University faculty and supervisors dedicated to the preparation of future teachers are facing more challenges than ever before in doing more with less. This includes supervising more preservice teachers in more schools, spread out over a wide geographic area. Feedback is essential to learning, and recent research suggests that the most effective…

Research suggests that substantial pre-service student teaching is essential for the preparation and retention of special educators. Using logistic regression analysis, survey responses of beginning special educators were analyzed to answer the following questions: Are beginning special educators more likely to leave the field if they have had…

A competency-based sequence in supervision was designed, developed, and field tested with doctoral trainees over a three-year period. Evaluation revealed positive outcomes for supervisors and their student teachers as well as an impact on classroom projects involving handicapped students. (CL)

This article reviews six studies on peer coaching of preservice teachers during field-based experiences and discusses factors to consider when using this supervisory method, including selection of teacher behaviors for observation, characteristics of coach and preservice teacher, responsibilities of the coach, coach training, and coaching…

This article investigates the possibility of applying peer coaching strategies to practicum supervision. Researchers found increased collaboration between the directing teacher and the university supervisor, and the provision of a weekly support group seemed to help ensure that preservice students would apply recently learned skills to classroom…

A preservice teacher practicum supervision model being implemented at the University of Illinois at Urbana-Champaign is intended to facilitate quality supervision and practicum experiences for preservice teacher candidates in the area of severe disabilities. The model has been systematically developed and components have been and are being…

A university supervisor conducted professional coaching sessions with three pairs of special education team teachers enrolled in a practicum, to increase positive teacher behaviors and decrease negative teacher behaviors. The coaching was found to be effective in improving teacher skills as well as in maintaining and generalizing the skills. (JDD)

Fifty-four special education student teachers were evaluated by university supervisors and cooperating teachers on eight variables, during the first and last weeks of their student teaching. Student teachers who had either participated in university-sponsored field-based experience or had obtained such experience independently received…

This study investigated the perceptions of 79 senior special education practicum students regarding the appropriate role of their university supervisor during a field-based experience. Content analysis showed that students perceived two distinct roles for supervisors: provider of evaluative feedback and support person. (Author/JDD)

Analysis of teacher trainee performance ratings collected from special education teacher trainees (N=151), university supervisors (N=9), and cooperating teachers (N=44) revealed that all three groups perceived identical factors--instructional management, cognitive strategies instruction, and career/vocational education--as underlying the construct…