The Evolution of Promising Practices for University Supervisors of Candidates in Yearlong Clinical Experiences
PDF

How to Cite

Strieker, T., Langub, L., & Wright, M. (2016). The Evolution of Promising Practices for University Supervisors of Candidates in Yearlong Clinical Experiences. Educational Renaissance, 4(1), 27-39. https://doi.org/10.33499/edren.v4i1.88

Abstract

This paper describes the exploration of a team of university supervisors and faculty who were charged with identifying effective practices for university supervisors who evaluated teacher candidates enrolled in yearlong co-taught clinical experiences.  The paper discusses the need for greater collaboration in reflective dialogue among the candidate, the collaborating teacher and the supervisors. In addition, the paper discusses the exploration of GROW, a candidate goal-setting structure, as well as 3-way conversations and video-elicited reflections as promising practices for university supervisors.

https://doi.org/10.33499/edren.v4i1.88
PDF

References

Bacharach, N., Heck, T., & Dahlberg, K. (2010). Changing the face of student teaching through

co-teaching. Action in Teacher Education, 32(1), 3–14.

Badiali, B., & Titus, N. (2012). Co-teaching: Enhancing student learning through mentor-intern

partnerships. School-University Partnerships, 4(2), 74–80.

Blanton, M.L., Berensen, S.B., & Norwood, K.S. (1999). Exploring a pedagogy of educative

supervision. (ERIC Document Reproduction Service No. ED453193)

Bullough, R. V., Jr., & Draper, R. J. (2004). Making sense of a failed triad: Mentors, university supervisors, and positioning theory. Journal of Teacher Education, 55(5), 407-420.

Calandra, B. & Brantley-Dias, L. (2010). Using digital video editing to shape novice teachers: A generative process for nurturing professional growth. Educational Technology, 50(1), 13-17.

Center for Educational Placement and Partnerships (2015). Pre-service Co-teaching: A Mentor Modeling Approach. Handbook for Teacher Candidates, Collaborating Teachers, Site Coordinators, and Developmental Supervisors. Kennesaw State University, Kennesaw: GA. http://bagwell.kennesaw.edu/centers/cepp/field-experiences/student-teachingpracticum-3

Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42(2), 104-118.

Council for Accreditation of Teacher Education (2015). CAEP Accreditation Manual, Washington, D.C. Retrieved from www.caep.org/publications

Darling-Hammond, L. (Ed.) (2000). Studies of excellence in teacher education: Preparation in a 5-year program. Washington, DC: American Association of Colleges of Teacher Education.

Evertson, C. M. (1990). Bridging knowledge and action through clinical experiences. In D. D. Dill (Ed.) What teachers need to know. San Francisco: Jossey-Bass.

Friend, M. (2005). The power of 2. [DVD]. Greensboro, NC: Marilyn Friend.

Glickman, C.D. (1981). Developmental supervision: Alternative practices for helping teachers improve instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Glickman, C.D., & the Association for Supervision and Curriculum Development (2002). Leadership for learning: How to help teachers succeed. Alexandria, VA: ASCD.

Glickman, C.D., Gordan, S.P., & Ross-Gordan, J. M. (2014). SuperVision and instructional leadership: A developmental approach (9th ed.). Saddle Creek, NJ: Pearson.

Goodlad, J. I. (1990). Studying the education of educators: From conception to findings. Phi Delta Kappan, 71, 698-701.

Gray, K., Stockdale, S., & Monti, T. (2012). From year-long internship to PDS: Working together to build better teachers. School-University Partnerships, 5(2), 7–12.

Heckert, J., Strieker, T., & Shaheen, M. (Winter, 2013). Kennesaw State University: Collaborative clinical practice model. Educational Renaissance, 1(2). 83-96.

Knight, J. (2007). Instructional Coaching. Thousand Oaks, CA: Corwin Press, Inc.

Knight, J., & van Nieuwerburgh, C. (2012). Instructional coaching: A focus on practice.

Coaching: An International Journal of Theory, Research and Practice, 5(2), 100–112.

Knight, J. (2013). Coaching for High Impact Instruction. Thousand Oaks, CA: Corwin Press,

Inc.

Knight, J. (2014). Focus on teaching: Using video for high impact instruction. Thousand Oaks, CA: Corwin Press, Inc.

Langub, L. (2014). The promise of video-elicited feedback. Teacher Quality Partnership Project, Kennesaw State University, Kennesaw, GA.

Lewin, T. (2011, July 21). Training of teachers is flawed, study says. New York Times. Retrieved from http://www.nytimes.com/2011/07/21/education/21teaching.html

Lokey-Vega, A., & Brantley-Dias, L. (2006). Another view on mentoring. Learning & Leading

with Technology, 34(2), 18-21.

Rodgers, A. & Jenkins, D.B. (2010). Redesigning supervision: Alternative models for student teacher and field experiences. New York, NY: Teachers College Press.

Teacher Quality Partnership Grant (2009, 2013, 2014). Annual Report. U.S. Department of

Education. Washington, D.C.

Tobin, K. & Roth, W-M. (2010). Implementing coteaching and cogenerative dialoguing inurban science education. School Science and Mathematics, 105(6), 313-322.

Tschannen-Moran, B., & Tschannen-Moran, M. (2011). The coach and the evaluator. Educational Leadership, 69(2), 10-16.

Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783 -805.

Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York:

Basic Books.

Schon, D.A. (1987). Educating the reflective practitioner. San Francisco: Josey-Bass.

Siens, C.M., & Ebmier, H. (1996). Developmental supervision and the reflective thinking of teachers. Journal of Curriculum and Supervision, 11(4), 299-319.

Sewall, M. (2009). Transforming supervision: Using video elicitation to support preservice teacher-directed reflective conversations. Issues in Teacher Education, 18(2), 11-30.

Sprick, R., Knight, J., Reinke, W., Skyles, T., & Barnes, L. (2010). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing, Inc.

Strieker, T., Shaheen, M., Hubbard, D., Digiovanni, L. & Lim, W. (February, 2014). Transforming clinical practice in elementary teacher education through pre-service co-teaching and coaching. Educational Renaissance, 2(2), 39-62.

Whitmore, J. (2002). Coaching for performance: Growing people, performance and purpose (3rd ed.). London: Nicholas Brealey.

Williams, D., Gray, K., & Stockdale, S. (2012). Ready, set, go: It’s middle school. Current Issues in Middle Level Education, 17(2), 16–20.

Wright, M., Klinger-Maffet, L., Peterson, K., Thompson, J., & Langub, L. (2015). The promise of developmental supervision. 1st Annual Clinical Collaboration Conference, Kennesaw State University, Kennesaw, GA.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).