Every student deserves highly effective teachers. Every teacher deserves respect and support.

Transcription

1 Every student deserves highly effective teachers. Every teacher deserves respect and support.

2 Overview The e-nimble prototype was developed under IES Grant #R305W03257 (Mathes, Denton, & Vaughn, ). In 2012 this prototype was reprogrammed in HTML5 with foundation funding to enhance (a) ease of use, (b) flexibility of delivery modes (desktop, laptop, or tablet), (c) increase videoconferencing compression and voice over internet protocol (VOIP) audio smoothing technologies, and (d) enhance social networking features. The resulting e-nimble application allows a coach and a team of teachers to collaborate and support one another as a professional community from a distance. To date, it is the only technology application of its kind. The e-nimble coaching framework reflects current research on what constitutes effective ongoing professional development This research identifies six critical features that are essential for bringing about positive change in teachers practice that impact student outcomes. These features are embedded in the e-nimble process: 1. Focus on student outcomes. Professional development must be linked directly to improving student outcomes. The core of the e-nimble process focuses on student growth and outcomes. The process begins by having teachers review student progress data, as well as teacher instructional time-byactivity direct observation data. Subsequent conversations on student performance and problem solving focus on how teacher practice impacts student achievement. 2. Conceptual and procedural knowledge. The integration of conceptual and procedural knowledge components is critical to helping teachers develop a clear understanding of research proven practices. The e-nimble process provides opportunities for teachers to discuss research-proven instructional practices, change their existing instructional approach, and rehearse how to implement new practices. 3. Feasible and concrete. Teachers are more likely to value and implement professional development that can be applied immediately in the classroom. The Resources space in e-nimble offers teachers efficient, customized access to doable and meaningful content. 4. Collegial support networks. Collaborative environments, in which teachers feel supported as they strive to improve their practice, enhance the impact of professional development. e-nimble provides teachers with a professional community of teammates with whom they seek and provide support. 5. Active engagement. Professional development is more effective when teachers are actively engaged in ongoing learning, rather than passively listening to lectures. The e-nimble process requires teachers to actively reflect on and participate in planning and implementing research-validated instruction practices. 6. Duration and intensity. Research has shown that professional development must include 14 or more hours of focused professional development activities distributed over time and embedded with practice opportunities in order to have positive and sustained impact on teacher practice. The e- Nimble process provides job embedded professional development across an entire academic year.

3 e-nimble Process The e-nimble process encompasses a six step cycle of activities which incorporates six previously discussed critical features essential for bringing about positive change in teachers practice and students academic growth. 1. Data Review. Each month the coach and teacher examine both student academic performance data and teacher classroom observation time-by-activity data, allowing the teacher and coach to discuss students who are not making desired progress in relation to instructional delivery. Sources of student data include computer adaptive continuous progress monitoring, student work samples, and standards/objective tracking. Instructional data are obtained from webcam observations. 2. Webcam Observation. Webcam observations are conducted monthly and provide a venue for the coach to directly observe instruction. Images captured digitally can be viewed by the teacher for up to 90 days after an observation. During each observation, time-by-activity data coded by the coach provide a snap-shot of: how time is used, levels of student engagement, and nature of teacherstudent interactions. 3. Video-Conference. After the teacher reviews the observation, a videoconference takes place between the coach and teacher focused on collaborative, reflective problem solving. 4. Study Group & Class Time. The final step of the e-nimble process is participation in study groups and classes. Study groups are composed of up to 5 team members who meet online, face-to-face to discuss a topic or issue. Study groups are placed together by the coach based on observed needs that meet via video conference weekly. Classes are comprised of up to 32 team members who attend class in-person from a distance. Classes focus on implementation of specific strategies and are typically held every month. 5. Online Resources. Referencing resources allow each teacher to access additional online courseware, review previously recorded study groups or classes, as well as a professionally produced library of video exemplars. Importantly, the coach can direct the teacher to review content specific to observed need. In our previous work, we created approximately 300 professional produced video examples related to beginning and advanced reading strategies, as well as created extensive online modules related to teaching reading to struggling readers.

4 6. Social Networking. In our previous research, we learned that the social networking features of e- Nimble motivate teachers to repeatedly log-on to e-nimble. Teachers are asked to create Profile Pages providing information about themselves and their students, and to post challenges they are facing (The Obstacle Course) and successes they have experienced (Victory Space). Team members even award trophies to one another in the Victories Space. The social networking spaces are also used by the coach to engage teachers in reflecting on student progress between observations (Open Forum Discussions and Private Messages). Team members are requested to review and participate in an open forum topic; review, post, or comment on victory and obstacle postings; and check their private messages at least weekly. Underlying Technology. As its name suggests, flexibility is part of e-nimble s DNA. The platform is written in HTML5 and is operational on desktop, laptop, and tablet with a webcam, microphone, and internet connection. e-nimble integrates sophisticated HD video-conferencing using intelligent Adaptive Video Layering (AVL) architecture to ensure reliable, high quality videoconferencing capabilities even in low-bandwidth environments. During a video conference, the AVL technology continuously monitors the performance of the underlying network and the capabilities of each end-point device, and adapts video streams in real-time to optimize video communication. Video communications are dynamically layered into multiple resolutions, quality levels, and bit rates. This multi-point video conferencing solution delivers rate matching and continuous presence capabilities without additional video encoding and decoding. AVL offers unprecedented error resiliency and low latency rate matching, which is crucial for a natural communication experience. Benefits The ultimate benefit of e-nimble is teachers who feel more competent, report higher job satisfaction, and have students who experience better academic performances. Additionally, e-nimble is more cost effective than on-site coaching since the need to travel to multiple buildings each day is eliminated and number of teachers that one coach can effectively support is likely greater. e-nimble has the added benefit of creating Professional Communities of Practice using social networking and collaboration among teams consisting of both general and special education teachers that is not available through onsite coaching alone. Site Description DASHBOARD The Dashboard serves as the entry page into the site. Its purpose is to facilitate the teacher s sense of being part of a team. Team News Obstacle Course Victory Space The coach posts team announcements and reminders. Clicking on a post brings the teacher to the team news page under the My Team tab. Formatted as blog posting link to Profile page Response to Postings links to Individual s page Same basic format as Obstacle Course Allows sharing of photos and work samples (links to student data) Awards Center (where team members award trophies to one another)

5 Open Forum Links to discussion boards by topics listed. Group discussion monitored by the coach. MY DATA The teacher clicks on the type of data reports to review. The teacher can achieve same navigation from top tabs. Child Data ISIP This feature allows the teacher to automatically link to the vendor s teacher reports without having to leave the e-nimble space. Agreements are in place currently to allow integration with istation, Wireless Generation, and Cambium. Teacher Data Teacher data takes the form of digitally captured video of instruction linked to Time-by-Activity observation reports. Time-by-Activity annotated observations are coded by the coach. Portfolios

6 Location for teachers to upload student work samples, with one folder per student. Standards & Objectives Tracker Location for teachers to document the state or common core standards that have been taught, as well as which students have demonstrated mastery, and which students need additional work. IEP Objectives can also be tracked using this feature. LET S MEET Location for all video conferencing activities Observe Me The coach sees both the teacher teaching and the coding form. The coding form time stamps each entry to align with the observation. Once complete, the observation is stored. Face-to-Face After an observation, the teacher and coach meet face-to-face. There is an interactive white board that allows both individuals to write (co-lesson planning), to look at files located anywhere on the site, and to co-view observations.

7 Study Group Same basic format and features as Face-to-Face but allows up to five teachers. Space below each person allows them to post questions or answer questions during a session. Class Time Using a second screen, the coach can run a class using the same features as Study Group using two screens. The participants only see the main screen. Using the hand waving feature, the coach can switch who is visible on the main screen.

8 MY TEAM Every member of the team is listed on the My Team page. By clicking on a member s head shot, the teacher is taken to that team member s individual profile page. My Profile This is the location for team member to share information about who they are. It is also the location to post individual victories and obstacles, as well send and receive private messages and hold private asynchronous discussions.

9 Team Victories & Obstacles All teacher victories posts are posted on Team Victories and also appear on the Dashboard and the individual s profile. Trophies and team member responses appear only under Team Victories and the individual Victories. Team Obstacles follows the same basic format as Victories, however, falling hurdles are posted rather than trophies. Open Forum The Open Forum is designed to support threaded asynchronous discussion on specific topics posed by the coach or other team members. Is can be used in conjunction with Study Group or Class Time. MY RESOURCES Location of calendar, course ware offering, video library, video anchors, lesson plans, and other shared materials teammates want to upload.