Record, Replay, Reflect

IDEAS

Record, replay, reflect

By Jody Bintz and Nicole I.Z. Wickler

Categories: Coaching, Collaboration, College- and career-ready standards, Implementation, Instructional materials/curriculum, Learning communities, Learning designs, Learning systems/planning, Technology

August 2020

Vol. 41, No. 4

One of the challenges leaders face is how to help teachers examine their classroom practice. The use of video technology as a tool for teacher self-reflection, peer collaboration, and coaching has been gaining in popularity for just this purpose. Video can bring teachers together to look in on classroom moments and study interactions. This approach makes classroom interactions more visible and supports teachers in deepening their understanding of teaching and learning (Knight, 2014). In addition to technological and logistical resources, tools to support successful video coaching ensure the conversations it sparks are focused and productive. Discussion protocols are a well-established way to focus on problems of practice and student work (McDonald et al., 2007), and they are useful when combined with video. In this article,

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Authors

Jody Bintz and Nicole I.Z. Wickler

Jody Bintz ([email protected]) is associate director for strategic partnerships & professional learning at BSCS Science Learning and Nicole I.Z. Wickler (nizwickler@ cpp.edu) is research director at the Center for Excellence in Math and Science Teaching at California State Polytechnic University, Pomona, California.

References

Knight, J. (2014). Focus on teaching: Using video for high-impact instruction. Corwin.

Learning Forward. (2011). Standards for Professional Learning. Author.

McDonald, J.P., Mohr, N., Dichter, A., & McDonald, E.C. (2007). The power of protocols: An educator’s guide to better practice (2nd ed.). Teachers College Press.

Taylor, J.A., Roth, K.J., Wilson, C.D., Stuhlsatz, M.A., & Tipton, E. (2017). The effect of an analysis-of-practice, videocase-based, teacher professional development program on elementary students’ science achievement. Journal of Research on Educational Effectiveness, 10, 241-271.

Wickler, N.I.Z., Roth, K.J., Eddy, R.M., & Beardsley, P. (2018). Scaling an effective analysis-of-practice pd program in an urban district: Developing elementary science teacher leaders. American Educational Research Association International Conference, New York, NY.

Jody Bintz

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Jody Bintz is the Director of Strategic Partnerships and Director of Leadership & Capacity Building. Works primarily in the areas of leadership development and teacher professional learning. Bintz designs, studies, and leads programs to develop organizational leadership capacity, particularly as related to implementing the Next Generation Science Standards (NGSS) and the evaluation, selection, and implementation of high-quality instructional materials designed for next generation science. She co-directs the NEXUS Academy for Science Curriculum Leadership in partnership with WestEd and leads BSCS’s Science Teachers Learning from Lesson Analysis (STeLLA) teacher professional learning and leadership development program.