thereNow provides classroom cameras and software to enable remote teacher observation and coaching. Research shows conventional PD is often ineffective because it lacks individualization, context, and feedback. Effective PD includes modeling, observation, and coaching within the classroom context. thereNow aims to enable cognitive apprenticeships through remote, portable cameras; timely feedback; and reflection and coaching software. This allows mentors to observe unobtrusively and provide individualized feedback to support teacher growth.

1. thereNow
Casey C. Elliott
Vice President
thereNow
Casey@thereNow.net

3. What is thereNow?
In a nutshell...
We make classroom cameras to enable effective teacher
coaching and professional development.
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4. Why Cameras?
What do we know about
effective PD and the
current state of PD?
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Experimental Group
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5. The Current Status of
Teacher PD
• Teacher quality is the most important factor in student
achievement.
(e.g., NCTAF, 1997, 2007; Darling-Hammond, 2000; Darling-Hammond & Ball, 1997)
• An estimated $14 Billion is spent each year on TPD
(Kennedy, M, 2005)
• Many common PD activities are criticized (e.g., the
drive-by workshop).
(Guskey, 2000; Joyce & Showers, 2002; Wayne, Suk Yoon, Zhu, Cronen, & Garet, 2008)
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6. The Current Status
of Teacher PD
“Experts variously say that [teacher professional development]
lacks coherence, that it misconceives of the way adults learn
best, and that it fails to appreciate the complexity of teachers’
work.”
Rebora (2004)
“Conventional approaches to
professional development, such as one-
time workshops, typically do not lead
to significant change in teaching
methodologies.”
Hawley & Valley (1999)
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7. Top down
“No area of the teaching
profession is more plainly broken
today than that of teacher
evaluation and professional
development.”
Duncan, 2009
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8. Why are Conventional
Approaches Ineffective?
• They fail to change behavior.
• That is, teachers do not actually
enact what they are learning.
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9. What IS Effective PD?
• “Collaborative learning environments, teacher research
and inquiry, engagement in practical tasks of instruction
and assessment, and consistent feedback and follow-up
activities” (Rebora, 2004).
• Professional development must combine theory,
modeling, practice, feedback, and coaching in order to
lead to classroom implementation (Joyce and Showers
1980, 1995).
• The U.S. Department of Education (2000) conducted a
longitudinal study indicating that both duration and
active learning opportunities are essential to effective
professional development.
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10. Conventional PD
is often...
• De-individualized
• De-contextualized
• Not learner-directed
• Massed practice
Kepple, Geoffrey. A Reconsideration of the Extinction-Recovery
Theory. Journal of Verbal Learning & Verbal Behavior. 6(4) 1967,
476-486
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Ebbinghaus, H. Memory: A contribution to experimental
psychology. New York: Dover, 1964 (Originally published, 1885).

11. Guskey analyzed 13 of the
most-cited lists from the
publications of:
• American Federation of Teachers
• ASCD
• Education Development Center
• Educational Research Service
• Educational Testing Service
• Eisenhower Professional Development Program
• National Governor’s Association
• National Institute for Science Education
• National Partnership for Excellence and
Accountability in Teaching
• Learning Forward (formerly NSDC)
• U.S. Department of Education
Guskey, 2003 thereNow

12. Characteristics of effective PD
% #
85% 11 Enhances teachers content and pedagogic knowledge
77% 10 Provides sufficient time and other resources
69% 9 Promotes collegiality and collaboration
69% 9 Includes procedures for evaluation
62% 8 Aligns with other reform initiatives
54% 7 Models high quality instruction
46% 6 Is school or site based
46% 6 Builds leadership capacity
46% 6 Driven by analyses of student learning data
38% 5 Based on teachers' identified needs
38% 5 Focuses on individual and organizational improvement
38% 5 Includes follow-up and support
31% 4 Is ongoing and job-embedded
23% 3 Based on best-available research evidence
23% 3 Helps accommodate diversity and promote equity
15% 2 Provides opportunities for theoretical understanding
15% 2 Takes a variety of forms
8% 1 Driven by an image of effective teaching and learning
8% 1 Provides for different phases of change
8% 1 Promotes continuous inquiry and change
8% 1 Involves families and other stakeholders
% = of lists with this characteristic
# = of lists with this characteristic thereNow

13. How do we achieve this?
• The literature has reached consensus about
good PD...
• but it lacks specificity. (Wayne, Suk Yoon, Zhu, Cronen, & Garet, 2008)
• How do we achieve “intensive school-based
coaching and mentoring integrated into the daily
lives of teachers?”
★ without disrupting the school environment?
★ on a lean budget?
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14. How do we learn
Complex Skills?
• Modeling
• Observation
• Talking
Apprenticeship
thereNow Cartoons from www.cartoonstock.com

15. Cognitive
Apprenticeship
• Masters of a skill often fail to take into account
the implicit processes involved in carrying out
complex skills when they are teaching novices.
• Cognitive apprenticeships “…are designed,
among other things, to bring these tacit processes
into the open, where students can observe, enact,
and practice them with help from the
teacher…” (Collins, Brown, & Newman, 1987).
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16. Cognitive
Apprenticeship
• The master models behaviors in a real-world
context by means of cognitive modeling
(Bandura, 1997).
• Provides assistance at the Zone of Proximal
Development; fostering development within
this zone leads to the most rapid development
(Vygotsky, 1978).
• Additional modeling and corrective feedback
renders the apprentice’s performance
increasingly similar to master’s.
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17. Characteristics of effective PD
% #
85% 11 Enhances teachers content and pedagogic knowledge
77% 10 Provides sufficient time and other resources
69% 9 Promotes collegiality and collaboration
69% 9 Includes procedures for evaluation
62% 8 Aligns with other reform initiatives
54% 7 Models high quality instruction
46% 6 Is school or site based
46% 6 Builds leadership capacity
46% 6 Driven by analyses of student learning data
38% 5 Based on teachers' identified needs
38% 5 Focuses on individual and organizational improvement
38% 5 Includes follow-up and support
31% 4 Is ongoing and job-embedded
23% 3 Based on best-available research evidence
23% 3 Helps accommodate diversity and promote equity
15% 2 Provides opportunities for theoretical understanding
15% 2 Takes a variety of forms
8% 1 Driven by an image of effective teaching and learning
8% 1 Provides for different phases of change
8% 1 Promotes continuous inquiry and change
8% 1 Involves families and other stakeholders
% = of lists with this characteristic
# = of lists with this characteristic thereNow

18. Effective PD
Is Cognitive Apprenticeship
• Distributed practice
• Individualized
• Contextualized
• Learner directed
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19. Challenges to
Cognitive Apprenticeship
• Requires frequent, on-site interaction
• Travel makes mentors or coaches
inefficient
• Can be obtrusive to classroom
environment
Can technology solve these problems?
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20. What Technology
Can enable
Cognitive Apprenticeships?
In order for technology to enable cognitive
apprenticeship it must:
• Be portable
• Be reliable
• Be simple
• Attend to critical characteristics of
communication
• Impart the sense coaches are actually present
when they are not!
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21. Rachel McAnallen:
Impressions from Coach
“I can't explain how great it felt. I was just walking on air
because of the individualization with the teachers and how
comfortable they were in opening up with me. I've had that
experience with the kids before, when the kids have really
learned and at the end of the day you know you've really done
a great job.
This was the first time that's ever happened when I was Rachel McAnallen
working with adults. This was a personal relationship
with each one of the teachers. It was such a great day for
me.”
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22. thereNow technology
Design objectives:
• Remote observation through a web browser
• Timely feedback
• Portability
• Ease of use
• Price
• Bandwidth friendly
• Security and privacy
• Data collection and data management
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23. Classroom Cameras Features
• Observation: Control the live camera from
anywhere over the internet, or use a camera
to record then upload and share later.
•Security: Unauthorized access is prevented
with multiple levels of security and
encryption
• Recording: Videos can be recorded and
shared inside a secure permission-based
platform.
• Portability: thereNow cameras are
portable within a school and setup is fast and
easy.
• Unobtrusive: thereNow cameras are less
obtrusive than in-person observation
resulting in more reliable and valid data.
•Audio: Use rechargeable wireless
microphones or powerful voice tracking
thereNow microphones.

24. Reflection and Coaching Software
• intuitive, easy to use interface
• password protected user login
• teacher controlled observation
• scheduling and video sharing
• secure video storage and streaming
• share videos with colleagues
securely
• compatible with all thereNow
cameras
• real-time, “bug-in-the-ear” coaching
• make text, video, or audio
comments.
• all comments are time-linked to
video
• create your own observation forms
and rubrics
• customize your own behavioral
thereNow counters and timers

25. Partner
PD 360 is filled with over 1,800 indexed and searchable videos
segments containing best practices and real classroom examples...
Modeling!
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26. thereNow technology
Applications:
• Pre-service training
• Teacher induction
• Teacher professional development
• Observational research
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27. Contact Information
Casey Elliott
casey@thereNow.net
801-499-4393
www.thereNow.net