Peer Video CoachingSupport for edTPA Task 2

Lessons from Spelman College

Context of Our Department

• Private liberal arts institution

• Women’s HBCU• Located in Atlanta• First edTPA

submission Spring 2015

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

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.

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?

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”

“We do not learn from experience... we learn from reflecting on experience.” ― John Dewey

edTPA was the catalyst for us to implement a best practice in education.

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.

Current Technology

• 4 iPads• 2 GoPros• 2 Swivls

Talk and Turn

What is Video Coaching?

Why Peer Video Coaching?

Who Benefits? How?

Peer Feedback Norms

• Avoid Judgementalism• Focus on Students• Take a Dialogical

Stance• Be Empathetic• Continuously Improve

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

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

Helpful Forms from “Focus on Teaching”

1) Watch Your Studentsstudent engagementstudent discoursestudent understanding

2) Watch Yourselfratio of interactionopportunities to respond types of questionsteacher talk vs. student talk

3) After-Action Report4) Lesson Study Observation Questions

Benefits of Peer CoachingProcess

• 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)

Marsha Francismfranci1@spelman.eduedTPA Coordinator Education Studies ProgramSpelman College

Thanks for your attention!