Examining coaches’ feedback to preservice teacher candidates on a core practice

Abstract

PurposeFor preservice teacher candidates (PSTs), receiving feedback on core practices is an important component in supporting the development of their practice. However, coaches are often underprepared to support PSTs on core practices, and feedback can be infrequent or low quality (Anderson and Stillman, 2013; Clarke et al., 2014). Understanding such variation in the content and process for providing feedback to PSTs is important in evaluating and improving feedback effectiveness for amplifying their learning.Design/methodology/approachThe authors studied feedback provided by coaches in response to a video of a sample PST’s lesson. The authors examined the extent to which coaches’ feedback targeted the core practice of eliciting student thinking and whether this was associated with their assigned PSTs’ instructional practices during student teaching. The authors also questioned whether this aspect of coach feedback could be changed in response to professional development.FindingsThe results provide preliminary evidence that coaches vary in the extent to which they focus feedback on a particular practice, even when directed to do so. Moreover, when coaches provide focused feedback on a core practice, the PSTs that they coach use the core practice during student teaching. Further, coaches’ feedback can be improved through professional development.Originality/valueThis study contributes to a limited evidence base examining the association between feedback and PSTs’ observed practice. It also establishes that coach feedback can be improved with professional development. The authors discuss these results in the context of documenting and improving teacher preparation.

Working Smarter: Using Universal Design for Learning to Spiral Curriculum in Small Special Education Preparation Programs

“…for preparing teacher candidates (Barker, 2012) and consequently, ensuring fidelity of interventions (Cash et al, 2022). In TPPs, modeling occurs when teacher educators demonstrate effective teaching tools (Moore & Bell, 2019).…”

“…This specific praise can help reinforce students' understanding of the course content and students' ability to engage in a professional manner within a team. This feedback enhances students' fidelity in implementing evidence-based practices (EBPs; Cash et al, 2022;Schles & Robertson, 2019). In addition, when teacher candidates are provided with quality feedback on their performance, they learn to provide specific feedback to their students (Cash et al, 2022), an evidence-based practice that promotes desired behaviors by praising students for exhibiting those behaviors (Markelz et al, 2022).…”

“…This feedback enhances students' fidelity in implementing evidence-based practices (EBPs; Cash et al, 2022;Schles & Robertson, 2019). In addition, when teacher candidates are provided with quality feedback on their performance, they learn to provide specific feedback to their students (Cash et al, 2022), an evidence-based practice that promotes desired behaviors by praising students for exhibiting those behaviors (Markelz et al, 2022). Quality feedback must be specific and personalized to the student and their work (Ellis & Barnes, 2020) and can be delivered through multiple means, to include pictorial representations, written, verbal, or a combination of several modalities.…”

Using bug-in-ear technology as a coaching technique: a scoping review

“…The coach, visiting lecturer or mentor teacher (subsequently referred to as coach) has a direct and discreet link to the teacher via an in-ear speaker and can communicate in real time using either in situ or remote virtual feedback via video observation and a BIE device, with the latter having a minimal effect on the flow of the teaching episode (Horn et al, 2020;Scheeler et al, 2010). The requirement to consistently receive high-quality, practice-related feedback and coaching shapes and develops the careers of all educators; it provides the means to understand what is working well and what needs to be improved (Cash et al, 2022). Research has demonstrated that the timing of performance feedback is critical and often dependent on the task being performed (Hattie and Timperley, 2007).…”

“…, 2010). The requirement to consistently receive high-quality, practice-related feedback and coaching shapes and develops the careers of all educators; it provides the means to understand what is working well and what needs to be improved (Cash et al. , 2022).…”