Supporting Novice Teachers in Inclusive Classrooms Using Social

Media and E-Mentoring

Barbara SerianniSelma PowellNovember 9, 2012

OVERVIEW Rationale

Resident Teacher Professional Preparation Program (RTP3)

Introduce RTP3 technology

Explore use of Edmodo and RTP3

Supervision of Virtual Interns

Lessons we are learning

RATIONALE

These resident teachers require more support than novice teachers who have completed their teacher preparation programs (Smith & Evans, 2008).

University intern coordinator, a supervising teacher, and a district mentor play a significant role in the success of new teachers, with the trained mentor having the most critical role (Denver, Hager, & Klein, 2003).

Effective mentors have the responsibility of communicating, establishing trust, providing emotional as well as pedagogical support for these resident teachers (Jones & Pauley, 2003).

Technology tools are now an integral part of the teacher toolkit (Smith & Israel, 2010).

E mentoring is combined use of any computer-mediated communication, including internet-based applications such as social media and is designed to “support novice teachers through differentiated experiences based on mentees’ needs and immediate concerns” (Smith & Israel, 2010, p. 30).

E mentoring via web 2.0 applications has emerged as a viable alternative and supplement to the more traditional face-to-face communication between mentor and mentee ” (Smith & Israel, 2010).

UCF/Lockheed Martin AcademyTMAST (Since 2003)

(Transition to Mathematics & Science Teaching)

Alternative Teacher Preparation Program 14 month intensive

TMAST Qualifications

• Often Career Changers• 3.0 GPA• 18 Credits in Math or Science• No Teaching Experience

RESIDENT TEACHER PROFESSIONAL PREPARATION PROGRAM (RTP3)

(Race to the Top Grant 2012)

Alternative Teacher Preparation Program 14 month intensive

RTP3 Qualifications• 3.0 GPA last 60 hours• STEM degree from 2008• No Teaching Experience

Resident Teacher Professional Preparation Program (RTP3)

Mentoring Connection

Common Core Standards

Technology and Innovation

Lesson Study

Common Text

10

RTP3 CURRICULUM AT-A-GLANCE

EXPLORE THE RTP3 TECHNOLOGY FOR MENTORING

Edmodo FaceTime Bug In Ear

EDMODO

FACETIME

BUG IN EAR

OVERALL VISITS TO EDMODODuring the Summer Term

MAP OF RTP3 USE OF EDMODO

MAP WITHOUT WHOLE GROUP POSTS

SUPERVISION OF VIRTUAL INTERNS

Elluminate

Microsoft Messenger

Google Voice

Google Hangout

ELLUMINATE

MICROSOFT MESSENGER

GOOGLE VOICE

GOOGLE HANGOUT

PRELIMINARY SURVEY RESULTSHOW ARE TEACHERS ACCESSING EDMODO?

87% - Laptop23% - Tablet26% - SmartphoneConclusion: Teachers are mobile

HOW HAS USEAGE BEEN IMPACTED BY THE START OF SCHOOL?

5% - Several times a week25% - At lease once a week70% - Less than once a weekSuspicion: Teachers are adjusting to the demands of teaching

TEACHER’S SENSE OF EFFICACY SCALE (Pre)

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.

Reliability: Engagement (α = .87) Instruction (α = .91) Management (α = .90)

SCALE1-Not at all 2-Very Little3-Some Degree 4-Quite a Bit5-A Great Deal

Efficacy in: Mean SD

Student Engagement 3.8 .78

Instruction 4.0 .76

Classroom Management 3.9 .70

Preliminary Data

TECHNOLOGY SELF-EFFICACY (Pre)

SCALE1-Strongly Disagree 2-Disagree3-Neither 4-Agree5-Strongly Agree

Confident in using: Mean SD

Technology in General 4.3 1.02

Social Networking 4.0 1.20

Mobile Devices 4.3 1.06

Preliminary Data

LESSONS WE ARE LEARNING

Resident Teachers need support and want immediate

feedback

Resident Teachers are comfortable with using technology