1. Novice Teachers Immediate Feedback: A Recipe for Success Wanda Wade, Ph.D Exceptional Education School of Education University of West Florida wwade@uwf.edu Kelly J. Grillo, Ph.D Exceptional Education School of Education University of Central Florida Kelly.grillo@ucf.edu Council For Exceptional Childrens Annual Conference April 11-14, 2012 Denver, Colorado

2. Advanced Organizer! Define Feedback Define Asynchronous versus Synchronous Share Two Models Identify Barriers Identify Strategies for Overcoming Barrier 3. Defining. 4. Asynchronous=Anytime Synchronous=Same time ? 5. Background Unprepared. Need additional training in classroom management. Need traditional (delayed) feedback on a more consistent basis. Need more immediate feedback on classroom management strategies and instructional delivery. Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M. (2009). A review of teacher induction in special education: Research, practice, and technology solutions. 6. Goals for UWF Student Teaching Experience Develop a model that addressed the concerns of the constituents and in the process: 1. Integrate 2. Increase 3. Offer 7. Collaborative Partnerships University District All working towards establishing open communication both face to face and using the Internet in an effort to better prepare student teachers of tomorrow. 8. Current Evaluation Process of Student Teachers Student Teachers receive: 5 observations from the supervising teachers 2 from the University Supervisor Completed in person in the classroom Rubric Observations are 30-45 minutes long. 9. Virtual Coaching Model In general the University and/or Districts now have the ability to increase the support and training of struggling student teachers from virtually anywhere. Research based. 15 student teachers Specific feedback As needed. for those students repeating the student teaching experience (RTI) Identified by Sup. 10. What is Virtual Coaching? Feedback Rock, M. L., Gregg, M., Howard, P. W., Ploessl, D. M., Maughn, S., Gable, R. A. (2009). See me, hear me, and coach me. Journal of Staff Development, 30(3), 24-26. Immediate 11. Key Components of the VCM Equipment 1. Mobile/portable device (iPod Touch 4G or higher, iPhone 3GS or higher, and/or iPad 2 or 3) 2. Bluetooth Earpiece Software/Internet Wi-Fi access for both parties. FaceTime (Herold, Ramirez, & Newkirk, 1971; Scheeler, McAfee, Ruhl, & Lee, 2006; Franklin, Sexton, Lu, & Ma, 2007). 12. Scope of Use Escambia School District Total Student teachers 15 Supervising Teacher 10 *See http://coachwandawade.com/?page_id=24 13. Future Plans Local, Regional, State Wide, World-wide Fall 2012 Additional 4 local schools within Escambia County Spring 2012 Include all schools where any UWF student teachers has been placed in Escambia County Fall 2013 Include all student teachers in Escambia, Okaloosa and Santa Rosa Counties Spring 2014 Include all student teachers (local, online) enrolled at UWF completing the student teaching requirement. 14. Cost for Adopting VCM Up Front Overhead VCM Project iPod 4th Generation (199.00) Bluetooth (39.99) Case/Stand (20.00) FaceTime (Free) Total Expense $258.99 15. VCM Funding 1. Enhancing the Support of Student Teachers in the 21st Century($1,438) Scholarly and Creative Activities Committee (SCAC) 2. 21st Century Teacher Preparation, Using Technology to Promote Immediate Feedback in the Practicum Setting ($20,935) 3. Pickens Pack Field Kit for Student Teachers ($12,300) 4. Dr. Pickens Gift ($19,934.11) 16. DCR2 17. Respon Do Cue Review move in front 18. DCR Do Cue Respond Review 2 19. Evolution OSEP funded Grant- Under R. Hine Advisement- Preparing Highly Diverse Educator with Alternative Delivery We used then (2001) high-tech Yahoo Messenger Bi-weekly meetings 10-12 students per one coach. With a Do- Focus- Review Method Now---moving to asynchronous model with For up to 30 students transitioning to teaching and a moderator for support. 20. Novice Special Education Teacher Needs 1. Support with Time management 2. Support developing schedules 3. Support with paperwork 4. Understanding roles and responsibilities 5. Negotiating roles for inclusion and collaboration 6. Finding local resources 7. Ideas for management and coordination of paraprofessionals 8. Support working with parents 9. Strategies for dealing with challenging behavior. Billingsley, Griffin, Smith, Kamman, & Israel, M., 2009 21. Students are on target and only require the minimal contact for basic support- -3 to 4 times in 16 wks site visits Students require more supportcontact focused on teaching -1 time biweekly + site visits Student require intensive support Contact focused on teaching -at least once weekly E-mentoring 22. Barriers Time Money Training= Time + Money Access to web technology ($$$ again) Worried about cameras (privacy) Worried about cell phone use (privacy & $$$) Video 23. Strategies Start with a small cohort Take volunteers Educate people on Technology & Privacy Issues Scaffold Supports Start with free tools Move to interactive more costly for teachers with greatest need 24. In Review. Define Feedback Define Asynchronous versus Synchronous Share Two Models Identify Barriers Identify Strategies for Overcoming Barrier 25. Questions 26. Thank you and have a good day! Wanda Wade, Ph.D Exceptional Education School of Education University of West Florida wwade@uwf.edu Kelly J. Grillo, Ph.D Exceptional Education School of Education University of Central Florida Kelly.grillo@ucf.edu