The Power of Video Growing Teacher Practice

teachingchannel.org • @teachingchannel

Deeper Engagement Platform

What is Teaching Channel? An Online Professional Development System.

Deeper Engagement Platform

Analysis & Reflection Tools

Video Library

Interactive Teacher

Collaboration

Professional Community

Three Types of Videos Teaching Channel Video Library plus Uncut Classrooms

District & School Professional Development Videos

Teacher-Generated Videos

Research says teachers need

•   A broad repertoire of teaching strategies to reach all students

•   Must learn by doing

•   Frequent, relevant feedback in a collegial environment

…all needs to be job-embedded

This session……we will

The slides that follow are for the Teams part

Teaching Channel Teams

Learning with Video

Adapt & Try

Explore & Inspire

Deeper Engagement

Goal: Expand Assessment

Strategies Tch Video:

My Favorite No

Video Capture Practice

Self-Reflect & Share

PLCs Critical Friends Peer Coaching

Analyze and Seek Feedback •   critically examine the video to

identify strengths and areas for improvement

•   connect observations, reasoning and conclusions to evidence of student learning that is visible in the videos

•   give and seek collegial feedback to increase effectiveness

•   analyze student work using tools that detect evidence of understanding and quality relative to the vision of success

•   note patterns in the student work and hypothesize how the teaching influenced student results

•   synthesize all feedback and determine how to revise or add to repertoire

Evidence: Notes, highlighted rubric, student exemplars, student work analysis, reflection notes

Gather and Focus •   gather videos and other resources

related to a goal, interest, need or inspiration

Evidence: Videos , lesson plans, tools, articles

•   Watch and Analyze •   watch a video or read an article

to provide a picture or “model” of what is possible

•   investigate and deconstruct practice to determine particular teaching moves or strategies

•   examine and discuss the impact of these teaching moves and strategies on student learning

•   observe student comments and behaviors closely and practice interpreting their thinking

Evidence: Annotated notes

Translate and Adapt •   transfer or adapt these moves or

strategies for your classroom or grade level/subject area, and make a plan to try

•   collaborate around a lesson to try •   specify what success looks like Evidence: Lesson plans or tools

Practice and Gather Evidence •   practice a teaching move or strategy multiple times in

your classroom •   revise the move or strategy based on student needs while

practicing •   video tape the move or strategy •   gather student work based on vision of success Evidence: Video of self, student work, observation or reflection notes

Center for Educational Leadership and TCSD •   How did we structure teacher learning opportunities

using Teaching Channel video and the Teach Teams platform?

•   How did the Teach Teams platform support and amplify the current teacher learning structures?

•   Why were we so pleasantly surprised by the results of using Teach Teams?

Our Mission

11

The Center for Educational Leadership (CEL) is a nonprofit service

arm of the University of Washington College of Education dedicated to

eliminating the achievement gap that continues to divide our nation’s

children along the lines of race, class, language and disability.

Foundational Ideas

1.  If students are not learning they are not being afforded powerful learning opportunities.

2.  Teaching is a highly complex and sophisticated endeavor.

3.  Practice of sophisticated endeavors only improves when it is open for public scrutiny.

4.  Improving practice in a culture of public scrutiny requires reciprocal accountability.

5.  Reciprocal accountability implies a particular kind of leadership to improve teaching and learning.

6.  Leaders cannot lead what they don’t know.

12

TCSD – Who are we & what are we doing? •   TCSD is in Jackson, Wyoming – gateway community to Grand

Teton and Yellowstone National Parks. •   We have an Achievement Gap. •   To address the achievement gap, the TCSD Strategic Plan

includes –   goals to improve instructional practices by providing on-going, job-

embedded PD –   Instructional Coach in all buildings –   Raise teacher accountability AND increase the levels of support given to

teachers. •   Result: The gap is closing! •   Next steps: Our last push will require us to use even more

descriptive, specific and analytical language to create effective shared practices that meet the needs of all students. –   For this, we believe that VIDEO is key.

CEL’s Partnership with TCSD

Comprehensive partnership •  Support the development of instructional leadership across the district through walkthroughs, teaching effective feedback and designing professional development

•  Support the development of instructional coaches •  Create a calibrated vision of instruction in literacy and math classrooms across the grades and schools using a studio model

Instructional Support @ JHMS

•   Instructional Support: –  Administrators provide instructional support using Targeted Feedback

Cycles. –  PLCs provide instructional support during monthly meetings and

quarterly studio and curricular design work. –  Instructional Coach provides instructional support using Coaching

Cycles. •  Goal: Elevate BOTH accountability AND support

CEL’s Inquiry Cycle

SELF-ASSESS: Teacher self-assesses to identify an area of focus.

DETERMINE A FOCUS: Teacher and principal analyze evidence to identify an area of focus. Based on the responses in the self-assessment, what is your area of focus? What kind of evidence will you collect?

IMPLEMENT & SUPPPORT: Teacher and principal engage in study and learning around area of focus.

ANALYZE IMPACT: Teacher and principal analyze the results of their work. Based on your inquiry, what did you learn about your practice as it impacts student learning?

CEL’s Targeted Feedback Architectures for Coaching and Principal Feedback

17

Two-­‐Week    Coaching  Cycle  

Plan  1.  Unpack  goals  and  create  a  personalized  focus  with  the  teacher  through  a  script.  2.  Begin  sharing  per;nent  resources  –  ar;cle,  videos.    3.  Decide  on  schedule.  VIDEO:    confirms  conversa;on  

   Do  

1.  Focus  on  teacher  AND  students  learning.  2.  Target  moments  that  are  per;nent  to  goal  specifically.  3.  Interview  students  to  see  if  they  are  internalizing  or  taking  up  the  new  approach  or  strategy.  VIDEO:    Use  video  clips  to  highlight  all  learning.    Use  video  clips  as  evidence  of  opportunity  for  growth  and  actual  growth.  

 

Study  /  Analyze  1.  Watch  video  with  the  teacher  online  or  in  person.  2.  Make  notes  while  watching.  3.  Adjust  instruc;on  and  retry.  

 

1.  Consider  how    goals  matched  the  learning/change  in  prac;ce    that  occurred.  2.  Use  reflec;on  script.  “We worked on _____, which helped me _____, and now students can ______. Next Steps: Based on my new understanding, my next step…”  Achievement  Gap:    My  learning  will  help  close  the  achievement  gap  because…”  3.  Write  a  summary  and  post  to  Teaching  Channel  group.    Update  Cycle  of  Inquiry  and  share  with  administrator.  VIDEO:    Confirms  the  conversa;on  

 

Reflect  /  Adjust  

Coaching Cycles and JHMS •   Coaching Cycle ~ Cycles of Inquiry or Area of Focus ~ Frame:

•  My students are currently not ___. •   Based on my learning, I would like to explore ___. •  My theory of action: if I ___, then my students will ___. •   Student evidence will be ___. Teacher evidence will be ___.

Evidence of my data analysis will be ___. •   As part of my work, I will produce ___ and share with ___. •  Working with ___ will support my inquiry. ….

Coaching Cycles and JHMS •   Learning Summary Frame:

–  I worked on___ in this way ____. –   I learned ___ about instruction and ___ about student

learning. –  My thinking has evolved in this way ____. –  My instructional practice has changed in this/these

way(s): ___. –  This will help close the achievement gap because ____. –  My learning will support my PLC’s learning because ___. –  My next step is ____.

Turn and Talk

What are some of the things that get in the way of gradual release in a coaching or mentoring relationship?

Jenn’s Work with Michelle

How did Teach Teams support the development of instructional coaches?

What we predicted?

Teach Teams would simply replace the face to face interaction

Teach Teams: What we learned?

Teach Teams made it easy: •  To give direct feedback quickly •   To develop shared understanding and language – see and read •   To internalize new awareness quickly

•   became a voice in Michelle’s/Teacher’s heads

•   To internalize new practices more quickly •   there was less resistance and more buy-in

•   To request on-going reflection: review old videos to recognize growth

Why?

•   Teach Teams made our work more effective because… –   We saw ourselves on film, so we were more articulate about our problems

of practice and areas of focus. We are more invested in the coaching work.

•   Work is based on evidence – ladder of inference (Elena Aguilar) •   Because we are based in evidence, we get to problem-solving and coaching

much faster. –   Video notes are internalized more because they are linked to practice. I

stopped during coaching conversations and teachers stop during lessons and say, “I know what the note will be!” They create oral video notes!

•   Coaching through video is making JHMS more metacognitive about our practice.

–   We are seeing results from coaching cycle faster and they are sticking. Success creates motivation and engagement.

–   Speed of de-privatization in PLCs and across the district •   Teacher video use with all new teachers •   Calibration of skills across grade level

The Essential Piece: Video Notes/Posts

Video notes and Video posts worked for us when: •  They were based on the primary learner’s area of focus

•  They pointed out strengths and “verges of” within the primary learner’s area of focus

•  They pointed to the time. The videos became a tool for time management.

•  They requested reflection – Did they work for you? –  Example on the Handout

JHMS – IC - Work with Teachers

•   How did Teach Teams support the development of teachers? –   As above, so below –   Coaching cycle placemat

•   Video as a tool not a product –   What to film? –   What to post? What to annotate?

•   Video as evidence of teacher and student growth

New Steps This Year:

•   New TCSD New Teacher Induction Program •   PLC supports:

–   Learning Walks via Video –   Studio lessons via Video

•   Flipped PD – blended learning. –   Secondary issues of coaching, extended day, and scheduling

•   Study student work: –   video tape student talk and/or think alouds in order to describe

their achievement and plan future instruction •   Example: student talk, error analysis in math, F&P assessments

•   Collaboration across buildings/district –   K12 Math/ELA Team Videos –   K12 Specials Teams –   Transition Year (2-3, 5-6, 8-9) Videos

What Surprised Us

We were surprised that: •  Teach Teams was more than a replacement to our face to face work.

•  Teach Teams substantially made the primary learner’s work more effective.

•  Teach Teams created authentic accountability and ownership.

•  Teach Teams quickened the pace of our work.

Next Steps:

•   Teacher ownership –   Use video for their learning –   Collect video as evidence –   Use with students to support student learning and ownership –   Ongoing coaching – send video with specific questions

•   Use with Parents –   What does a CCSS classroom look/sound like? –   Support understanding of individual student needs and

accommodations.