Supervision, Student Teaching, and the Virtual Classroom

• In Event: Behind Closed Doors: Student Teaching, Supervision, and Curricular Goals

Abstract

Objectives and Perspectives: Nearly all US state now offer on-line learning to their students (Watson, Murin, Vashaw, Gemin, & Rapp, 2010). This growth is spurring the need for preservice teachers to prepare for teaching in virtual environments (Archambault, 2011). Recent studies have explored how training for preservice teachers can occur in K-12 online learning (Kennedy & Archambault, 2011; Kennedy, Cavanaugh, & Dawson, 2011; Compton, Davis, & Mackey, 2009). A recent national survey of teacher education programs (Kennedy & Archambault, 2011) found that only 1.3% of programs offer preservice teachers field experiences in online learning programs. Two studies (Compton, Davis, and Mackey , 2009; Kennedy, Cavanaugh, & Dawson, 2011) have looked at experiences where STs are matched with experienced K-12 online instructors, and these experiences provide ST a glimpse of what it is like to teach students online.

Methods: We examined case studies that highlight how powerful mentoring experiences with experienced online instructors create an learning opportunities for STs. Questions are answered in the case studies include: How does communication work? How does this medium affect mentoring relationships? Because virtual school models vary widely, what are essential elements of a mentoring program? How are mentors trained? What are structures of mentoring programs? How are relationships nurtured? Who ensures the experience is successful? How is mentoring defined? What are activities that are required by both mentor and mentee? How are the mentors and mentees matched? These questions are explored to offer guidance and insight into how such mentoring models operate in K-12 online learning environments.

Results: Initial findings included multiple models of mentoring. Some K-12 online learning programs are small and only have a limited number of administrators and experienced teachers who help with new teacher mentoring. Because of this, instead of offering a robust, formally structured mentoring program, they provide more just-in-time, as-needed mentoring. Other case studies include large state-level virtual schools that offer structured mentoring programs for their new teachers. Some of the new teachers in these schools have two to three mentors. These mentors may include a content-specific mentor, a grade-level mentor, and an additional mentor who is outside of their grade and content area, providing the new teacher with a more global perspective of the school.

Significance: The field of K-12 online learning is relatively new, compared to the education field at large. Taking that into consideration, mentoring pre-service and newly-hired teachers in the K-12 online learning environments has not been explored nearly to the extent that it has in traditional settings. While much can be learned from exploring the plethora of literature on mentoring in traditional schools, it is important to look at how mentoring translates in the online learning environment. Vignettes of select K-12 online programs have been presented in a research brief published by the International Association for K-12 Online Learning (iNACOL) (Wortmann, Cavanaugh, Kennedy, Beldarrain, Letourneau, & Zygouris-Coe, 2008) and additional examples will soon be highlighted in a book sponsored by the International Association for K-12 Online Learning (Kennedy & Archambault, accepted).

Authors

• Kathryn M. Kennedy, iNACOL

• Leanna Matchett Archambault, Arizona State University