In this webinar, Dr. Tonya Goree, popular speaker and award-winning elementary school principal, along with administrators Melissa Martin and Lydia McGee, will discuss using video for self-reflection and instructional coaching from the administrator’s point of view.

 

 

This is part 8 in a 9-part series. Get access to all 9 videos in once place by clicking on the button below!

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Objective 1

• It’s important to establish a culture of trust before coaching with video begins
• The first messages from leaders to teachers about using video has to emphasize the purpose—which is ultimately student success through improved instruction
• Trust is established when teachers understand that coaching with video is about growth—not about “I gotchas”
• Trust is established as relationships are built and time is spent working on professional growth

Objective 2

• Teachers understand coaching is strictly focused on professional growth
• The person who evaluates a teacher is never the person who coaches them—the lines never cross

Objective 3

• Those in the coaching role have to share the same philosophy and purpose around the use of video and time is spent developing that philosophy
• Each year there is a focus for improving some aspect of calibration
• This year’s calibration focus was around better feedback for better coaching

Objective 4

• Self-reflection helps teachers learn ways to refine their teaching
• Teacher awareness increases when video is introduced
• Teachers understand that self-reflection is an on-going process

Objective 5

• Because the teacher selects the goal, trust is built and the teacher is vested in achieving the goal
• As coaches watch videos of teachers working on the teacher-selected goal, they can begin to formulate ideas for the coach-selected goal

Objective 6

• Trust is built between the coach and teacher during coaching cycle 2—where the teacher selected goal
• Through collaboration, the coach selects the next goal for the teacher’s professional growth

Objective 7

• Adding teacher exemplar videos into the video library provides powerful models
• When the video library is built out, administrators no longer need to find “coverage” so teachers can visit classrooms of others—they can simply go to the video library