Developing Expertise: Using Video to Hone Teacher Candidates’ Classroom Observation Skills

Video Grand Rounds in Rural Teacher Preparation

“…Specifically, these results indicate that candidates significantly improved their observation skills from the first to the fourth VGR observation, and from the first (VGR observation) to the fifth (field observation). This aligns with previous research that candidates who participate in the VGR process have improved focus on salient classroom interaction features and the ability to identify complex classroom interactions (Cuthrell et al, 2016).…”

“…Previous research supports our finding that teacher candidate reflections can deepen through the use of video observations (Coffey, 2014;Goldman, 2007;MacLean & White, 2007;Stockero, 2008). The results of this VGR study also validate previous VGR study findings that candidates who participate in the VGR process have improved focus on salient classroom interaction features, identify complex classroom interactions, and transfer observation skills from video to in-school experiences (Cuthrell et al 2016). Furthermore, using VGR to supplement teacher candidates' practical observations helped our program mitigate challenges associated with placing candidates in an adequate number of quality practicums in rural areas (Berry et al, 2011) while providing ample authentic experiences supportive of their growth.…”

“…Observation protocols can provide evidence for future instruction and professional development and help predict teacher candidate learning outcomes (Piburn & Sawada, 2000). One VGR model study used a comparative research design to examine effects of employing the VGR process before observing school classrooms in the field (Cuthrell et al, 2016). There were 65 undergraduate sophomore participants in this study: 17 in the control group and 48 in the treatment group.…”

“…It is important that preparation programs for rural special education teachers provide multiple, varied clinical experiences in rural special education classrooms (Reagan et al, 2019). The use of structured video grand rounds (VGR) is one method for teacher candidates to observe and reflect on rural classroom instruction through authentic classroom videos (Cuthrell, Steadman, Stapleton, & Hodge, 2016). This article shares results from a mixed-methods study exploring how an innovative video approach to early field experience observations impacted teacher candidates' observation skills.…”

Syncing Our Cycles: An Inquiry-Based Coaching Model for Distant Supervision

“…Sharing videos can result in multiperspectival discussion, increased feedback, and a heightened ability on the part of interns to see how complex and nuanced teaching really is (Johnson & Cotterman, 2015;Osmanoglu, 2016;Sherin & van Es, 2009). Through what Cuthrell, Steadman, Stapleton, and Hodge (2016) term a video grand rounds model, interns' comments evolved "from simple descriptions of teaching events to descriptions of the effects that instruction had on the learner" (p. 21). Instructional coaches can play a pivotal role in this transformation from the superficial to the substantial.…”