ASCD Express 12.18 - Go and See: The Key to Improving Teaching and Leading. What I Learned By Recording My Own Teaching. A MiddleWeb Blog New technology is making it easier than ever to create informal classroom recordings of teachers teaching and students learning.
Why do it? For me, the opportunities to improve my practice are worth the extra effort. Making Feedback Meaningful for Teachers - ASCD Empower17. Using video to coach new teachers. Providing all of our teachers, especially those new to the profession, with ongoing and personalized support is a priority of ours at St.
What Can We Learn from End-of-Course Evaluations? No matter how much we debate the issue, end-of-course evaluations count.
How much they count is a matter of perspective. They matter if you care about teaching. They frustrate you when you try to figure out what they mean. They haven’t changed; they are regularly administered at odds with research-recommended practices. And faculty aren’t happy with the feedback they provide. Videotaping teachers the right way (not the Gates way) This piece, written by teacher Larry Ferlazzo, provides important context to a project funded by the Bill & Melinda Gates Foundation in which teachers are being videotaped while giving lessons and then evaluated by outsiders.
Ferlazzo, who teaches English at Luther Burbank High School in Sacramento, explains why he thinks the Gates project takes the wrong approach and describes a different kind of videotaping exercise at his school that he finds useful. Ferlazzo writes a popular resource-sharing blog, and his third book, “Student Responsibility and Engagement in Your Classroom: A Practical Guide to Classroom Management and Instruction,” will be published this year.
He is a member of the Teacher Leaders Network. This piece appeared on the Education Week Teacher website. Coaching Deep Dive. Coaching Deep Dive. Tech Tip: Using video to support teacher training programs. Each spring semester, the seniors in our student-teacher program complete the edTPA assessment.
This performance-based test requires teacher candidates to submit an unedited video recording of them teaching a lesson in the classroom. The recording is part of a portfolio highlighting the individual’s ability to plan, instruct, and assess. Student teachers require frequent and high-quality feedback from faculty in order to develop pedagogically and evolve into reflective educators. This year we used a video-based web platform, ADVANCEfeedback, to provide authentic reflection and discussion to our teacher candidates. The platform supports annotated feedback on classroom videos.
Feedback from students was favorable. Teachingchannel. Takeaways From A Video Coaching Experiment. You know the expression “two heads are better than one?”
When it comes to coaching teachers using video, I say that two sets of “eyes” are better than one. Last week, I equipped myself with an iPad and set off to record a lesson in an ELA classroom. I have done a plethora of observations on my own without a camera, and this time I wanted to see if using video for the coaching conversation would make for a more productive coaching experience. And it did. Seeing Is More Than Believing - edu Pulse. Learn how this leading district uses videos to help improve teachers’ practices.
By Diane Lauer Consider these facts: A national survey from Scholastic reveals eight of ten teachers say they need more quality professional development to be successful.TNTP estimates that teachers spend the equivalent of 19 school days per year on training activities.A national report on professional learning found fewer than 50 percent of teachers rated their professional development as useful. By my calculations that’s an astronomical amount of time spent on potentially fruitless activities! Furthermore, it leaves the education system with an urgent problem—districts need to provide effective, collaborative professional development that supports teachers through the implementation stages and addresses the specific obstacles to changing classroom practice (Gulamhussein, 2013). The benefits of adding video to teacher evaluations. A Harvard researcher shares her national perspective on improving professional development One of the biggest challenges in K-12 education is finding an effective and productive way to evaluate teacher performance.
In a world where technology is rapidly reshaping the classroom, it’s natural to look to its potential, especially considering that many schools now have the technology to do classroom observation via video. However, these same schools aren’t yet convinced whether the investment will change status quo evaluations. To find out, in 2012, the Center for Education Policy Research at Harvard, where I work, piloted the Best Foot Forward Project (BFF), a study that grew out of the Measures of Effective Teaching (MET) project.
BFF began with pilot programs in large districts in Georgia and North Carolina as well as Relay Graduate School of Education. Publications. How peer video coaching is completely changing how our teachers teach. Peer-to-peer video comments are changing how one district’s teachers think about their practice A new era of professional development is sweeping into districts across the country, and just in time.
For many districts, the days of after-school PowerPoint-driven lectures not differentiated by content, expertise, grade-level or delivery, not to mention daylong workshops on an obsolete topic, have recently given way to face-to-face coaching programs and professional learning communities. And in St. Vrain Valley School District, where we serve 32,000 students in seven towns northwest of Denver, we’ve gone one step further. Educational Leadership:Co-Teaching: Making It Work:Saying What You Mean Without Being Mean.
December 2015/January 2016 | Volume 73 | Number 4 Co-Teaching: Making It Work Pages 36-40 It's human to want to feel competent.
No one likes to be criticized, and we sometimes push back when we get feedback from a coworker that suggests our performance leaves room for improvement. But the truth is, feedback is essential for individual growth and development. Without feedback, we educators really don't know whether our own perception of our performance is accurate or whether we're truly having the impact we desire. In King Arthur's Round Table: How Collaborative Conversations Create Smart Organizations, David Perkins1 claims there's good news and bad news about feedback: The good news is that feedback is essential for individual, community, and organizational effectiveness and learning. Hacking Feedback: Receiving Feedback From Students. This is the final installment of a three-part series by Sean on reforming feedback.
Read part two, Hacking Feedback: 3 Strategies + Tools, and part one, Hacking Feedback: The Bookends. One of my favorite education books is The Courage to Teach. In that text, Parker Palmer explores teaching as a daily exercise in vulnerability. As teachers, we expose ourselves, and often the content we love, to an at-times unforgiving world. Difficult students, dud lessons, doubting colleagues, short-sighted initiatives, all exacerbated by the challenges of our lives outside the classroom, can eventually harden a teacher. So finding the courage to continue to care deeply, to continue to seek feedback, can be challenging. Student Survey. New Harvard Toolkit Supports Using Video to Refine Practice. As many of you know, at Teaching Channel we regularly develop videos to show examples of classroom practices and showcase a collection of techniques. However, what you might not be as familiar with is our philosophy of using video to reflect on and refine practice.
As such, we wanted to share with you our video-based coaching cycle which provides a process for using video in a plan-do-study-act cycle of learning. That is, a way to try a new practice in your classroom, capture video of implementation, and evaluate the impact on student’s learning. In that same vein, the Center for Education Policy Research (CEPR) at Harvard University published two great resources to inform learning using video. CEPR conducted a year-long study of over 400 educators across the country in The Best Foot Forward Project. Take some time to review the toolkit. Let us know in the comments below how you’re using video to reflect on and refine your own practice. Swivl. Video In Your Classroom: Tips for Filming and Editing. Whether you’re recording your own practice for self-reflection, or putting together a student lesson to “flip” your class, here are tips for making sure you capture and produce great material: Keep the camera still.
The action in your shot should be what the camera films. With the exception of a little panning and tilting to keep the subject in frame, let the camera be a quiet observer. A shaky or constantly zooming camera is a huge distraction from the teaching message. Capture multiple views. Get the specific shot. Capture great audio. PD For Teachers - What The Education Experts Know. Teaching Channel Teams was developed based upon research related to the effective use of video and online tools for professional learning. At a recent symposium funded by the National Science Foundation, Teaching Channel brought together leading experts in these fields to discuss this research and the implications it has for 21st century professional learning. During the symposium, we took the opportunity to interview each of the panelists, asking them to comment on five key themes.
Learn About the Research Explore the five themes. Q&A with Pat Wasley: How Video is Redefining Teacher Development. Video is redefining how teacher development happens for many education organizations, creating personalized, professional learning experiences and an evidence base of improving teacher practice. In this Expert Spotlight Q&A, Teaching Channel CEO Pat Wasley explains why the use of video is so powerful, and describes how it is being used effectively. Pat has been a public school administrator, a researcher, a university professor and a dean of both the Bank Street Graduate School of Education and the University of Washington College of Education. Danielson Group » The Framework.
10AdministratiorsWalkThroughofWLClassrooms.pdf. Observation%20Checklist.pdf. Full-class-observation-secondary.pdf. Kansas Coaching Project. The Margins of A Comfort Zone. “Life begins at the end of your comfort zone.” – Neale Donald Walsch When I worked on my master’s thesis over a decade ago, I remember being infatuated with the concept of cognitive dissonance. It was like listening to Meghan Trainor for the first time: an immediate imprint on my brain with an inability to stop singing it. I not only wrote about it academically, but I put it into lesson plans, I pulled it out at professional development planning meetings, it showed up in letters of recommendation, and I tried to convince my younger brother that he needed some. Observation Challenge: Seeing the Invisible (Part Three of Three) Professional Learning - Reflecting And Improving Student Work (Deeper Learning)
Classroom Observation. Observation Challenge: Seeing the Invisible (Part Three of Three) Observation Challenge: What Do You See (Part Two of Three) Observation Challenge: What Do You Hear (Part One of Three) PD For Teachers - What The Education Experts Know. Video In Your Classroom: Tips for Filming and Editing. A clearer view of the classroom. The classroom video camera saw it all. Watching the playback, one teacher realized that she gave her students too little time to answer the questions she posed. Raising Academic Achievement. Good Videos On A Growth Mindset, The Importance Of Learning From Mistakes & A Lot More. Takeaways From a Video Coaching Experiment. Tips For Using Video To Improve Teaching.
How To Improve Your Teaching With Video. Educational Leadership:Professional Learning: Reimagined:What You Learn When You See Yourself Teach. Our biggest finding? Video cameras, when used in a manner that respects the professionalism of teachers, can have a positive effect on teaching and learning, as the following examples illustrate. Coaching Institute aims to help teachers up their game. BERGEN — College sports teams and professional athletes use coaches to improve their game, and it’s time to provide the same opportunities to teachers, Jim Thompson says. That is why Thompson, an instructional coach, and Byron-Bergen Superintendent Casey Kosiorek have not only implemented the practice but are offering an Instructional Coaching Institute to other school districts.
“There are some teachers who have never seen themselves teach. This is not a quick fix. We believe this is the model for the 21st Century,” Thompson said Friday at Byron-Bergen School. “With the higher standards, the Common Core, all of a sudden we’re going to increase the difficulty (for teachers) big time.