Implementing the Remote Observation of Graduate Interns: Best Practices and Lessons Learned

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Author(s): Teresa Petty (University of North Carolina at Charlotte, USA), Richard Hartshorne (University of North Carolina at Charlotte, USA)and Tina L. Heafner (University of North Carolina at Charlotte, USA)
Copyright: 2012
Pages: 18
Source title: Developing Technology-Rich Teacher Education Programs: Key Issues
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Clif Mims (University of Memphis, USA)and Kay A. Persichitte (University of Wyoming, USA)
DOI: 10.4018/978-1-4666-0014-0.ch029

Keywords: Adult Learning / Education / Educational Technologies / Information Science Reference

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Abstract

In this chapter, unexpected challenges, “lessons learned,” as well as the best practices that have resulted during the implementation of a program involving the remote observation of graduate interns are addressed. More specifically, best practices and lessons learned related to a series of logistical, pedagogical, and technological issues encountered during both the pilot and full implementation of the ROGI process are presented. Logistical best-practices and lessons-learned address gaining school- and district-level approval to conduct remote observations; communication, verification, and documentation of the remote observations; gaining university supervisor and student intern buy-in; and e-documentation involved in the ROGI process. Pedagogical best-practices and lessons-learned attend to conducting face-to-face seminars and post-conferences remotely and camera movement during the observation. Finally, technological best-practices and lessons-learned focus on hardware and software selection and support for university supervisors and graduate interns.

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