You are here:

Partnering Principal and Teacher Candidates: Exploring a Virtual Coaching Model in Teacher Education
article

, Winthrop University, United States ; , , East Carolina University, United States

Journal of Technology and Teacher Education Volume 25, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Full Text

Abstract

Colleges of education are constantly searching for innovations to develop stronger graduates. This paper describes and shares findings from a study of a virtual coaching partnership model that links a principal candidate with a teacher candidate. Through the use of existing virtual coaching software, this model provides teacher candidates with timely, specific feedback on their teaching while allowing principal candidates to hone their evaluation and feedback practices. Specifically, the nature of the feedback varied between teacher and principal candidates while both principal and teacher candidates found the virtual coaching model beneficial and the software helpful.

Citation

Stapleton, J., Tschida, C. & Cuthrell, K. (2017). Partnering Principal and Teacher Candidates: Exploring a Virtual Coaching Model in Teacher Education. Journal of Technology and Teacher Education, 25(4), 495-519. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 28, 2023 from .

© 2017 Society for Information Technology & Teacher Education

References

View References & Citations Map
  1. Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum Associates.
  2. Archer, J., Cantrell, S., Holtzman, S.L., Joe, J.N., Tocci, C.M., Wood, J. (2016). Better feedback for better teaching: A practical guide to improving classroom observations. San Franxisco, CA: Jossey-Bass.
  3. Ball, D.L., & Cohen, D.K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes& L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco, CA: Jossey Bass.
  4. Bryk, A.S. (2015). Accelerating how we learn to improve. Educational Researcher, 44(9), 467-477.
  5. Bryk, A.S., Gomez, L., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America’s schools can get better at getting better. Boston, MA: Harvard Educational.
  6. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  7. Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson Education.
  8. Creswell, J.W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  9. Cuthrell, K., & Lys, D. (2015). ECU Portrait: Using data for program improvement: A study of promising practices in teacher education. Retrieved from https://secure.aacte.org/apps/rl/res_get.php?fid=1638 & Ref=rl
  10. Danielowich, R.M., & McCarthy, M.J. (2013). Teacher educators as learners: How supervisors shape their pedagogies by creating and using classroom videos with their student teachers. Action in Teacher Education, 35(3), 147518
  11. Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61(1-2), 35-47.
  12. Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond& J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). San Francisco, CA:
  13. Gibson, J.L., Pennington, R.C., Stenhoff, D.M., & Hopper, J.S. (2010). Using desktop videoconferencing to deliver interventions to a preschool student with autism. Topics in Early Childhood Special Education, 29(4), 214-225.
  14. Glickman, C., Gordon, S., & Ross-Gordon, J. (2014). SuperVision and instructional leadership: A developmental approach (9th ed.). Boston, MA: Pearson Education.
  15. Grunow, A. (2015). Improvement discipline in practice [Blog post]. Retrieved from https://www.carnegiefoundation.org/blog/improvement-discipline-inpractice
  16. Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond& J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Francisco, CA: Wiley& Sons.
  17. Lewis, C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54-61.
  18. Knight, J. (2008). Coaching: Approaches and perspectives. Thousand Oaks, CA: Corwin Press.
  19. Knight, J. (2009). The big four: A simple and powerful framework to dramatically improve instruction. Strategram, 21(4), 1-7.
  20. Knight, J. (2011). What good coaches do. Educational Leadership, 69(2), 18-22.
  21. Merriam, S.B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
  22. Merriam, S.B. (1998). Qualitative research and case study application in education. San Francisco, CA: Jossey-Bass. National Council for Accreditation of Teacher Education (NCATE). (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Retrieved from http://www.ncate.org/ LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=7
  23. Rock, M.L., Schoenfeld, N., Zigmond, N., Gable, R.A., Gregg, M., Ploessl, D.M., & Salter, A. (2013). Can you Skype me now? Developing teachers’ classroom management practices through virtual coaching. Beyond Behavior, 22(3), 15-23.
  24. Rock, M.L., Schumacker, R.E., Gregg, M., Howard, P.W., Gable, R.A., & Zigmond, N. (2014). How are they now? Longer term effects of e-coaching through online bug-in-ear technology. Teacher Education and Special Education, 37(2), 161-181.
  25. Rock. M.L., Zigmond, N.P., Gregg, M., & Gable, R.A. (2011). The power of virtual coaching. Educational Leadership, 69(2), 42-47.
  26. Smith, J., Stapleton, J., Cuthrell, K., Brinkley, J., & Covington, V. (2016). Improving the internship model: Instructional coaches for teacher candidates. Teacher Education& Practice, 29(2), 344-358.
  27. Stapleton, J., Ringler, M., Brinkley, J., & Cuthrell, K. (2015). Using principal candidates to implement face to face and virtual instructional coaching in a junior level practicum. AACTE, Atlanta, Georgia.
  28. Stapleton, J., Ringler, M., & Cuthrell, K. (2014) Linking principal preparation experiences to initial licensure elementary experiences: Implementing change in practica. AACTE Annual Meeting and Exhibits, Indianapolis, Indiana.
  29. Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.
  30. Zeichner, K. (2012). The turn once again towards practice-based teacher education. Journal of Teacher Education, 63(5), 376-382.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.