This section discusses the procedures involved with the implementation of the IRIS remote observation pilot project being conducted through National University. Specific areas address the set-up of the equipment, procedures for ensuring the protection of the participant's rights, and the training requirements. The continuous review of these procedures will be a part of this pilot project.
These procedures provide the processes for the use and evaluation of TICOE system currently in use with the internship program in the NU-SOE. These procedures present the best practices for the use of the TICOE, which will promote the development of the teacher candidates’ proficiency as educators. These procedures will also ensure the protection of the individuals and organizations that are germane to the use of the TICOE system. The design of the procedures for the use of the equipment align with the Institutional Research Board (IRB) policies of NU and promote the freedom necessary for the best practices use of remote observation. These procedures will undergo continuous review to ensure the adherence to all NU protocols applicable to this project.
The procedure for the use of the TICOE incorporates several steps that lead to the actual use in a teacher candidate’s classroom. These steps begin with procurement of the school site permission for the use of the equipment (see appendix D in the manual). The school site will need to allow the use of their Internet connection for the operation of the equipment as a part of their agreement with NU. In addition, the hosting school district will need to add an Internet Protocol (IP) address to their system for the use of TICOE system (see appendix B in the manual).
Typically, the opportunity for the placement of the thereNow equipment will begin with the district level administration of a school system. The site for the equipment must a strong broadband connection capability in order to utilize the TICOE system (see appendix B in the manual for more information). A preliminary copy of the NU site agreement for the use of the TICOE is under review by the Riverside Unified School District (RUSD), which will serve as a template for future site placements (see appendix D in the manual).
Inherent in the school site authorization for the TICOE use is the informed consent to record school pupils and personnel in their interactions with the IN or ST in the classroom. All of the identities of the participants in this pilot study will remain anonymous for the purposes of reporting the assessment data that relates to this project. The SSSP and NUSP will have varying degrees of student and personnel identification knowledge, but this will not be a part of the data collection process in the assessment of the TICOE system. Each of the IN, ST, NUSP, and SSSP in this project will be volunteers that will review and sign an informed consent for participation. Copies of the informed consent forms will undergo NU-IRB approval processes and are available in the appendices. In addition, the IN, ST, NUSP, and SSSP will undergo training in the use of the TICOE system and will agree to a licensing agreement for its use (see appendix E).
All of the individuals in the study portion of the pilot project need to provide informed consent and permission for the collection of the data that will be a part of the evaluation of the TICOE equipment use (see appendix E in the manual). This includes the IN, ST, NUSP, SSSP, which are the participants in the assessment of the TICOE system. It is important to note that the pupils and other persons that may inadvertently be a part of the remote observation are not a part of the project’s evaluation process. The rights of the teaching candidates, pupils in the school site classroom of the IN or ST, NUSP, and SSSP is of primary importance to this project. Therefore, the utilization of the NU-IRB process will be a part of this project.
The following is a brief outline of the uses of the TICOE equipment that will comprise the majority of their usage during the first year of the pilot study. The primary usage of the TICOE will be to capture the teaching performance of IN and ST that are a part of the NU-SOE program. The observation of the teaching candidate by the NUSP or SSSP during the performance of a lesson will comprise the majority of the system usage (see appendix G). The IN or ST may also utilize the equipment to videotape their pedagogical practices and to reflect on their performance. NU administration and key faculty members may also view the recordings to analyze the pedagogical practices of the IN or ST. Additional uses may include the videotaping of lessons at NU or site provider locations by other users that undergo training and licensing requirements. The additional users will need to exercise diligence for adherence to ethical and governing body procedures.
The remote observation of an IN or ST in real time and the ability to complete the appropriate NU form is the primary reason for the use of the TICOE. The recording of the pedagogical performance allows for both the IN or ST and their assessor to review the video after the evaluation is complete. The literature suggests that this unique feature of the multimedia capabilities of the TICOE holds the potential for improving the ST performance (Beck et al., 2002; Dyke, et al., 2008; Marsh, et al., 2010).
Training for the use of the TICOE and the web site is the beginning point for the training needs associated with this program. The IRIS Connect web site is user-friendly, but the extensive use of hands on training and the providing of handouts are necessary to support the use of the TICOE (see appendix C in the manual). The locating of these training materials on either NU-FAST or the Intern Grant Management Committee web site is advisable to ensure the ease of access to these materials for all of the participants.
The NUSP and SSSP will need to have current training in the recording of Teacher Performance Expectations (TPE) in their observations of the teacher candidates. The forms that capture the observations vary between the two primary specializations in the internship program at NU. Specifically, the general education form is broken into the six domains that cover the 13 State of California TPE standards, while the Special Education department uses two forms (mild/moderate and moderate/severe) that cover six areas for evaluation (see appendix G). The embedding of these forms in the TICOE web site may facilitate the consistency in use, which should promote a high level of assessor reliability. Please note that the embedding of these forms in the IRIS Connect web site as protocols is complete. These protocols are accessible to the participants in this project that undergo the training and obtain licensing through the NU project management team for the web site use. Details on the licensing agreement for the use of the TICOE are available in appendix F of the manual.
Use of the TICOE will need to be extensive and include both the on-ground logistics as well as the online aspects of the system. Setting up the cameras at a classroom location that is conducive to panning and zooming is of primary logistical importance. The use of the microphone system, which includes options for both distant and lapel microphone applications, is another major component of the onsite logistics inherent in the use of the TICOE.
Navigating the online component of the TICOE is the second tier of the process that will require careful attention to detail. For example, the timely responses to observation invitations on both the IN or ST and observer’s end will ensure the proper use of the equipment. Reviewing the videotapes and the observer feedback require careful training in the software application as well. This will ensure the integrity of the videotapes as well as the best uses of the material by the IN, ST, NUSP, and SSSP. The training of the teaching candidates will culminate in the issuance of a license for the utilization of the TICOE system.
The following is a brief outline of the training procedures that will be a given to the IN, ST, NUSP, and SSSP. The training necessary for this project includes the specific procedures for setting up the TICOE, operating the equipment during live sessions, and the use of the IRIS web site. The inclusion of written documents and manuals that the TICOE company provides will be an integral part of the training process (see appendices A-C).
The beginning point for the use of the equipment is the establishment of a static IP address that is specific to the TICOE. Each of the TICOE cameras has a specific Media Access Control (MAC) address that will allow the IT professional to create an IP address recognition protocol. The TICOE manufacturer recommends the opening of ports 80 and 443 for the IP address, which will allow the remote observers to connect to the unit for observations. Each of the TICOE units contains a diagram with specific instructions that will be a part of the installation package. Figure one below provides an overview of how the TICOE system operates.
Registering the site’s IP address will allow those that are licensed and invited to observe the IN or ST as scheduled. Each of the observations is set-up through a secure Internet system that precludes the unauthorized use of the equipment (see figure 2). Each of the users in the TICOE system will complete a series of trainings and obtain a license for its use, which will undergo periodic review for compliance to the parameters of this project. The scheduling of observations and acceptance by the IN or ST for the viewing is a part of the TICOE system, which adds safeguards to the use of the equipment and software.
NUSP and SSSP Training
The observations will create the opportunity for the NUSP or SSSP to remotely view the IN or ST, which provides specific data on their performance without the physical present of the supervisor. In addition, the NUSP or SSSP can review the video and audio components captured during the IN or ST performance, which may enhance the feedback given to the candidate (see figure 3). The use of additional tools in the IRIS Connect website such as counters, timers, and protocols can add to the reviewer’s analysis (see figure 4). In combination, the IRIS Connect tools and remote observation features will enhance the candidates’ ability to reflect and develop as a teaching professional. The training of the NUSP or SSSP before the issuing of a license for the use of the TICOE system will maximize their productive use of the hardware and software.
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