Principals and teachers have long been frustrated by the inadequacy of in-person classroom observations used as a basis for teacher evaluation. Classroom visits are difficult to schedule and they often miss important and powerful instructional moments. Furthermore, they reinforce unhelpful power imbalances between teachers and principals, and rarely provide sufficient or meaningful feedback that teachers want.
All of these inadequacies are tied to the outdated practice of in-person observations that no longer need to limit the effectiveness of teachers and principals ability to accurately assess real time, classroom teaching and learning.
With advances in video technology and video analysis software, teachers can now capture the complexity of teaching and learning in an immediate and accurate format.
One great thing about a video recording is if a video session does not have meaningful moments of learning that are meaningful for examining, analyzing and assessing teaching, it can be erased.
When using interactional analysis as both a learning theory and a set of analytic tools, we can identify and analyze learning in classroom interaction.
This interactional analysis labs are designed for educators (teachers, coaches, counselors, and principals) interested in identifying, analyzing and assessing learning in classroom interactions and turning the analysis into meaningful feedback for teaching and learning.
Details and Registration
Dates: Wednesday, February 28, March 7, March 14, 2018, 5:30-7 p.m.
Participants are welcome to attend one or multiple sessions
Location: Lewis & Clark Graduate School, York 117
Instructor: Sue Feldman