Virtual Bug In Ear Technology for Online Coaching: A Brief
Review and What’s New
Marcia L. Rock, Ph.D.Project DirectorH325K060310
What’s Glue Got to Do With It? Glickman (1990)
Is not glamorous Goes largely
unnoticed Serves a critical
function Determines
success or failure
Advance Organizer
Technology
ResearchPractical
Application
Brief Revie
wWhat’s New
Pioneering New Glue: A Review
Journey began in Spring 2007 - Project TEEACH funded by OSEP To address critical special education teacher
shortages. To prepare teachers to bridge the gap between
research and practice to improve results for children with high-incidence disabilities.
To prepare teachers to work collaboratively to provide effective special education services in the least restrictive environment.
Pioneering New Glue: A Review
“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)
Technology Review
Traditional SupervisionBIE $677 + Travel + Time
VBIE Coaching$136 w/o recording$276 w/ recording
Relevant Past Research2009 2008 2006 2002 2002 1995 1994 1992 1988 1978 1976 197
1
Rock et al.
Goodman et al.
Scheeler et al.
Scheeler & Lee
Kahan Giebel-haus & Cruz
Giebel-haus & Cruz
Giebel-haus & Cruz
Van der mars
Thomson et
al.
Bowles &
Nelson
Herold et al.
TESE FAODD TESE JOBE JOTIPE ERIC JTE JOECTE JOTIPE MOSFRICD
JOSP ET
N=15Elem Ed Pre Service Teachers
N=3Special Ed Novice Teachers
N = 5Special Ed Pre Service Teachers
N = 3Special Ed Pre Service Teache
rs
N = 2PE Pre Service Teache
rs
N = 25Elem
Ed Pre Service Teache
rs
N = 22Elem Ed
Pre Service
Teachers
Unknown N = 1Teacher w/ 5 Years Exp.
N= 24 Pre
Service ECE
Teachers
N=13Elem &
SPE Teacher
s
N=?Field Testin
g
Research Review 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
Quote“In my past experience, a professor would come out
to the classroom and observe a lesson and then provide feedback after the lesson. While this was
helpful when planning future lessons, it did nothing for the lesson I had completed. The idea that I could
receive coaching to implement strategies in the moment was encouraging. I can take the strategies and tips the professor has given me and apply them
right then as if I had planned it… As with sports, coaching is crucial to become better and more
efficient at what you do --this immediate play-by-play coaching is awesome.”
--Project TEEACH Scholar
Application Review Transforming supervision to coaching during
teacher preparation Immediate feedback Opportunities for guided practice Reinforcement and positive behavioral
momentum Accountability Access to an “expert”
Application Review
Application ReviewHighest Level of Concern for Study Participants
What’s New With the Glue?
Earle Knowlton KU
Lisa Dieker UCFWanda Wade UCFFran Warkomski FL Tech
Naomi Zigmond PittMary Catherine Scheeler PSUPaTTAN
Maya Israel UC
Project TEEACH UAAbbie Felder ALSDETheresa Farmer ALSDE
Marcia Rock UNCG
Bob Gable ODURick Brigham GMU
Technology Update 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# ofVBIEs 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
Research UpdateSingle Subject
PaTTAN Study PA Verbal Behavior
Project Professional
Development Two Self-Contained
Classrooms Teachers and
paraeducators participated
Mixed Methods 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
Research UpdateProject TEEACHCohort 1 Semester 1 Data
Project TEEACHCohort 2 Semester 1 Data
Application Update 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.
Why Bother?The effectiveness of any broader education reform –including standards, smaller schools, and choice – ultimately depends on the quality of teachers in the classroom”
(Teaching at Risk: A Call to Action published by The Teaching Commission, 2004, p.15)
It’s All About the Glue! “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
Thank you