Using Video to Support Teacher Learning,

Program Improvement, and edTPA Readiness

Kansas, Vanderbilt, Marquette, Colorado-Denver

Taking Video Clubs OnlineHeather Johnson

Vanderbilt University

Video Analysis in Teacher Ed

• Important vs. unimportant events• Analysis of teaching vs. evaluation of

teacher• Make sense of classroom events

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

Traditional Video Club Model

Video Analysis with Edthena• Save time

Traditional Video Club Model

Video Clubs with Edthena

Video Analysis with Edthena• Save time• Increase participation

Video Analysis with Edthena• Save time• Increase participation• Deepen quality of noticing, interactions

and reflection

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

sneak preview

Martha D. Elford, Ph.D.Director, Online Practicum

Department of Special Education

How do we do supervision for Online Practicum?

Explorations

Demo

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

Peer Feedback

How do we do supervision for Online Practicum?

Scaling a Statewide Support Network for Teacher Training

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

● 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

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

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

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

Utilizing the Edthena Platform to Support Teacher Candidates at

Marquette University with edTPA

Marquette’s Teacher Candidates’ Handbooks:• Elementary Literacy• Secondary English/Language Arts• Secondary Math• Secondary Science• Secondary History/Social Studies• Secondary World Languages

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

What the candidates see

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”

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.

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.

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!

Highly Recommended by Marquette University’s College of

Education!