[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-600046-en":3,"detail-sidebar-cat-0-en-105":31,"doc-seo-600046-105":82},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},600046,962090893153,"nayy☆","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Research & Report","Current Issues in Middle Level Education - Volume 25 - Article 2 - February 2021","The article examines how teacher educators preserved meaningful professional growth during COVID-19 school shutdowns by redesigning peer observations and coaching for virtual internships. It discusses teacher candidates’ reflective practice and links the approach to AMLE Standard 1 and research on delivering classes online with stress and adaptation. It also explains how quick, on-demand feedback through platforms such as Google Meet improved timeliness and effectiveness of post-observation conferences.","Current Issues in Middle Level Education  \nVolume 25  Issue 2 Article 9  \nFebruary 2021  \nAll it Takes is One Click toJoin Me on a \"Meet\": The Positive Impact ofTechnology on Peer Observations in the Virtual Learning Environment  \nJamie Silverman  \nTowson University, [jsilverman@towson.edu](jsilverman@towson.edu)  \nFollow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)  \n Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons  \nRecommended Citation  \nSilverman, Jamie (2021) \"All it Takes is One Click toJoin Me on a \"Meet\": The Positive Impact of Technology on Peer Observations in the Virtual Learning Environment,\" Current Issues in Middle Level Education: Vol. 25 : Iss. 2 , Article 9. DOI: 10.20429/cimle.2021.250209  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/9](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/9)  \nThis description is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, [please contact](please contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](please contact digitalcommons@georgiasouthern.edu).  \nAll It Takes is One Click to Join Me on a “Meet”: The Positive Impact of Technology on Peer Observations in the Virtual Learning Environment  \nJamie Silverman  \nTowson University  \nAbstract  \nPhysically stepping foot into the middle and high school classroom is the opportunity teacher  \ncandidates (TCs) most look forward to as they enter their final year in our middle and secondary teacher preparation program. It is in this internship year when TCs practice the theory they have learned and start making their own pedagogical choices. The internship year and its experiences  \nare recognized by AMLE Standard 1: “Middle level teacher candidates understand, use, and  \nreflect on the major concepts, principles, theories, and research related to young adolescent  \ndevelopment and use that knowledge in their practice”(AMLE, 2012) . The question I faced with  \nthe arrival ofCOVID-19 and the shutdown of in-person school this past spring and fall as a  \nteacher educator (TE) was this: How will I be able to provide these valuable moments of  \nprofessional growth for my TCs if they are not in the buildings? The following description  \npresents fellow teacher educators with my response to this question. I describe the creation of  \nvirtual peer observation experiences and in-real-time coaching that occurred in the virtual  \ninternship. Additionally, I describe the impact this process had on virtual post-observation  \nconferences.  \nEmbracing the Virtual Internship via Opportunities to Access Technology  \nI had no choice. In a field where I so often teach my teacher candidates (TCs) about the importance of it, I, as their teacher educator had no choice. Schools were shut down and my TCsnow had to teach in a completely virtual online learning environment and my observations of the TCs would also be completed virtually. Peer observations, which traditionally call on TCs to enter each other’s classrooms would now also present a challenge. But there was one belief that my fellow teacher educators and I in the Department of Middle and Secondary Education at my university would not compromise: The integrity of my TCs’ internship year and the knowledge gained in the areas of planning, instruction, assessment and community building (to name a few)  \nwould not fall to wayside because the classroom environment shifted. Frost and Frost (2020)  \nremind us that “delivering classes online in a significant way is a first for many educators, and a  \ncertain amount of stress naturally follows whenever someone is forced","cbCaikoXtAynV1t9","https://ap.wps.com/l/cbCaikoXtAynV1t9","pdf",136487,3,1,15,"English","en",105,"# Abstract\n# Embracing the Virtual Internship via Opportunities to Access Technology","[{\"question\":\"Why does the author focus on virtual peer observations in this internship year?\",\"answer\":\"The author faced the COVID-19 shutdown, which prevented teacher candidates from entering physical classrooms, so virtual peer observation experiences and real-time coaching were created to preserve professional growth.\"},{\"question\":\"Which technology enabled faster post-observation conferences?\",\"answer\":\"The author used Google Meets, allowing movement between sessions and returning to hold post-observation conferences with minimal delay using simple clicks.\"},{\"question\":\"How does the virtual process affect reflection and instruction?\",\"answer\":\"The author reports more timely and effective reflection on instructional strengths and weaknesses, supported by the idea that on-demand feedback can redirect teaching behaviors before they become habits.\"}]","Current Issues in Middle Level Education - 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