Coaching from a Distance: Exploring Video-based Online Coaching

Authors

DOI:

https://doi.org/10.24059/olj.v25i4.2881

Keywords:

video-based online coaching, content-focused coaching, annotations

Abstract

This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both logistical and human capacity constraints make in-person coaching difficult to implement, particularly in rural contexts. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from geographically distant, rural contexts. We adapted a content-focused coaching model that involved a collaborative plan-teach-reflection cycle with synchronous and asynchronous components. The planning and debriefing sessions were done synchronously via Zoom, while the teaching and initial video reflection on teaching via annotations were done asynchronously. We focused on the coaches’ practices in each part of the coaching cycle by analyzing interviews, surveys, annotations of the video, and transcripts of the planning and debriefing sessions. We found that: features of the online environment enabled the coach-teacher pairs to collaboratively discuss the mathematics and how students engaged with the mathematics; the coach used video and annotations to help teachers reflect on specific aspects of their practice; and the coach-teacher pairs formed trusting and productive relationships despite not having met in-person during the duration of their work together. Our findings showed that the online platform is not only an effective implementation for coaching, but also affords new opportunities for teacher reflection and evidence-based discussions.

References

Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24, 417-436.

Calandra, B., Brantley-Dias, L., Lee, J. K., & Fox, D. L. (2009). Using video editing to cultivate novice teachers’ practice. Journal of Research on Technology in Education, 42(1), 73-94.

Choppin, J., Amador, J., Callard, C., Carson, C., Gillespie, R., Kruger, J., Martin, S., & Foster, G. (in press). A three-part synchronous online model for middle grades mathematics teachers’ professional development. In K. Hollebrands, R. Anderson, & K. Oliver (Eds.),

Online Learning in Mathematics Education. Springer.

Choppin, J., Amador, J., Callard, C., Carson, C., & Gillespie, R. (2020). Synchronous online model for mathematics teachers’ professional development. In S. Keengwe (Ed.), Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education.

Costa, A. L., & Garmston, R. J. (2002). Cognitive Coaching: A foundation for Renaissance Schools (2nd ed.). Norwood, MA: Christopher-Gordon. Davidson-Shivers, G. V., Muilenburg, L. Y., & Tanner, E. J. (2001). How do students participate in synchronous and asynchronous online discussions? Journal of Educational Computing Research, 25(4), 351-366.

Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L., & McCloskey, E. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8-19.

Foltos, L. (2014). The secret to great coaching: Inquiry method helps teachers take ownership of their learning. Journal of Staff Development, 35(3), 28.

Francis, K., & Jacobsen, M. (2013). Synchronous online collaborative professional development for elementary mathematics teachers. International Review of Research in Open and Distance Learning, 14(3), 319–343.

Frederiksen, J. R., Sipusic, M., Sherin, M., & Wolfe, E. W. (1998). Video portfolio assessment: Creating a framework for viewing the functions of teaching. Educational Assessment, 5(4), 225-297.

Gaudin, C., & Chalies, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.

Gibbons, L. K., & Cobb, P. (2016). Content-focused coaching: Five key practices. The Elementary School Journal, 117(2), 237-260.

Gillespie, R., Amador, J., & Choppin, J. (2019). Exploring the discursive differences of mathematics coaches within online coaching cycle conversations. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 442-450). University of Missouri.

Ippolito, J. (2010). Three ways that literacy coaches balance responsive and directive relationships with teachers. The Elementary School Journal, 111(1), 164-190.

Jacobs, J. K., & Morita, E. (2002). Japanese and American teachers' evaluations of videotaped mathematics lessons. Journal for Research in Mathematics Education, 33(3), 154-175.

Knight, J. (2004). Instructional coaches make progress through partnership. Journal of Staff Development, 25(4), 32.

Knight, J., Bradley, B. A., Hock, M., Skrtic, T. M., Knight, D., Brasseur-Hock, I., . . . Hatton, C. (2012). Record, replay, reflect: Videotaped lessons accelerate learning for teachers and coaches. Journal of Staff Development, 33(2), 18-24.

Knight, J. (2014). Focus on teaching. Corwin Press.

Knight, J. (2017). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.

Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing Professional Development for Teachers of Science and Mathematics. Thousand Oaks, CA: Corwin Press.

Rich, P., & Hannafin, M. (2008). Decisions and reasons: examining preservice teacher decision-making through video self-analysis. Journal of Computing in Higher Education, 20(1), 62-94. doi:10.1007/BF03033432

Prusak, K., Dye, B., Graham, C., & Graser, S. (2010). Reliability of pre-service physical education teachers’ coding of teaching videos Using Studiocode analysis software. Journal of Technology and Teacher Education, 18(1), 131-159.

Rich, P., & Hannafin, M. (2008). Decisions and reasons: examining preservice teacher decision-making through video self-analysis. Journal of Computing in Higher Education, 20(1), 62-94. doi:10.1007/BF03033432

Stein, M. K., Russell, J. L., Bill, V., Correnti, R., & Speranzo, L. (2021). Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons. Journal of Mathematics Teacher Education, 1-26.

Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017). Learning to notice important student mathematical thinking in complex classroom interactions. Teaching and Teacher Education, 63, 384-395. doi:10.1016/j.tate.2017.01.006

Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of technology and teacher education, 10(4), 571-596.

Van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and teacher education, 24(2), 244-276.

Vrasidas, C., & Zembylas, M. (2004). Online professional development: Lessons from the field. Education+ Training, 46(6/7), 326-334.

Walkoe, J. (2015). Exploring teacher noticing of student algebraic thinking in a video club. Journal of Mathematics Teacher Education, 18(6), 523-550.

West, L., & Staub, F. C. (2003). Content-focused coaching: Transforming mathematics lessons. Portsmouth, NH: Heinemann.

Downloads

Published

2021-12-01

Issue

Section

Special Conference Issue: AERA Online Teaching and Learning SIG