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Enhancing Remote Supervision for Student Teachers: A Case Study from the University of Kentucky

This study explores the implementation of Remote Observation Kits (ROKs) for supervising student teachers situated as far as 200 miles from campus. The intent is to provide frequent, high-quality feedback through advanced audio and video technology using Microsoft Lync. With low-cost and accessible solutions, the system ensures seamless communication between supervisors and classroom teachers, allowing for real-time corrective feedback. This project highlights effective strategies for remote teacher supervision, fostering collaboration and maintaining teaching quality in distance learning environments.

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Enhancing Remote Supervision for Student Teachers: A Case Study from the University of Kentucky

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  1. ROKs: Remote Observation Kits Wing Summit, 2013 Karen D. Hager

  2. Remote Student Teacher Supervision • Intent: provide more frequent observation to student teachers far from campus • At UK, student teachers were as far as 200 miles from campus

  3. Distant Supervision Collaboration at UK • MSD program • Distance Learning Programs • Distance Learning Networks

  4. System Requirements • Ensure quality supervision/feedback • High quality audio and video • Remote control of camera • Procedure for interacting with the teacher without disrupting the classroom (can provide immediate corrective feedback) • Expense: had to be reasonably low cost • Complexity: needed to be accessible to individuals with varying experience with technology

  5. Software • Microsoft Lync • Campus had site license • Microsoft products typically pass through district firewalls • Enables desktop sharing (so supervisor can operate the camera)

  6. Equipment

  7. Testing the System • One of my supervisors connected from my office on campus • DLP support staff connected from their office on campus • I connected with teacher from her classroom (approximately 150 miles from campus)

  8. Testing the System • We were able to get all components working • Supervisor on campus could visually access all areas of classroom • Communicated through Bluetooth and instant messaging between both campus sites and the classroom

  9. Using ROKs • All equipment is contained in the carrying case • Software can be put on “installer flash drive” • Teacher needs to: • Open the case and tilt camera up • Put on the Bluetooth • Open software (Lync and camera) • Answer supervisor’s video call • Turn over control of desktop

  10. Using ROKs • Supervisor needs to: • Open MS Lync • Initiate video call (from contact list) • Accept share of the desktop • Use arrow controls to pan/tilt camera

  11. Communicating with Teacher • May use Bluetooth throughout the observation • Post-observation discussion via video call • Can share documents via Lync desktop sharing • Note: can only observe after teacher turns on camera

  12. Feedback From Supervisors at UK • Supervisor can hear/see teacher and classroom well • Teacher hears supervisor well • Difficult to see data collection sheet • Fix: have teacher send copy of data sheet; supervisor completes as students respond; compare after

  13. Resources • Hager, K. D., Baird, C. M., & Spriggs, A. (2012). Remote student teacher observation at University of Kentucky. Rural Special Education Quarterly, 31(4), 3-8. • Rock, M., Gregg, M., Gable, R., Zigmond, N., Blanks, B., Howard, P., & Bullock, L. (2012). Time after time online: An extended study of virtual coaching during distant clinical practice. Journal of Technology & Teacher Education, 20, 277-304.

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