Using Digital Technologies to Remotely Observe and Mentor Teachers

Abstract

Using digital technologies to remotely observe and mentor teachers is a relatively new practice. Thus, many states, schools, and districts do not have policies in place that explicitly allow this practice, and, in some instances, policies are in place that explicitly prohibit the use of these technologies. This chapter provides an analysis of the traditional approach to mentorship, support, and feedback, and highlights new challenges with in-person mentorship, support, and feedback amid the COVID-19 pandemic. As with many aspects of current newly adapted world, the teaching profession has become increasingly reliant on using digital technologies to remotely observe and mentor teachers. The chapter provides a literature review of best practices in observation, mentorship, and feedback. It also shows that limited data are available to facilitate the use of digital technologies and provide novice and in-service teacher support in order to allow for a positive novice teacher induction experience.