eCoaching to Support Internship and Induction

Weiss, Margaret P.; Glaser, Holly; Regan, Kelley

doi:10.4018/978-1-6684-3848-0.ch011

Cited by 2 publications

(1 citation statement)

References 10 publications

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“…Video analysis could include videos of instruction by teachers in small, rural schools, perhaps even including lunch blocks or other extracurricular activities to give candidates an understanding of what a small, rural school may look like. eCoaching might be used to allow faculty to place interns in rural schools that may be at a distance from the university setting (Weiss et al, 2022). eCoaching, lesson study, and video analysis can also be used by university faculty or others in professional development, linking new or provisionally licensed teachers in distant rural schools with support from peers in other schools or from university faculty.…”

Section: Prioritizing Critical Features In Instructionmentioning

confidence: 99%

There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts

Weiss

Rowe

Mims

et al. 2023

Journal of Emotional and Behavioral Disorders

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Rural schools experience difficulty in filling teaching positions at higher rates than non-rural schools. Recruiting and retaining teachers are critical in these districts; however, because the term “rural” is variable, a one-size-fits-all response is not possible. Rural communities tend to be geographically remote, have a low critical mass of students with distinct disabilities, and have relatively few resources to provide differential support for students. In this context, special educators may find themselves in circumstances where they operate as general specialists who are responsible for addressing a broad range of student needs without the support of other related service providers (e.g., school psychologists, curriculum specialists, school counselors, speech and language pathologists). Garwood’s article provides a catalyst to consider ecological system factors that affect burnout, attrition, and, as a consequence, instruction, particularly for students with disabilities. In this response, we view this issue from a rural schools’ perspective where the system contexts are varied and directly impact teacher-level variables, such as the ability to implement evidence-based practices (EBPs) with fidelity. Taking a developmental systems approach, we describe what makes rural settings unique and how these characteristics interact with the critical features of EBPs, as well as suggest how preparation and induction programs might better prepare and sustain teachers to adapt instruction to these rural contexts. We conclude with implications for practice and policy.

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Section: Prioritizing Critical Features In Instructionmentioning

confidence: 99%

There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts

Weiss

Rowe

Mims

et al. 2023

Journal of Emotional and Behavioral Disorders

View full text Add to dashboard Cite

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A Scaffolded Model for Preparing Doctoral Students to Teach in Higher Education

Regan,

King-Sears

2023

JOSEP

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Even though effective teaching is required when doctoral students assume positions in higher education, few doctoral programs have courses or formalized experiences designed around pedagogy for undergraduate and graduate students. The lack of pedagogical emphasis is especially concerning for newly minted doctoral students who will be preparing future special educators to teach students with disabilities in K-12 settings. In this article, the Continuum of Teaching Experiences (CTE) Model for preparing doctoral students to teach in higher education is described. This university teaching model depicts practice opportunities that promote pedagogical learning and prepare doctoral students for independent instruction of higher education courses. The CTE model scaffolds opportunities that provide doctoral students with varied entry points across a continuum of possibilities. Additionally, the CTE model is highly adaptable across multiple doctoral preparation programs, emphasizing a malleable framework that can be refined for variable programmatic needs.

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eCoaching to Support Internship and Induction

Cited by 2 publications

References 10 publications

There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts

There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts

A Scaffolded Model for Preparing Doctoral Students to Teach in Higher Education

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