The Coach-of-Coaches Model for Preparing Rural Special Education Teachers.

Autor/inn/en	Cegelka, Patricia Thomas; Fitch, Suzanne; Alvarado, Jose Luis
Titel	The Coach-of-Coaches Model for Preparing Rural Special Education Teachers.
Quelle	(2001), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Teacher Certification; Distance Education; Elementary Secondary Education; Higher Education; Mentors; Preservice Teacher Education; Rural Education; Special Education; Special Education Teachers; Student Teacher Supervisors; Student Teachers; Supervisory Training; Teacher Education Programs; Videotape Recordings + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Ländliche Erwachsenenbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	San Diego State University (California) has developed a coach-of-coaches model of providing support, assistance, and supervision to intern-teachers in its rural special education alternative credential program. Coaches, who are fully credentialed teachers with supervisory skills, make a minimum of nine direct and indirect (video analysis) observations of the interns each year during the 2-year program. Coaches receive back-up support from the university's Intern Support Liaison (ISL), who serves as coach and supervisor to the coaches. Every 4-6 weeks the ISL meets with the coaches for a half-day to review intern progress, identify difficulties, and problem-solve. Video segments from selected interns are reviewed, with the ISL assisting coaches in refining their observation skills, identifying areas for intern improvement, and providing training in coaching/mentoring. Following these meetings, the ISL holds an intern seminar in which segments of intern videos are reviewed and teaching behaviors are analyzed. Needs identified in these meetings form the basis for future seminars and all-day "fast track" workshops that provide intensive training in identified areas of need. A teacher observation form is used by the intern and coach to evaluate instructional time, student responses, consequences, and seven additional factors associated with effective instructional delivery. The program has resulted in full certification of over 60 percent of current special education teachers in a vast, geographically isolated desert region of southern California. Retention rates of both teachers and coaches are high. (Contains 28 references.) (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC