Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas

Abstract

This paper presents an in vivo naturalistic case study of an education college in a Midwestern state university that implemented Cisco TelePresence high-definition teleconference technology in supervising student teachers in rural schools. Guided by a clinical supervision triad model, this approach includes synchronous virtual observation and video-based non-synchronous reflective practice within a triad of university supervisor, student teacher, and cooperating teacher. Results demonstrate that important factors for implementing virtual supervision in rural schools include multiple personnel involvement in teacher education programs and K12 schools and collaboratively developed goals, procedures, and outcomes. It also finds out that virtual supervision serves as a lens to the rural world for student teachers and a catalyst for educational equity for rural schools and districts. Technological aspects of supervision such as equipment description and costs are also provided.