Video Analysis and Standard Supervision

  

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Traditional teacher supervision involves a preobservation conference, observation, and post observation conference. We’ve seen many variations on the use of video analysis during this process – we’ve included many examples that represent the spectrum of uses.

Use video analysis at a Preconference to:

• Revisit a previous assessment of practice and discuss what you would like to see done the same or differently.
• Show an example of practice to clearly define an expectation for what you would like to see in the classroom.
• Use video and frameworks of teaching to speak specifically about practice and what you will be looking for in the next observation.
• Have the student use the video analysis system to address specific needs, interests, or parts of practice to focus on in the next observation.
• Reflect on your mentoring and discussion with students in their field experiences and continuously improve your skills and approach to the benefit of their development.

Use Video Analysis with an Observation to capture the teacher’s practices:

• When you are there observing so that you have a complete recording of the events
• When you can’t be in the classroom to observe
• To share exemplars among a group of students completing their field experience
• Document progress towards standards in your framework for teaching, and
• As often as you like so that a preservice teacher can share success and areas of concern (and you can always delete what isn’t used or needed).      

Capture the students’ learning (e.g., typically the K12 student) so you can 1) see their reaction to the teachers’ practices, 2) look closely at interaction among students, 3) review interaction between students and teacher, 4) see students demonstrating knowledge and skills as a result of teaching practices, and 5) use example of student learning to discuss with preservice teachers.

Use Video Analysis at a Postconference to:

• Provide feedback and assessment of practices using video of actual events.
• Show to what extent practices enacted in the classroom are making progress towards, meeting, or exceeding expectations as defined in the program’s teaching standards.
• Point directly to specific instances of teaching (and/or learning) as a way to express recognition of effective practice or discuss how improvements can be made.
• Show how other preservice teachers have successfully demonstrated classroom practice and how this similar/dissimilar to this student’s enactment.
• Bring focus to the preservice teacher’s efforts to improve (e.g., a specific attribute of practice in the standards framework).
• Discuss what you will be looking for in the next observation