Video Coaching Done Well
Kosiorek, Casey and Thompson, Jim. (2024). Video Coaching Done Well:
ISBN: 9798340531049.
Foreword
This book is about the transformation from external observations by a coach and to internal accountability for the teacher, leader, coachee, etc. The increase in efficacy and agency to the person who wants to learn and improve is a productive shift. The book is mainly focused on the ‘teacher.’ I suggest the process can be used by educators and business alike. Anyone who wants to improve their behavior can benefit from video coaching.
This process is a partnership by a person who wants to improve and a colleague, supervisor, or coach, to accelerate the learning by taking a trip to the balcony and seeing the actions and reactions in real time. This process is a ‘work with’ versus a ‘done to’ model. The process of self-reflection and trust is paramount is elevating effectiveness for classroom teacher and can be very effective in growing leaders in positive behaviors.
Vignette
Bill (me) was introduced to video coaching by Jim Knight in 2013. I was scheduled to observe an extremely effective science teacher. I asked about whether he was interested in trying a new conferencing strategy called video coaching. He was.
I said I could bring in a technology person to tape the class and his methods or he could put this on his smartphone. The reason, he would be in control of the video (building trust), we could view it together (collaboration), and it would be visual data if there were questions that emerged in our conversation. The video never left his control, and the students remained anonymous.
As we started our post conference, questions surfaced by the teacher about what were the students doing after instructions were given? Were the instructions clear? Did the teacher circulate around the room during the activity? Did students who he already knew needed more help receiving the attention required?
To my surprise the teacher wasn’t sure he checked on some of the students enough, didn’t circulate enough during the activity, and were his directions accurate and adequate. Instead of giving my observations, I said, “let’s check the video to see if we can answer those concerns.” The video answered all the teacher’s questions, and we could document the positive response to his concerns.
Lessons learned:
- The coach, me, didn’t have to rely on my recollection or the teacher’s memory. We could look at the video.
- The coach, me, didn’t have to lead the conversation. Self-reflection of the teacher and the video answered most of the questions about satisfying his goals for the lesson.
- The teacher increased trust in the administrator because the only video recording was in his possession. No separate files.
- The teacher was validated, by visual evidence, that he really did present, monitor, and checked in with his students.
- The coach, me, learned this could be used with the principals and superintendents that I coach with community presentations, board of education meetings, and staff meetings when they choose to elevate their communication and leadership.
Some of the issues addressed in this book:
- Co-Creation of Vision – what do you want to improve or accomplish?
- Empathy and Understanding – building trust and clear communication.
- Building Trust – no hidden agendas nor secret files.
- Creating a thinking environment – Staff who are in a mentally stimulating environment will produce this for students. Build psychologically safety in classrooms and schools.
- Video Coaching builds individual efficacy and agency. Hattie’s research shows a four times effect size from teacher efficacy compared to other strategies. They are making decisions not dependent on an external evaluation.
- High Quality Professional Development always includes job embedded learning.
- “Run the Experiment” is Richard Sheridan’s motto at Menlo Innovations. So, try things and see if it works to increase learning for staff and students. Use the ‘Reverse Las Vegas Effect.” If it works, tell everybody. If it doesn’t work, tell everybody. Share knowledge.
- Implement a “thought sanctuary.” This is especially designed to increase reflective thinking. Reflection-ON-Action (Schön) is one of the best ways to learn what worked, what didn’t, and what to try next time.
- Secret Sauce for successful video coaching- 6 goals for learning
- Non-Evaluative
- Confidential
- Optional
- Embedded
- Ongoing
- Reflective
- Collaboration – John Goodlad’s in the 80s said the number one depressor in schools is isolation. Bringing colleagues, leaders, and staff together improves the relationships of all the players.
Dylan Wiliams quote – “The most important difference between an effective teacher and a highly effective teacher is not what they know but what they do.” An old adage, ‘talk is cheap.’ As I have learned from Frank Wagner and Marshall Goldsmith in Stakeholder Centered Coaching is behavior is the goal. Based on what the partners see, what will you do next time. Frank and Marshall call this FeedForward. Video coaching provides visual evidence of what the best teachers and leaders do which drive student learning. The reflective conversation identifies goal(s) and the actions we can take to get better outcomes.
This book provides frameworks, suggestions, and practices that can growing professional learning through Video Coaching and the collaboration of educators.
I recommend this book because Jim and Casey make a great case for guilt free, conversations that will increase learning for both students and staff. I also want to do a shout out for them since they are giving most of the proceeds to Hilton Alumni Foundation and the LeRoy Backpack Program supporting kids and families. This is an example of what educators and leaders do to support communities. Kudos to you both.