1. Seeing is Believing: Accelerating Professional Learning
Title Slide. 9:30-9:40.
Pre-Activator -Walking in Activity:
Dots around room
Core Beliefs around using Video to Accelerate Professional Learning and Support Teacher Growth
I champion the use of video and create opportunities for its use to accelerate professional learning
I believe video to be an instrumental tool in accelerating professional learning
I am beginning to see how video can be used as a tool to accelerate professional learning
I am unaware of how video can accelerate professional learning
Knowledge of the Research
I champion the research that describes how video can accelerate professional learning
I believe video is a research-based tool in accelerating professional learning
I am beginning to understand research explains how video can accelerate professional learning
I am unaware of research on how video can accelerate professional learning
Applications for Coaching
I champion the use of video in instructional coaching and how it can accelerate professional learning
I believe when paired with coaching, video can accelerate professional learning
I am in the beginning stages of using video as a tool to accelerate professional learning
I am unaware of how video can be paired with coaching to accelerate professional learning
Uses to empower collegial learning
I champion the use of video in multiple contexts to accelerate professional learning
I use video in multiple contexts to accelerate professional learning
I use video in one context of collegial learning to accelerate professional learning
I currently do not use video to accelerate professional learning

2. Please go to the following link and place a “1” next to the answer you would like to choose:
bit.ly/SVOPDLF17

3. Ignite: 9:40-9:50

4. 9:50-10:00. Telling Your Story-they have time to tell their story
In table groups, share why you are here, to what extent have you used video in your practice/work

5. Objectives
Deepen understanding of how video accelerates student and teacher growth
Apply three different coaching models to the video-coaching process
Develop an action plan for video based on individual context and needs
ANIMATED SLIDE
10:00-10:05 Agenda & Objectives

6. Agenda Coaching Models Why Video? Video Paired with Coaching
Methods of Implementation

7. Our Theory of Action
What we do in SVVS

8. Theory of Action Flow Chart
Best PD for impacting teacher growth is coaching
Coaching models provide intentional processes that shift thinking and practice
Coaching conversations are anchored in criteria for effective instruction
Video is a tool that supports objectivity, clarity, and memory
ANIMATED SLIDE

9. The Importance of Coaching
Components
Knowledge
Skill
Transfer
Study of Theory 10 5
Demonstrations 30 20
Practice 60
Coaching 95
(Joyce & Showers, 2002)

10. Coaching Models in SVVS
Cognitive Coaching
(Thinking Collaborative)
Impact Cycle
(Jim Knight)
Student-Centered Coaching
(Diane Sweeney)
Shifting patterns of thinking through mediative questioning techniques
Shifting teaching behaviors through a goal-setting protocol
Shifting student achievement through a focus on data, standards and instructional strategies

11. Principles of Effective Instruction
Classroom Management
Instruction
Technology
Coaching Conversations are anchored in Principles of Effective Instruction:
Tier One Best Practices
STOIC and other structures from Safe and Civil Schools Essential 6
These are the frameworks that provide criteria around effective instruction. We chose the framework based upon the needs of the teacher/coaching conversation.
Processing: What are some frameworks that you use in your context that could support coaching conversations

12. Accelerating Professional Learning
ANIMATED SLIDE
Processing at the end:
Think about professional learning in your context (building, curricular, ect) What does your theory of action look like for supporting professional learning?

13. Video Coaching

14. A picture is worth a thousand words
My Story:
Coaching Stephen
Video of Steven: Used video to help him gain clarity around what his classroom really looked like (helped identify current reality). Helped with goal setting.

15. Why Video? Memory ANIMATED SLIDE 10:10- WHY:
Video provides access to a memory of an experience that we do not readily have.

16. Memory

17. Why Video? Memory Clarity ANIMATED SLIDE
10:10- WHY: Research behind Memory / Clarity / Objectivity

19. Why Video? Memory Clarity Objectivity ANIMATED SLIDE
10:10- WHY: Research behind Memory / Clarity / Objectivity

20. Perception Bias

21. Identified Third Point
Perception Bias
Identified Third Point

22. What Our Teachers Have to Say about Video...
Video summary of teachers speaking to the use of video

23. Video Paired with Coaching
Video as Exemplar
Using video to build teacher capacity.
Video as Inquiry
Using video to support self-reflection and inquiry into instructional practice.
We now use video in two specific ways - video as an example of quality teaching (Video as Exemplar) and video as a tool for diving into our own practice (Video as Inquiry)

24. Coaching Models Enhanced by Video
Cognitive Coaching
Student-
Centered Coaching
Impact Cycle
Image of a Cycle. Speak to how our process is based on a cycle. We strategically use video within our cycle to support the learning.
We anchor teacher learning/growth in a coaching cycle . We use coaching intentionally -- coaching supported through video, and a framework (STOIC, MQI,TIER 1) provides deeper, more complex and focused conversations.
Processing activity: In what ways has this impacted your views/perceptions of video around professional learning?

25. Coaching Enhanced by Video
Cognitive Coaching
Student-
Centered Coaching
Impact Cycle
Example of SYNCHRONOUS VIDEO COACHING

26. Using a Video Coaching Platform to Support Teacher Growth
We’ve discussed our process for synchronous video coaching, now we’d like to share our story around how we use video to support asynchronous video coaching
Refer back to Diane’s ignite about using video coaching to break down barriers of time and place.

27. Asynchronous platform for engaging in the video coaching process: Edthena

28. Commenting on Video Form a pair Watch video
Quick Write: thoughts? noticings?
Review framework
Second watch of video
Use template: identify & describe your noticings
Read comments & reply
Review comments, replies & set a goal
Simulated Asynchronous Coaching
Protocol:
Form a Pair: Identify role of teacher and peer coach
Watch Video
Quick Write: what are your “initial thoughts”/noticings?
Review Framework
Review elements of framework - focus on Lesson Design & Delivery
Access Transcript of lesson
Second watch of video
Follow along on transcript
Annotate transcript per tier one elements
Template: Identify and describe your noticings based on the framework. Anchor your comments in a question, a strength, a suggestion or a note.
Switch papers with partners. Read and reply to one another’s comments.
Switch again and read replies. Set goals either individually or as a team.

29. Methods of Implementation

30. Collaborative Reflection
Video Club
Purpose: To intentionally use video as a means of refining practice through collaborative inquiry and reflection
Identify Shared Focus
Gather Video Evidence
View
& Comment on Video
Independently
Collaborative Reflection
Tell the story:
First grade team at Centennial Elementary. Started as individual teachers looking to refine and enhance small group literacy instruction. Realizing an opportunity for a shared learning experience, we decided to form a video club as a grade level team where we identify our focus points (the initial launching point was literacy small group instruction) and then all agree to video that component of our instruction and share the video with one another though the online video platform of Edthena. All teachers watch one another’s videos in Edthena and make observations or ask questions directly on the video. We agreed to use mediative question stems from Cognitive Coaching to frame our conversations. Then….I”ll add more….focus on the process, the outcome will take care of itself.

31. Lesson Study
Purpose: To use video analysis as a means of examining how students learn best in response to instruction
Identify Shared Focus
Individually Plan
Collect video
Individually watch and reflect on shared video
Process Collaboratively
Might connect well with Student Centered Coaching as the coaching model
Tell the story of traditional vs. Red Hawk:
Any of the three coaching models can be used to inform this process

32. Action Research
Purpose: An interactive research process of collecting information to explore new ways of teaching and interacting in the classroom.
Identify research question
Empathy and ideation steps
Prototype and test
Reflect
Share with others
Connect to coaching model _______
Tell the story:

33. Peer Observation
Purpose: Teachers observe one another for collaborative inquiry
Inquiry question
Lesson Overview
Evidence Options
Data Collection
Collegial Reflection
Connect to coaching model _______
Tell the story:

34. Developing your Action Plan

35. Resources available at OPD.SVVSD.ORG