FROM THE INSIDE OUT: THE POTENTIAL OF HYBRID FIELD SUPERVISION JODELL R. HEROUX, Ph. D. CENTRAL MICHIGAN UNIVERSITY RATIONALE FOR STUDY Ø Large caseloads of practicum students and broadening geographic locations complicate supervision (Dymond et al. , 2008) Ø Increasing number of pre-service and graduate programs offered through distance education (Caywood & Duckett, 2003) Ø Shortage of qualified faculty to provide supervision to pre-service teachers (Scheeler, Mc. Kinnon, & Sout, 2012) Ø E-supervision allows quality supervision in field placements where on-site school supervisors may be unfamiliar with best practices; inappropriately licensed; or unavailable (Dymond et al. , 2008) ØHonest, meaningful and forthright feedback is critical in preparing quality teachers (Conderman, Morin, & Stephens, 2005) ØMay increase opportunities to provide feedback and coaching (Koehler, 1988) ØMay be less intrusive for special education environments ØThe use of technology to supervise fieldwork has received limited attention (Dymond et al. , 2008) STUDY (n = 18) Increased opportunity for feedback Observations of Targeted Skills Needs Support vs. Meets Expectations Performance Category Matches/Total Possible Agreement Discrepancies Disagreement Instructional Presentation 211/252 . 837 41/252 . 162 64/90 . 711 26/94 . 276 126/216 . 583 90/216 . 416 66/90 . 733 24/90 . 267 Student/Teacher Interaction Classroom/Behavior Management Professional Behaviors Hybrid Model • • Scores of 3 and 4 were categorized as “meets expectations” Scores 0 -2 were categorized as “needs support” RESEARCH ØIsrael, et al. (2012): • Coaching identified as critical to the success of pre-service and novice teachers (lacking in current practice) • Difficult to provide in isolated rural areas and larger urban areas • Virtual coaching provided opportunities for simpler, faster, and less expensive coaching to novice and pre-service teachers • Provided flexibility in scheduling ØGibson, Pennington, Stenhoff & Hopper (2010): • Desktop conferencing used for behavioral consulting and coaching • Skype used for 2 -way audio-video communication • Allowed the consultant to see a clearer picture of what actually happens in the classroom • Teacher received more support, feedback and recommendations • Consultants were available to observe more frequently and collect more data vs. face-to-face • Increased consultant availability due to limited travel time • Observations via Skype may have reduced observer effects on student behavior ØFalconer & Lignugaris (2002): • Used video conferencing to conduct observations and assist pre-service teacher with course assignments and meeting with the cooperating teacher • Allowed course instructors to physically demonstrategies to support learning • Allowed for increased and more immediate communication • Provided a medium for preservice teachers to reach out to university course instructors • Virtual observation allowed field supervisor to focus and provide more accurate feedback • Cooperating teachers felt that it allowed more opportunities for them to reach out to university personnel • Practicum and preservice teachers found virtual observations less distracting than on-site ØDymond, Renzaglia, Halle, Chadsey, & Bentz (2008): • Video-conferencing was determined to be a promising practice for pre-service teacher practicum supervision Professional Development for Field Supervisors Core Components of Instructional Presentation Targeted Coaching ØAdults are more likely to learn “in” experience vs. “from” experience – immediacy of virtual coaching fosters potential for more well-rounded learning experience (Israel, et al. , 2012) ØIncreased opportunities to conduct observations of “specific” instructional or behavioral strategies = increased opportunities for feedback ØAllow course instructors (not only field supervisors) to observe implementation of various instructional strategies ØMay also provide a format for supervising field instructors = inter-rater reliability in observations ØSynchronous and asynchronous methods of supervision offer both face-to-face and online supervisors a technological smorgasbord of delivery methods to conduce and supplement other supervision approaches (Carlisle, Hill, Kirk-Jenkins, & Polychronopoulos, 2013) Used modeling and think-alouds to promote student learning 6 Approp. demonstrated skill/concept with step-by-step instruction 6 Provided frequent, specific, targeted feedback to students to improve performance 11 Provided frequent and varied opportunities for students to respond 3 * Candidate was scored as “meets expectations” or “making progress” SPECIAL EDUCATION ØField experiences are viewed as the most important and influential component of a teacher preparation program (Buck et al. , 1992; Guyton & Mc. Intyre, 1990; Wilson, Floden & Ferrini-Mundy, 2001) ØField experiences: link teacher candidates to the actual teaching setting; exemplify the concept of learning through experience; produce a high degree of positive emotional involvement; stimulate personal and professional growth; offer the opportunity for one-on-one teaching encounters; allow prospective teachers to be inducted into the teaching milieu (Henry, 1989) ØField supervisors often have numerous teacher candidates to observe and limited opportunities to conduct (Conderman, Morin & Stephens, 2005) ØField supervisors are often chosen based on their availability rather than their supervisory skills (Warger & Aldinger, 1984) Core Components of Classroom/Behavior Management # of disagreements Provided positive feedback and redirection consistently and efficiently 9 Delivered consequences effectively and respectfully 10 Taught, reviewed, and reinforced 3 -5 positively stated expectations or rules 8 Provided frequent positive feedback on appropriate behaviors 12 Ignored or provided quick, direct, explicit feedback on inappropriate behaviors 8 Used multiple strategies/systems to acknowledge appropriate behavior 12 * Majority of scores were “meets expectations” or “making progress” STUDY (n = 18) Discussion and Future Directions Inter-Rater Reliability (Exact Matches) HYBRID MODEL # of disagreements Performance Category Total Matches/Total Possible 191/280 Agreement Student/Teacher Interaction 80/100 . 80 Classroom/Behavior Management 122/240 . 508 Professional Behaviors 57/100 . 57 Instructional Presentation . 682 Ø Instructional Presentation had highest level of agreement at 68% (exact) and 85% (categorical) Ø Student/Teacher Interaction and Professional Behaviors had next highest level of agreement at 71% and 73% respectively. Ø Classroom and Behavior Management had lowest level of agreement at 58%. Disagreements were most frequently (70%) scored as “unobserved”(virtual) and “making progress, meets, or exceeds expectations” (onsite). Ø Dual observation using virtual and on-site could provide support for field supervisors to become more skilled at providing substantive feedback to teacher candidates. Ø Dual observation could also provide opportunity for teacher candidates to receive additional feedback – perhaps specific to instructional methods shared in methods courses. Ø Potential for virtual observations to be used as a tool for evaluating field supervisor performance. Ø Hybrid model may provide increased opportunities to support teacher candidates’ use of specific instructional strategies while maintaining the benefits of the on-site model.
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