Designing Flexible Asynchronous Online Professional Development to Impact Teacher Learning and Practice

• In Event: Innovations in Video-Intensive STEM Professional Development in Online and Blended Environments

Abstract

This poster reports on the design and preliminary findings on teacher learning from the Video in the Middle (VIM) project adapting face-to-face mathematics PD materials into forty self-contained modules. Each module places a video clip at the center as teachers take part in an online experience involving mathematical problem solving, video analysis of classroom practice, and pedagogical reflection. Before and after teachers watch each clip, they participate in activities designed to ensure that the teachers engage deeply with both the mathematics content and the focal instructional components. The modules are designed around mathematical, pedagogical and instructional goals. Mathematical learning goals include a focus on ideas such as conceptualizing and representing slope, distinguishing between and connecting recursive and closed methods and presentations, and exploring the impact of shifting the starting point (y-intercept). Pedagogical-focused goals include opportunities to examine purposeful questions, meaningful mathematical discourse, using and connecting mathematical representations and establishing goals to focus learning. Instructional learning goals include opportunities to bridge learning to practice by focusing on practices such as eliciting and representing student ideas, comparing and connecting student representations, and examining effective questioning of student thinking. The VIM modules are designed to be offered in three different asynchronous digital delivery formats: (1) independent, (2) locally facilitated groups, and (3) [Author Organization] facilitated groups. Each of these formats offers unique affordances for teachers and provides users with both flexibility and choice.

In order to examine the impact on teachers’ mathematical knowledge for teaching, their teaching practice, and their students’ mathematics performance, a RCT study was conducted in February/March 2020 with 57 teachers randomly assigned across the three delivery formats (Independent: 20, Locally facilitated: 21, [Author Organization] facilitated: 17). All teachers experienced the same four two-hour modules for a total of eight hours of professional development. Participants taught grade levels ranging from 6th grade to high school. Over the course of the study a variety of measures were used to gather impact data—four teachers, one student and one facilitator measure. COVID-19 resulted in schools shutting down after week six of the study, impacting the post student quiz measure and teacher observations. All other data was completed due to the fact that it was collected online—artifact analysis teacher pre-post measure, weekly teacher logs and facilitator weekly logs. Post teacher interviews were conducted via telephone. We are currently beginning the analysis of our data and will share our findings at the AERA conference, April 2021.

VIM modules and resources will be revised, finalized, and disseminated to mathematics education leaders with free access and open licensing. VIM Modules will be offered in a public Canvas course which will be free for anyone to preview and use. [Author Organization] will provide an export of all VIM modules using a format that can be opened by programs that support Common Cartridge files. This will allow teacher education leaders the option to import the VIM modules into their preferred learning management system and enable the customization and delivery of VIM Modules as needed.

Authors

• Nanette M. Seago, WestEd

• Catherine Carroll

• Angela Knotts, WestEd