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Alternative Approaches to Student Teacher Supervision

Alternative Approaches to Student Teacher Supervision. Brent Heidorn & Deb Bainer Jenkins Department of Health, Physical Education, & Sport Studies University of West Georgia Glenn Weaver Department of Physical Education University of South Carolina. Background.

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Alternative Approaches to Student Teacher Supervision

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  1. Alternative Approaches to Student Teacher Supervision Brent Heidorn & Deb Bainer Jenkins Department of Health, Physical Education, & Sport Studies University of West Georgia Glenn Weaver Department of Physical Education University of South Carolina

  2. Background • The importance of student teaching • The perils of student teaching • Lack of training for cooperating teachers and supervisors (Meade, 1991) • Differing views of effective pedagogy among supervisors (Rikard, 1990) • Economic constraints (Bullough, Egan, & Nokes, 2002) • Options for student teaching • Face-to-Face • Multiple Students in One Placement • Technology Enhanced Supervision

  3. What Do Supervisors Do? • Supervisors: • represent all academic ranks • generally complete the required number of observations • invest between 60 and 120 minutes in a single observation visit • spend 1-6 hours per week engaged in supervision • travel 30-88 miles each week to accomplish supervision

  4. Multiple Students in One Placement: • K-12 student teachers (n = 27; 22 udg; 5 grad) • Single placements (n = 9) • Multiple placements (n = 18) • Groups of 2 (n = 12) • Groups of 3 (n = 6) • Levels • Elementary School (n = 19) • Middle School (n = 6) • High School (n = 2) • Supervisors (US: n = 5; CT: n = 18)

  5. Structure in Multiple Placements:Options • Alternated classes • Rotated each hour all semester • Alternated grade levels • K-2 vs. 3-5; switched levels as semester progressed • Alternated roles • Lead and support; one week of full day • Alternated content • Health vs. PE; switched at mid-semester • Alternated teachers • Observed vs. Health vs. PE • ½ lesson each (shared time)

  6. Cooperating Teachers: Advantages(n = 5) • Teamwork • Time for students • Feedback from their peers • Experienced different teaching styles (pupils and STs) • Realistic situation

  7. Cooperating Teachers: Disadvantages • Unequal student teacher workload • Fewer teaching experiences • Preferential treatment • Feedback to the observer • Limited teaching by cooperating teacher • Greater workload for the cooperating teacher

  8. Cooperating Teachers: Satisfaction • Very satisfied (n = 1); Satisfied (n = 4) • Preferred multiple placements (n = 3); Preferred single placements (n = 2) • Gender mix • Multiple cooperating teachers at one site • Multiple supervisors

  9. Student Teachers: Advantages(n = 17) • Student teachers expressed similar advantages as cooperating teachers • In addition: • Comfortable content • One-on-one time with the CT • Carpooling

  10. Student Teachers: Disadvantages • Student teachers expressed similar disadvantages as cooperating teachers • In addition: • Personality and relationship issues • Limited space and equipment • Distraction • Less feedback from cooperating teacher No disadvantages (n = 4)

  11. Student Teachers: Effectiveness • Are you a better teacher now because you worked with other student teachers? • Yes (n = 9) • More feedback, more confident, and more comfortable with a peer; more observations • Maybe (n = 3) • No (n = 5) • Too little time teaching

  12. Student Teachers: Satisfaction • Overall, how satisfied were you working in a situation with multiple student teachers? • Very satisfied (n = 9) • Satisfied (n = 6) • Dissatisfied (n = 2) • Not a realistic situation; not enough teaching time

  13. Lessons Learned:Multiple Students in One Placement • Placing multiple student teachers in one placement WORKS • Structure should be context-specific • Cooperating teachers need orientation • Resources are conserved • Placements should be thoughtfully made • Student teachers need skills in observing and providing feedback • Observation forms; Clinical teaching experiences

  14. Technology Enhanced Supervision:Our Experience • The plan • 4 face-to-face and 2 technology enhanced observations • The potential • Saving resources • Building analytical and reflective skills in student teachers • The procedure • Upload video; US observes and sends feedback • The problems • Uploading time; tech support; student frustration; system crashed

  15. Does Using Technology Save Time?

  16. Does Using Technology Save Money?

  17. Future Research • How effective are various methods of supervision at developing effective teachers? • How does the resource investment in supervision compare to teaching a class? • What are more effective ways to use technology to build effective teachers?

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