This article was downloaded by: [New Mexico State University]On: 19 December 2014, At: 12:56Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office:Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

Click for updates

The Educational ForumPublication details, including instructions for authors and subscriptioninformation:http://www.tandfonline.com/loi/utef20

Using Brief Instructional Video Clips toFoster Communication, Reflection, andCollaboration in SchoolsWilliam Sterretta, Amy Garrett Dikkersa & Michele Parkera

a Department of Educational Leadership, University of NorthCarolina–Wilmington, Wilmington, North Carolina, USAPublished online: 16 Jun 2014.

To cite this article: William Sterrett, Amy Garrett Dikkers & Michele Parker (2014) Using BriefInstructional Video Clips to Foster Communication, Reflection, and Collaboration in Schools, TheEducational Forum, 78:3, 263-274, DOI: 10.1080/00131725.2014.912370

To link to this article: http://dx.doi.org/10.1080/00131725.2014.912370

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the“Content”) contained in the publications on our platform. However, Taylor & Francis, ouragents, and our licensors make no representations or warranties whatsoever as to theaccuracy, completeness, or suitability for any purpose of the Content. Any opinions and viewsexpressed in this publication are the opinions and views of the authors, and are not the viewsof or endorsed by Taylor & Francis. The accuracy of the Content should not be relied uponand should be independently verified with primary sources of information. Taylor and Francisshall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses,damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly inconnection with, in relation to or arising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantialor systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, ordistribution in any form to anyone is expressly forbidden. Terms & Conditions of access anduse can be found at http://www.tandfonline.com/page/terms-and-conditions

The Educational Forum, 78: 263–274, 2014Copyright © Kappa Delta PiISSN: 0013-1725 print/1938-8098 onlineDOI: 10.1080/00131725.2014.912370

Address correspondence to William Sterrett, Department of Educational Leadership, University of North Carolina–Wilmington, 601 College Road, Wilmington, NC 28403-5980, USA. E-mail: sterrettw@uncw.edu

Abstract

In this collaborative study, university researchers introduced the short

video clips of teaching and learning within two elementary schools; these

clips were shared in site faculty meetings to encourage dialogue and col-

laboration. Researchers conducted pre- and post-surveys with teachers

and pre- and post-interviews with principals to understand perceptions of

using brief video clips as a tool for facilitating communication, refl ection,

and collaboration in the school setting.

Key words: principal leadership, professional development, teacher leadership, technology

in education.

Even as expectations regarding student achievement are on the rise, schools face decreased funding for professional development (PD) options. As such, principals and teachers become the lynchpins in ensuring continued growth and development as refl ective practitioners. As Matthews and Crow (2010) noted, “Principals and other leaders will increasingly be evaluated on whether they can develop creative solutions and environments for learning that enable all students to learn” (p. 11). The use of brief instructional video can enhance collaborative insights from within the school community. Principals and teachers can work together to foster dialogue and share strategies and perspectives to promote collegiality and a refreshing perspective on teaching and learning.

Increasingly common in teacher preparation and new teacher mentoring, the use of video evidence offers great potential when also used in a non-evaluative manner.

Using Brief Instructional Video Clips to Foster Communication, Refl ection, and Collaboration in Schools

William Sterrett, Amy Garrett Dikkers, and Michele ParkerDepartment of Educational Leadership, University of North Carolina–Wilmington, Wilmington, North Carolina, USA

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

264 • The Educational Forum • Volume 78 • 2014

Sterrett, Garrett Dikkers, and Parker

Specifi cally, the use of short (30–60 seconds long) clips in which the focus is on both teacher facilitating and student learning offers the opportunity to witness student engagement. When divorced from the specter of evaluation, these clips can be used to create some-thing that is rare in the current pace of our educational climate: an opportunity to see what colleagues are doing to foster student engagement in their own classroom settings.

Researchers worked with two elementary schools to incorporate the use of instruc-tional video clips within their respective school learning communities. Principals gathered short fi lmed pieces and then shared them in faculty meetings with the fi lmed teacher’s consent. The teacher was given the opportunity to share insights and dialogue on the fi lmed learning segment, and then colleagues shared insights. Pre- and post-survey data were gathered from teachers, and pre- and post-interview data were gathered from prin-cipals to better understand teacher and principal perceptions of this collaborative work.

A Framework of Leadership, Collaboration, and Innovation LeadershipPrincipals serve as the catalyst for effective PD in their schools, as they typically know

the unique context of their school and staff. Professional development is particularly powerful when it is based within the context of the realities the school (DiPaola & Hoy, 2008; Reeves, 2008). This approach is fostered by effective distributive leadership, as one person cannot solely guide an entire school in terms of PD. As DiPaola and Hoy (2008) stated, “Effective instructional leaders recognize the talents and expertise of others in their schools . . . and create a broad leadership in their schools” (p. 9). This applies to the area of PD, as DuFour (2004) noted in the article, “The Best Staff Development Is in the Workplace, Not in a Workshop.”

Focusing faculty meetings on sharing in an open-ended manner that is focused on teaching and learning allows the principal to foster teacher leadership that is both aligned to the needs of the school and guided by a sense of inquiry and continual growth on the part of the teaching staff (Sterrett, 2011; Sterrett & Garrett Dikkers, 2011; Sterrett, Williams, & Catlett, 2010). The use of sharing instructional clips in a faculty meeting can serve the following objectives:

1. Promote the mission and vision of the school. In highlighting clips, principals speak to the relevance of school improvement objectives, the vision or mission, or other related initiatives in a real and tangible way.

2. Affi rm successful teaching from within the building. All too often, educators focus on results—usually in the form of assessment data—rather than on the process. Sharing video clips of teaching and learning facilitates a focus on the “how.”

3. Identify collaborative partners for further work. By virtue of schedule and other “fi xed” constraints (such as physical location in the building), teachers are often limited in observing teaching and learning.

4. Foster dialogue as a staff. Educators face limited opportunity to have collegial discussion that is not tightly constrained to a predetermined agenda. To discuss teaching for the sake of better teaching provides a refreshing opportunity to cre-ate authentic collaboration (rather than assigned, outcome-driven “tasks”) that is focused only on improving teaching and learning.

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

Using Brief Instructional Video Clips

The Educational Forum • Volume 78 • 2014 • 265

5. Promote refl ection as professionals. After student teaching, the opportunity to see professionals in action is increasingly limited for the above-listed reasons and constraints. To truly elevate teaching as a profession, educators must have time to consider best practices that are occurring within the very real context around them.

CollaborationCurrent research and practice provide examples of collaboration that are focused on

teaching and learning. Conducting instructional rounds, which are derived from the medi-cal model, allows for an inquiry-based approach in describing and analyzing teaching in a manner that is distinct from evaluation (City, 2011). These observations can be targeted to a specifi c “problem of practice” and involve debriefi ng and discussion. Problems of practice might include the following:

• Are students engaged in high-level or low-level tasks? Do teachers ask high-level or low-level questions?

• Are students active or passive participants in class?• Is students’ understanding of mathematics conceptual or only procedural?• What role do students play in assessment?• How do students talk with one another about classwork? (City, 2011, p. 40)

Another collaborative approach involves modeling lessons. Modeling provides an opportunity to help teachers develop a “common vision of effective instruction” by either demonstrating a lesson or providing teachers with a videotaped portion of a les-son (Casey, 2011, p. 29). Lemov’s (2010) book Teach Like a Champion includes brief DVD vignettes of teachers working with actual students on strategies such as cold call, wait time, and positive framing to provide concrete examples of effective actions that teachers can take in the classroom. Being able to build on a foundation of skills and work toward mastery in these strategies are made possible by being able to fi rst visualize classroom success in a real context.

Finally, the foundational approach of mentoring in a cognitive coaching-style framework offers an opportunity to “strengthen professional performance by enhanc-ing one’s ability to examine familiar patterns of practice and reconsider underlying assumptions that guide and direct action” (Costa & Garmston, 2002, p. 5). Cognitive coaching-based mentoring typically consists of a pre-conference, in which a teacher articulates goals and possible focus areas; a non-evaluative classroom observation, where a mentor observes the teacher; and a post-conference, in which the mentor helps facilitate the teacher’s refl ective discussion on a planning map framework for future refl ection and goal-setting.

These approaches foster a sense of refl ection, growth, and collaboration, although they each take considerable time. Using brief instructional video clips offers the oppor-tunity to foster dialogue in a collaborative faculty meeting while letting teachers take leadership in a meaningful way (Sterrett, 2011; Sterrett & Garrett Dikkers, 2011; Sterrett, Williams, & Catlett, 2010). While conducting walk-through observations or classroom

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

266 • The Educational Forum • Volume 78 • 2014

Sterrett, Garrett Dikkers, and Parker

visits, principals collect the short video clips of teaching and learning. The principal will then ensure the following:

• Video clip data are non-evaluative.• The teacher grants permission before the faculty meeting.• A brief overview of the clip is provided in the faculty meeting (by the teacher).• Discussion is encouraged following the video clip.

Integrating discussion into faculty meetings that is not narrowly specifi ed but instead focuses on a broad scope of teaching and learning provides for a welcome avenue of col-laborative dialogue. Data from The Metlife Survey of the American Teacher (Metropolitan Life, 2012) indicate that teacher job satisfaction is associated with PD opportunities, as teachers with low job satisfaction (when compared to teachers with high job satisfaction) perceive the following:

• They are less likely to say that their school or district provides adequate oppor-tunities for PD (72% to 86%).

• They are more likely to report a decrease in PD opportunities (33% vs. 20%). • They report a decrease in time to collaborate with other teachers (44% vs. 27%)

(p. 19).

Thus, fi nding ways to ensure greater collaboration in development and growth is essential for today’s educational leaders. Time is certainly limited; at the end of a busy instructional day, the principal and teacher leaders may have diffi culty allocating the time needed for in-depth instructional rounds, modeling, or engaging in coaching cycles. While these ap-proaches are very important, using innovation to capture teaching and learning within the context of the building offers another option that can be incorporated within faculty meetings.

Innovation as a CatalystAlthough the FLIP camera project focuses on PD of teachers, at its center is the simple

technology of the video clip. Many teachers use video to provide content and support student learning, and indirectly to engage and motivate their students. However, using video to engage in their own learning and allowing themselves to be videotaped as they teach a lesson with their students requires a different comfort level with the technology itself. Innovation diffusion literature suggests that innovations are more widely adopted when the potential users can see the direct benefi ts from their use. Rogers (2003) detailed fi ve factors that together may impact innovation diffusion: (a) relative advantage (ben-efi ts the innovation has over traditional methods), (b) compatibility (with beliefs and practice), (c) complexity (of the innovation), (d) trialability (whether the innovation can be experimented with on a trial basis), and (e) observability (are there measurable results or ones that can be seen?). A combination of these factors infl uences a teacher’s choice to adopt a video-based strategy of peer observation such as the one discussed in this article.

Applications of Gaver’s (1996) technology affordances to implementation suggest that technology adopters must not simply perceive the value of the technology to meet their

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

Using Brief Instructional Video Clips

The Educational Forum • Volume 78 • 2014 • 267

needs, contrasting with a nontechnology-oriented method, but there must actually be benefi ts to the technology. Within these two perspectives rests the innovation: video-based instructional clips with the potential to be the catalyst for collaborative professional learning.

Context of the StudyTwo North Carolina elementary schools with higher-than-average achievement data

were selected for the study. The researchers introduced the study via e-mail and then met with the principal and assistant principal at School A and the principal at School B to explain the details of the project, provide the FLIP cameras, and schedule data collec-tion. School A is designated an Honor School of Excellence, with at least 90% of students at grade level and the school making Adequate Yearly Progress. School B is designated a School of Distinction, with high academic growth and at least 80% of students at grade level (“NC School Report Cards,” n.d.). Student and teacher characteristics for each school are listed in Tables 1 and 2.

MethodologyThe implementation strategy for the project included the following steps:

• Pre-interview with the school principal(s) at the beginning of the 18-week semester• Pre-survey of teachers at a faculty meeting at the beginning of the 18-week

semester• Principal introduction of the project at the faculty meeting

Table 1. Student Characteristics

School A School B

Number of students 510 500

Minority(“NC School Report Cards,” n.d.)

10% 10%

Free and reduced lunch(“Child Nutrition,” n.d.; “Data & Reports,” n.d.)

20% 30%

Note. Numbers rounded to nearest “ten” to protect anonymity of schools.

Table 2. Teacher Characteristics

School A School B

Number of teachers 30 30

Fully licensed 100% 100%

Advanced degree 50% 30%

National Board Certifi cation 40% 40%

10-plus years teaching experience 70% 70%

Teacher turnover rate Less than 10% Less than 10%

Number of teaching assistants 10 10

Source: “NC School Report Cards” (n.d.).Note. Numbers rounded to nearest “ten” to protect anonymity of schools.

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

268 • The Educational Forum • Volume 78 • 2014

Sterrett, Garrett Dikkers, and Parker

• Principal-conducted “walk-through observations,” recording short video clips of instruction

• Showing of clips during faculty meetings, pairing them with refl ective questions asked to bolster discussion on effective instructional strategies

• Post-survey of teachers at a faculty meeting following the 18-week semester• Post-interview with principal(s) following the 18-week semester

The pre-interview with principals centered on effective PD in their buildings, teacher perceptions of collaborative learning opportunities, and gaining leaders’ perceptions of how teachers would view the FLIP camera project. The pre-survey of teachers included Likert-scale questions covering teacher perceptions of faculty meetings, collaboration across and within grade levels, and refl ections on PD (Sterrett & Garrett Dikkers, 2011; Sterrett & Ongaga, 2011). The four-point scale asked participants to rate a statement from “does not characterize me” (1) to “accurately characterizes me” (4). The pre-survey also included two open-ended questions: What would you hope to learn, if anything, from seeing footage of instruction from a colleague? What frustrates you, if anything, about PD as a teacher? Teaching assistants were also included in the survey group as the principals noted their direct involvement in the instructional work in the classroom.

Post-interviews with principals covered the same topics as the pre-interview, plus asking if perceptions had changed during implementation of the FLIP camera project and for the principals’ takeaways from the project. Post-surveys of teachers asked the same Likert-scale questions as the pre-survey and included three open-ended questions designed to gauge the value of the FLIP camera project from the teachers’ perspectives: What did you learn, if anything, from seeing footage of instruction from a colleague?; What did you like about using FLIP camera footage for PD?; What suggestions do you have to improve this work?

Researchers administered the pre- and post-interviews with principals. The pre- and post-surveys were administered by the principals to teaching staff in a faculty meeting early in the spring semester, and post-surveys were given at the end of the spring semester (approximately 15 weeks later). Surveys were distributed and collected by principals as researchers in order to promote a sense of school ownership and practical orientation (Reeves, 2008).

AnalysisThe Statistical Package for the Social Sciences (SPSS) 19 was used for the quantitative

analysis. Descriptive statistics for each Likert-scale item on the pre- and post-surveys were obtained for both schools. Since there were no identifi cation codes to match items by participants, an independent samples t-test was used to determine if there were sta-tistically signifi cant differences between the pre- and post-survey responses for School A and School B. The open-ended responses were sorted into categories.

ResultsSchool A

Overall, the teachers at School A responded affi rmatively to the items on the pre- and post-surveys. The mean for eight of 12 items was higher on the post-survey at School A. Examples

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

Using Brief Instructional Video Clips

The Educational Forum • Volume 78 • 2014 • 269

include, “I have time to accurately refl ect on my work as a teacher” and “I feel that I have an accurate understanding of the effective teaching and learning that is occurring in my own grade (or department).” The lowest rated item on both the pre- and post-survey was, “After visiting a colleague and observing instruction, I am able to give feedback within the next few days.” The overall mean for the pre-survey was 34.72 (SD = 5.22) and post-survey was 35.16 (SD = 4.04). There was no statistically signifi cant difference between the teachers’ pre- and post-responses on the survey, t(42) = –0.31, p = .75. See Table 3 for full results from School A.

School BAt School B, teachers rated the items on both the pre- and post-surveys positively.

Notably, the mean was higher on fi ve of the 12 post-survey items. “I feel that I have an

Table 3. Means and Standard Deviations of Items on the Pre- and Post-Surveys From School A

Pre-survey Post-survey

Mean SD Mean SD

I have time to accurately refl ect on my work as a teacher. 2.92 0.78 3.2 0.7

I feel that I have an accurate understanding of the effective teaching and learning that is occurring in my own grade (or department).

3.16 0.75 3.68 0.48

I feel that I have an accurate understanding of the effective teach-ing and learning that is occurring in other grades or departments in our school.

2.6 0.91 2.89 0.74

I feel that my principal has an accurate understanding of the effec-tive teaching and learning that is occurring in my own grade (or department).

3.08 0.86 3.47 0.84

I feel that my principal has an accurate understanding of the effective teaching and learning that is occurring in other grades or depart-ments in our school.

3.2 0.76 3.42 0.84

I visit a colleague during a lesson at least once a semester. 2.38 1.44 1.95 1.18

After visiting a colleague and observing instruction, I am able to give feedback within the next few days.

1.88 1.15 1.42 0.69

I would like to be able to visit my colleagues as they teach in order to learn and apply new ideas or strategies in my own classroom.

3.32 0.95 3.42 0.61

I feel that the professional development that I have gained in the past 3 years has allowed me to grow as a teacher.

3.48 0.65 3.5 0.86

When it comes to growing as a professional, I learn more from external sources ( conferences, books, articles) than internal sources (collegial and division help).

2.48 0.82 2.47 1.04

When it comes to growing as a professional, I learn more from internal sources ( collegial and division help) than external sources (conferences, books, articles).

2.92 0.86 2.69 1.02

I would observe my colleagues’ teaching more often if I had more time to do so.

3.6 0.65 3.61 0.61

Overall 34.72 5.22 35.16 4.04

Note. N = 25 for pre-surveys and N = 19 for post-surveys.

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

270 • The Educational Forum • Volume 78 • 2014

Sterrett, Garrett Dikkers, and Parker

accurate understanding of the effective teaching and learning that is occurring in other grades or departments in our schools” and “I visit a colleague during a lesson at least once a semester” are examples of items whose average increased after the post-survey. The lowest rated item on both occasions the survey was administered was “I visit a col-league during a lesson at least once a semester.” The overall mean for the pre-survey was 37.59 (SD = 5.14) and post-survey was 37.86 (SD = 4.78). There was no statistically signifi -cant difference between the respondents pre- and post-scores in School B, t(62) = –0.22, p = .83. See Table 4 for full results from School B.

Open-ended responses on pre- and post-surveys from both schools were similar. On the pre-survey, when answering what they would hope to see from watching their colleagues’ teaching, many of the responses alluded to the value of seeing others teach

Table 4. Means and Standard Deviations of Items on the Pre- and Post-Surveys From School B

Pre-survey Post-survey

Mean SD Mean SD

I have time to accurately refl ect on my work as a teacher. 3.06 0.83 3.00 0.71

I feel that I have an accurate understanding of the effective teaching and learning that is occurring in my own grade (or department).

3.59 0.64 3.55 0.63

I feel that I have an accurate understanding of the effective teaching and learning that is occurring in other grades or departments in our school.

2.89 0.74 3.17 0.71

I feel that my principal has an accurate understanding of the effec-tive teaching and learning that is occurring in my own grade (or department).

3.84 0.37 3.66 0.48

I feel that my principal has an accurate understanding of the effective teaching and learning that is occurring in other grades or departments in our school.

3.84 0.37 3.59 0.57

I visit a colleague during a lesson at least once a semester. 2.27 1.17 2.28 1.16

After visiting a colleague and observing instruction, I am able to give feedback within the next few days.

2.4 1.17 2.36 1.19

I would like to be able to visit my colleagues as they teach in order to learn and apply new ideas or strategies in my own classroom.

3.54 0.73 3.52 0.87

I feel that the professional development that I have gained in the past 3 years has allowed me to grow as a teacher.

3.54 0.69 3.55 0.57

When it comes to growing as a professional, I learn more from external

sources (conferences, books, articles) than internal sources (collegial and division help).

2.53 0.8 2.34 0.81

When it comes to growing as a professional, I learn more from internal

sources (collegial and division help) than external sources (conferences, books, articles).

3.07 0.69 3.28 0.8

I would observe my colleagues’ teaching more often if I had more time to do so.

3.38 0.98 3.66 0.48

Overall 37.59 5.14 37.86 4.78

Note. N = 37 for the pre-survey and N = 29 for the post-survey.

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

Using Brief Instructional Video Clips

The Educational Forum • Volume 78 • 2014 • 271

to improve their own teaching. A majority of teachers at both schools talked about the importance of seeing “new ideas” or “strategies for teaching” (16 of 23 respondents at School A; 24 of 34 respondents at School B). Some teachers explicitly mentioned literacy, 21st-century skills, and technology implementation as instructional areas they hoped to see on the videos. Beyond content, a number of teachers mentioned wanting to see effec-tive grouping techniques, classroom management, or ways to manage student behavior (14 references across 57 surveys; 7 from each school).

Teachers shared their frustrations with typical PD. Lack of relevant PD for their own teaching and concerns with the time that PD takes were the most common challenges discussed (each with 22 responses across both schools). One teacher at School B discussed the connection between relevance and time: “Often the workshop information is not cur-rent or does not apply to my grade. The time spent out of the classroom sometimes is too great for the worth that is gained at certain [professional development workshops].” Specifi c concerns around time related to when the PD was offered, often at times when the teachers had more pressing concerns or too much to do (e.g., the beginning of the school year, at the end of the day). Several teachers mentioned that the value of the PD was not signifi cant enough to make it worth being away from their students.

Other concerns related to implementation, specifi cally not having the time, tools, or support to follow through once they returned to their classrooms (11 references across 57 surveys). One teacher at School B stated: “Quite often we don’t get the tools we learn about until after we’ve forgotten how to use them or the excitement has died away.” Other frustra-tions mentioned were with the fact that the PD was required, topics were not helpful, the format was inappropriate, the location was inconvenient, or the wrong people were leading it.

There were fewer responses to the open-ended questions on the post-survey (11 of 18 at School A and 13 of 29 at School B). However, comments from those who did respond on the post-survey showed that teachers did, indeed, see the variety in teaching that they anticipat-ed. Four mentioned the value of seeing different teaching styles; one respondent elaborated that “the different teaching styles helped [her] to look at [her] strategies to implement into [her] teaching style to help students to better understand.” Seven additional respondents mentioned seeing new ideas; others mentioned differentiation for students, facilitation of student learning, and classroom management. Although one respondent mentioned, “Live is better than video,” the responses to this question were overwhelmingly positive.

When asked what they liked about the FLIP camera project as professional devel-opment, several respondents focused on the dual affordances of the technology to save time and to allow for them to observe colleagues when they normally could not. Using FLIP camera footage allowed them to watch the recordings many times, and “to view the lesson without . . . just reading about it and then trying to visualize.” Others mentioned the value of the visual aspect of the professional development, and that the project was a “real-life situation” that provided access to other areas of the school.

Feedback for the researchers regarding the project as a whole—reported in open-ended question three on the post-survey—was limited, with answers from only six respondents

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

272 • The Educational Forum • Volume 78 • 2014

Sterrett, Garrett Dikkers, and Parker

between the two schools. However, half of the answers spoke to the desire for time for the project to allow more colleagues to be recorded, and an additional two responses related technical diffi culties with the FLIP camera itself.

Principal PerspectivesPrincipal data were collected through the use of structured pre- and post-interviews. The

principals of both schools saw the project as an opportunity to build collaboration and sharing, even in an environment in which robust staff development was present. The principal of School A noted that teacher-initiated school-wide professional learning community work was already in place, including book studies and school-community building. The principal explained there was “a lot more comfort” from the teachers regarding both participating and leading through the lens of staff development, and that professional development was an “integral” part of their school culture. Similarly, the principal of School B noted “that we tend to rely on experts from within rather than experts from afar,” mentioning technology initiatives and recent workshops related to a new evaluation instrument that had been adopted. “Teachers do not like ‘sit-n-get,’” explained the Principal from School B, who went on to describe how teachers were involved in interactive book studies and in sharing out collaborative ideas.

Peer observations, however, were seen as an “improvement” area for both principals. The principal for School A noted, “In general [this] is not an area in which there is enough attention,” and that this was an opportunity for vertical collaboration as well. The principal of School B noted there were weekly team meetings in which teachers shared data and discussed intervention strategies. The culture was described as “very tight and very ac-cepting—they describe themselves as a family.” The principal stated that the fl ow between teams was not as close, but it was a focus area of the principal’s; time had been carved out of a monthly calendar to allow for vertical meeting time and open discussion time.

Following the FLIP camera work, the principal of School B noted that the project enabled teachers to see what other teachers were doing in their classrooms, particularly in celebrating each other’s accomplishments. Principal B explained, “It’s important for educators to see that there are other ways of providing professional development than just going to conferences.”

The role of the principal was perceived as important; the principal of School B stated that principals and teachers alike stand to benefi t from an interactive staff development approach. Principal B explained:

Principals are being called upon more and more to be instructional leaders.

Sometimes we need help with understanding how to do this. This initiative gives

some guidance and an additional tool to use. If a principal can show a whole staff a

teacher doing something wonderful, it helps the staff understand the expectations of the

principal while also reinforcing the good teacher for a job well-done. The principal is

also modeling good use of available technology! It also helps give a principal an idea of

what to look for if s/he is unsure of his/her role during walk-throughs of the school.

Similarly, the principal of School A noted the benefi t of the video observation project as allowing teachers freedom to observe each other and “help facilitate dialogue between

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

Using Brief Instructional Video Clips

The Educational Forum • Volume 78 • 2014 • 273

teachers and specialists.” The role of the principal was deemed a vital piece as it “allowed administration to be instructional role models and add to the conversation pertaining to teaching strategies.” Therefore, fostering collaboration and relevant dialogue were key takeaways for both schools and leadership was a pivotal element in this work.

Limitations and Implications for Future ResearchIn both schools, at least half of the survey respondents did not answer the open-ended

question: What did you learn, if anything, from seeing footage of instruction from a col-league? Two respondents at School A and one respondent at School B explicitly stated that they did not get a chance to see the footage of their colleagues. Since we have no way of knowing if the respondents who did not answer the question also did not see foot-age of their colleagues, we can conclude that future implementation of similar projects should include more explicit follow-up with principals to ensure that they understand the implementation steps and are following them. A similar issue was seen in responses to the second open-ended question: What did you like about using FLIP camera footage for professional development? Four of 49 respondents across the schools responded how it was benefi cial for students to see themselves on camera. This also points to a lapse in com-munication regarding the purpose of the project, which was not oriented toward student learning; however, we have no way of knowing exactly where the miscommunication lay.

Also, we chose to keep the surveys anonymous, so we were unable to track individual participant movement on the Likert-scale items or whether the specifi c things they wished to gain through the PD were accomplished. In future studies, we will use confi dentiality as the benchmark, rather than anonymity, in order to gain a more conclusive understand-ing of the impact of the project.

ConclusionBoth principals and teachers noted a willingness to engage in collaborative sharing.

By recognizing the needs for continual adult learning in an interactive professional learn-ing community model, principals and teachers can continue to realize growth in learning in both students and staff. Matthews and Crow (2010) noted the powerful potential of engaged learning communities:

[A]s a principal, helping teachers learn means acknowledging and valuing what

teachers bring with them from their cultural and historical communities and also how

the PLC of the school infl uences learning. For teachers, then, learning does not occur in

some unrelated workshop unconnected to the particular learning situation in which the

teacher works. Building a professional community means taking seriously that learning

for teachers occurs in the school, in the context of learning, and focusing on the particular

learning needs and contributions of teachers in this situation. It also means that learners

(e.g., new teachers) are participants in the learning practices of the community. (p. 64)

Thus, this collaborative strategy both empowers and affi rms from within the building.

Principals must be proactive in capturing accurate and realistic snapshots of stu-dent and teacher successes, while also allowing teachers to lead in the sharing and the

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014

274 • The Educational Forum • Volume 78 • 2014

Sterrett, Garrett Dikkers, and Parker

contextualizing of these video clips. This should not be “pre-packaged” or micromanaged to the point of losing authenticity and, perhaps at times, even unpredictability as teachers share and refl ect together. Principals and teachers alike realize that time is a valuable and limited resource for PD opportunities. Educators, as these data confi rm, want to share new ideas, gain additional insights into teaching and learning, and collaborate in this work. Sharing teaching and learning via video clips allows for rich discussion in a safe environment and allows for greater emphasis on refl ection, collaboration, and growth.

ReferencesCasey, K. (2011). Modeling lessons. Educational Leadership, 69(2), 24–29.Child nutrition. (n.d.). Wilmington, NC: New Hanover County Schools. Retrieved from

http://www.nhcs.net/nutrition/Demograpics10_11.htm.City, E. A. (2011). Learning from instructional rounds. Educational Leadership, 69(2), 36–41.Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools

(2nd ed.). Norwood, MA: Christopher-Gordon. Data & Reports. (n.d.). Raleigh, NC: Public Schools of North Carolina. Retrieved from

http://www.ncpublicschools.org/fbs/resources/data/. DiPaola, M. F., & Hoy, W. K. (2008). Principals improving instruction: Supervision, evaluation,

and professional development. Boston: Allyn & Bacon.DuFour, R. (2004). Leading edge: The best staff development is in the workplace, not in

a workshop. Journal of Staff Development, 25(2), 63–64. Gaver, W. W. (1996). Affordances for interaction: The social is material for design. Ecologi-

cal Psychology, 8(2), 111–129.Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.

San Francisco: Jossey-Bass.Matthews, L. J., & Crow, G. M. (2010). The principalship: New roles in a professional learning

community. Boston: Allyn & Bacon.Metropolitan Life. (2012). The MetLife survey of the American teacher: Teachers, parents and the

economy. New York: Author. Retrieved from www.metlife.com/assets/cao/contributions/foundation/american-teacher/MetLife-Teacher-Survey-2011.pdf.

NC School Report Cards. (n.d.). Raleigh, NC: Public Schools of North Carolina. Retrieved from http://www.ncreportcards.org.

Reeves, D. B. (2008). Reframing teacher leadership to improve your school. Alexandria, VA: ASCD. Rogers, E. (2003). Diffusion of innovations (5th ed.). New York: Free Press.Sterrett, W. (2011, March). The highlight reel from within: Using technology to enhance peer

observations and collaboration. Paper presented at the annual meeting of the SITE/AACE Annual Convention, Nashville, TN, March 9, 2011.

Sterrett, W., & Garrett Dikkers, A. (2011, November). Enhancing collaborative learning commu-

nities and instructional leadership through teaching “highlight clips.” Paper presented at the annual meeting of the UCEA Annual Convention, Pittsburgh, PA, November 18, 2011.

Sterrett, W., & Ongaga, K. (2011, November 18). Purposeful peer observations as a catalyst for

teacher leadership, refl ection, and collaboration. Paper presented at the annual meeting of the UCEA Annual Convention, Pittsburgh, PA.

Sterrett, W., Williams, B., & Catlett, J. (2010). Using technology and teamwork to enhance peer observations. Virginia Educational Leadership, 7(1), 65–71.

Dow

nloa

ded

by [

New

Mex

ico

Stat

e U

nive

rsity

] at

12:

56 1

9 D

ecem

ber

2014