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Reflection is a powerful means for learning and professional growth. Teachers who reflect on their practices are more likely to grow professionally. Video is a valuable activity for self reflection and growth that has the potential to foster teacher learning.
CMCSS's New Teacher Induction is launching a pilot group of Elementary, Middle, and High Schools to embed video coaching as a core part of their induction and mentoring program. Our goal with video coaching is to individualize professional learning. Teachers come to our district with a range of experience, backgrounds, strengths, and needs. To promote reflection and growth, educators deserve quality feedback, and video is a great tool to help make it happen.
Video offers transparency that allows us to see what is actually occurring in our classrooms. Site Based Induction Specialist and New Teachers are able to go back into their videos to discuss moments that the camera captures, having evidence-based discussions as they see it happening. Then, use those moments to work with teachers to create clear objectives or goals focused on growth.
The use of video for professional learning is not a new idea, it is a powerful one. This has been done since the 1970’s. Video expands opportunities for professional learning and helps halt the notion of teachers shutting their doors and remaining isolated practitioners. It can be used to promote growth in areas such as:
- Peer mentoring
- Collaboration
- Targeted coaching
- Observing peers
- Self reflection
- Professional learning
- Modeling
- Support for new teachers
Strategic . Specific . Intentional
Strategic . Specific . Intentional
It is not enough to talk about change; teachers must also reflect on their own beliefs and instructional practices in order for that talk to transform the way they teach (McIntyre & O'Hair, 1996).
What should the reflective process of video coaching look like? You may have heard of Video Coaching before, but we want to help you have a better understanding of what this will look like here in CMCSS.
- Video Coaching will look like a private, non-evaluative, two-way communication between a New Teacher and his/her mentor
- Video Coaching should be individualized. This process will look different for each New Teacher because your needs, your strengths, your experiences, your students... they are all different.
- Video coaching will look like the teacher utilizing our SWIVL Video Equipment to record video clips of his/her classroom
- Video Coaching will look like the New Teacher having time to self-reflect on his/her own video clip, before seeking feedback from his/her mentor.
- During the video coaching process the New Teacher and mentor will give constructive feedback, but they will also see and hear feedback that is provided with the intent to help each other grow.
"Using a video camera during coaching is like opening a door so teachers can observe their own classroom."
-Tara Strahan, Instructional Coach; Focus on Teaching, by Jim Knight
Creating a strong and trusting relationship between the mentor and teacher is essential. Experienced teachers and new teachers both care deeply about their profession, their courses’ subject matter, and the students they teach, which can make them feel vulnerable in coaching situations.
Throughout this process both the mentor and the new teachers will learn more about themselves, their teaching strengths, as well as areas they want to change or grow. During the video coaching cycle, you will feel vulnerable as you share your videos or areas you want to work on, but the risk will be worth it. We want to help you and your mentor create a connection that allows you both to feel more comfortable opening up to one another.
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