Preparing Facilitators to Use and Adapt Video-Based Professional Development Materials

• In Event: A Behind-the-Scenes Look at Effective Video-Based Professional Development

Abstract

Purpose & Aim: Previous research explored the design and impact of video-based professional development (VBPD). Less known are effective ways in which to prepare facilitators to implement VBPD with fidelity. For highly specified VBPD – in which the goals and structure of the PD are predetermined and that utilize specially developed resources -- it is critical that facilitators use the materials as intended. We present a case study of how our research team supported one facilitator to implement highly specified VBPD for an efficacy study conducted in two urban locations in the US. Specifically we undertake a qualitative inquiry to address the following questions:
1. What does it mean to prepare a facilitator to use highly specified VBPD materials with fidelity? What strategies and resources are effective in facilitator preparation?
2. How can we measure whether a facilitator uses VBPD materials with fidelity?
3. How can fidelity be balanced with the need to adapt the PD to meet local needs and interests?
Theoretical Framework: We draw on recent work (Author, 2014b) that posits that leaders of mathematics PD draw on their Mathematical Knowledge of Professional Development (MKPD), in much that same manner that mathematics teachers draw on their Mathematical Knowledge of Teaching (MKT). It is conjectured that MKPD includes both specialized content knowledge and pedagogical content knowledge from the perspective of a PD leader. Using this framework as a foundation, we consider the specific knowledge a facilitator is likely to need to effectively lead VBPD, and how they are likely to gain that knowledge.
Context and Design of the Materials: Our presentation is based on an efficacy study of the newly developed Learning and Teaching Geometry (LTG) VBPD. This study aims to determine whether the LTG VBPD produces a beneficial impact on teachers’ mathematics knowledge, classroom teaching practices, and their students’ knowledge in the domain of geometry. A highly trained facilitator, the focus of the case study presented here, will carry out implementation of the LTG VBPD.
Results: First, we describe how our research team worked with the facilitator to use the LTG VBPD with fidelity. Strategies and resources included rehearsals, targeted pilots, and written and video-based facilitation guidance. Additionally, we constructed a hypothetical facilitator-learning trajectory to guide our facilitator preparation process and ensure that we attended to supporting the learning of critical ideas and processes. Next we discuss how we measured the use of the LTG VBPD materials with fidelity. Lastly, we present the adaptations to the VBPD that were identified as critical by local stakeholders and classify them as situational, organizational, and learner-based adaptations.
Significance: The demonstrated effectiveness of the LTG PD and other video-based PD programs, creates interest in understanding the thinking that guides video-based PD design, facilitation, and modifications. Our presentation contributes to this professional dialogue by: identifying key features related to how to prepare a facilitator to implement VBPD materials, considering ways of ensuring and measuring fidelity in the preparation process, and proposing ways to balance the need for both fidelity and adaptability when facilitating VBPD.

Authors

• Nanette M. Seago, WestEd

• Karen A. Koellner, Hunter College - CUNY

• Jennifer K. Jacobs, University of Colorado - Boulder