Approaches+to+Using+Video

What is it? A model of research which focuses on teachers, rather than outside researchers, and engages teachers in the design, data collection and interpretation of data around their research question. It is systematic, intentional study of a teacher’s own practice.
 * Teacher Inquiry**

Described by Elliot (1988) as a continual set of spirals consisting of reflection and action. The spiral consists of finding a practical problem or situation that needs to be resolved, formulating action strategies to improve or resolve the situation, implementing and evaluating the action strategies, and clarifying the situation, which then leads to finding new problems, and so on.

What are the benefits?
 * The research is grounded in the realities of educational practice
 * Teachers investigate their own problems and thus become collaborators in the research
 * Because teachers play a part in the process and develop a sense of ownership, they may be more likely to implement change based on the knowledge gained
 * Teachers ask questions and see patterns that other researchers may not think of or may not deem relevant
 * It is a powerful tool for learning and reform
 * Teachers can create an inquiry stance toward teaching, where questioning their own practice becomes part of their work and eventually part of the teaching culture
 * Raises the visibility of the complexities that teaching entails
 * Can be a great tool for preservice teachers in their preparation programs

What are the limitations?
 * Teachers may feel that they do not have time to do the necessary research or other work related to their inquiry
 * It would be difficult for each and every teacher to become a “lone inquirer”

What connections can we make to video, if any? Video can be used as a tool for teacher inquiry at all levels of teaching, from novice to veteran. It can be used to help give teachers ideas for the kinds of inquiry they want/need to do by showing them areas where they have strengths and weaknesses. It can also be used in the inquiry itself, to provide evidence related to a particular research question, or to help track implementation of an idea or change in a particular area. Karen P. Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the world’s Teachers for Improving Education in the Classroom. Beyond Reform: Japan’s Approach to the Improvement of Classroom Teaching

What is it? “Lesson Study is a process of improvement that is expected to produce small, incremental improvements in teaching over periods of time.” It focuses on student learning and recognizes the fact that teaching is a cultural activity. Teachers are both the researchers and the practitioners. Typical Steps in the Lesson Study: 1. Defining the problem 2. Planning the lesson 3. Teaching the lesson 4. Evaluating the Lesson and Reflecting on Its Effect 5. Revising the Lesson 6. Teaching the Revised Lesson 7. Evaluating and Reflecting 8. Sharing the results
 * Lesson Study**

Benefits: • Lesson study focuses on student learning • It recognizes that teaching is cultural • It focuses on teacher inquiry and collaboration • Teachers focus on developing a common language or vocabulary • Attention is given to struggling students and teachers discuss possible misconceptions Limitations: • There is a tendency for the lessons to become scripted, defined by a specified amount of time, particular materials, etc. • It is extremely narrow in focus • It ignores some of the other goals of education

Connections to video: Teachers use video to look at lessons that have been taught with a goal to “fine tune” them.

=**PEER COACHING**=

__**What is it?**__
-//“a voluntary, confidential process in which competent professionals, with adequate training, observe and conference with one another, sharing their expertise and experience”//

It is a form of supervision, not by an administrative boss, but by a respected colleague, used to help a teacher refine present skills, practice and refine new techniques or strategies, and gain some input into classroom management issues or concerns.

__**What are benefits of peer coaching?**__
Peer coaching has been shown to support adult learning by putting into practice a climate of mutual respect and collaboration, and gives people a sense of ownership and opportunities for self-direction. It gives more opportunities for constructive supervision. It takes advantage of the experiences of many people in influencing others, at all different experiential levels. Peer coaching frees up the traditional observer, usually the building principal, to work more closely with more novice teachers and other building concerns.

**I__mportant points__**
be used for any other aspect of supervisory record keeping.
 * The teacher being observed chooses WHAT will be the focus of the observation.
 * The results of the observation are kept by the observed teacher, and are NOT to.
 * Peer coaching should be developed in a supportive environment that includes training and coaching program development
 * The peers meet together in a pre-conference, followed by the observation, and then need time to reflect/review the information and observations, then meet together to review the observation session.

__Stumbling blocks to peer coaching?__
Peer coaching in a district context takes planning that needs to ensure that teachers are a part of the decision making process for implementation. Readiness and training need to built into the process so that everyone is on the same page on how to run a successful peer coaching program. One aspect of teaching that is heard often from those teachers with a lot of experience is that they DO want to get in and see other classrooms and teachers in action—that release time has to be supported conceptually and financially for a peer coaching program to be successful.

**__Connections to Video-taping__**
Experienced teachers have full plates, and lots of ‘thinks’ happening all the time. All people come to the table with different experiences and preconceived ideas of behavior. Much as students think we do, we don’t have eyes in the back of our heads. Notice a need for me to change?- Ah—it would be human nature to be a tinge defensive. And our memories are not ALWAYS what we think they are. Video addresses these potential concerns. What we miss, the video can get. What we THOUGHT we observed is not ALWAYS exactly what happened. If you want to revisit the scene, the scene remains true to actuality, not what we remember. And when discussing a session, objectivity in silence can be practiced. No words are necessary- and if exemplary, how nice to bask in the pleasure of watching greatness in action over and over and over again?

__**Resources:**__ For Protocols:
 * The [|National School Reform Faculty] offers [|free protocols] that can be used with Conversation as Inquiry Groups (CIGs) also known as Critical Friends Groups (CFGs).
 * McDonald, J. P., Mohr, N., Dichter, A., & McDonald, E. C. (2003). //The power of protocols: An educator's guide to better practice.// New York: Teachers College.

Books:
 * Nolan, J., & Hoover, L. (2005). //Teacher supervision and evaluation: Theory into practice.// New Jersey: John Wiley & Sons.
 * Dana, N. F., & Yendol-Silva, D. (2003). //The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press.//