Abstract
The purpose of this chapter is to provide an in-depth description of an eCoaching program developed to support nontraditional interns in their culminating internship experience. Leveraging the technology and adaptability of coaching, the program described in this chapter could also be used to support traditional interns and in-service teachers through induction. The program includes five steps that are focused on targeted goals, frequent feedback, and learning to mastery. The program culminates in a final conference that emphasizes the need for interns to develop a self-coaching mindset in order to be effective practitioners. eCoaching can be used as a stand-alone program or in combination with existing practices of a teacher preparation or induction program. Outcomes of the eCoaching program and adaptations will be shared.
TopIntroduction
Research supports the use of evidence-based practices in the classroom, yet instruction in these skills and strategies is not enough to guarantee implementation. When effective coaching on evidence-based practices is combined with theory, demonstration, and practice, however, large gains in transfer are exhibited (ES=1.42; Joyce & Showers, 2002), and recent research has found similar results with both special and general educators at all school levels (e.g., Hinojosa, 2022; Rakap, 2017; Reddy et al., 2021). Teacher preparation and induction programs that incorporate rich, meaningful clinical field experiences, such as internships, in tandem with timely, constructive feedback from faculty and other experienced, school-based personnel, can be a major factor in increasing teachers’ correct use of evidence-based practices (Kretlow & Bartholomew, 2010).
Feedback is critical to coaching. Interns and beginning teachers need feedback that is frequent as well as timely and constructive (e.g., Ronfeldt et al., 2021; Youngs et al., 2022). Unfortunately, it is often not feasible in traditional university supervision models, or in school-based mentoring models, to provide feedback or to coach as frequently as necessary to provide support or to change teacher behavior. Leveraging technology to alleviate barriers to frequent coaching opportunities holds promise for both preparation and induction programs. Recent research by Nagro et al. (2021) and O’Brien et al. (2021) indicates that immediate, frequent feedback provided through bug-in-ear coaching, along with video analysis and reflection can improve teachers’ use of evidence-based practices. This research on combining coaching components with technology, or eCoaching, has built upon the previous use of bug-in-ear or real-time feedback alone (e.g., Coogle et al., 2019; Coogle et al., 2018; McKinney & Vasquez, 2014; Ploessl & Rock, 2014). In this chapter, we describe an eCoaching program that provides the opportunity for consistent, frequent feedback and reflection for interns during internship. Our focus is on the program’s use with provisionally-licensed special educators who do not have the opportunity for a traditional internship; the basic ideas of the program, however, can be used across licensure areas and settings.
Key Terms in this Chapter
eCoaching: Using technology to provide coaching.
Bug-in-Ear Technology: Using Bluetooth headsets in combination with a videoconferencing application to provide real-time coaching to interns while they are instructing students.
Intern/Teacher Candidate: Individual in teacher preparation program who is participating in final clinical practice experience.
Coach: Individual with expertise in area of performance who provides non-evaluative feedback and support to a teacher.
Reflection: Reviewing video, documents, student performance, and other materials to identify areas of strength and need in instruction.
Coaching: Providing frequent feedback that is supportive and not evaluative in nature.
Feedback: Information provided by a coach related to a specific goal for the purposes of filling a gap “between what is understood and what is aimed to be understood” ( Hattie, 2009 , p.174).
University Supervisor: Individual assigned by university for supervision of an intern during the culminating internship experience (may also serve as coach).