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This study examines the effects of professional development on the content and frequency of university supervisor (n=6) written feedback related to supporting emergent bilinguals in order to improve the quality of observational evaluations provided to elementary and secondary preservice teachers. Findings reveal supervisors' post-intervention feedback more frequently addressed the needs of language learners and provided a greater breadth of issues related to emergent bilinguals. Interview data reveal key factors explain how the professional development addressed gaps in knowledge and affected confidence levels of university supervisors. Implications highlight the importance of supporting supervisors with targeted professional development opportunities around supporting emergent bilinguals to allow for critical reflection of feedback provided to pre-service teachers.

This research study shows one teacher preparation program’s (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed “ideal” benchmarks for the coteaching reflection prompts and analyzed the data in respect to these benchmarks to see how close preservice teachers met coplanning, coinstructing, and coassessing benchmarks. Data are reported according to these benchmarks, presenting these data for the entire cohort and by individual disciplines before providing detailed case studies for two pairs within the English cohort. Recommendations are provided for TPPs who want to use a similar coteaching reflection survey and approach to data analysis to inform more immediate pair support.