Supporting Induction Teachers’ Development Using Performance-Based Video Evidence Article
Richard E. West, Peter J. Rich, Brigham Young University, United States ; Craig E. Shepherd, University of Wyoming, United States ; Arthur Recesso, Michael J. Hannafin, University of Georgia, United States
Journal of Technology and Teacher Education Volume 17, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This research study was designed to inform the development of a new teacher assessment model. The goal of the Teacher Success Model (TSM) initiative is to develop a systematic, evidence-informed statewide model for teacher assessment. While the initiative included all teachers, support professionals, and evaluators, this study focused on induction teachers and their mentors/administrators. Overall, our findings suggested that participants could find examples of key attributes in videos of teaching practice and that group reflection and discussion about the practices in the videos enabled everyone to develop their understanding of what constitutes evidence of effective teaching. Findings from this study will guide further development of the TSM assessment model into a multi-faceted, evidence-informed, teacher-participatory model of assessment appropriate for higher stakes decision-making.
West, R.E., Rich, P.J., Shepherd, C.E., Recesso, A. & Hannafin, M.J. (2009). Supporting Induction Teachers’ Development Using Performance-Based Video Evidence. Journal of Technology and Teacher Education, 17(3), 369-391. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved January 21, 2018 from https://www.learntechlib.org/p/28249/.
© 2009 Society for Information Technology & Teacher Education
- Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Psychologist, 32(8), 10-14.
- Anderson, T., Schum, D., & Twining, W. (2005). Analysis of evidence (2nd ed.). Cambridge, MA: Cambridge University Press.
- Barber, L. (1990). Self-assessment. In. J. Milman & L. Darling-Hammond (Eds.), The new handbook of teacher evaluation: Assessing elementary and secondary school teachers (pp. 216-228). Newbury Park, CA: Sage.
- Berg, M. H., & Smith, J. P. (1996). Using videotapes to improve teaching. Music Educators Journal, 82(4), 31-37.
- Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.
- Berliner, D. C. (1994). Teacher expertise. In T. Husén & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 10, 6020-6026). Elmsford, NY: Pergamon.
- Berliner, D. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science Technology Society, 24(3), 200-212.
- Bond, L., Smith, T. W., Baker, W. K., & Hattie, J. A. (2000, September). The certification system of the National Board for Professional Teaching Standards: A construct validity study. Greensboro, NC: Center for Educational Research and Evaluation.
- Bryan, L. A., & Recesso, A. (2006). Promoting reflection with a web-based video analysis tool. Journal of Computing in Teacher Education, 23(1), 31-39.
- Bryan, L., Recesso, A., & Seung, E. (2008). An evidential reasoning approach to analysis of teaching practices using a web-based video analysis tool. In A. L. Tan & Y. J. Lee (Eds), Science education at the nexus of theory and practice (pp. 157-178). Taipei, Taiwan: Sense Publishers.
- Carver, C. L., & Katz, D. S. (2004). Teaching at the boundary of acceptable practice: What is a new teacher mentor to do? Journal of Teacher Education, 55(5), 449-462. Darling-Hammond, L. (2002). What's at stake in high stakes testing? Brown University Child & Adolescent Behavior Letter, 18(1), 1.
- Dunphy, B., & Williamson, S. L. (2004). In pursuit of expertise: Toward an educational model for expertise development. Advances in Health Science Education, 9(2), 107127.
- Feiman-Nemser, S. (2001a). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
- Feiman-Nemser, S. (2001b). Helping novices learn to teach lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17-30.
- 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.
- Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207-226.
- Fulton, K., Yoon, I., & Lee, C. (2005). Induction into learning communities. New York and Washington, DC: National Commission on Teaching and America's Future.
- Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
- Garfield, J. B. (1994). Beyond testing and grading: Using assessment to improve student learning. Journal of Statistics Education, 2(1), 1-11.
- Georgia Systemic Teacher Education Program. (2003). GSTEP framework. Retrieved May 2008, from http://www.coe.uga.edu/gstep/documents/gstep_framework0603. Pdf.
- Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Mill Valley, CA: Sociology Press.
- Goldhaber, D.D., & Brewer, D.J. (1997). Why don't schools and teachers seem to matter? Assessing the impact of unobservables on educational productivity. The Journal of Human Resources, 32(3), 505-523.
- Harrison, J., Dymoke, S., & Pell, T. (2006). Mentoring beginning teachers in secondary schools: An analysis of practice. Teaching and Teacher Education, 22(8), 10551067.
- Harrison, J. K., Lawson, T., & Wortley, A. (2005). Mentoring the beginning teacher: Developing professional autonomy through critical reflection on practice. Reflective Practice, 6(3), 419-441.
- Howe, E. (2006). Exemplary teacher induction: An international review. Educational Philosophy and Theory, 38(3), 287-297.
- Hurd, P. D. (1997). Inventing science education for the new millenium. Ways of Knowing
- Jinks, J., & Lord, R. (1990). The better elementary science teaching project: Overcoming the rural teachers professional and academic isolation. School Science and Mathematics, 90(2), 125-133.
- Johnson, S. M. (2004). Schools that support new teachers. In S. M. Johnson (Ed.), Finders and keepers: Helping new teachers survive and thrive in our schools (pp. 91118). San Francisco: Jossey-Bass.
- Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction: A narrativebibliographical study of teacher socialization. Teaching and Teacher Education, 18(1), 105-120.
- Kelley, L. M. (2004). Why induction matters. Journal of Teacher Education, 55(5), 438448.
- Kooy, M. (2006). The telling stories of novice teachers: Constructing teacher knowledge in book clubs. Teaching and Teacher Education, 22(6), 661-674.
- Kozol, J. (2007). Letters to a young teacher. New York: Crown Publishers.
- Luft, J. A., Roehrig, G. H., & Patterson, N. C. (2003). Contrasting landscapes: A comparison of the impact on different induction programs on beginning secondary science teachers' practices, beliefs, and experiences. Journal of Research in Science Teaching, 40(1), 77-97.
- Maclean, R., & White, S. (2007). Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers. Reflective Practice, 8(1), 47-60.
- McCann, T. M., & Johannesen, L. R. (2004). Why do new teachers cry? Clearing House, 77(4), 138-145.
- McCaughtry, N., Kulinna, P. H., Cothran, D. J., Martin, J. J., & Faust, R. (2005). Teachers mentoring teachers: A view over time. Journal of Teaching in Physical Education, 24(4), 326-343.
- Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
- Miller, D., & Glover, D. (2007). Into the unknown: The professional development induction experience of secondary mathematics teachers using interactive whiteboard technology. Learning, Media, and Technology, 32(3), 319-331.
- National Board for Professional Teaching Standards. (2004). Standards & National board certification. Retrieved December 2005, from http://www.nbpts.org/standards/nbcert. Cfm
- National Research Council. (1996). National science education standards. Washington,
- No Child Left Behind Act of 2001. Public Law 107–110. 107th U. S. Congress (2002).
- Patton, M. Q. (2001). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
- Recesso, A., Hannafin, M. J., Wang, F., Deaton, B., Rich, P., & Shepherd, C. (2009). Direct evidence and the continuous evolution of teacher practice. In P. Adamy & N. Milman (Eds.), Evaluating electronic portfolios in teacher education. Greenwich, CT: Information Age Publishing.
- Recesso, A.M., & Zepeda, S.J. (2008). Evidential reasoning and decision support in assessment of teacher practice. In T. J. Kowalski & T. J. Lasley (Eds.), Handbook on data-based decision making in education (pp. 363-381). New York: Routledge.
- Rich, P., & Hannafin, M. J. (2009). Video annotation tools: Technologies for assessing and improving preservice teachers' instructional decision-making. Journal of Teacher Education, 60(1), 52-67.
- Richert, A. E. (1990). Teaching teachers to reflect: A consideration of programme structure. Journal of Curriculum Studies, 22(6), 509-527.
- Schum, D. A. (1994). Evidential foundations of probabilistic reasoning. New York: Wiley. Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Myint, S. K., Moo, S. N., & Wong, A. (2003). Enhancing multipoint desktop video conferencing (MDVC) with lesson video
- Shepherd, C.E., & Hannafin, M.J. (2008). Examining preservice teacher inquiry through video-based, formative assessment e-portfolios. Journal of Computing in Teacher Education, 25(1), 31-37.
- Sherin, M. G. (2003). Using video clubs to support conversations among teachers and researchers. Action in Teacher Education, 24(4), 33-45.
- Sherin, M. G., & Van Es, E. A. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475491.
- Sherin, M. G., & Van Es, E. A. (2006, April). What (we think) we know about video clubs. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
- Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques (2nd ed.). Newbury Park, CA: Sage.
- Thompson, P. H. (2002). Data help newcomers analyze their teaching. Journal of Staff Development, 23(4), 57-59.
- Thomson, W. S. (1992). Using videotape as a supplement to traditional student teacher supervision. (ERIC Document Reproduction Service No. ED357014)
- 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.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.