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The Trifecta Model

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on 16 February 2015

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Transcript of The Trifecta Model

The Trifecta Model
The purpose of this study was to increase the quality of pre-service special education teachers through 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 self-reflection on pre-service teachers’ behaviors were investigated and found to have a positive impact on their overall performance and skill development.
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 prior to the final observation
By the final TeachLivE observation and the final field based observation, students performed at approximately the same level
Initially, students rated themselves higher than their supervisors, but as the semester progressed the students became more critical of their teaching
Elizabeth Whitten, Luchara Wallace,
& Megan Michalczak
Dept of Special Education and Literacy Studies
The primary objective of this study was to determine the effectiveness of a multi-tiered investigation utilizing the trifecta model of preparation.
This Model
How could you see yourself incorporating or adapting this model into your program?
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