Teachers as their own Models for Improvement: Using Video Clips to Promote Equitable Classroom Interactions

• In Event: Supporting Children, Parents, and Educators in Different Settings and Problem Areas: Innovations in Video Feedback

Abstract

The climate of any classroom has at its core the relationship between students and their teacher. These social interactions define emotional processes of the classroom and have been shown to potentially benefit children’s learning (Pianta et al., 2008). However, racial bias often permeates student-teacher relationships (McGrady & Reynolds, 2013), contributing to inequities in the classroom. The Assessing Classroom Sociocultural Equity Scale (ACSES)-Global is uniquely designed to address this issue because it is the only measure that examines the experiences of racially-marginalized learners (RMLs) and provides information about the degree to which classroom interactions are equitable. This observation tool measures teachers’ interactions with RMLs from birth to Grade 5.

The proposed ACSES Professional Development Coaching Model is a web-mediated coaching program that aims to support teachers in improving sociocultural interactions in the classroom by targeting racial equity mindsets and decision making. Each educator participating in the program will be assigned an Equity Mentor to guide them through increasing culturally responsive anti-bias, anti-racist (CRABAR) practices and self-reflection which will contribute to improved sociocultural interactions in the classroom and educator racial equity beliefs. Mentors will be certified ACSES raters with experience in teaching and education leadership.

As part of each coaching cycle, mentors will code video clips of their mentee teaching a lesson, record their ACSES scores, and document mentee “Glows” (strengths) and “Grows” (areas for growth) in the ACSES-Global Observation Report. These will inform Equity Mentor responsibilities which include providing feedback to mentees based on ACSES dimensions; collaborating with mentees to develop an individual coaching plan; guiding mentees in completing reflection activities to develop their sociocultural identity; and supporting mentees to generate and implement CRABAR practices. The video clips are a valuable shared reference between mentor and mentee because revisiting their performance and reflecting on their progress enables the mentee to act as their own model for improvement. The virtual coaching cycles enable mentors to provide feedback on a consistent basis which incrementally contributes to mentees building self-concept.

By targeting mentee beliefs and behaviors for racial equity, the ACSES PD Coaching Model aims to have a transformative effect on educators. The unique scope of this model necessitates methodology that draws on elements from traditional instructional coaching for early childhood educators as well as racial equity professional development and coaching. Key components from this literature will be incorporated into the curriculum and program design for mentees including discussions about Whiteness and racism (Escayg, 2020) that are connected to personal motivations and authentic contexts (Forscher et al., 2017); utilizing collaborative reflection, goal setting, and problem-solving (Wolfe, 2014); and fostering awareness of and reflection on positionality of teacher (Orange et al., 2019; Durand & Taveras, 2021). To promote positive and lasting change in educators’ beliefs, core components of mentees’ coaching approach will include centering explicit feedback on mentees’ individual needs to improve their self-awareness and inform behavior change (Arlinghus & Johnston, 2017) and building mentees’ positive self-attributions in conversations to support lasting changes in mentee motivation (Aronson & Aronson, 2020).

Authors

• Taylor Boyd, Boston University
  Presenting Author

• Stephanie Michelle Curenton, Boston University

• Emily Stolz, Boston University