Programs ◽  
K 12

Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.

scholarly journals Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation

2019 ◽  
Vol 9 (2) ◽  
pp. 47-64
Author(s):  
Allen Guidry ◽  
Christy Howard
Keyword(s):  
Higher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Content Literacy ◽  
Rural Regions ◽  
Collaborative Practices ◽  
Course Content ◽  
Academic Fields ◽  
Rural Settings ◽  
Rural Teacher

Isolation between academic fields is an unfortunate reality in higher education and teacher education. Whereas current educational reforms invoke a need to collaborate, faculty are often unsure of how to design collaborative experiences. Research argues for the use of co-teaching to engage teacher candidates in beneficial learning experiences where instructors model the collaborative practices desired in those candidates. Additionally, the use of co-teaching in rural settings is shown to address some of the challenges associated with rural teacher preparation. With the hesitancy of many in higher education to engage in co-teaching in teacher preparation, it is crucial that those who do co-teach share the design, implementation, and perceptions of the process with others. This article presents the design, implementation, and reflections of students and teacher preparation faculty: one content methods instructor and one content literacy instructor. The authors present the hassles and hopes of using co-teaching in teacher preparation in rural regions to enhance course content and collaboration among teacher candidates.

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