Fall 08 - SIGnetwork

  Glickman (1990)
  Is not glamorous
  Goes largely
unnoticed
  Serves a critical
function
  Determines success
or failure
  “Oddly enough, glue only sticks due to the effects of
friction. Friction is simply a function of the normal force
of the object against another surface and a frictional
force constant, m. m (greek, actually "mu") is
determined by the way that the two surfaces interact
when they touch. Imagine sliding two smooth boards
past each other. Now imagine sliding two pieces of
sandpaper past each other. It's a function of the bumps,
because the bumps get in the way. Having glue in
between two surfaces links the bumps together like
puzzle pieces link together, thus creating an "infinite"
frictional force constant. You can only separate the two
by overcoming the shear force necessary to break the
"links" between the "puzzle pieces”.”
(http://wiki.answers.com/Q/Whats_makes_glue_stick)
Traditional Supervision
BIE $677 + Travel + Time
VBIE Coaching
$136 w/o recording
$276 w/ recording
2009
2008
2006
2002
2002
1995
1994
1992
1988
1978
1976
1971
Rock et
al.
Goodman
et al.
Scheeler
et al.
Scheeler
& Lee
Kahan
Giebelhaus &
Cruz
Giebelhaus &
Cruz
Giebelhaus &
Cruz
Van der
mars
Thomso
n et al.
Bowles &
Nelson
Herold
et al.
TESE
FAODD
TESE
JOBE
JOTIPE
ERIC
JTE
JOECTE
JOTIPE
MOSFRI
CD
JOSP
ET
N=15
Elem Ed
Pre
Service
Teachers
N=3
Special
Ed Novice
Teachers
N=5
Special
Ed Pre
Service
Teachers
N=3
Special
Ed Pre
Service
Teachers
N=2
PE Pre
Service
Teachers
N = 25
Elem Ed
Pre
Service
Teachers
N = 22
Elem Ed
Pre Service
Teachers
Unknown
N=1
Teacher
w/ 5
Years
Exp.
N= 24
Pre
Service
ECE
Teachers
N=13
Elem &
SPE
Teachers
N=?
Field
Testing
  TESE Study (see Rock et al., 2009)
  Proof of Concept
  Offer immediate feedback in real-time to coach practicing
teachers as they translate research into classroom practice
and investigate impact on:
• 
• 
• 
• 
Opportunities to Respond
•  High access instructional strategies (Feldmen & Denti, 2004)
Classroom Climate
•  Teacher praise, reprimands, & redirects
Student Engagement
•  Student on-task behavior
Acceptability of Use
• 
Written Reflection
  Transforming supervision to coaching during teacher
preparation
  Immediate feedback
  Opportunities for guided practice
  Reinforcement and positive behavioral momentum
  Accountability
  Access to an “expert”
Highest Level of Concern for Study Participants
Marcia Rock UNCG
Maya Israel UC
Bob Gable ODU
Rick Brigham GMU
Project TEEACH UA
Abbie Felder ALSDE
Theresa Farmer ALSDE
Lisa Dieker UCF
Wanda Wade UCF
Fran Warkomski FL Tech
Naomi Zigmond Pitt
Mary Catherine Scheeler PSU
PaTTAN
Earle Knowlton KU
  Mac platform for coaches
only – Lap or desktop
  Call Recorder for Mac
$19.95
http://www.ecamm.com/
mac/callrecorder/
E-Coaching VBIE Technology: How
Reliable Is It?
Technology (Audio & Video Recoding)
Semester
# of
VBIEs
# of
VBIEs recorded
& coded
%
Spring 07
(PC)
58
27
46.55%
Fall 07
(PC)
148
129
87.16%
Spring 08
(PC)
189
168
88.89%
Fall 08
(Mac)
160
160
100%
Totals
555
484
Mixed Methods
Single Subject
  PaTTAN Study
 
  PA Verbal Behavior
Project
  Professional
Development
  Two Self-Contained
Classrooms
  Teachers and
paraeducators
participated
 
Project TEEACH Cohort 1
Studies
 
Year 1, Year 2, Follow Along
 
Prompt versus no prompt
Project TEEACH Cohort 2
Studies
 
Replication
 
Comparison
 
Co-teaching
 
Peer Coaching
Project TEEACH
Cohort 1 Semester 1 Data
Project TEEACH
Cohort 2 Semester 1 Data
  Widespread Adoption
  Teacher Preparation –Innovation and Reform in Teacher
Preparation AACTE’s 5th Annual Day on the Hill (June
17-18, 2009)
  Expanded Application
  Recruitment, Preparation, & Retention – See Rock, M.L.
Gregg,M., Gable,R.A., & Zigmond, N.P. (2009). Virtual
coaching for novice teachers. Phi Delta Kappan, 91(2),
36-41.
  Professional Development –See Rock, M.L., Gregg, M.,
Howard, P., Ploessl, D., Maughn, S., Gable, R.A., &
Zigmond, N.P. (2009). See me, hear me, coach me: Virtual
bug-in-ear technology brings immediacy to professional
development. Journal of Staff Development, 30 (3), 24-31.
 
“The sessions allowed me to feel connected to the
University and most specifically Dr. Rock. The strong
connection I felt to the University allowed me to also feel
a natural connection between the information I gleaned in
my classes as the student and their applications as a
teacher.” – Project TEEACH Scholar
 
“ I quickly learned during my first VBIE lesson how
beneficial it was to receive instruction while I was
teaching. Putting Dr. Rock’s comments into practice
immediately seemed to make them “stick” and I caught
myself reflecting on the lesson for the rest of the day.” –
Project TEEACH Scholar