Educational Leadership and Teacher Preparation Partnership: A Virtual Classroom Observation Model
Location
PARB 239 (Second Floor)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Efficient classroom observations of preservice teacher candidates has varied challenges, including a shift in how field supervision is being conducted due to the recent global health pandemic. To address these challenges, faculty members from an educational leadership and teacher preparation program developed a model to conduct online classroom observations involving educational leadership and teacher candidates. Through this two-way model of support, candidates from both programs partnered in an effort to implement virtual classroom observations and post- conferencing coupled with authentic and reflective instructional feedback. Early results from the implementation of this model denote benefit to the preparation of both educational leaders and preservice teacher candidates.
Keywords
classroom observations, online classroom observations, teacher preparation, educational leadership preparation, instructional feedback, authentic feedback
Professional Bio
Juliann Sergi McBrayer, Ed.D. is an Associate Professor in Educational Leadership at Georgia Southern University and Co-Director of the National Youth Advocacy and Resilience Research Center. Regina Rahimi, Ed.D. is a Professor in Middle and Secondary Education at Georgia Southern University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
McBrayer, Juliann Sergi and Rahimi, Regina, "Educational Leadership and Teacher Preparation Partnership: A Virtual Classroom Observation Model" (2022). Georgia Educational Research Association Conference. 2.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/2
Educational Leadership and Teacher Preparation Partnership: A Virtual Classroom Observation Model
PARB 239 (Second Floor)
Efficient classroom observations of preservice teacher candidates has varied challenges, including a shift in how field supervision is being conducted due to the recent global health pandemic. To address these challenges, faculty members from an educational leadership and teacher preparation program developed a model to conduct online classroom observations involving educational leadership and teacher candidates. Through this two-way model of support, candidates from both programs partnered in an effort to implement virtual classroom observations and post- conferencing coupled with authentic and reflective instructional feedback. Early results from the implementation of this model denote benefit to the preparation of both educational leaders and preservice teacher candidates.
