A recipe for the cookbook

Want great feedback in a safe and supportive space?

In Stage 1, Kate, Kristin, Robert, Shelia, and many other educators shared the power of viewing video of our practice and getting actionable feedback. In Stage 2, Chris, Kate, and Shelia shared ideas to ensure teachers have access to supportive, meaningful feedback to strengthen practice and improve student learning. Check out how they're bringing these ideas to life with educators across the country.

Recipe
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Chris B

Academy for Urban School Leadership

Materials

- Laptop
- Adequate wi-fi for the Google - Hangout
- Smart device equipped with camera
- Two cell phones or walkie-talkies with earpiece
- Google account for Hangout

Conditions

- Teacher has one or two specific focus areas for observation and feedback
- Students in the classroom are accustomed to filming in the classroom
- Familiarity with technology including experience with the devices

Live Interactive Video Coaching

Chris

Problem Statement & Description

Teachers have a problem with receiving tailored, actionable feedback on their instruction or classroom environment. Live Interactive Video Coaching solves that problem by providing live coaching feedback so teachers can incorporate the guidance in real-time.

How To

1

Before the lesson, the observed teacher meets with a coach, mentor or respected colleague to set development goals and agree on a focus for feedback.

2

The coach/mentor starts the Hangout before the lesson and contacts the teacher to initiate the one-way communication.

3

The coach/mentor takes notes on the observation, sporadically providing short targeted feedback based on the agreed focus.

4

After 15 minutes, end the observation. The coach/mentor gathers feedback if other observers have joined the Hangout.

5

The coach/mentor conducts a post-observation conference with the observed teacher to share feedback related to target focus.

6

The coach/mentor solicits teacher feedback on the effectiveness of the process, setting goals for future observations.

Evidence to know we're on the right track

The teacher’s development goals, set with a coach or mentor, are met.

Protips for Practical Problem Solving

- Make sure that laptop’s mic has been muted
- Walkie-talkies can be used when cellular service is weak
- Arrange for non-verbal cues the teacher could use to denote over-coaching or poor sound during the lesson
- Invite other teachers to the Hangout to provide their feedback around the teacher’s goal


Discussion (1)

Over 2 Years Ago

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Dessie O

Salt Lake City School District

Teacher observations captured on video can be incredibly effective at improving teachers’ practice. In my district, I was trying to find a way to leverage the expertise of National Board certified teachers (NBCT) to support teachers new to the profession, create teacher leadership opportunities for NBCTs, and create a pipeline of professional towards teachers pursuing their National Board certification. I partnered with our district’s new teacher specialist to create NB TEAMs – National Board teachers Teaching Excellence and Mentoring. We pair NBCTs with provisional teachers seeking a mentor exclusively for the purposes of improving their practice – and we use video as the medium of communication. We ask provisional teachers to frame a question about their practice when submitting their video to their NBCT, and the NBCT is asked to provide feedback within 48 hours. This allows NBCTs to observe their mentee without having to leave their classroom, and it also provides them time to pose probing questions and formulate thoughtful feedback because they can rewind and review aspects of the video that live observations might prevent. Mentees are provided the opportunity for personalized professional learning because they get to frame questions and examine aspects of their teaching practice they are curious about. In our first year, we were able to use the Teaching Channel Teams platform because our state purchased a limited number of licenses for educators to use. This is an amazing resource and so easy to use, and we could easily link Teaching Channel videos to give our mentees ideas. In our second year, this year, after being informed our state would no longer purchase the Teaching Channel team licenses and neither would our district, we reached out to our educational technology specialists for guidance and we settled on using YouTube, where each mentee creates their own YouTube channel and invites their partnering NBCT to view the video. The NBCT can then provide feedback either in the comments sections or through email. Although the number of participants is low (4 pairs of partners each year), both NBCTs and provisional teachers find this extremely valuable and worthwhile in improving teaching practice. They also like the flexibility it provides them in working around tight schedules, and most importantly, the safe, trusting environment where they can discuss successes and challenges openly and honestly. We plan on continuing our NB TEAMs and I am impatiently optimistic that this will help me achieve my goals to make available more authentic and personalized professional learning experiences for teachers, increase leadership opportunities for NBCTs, and build a foundation of practice for new teachers so they will eventually achieve their National Board certification. Finally, I’d like to acknowledge that although I knew I wanted to utilize video technology as a way to bring NBCTs and new teachers together, I struggled with how to make it work, partly because I was stuck thinking I would have to get my district to support it before I could make it happen. Luckily at the 2014 Teaching and Learning Conference, I met an NBCT colleague from Oceanside School District who shared with me how she implemented this in her district. This inspired me and “unstuck” my thinking so I could take action. What a great example of why teachers know best.

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