Providing performance-based feedback to teachers in real-time using Bug-in-Ear technology

ABSTRACT

In educational settings across the globe, a growing number of students with disabilities are being educated alongside their typically-developing peers. With that comes a growing need to provide adequate training and follow-up support to classroom teachers. Unfortunately, while educators are expected to implement evidence-based practices (EBPs) in the classroom, teachers commonly attend didactic-based training with little-to-no follow-up support measuring the transfer of knowledge and sustainability of learned teaching practices in the classroom. The research-to-practice gap continues and a growing number of teachers are leaving the field of special education internationally. In this article, we describe instructional coaching used in teacher education and examine different methods of providing performance-based feedback to teachers. There is a specific focus on eCoaching with Bug-in-Ear technology, an unobtrusive technique used to provide teachers with performance-based feedback in real-time while offering repeated implementation opportunities in the classroom. We explain the eCoaching process, required technology, and offer recommendations for practical application of eCoaching procedures.

KEYWORDS:

• Bug-in-Ear technology
• eCoaching
• evidence-based practice
• immediate feedback
• inclusion
• instructional coaching
• professional development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributors

Annemarie L. Horn, Ph.D. is an assistant professor of communication disorders and special education at Old Dominion University in Norfolk, Virginia, USA. Her teaching experiences as a special education teacher and former students have shaped her career path and research agenda. Dr Horn’s areas of specialisation and research include teacher training, eCoaching with Bug-in-Ear technology, increasing the practical application of evidence-based practice in classroom and community settings, and postsecondary transition for youth with disabilities.

Selena J. Layden, Ph.D., BCBA-D, LBA is an Assistant Professor in the Department of Communication Disorders and Special Education at Old Dominion University. Dr Layden earned her doctorate degree from the College of William & Mary. Prior to joining the faculty at ODU, Dr Layden worked in multiple school divisions focusing on challenging behaviour and children with autism spectrum disorder.

Jane Roitsch, Ph.D., CCC-SLP, MBA, is an Assistant Professor in the Department of Communication Disorders and Special Education at Old Dominion University. She currently serves on the mentoring committee for the Speech-Language-Hearing Association of Virginia and is the Faculty Advisor for Operation Smile at ODU. Her research interests include executive functions, cognition, anatomy, dysphagia, voice and fluency disorders.

Olga Karadimou, MSEd., is an international doctoral student in the special education Ph.D. program at Old Dominion University, USA. Ms Karadimou’s research interests include evidence-based practices and positive behaviour supports, as they relate to teaching students with autism spectrum disorder.