Quality and Purpose

Filming teachers to model has been an aspiration ever since I joined HRD. Now technology has eliminated the need for “outside” support and allowed the development of HRD podcasts. Unlike broadcasting, podcasting has eliminated the days of extra lighting, having a director, needing an editor, developing a script, practicing rehearsals and some might even say, “Gone is the Quality.”

The good news is that Quality and Standards are alive and well. A statement from the podcasting seminar Pods, Pocket Computers and the end of the Myth of Live Broadcasting held in March 2006 had me thinking. The article mentioned that Podcasting would destroy the myth of "live" TV broadcasting. Broadcasters create the illusion that their content is "live to air", and up to the minute. That was it… Broadcasting is not Podcasting. Broadcasting projects an illusion of what is real, and the Podcast captures reality.

Both are important mediums, yet two distinct styles with a different purpose. For example, an Interview of the Director of NSDC would involve a well groomed appearance, proper stage lighting, identified marks that show where to stand or sit, a rehearsed script, prompted questions, and many, many attempts to get “IT” just right. This is fine for an interview, it is staged and far from being “real”; this is not what my clients need or want.

Podcasts show a slice of reality. You will see poor lighting, ambient sounds, and chairs in strange places. You will see Broward classrooms, with Broward teachers, with Broward students. Viewers will see their classroom represented in the podcast, with familiar children, with familiar materials, and with familiar sounds. They will relate. A connection will be formed, and quite possibly even a relationship. Did someone mention Quality?

Something Different

Tried two different iMovie approaches:
1) 100% narrative. A narrative “voiceover” tells the story for the entire 90 seconds. However, this method can restrict thinking or coaching. Which led me to the second approach.
2) 0% narrative. An edited clip without the narrative “voiceover” setting a purpose. The only direction provided is the use of four screen titles.

Perhaps each iMovie clip should be released a variety of ways with a coach deciding which version to use:
a) A version with screen titles, a narrative purpose with a single advertised message,
b) A version of the same edited clip without screen titles and without a narrative, and
c) A version of the same edited clip but with a narrative added for a different audience (e.g. Leadership, Non-Instructional, Field Experience).

If this makes a difference in how HRD podcasts are used, then this might add another INPUT in the Glass Box Evaluation.

What Was Said

After the release of HRD Podcast #1, NESS Liaisons, Instructional Coaches, National Board Certified Teachers and District Personnel were asked to comment on their first encounter with HRD newest coaching resource. Here is what was said...

“I think that would be great to send to new educators. Teachers can actually see the process in place. That is similar to the video's that are in the reading endorsement courses on line!”

“Excellent idea. Short and to the point. Demonstration effective.”

“The HRD podcast is great! This is a clear indication of what strategies are currently being utilized in the classroom. Kudos!!”

“I see using clips like this as ways to directly show clients how to model -- what modeling looks like. Showing is much more effective.”

“Great modeling for new teachers when considering how to get students motivated and involved.”

“As a coaching tool - it's great for the visual learner and can be viewed as often as needed.”

“Well-designed clips would be a great springboard for discussion, planning and reflection.”

“I could definitely see using it in my mentoring relationships.”

“This is such an awesome tool for new teachers! Even teachers who have never used response boards can experiment. It is "teacher friendly". I also liked the 90-second clip because otherwise teachers would probably not spend the time to view it.”

“I thought the podcast was great because of the brevity alone. This is the mini-lesson redux.”

“The overall concept is great -- a brief, direct example of a teaching tool!”

“Videos like these are helpful for developing new teachers.”

“A mentee might learn better from seeing lessons modeled on video than from a coach or mentor. Some people are more comfortable seeing it for themselves as opposed to listening to others tell them how.”

Multiple Uses

During the Orientation for the newly hired New Teacher Support (NeTS) staff, there was an opportunity to show HRD Podcast #1. Sitting at the front of the room it was easy to notice that their eyes and body language became charged with electricity. Spines straightened and chairs scuttled in place during the next 102 seconds. Being hand selected by Principals to support New Educators, it was no surprise that the 10 coaches immediately recognized the value this clip had as a resource when coaching. When asked for possible topics of conversation, without hesitation “management, pacing, student motivation” flew across the room. A good coach can see there is more than one side to a picture.

One could easily understand…it is not just the clip; it’s also the Coach.

Value Added

The value added benefit of my professional learning is these extra hours examining classroom instruction for the podcasts has “tuned” my senses, my thoughts, and my coaching skills. Or is the the true purpose of the study?

The examination/study of the question can only improve the quality of the support that is provided.

In addition to researching the question, this process is about my learning... right??

Alter of Judgment

Another evening was filled with editing an iMovie for HRD’s podcast library. The latest took 90+ minutes to edit which included researching the content for the narration, developing the sound track on Garage Band (with music), selecting transitions, watching the clip a few dozen times, saving in the High Quality QuickTime format, watching again in the new format for changes, and then saving in a mp3 format (to email the teacher).

Every second is scrutinized and placed in front of the Alter of Judgment. I have learned that the Important and Nice seconds are just that, important and nice. Only the Essential clips make the final cut and pass from the Alter of Judgment and onto the small screen.

A Connection?

Claire, the NESS School Liaison from William Dandy Middle describes how she utilized the “HRD Podcast #1” as a resource in developing her New Educators.

“At the beginning of the year I gave out information on Response Boards. One of the New Educators shared that she made her own to use in class and the kids loved it. At our last (NESS Monthly) meeting, I showed the podcast on dry erase boards to the NE's and IC's and then had that New Educator give us a demonstration of how she uses them with her math class. It was a lot of fun. The other teachers where then able to talk about ways they might be able to incorporate them into their various subject areas.”

Finding connections (for her middle school teachers) in a movie clip of a Kindergarten teacher using Response Board for phonics instruction makes Claire a resource her teachers cannot afford to lose.

Claire has not previously used movie clips of teachers during her NESS meetings or a resource in developing her teachers. “I read everything you (NESS Program Facilitators) send and go on all of the sites to see if there is something interesting to use to liven up the meetings. It just turned out to be a timely thing and worked perfectly. It gave the NESS people a chance to interact with each other as students and teacher. They enjoyed being the students that they have in class.”

Additionally, when was the last time a NESS monthly meeting was described as “FUN”?

Videotaping and Coaching

Videotaping teachers is another opportunity to get “IN’ classrooms. After viewing HRD Podcast #1 a NESS Liaison recommended a teacher as a Role Model for a future episode. After making arrangements to tape, I was able to capture her demonstrating the use of high yield instructional strategies during Reading Instruction.

Prior to taping we discussed her lesson and I suggested that she deliver what she has planned. Between her Reading Groups there were opportunities to discuss her instruction and provide reflective feedback. What I realized was that discussing the lesson that will be taped provided a chance to coach someone who otherwise would not have the opportunity to be coached. Usually, when asked to visit a classroom it is in the role of support of a new educator, not to visit the “Role Models” of the school.


Possible Questions to ask teachers who are filmed for an HRD podcast:
1. (Open Question)- How many years have you been teaching?
2. (Open Question)- Describe your first reaction when asked to participate in an HRD’s iMovie.
3. (Closed and Open Question)- Did you prepare differently prior to being video taped? YES, NO. If Yes, describe.
4. (Closed Question)- Was the taping of your instruction intrusive? A) Not at all B) Very Little C) Somewhat D) To a great extent
5. (Closed Question)- How did your children behave when I was taping you in the classroom? A) Their on-task behavior increased, B) Their on-task behavior decreased, C) No change in their behavior
6. (Open Question)- Describe your first reaction when you saw yourself in the completed iMovie clip.
7. (Open Question)- What did you notice in the iMovie that you did not know prior to videotaping?
8. (Open Question)- What did you notice in the iMovie that you would want to do differently?
9. (Open Question)- What did you notice in the iMovie that you would like to continue practicing for future lessons?
10. (Open Question)- How do you feel about the iMovie being public on the World Wide Web?

Glass Box Evaluation

(Double Click the Chart for a larger image)

Glass Box Evaluation on the Action Research Question:
How does the use of a podcast as a coaching resource for NESS School Liaisons and Instructional Coaches support and develop New Educators in the South Central Superintendent Schools?

“A glass box evaluation provides the information needed for making adjustments , improvements, and increasing the probability of producing the intended results.” (Killion)

From this evaluation plan I would like to identify the multiple sources of data needed to answer my AR question. Since systems of support for New Educators currently exist, my goal is to avoid intrusive (and multiple) surveys and utilize data that is currently available.
Thanks MM for the assistance.

Pod Baseline Data: South Central Area

To view South Central Area data regarding Podcasts click HERE.

The purpose of collecting baseline data was to provide me with a profile of my client’s background knowledge and skills as related to podcast technology. The survey results will assist me in understanding what Resources need to be provided.

Lights, Camera, Action

Even though learning the technical side of how to develop a podcast is important, I am finding out that recognizing the content of what is videotaped to be just as valuable.

At the point of entering the classroom, there is no script, no rearrangement of furniture, or any discussion of what I will tape. With teacher approval...I just tape. I have a belief that there will always be something captured that will be worth “sharing”.

At the point of taping, usually within seconds I recognize the first message of the iMovie. Student Grouping, Clear and Explicit Directions, Transitions, Starting the Day, Math Manipulatives, Using Response Boards, Phonics, and various uses of Nonlinguistic Representation have been the content focus of the iMovie clips. I define focus as the content highlighted in the Narration.

What I have learned is:
1) The effort in identifying the first content focus is proportional to how effective the teacher is when demonstrating that focus,
2) There is always a secondary focus, and
3) The finished product has various coaching purposes depending on the client group (e.g. New Educators, National Board mentors, Classroom Walkthrough Training).

It is my study that will try to determine just how effective this coaching resource is when developing teachers.

Data Collection and the NSDC Standards

The data collection plan might need to consider the context, process, and content in order to properly study the AR question. Due to the relationship of the Standards, I can not leave one strand out of the study. Lucky Me!!! (I think)

Why a podcast?

I have been thinking (and discussing with my peers) the value (and purpose) of a podcast when developing teachers. The discussion does produce that modeling and using movies with teachers is nothing new, yet the process and availability of a movie is what that is different. After today's discussion I was brought back to a book written by media prophet, Marshall McLuhan, The Medium is the Message.

A McLuhan website brought a bit of clarity to his message. This author uses a few examples to describe "unanticipated consequences".

“In the case of a specific theatrical production, its message may be a change in attitude or action on the part of the audience that results from the medium of the play itself, which is quite distinct from the medium of theatrical production in general. Similarly, the message of a newscast is not the news stories themselves, but a change in the public attitude towards crime, or the creation of a climate of fear.”

The message of a podcast is not the teacher behavior itself, but a change in the attitude towards communicating expectations, classroom management or the open discussion of teaching and learning.

Or maybe not.

PGP and AR

Discussing the PGP prompts was an exercise that helped clarify my Action Research thinking.

Prior to attending any staff development event what is the previous year’s baseline data on client’s needs? Low attendance and completion rates for NESS School Liaison and Instructional Coach professional development events.

What is your goal that is in alignment with baseline data?
To provide NESS School Liaisons and Instructional Coaches with a resource that provides opportunities to coach New Educators. Based on the belief that providing SLs and ICs with a coaching resource will also provide them with an opportunity to develop as a coach.

What do you want to be able to learn that will impact your client?
To identify elements of a learning organization, High Yield Instructional Strategies and Management Strategies (Classroom and Behavior) that will allow me to effectively publish a podcast that meet my clients needs. Specific professional development events include: 7 Correlates, iMovie, Garage Band, E-Bolt (Elluminate)

My Action Research Question:
How does the use of a podcast as a coaching resource for NESS School Liaisons and Instructional Coaches support and develop New Educators in the South Central Superintendent Schools?