Record, replay, reflect

IDEAS

Vol. 41, No. 4

One of the challenges leaders face is how to help teachers examine their classroom practice. The use of video technology as a tool for teacher self-reflection, peer collaboration, and coaching has been gaining in popularity for just this purpose. Video can bring teachers together to look in on classroom moments and study interactions. This approach makes classroom interactions more visible and supports teachers in deepening their understanding of teaching and learning (Knight, 2014). In addition to technological and logistical resources, tools to support successful video coaching ensure the conversations it sparks are focused and productive. Discussion protocols are a well-established way to focus on problems of practice and student work (McDonald et al., 2007), and they are useful when combined with video. In this article,

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Authors

Jody Bintz and Nicole I.Z. Wickler

Jody Bintz (jbintz@bscs.org) is associate director for strategic partnerships & professional learning at BSCS Science Learning and Nicole I.Z. Wickler (nizwickler@ cpp.edu) is research director at the Center for Excellence in Math and Science Teaching at California State Polytechnic University, Pomona, California.

References

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

Learning Forward. (2011). Standards for Professional Learning. Author.

McDonald, J.P., Mohr, N., Dichter, A., & McDonald, E.C. (2007). The power of protocols: An educator’s guide to better practice (2nd ed.). Teachers College Press.

Taylor, J.A., Roth, K.J., Wilson, C.D., Stuhlsatz, M.A., & Tipton, E. (2017). The effect of an analysis-of-practice, videocase-based, teacher professional development program on elementary students’ science achievement. Journal of Research on Educational Effectiveness, 10, 241-271.

Wickler, N.I.Z., Roth, K.J., Eddy, R.M., & Beardsley, P. (2018). Scaling an effective analysis-of-practice pd program in an urban district: Developing elementary science teacher leaders. American Educational Research Association International Conference, New York, NY.

Learning Forward

+ posts

Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

Search
The Learning Professional

Published Date

Reset

CURRENT ISSUE

Recent Issues

SUPPORTING EACH OTHER

October 2020

What does it mean to support learning in challenging times? It means...

TURNING TO TECHNOLOGY

August 2020

Technology constantly creates new opportunities for professional learning....

WHAT NOW?

June 2020

The COVID-19 pandemic has changed school as we know it. As we face an...

BEYOND THE BASICS

April 2020

Learning professionals challenge themselves to stretch and grow while...

IDEAS