Video Club PD for Secondary Mathematics: Teachers Learning from Teachers

NCTM Research Pre-Session Proposal

Work Session

April 23-25, 2012

Abstract

This study investigates the effectiveness of a video club for secondary mathematics teachers in high minority, low SES urban school districts.  The program aims to: 1) increase teacher reflection on practice by observing video of teachers, 2) increase teacher collaboration and retention through a Professional Learning Community (PLC), and 3) provide sustainability of a PLC with a Facebook discussion board.

Perspectives or Theoretical Framework for the Research

Using videos has shown to have particular promise in helping teachers learn how to teach in both pre-service training and in-service professional development (PD) by capturing classroom interactions in a context that allows teachers to reflect on their teaching (Feltovich, Spiro, & Coulson, 1997). Some PD programs use videos to deepen teachers’ content knowledge (Stylianides & Ball, 2008) and increase the use of effective pedagogical strategies (Bitter & Hartfield, 1994). Video Clubs have been shown to positively impact teacher learning and have the potential to support teacher growth outside of the Video Club meetings themselves (Sherin & van Es, 2009). Prior research has shown the benefits of video-based PD not only for teacher reflection on practice but also as a tool to develop a professional learning community (PLC) where ideas are shared and collaboration is fostered. As Sherin & Han (2004) found, the teachers in their video club “came to use video not as a resource for evaluating each other's practices, but rather as a resource for trying to better understand the process of teaching and learning” in a supportive, non-threatening setting.

Wilson and Berne (1999) highlighted three features characterizing an effective PD program. First, they addressed the importance of establishing an environment where teacher training should occur as part of a professional learning community. Second, teachers’ role in the PD program should be more than participants or recipients, serving as active agents in the development of PD programs. For example, PD programs should not be limited to teaching new pedagogical strategies, but instead teachers should influence and develop their own pedagogical strategies. In short, the goal of PD programs like a video club among the teacher participants is to facilitate the attitude of inquiry and incorporation of new ideas into their classrooms. Third, the learning community needs to fulfill the role of what Lord (1994) calls “critical colleagueship”. In the community, teachers should feel supported by the community/colleagues and at the same time embrace the existence of criticism and disagreement.

Lord’s “critical colleagueship” also plays a role in teacher retention as well. The majority of teachers in the video club program work at low performing schools leaving them vulnerable to teacher attrition. It is also difficult to attract and maintain a stable faculty of qualified teachers in challenging school settings (NAEd, 2009). Ingersol (2001) finds that a sense of community among staff, parents, and students is a key piece in retaining teachers, yet low performing urban schools are not often characterized by a cohesive, tightly bonded group. Therefore, a need exists for PLCs like video club to provide a place where teachers can feel a sense of community with the hope of retaining the teachers in these high need districts.

The sense of community that a video club offers can be expanded using online forums. Nicholson & Bond’s (2003) research found three predominate benefits to an online community for teachers (a) communication and discussion between participants is extended beyond the classroom; (b) the online discussion board served as place to receive professional support and a sense of community; and (c) the teachers' became more reflective thinkers over time because of the discussion board. Despite these findings, online forums are not without challenges. One potential drawback of using these forums is the difficulty in eliciting authentic participation in the community since perhaps teachers do not want to extend their day with online activities related to their work (Stephens & Hartman, 2003). Schlager et al. (2002) also stated that “conventional Internet applications such as asynchronous discussion forums and websites are inadequate in supporting the desired goals of ongoing discussion within a community.” Schlager further suggested providing teachers with an infrastructure that provides adequate access to the technology, has flexibility, and meets the needs of the community as a whole. Schlager’s ideas support the use of housing the online community on a popular social networking site such as Facebook, where many teachers already participate (non-professionally), therefore enabling teachers to merge time spent on personal and professional online interactions in an efficient manner.

Educational or Scientific Importance of the Research

The implications of the research are important to mathematics teacher educators, professional development providers, researchers, and classroom teachers because of the ability for video to permanently capture what is happening in the classroom. The video of the teachers can be used for teacher reflection on practice and building of community among teachers who are sharing ideas with one another. In addition, video can also be uploaded and shared in an online community, extending the learning beyond PD meetings.

Organization of the Session 

 The session will be a Work Session (90 min with 60 min for participant engagement). The three central questions will be focused on during participant engagement including: 1) What additional tools or structures allow for teacher reflection when observing teachers on video? 2) What other PLC formats can be used to successfully bring together teachers from different districts to collaborate? 3) How can popular social networking platforms such as Facebook be enhanced to further facilitate collaboration among teachers?

Organization of Session Outline:

20 min – introduction & overview of program; observation tool overview

10 min – observing teacher on video using observation tool (part 1)

10 min – reflection question #1

10 min – observing teacher on video using observation tool (part 2)

10 min – reflection question #2

10 min – overview of Facebook online PLC

10 min – reflection question #3

10 min – findings & closing

References 

Bitter, G. G., & Hatfield, M. M. (1994). Training elementary mathematics teachers using interactive multimedia. Educational Studies in Mathematics, 26, 405-409.

Feltovich, P. J., Spiro, R J., & Coulson, R. J. (1997). Issues of expert flexibility in contexts characterized by complexity and change. In P. J. Feltovich, K. M. Ford, & R. R. Hoffman (Eds.), Expertise in context: Human and machine (pp. 125-146). Cambridge, MA: AAAI/MIT Press.

Ingersoll, R. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis, American Education Research Journal. vol. 38 no. 3 499-534.

Lord, B. (1994). Teachers’ professional development: critical colleagueship and the role of professional communities. In N. Cobb (Ed.), The future of education: Perspectives on national standards in America. New York: College Board.  

National Academy of Education (2009). Education policy briefing sheet: Teacher quality. White Papers Project. Retrieved July 16, 2010, from http://www.naeducation.org/White_Papers_Project_Teacher_Quality_Briefing_Sheet.pdf.   Nicholson, Sheila A., Bond, Nathan; Journal of Technology and Teacher Education, Vol. 11, 2003.

Schlager, M.S., Fusco, J., & Schank, P. (2002). Evolution of an online education

community of practice. In K.A. Renninger & W. Shumar (Eds.),

Building virtual communities: Learning and change in cyberspace (pp.

129-158). Cambridge, UK: Cambridge University Press.

Sherin, M. G., & Han, S. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20: 163-183.

Sherin, M. G., & van Es, E. A. (2009). Effects of Video Club participation on teachers’ professional vision. Journal of Teacher Education, 60(1) 20-37.   Stephens, A. C., Hartmann, C. E. (2004). Journal of Technology and Teacher Education, 12.

Stylianides, A. J., & Ball, D. L. (2008). Understanding and describing mathematical knowledge for teaching: Knowledge about proof for engaging students in the activity of proving. Journal of Mathematics Teacher Education, 11, 307-332.  

Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad, & P. D. Pearson (Eds.), Review of research in education, Vol. 24. (pp. 173–210). Washington, DC: American Educational Research Association.