Video Coaching 1

VIDEO COACHING

Using Video to Enhance Instructional Coaching Success in Education

Enrico Biscocho

San Diego State University

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Abstract

This paper explores the benefits and pitfalls of utilizing video as a tool for reflection and

practice. It will explore the literature that researchers have conducted with instructional

coaches and classroom teachers. Their anecdotal information will provide genuine

feedback about the experience. Providing meaningful feedback is a necessary step in

completing the whole picture of utilizing video for classroom reflection and practice. The

variety of methods used to fold video into the school day is almost endless and relevant

studies will provide avenues for the options. Finally, the research will provide how to

seamlessly bring this into the classroom without the added pressure of evaluation, but

rather using a growth Mindset model, continue the professional growth of teacher

practice.
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Teacher Success vs. Teacher Compliance

Teachers want to build their success criteria for teaching as high as possible. This can

be accomplished through various methods and routes. Some school sites have focused

on building sound pedagogy practices, while others have focused on content. Inherent

in all of these movements is the need for meaningful reflection and a genuine critique of

their practice outside of evaluation. Is there a progressive tool available to all educators

that would completely provide accurate retelling of their lesson without judgment and

bias? Yes, by filming ourselves as teachers and reflecting on the practice would greatly

enhance the trajectory of our professional growth. Are there limits and issues related to

using this type of professional development tool? I will attempt to use the research

available and gain insight from leading experts in the field like, Kim Knight and Clinton

Carlson. Fortunately, there are several articles that provide a comprehensive

perspective in this Professional growth opportunity.

Advancements Allow for Access

It is rare to find an individual that does not have a cell phone nearby and the quality of

the pictures and videos rival expensive cameras. This enhancement with photographic

devices has introduced a whole new direction for the classroom teacher. Technological

innovation has made it easier and easier to video-record and share a lesson. Jim Knight

also uses a majority of the introduction in his book to build on the relevance of this topic

in classrooms today. He gives a very poignant statement Video changes everything

(Knight, p. xi). Much of the literature points to the ease of technology and the ability to

have easier access to various types of recording devices to capture classroom practice.
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Knight also mentions the importance of respect in using this medium, Video cameras,

when used in a manner that respects the professionalism of teachers, can have a

positive effect on teaching and learning (Knight, p. 18).

Building in Time

The research supports that videotaping a lesson or a teacher without purpose will not

add to professional growth of a teacher. In actuality, it must be employed with clear

objectives in mind. The question must be presented: How is it possible to be strategic in

using video to enhance my teaching? Seidel in the article, Instructional Strategies for

using video in teacher education, introduces a rule-example strategy and then identified

the definition/explanation as method for building in the value of the activity using video.

Drawing from the research also produced a definable higher score on reproducing

factual knowledge in using video in the appropriate instructional contexts. Just as we

place value on important aspects of our lives, we must also put a priority on the

planning and reflection using video in the class room.

The Whole Picture

Prominent author and conference speaker, Jim Knight, also wrote an article for

Educational Leadership regarding this topic of video in the classroom. In this text he

identifies six guidelines for success:

1 Ensure psychologically safe environments

2 Make participation a choice

3 Focus on intrinsic motivation

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4 Establish boundaries

5 Walk the talk

6 Go slow to go fast.

Growing an Audience from the start

The reflection piece of video in the classroom plays as important a role as the planning,

and filming of the lesson. It was necessary to be able to questions to arrive at the next

logical steps and to build upon growth of the experience. There are available sections of

the text that clearly point to the thinking aspect of reflection. Even simple open-ended

questions help to bring into light the back story of a persons experience. Thriving in a

positive culture allows for risk taking and forward thinking. The Reflection Guide to

Better Conversations is significant resource because of the importance of keeping a

conversation going in reflection. The more one speaks or discusses a topic or activity

the more it becomes engrained to them. The literature develops another significant

aspect of video in the classroom, using and developing relevant questions for

discussion and reflection, How did you fell about the lesson?, How were you able to

teach your planned topics, Why do you feel that way about the lesson?, What insights

can you gain from reflecting on the video, and What should be a next step in your unit

progression? Each of these open-ended questions displays a non-evaluative direction in

helping the teacher to see actual needs versus perceived needs.

This paper has addressed the value and importance of video for reflection and

improvement in teacher practice. Various articles and texts agreed to the value of the
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activity but there were indicators that hindered the importance of being videotaped. Of

more concern is the accessibility to this type of technology and how there is now much

flexibility in using cameras in the classroom. Each student plays and important role in

creating an environment where risk taking is encouraged.

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References

Knight, J. (2014). Focus on Teaching Using Video for High-Impact Instruction. Thousand
Oaks, CA : Corwin.

Knight, J. (2014). What you learn...When you see yourself teach. Educational Leadership,18-
23.

Knight, J., Knight, J. R., & Carlson, C. (2015). The reflection guide to better conversations:
coaching ourselves and each other to be more credible, caring, and connected. Thousand
Oaks, CA: Corwin Publishing.

Lubow, J. (2015, March 5). The LaunchPad. Retrieved July 15, 2017, from
https://blog.teachboost.com/power-of-video-in-teaching?utm_campaign=Non-Customer
Newsletter&utm_source=hs_email&utm_medium=email&utm_content=54198876&_hsenc=p2
ANqtz-9Ac3_Cazp4Lo9DAvFSmG7pN2XHi0FiN6vogJ8qW6A9X44nx0-
E36g9HwsXcQB5QYz2i4V0NdPixXvQYQy1ddrU6RU6Mw&_hsmi=54198876

M. M., Maloch, B., & Hoffman, J. V. (2016). Retrospective Video Analysis: A Reflective Tool for
Teachers and Teacher Educators. Reading Teacher, 70(5), 533-542.

Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional Strategies for using video in teacher
education. Teaching and Teacher Education,34, 56-65.