Virtual Bug In Ear Technology for Online Coaching: A Brief Review and What’s New

1. 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

2. What’s Glue Got to Do With It? • Glickman (1990) • Is not glamorous • Goes largely unnoticed • Serves a critical function • Determines success or failure

3. Advance Organizer

4. 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.

5. 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)

6. Technology Review Traditional Supervision BIE $677 + Travel + Time VBIE Coaching $136 w/o recording $276 w/ recording

7. Relevant Past Research

8. 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

9. 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

10. 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”

11. Application Review

12. Highest Level of Concern for Study Participants Application Review

13. Marcia Rock UNCG What’s New With the Glue? Maya Israel UC Project TEEACH UA Abbie Felder ALSDE Theresa Farmer ALSDE Bob Gable ODU Rick Brigham GMU Lisa Dieker UCF Wanda Wade UCF Fran Warkomski FL Tech Naomi Zigmond Pitt Mary Catherine Scheeler PSU PaTTAN Earle Knowlton KU

14. Technology Update • Mac platform for coaches only – Lap or desktop • Call Recorder for Mac $19.95 http://www.ecamm.com/mac/callrecorder/

15. E-Coaching VBIE Technology: How Reliable Is It? Technology (Audio & Video Recoding)

16. Research Update Single Subject 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 • PaTTAN Study • PA Verbal Behavior Project • Professional Development • Two Self-Contained Classrooms • Teachers and paraeducators participated

17. Research Update Project TEEACH Cohort 1 Semester 1 Data Project TEEACH Cohort 2 Semester 1 Data

18. 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.

19. 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)

20. 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

21. Thank you 