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Video-Based Coaching (My Teaching Partner (Teacher Perspectives (LoCasale…

- - - - Zan 2014 - Used CLASS videoed for 15-20 minutes during a structured time and for 15-20 minutes during an unstructured time. Following video-based self-reflection, a peer coaching meeting took place between each lead teacher and his or her assistant teacher (20-45 minutes)
      - Zan 2014 - Intervention teachers made statistically significant improvements in the quality of their teacher-child interactions in domains of behavior management, productivity, quality of feedback, and language modeling as measured by CLASS
        
        Zan 2014 8-month long program of PD comprised of workshops, video-based teacher self-reflection, peer coaching, and expert coaching showed modest improvement in teacher-child interactions for degreed and non-degreed teachers
    - - Rickels - Treatment group slightly outperformed the control group on all measures on the posttest
      - Rickels - The group receiving SVF feedback was generally more positive in their evaluation of the feedback; Strong preference for receiving more of that type of feedback; helped to more clearly understand the specific elements of their teaching being targeted by their instructors for improvement
    - - Knight, 2018 -Student classroom engagement appeared to be increasing throughout the semester, on average engagement increased significantly after the teacher began collaborating with an instructional coach; an average of 44.3% gain in their focus area on the classroom observation form
      - Knight, 2018 -Teachers showed significant gains in the percent of students engaged during a class period (80.1% to average 91.3%, 11.2 pt. gain); teachers significantly changed their instructional practice after collaborating with a coach
      - Knight, 2018 - Teachers were volunteers --- there might be unobserved characteristics in a larger sample of teachers that mitigate program effects; not generalizable - internal validity but no external validity
  - - - Coaches felt the video freed up time to see classroom events by using video
      - Instructional coaches generally believe that video is an effective part of the reflection process
    - - Shewell 2014 - Teachers who were interviewed indicated that they were apprehensive at first, but once they viewed video of themselves and saw the benefits, their attitudes changed
      - Shewell 2014 Once teachers overcome their anxiety over seeing themselves on video, they also feel that video is effective at helping them reflect on their teaching
      - Shewell 2014 - Teachers were apprehensive about being recorded -- creating permanent documents of their teaching
      - Suhrheinrich 2017 -Video review helped to focus on key behavior, the opportunity to see themselves teaching (new perspective) and see their own progress
      - Suhrheinrich 2017 88% of teachers and 92% of paraprofessionals reported they were very satisfied or satisfied with the quality of training they received
      - Suhrheinrich 2017 - 96% of teachers and 100% of paraprofessionals reported that they would recommend the training and/or intervention to other teachers; Future research might explore the effect of delayed video-based feedback
      - McLeod, 2018 - Both participants strongly agreed to all 17 items on the social validity survey --- viewed the training and systematic feedback favorably and that it improved their use of the three target behaviors.
      - Bradley 2013 - Coaches found the activity of sharing two strengths and two weaknesses related to their video-recorded coaching sessions was helpful. Helped with teacher self-reflection and to identify practices they wished to change.
      - Bradley 2013 - The use of video reduced the feelings of being evaluated and helped both teachers and coaches focus on instructional practices, student participation, and learning.
    - - For video to be effective, instructional coaches need to focus their use of video data by editing and sharing specific clips with teachers
    - - Kennedy, 2016 - Tailored support after week 2 if candidates had not increased the CLASS scores; Nine candidates required support five candidates responded to these supports after 2 weeks --- candidates recognized their benefit and requested to continue; 4 did not respond withe clear evidence of growth
      - Kennedy, 2016 -Pre-test showed CLASS scores 1-2 and 3-5 range, and after VBC in the last module all CLASS dimension mean scores by the end of the module with post means ranging from 5 to 7
      - Kennedy, 2016 - Candidates instructed to use hand-held HD video cameras to capture as much of their teaching as possible during their hours in the classroom each day; candidates provide weekly narrative feedback to the two other members of her group; used video feedback groups to provide encouragement and acknowledgement to their peers
      - Kennedy, 2016 - Peer feedback length and detail increased after first round --- grew to include more formative feedback
      - Candidate Perspectives
        
        Positive view of the peer feedback system, even in cases where they were initially uncomfortable
        
        peer videos influenced their own practice
        
        Identified links between video feedback they received from peers and multiple forms of instructor feedback received.
      - Kennedy, 2016 - Reflection on teaching videos as a positive influence on both reflection and practice
    - - Knight, 2014 - Video cameras when used in a manner that respects the professionalism of teachers can have a positive effect on teaching and learning.
      - Baker, 2017 - Video helps teachers reflect on the impact of their decisions by freeing them of the burden of teaching and reflecting simultaneously.
        
        Baker, 2017 - Video can be played as many times as desired
        
        Allows for different data to be collected each time
        
        Video accelerates the coaching cycle --- focus on many things rather than a single thing
        
        Captures visual and auditory occurrences without a filter - teachers notice things on the video that they may not have noticed in the moment
        
        Deeper metacognition about the instance as well as similiar decisions
    - - Bradley 2013 - Teachers were able to identify their own strengths and weaknesses after viewing the video recording, but they needed guided support to identify a specific instructional goal to address.
      - Bradley 2013 - Videos were a powerful tool supporting self-reflection --- discussing events they can view together; discuss events objectively and reduced the feeling of being evaluated; guided viewing was necessary to engage in critical self-reflection; two clips they were pleased with, two clips that they believed their actions could or should be changed
      - Bradley 2013 - open-ended questions supported purposeful and collaborative viewing of videos