Fostering Disciplinary-Specific Language Through Video Debriefings: Developing the Craft of the Literacy Coach

• In Event: Sheraton Roundtable Session 11
  In Roundtable Session: Developing Their Craft: Teacher Educator Pedagogies Toward Innovative Change

Abstract

This paper examines the use of video recorded lessons and team debriefs as a means for helping future literacy coaches develop the specialized language required for successful coaching interactions. Specifically, we explore the use of a non-judgmental video debrief protocol as a vehicle for fostering graduate students’ ability to use precise language to name, notice, and discuss elements of scaffolded, metacognitive strategy instruction. Data sources include pre and post surveys, lesson plans, video recorded strategy lessons, and video recorded team debriefs of strategy lessons. Findings suggest that the debriefing protocol and team debriefs provided an important and necessary scaffold for developing graduate students’ ability to provide more precise and accurate feedback to peers regarding metacognitive strategy instruction.

Authors

• Christina L. Madda, Northeastern Illinois University

• JoAnne Vazzano, Northeastern Illinois University