This presentation shares two virtual teaching models for novice teacher.

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 Children’s 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….

5. Asynchronous=Anytime
Synchronous=Same time
?

6. 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.

7. 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

8. 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.

9. 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.

10. Virtual Coaching Model
In general the University and/or District’s 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.

11. 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

12. 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).

13. Scope of Use
Escambia School District
Total
Student teachers 15
Supervising Teacher 10
*See http://coachwandawade.com/?page_id=24

14. Future Plans
Local, Regional, State Wide, World-wide
Fall 2012
 Additional 4 local school’s within Escambia County
Spring 2012
 Include all schools where any UWF student teacher’s has
been placed in Escambia County
Fall 2013
 Include all student teachers in Escambia, Okaloosa and
Santa Rosa Counties
Spring 2014
 Include all student teacher’s (local, online) enrolled at
UWF completing the student teaching requirement.

15. 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

16. 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. Picken’s Gift ($19,934.11)

17. DCR2

18. Respon
Do Cue
Review
move in front

19. DCR
Do
Cue
Respond
Review
2

20. 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.

23. 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

25. 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
support—contact focused on
teaching
-1 time biweekly + ¾ site visits
Student require intensive support—
Contact focused on teaching
-at least once weekly E-mentoring

26. Barriers
Time
Money
Training= Time + Money
Access to web technology ($$$ again)
Worried about cameras (privacy)
Worried about cell phone use (privacy & $$$)
Video

27. 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

28. In Review….
Define Feedback
Define Asynchronous versus Synchronous
Share Two Models
Identify Barriers
Identify Strategies for Overcoming Barrier

30. Questions

31. 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