Education Week - March 8, 2017 - 7

Ed Schools Use Video
To Mentor Interns
By Brenda Iasevoli
Sarah Cole, a Harvard teacher
fellow training at a charter school
in Denver, was frustrated by the
lack of participation in her 8th
grade English/language arts class.
"It was like pulling teeth," she
said of students' lack of responses.
Sure enough, the video she uploaded to the coaching platform for
her professor and program peers
to review showed students in pairs
barely talking. Just a few students
raised hands in the whole-group
discussion.
Cole asked her training group:
How can I get more students to participate? The advice flowed in from
Cambridge, Mass.; New York City;
and her on-site coach in Denver.
Residency training is usually a
local affair, with teaching candidates placed in nearby districts
and under the tutelage of an onsite teacher mentor. The program
at Harvard, which is just in its first
academic year, has dispatched fellows across the country-to Denver,
New York, and Oakland, Calif., and
soon to Dallas and Kansas City,
Mo.-and it is capitalizing on videocapture technology in order to turn
the distance into an instructional
asset. Virtual access allows professors and mentors to give feedback
as if they are on site, providing
multiple perspectives to help candidates fine-tune their teaching. New
York University is testing out a
similar model with partner districts
in Bridgeport, Conn.; Wilmington,
Del.; and in the boroughs of Brooklyn and Manhattan in New York.
"We want to have a nationwide
impact," said Victor M. Pereira, the
master science teacher for the Harvard Teacher Fellows program and
the lead on its use of technology.
"We're pretty proud of the program
design with regard to how we're
training new teachers, so we want
to establish a network of districts
where our fellows can make a difference across the country rather
than just locally."

Relating to Districts
But can Harvard and NYU still
forge the close relationships with
districts that are often key to the
success of such training?
Roneeta Guha of the Learning
Policy Institute is skeptical that they
can. She co-authored a report on
residencies nationwide. Guha said
the traditional residency model is effective because it tailors training to
district needs.
Because both the Harvard and
NYU residencies are in their infancies, it's hard to say whether they'll
be able to bridge the gap between
program and district, according to
Guha. But they are making the effort, with professors planning inperson visits to partner schools in
addition to video coaching. Even

as some candidates are thousands
of miles away from campus, they
are in touch weekly with professors who provide feedback on their
videos. The on-site mentor teacher
and fellow candidates can also
weigh in.
For their part, the NYU professors
realized that video would allow them
to put into practice what they know
to be true from research: New teachers benefit from more than one observer giving them critical feedback
on their teaching.
Diana Turk, the director of teacher
education at NYU, said she can
watch a five-minute lesson through
her expertise as a social studies mentor and advise a candidate on how to
boost student understanding of a
historical argument. The same clip

"

... I shared the video
of that lesson because
we have to look at
things that don't work.
If I have to be the
guinea pig, OK."
MARLISS PRATT
Teacher-candidate, New York University

could be viewed by another professor
for input on how to support a student
with a disability.
"This method is so much more
effective than relying on some
random supervisor going in to observe," Turk said.
Technology makes this process
easier than ever. Lessons can be recorded using an iPad on a robotic
mount that tracks an infrared device worn around the instructor's
neck. Candidates cut the video to
highlight aspects of the lesson they
want to improve, and upload it to the
coaching platform. All observers can
annotate the video using written or
voice comments.

Charles Mostoller for Education Week

Student-teachers dispersed nationwide

Resident teacher intern Marliss Platt teaches a 7th grade English class at the Great Oaks Charter School in
Wilmington, Del. She finds the technology especially useful for getting tips on solving classroom problems.

Fellows who watched Cole's video
advised her to set expectations for
participation. For instance, students should face each other and provide evidence to support particular
points. They also suggested reminding students of those expectations
before the discussion. Leibel added a
recommendation: Cole should carry
a list of the expectations, checking
them off as students meet them.
Other Harvard fellows learned
how to improve classroom participation from the feedback on her video,
Cole explained, and she's learning
from watching how her peers address their own concerns, on everything from classroom management
to writing an analytical paragraph.
Marliss Platt, an NYU resident
who is training at Great Oaks Charter School in Wilmington, Del., said
her program is especially helpful
when she's struggling. In one video,
she's dealing with a student who
keeps talking out of turn during a
7th grade ELA lesson. Platt holds up
a finger, signaling a demerit, but the
student is unfazed. Others act up.
Eventually, the class settles down.
"I was like, 'Ahh! That did not go
well,' " Platt said. "But I shared the

video of that lesson because we have
to look at things that don't work. If I
have to be the guinea pig, OK."
Platt said the class, a mix of honors and students with learning disabilities, presents unique challenges.
Leaning on her on-site teacher mentor in the moment, and on her professors at NYU for long-term strategies, is indispensable to her growth,
she said.
"I'm glad I get this on-the-job
training where I learn how to handle
these problems before I have my own
class," she said.
Contrary to some NYU professors'
initial worries, remote training actually seems to create a closer relationship with teaching students.
"The faculty worried we wouldn't
foster close relationships and give
our students the same level of support," said Turk. "But I'm finding
that I know my students and their
teaching better. The campus classroom is depersonalized. Now, I'm
meeting with students in their
homes and in their classrooms on
a regular basis."
Harvard professor Leibel said
video has its merits, allowing the
program to expand its reach and

find high-quality mentors and
"great" schools across the country
for its fellows to train in. But the
ideal would be to observe teaching
in the classroom, with video as a
reference for feedback.
"Some things are more easily observed in a classroom," said Leibel.
"I miss seeing the whole room. I
like to move around and listen in
on student groups. And if I'm physically in the room, I have the option
to tap the teacher like a coach at
a basketball game and suggest a
change."
Still, Leibel acknowledged Cole's
progress. Little by little, Cole
started putting the feedback into
action in the classroom, and Leibel
has seen the turnaround in a subsequent video. "She nailed it," Leibel said. "She gave clear direction,
students' hands were raised, their
voices were louder. Engagement
was clearly up."
Coverage of policy efforts to improve
the teaching profession is supported by
a grant from the Joyce Foundation, at
www.joycefdn.org/Programs/Education.
Education Week retains sole editorial
control over the content of this coverage.

Feedback Into Action
Cole's professor-mentor at Harvard, Sarah Leibel, noticed right
away the reason for the lack of
participation in the video that Cole
shared. The discussion question-
"Why would it make sense for people to treat a dehumanized group
like animals, insects, vermin, or
disease?"- was confusing.
"I thought, 'Huh, how would I answer that?' " Leibel said.
Leibel suggested that Cole focus
on an example from a book instead,
then draw the answer out through
a more pointed question: "Why do
you think this character compares
this person to an insect?"
EDUCATION WEEK | March 8, 2017 | www.edweek.org | 7


http://www.joycefdn.org/Programs/Education http://www.edweek.org/go/alerts http://www.edweek.org

Education Week - March 8, 2017

Table of Contents for the Digital Edition of Education Week - March 8, 2017

Education Week - March 8, 2017
A-F School Rankings Draw Local Pushback
Federal Budgeting May Result In Cuts for K-12 Programs
DIGITAL DIRECTIONS: Ohio Eyes Repayment From E-Schools
Schools Are Falling Short For Many ELLs
News in Brief
Report Roundup
How Many Transgender Children Are There?
Ed Schools Use Video To Mentor Interns
After a Feud, Hard for Schools Chiefs And Boards to Make Up
Snapshot: Kindergarten-Ready
New Magazine Seeks ‘Civil Discourse’ on K-12
Trump Renews Push for School Choice, Specifics Scarce
Transition Update: Washington
Priscilla Wohlstetter, Darius R. Brown, & Megan Duff: Are States Up to the Task?
Sidney Trubowitz: Bring Democracy To Life in Our Schools
Alden S. Blodget: Teachers Without Borders
Letters
TopSchoolJobs Recruitment Marketplace
Lawrence Baines: The ‘Highly Qualified Teacher’ Lie
Education Week - March 8, 2017 - Schools Are Falling Short For Many ELLs
Education Week - March 8, 2017 - 2
Education Week - March 8, 2017 - 3
Education Week - March 8, 2017 - News in Brief
Education Week - March 8, 2017 - Report Roundup
Education Week - March 8, 2017 - How Many Transgender Children Are There?
Education Week - March 8, 2017 - Ed Schools Use Video To Mentor Interns
Education Week - March 8, 2017 - After a Feud, Hard for Schools Chiefs And Boards to Make Up
Education Week - March 8, 2017 - 9
Education Week - March 8, 2017 - Snapshot: Kindergarten-Ready
Education Week - March 8, 2017 - New Magazine Seeks ‘Civil Discourse’ on K-12
Education Week - March 8, 2017 - 12
Education Week - March 8, 2017 - 13
Education Week - March 8, 2017 - Trump Renews Push for School Choice, Specifics Scarce
Education Week - March 8, 2017 - Transition Update: Washington
Education Week - March 8, 2017 - 16
Education Week - March 8, 2017 - 17
Education Week - March 8, 2017 - Sidney Trubowitz: Bring Democracy To Life in Our Schools
Education Week - March 8, 2017 - Alden S. Blodget: Teachers Without Borders
Education Week - March 8, 2017 - Letters
Education Week - March 8, 2017 - 21
Education Week - March 8, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - March 8, 2017 - 23
Education Week - March 8, 2017 - Lawrence Baines: The ‘Highly Qualified Teacher’ Lie
Education Week - March 8, 2017 - CW1
Education Week - March 8, 2017 - CW2
Education Week - March 8, 2017 - CW3
Education Week - March 8, 2017 - CW4
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