3) Use video to facilitate honest and actionable feedback to improve instructional coaching.
Video is a powerful tool for encouraging self-reflection among educators, but it’s integral to our PD approach beyond that in a couple of ways.
First, the addition of video has created an opportunity that we didn’t have previously. In the course of a school day, whether you’re an administrator, instructional coach, or member of the support staff, time is always at a premium. Using the Insight ADVANCE platform allows us to watch and comment on video of a teacher at night, in the morning before school, or whenever else we need to fit it into our day. Video really empowers our coaches to more fully support their teachers without the need to be in their classroom at a specific time. It almost feels like it allows our coaches to be in multiple places at once. (We’re also looking forward to using live video as a way to further increase the opportunities for frequent coaching via one-on-one or team meetings.)
Second, video allows our coaches to be more thorough and thoughtful in their observations. When you observe a lesson in person, you see it one time. With video, you can go back for clarity and ask, for example, “Did she ask this kind of question? Did he have the right taxonomy? Were her questions at the right level for her students?”
Video also ensures the teacher they’re getting honest feedback. After a traditional in-person observation, the teacher being coached may say something like, “Well I don’t remember doing that.” But with the video record, it’s right there for both the teacher and the coach to see, which sheds light on common pieces of evidence and allows for meaningful discussions versus adversarial.
The goal isn’t to “catch” teachers doing something bad or wrong, but we all have tendencies that we engage in without even thinking about. Video helps to overcome these biases because it’s right there in front of us. Essentially, that video becomes another piece of data to help support whatever recommendations the coach is making while offering the teacher a different perspective—quite literally—of their classroom practice.
4) Get everyone on the PD team.
We have a dedicated instructional coach for each of the 10 schools in our district, but we’re trying to create a supportive environment with a variety of opportunities for collaborative professional growth. To that end, we of course expect our administrators to be instructional coaches, even if unofficially.
But we also work to foster peer-to-peer coaching, because sometimes a teacher may admire a colleague’s approach to a particular aspect of teaching. Maybe they learn better by collaborating with a peer on a new lesson or classroom activity. Perhaps they are experiencing a challenge particular to their content area and want another math teacher’s input instead of their coach’s, who may have an English Language Arts background.
Video is a powerful tool here as well. Teachers may not be able to ask a fellow teacher to observe them in person, but it’s easy enough say, “Hey, I’m not sure about this. Can you watch my video and give me some suggestions, please?”
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