Research in teacher education clearly indicates that student teachers are receiving feedback from supervisors that is vague and incomplete. For feedback provided during conferences to be effective, it must be specifically communicated so that student teachers can be held accountable for their performances. This study was designed to train cooperating teachers in a behavioral model of supervision (BMS-PE), which emphasizes communicating feedback with more details and holding student teachers accountable for their performances during postteaching conferences. The results of the investigation clearly indicated that the BMS-PE facilitated effective postteaching conferences. The implementation of the BMS-PE is associated with an increase in participants’ time spent in microincident and planning incident categories, a decrease in participants’ time spent in unrelated incident and macroincident categories, an increase in the communication of fully explicit tasks and type-3 accountability statements, and a decrease in the communication of implicit tasks and type-1 accountability statements.
Reginald T.A. Ocansey
This article describes a systematic approach (an Effective Supervision Guide) for organizing data generated during student teaching. The Effective Supervision Guide (ESG) allows supervisors and student teachers to identify and/or trace changes in teaching performance. The ESG involves (a) establishing a baseline of teaching performance, (b) selecting behaviors that need remediation or maintenance, (c) specifying strategies for remediation and maintenance of targeted behaviors, (d) establishing performance criteria for targeted behaviors, and (e) indicating beginning and ending dates for targeted behaviors.