Supporting Multiple Teacher Learning Goals in Structured and Responsive Ways: Challenges for Leaders of Video-Based Analysis of Practice

• In Event: 75.019 - Advancing the Knowledge Base to Improve Teaching: Generating a Design Framework for Video-Based Activity Systems

Abstract

Purpose: Videobased, analysis-of-practice professional development (VbPD, PD) shows promise for helping teachers meet the challenges of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013) and the needs of diverse students. In previous experimental research, the Learning from Analysis of Science Teaching (LAST) PD program was compared to a content deepening program (same duration and science learning goals), finding that the LAST program improved teachers’ science content knowledge, their teaching practice, and their ability to analyze practice using pedagogical content knowledge. Importantly, students of LAST participants significantly increased their understanding of science content compared to students in the non-video-based PD (.68 effect size) (Authors, 2017c).
The LAST program addresses five teacher learning goals for VbPD proposed by organizers of this session. The purposes of this paper are to identify how the LAST program supports these five teacher learning goals in both structured and responsive ways during VbPD and to describe the demands this puts on the knowledge and practices required of effective PD leaders.

Theoretical Framework: This study is grounded in a knowledge-in-use framework for leaders of VbPD (Landes and Roth, 2013). This framework posits that decisions and actions of PD leaders during VbPD are grounded in three types of knowledge (Figure 1):
• knowledge of the science content that participants will be teaching,
• knowledge of teacher learning and teacher learning communities, and
• knowledge of the vision and components of the videobased PD program (including its conceptual framework and related teaching strategies, video analysis norms and process, videocase materials, PD Leader Guide, classroom curriculum materials, content background materials).

Figure 1. Knowledge-in-Use Model of Videobased PD Leadership

Data Sources: Data sources for this analysis include observations and videos of PD sessions, interviews with PD leaders, and program documents.

Method: These data sources were coded to identify when five teacher learning goals were addressed during VbPD. Each instance was summarized to capture the ways in which it was structured/planned and/or responsive/in-the-moment. Stimulated-recall interviews with PD Leaders provided insights about the types of knowledge needed to lead VbPD.

Results: Examples from the PD sessions will illustrate how structured components of the LAST program supported PD leaders in addressing multiple teacher learning. For example, a LAST video analysis protocol structured discussions. Shared documents were used to develop more evidence-based analyses. These structures were also used when PD leaders responded in-the-moment to teacher learning needs.

Across PD Leaders there were common issues that required responsive decision making. For example, PD leaders had to consider when to honor teachers’ current understanding and expertise and when to challenge teachers by addressing misunderstandings. They had to decide when to redirect the group by referring to specific public documents or norms and when and how to push for deeper levels of analysis.

Significance: This study deepens our understanding of the knowledge, decisions, and actions necessary for leaders of VbPD to effect teacher learning that transforms teaching practice. Such leadership is important in realizing the vision of the NGSS and in meeting the needs of diverse students.

Authors

• Kathleen J. Roth, California State Polytechnic University - Pomona

• Connie Hvidsten, Biological Sciences Curriculum Study

• Betty Stennett, BSCS Science Learning

• Jody Bintz, Biological Sciences Curriculum Study