30 Seconds Of Video Reinforces Teachers’ Strengths

IDEAS

30 seconds of video reinforces teachers’ strengths

By Joan Richardson

Categories: Coaching, Continuous improvement, Technology

Thirty seconds. That’s often enough video of their own instruction for teachers to learn about something they are doing right — and, importantly, to identify an effective practice that they could repeat more often. The power of using a brief video clip during one-on-one coaching conversations is that teachers experience intense personal attention about the work that matters to them the most. That emerged as the most influential component of the MyTeachingPartner-Secondary (MTP-S) program, a model built on decades of research about effective coaching, according to recent interviews and focus groups. Learning Forward conducted those interviews and focus groups as part of a project to extend the MyTeachingPartner model, which has been successfully used in elementary and preschool settings (Hamre & Pianta, 2005; Allen et

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MTP-S model supports Standards for Professional Learning

The MTP-S model supports the Standards for Professional Learning by focusing on improving student learning through improving teacher practice in a comprehensive way. It recognizes the power of job-embedded and sustained professional learning. Of note are three of the 11 standards:

Culture of Collaborative Inquiry, which expects that educators in every role, grade level, and content area will collaborate for continuous improvement and support their colleagues’ ongoing learning and development;
Equity Foundations, which makes explicit that ensuring equity and improving student learning requires a culture of support for all staff. Promoting the growth of all educators lays a foundation for promoting the growth of all students; and
Implementation, which values a culture that regularly engages in meaningful, constructive feedback and aids educators to apply new learning to improve their practice and sustain those changes over time.

References

Allen, J.P., Hafen, C.A., Gregory, A., Mikami, A., & Pianta, R.C. (2015). Enhancing secondary school instruction and student achievement: Replication and extension of the My Teaching Partner-Secondary Intervention. Journal of Research on Educational Effectiveness, 8(4), 475-489.

Allen, J.P., Pianta, R.C., Gregory, A., Mikami, A.Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037.

Gregory, A., Allen, J.P., Mikami, A.Y., Hafen, C.A., & Pianta, R.C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), 143-163.

Gregory, A., Hafen, C.A., Ruzek, E.A., Mikami, A.Y, Allen, J.P., & Pianta, R.C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45(2), 171-191.

Hamre, B.K. & Pianta, R.C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967. dx.doi.org/10.1111/j.1467-8624.2005.00889.x

Hamre, B.K., Pianta, R.C., Downer, J.T., DeCoster, J., Mashburn, A.J., Jones, S.M., Brown, J.L., Cappella, E., Atkins, M., Rivers, S.E., Brackett, M.A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461-487

Learning Forward. (2022). Standards for Professional Learning. Author.