Tuesday, March 30
2:05-2:25 PM
EDT
Room 4

Campus Administrators’ Perceived Self-Efficacy in Conducting Instructional Feedback Conferences with Teachers After Practicing with Virtual Reality

Full Paper (Live Presentation) ID: 58634
  1. aaa
    Sandra Whitley
    Forney Independent School District
  2. aaa
    Melissa Arrambide
    Texas A&M University-Commerce
  3. aaa
    Pam Winn
    Texas A&M University-Commerce
  4. aaa
    Mei Jiang
    Texas A&M University-Commerce

Abstract: Texas’s current teacher evaluation system, Texas Teacher Evaluation and Support System (T-TESS) emphasizes teacher professional growth and coaching; however, there is a lack of support and training to help administrators develop skills and efficacy to conduct feedback conferences utilizing a coaching format. This study utilized narrative inquiry to investigate administrators’ perceived skill and self-efficacy after the use of a virtual reality tool designed to provide practice conducting post conferences in a non-threatening, collaborative environment. In a medium-sized, North Texas seven secondary campus administrators serving grades six through 12 elected to participate in the study. Finding note after the virtual reality simulations, participants perceived an increase in their self-efficacy and skill level with attributes of the increase being specifically connected to the collaborative discussions and feedback between and among participants after the virtual reality session.

Presider: Melissa Arrambide, TAMUC

Topics

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