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Partnering Educational Leadership and Preservice Teacher Candidates to Conduct Virtual Classroom Observations via a Practitioner-Based Mentor-Teacher Candidate Model

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Title: Partnering Educational Leadership and Preservice Teacher Candidates to Conduct Virtual Classroom Observations via a Practitioner-Based Mentor-Teacher Candidate Model
Language: English
Authors: Juliann Sergi McBrayer, Regina Rahimi
Source: School Leadership Review. 2023 18(1).
Availability: Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Electronic Learning, Online Courses, Observation, Mentors, Feedback (Response)
ISSN: 1559-4998
Abstract: This research proposes a new model for Educational Leadership and Teacher Preparation Programs through a "Practitioner-Based Mentor-Teacher Candidate Model", which is intended to be beneficial to both the aspiring school leader as the evaluator and mentor and the preservice teacher as the recipient of the feedback. With the shift to virtual and hybrid learning during the recent global health pandemic, methods to classroom observational-based supervision were challenged to adapt appropriately. Through a partnership of leadership and teacher preparation programs, the implementation of virtual classroom observations, including post-conferencing to encourage authentic and reflective feedback is proposed to provide evidence-based strategies for leadership candidates to fulfill their requirements for state licensure while advancing as instructional leaders and for preservice teachers to be better prepared for today's classroom. This model is intended to help educator preparation programs provide innovative and sound support to leadership and teacher candidates as they navigate their preparation programs. A successful pairing of these student groups has the potential to create a powerful collaboration through a pedagogical approach in which the teacher candidates are engaged with future school leaders who they collaborate with as mentors.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1418430
Database: ERIC
FullText Text:
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  Data: Partnering Educational Leadership and Preservice Teacher Candidates to Conduct Virtual Classroom Observations via a Practitioner-Based Mentor-Teacher Candidate Model
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  Data: <searchLink fieldCode="AR" term="%22Juliann+Sergi+McBrayer%22">Juliann Sergi McBrayer</searchLink><br /><searchLink fieldCode="AR" term="%22Regina+Rahimi%22">Regina Rahimi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Leadership+Review%22"><i>School Leadership Review</i></searchLink>. 2023 18(1).
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  Data: Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
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  Data: This research proposes a new model for Educational Leadership and Teacher Preparation Programs through a "Practitioner-Based Mentor-Teacher Candidate Model", which is intended to be beneficial to both the aspiring school leader as the evaluator and mentor and the preservice teacher as the recipient of the feedback. With the shift to virtual and hybrid learning during the recent global health pandemic, methods to classroom observational-based supervision were challenged to adapt appropriately. Through a partnership of leadership and teacher preparation programs, the implementation of virtual classroom observations, including post-conferencing to encourage authentic and reflective feedback is proposed to provide evidence-based strategies for leadership candidates to fulfill their requirements for state licensure while advancing as instructional leaders and for preservice teachers to be better prepared for today's classroom. This model is intended to help educator preparation programs provide innovative and sound support to leadership and teacher candidates as they navigate their preparation programs. A successful pairing of these student groups has the potential to create a powerful collaboration through a pedagogical approach in which the teacher candidates are engaged with future school leaders who they collaborate with as mentors.
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      – Text: English
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        PageCount: 18
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Online Courses
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      – SubjectFull: Observation
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      – SubjectFull: Mentors
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      – SubjectFull: Feedback (Response)
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