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Transcript of TetonCty_VideoBasedPL2
The Story of Teton County School District
Building & Implementing
Cycle of Inquiry (the foundation)
Video Practices that Redefine Coaching
Thoughts about the future
Teton County Public Schools
New coaching model was introduced to build teacher capacity to close the achievement gap.
How Video Redefines Coaching
in Teton Cty SD
Your ASCD presenters:
Michelle Rooks, Instructional Coach
Seth Fetters, 2nd Year, 6th grade science teacher
Paul Teske, PhD, Teaching Channel
Teton County SD's:
Create a culture of coaching
common instructional framework
content PLCs and studio work
targeted feedback walk throughs
1-2, two-week coaching cycles/year
Implemented an online tool, Teaching Channel Teams to organize work
Cycle of Inquiry
Cycle of Inquiry
2-week Coaching Cycles
Targeted Feedback from Principal
Professional Learning Communities
All of the levels of professional learning are now informed by video.
Public & Private Groups Across the District
Contrasting Points of View
We learn together. While it may take time from today's class, it will benefit students in the long run.
How do we get teachers to pause and think deeply about their practice?
We have common goals. But I have to balance intense coaching cycles with daily classroom management, student engagement, and alignments. I'm busy!
How do I fit all of this in?
How do we bridge these views?
Ways we use video during the coaching cycle:
looking at student work*
Let's look at one area as an example!
Benefits of Video
analyze the teaching
analyze student behavior and work
record personal growth
Beginning of Coaching Cycle
Ending of Coaching Cycle
Determine what we are solving
Set the coaching goal
What did we do? How did it work?
What did we learn?
How were beliefs changed?
for the morning...
Shared Agreements Protocol
Listening or Pushing Protocol
Share notes on the conversation
Create a shared agreement
Re-watch video if there is not a shared agreement or disparate notes
Re-watch video stopping after teacher speaks
What did the teacher actually say
Watch the coaches response
Does the response match what was said? (listening) OR does the response push a different idea (pushing)
Review video notes - are there more Ls or Ps
Technical & Adaptive
Clarity about the type of challenge:
allows for better, more targeted conversations
implicates the type of evidence gathered
influences the nature of the comments and posts
Facilitating Technical Change
- Jenni Donohoo
"The problem is clear, the knowledge and capacity to solve the issue already reside in the expertise of individuals" - Donohoo
Looks/Sounds like: pointing out possible teaching techniques and strategies for fine-tuning practice based on agreed upon research.
Pinpoint in Video
Where targeted strategy is used and why?
explain why it matches the targeted behavior
look for evidence of supporting students
Pinpoint in Video
Where the teacher is NOT using targeted strategy?
explain explicitly why it does not match the target
choose to: a) make a suggestion (You could have...) OR b) ask a question (If you could do this over...)
What have you learned about the targeted strategy?
How is ______ and ______ the same or different?
What do you now understand about _____?
What are your next steps?
Facilitating Adaptive Change
Pose a Question
Someone doing work...
Look for skills, strategies, language that can be generalized!
What did you notice:
What do we now understand about the question?
How can we use what we figured out?
knowledge to solve the problem does not exist yet
difficult to resolve - sometimes upset old ways of doing things
may have to adopt new values/beliefs
we get better together through studying practice
Look at Student Work
Focus on students...
How can we learn:
from what students are doing and say
to listen to students differently
student think alouds
watch & listen
name the teacher move - what did the teacher say or do?
name the result student action - what did the student say or do?
reflect on how the move supported students - what evidence?
name your move - what did you say or do?
name the reason - why did you say or do that? what was the trigger?
name the intention - what were you hoping the students would do?
name the resulting student action - what caused the student to say or do the action?
reflect on how did your move support the student?
what did the students say or do? (be descriptive)
analyze what this tells you about the students level of understanding?
how does this link back to your instruction? how does this fit with what you have taught them so far?
how does this implicate your future instruction? what's next for students
Yes, they can do it!
They are on the verge.
Targeted Feedback - Evaluation
teacher/administrator set "look fors"
administrator video tapes and annotates with certain timestamps and "look fors"
teacher watches video and responds
New Teacher Programs
film class and reflect with students
what is to be learned from student talk/think alouds
share vision of new classrooms - what is student talk all about? what are manipulatives in math?
using video-based methods so that they redefine PD
using it as a part of all PD and work with teacher - video becomes how we work together
considering video as evidence
teachers see video as a tool for improvement - their own and students
cuts down on confusion (video evidence)
allows flexibility in busy schedules as both parties can complete when they have time
creates a record/evidence
Focus on Teaching
by Jim Knight
Visit Michelle and Seth at the Teaching Channel Booth.
Give away Knight's
Focus on Teaching
Turn and Talk:
Share a time when you made a change in your practice that resulted in student growth?
Introduce yourself to a new friend.....
in four ways
11:30-1:00 Today & Mondays @ Teaching Channel Booth
Michelle & Seth
Two Week Coaching Cycle
create person goal
video record the 1st conference
share pertinent resources
decide on schedule
focus on teacher AND students
take observation notes
watch videos, take notes
review video with teacher
adjust instruction / retry
consider the match between learning goals and practice
video the reflection conference
consider how the achievement gap was reduced
write summary and share
Click here to see Technical Coaching Feedback.
Click to see the Adaptive Coaching example.
Image by: Larry Johnson, Flickr