1. Peer Video Coaching Support for edTPA Task 2 Lessons from Spelman College

2. Context of Our Department
Private liberal arts institution
Women’s HBCU
Located in Atlanta
First edTPA submission
Spring 2015

3. First Submission Spring 2015
2 GoPros in department
Many students used their own iPhones
Students experienced frustration
Poor video quality
Issues around video compression on submission day

4. Feedback from Students about Task 2
It was difficult to…
execute the lesson without interruption.
students did speak in a loud enough volume in order for the camera to pick up their voices.
camera continued to record with no sound.
sudden use of a camera in the classroom.
Recording around testing season.
ensuring students returned with permission slips to record. Also, parents of students with IEPs did not want their child to be videoed
doing the commentary and having to relate it back to exactly when it happened in the video. time consuming having to go back and forth to see at what exact time I did a certain thing or said a certain thing.

5. Where did we go wrong?
How could we have better supported students to create, capture and produce commentary on better video for Task 2?
What should we do to better support future teacher candidates?

6. Support for Videotaping
Purchased additional equipment
Built peer review into edTPA Support Sessions Integration of video taping and feedback in earlier courses
Conversations with CTs and principals about benefit to teacher candidates
Faculty copies of “Focus on Teaching”

7. edTPA was the catalyst for us to implement a best practice in education.
“We do not learn from experience... we learn from reflecting on experience.” ― John Dewey

8. Reflection in Teacher Education
In a professional setting, reflection is:
.  deliberate;
.  purposeful;
.  structured;
.  about linking theory and practice;
.  to do with learning;
.  about change and development for becoming a reflective teacher.

9. Current Technology
4 iPads
2 GoPros
2 Swivls

10. Talk and Turn
What is Video Coaching? Why Peer Video Coaching? Who Benefits? How?

11. Peer Feedback Norms Avoid Judgementalism Focus on Students
Take a Dialogical Stance
Be Empathetic
Continuously Improve

12. Model, model, model
I started video taping support sessions and certain classes
Watched and made notes on my video using reflection sheets
Students viewed and evaluated my teaching video
Together compared our notes

13. Peer Coaching Students capture short videos of themselves in the field
Compress video per edTPA instructions
Watched their own videos and made notes
Peer evaluation in support session
Student shares reflection notes and peers compare what they noticed from video

14. Helpful Forms from “Focus on Teaching”
1) Watch Your Students student engagement student discourse student understanding 2) Watch Yourself ratio of interaction opportunities to respond types of questions teacher talk vs. student talk 3) After-Action Report 4) Lesson Study Observation Questions

15. Benefits of Peer Coaching Process
Multiple opportunities to capture, compress and view video data from classroom
Reinforce ability to critique and refine teaching practices
Explain and justify instructional decisions
Fosters trust and collegiality
Participate in professional learning communities
Develop teacher leader qualities (coaching, relationship and leadership skills)

16. Thanks for your attention!
Marsha Francis
edTPA Coordinator
Education Studies Program
Spelman College