Using Video to Support Teacher Learning, Program Improvement, and edTPA Readiness
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Researchers Marti Elford from University of Kansas, Heather Johnson from Vanderbilt University, Kirsten Lathrop from Marquette University, and Suzanne Arnold from University of Colorado - Denver present at AACTE Annual Meeting 2016 in Las Vegas, NV, on use of Edthena in their respective programs.
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Using Video to Support Teacher Learning, Program Improvement, and edTPA Readiness
- 1. Using Video to Support Teacher Learning, Program Improvement, and edTPA Readiness Kansas, Vanderbilt, Marquette, Colorado-Denver
- 2. Taking Video Clubs Online Heather Johnson Vanderbilt University
- 3. Video Analysis in Teacher Ed • Important vs. unimportant events • Analysis of teaching vs. evaluation of teacher • Make sense of classroom events
- 4. Program Goal: Student Thinking as a Resource • What does student talk and student work reveal about student thinking? • How does the teacher facilitate opportunities to elicit, engage, and deepen student thinking? Video serves as a common text to view, analyze, and open for commentary
- 6. Traditional Video Club Model
- 7. Video Analysis with Edthena • Save time
- 8. Traditional Video Club Model
- 9. Video Clubs with Edthena
- 10. Video Analysis with Edthena • Save time • Increase participation
- 11. Video Analysis with Edthena • Save time • Increase participation • Deepen quality of noticing, interactions and reflection
- 12. Deepen quality of noticing, interactions and reflection Program Goal: Student Thinking as a Resource Clip Selection Teacher-focused >>>>>> Student-focused Video Analysis Management >>>>>> Student thinking
- 13. sneak preview
- 14. Martha D. Elford, Ph.D. Director, Online Practicum Department of Special Education
- 16. Demo
- 17. Open up dialogue and promote metacognition Evidence based or high leverage teaching practices Positive, specific, reinforce high leverage teaching practices Instructive, or interesting observations
- 20. Scaling a Statewide Support Network for Teacher Training
- 22. Record classroom teaching Planning and implementation of feedback Coach provides comments Teacher digests and responds to comments Share video and complete pre-cycle form Complete post-cycle reflection Reflection and Support Cycle Using Edthena
- 23. ● Make video a key source of evidence ● Engage in conversation about teacher and student actions ● Define next steps and strategies in a way that can be documented via video for the next reflection and support cycle Let video drive the cycle 1 2 3 4
- 24. Give timely feedback ● Increase the relevance of self-reflection and coaching through time condensed cycles which encourage dialogue ● Expect for teachers to upload classroom video within 24 hours of capture (better if same-day) ● Require instructors to provide feedback within 48 hours of a video being uploaded 1 2 3 4
- 25. Use video as a diagnostic ● Set a baseline for each of your teachers’ skill level at the beginning of the school year ● Analyze classroom video to identify a personalized set of target skills for the year ● Define a growth plan that is developmentally appropriate for each teacher 1 2 3 4
- 26. Seek evidence of transferring curriculum to practice ● Use video to see your students put the program’s curriculum into practice ● Build a library of videos highlighting a wide range of skill level ● Incorporate video models into curriculum to serve as examples and nonexamples of pedagogical expectations 1 2 3 4
- 27. Utilizing the Edthena Platform to Support Teacher Candidates at Marquette University with edTPA
- 28. Marquette’s Teacher Candidates’ Handbooks: • Elementary Literacy • Secondary English/Language Arts • Secondary Math • Secondary Science • Secondary History/Social Studies • Secondary World Languages
- 29. Benefits to edTPA Teacher Candidates: • Option to use Edthena platform until payment has been made to Pearson for submission • Clear outline of templates • One organized location for saving all tasks and templates • Convenience of video editing tools • Ease of transfer to Pearson for official scoring
- 30. 30 What the candidates see
- 31. Benefits to edTPA Coordinators: • Ease of inviting teacher candidates via email • Ability to add program-specific documents for candidates to access • Convenience for use with on-campus writing sessions/boot camps • Organized way of tracking whose portfolios are “in progress” and “transferred”
- 35. Feedback from Teacher Candidates As part of our end of student teaching survey, students were asked to offer feedback about our program’s use of the Edthena online platform… 92% of respondents found Edthena to be a useful tool for their edTPA work.
- 36. It was easy enough to use and figure out. Easy to use. I found this tool very easy and helpful to use for my edTPA. Perfect way to keep all of the items organized. It was incredibly beneficial to have a template to follow that laid all the necessary pieces in a structured format. I really appreciated it! Great! It was pretty easy to use. Edthena was extremely helpful and kept me organized; I would recommend it again. No issues at all.
- 37. The Edthena was well laid out and made clear what was expected for each section. It was excellent and easy to use. I liked it. It worked! It was helpful. It was great. The Edthena platform was really helpful in completing the edTPA. I found it helpful. It works! I thought that Edthena was simple to use and the video tool was helpful. Edthena was a useful platform. It was a good platform for edTPA. Easy to understand and use. Use it again!
- 38. Highly Recommended by Marquette University’s College of Education!
Editor's Notes
- The ability to make a distinction between important and unimportant classroom events is a skill novice teachers need to develop to improve their own practice (Star, Lynch, & Perova, 2011). While preservice programs often include hours of observational work in classrooms, novice teachers do not develop a framework for making this distinction without support. To notice key instructional moves or missed learning opportunities, for example, they need to focus their observational lens and have a facilitated, reflective space to interpret the observed events. In particular, novice teachers are hyper-focused on their own teaching actions rather than the ways in which those actions open up or shut down space for student learning (Sherin, Jacobs, & Philipp, 2011). Sherin and Linsenmeier (2011) noted the importance of video in helping teachers attend to and make sense of events in the classroom. And now, multiple national and state assessments of teachers focus on an analysis of teacher performance; the edTPA, a performance assessment used here at Vanderbilt, is a crucial part of our constellations of assessments that help inform us about whether or not a preservice teacher is safe to practice and ready to learn. An assessment of teacher performance requires artifacts of that performance—and video is an integral component.
- Video of teachers’ own teaching serves as a common text to view, analyze, and open for commentary (Sherin & Han, 2004). In our teacher education program, the use of video in video clubs is integral to our own instruction and to our students’ growth as novice teachers.
- Bringing video into teacher ed has followed a traditional video club protocol. Video clubs and preservice teacher learning: Preservice teachers acknowledge that they do not have best teaching practice, but rather real practice. Video club allows them to: Observe the realities of practice that probably went unnoticed in the moment of teaching. Review models of teaching by their peers Reflect on their own practice as well as others Discuss issues that are relevant to where they are in their professional trajectory
- explaining the the “usual” process of a video club. highlighting challenges with this model and limits (e.g. can only discuss a few clips together) transitioning to integrating the use of Edthena...
- before (as we just saw)
- new process
- Beginning of the year – clips are teacher-focused (sometimes don’t even see students); student talk is inaudible; as year goes on, teacher is often out of the frame Video Analysis – commentary starts off with management, pacing, wait time, etc.; shifts to more connections to student thinking and what the teacher does to elicit, engage, and deepen student thinking (discourse moves, how they engage students in constructing evidence-based explanations, etc.)
- Sneak preview – may have to provide some context – this is a discussion about how a shell could be found at the top of a mountain. Four different hypotheses are provided and students select one to agree with. In demo – play maybe :20-1:59 (if that is too much, I can cut it off. This segment offers a suggestion, strength, and note – just a nice range of comments. I can add a question or reply to someone else’s idea in this section). DEMO * Heather will demo here how she leaves a comment on one of her teachers’ videos
- When KU Department of Special Education decided to offer an M.S.E. on line, we had to discover how to do practicum supervision at a distance. I had been doing distance coaching for a couple of years, and the power of video for examining teaching was becoming widely accepted. Partnering with Edthena was a good fit for what we wanted to accomplish to be able to insure a valuable and effective practicum experience for our students.
- Initially, we started with a small cohort, it was not difficult to manage the number of videos that were uploaded. As the number of students in each practicum grew, I needed an efficient way to keep track of the different videos that were being submitted. In the first practicum, students submit a video every week with different criteria required for each video – small group instruction, one-on-one instruction, inclusive classroom settings, and formal lesson plans. Creating explorations was the solution to this need. Each exploration has a description of exactly what is required. There are date restrictions, so the students get an email reminding them that the exploration is about to expire. The is a wonderful managerial feature for me, as the instructor; I don’t have to keep track and send out reminders. TO DEMO: Show first the Explorations tab, with a view of the various Explorations you set up last semester Click into one Show what it looks like from the coach’s view when viewing a completed Exploration Speak on the different components of an Exploration Show how you can providing feedback on the Exploration as a whole and inside of the different components Show how an instructor can click on the video submission and leave comments on the video Highlight the comments you left, as well as summarizing thoughts
- The Observation Domains keep the feedback linked to evaluation rubrics that the teachers are accustomed to. However, being able to provide specific feedback under each of these tabs has been helpful to me to create descriptive feedback that focus on the task, teaching behavior, or classroom event. I structure my response to the students based on the criteria you see here. (I’ll give some examples)
- During the 2nd practicum, I create dyads and students give feedback to one another on their formal lesson plans. By this time in their program, the students have received feedback from me on nine teaching videos (8 from 775 and 1 from 875). I’ve also taught them explicitly about how to give feedback using the same framework that I described earlier. Additionally, they have read several articles on what it means to deliver professional feedback. The students reported that they really appreciated being able to see one another teach, and that giving feedback challenged them to observe more closely, as well as think more critically about their own teaching. DEMO * Show examples of the peer to peer feedback (?)
- We are still learning and we hope to construct some studies to really examine what is happening for the students (and the instructors) in this process. Right now, we are very pleased with the results we are seeing.
- Introduce myself as Director of Field Placements and Licensure Officer at Marquette. Explain Wisconsin’s edTPA requirement (September 1, 2015)—all candidates mandated to submit to Pearson for official scoring September 1, 2016 becomes consequential as far as meeting a minimum cut score (which is being set based, in part, on this year’s performance) Marquette’s program embeds the tasks into various courses throughout in order to expose students to this relatively new performance assessment. During student teaching, which is a full semester, our candidates have the opportunity to utilize the Edthena platform in combination with our edTPA writing boot camps.
- Marquette’s College of Education offers two main certification programs: Elementary/middle (grades 1-8) Middle/secondary (grades 6-12) These handbooks have been used successfully within the Edthena platform.
- Teachers candidates can utilize the Edthena platform throughout the semester as they work on their portfolios. Teacher candidates find the format very user-friendly and intuitive. (I’ll be sharing direct feedback from our candidates a bit later.) They appreciate the option to be able to use the templates and get everything in order prior to paying their fee to Pearson upon transfer of their portfolio. Support function is quickly available and extremely efficient at providing help.
- Demo: Click into a portfolio Notice how the status of each task part is easy to see “at a glance” Click into Task 2a, which will be incomplete Pick a second video to make the “set” of two videos required. Add a lesson label from dropdown. Point to Task 2b — commentary template is available for immediate download. To help with completing commentary, candidates can use the Edthena commenting tools…. Click on first video thumbnail (which has sample comments) Show the comments with the tags to the edTPA framework standards Demonstrate the “export” feature to show how comments are easy to transfer to commentary Go back to portfolio overview page to see all circles are now green.
- Entering teacher candidate emails in order to invite them to join Edthena is extremely simple—I just cut and paste from my spreadsheet. Candidates then create an account on their end. As the coordinator, I can view which students are working on which portfolios. Our edTPA writing boot camps are simplified by Edthena’s format of user-friendly templates.
- As a coordinator, I appreciate the ability to add our program-specific documents and resources. Note users at the bottom with the easy-to-use “plus” and “minus” buttons…
- Examples of previous cohort of teacher candidates who have transferred their portfolios to Pearson for official scoring. As the coordinator, I can see the date on which they transferred their portfolios, which is helpful in terms of tracking their anticipated date for results.
- This is a view of what you would see when you click on a candidate’s portfolio that has been transferred for scoring. This is same view the candidate sees. It’s possible to click on the various documents included in the portfolio, view video clips, and check the different tasks.
- During our first semester of utilizing the Edthena platform, we had 19 elementary literacy candidates and 18 secondary candidates in various content areas create portfolios. As part of our end-of-program survey, these teacher candidates were asked specifically about the usefulness of the Edthena platform.
- Some comments from our teacher candidates, pulled directly off our survey.
- More comments from our teacher candidates.
- Fantastic experience working with the Edthena team! There has been a consistent line of communication regarding our program’s use and suggestions. Emails are responded to in a very timely manner. Live demos are easy to arrange and follow. Very friendly interactions and positive outcomes for our teacher candidates. Thank you!