Virtual Bug In Ear Technology for Online Coaching: A Brief

Review and What’s New

Marcia L. Rock, Ph.D.

Project Director

H325K060310

mlrock@uncg.edu

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

TechnologyResearchPractical

Application

Brief Revie

w

What’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