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The Trifecta Model
Transcript of The Trifecta Model
The purpose of this study was to increase the quality of pre-service special education teachers through a year-long investigation utilizing a trifecta model of preparation
Use of this trifecta model in personnel preparation can be generalized to other teaching programs.
The effects of coaching, feedback, and reflection on pre-service teachers’ effective behaviors in relation to their experience with each component of the program were investigated and found to have a positive impact on the overall perceived performance and skill development of pre-service teachers.
Challenges to Consider
“Often, the clinical side of teacher education has been fairly haphazard, depending on the idiosyncrasies of loosely selected placements with little guidance about what happens in them and little connection to university work.” (Darling-Hammond, 2009, p.11)
There was a pattern of observable growth across the semester within the TeachLivE experience (Ave. 10 point increase)
There was also a pattern of observable growth across the semester in field based observations
Students appear to have higher scores in the field-based experience than in TeachLivE
By the final TeachLivE observation and the final field based observation, students performed at approximately the same level
These results are indicative of the growth observed across the semester.
Additional conclusions will be made based on the more findings.
Elizabeth Whitten, Luchara Wallace, April Enicks, & Daniel Morgan
Dept of Special Education and Literacy Studies
attempts to address the need for more of a connection between on campus learning and school-based or cite-based learning in teacher preparation.
How could you see yourself incorporating or adapting this model into your program?