Providing performance-based feedback to teachers in real-time using Bug-in-Ear technology

eCoaching in Rural Secondary Settings When Teaching Students With Intellectual and Other Developmental Disabilities

“…Inevitably, the ineffective "train and hope" technique is used in rural settings, and oftentimes the one-day didactic-based training session is arranged and led by individuals who are not considered experts in the field (Mueller & Brewer, 2013). Despite evidence indicating that traditional didactic-based PD alone is ineffective in shaping and sustaining teacher behavior in the classroom (Horn, Layden, et al, 2021;Maheady et al, 2016), quality-related PD issues arise in rural communities. According to Mueller and Brewer (2013):…”

“…(p. 11) In contrast to the aforementioned method of teacher training that has been shown to be ineffective, a promising element of PD in rural communities (and beyond) is coaching (Mueller & Brewer, 2013). Coaching enhances traditional PD by providing teachers with an opportunity to overcome implementation-related obstacles as they receive expert feedback and repeated practice opportunities in the classroom context (Horn, Layden, et al, 2021;Mueller & Brewer, 2013). This differs from didactic-based PD alone, which requires teachers to learn new instructional practices (e.g., EBPs) outside of the classroom, generalize them to the school setting, and implement said practices with fidelity (Horn, Layden, et al, 2021).…”

“…Coaching enhances traditional PD by providing teachers with an opportunity to overcome implementation-related obstacles as they receive expert feedback and repeated practice opportunities in the classroom context (Horn, Layden, et al, 2021;Mueller & Brewer, 2013). This differs from didactic-based PD alone, which requires teachers to learn new instructional practices (e.g., EBPs) outside of the classroom, generalize them to the school setting, and implement said practices with fidelity (Horn, Layden, et al, 2021). The latter does not incorporate follow-up support; thus, the special education teacher may begin to question how to move forward with classroom-based implementation.…”

“…These questions and others may result in the teacher implementing a modified version of the instructional practice (e.g., EBP), or electing to not use the procedure at all. In contrast, coaching extends the initial learning by aiding generalization of the EBP to the classroom setting (Horn, Layden, et al, 2021;Mueller & Brewer, 2013). That is, after initial training occurs, a coach (expert providing implementation feedback, e.g., supervisor, skilled colleague, lead teacher) provides oneon-one support to the coachee (individual receiving feedback support, for example, teacher, paraeducator); thus, encouraging high fidelity and sustainability as the coachee implements the acquired practice in the classroom context (Fallon et al, 2015;Kretlow & Bartholomew, 2010;Rosenberg et al, 2020).…”

“…Over nearly seven decades, virtual coaching has evolved, and the once termed "mechanical third ear" (Korner & Brown, as cited by Rock et al, 2009) has been refined and is now referred to as BIE technology (Rock et al, 2009(Rock et al, , 2014Scheeler et al, 2018). When using BIE, a Bluetooth earpiece is worn by the individual receiving feedback (e.g., special education teacher, paraeducator), hence the bug in ear (Horn, Layden, et al, 2021;Rock et al, 2009). In addition, a stationary camera (e.g., iPad, tablet) is used to live stream sessions through a secure platform (e.g., private WebEx meeting).…”