SAN FRANCISCO, Calif., March 2, 2016 – While educators can readily find reports and articles confirming the positive impact video-based coaching has on teachers’ instruction, it is not as easy to find information on effective implementation.
To help fill this gap in the literature, researchers from George Mason University authored a book chapter about implementing video coaching for the recently released Video Research in Disciplinary Literacies.
The chapter, titled “Exploring the Use of Video Coding in Literacy and English Teacher Preparation,” was the result of the collaboration between researchers and teachers who used the Edthena online video coaching platform.
“Edthena is the only technology tool in education that not only enables me to do some part of my job better, but has positively changed the nature of my work in teacher preparation,” said Kristien Zenkov, program coordinator of GMU’s Secondary Education Program. “It is a tool of technology, but more importantly it is a tool of reflection.”
The authors share examples of how they implemented the platform, they present their successes and missteps, they describe their reflections and also discuss the ways in which using video for classroom observation increased the capacity of the coaches responsible for providing teachers with feedback.
While several different ways to use video are explored, a common theme was how Edthena removed the logistical challenges of implementing video at scale within the organization.
Kye Summer Haury, an elementary mentor teacher, said, “Edthena’s software platform is extremely easy to use. Once logged onto the Edthena site via the web,it is pretty self-explanatory as you browse the site and begin viewing and recording your thoughts about the lesson.”
In addition to the ease of implementation, users reported valuing the ability to revisit specific instances in a lesson, almost on a “play-by-play” basis.
Audra Parker, the program coordinator, noted, “I had become increasingly frustrated with post-observation conferences that relied solely on the memories/perceptions of the [teacher] and facilitator after the teaching moments.”
Using Edthena allowed for reliable feedback, creating sound opportunities to “critique, encourage, and celebrate all aspects from instructional quality to classroom management to student engagement.”
“We developed our platform to accelerate professional growth in order to facilitate positive change in classroom instruction,” said Adam Geller, founder and CEO of Edthena. “It is an honor is to have the GMU researchers share their favorable experiences in such a public manner. By publishing this information in a book, many other programs will learn how Edthena can be easy to implement and quick to drive change in teacher learning.”
Educators can receive a PDF copy of the chapter by completing a short form at the Edthena blog (http://tinyurl.com/h6b3kgc).
Edthena is a classroom observation platform that makes teaching video the core of teacher professional development. Teachers upload classroom videos and share to colleagues who leave time-stamped comments. Edthena also offers specialized collaboration tools to help organizations implement best practices for video learning.
For more information, visit www.edthena.com.
For more news about Edthena, visit blog.edthena.com.
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