Full metadata
Title
Exploring instructional coaches' attitudes and use of the DataCapture mobile application to collect video-based evidence in teacher evaluation
Description
An integral part of teacher development are teacher observations. Many teachers are observed once or twice a year to evaluate their performance and hold them accountable for meeting standards. Instructional coaches, however, observe and work with teachers to help them reflect on their performance, with the goal of improving their practice. Video-based evidence has long been used in connection with teacher reflection and as the technology necessary to record video has become more readily available, video recordings have found an increasing presence in teacher observations. In addition, more and more schools are turning to mobile technology to help record evidence during teacher observations. Several mobile applications have been developed, which are designed to help instructional coaches, administrators, and teachers make the most of teacher observations. This study looked at the use of the DataCapture mobile application to record video-based evidence in teacher observations as part of an instructional coaching program in a large public school district in the Southwestern United States. Six instructional coaches and two teachers participated in interviews at the end of the study period. Additional data was collected from the DataCapture mobile application and from a survey of instructional coaches conducted by the school district in connection with its Title I programs. Results show that instructional coaches feel that using video-based evidence for teacher reflection is effective in a number of ways. Teachers who have experienced seeing themselves on video also felt that video-based evidence is effective at improving teacher reflection, while teachers who have not yet experienced seeing themselves on video displayed extreme apprehensiveness about being video recorded in the classroom. Instructional coaches felt the DataCapture mobile application was beneficial in teacher evaluation, but there were several issues that impacted the use of the mobile application and video-based evidence, including logistics, time requirements, and administrative support. The discussion focuses on recommendations for successfully using video-based evidence in an instructional coaching context, as well as some suggestions for other researchers attempting to study how video-based evidence impacts teachers' ability to reflect on their own teaching.
Date Created
2013
Contributors
- Shewell, Justin Reed (Author)
- Bitter, Gary (Thesis advisor)
- Dawson, Edwin (Committee member)
- Blair, Heidi (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Educational technology
- Educational leadership
- DataCapture
- Instructional Coaching
- Reflections
- Video
- Reflective teaching
- Mentoring in education
- Teachers--Rating of--Evaluation.
- Teachers
- Teachers--In-service training.
- Video recording in school management and organization--Evaluation.
- Video recording in school management and organization
Resource Type
Extent
xiii, 161 p. : ill. (some col.)
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.18706
Statement of Responsibility
by Justin Reed Shewell
Description Source
Viewed on Jan. 26, 2015
Level of coding
full
Note
Partial requirement for: Ph. D., Arizona State University, 2013
Note type
thesis
Includes bibliographical references (p. 114-125)
Note type
bibliography
Field of study: Educational technology
System Created
- 2013-10-08 04:23:18
System Modified
- 2021-08-30 01:38:34
- 3 years ago
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