2007 Summer Event

Until this summer all HRD podcast coaching from me has been with NESS Liaisons at their site. During the summer of 2007 HRD offered two events, Instructional Coach Professional Development (ICPD) and Induction Systems. Both of these events provided participants with information on HRD Podcasts and had opportunities to watch and discuss how they can be used as a teaching resource.

185 potential NESS Instructional Coaches participated in the ICPD event that provided them with the knowledge and skills to be able to:
a) Identify key factors that support a coaching culture
b) Identify the roles and responsibilities of an effective coach
c) Develop a plan of professional support for a new educator
d) Utilize a Continuous Improvement plan to support a New Educator

The following SCA schools/sites were represented: Arthur Ashe Middle, Broward Estates Elementary, Cypress Bay High, Fox Trail Elementary, Gator Run Elementary, Harbordale Elementary, Manatee Bay Elementary, Mirror Lake Elementary, New River Middle, Parkway Middle, Rock Island Elementary, SCA Area Office, Seminole Middle, Sunland Park Elementary and Westwood Heights.

35 NESS School Liaisons participated in the Induction Systems event that provided them with the knowledge and skills to be able to:
a) Identify elements of an effective induction plan.
b) Utilize a variety of support resources
c) Apply Continuous Improvement model to meet the professional development needs of Induction stakeholders

The following SCA schools were represented: Broward Estates Elementary, Cypress Bay High, Dillard Elementary, Martin Luther King Elementary, Mirror Lake Elementary, Stephen Foster Elementary, Sunland Park Elementary, Thurgood Marshall Elementary and Westwood Heights Elementary.

Even though both events have different objectives, the purpose of the HRD Podcasts as a coaching tool was reinforced. A podcast called "Coaching with Podcasts” was developed from one of the ICPD events and is currently available. It shows Instructional Coach Professional Development participants discussing ways to use podcasts as a coaching tool. Suggestions as a planning resource, activating prior knowledge, and effective teaching strategies are shared.

A Two Year Tour?

My question remains at “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?” This year had a goal of developing a library of teacher podcasts and working with NESS School Liaisons on the value and purpose of podcasts as a coaching tool.

Progress on the Goals:
As of today there are twenty-one posted teacher podcasts on the website. Each podcast is labeled with a specific label and content title (14 Elementary, 6 Secondary, 1 Combined). What I have learned through NESS Liaison interviews and emails is that coaches have focused on the content regardless of the advertised levels. Communication with NESS School Liaisons on podcasts have included: sending CAB email messages with updates on the latest postings, offering to facilitate a group discussion on the use of podcasts, adding a RSS link to the HRD Teacher page, maintaining the alternative HRD Podcast Blog website, updated my iPod with all podcasts for viewing, and sharing the various HRD podcasts resources at individual Principal and Assistant Principal south central area meetings.

Next Steps:
I still plan to offer one to one assistance to NESS School Liaisons on how to access, subscribe and use podcasts as a coaching resource, weekly updates will continue via emails, and podcast resources have been added to the Teacher Development summer events.

My action research data collection plan includes multiple data sources for three areas that I want to learn more about. Since my logic model describes outcomes, this has provided me with the content for most of the surveys and additional data is readily available from the NESS School Liaisons.

Entertaining vs. Informing

When writing, filming, directing, developing, editing, producing (insert another podcast verb here__________), should entertaining come before informing as a priority?

I understand that both are important, yet if I HAD to prioritize, I wonder….

I recently had the pleasure of developing a leadership biography of Mickey Pope. The end result was a 34 minute iMovie that chronicled her college experience, SBBC assignments, and a personal interview. Since I realized that this project was going to be as long as a mini documentary and viewer attention span might be an issue, I found myself spending more attention to the context than in prior productions. Perhaps entertaining had more weight then content. From the feedback I have received, perhaps it does not make a difference. What makes a difference is knowing the purpose of the podcasts.

Interested in watching? Bored on a Friday night? Check out the Leadership clip at rdeich.blip.tv

HRD Producers and Podcasts

iPod Use
Since October 17, 2006 HRD has been posting podcasts at regular intervals. With 31 available podcasts in three different feeds (Administrators (n=2), Teachers (n=20), and PD Providers (n=9), the following table represents how 13 HRD members uploaded their iPod. The majority of HRD podcasts found on the iPod was less than 50%. Additional educational podcasts including John Merrow and Teacher News were also reported as current subscriptions.

Introductions/ Marketing
Twelve of the eighteen survey respondents replied with comments relating to multiple strategies to introduce/ market HRD podcasts. Of those reporting, 58% (n=7) promote podcasts while working with clients through the website, NESS Learning Communities or training events, 8% (n=1) communicate the HRD resource at a Zone Principal meeting, while 33% (n=4) have not yet introduced HRD podcasts to their clients.

These results only focus on HRD; next steps will include examining South Central Area Instructional Coaches.

Where do pods come from?

I was not surprised that by word of mouth received the highest percentage. I wonder if those who are recommending these podcasts learn from other friends too, or a different resource is being used.

If HRD is to produce podcasts as a resource, then how will HRD market the product? How will teacher, administrators, and professional development providers learn about our work? Since coaching is my AR focus, marketing podcasts only became important when the logic model was developed. What I learned today is the value of a quality podcast and the relationship you develop.

This afternoon I was emailed a note from one of the teachers I filmed for an HRD Podcast.
He states, “I just viewed the podcast!!!!! Awesome!!! It was so joyful! After having a great day and then viewing the podcast I don't know if my feet will ever touch the ground. Thanks for the thrill!”

Just one HRD Producer developing just one HRD Podcast, while having one genuinely touched teacher has quite possibly led to best marketing plan yet!.

Podcasts for Principals

Since the start of this study, the focus has been on teachers using podcasts as a coaching resource. I think that has changed.

Two weeks ago, Joy and I met Mickey Pope, a South Central Area (SCA) Director, to discuss the current NESS and Induction support of our schools. When the Induction Rubric was presented, the clouds parted, the skied opened, and Zeus’ almighty lightening bolt struck the South Central office. There was an Awakening! Finally, the bridge to teacher and leadership development was created. The value of Induction, site-based staff development, was greeted and expected of the SCA Leadership.

As a result of our meeting, we were invited to the SCA Principals meeting to present an overview of Induction. Mickey Pope opened the session with general comments regarding the value and importance of supporting teachers through Induction.

We shared the following information:
a) Induction Overview- provided information on what Induction Is Not, and what Induction Is
b) Induction Rubric- discussed the difference between the levels (Foundation, Application, Accomplished)
c) Induction Systems Database- shared a tool that utilizes the Induction Rubric and Induction Guiding Questions to assist in the development of a written Induction Plan (to move from Foundation to Application)
d) SCA Continuous Improvement Plan- shared our plan to support SCA schools as they move to the Application or Accomplished level of Induction.

The beauty is that Administrators will begin to receive Induction podcasts that support their effort to move from NESS to Induction. Today I was able to create a two-minute Induction enhanced podcast. Since the content was already developed as a power point, it took no more than 90 minutes to:
a) adjust the ppt screen size for garage band
b) save the ppt as jpeg images
c) import the ppt jpegs into iPhoto
d) create a new Garage Band podcast file, record and edit the “meat” of the slides
e) save as a m4a file
f) send to team for feedback and adjust as needed

Future podcasts will address areas of orientation, collaboration, and accountability. Already, SCA Leadership shared how to locate and subscribe to HRD’s Podcasts and today began the study of how Principals will use podcasts as a resource.

Marketing ...again!

The second half of the school year begins on March 13; this is the first Monday where FCAT prep is no longer a staple of the classroom agenda. With test anxiety surfacing, podcast filming has declined during the past month; when visiting most classrooms observable instruction did not stray away from FCAT test taking strategies. Go figure! I did manage to film a few examples for next year.

The start of the second half of the year means new opportunities to reach teachers (especially those with FCAT on the brain). Podcast awareness will be given a jumpstart with new Teasers.
Here are a few examples.

What others are doing

The feedback on the podcast product been quite positive and hopefully the focus can finally turn the corner and connect to coaching. Both NSU and BCC have involved (or soon will) HRD’s Teacher Podcasts to their student classes. I plan to meet with Deb and Julia (they just don't know it yet) to discuss their plan for utilizing this as a professional development resource.

The HRD podcast blog (hrdpods.blogspot.com) has promise since it will allow us immediate control of the podcast descriptions. Right now, there are quite a few steps and I am just not sure if retracing steps is possible. One possibility for improvement will be found in the “Tuning Protocol” podcast; this blog post will include links to procedures as listed from the Coalition of Essential Schools (CES) and Looking at Student Work (LASW) websites. A one-stop shop for coaches would be wonderful!

Additionally, the podcast blog allows for LABELS (e.g.- Classroom Management, Instructional Strategy, Primary) to be added with each podcast post. This LABEL might ease the process for users to navigate and identify relevant podcasts. With just 15 up there, there is not much of a challenge, just wait and see when the catalog reaches 500.

Influence

The 67 participants (from the survey above) include responses from new and experienced educators from the South Central Superintendent schools and from HRD’s iPod Study Group.

These responses validate the need to develop the collaboration aspect of the use of HRD’s Teacher Podcasts.

Current AR 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 School Decides to Do More

Heather Hedman-DeVaughn, Principal of Lauderdale Manors, introduced HRD Podcasts to her faculty during the January faculty meeting. After viewing a sample of the podcasts, they discussed the process of taping (a few of their teachers are featured), the use of how podcasts can add value to their current work, and future plan for involvement (see list below).

My support at Lauderdale Manors has included a portion of new educator observations, leadership team staff development, cNet meetings, NESS Liaison meetings, NESS support group meetings, Leadership Team/ Administration conferences, and teacher taping for podcasts. After discussing the podcast process with her faculty and sensing their level of Energy, Enthusiasm, and Excitement (hmmmm…the Three Es), Mrs. DeVaughn commented to me that the podcast work had value and sustained support far greater than participation in any meeting. This comes at a good time since I have been concerned that my support at schools is still focused on “putting out fires” and not supporting the development of Induction systems. The Lauderdale Manors staff has validated this project.

I recommended that interested teachers explore and consider the ETS events of iMovie and Garage Band. Their Three Es reinforce the value of this work and have encouraged me to maintain this school in the process of my study. Once school down….

School wide for teaching and learning of best practices at Lauderdale Manors, School website - put homework help on - examples of how to do different problem, Introduce staff to parents, Can be used to get fresh ideas by visiting other classes, Can be used for training, Can be use for modeling for teachers, Staff development / Benchmark / help recall information, Good for kids, Self-Evaluation, Student Center, Help when a student missed a lesson

When Being Coached

What implications of my podcast study will be affected by this information?

Even though Collaboration is the most desired form of Coaching, resources for each should be developed. I wonder if current Administrators recognize teacher’s needs and provide time to Collaborate?

Current and Future Work

The first half of the year has been devoted to the development of video podcasts for the development of classroom teachers. The second half will focus on the following activities (identified in the Logic Model) and the coaching connection of these activities to NESS School Liaisons and NESS Instructional Coaches.

•Develop podcast information regarding knowledge, skills and behavior
•Write Podcast descriptions (content)
•Identify Podcast PDSA
•Identify “best practices” on using video for professional development
•Provide Elluminate sessions to model the use of podcasts
•Develop Reflective Questions for podcasts (before, during, after viewing)
•Request to tape effective teachers at high needs schools

What’s Happening?

As of today there are 16 completed HRD Teacher Podcasts (from taping to final edit), 10 additional Teacher podcasts in progress, and 8 teachers scheduled for taping for January (this DOES NOT include any completed or in progress material for Administrators.)

With the increase in podcast demand (at least when it comes to taping) I must remain focused on my AR question and Logic Model. Content selection of podcasts during the first half of the year was open to most requests or just by chance. I have not been prescriptive of what was being taped; my only goal was to provide effective teaching content.

For the second half of the year I plan to ask the teachers highlighted if they would like to be interviewed for a supplemental podcast. This interview would almost “sound like” a DVD commentary. He/she can address the areas of planning, delivery, follow-up, and evaluation as related to the featured lesson.

The logic model has been shared with the NESS Program facilitators and members of the district cNet team. It has been suggested that the Logic Model include a coaching plan that addresses what support is provided to move from the Theory of Change to the Intended Results (Accomplished).

Additionally, I have started to explore creating audio podcasts as a way to share timely, relevant information. With the content already developed, the NESS/Induction e-letters just might make the World Wide Web!

Mountain Climbing

What has started as a pebble is slowly turning into a mountain, …a large mountain. Opportunities to develop podcasts has been increasing through a variety of reasons:

1) Personal requests have been made to Principals seeking the involvement of their teachers. Currently 8 of 12 South Central Superintendent Schools already have been represented in a Teacher Podcast. Of the remaining four, that have been emailed, one Principal responded with a plan to tape teachers after the winter break.

2) Nature of the job. It seems that regardless of the activity whether teacher observations, NESS support group meeting, teacher leader facilitation, or cNet participation there ALWAYS seems to be an opportunity to videotape. The foresight is to see how the experience can be used to develop teachers.

3) By Word of Mouth. By supporting schools I had the opportunity to meet representatives from other district departments. Our time together focusing on authentic work has fostered a trusting relationship. As a result, recommendations and suggestions are being offered. Just need to be careful for stray MONKEYS.

With all of this opportunity, is there a need for others to produce Teacher Podcasts? Has there been a change in how we support teachers that it is now necessary to build capacity for HRD Producers to become involved in this process? Does the Leadership Team at HRD have expectations regarding the use of podcast technology in our work? Perhaps this is one of the indicators of Second-Order Change that has been brought to our attention these past few months.

Current Reality

Currently I have met with 50% (n=6) of the NESS School Liaisons in the SCA Superintendent schools to discuss access and use of HRD Podcasts. As a result these Liaisons were helpful in identifying teacher role models for taping. Developing a PDSA cycle of podcast use is the next step with these Liaisons. As for the rest, I sent out the following email to the NESS Liaisons of SCA Superintendent schools that I have not yet met.

“For the past two months HRD has been producing teacher podcasts that focus on instruction, management, and assessment. I would like to visit your school and videotape two or three model teachers to feature on future HRD podcasts.

No special arrangement or script is needed, just effective examples of teacher’s teaching. Thanks…”

Future visits with NESS Liaisons and Instructional Coaches will reinforce the continuous improvement plan (PDSA) and a coaching cycle with the four protocol areas (planning, delivery, follow-up, evaluation). Explaining the purpose, including teachers in the process, and providing credit for their participation has been a motivator for participation, developed trust, and fostered a working relationship with my schools.

Logic Model II

After visiting a few schools and completing Program Development 101, my Logic Model has been updated. The Theory of Change identifies current and future actions. Initial/Intermediate Outcomes and Results will also be used as a way to assess the behaviors of Instructional Coaches. Since I plan to share this with my NESS Liaisons, I wonder if communicating the plan will assist with their KASABs. (click on the graphic to enlarge)

Another Way?- (FYI-Blocked by SBBC Firewall-Watch at Home!)

Since my AR study has a “coaching” focus using podcasts, then perhaps clips like this can also be used to coach teachers. This is an opportunity to show a "non-example" of being effective.



Ben Stein at his best (or worst)!!

What did you see?

Zero.
Nil.
Zip.
Zilch.

These are words that describe the number of times new educators were able to visit other classrooms to observe instruction. Being honest about this current practice only reinforces the need to provide instructional and management podcasts. Coaching with podcasts is not the “Golden Ticket” but until Administration provides opportunities for peer observation….

Attempting to provide a personal orientation to SCA Instructional Coaches assigned in the Superintendent Schools is quite a challenge. After visiting two groups, one elementary and one secondary, I am altering my process. I have two more visits scheduled next week and this time I have arranged to meet with just the NESS Liaison. We will complete a Continuous Improvement Plan (PDSA) that identifies the use of HRD podcasts as a coaching resource as the Desired State. This process will communicate clear expectations for the liaison, coaches and new educators and provide the monitoring needed to assist this study.

Coaching the Self

These comments are from teachers who were featured in the current HRD Podcasts. I wonder if their statements are related to one of the initial outcomes from my data plan? (see Coaching Skills from the Glass Box Evaluation post on 10/11/06). If this is a process that promotes reflection, how well does this prepare them for National Board? This information provides a new meaning to my Action Research question.

Describe your first reaction when you saw the completed podcast.
Comments included: Reinforced, Improve, Liked, Pleased, and Amazing

What did you notice in the podcast that you would like to continue practicing for future lessons? All responses connected with Instructional Organization and Delivery that included: Expectations, Focus, and 100% student interaction.

What did you notice in the podcast that you would want to do differently? Comments included reflective statements that focused on improving their practice (I messed up on..., I would call on..., I would rather...)

What did you notice in the podcast that you did not know prior to videotaping? Statements showed that the process provided another “set of eyes" (I Noticed..., I emphasized...)

Additional Comments made by the teachers:
a) It's a great way to display teacher's strengths and weaknesses.
b) I noticed I am confident in my teaching techniques and lesson plans. The lesson helped me with my plans this year with including the dry erase boards being utilized in other academic areas.

Reflective Questions

Coaching in the area of providing reflective questions is an area of the evaluation plan of my Action Research question. A request has gone out to National Board Certified Teachers to develop reflective questions that can be used as a tool to use with the podcasts.

The reflective questions will align with the Domain areas of planning, management, instruction, subject matter, communication, and assessment.

To show teachers the podcast is not enough, to make a difference we must demonstrate how this tool will assist in developing teachers.

Spreading the Word

I have offered direct assistance to meet with NESS Liaisons, Instructional Coaches, and New Educators of the South Central Superintendent Schools regarding accessing, subscribing, and utilizing these podcasts. I will work around their schedule to meet the Liaison individually or during a NESS Support Group meeting.

Today, I am presenting this new resource during Dillard High’s NESS Support Group meeting. This will be fun!

Update:
For a group with no prior knowledge or background, they were able to navigate to the HRD website, click on the RSS feed and download a podcast. Since the computers were from the wireless cart, the participants did not subscribe though iTunes. The focus of the presentation was to discover the purpose of podcasts and how these clips can add to the development of a New Educator.

The harsh reality is that time to see “real” teachers during the day is not an option for some. The agreed (as measured by responses and bobble-head actions) that these clips can provide an opportunity to discuss teaching practices. I do wonder just how many will utilize these to coach and I did notice that many kept downloading the other podcast even after I was finished.

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?

Just a Tease

From the survey data collected, podcast technology is pretty foreign to most of the NESS Liaisons, Instructional Coaches, and even the New Educators. To spark interest a Podcast Teaser was sent to the NESS School Liaisons (and even a few Assistant Principals). An email reply is listed below the Teaser.

COMING SOON!
HRD Podcast

A New Educator Support System Resource
Fall 2006

AP Response to the Teaser: Hey, is there anything that I am suppose to see besides that it is coming soon?
RD reply: Nothing more than the message. Just wanted to spike your curiosity.
AP Response: Well you did!

I wonder who else caught the tease?

Today the Teaser continued with a few “Did You Know” questions:
1) Did you know that podcasts is not just a great way to receive the latest current events or music, but this technology is another resource to reinforce new ideas and concepts?

2) Did you know New Educators, Instructional Coaches, and NESS Liaisons can download podcasts and listen wherever they go, whenever they like?

3) Did you know New Educators, Instructional Coaches, and NESS Liaisons will have 24/7 access to HRD podcasts?

4) Did you know your can use iTunes software, which is available free for Mac and PC, to automatically download the HRD podcasts files? Once subscribed, you can move the files to an mp3 player or listen/view on your computers.

Time to Focus

I have sent out the following survey to the South Central NESS School Liaisons, Instructional Coaches, and New Educators. The results might assist me in narrowing my question/ focus the study. I will follow the Qualitative Data Analysis process to make sense of the data.

1. Please indicate your level: Elementary, Middle, High, or Center
2. I am a… New Educator, Instructional Coach, or School Liaison
3. Have you viewed/listened to a podcast? Yes or No (if N0 then answer question #11 only)
4. What type of podcast? Audio, Video, or Both Audio and Video
5. Do you use iTunes to access your podcasts? (if Yes then skip question #6)
6. If not iTunes, what do you use to access your podcasts?
7. Do you use an iPod to view and/or listen to your podcasts? (if Yes then skip question #8)
8. If not an iPod, how do you view and/or listen to your podcast?
9. Do you currently subscribe to a podcast? (if Yes then answer question #10)
10. Please list your top two frequently subscribed podcasts.
11. What assistance do you need with podcast technology?

Time

It is difficult to keep track of my work time when editing an iMovie. A change in the process made quite a bit of difference. To reduce transfer time and to avoid wasted memory space I no longer import the entire clip. My earlier movies would take one hour to import to the computer per data cassette and then a few additional hours watching and cropping. Now I only import selected sections, reducing the import time to less than 30 minutes.

The time does vary depending if the message/purpose of the iMovie is clear (that is another post) and how “focused” I am during the process. I usually import the clips from the video camera at home while I try and edit/crop during my daily discretionary time. If I had to volunteer a time for the entire process I would feel comfortable with one to two hours from import to draft clip. Even though I have reduced the import time, more of my energy is focused on smooth audio transitions (another post) and using Garage Band for the voice-overs and original music.

Garage Band

I have started using Garage Band for my music and "voice-overs". The Logitech external microphone did not provide the desired volume I was hoping for; the internal microphone on the G4 laptop provided a louder sound without distortion as shown by the staying in the "green" area in the sound meter. Even though you hear the ancillary fan/hard drive noise in the background, this does not appear to be a distraction. Additionally, making your own music is beyond "cool". Different music genres and tempos what might be appropriate for some iMovie clips might not be for others. The "Starting the Day" iMovie could use a score with slower Beats Per Minute (BPM) while the "Questions" clip which shows a quicker pace has higher BPM.

My Question

I am starting with “What is the relationship to instructional podcasts and teacher development?” This is vague on purpose. The data I will collect will assist in the narrowing of the question.

When thinking about the Glass Box of this Action Research question, the MUTLIPLE variables of podcasts and teacher development is a not just a concern, but a driving force.

With podcasts current variables (not to say additional ones will be added) include: smooth video transitions, smooth audio transitions, clear podcast message/purpose, alignment of audio and video, appropriate audio volume, how video content is supported by the marketing, and providing the skills, coaching, and feedback for our clients to use in coaching environment.

Teacher development and measuring the professional areas of classroom management, instruction, organization, planning, communication, assessment, home/school relationships.

The development of the AR Data plan will assist me in narrowing the question.

Descriptions

Today was the first day I sat down with other HRD NESS Program Facilitators to review the iMovies and determine a tagline for the podcast description. The three of us managed to review each clip and a draft description for each. I realized I need additional feedback before posting. I will rewrite our notes and seek feedback from additional HRD Producers outside Teacher Development and from a few NESS Liaisons.

Our web designer requested two iMovie clips for a trial post. The following the description that was submitted:

For the clip Elem_Phonics the tagline will read: Using response boards to help keep students engaged during Phonics instruction (modeled by an Primary Elementary school teacher)

For the clip Sec_NonlinRep the tagline will read: Scaffolding instruction is used to relate prior knowledge to a new concept (from maps to stage directions as modeled by a Secondary Theatre teacher)

Teacher Reflection

After submitting a podcast-ready clip back to the teacher for feedback, her first comment was, “I see things I can do differently.” Not what I expected to hear. Yet an obvious result of videotaping for a podcast was the personal reflection of the teacher being taped. I think I will need to interview the teachers who volunteer for taping.

The clip (E_LeavingClassroom) was filmed on the sixth day of school of a teacher in her fourth year in the profession and new to Broward.

Edit and Time

I thought with each attempt in developing an iMovie clip the editing time would decrease. I have noticed that there is a direct connection with the content and the message in relation to the editing time. Factor in the editing responsibility to make the Teacher look AWESOME and I have learned that not all clips are equal.

Perhaps I need to keep track of my exact time.