ACQUISITION, REFINEMENT, & MAINTENANCE OF SKILLS BY PRESERVICE TEACHERS IN TEACH LIVE™ AT WVU Kim Floyd, Sara Aronin, Holy Devito, Melissa Harley, Barbara Ludlow & Crystal Smith

RATIONALE  Exposure to greater range of diversity  Disabilities, cultures, behavior patterns  Extension of field experiences  Substitute hours, supplemental hours  Targeted practice of strategies  Engagement, motivation for content, tutoring, lesson planning, classroom management, bullying, & crisis situations

UTILIZATION  Instruction  6 courses, undergraduate & graduate, SPED & C&I  5 to 30 minutes, single or multiple sessions  interactions, AARs, video review/reflection, instructor review/feedback  Research  Comparison of effectiveness of instructional strategies (contracts/consequences/counseling)  Development of management skills across semester using Danielson rubric

SPED 365  Universal Design For Learning and Assistive Technology  Undergraduate students  Special Education majors

BULLYING  Develop classroom rules and consequences  Implement classroom consequences (immediate)  Counsel with target and bully

CODE RED  Students respond to a “Shooter in the School” scenario  Take charge of the classroom  Respond to student questions/comments  Calm and collected

SPED 493/593  Classroom management elective  Entirely in Teachlive with flipped classroom instruction except for the first class of the semester  Variety of majors

MARZANO ART & SCIENCE OF TEACHING  Used domain 1 – DQ 5, 6, 7, 8, & 9 –  Rules & procedures  Engaging students  Effective relationships  High expectations  For each criteria (20 total) 3 ratings each time  Self, peer, & professor  In Lab 9 times – could teach any subject – had a typical classroom interruption each time (i.e. bullying, fire drill etc.)

DEMONSTRATING “WITHITNESS”

“WITHITNESS”- LEFT GRAPH IN STUDENT TEACHING, RIGHT IN TEACHLIVE

CONCLUSION After comparing the results of SPED 493 with the results from my teacher and I in a real classroom, I can conclude that I am more relaxed and consistent with classroom management. I showed constant and steady growth in all areas. I believe this is because I had more time and was better able to develop relationships with students in my classroom than in the lab.

SPED 364  Undergraduate Course in Individualized Educational Programming  Special Education majors

ACTIVITIES  Students randomly assigned a student  Informally assess their student (Brigance)  Use their data from their assessment to write Present Levels of Performance & Annual Goals/Objectives

TUTORING  Develop a tutoring plan from goals  Tutor their TLE student in an area of need

SPED 601  Graduate course: Academic Interventions  Non-Majors

ACTIVITIES  Session 1: Getting to Know the Class  Session 2: Establishing Rules & Consequences  Session 3: Deescalating Power Struggles  Session 4: Activating Prior Knowledge  Session 5: Using di (direct instruction)

EDU 602  All Non-Majors  Only One session visit

ACTIVITIES  Class introduction to their major  Gain student interest  Interact with whole class  Debrief and self-reflect

CONCLUSION