Teach, Watch, Learn

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Teach, Watch, Learn

Early education program pairs college courses with video coaching

Vol. 38 No. 4

Pam is watching herself on video. It’s something that is difficult for all of us, particularly so for Pam today. She is watching a recording of herself teaching a preschool class for the first time. Pam is taking notes, and, in her initial reflections, she is tough on herself. “I really need to ask more open-ended questions and wait for children’s answers,” Pam says. “I find that I will ask a question and then answer it for them. I feel I also need to use more words. I tend to use a lot of one-word comments, instead of explaining what is happening or asking the children what is happening. I have a lot to learn. I really need to work on encouraging the children to

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Authors

Alan Cohen

Constructive feedback

Through video coaching, EarlyEdU students not only get feedback on their own teaching but also grow in their ability to give constructive feedback to others.

Tina’s peer-commenting growth over three months

Jan. 25, 2014

“I liked how the other boy was offering help and quietly started to help his friend sort. I also noticed him doing a lot of self-talking. Good work!”

April 25, 2014

“This is a good example of an engaging interaction. I like the way you asked her, ‘How are we going to take care of our ponies?’ She had some good ideas, and I liked how she got up and got the barn, too. You might want to show more matched affect when she gets happy or excited. Also it looks like the little boy in the video was trying to get involved. You might want to acknowledge the other things that are going around as well. I know it gets tricky when we are trying to film but try to make it as real as possible, even if you have to stop your conversation with the little girl to acknowledge the other children. Good job, thanks for sharing.”

Additional resources

www.earlyedualliance.org

The Coaching Companion on the Office of Head Start Early Childhood Learning & Knowledge website is a free version that is used by Head Start, Early Head Start, and Child Care specifically for professional development with coaches and teachers at all levels. https://eclkc.ohs.acf.hhs.gov/professional-development/article/earlyedu-alliance

The University of Virginia also offers MyTeachingPartner, a similar professional development tool for teachers at all levels. https://curry.virginia.edu/research/centers/castl/mtp

Alan Cohen (alan@thrivewa.org) is president and CEO of Thrive Washington, the state’s lead nonprofit partner in advancing high-quality early learning.

References

Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success. (2015.) Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: The National Academies Press.

Darling-Hammond, L. (2000.) Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1).

National Survey of Early Care and Education Project Team. (2013). Number and characteristics of early care and education (ECE) teachers and caregivers: Initial findings from the National Survey of Early Care and Education (NSECE). OPRE Report #2013-38. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Whitebook, M., Austin, L.J.E., Ryan, S., Kipnis, F., Almaraz, M., & Sakai, L. (2012). By default or by design? Variations in higher education programs for early care and teachers and their implications for research methodology, policy, and practice. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.