using video to support teacher learning, program improvement, and edtpa readiness
TRANSCRIPT
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Using Video to Support Teacher Learning,
Program Improvement, and edTPA Readiness
Kansas, Vanderbilt, Marquette, Colorado-Denver
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Taking Video Clubs OnlineHeather Johnson
Vanderbilt University
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Video Analysis in Teacher Ed
• Important vs. unimportant events• Analysis of teaching vs. evaluation of
teacher• Make sense of classroom events
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Program Goal: Student Thinking as a Resource
• What does student talk and student work reveal about student thinking?
• How does the teacher facilitate opportunities to elicit, engage, and deepen student thinking?
Video serves as a common text to view, analyze, and open for commentary
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Traditional Video Club Model
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Video Analysis with Edthena• Save time
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Traditional Video Club Model
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Video Clubs with Edthena
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Video Analysis with Edthena• Save time• Increase participation
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Video Analysis with Edthena• Save time• Increase participation• Deepen quality of noticing, interactions
and reflection
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Deepen quality of noticing, interactions and reflection
Program Goal: Student Thinking as a Resource
Clip Selection
Teacher-focused >>>>>> Student-focused
Video Analysis
Management >>>>>> Student thinking
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sneak preview
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Martha D. Elford, Ph.D.Director, Online Practicum
Department of Special Education
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How do we do supervision for Online Practicum?
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Explorations
Demo
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Open up dialogue and promote metacognition
Evidence based or high leverage teaching practices
Positive, specific, reinforce high leverage teaching practices Instructive, or
interesting observations
Feedback
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Peer Feedback
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How do we do supervision for Online Practicum?
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Scaling a Statewide Support Network for Teacher Training
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Record classroom teaching
Planning and implementation of feedback
Coach provides
comments
Teacher digests and responds to comments
Share video and complete
pre-cycle form
Complete post-cycle
reflection
Reflection and Support CycleUsing Edthena
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● Make video a key source of evidence
● Engage in conversation about teacher and student actions
● Define next steps and strategies in a way that can be documented via video for the next reflection and support cycle
Let video drive the cycle1 2 3 4
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Give timely feedback● Increase the relevance
of self-reflection and coaching through time condensed cycles which encourage dialogue
● Expect for teachers to upload classroom video within 24 hours of capture (better if same-day)
● Require instructors to provide feedback within 48 hours of a video being uploaded
1 2 3 4
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Use video as a diagnostic
● Set a baseline for each of your teachers’ skill level at the beginning of the school year
● Analyze classroom video to identify a personalized set of target skills for the year
● Define a growth plan that is developmentally appropriate for each teacher
1 2 3 4
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Seek evidence of transferring curriculum to practice● Use video to see your
students put the program’s curriculum into practice
● Build a library of videos highlighting a wide range of skill level
● Incorporate video models into curriculum to serve as examples and nonexamples of pedagogical expectations
1 2 3 4
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Utilizing the Edthena Platform to Support Teacher Candidates at
Marquette University with edTPA
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Marquette’s Teacher Candidates’ Handbooks:• Elementary Literacy• Secondary English/Language Arts• Secondary Math• Secondary Science• Secondary History/Social Studies• Secondary World Languages
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Benefits to edTPA Teacher Candidates:• Option to use Edthena platform until
payment has been made to Pearson for submission
• Clear outline of templates• One organized location for saving all tasks
and templates• Convenience of video editing tools• Ease of transfer to Pearson for official scoring
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What the candidates see
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Benefits to edTPA Coordinators:• Ease of inviting teacher candidates via
email• Ability to add program-specific documents
for candidates to access• Convenience for use with on-campus writing
sessions/boot camps • Organized way of tracking whose portfolios
are “in progress” and “transferred”
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Feedback from Teacher CandidatesAs part of our end of student teaching survey, students were asked to offer
feedback about our program’s use of the Edthena online platform…
92% of respondents found Edthena to be a
useful tool for their edTPA work.
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It was easy enough to use and figure out. Easy to use.
I found this tool very easy and helpful to use for my edTPA. Perfect way to keep all of the items organized.
It was incredibly beneficial to have a template to follow that laid all the necessary pieces in a structured format. I really appreciated it!
Great!
It was pretty easy to use. Edthena was extremely helpful and kept me organized; I would recommend it again.
No issues at all.
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The Edthena was well laid out and made clear what was expected for each section.
It was excellent and easy to use. I liked it. It worked!
It was helpful. It was great.
The Edthena platform was really helpful in completing the edTPA. I found it helpful.
It works! I thought that Edthena was simple to use and the video tool was helpful.
Edthena was a useful platform. It was a good platform for edTPA. Easy to understand and use.
Use it again!
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Highly Recommended by Marquette University’s College of
Education!