How 2 Coaches Are Using Mobile Video to Spark Professional Growth

Videotaping live classroom teaching using smartphones, iPads and flip cameras has become popular because it’s an easy and powerful way to reflect on practice. Cathy shares several examples of how instructional partners are using video in Alabama schools.

Cathy GassenheimerBy Cathy Gassenheimer

Krissy Edwards, the instructional partner at Hibbett Middle School in Florence, is working to allay teacher hesitation about one of her most powerful tools: Her cell phone video camera.

Lori Snell, the coordinator of instructional support for Enterprise City Schools, shares Krissy’s enthusiasm for the use of videos and wants teachers to become more comfortable being videotaped.

Krissy and Lori have each taken a slightly different approach, but both of these instructional leaders have the same goal. They believe videotaping can help improve practice in powerful ways.

And by introducing the idea of video feedback in their schools, they’re following a professional learning trend that’s quickly gaining momentum in classrooms across the country.

lori-snell-video

More teachers are viewing their classroom practice

Videotaping live classroom teaching using smartphones, tablets and flip cameras has become popular because it’s an easy and powerful way to reflect on practice and strengthen teaching and learning.

One of the greatest values of videotaping accrues to the teacher him/herself. By taping and later watching the video, the teacher can take the “balcony view” and objectively see what worked, which students were engaged (or not engaged), and what needs improvement.

► Watch this short video of former National Teacher of the Year Sarah Wessling Brown, where she explains the rationale for and ease with which she videotapes her lessons.

► In yet another Teaching Channel video, watch a teacher who evolves the use of video from simply videotaping herself to videotaping her students’ discussions and asking them to analyze what happens.

Back to our Alabama teacher leaders

In Florence City, school-based coach Krissy Edwards is using short videotape vignettes to showcase teachers engaging their students in learning. The videotapes are edited and featured in an online newsletter to colleagues.

In Enterprise City, district instructional coordinator Lori Snell has decided to use videotaping to create models that other teacher leaders and instructional partners can use to promote professional learning. She decided that – before asking them to videotape themselves – she would put herself first in front of the camera in a coaching mode and then share the tape with colleagues across the district.

The approaches are different but they both share the same ultimate goal: Getting teachers and administrators to embrace the use of video as an improvement and reflection tool.

Take a look at some examples

Two of Krissy’s showcase videos follow. What do you notice about the videos? In what ways might you follow Krissy’s lead to help you open more doors to videotaping?

History class

Science class

Lori’s video below features her in a coaching conference with a science teacher. A former science teacher and instructional partner, Lori is now the “coach of coaches” in her district.

She told me: “We strive to improve teaching and learning by growing instructional leaders. A professional learning opportunity provided by Jon Saphier challenged our instructional leaders to conduct a planning conference with teachers to help them examine their content standards and determine the most worthwhile learning for students.”

“It is important to me,” she said, “to show humility in my work with others by being willing to do what is expected of our instructional partners and instructional leaders.  One purpose for videoing this planning conference was to provide an example by walking the walk.”

Lori also wanted to make sure that she was using both the instructional partnership principles and the tenets of cognitive coaching in this session.

Problems? Click here to see Lori’s video.

First and foremost, Lori wanted to reflect on her role as a reflection partner. She was looking for evidence of listening, paraphrasing, and questioning. What did you notice after watching the video? Did you find evidence of Lori’s three intentions in her actions?

Lori’s other purpose was to be first in reflecting on her coaching before asking Enterprise’s school-based instructional partners to do the same. By modeling the way, Lori demonstrated the courage, commitment, and growth mindset necessary to make meaningful, across-the-board changes in instruction.

PD in your pocket

So, next time you pick up your mobile, remember that it’s more than a connector to people, games, and texts. It can be a powerful tool for reflection and growth, both in coaching situations and to monitor your own practice.

Just turn on the video camera and start learning!

Cathy Gassenheimer is Executive Vice President for the Alabama Best Practices Center, a division of A+ Education Partnership.