ONLINE EXCLUSIVE: Aspiring teachers turn to video

By Meredith A. Riddle
Categories: Career pathways, Fundamentals, Implementation, Learning designs, Online learning, Technology
December 2020
Vol. 41, No. 6
Teacher education programs are critical for preparing aspiring teachers to enter the classroom as well as for increasing the number of qualified teachers in the educators’ pipeline to address the teacher shortage in the U.S. However, when COVID-19 hit, teacher education programs were severely impacted just like K-12 schools across the nation and world. The business of school was no longer business as usual. When a stay-at-home order closed New Jersey schools in spring 2020, teacher candidates were shut out of the schools where they had hoped to practice teaching. The colleges providing teacher candidates with the programs needed for licensure began to grapple with the idea that, for the first time, teacher interns would not be able to finish their observation hours inside a

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10 high-leverage teaching practices

Practices taught the first six months Practices taught the last six months
1. Making content (e.g. specific texts, problems, ideas, theories, processes) explicit through explanation, modeling, representations, and examples. 6. Setting up and managing small-group work.


2. Leading a whole-class discussion. 7. Engaging in strategic relationship-building conversations with student.
3. Eliciting and interpreting individual student’s thinking. 8. Designing a sequence of lessons toward a specific learning goal.
4. Establishing norms and routines for classroom discourse and work that are central to the subject-matter domain. 9. Providing oral and written feedback to students on their work.
5. Teaching a lesson or segment of instruction. 10. Communicating with a student’s parent or guardian.

Source: Shaughnessy & Forzani, 2012.


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Henning, J., Erb, D., Randles, H.S. Shoener, H., Fults, N., & Webb, K. (2016). Designing a curriculum for clinical experiences. Issues in Teacher Education, 25(1), 23-38.

Henning, J.E., Gut, D., & Beam, P. (2015). Designing and implementing a mentoring program to serve a clinically based model of teacher preparation. The Teacher Educator, 150, 145-162.

Jorissen, K.T. (2003). Successful career transitions: Lessons from urban alternate route teachers who stayed. The High School Journal86(3), 41-51.

Knight, J. (2014). Focus on teaching: Using video for high-impact instruction. Corwin.

O’Connor, J.R. (2020). Strategic leadership in PK-12 settings: Emerging research and opportunities. IGI Global.

Riddle, M.A. (2019). Developing a curriculum to support the first year of teaching in an alternative-route program [Doctoral dissertation, Monmouth University Department of Education].

Riddle, M., Falco, J., & Henning, J.E. (2017, March). The mentor academy: An innovative approach to teacher preparation. Paper presented at the Professional Development Schools National Conference, Washington, D.C.

Shaughnessy, M. & Forzani, F. (2012). High-leverage teaching practices in teacher education and assessment. TeachingWorks.

Sherin M.G. & Van Es, E.A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.

Whitworth, B.A. & Chiu, J.L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26(2), 121-137. doi:10.1007/s10972-014-9411-2

Wright, G.A. (2008). How does video analysis impact teacher reflection-for-action? [Unpublished doctoral dissertation]. Brigham Young University.

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Meredith Riddle ( is director of Provisional Teacher Programs, adjunct faculty member at the School of Education, Monmouth University, and a social studies teacher in Long Branch Public Schools.

Categories: Career pathways, Fundamentals, Implementation, Learning designs, Online learning, Technology

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