Increasing the Quality of Teacher-Student Interactions Through Participation in Video-Based Professional Development Structured Around CLASS

• In Event: Video-Based Professional Development

Abstract

The research reported in this proposal examines how teacher conversations and written reflections changed as teachers participated in the professional development model structured around the use of CLASS as a guiding framework and observational protocol to view participants’ teaching videos. Over time the conversations within the peer groups focused more on the teachers’ interactions with their students, in particular how their interactions with their students furthered their own students’ learning. As the shifts occurred in the peer group, individual written reflections also revealed a greater focus on specific teacher-student interactions that furthered student learning. Finally, the participants in this study demonstrated a positive change in actual teaching practice as measured by CLASS.

Author

• Kim Lebak, Stockton University