Practice-based opportunities are provided throughout a teacher preparation program. During these opportunities, teachers demonstrate learned skills and strategies and receive performance feedback. Real-time feedback is delivered when the teaching behavior is occurring, allowing for more immediate and, typically, more targeted performance feedback. A technology-enabled practice for providing real-time feedback is bug-in-ear (BIE) coaching. This article provides a step-by-step guide for BIE coaching.
BenedictA.HoldheideL.BrownellM.FoleyA. M. (2016). Learning to teach: Practice-based preparation in teacher education. Issue Brief. Retrieved from https://files.eric.ed.gov/fulltext/ED570144.pdf
2.
CoogleC.OttleyJ. R.RahnN. L.SloanS. (2018). Bug-in-ear eCoaching: Impacts on novice early childhood special education teachers. Journal of Early Intervention, 40(1), 87–103.
3.
CorneliusK. E.NagroS. A. (2014). Evaluating the evidence-base of performance feedback in preservice special education teacher training. Teacher Education and Special Education, 37(2), 133–146. doi:10.1177/0888406414521837
4.
DiekerL. A.KennedyM. J.SmithS.VasquezE.IIIRockM.ThomasC. N. (2014). Use of technology in the preparation of pre-service teachers (Document No. IC-11). Retrieved from the University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/
5.
IsraelM.CarnahanC. R.SnyderK. K.WilliamsonP. (2012). Supporting new teachers of students with significant disabilities through virtual coaching: A proposed model. Remedial and Special Education, 34(4), 195–204. doi:10.1177/0741932512450517
6.
JoyceB. R.ShowersB. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
7.
KnightJ. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
8.
KretlowA. G.BartholomewC. G. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33(4), 279–299. doi:10.1177/0888406410371643
9.
LemovD.WoolwayE.YezziK. (2012). Practice perfect: 42 rules for getting better at getting better. San Francisco, CA: Jossey-Bass.
10.
McKennaJ.FlowerA.CiulloS. (2014). Measuring fidelity to improve intervention effectiveness. Intervention in School and Clinic, 50(1), 15–21. doi:10.1177/1053451214532348
11.
McKinneyT.VasquezE. (2014). There’s a bug in your ear: Using technology to increase the accuracy of DTT implementation. Education and Training in Autism and Developmental Disabilities, 49(4), 594–600.
12.
NagroS.deBettencourtL. U.RosenbergM. S.CarranD. T.WeissM. P. (2017). The effects of guided video analysis on teacher candidates’ reflective ability and instructional skills. Teacher Education and Special Education, 40(1), 7–25. doi:10.1177/0888406416680469
13.
OttleyJ. R.CoogleC. G.RahnN. L. (2015). The social validity of bug-in-ear coaching: Findings from two studies implemented in inclusive early childhood environments. Journal of Early Childhood Teacher Education, 36(4), 342–361, doi:10.1080/10901027.2015.1100146
14.
OttleyJ. R.HanlineM. F. (2014). Bug-in-ear coaching: Impact on early childhood educators’ practices and associations with toddlers’ expressive communication. Journal of Early Intervention, 36(2), 90–110. doi:10.1177/1053815114563614
15.
PloesslD. M.RockM. L. (2014). eCoaching: The effects on co-teachers’ planning and instruction. Teacher Education and Special Education, 37(3), 191–215.
16.
ReganK.WeissM.EvmenovaA. S. (2017). Using eCoaching to improve practice of novice teacher educators. Journal of Teaching and Learning with Technology, 6(1), 45–64.
17.
RockM. L.GreggM.GableR.ZigmondN.BlanksB.HowardP.BullockL. (2012). Time after time online: An extended study of virtual coaching during distant clinical practice. Journal of Technology and Teacher Education, 20(3), 277–304.
18.
RockM. L.GreggM.TheadB. K.AckerS. E.GableR. A.ZigmondN. P. (2009). Can you hear me now? Evaluation of an online wireless technology to provide real-time feedback to special education teachers-in-training. Teacher Education and Special Education, 32, 64–82. doi:10.1177/0888406408330872
19.
RockM. L.SchoenfeldN.ZigmundN. (2013). Can you skype me now? Developing teachers’ classroom management practices through virtual coaching. Beyond Behavior, 22(3), 15–23.
20.
RockM. L.ZigmondN. P.GreggM.GableR. A. (2011). The power of virtual coaching. Educational Leadership, 69(2), 42–47.
21.
ScheelerM. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17, 145–159. doi:10.1007/s10864-007-9051-0
22.
ScheelerM. C.LeeD. L. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11, 231–241. doi:10.1023/A:1021158805714
23.
ScheelerM. C.MacluckieM.AlbrightK. (2010). Effects of immediate feedback delivered by peer tutors on the oral presentation skills of adolescents with learning disabilities. Remedial and Special Education, 31(2), 77–86.
24.
ScheelerM. C.MoranoS.LeeD. L. (2018). Effects of immediate feedback using bug-in-ear with paraeducators working with students with autism. Teacher Education and Special Education, 41, 24–38.
25.
ScheelerM. C.RuhlK. L.McAfeeJ. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27, 396–407. doi:10.1177/088840640402700407
