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Teacher candidates received feedback through video capture and annotation technology (VCAT), while principal candidates practiced providing evidence-based coaching to novice teachers. The study analyzes quantitative and qualitative data on principal candidates’ coaching experience, focusing on changes in self-efficacy across a semester and their perceptions of using VCAT to facilitate coaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/symbiotic-partnership-using-a-virtual-coaching-model-to-develop-principal-and-teacher-candidates/601272/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/symbiotic-partnership-using-a-virtual-coaching-model-to-develop-principal-and-teacher-candidates/601272.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the collaboration between principal and teacher preparation programs?","Question",{"text":112,"@type":113},"The project addressed teacher candidates’ need for instructional feedback and coaching, while also giving principal candidates experience coaching novice teachers using evidence from teaching videos.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did VCAT support instructional coaching in the study?",{"text":117,"@type":113},"VCAT enabled video capture and annotation so principal candidates could provide specific, evidence-based feedback grounded in teaching candidates’ recorded instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes did researchers examine regarding principal candidates?",{"text":121,"@type":113},"Researchers evaluated quantitative and qualitative data on principal candidates’ coaching experience, including changes in self-efficacy over a semester and their perceptions of using VCAT for coaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601272,1792144247,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Symbiotic Partnership: Using a Virtual Coaching Modell to Develop Principal and Teacher  \nCandidates  \nKaren D. Jones  \nEast Carolina University  \nJennifer L. Gallagher  \nEast Carolina University  \nChristina Tschida  \nAppalachian State University  \nThis article reports on a unique collaboration between principal and teacher preparation programs within one college of education at a rural university in southeastern United States. The collaborative project worked to meet both the need of teacher candidates to receive instructional feedback and coaching on their teaching and the need of principal candidates to gain experience giving instructional coaching to novice teachers. Feedback and coaching were provided through video capture and annotation technology (VCAT) allowing the principal candidate to provide specific feedback using evidence from the teaching candidate’s teaching video to support their instructional coaching. Researchers explored quantitative and qualitative data of principal candidates’ coaching experience to determine the change in their self-efficacy in providing instructional coaching over the course of a semester and their perceptions of their experience using VCAT to facilitate the coaching.  \nICPEL Education Leadership Review, Vol. 22, No. 1– December, 2021 ISSN: 1532-0723 © 2021 International Council of Professors of Educational Leadership  \nClinical experiences are a critical component of learning to teach (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009; Wilson, 2006) . These experiences offer opportunities for teacher candidates to learn by doing and construct their knowledge of and skills in teaching, critical thinking, reflection, and analysis of their practice (Alsup, 2006; Danielewicz, 2014) . Recent movement towards a more practice-based model of teacher preparation emphasizes participation, engagement, feedback, and reflection (Grossman & McDonald, 2008; Hoffman, Wetzel, Maloch, Greeter, Taylor, DeJulio, & Vlach, 2015; Zeichner 2010) what Linda Darling-Hammond calls“practice in practice, with expert guidance”(2010, p. 40) .  \nInstructional coaching offers teacher candidates opportunities to engage in this type of practice. Such coaching can provide teacher candidates with purposeful, specific, and constructive feedback that is needed to move them toward deeper reflection on their practice. When they enter the schools, they will receive instructional feedback from administration within their building; thus principal candidates in educator preparation programs must develop knowledge of and skills in providing such instructional coaching. Principal candidates typically get more managerial instruction (i.e., budget, hiring, scheduling, laws) in their programs; but there is a documented need for more instruction and practice with their very important roles in instructional leadership and coaching (Darling-Hammond, Meyerson, LaPointe, & Orr, 2010; Murphy, 2006; Reames, 2010) .  \nThis article reports on a unique collaboration between principal and teacher preparation programs within one college of education at a rural university in southeastern United States. The collaborative project worked to meet both the need of teacher candidates to receive instructional feedback and coaching on their teaching and the need of principal candidates to gain experience giving instructional coaching to novice teachers. Feedback and coaching were provided through video capture and annotation technology (VCAT) allowing the principal candidate to provide specific feedback using evidence from the teaching candidate’s teaching video to support their instructional coaching. Researchers explored quantitative and qualitative data of principal candidates’ coaching experience to determine the change in their self-efficacy in providing instructional coaching over the course of a semester and their perceptions oftheir experience using VCAT to facilitate the coaching.  \nLiterature Review  \nThe literature supporting this r","cbCaiecVcwwaKylo","https://ap.wps.com/l/cbCaiecVcwwaKylo","pdf",301547,16,"English","# Literature Review\n## Principal Preparation Programs\n## Instructional Coaching and Technology Tools","[{\"question\":\"What was the purpose of the collaboration between principal and teacher preparation programs?\",\"answer\":\"The project addressed teacher candidates’ need for instructional feedback and coaching, while also giving principal candidates experience coaching novice teachers using evidence from teaching videos.\"},{\"question\":\"How did VCAT support instructional coaching in the study?\",\"answer\":\"VCAT enabled video capture and annotation so principal candidates could provide specific, evidence-based feedback grounded in teaching candidates’ recorded instruction.\"},{\"question\":\"What outcomes did researchers examine regarding principal candidates?\",\"answer\":\"Researchers evaluated quantitative and qualitative data on principal candidates’ coaching experience, including changes in self-efficacy over a semester and their perceptions of using VCAT for coaching.\"}]","Symbiotic Partnership - Using a Virtual Coaching Model to Develop Principal and Teacher Candidates | PDF",1792092305]