A Transformative Method of Intern Supervision: Using Instructional Coaching to Support Preservice Teacher Development

• In Event: 63.050 - Perspectives on Mentoring in Teacher Education

Abstract

Based upon interview data and artifacts of key participants, this qualitative study examines the implementation of a job-embedded instructional coaching model as supervision for yearlong interns. Additionally, we explore the themes that emerge as important when considering the impact of instructional coaching on intern development, elements that facilitate growth in instructional practice for interns, and the critical factors of supervisor facilitation of professional development necessary within the classroom context. Results thus far indicate that instructional coaching as supervision provides better communication for stakeholders, more practicality of connections with theory and practice in the classroom, and a continual professional development focus needed for successful intern growth. Implications for both preservice teacher education programs and job-embedded professional development for teachers are discussed.

Authors

• Mary Kathleen Rodgers, University of Florida

• Vicki A. Vescio, University of Florida

• Jamey Burns, University of Florida

• Lauren Janel Gibbs, University of Florida