Remote Teacher Observation at the University of Kentucky

AbstractFaculty and staff from three university departments (Special Education, Distance Learning Programs, and Distance Learning Networks) collaborated to develop a system for remote observation of student teachers. Colleges across the campus currently use the system. The development process from inception to implementation is described, and the specific technologies utilized are identified. Recommendations for research on remote observation are provided.Keywords: remote observation, distance education technology, distance learningDelivery of course content via various distance education technologies (e.g., interactive video, asynchronous and/or synchronous online delivery) is becoming an accepted and expected component of many teacher preparation programs (O'Brien, Aguinaga, Hines, & Hartshorne, 2011). It is especially critical for programs preparing teachers in rural areas (Bargerhuff, Dunn, & Renick, 2007). However, while the delivery of course content via distance education technologies has become commonplace, conducting classroom observation utilizing similar technologies is less common (Rock et al., 2012). An effective system of remote observation is so desirable because on-site observation of teachers located in classrooms far from campus, as is often the case when working with rural school districts, is very resource intensive. It may require an entire day of the supervisor's time, in addition to mileage and per diem costs. Yet, direct observation of classroom teaching is considered an essential component of preparing future teachers (Buck, Morsink, Griffin, Hines, & Lenk, 1992). Faculty and staff at the University of Kentucky (UK) developed the remote observation system described below in order to conduct direct observation of special education student teachers in a more efficient manner than on-site visits. The following sections describe the evolution of remote observation at UK. In the first section, Hager describes the project from the beginning planning through the initial testing of the system. Next, Spriggs describes the current use of remote observation in the Moderate-Severe Disabilities (MSD) program, and this is followed by Baird with Groves describing how staff in the Distance Learning Programs developed remote observation kits that are now used by colleges and programs across UK. Finally, Hager provides recommendations for researching the validity of supervision conducted via remote observation of preservice special education teachers.Hager: Initial Development of the Remote Observation SystemNeed for Remote ObservationIn addition to the traditional, on-campus teacher certification program, the MSD program at UK offers an alternate route to certification. Students accepted into this alternate certificate program must have an undergraduate degree but do not hold a teaching certificate. In addition, they must be hired by a school district in order to enter the program; therefore, they complete coursework while teaching full-time. They participate in coursework via various distance education technologies (e.g., interactive video, Blackboard learning management system) and fulfill all practica and student teaching requirements in their own classrooms. These classrooms are often in rural districts and may be located up to 150 miles from campus. The MSD program hired supervisors (doctoral students with extensive training and experience in supervision) to conduct three observations per semester of students in the alternate certificate program. The observations were scheduled for a halfday, which is longer than the observations of the student teachers in the on-campus program, but oncampus students were observed a minimum of every other week throughout student teaching. While the observations were longer, the alternate certificate students often went several weeks between supervisor visits. The time required for each observation, often an entire day between travel and time spent in the classroom, precluded more frequent visits. …