What is the optimal level of facilitation in teachers’ discussions and the effect of contributing their own video?
This study is investigating the conditions of effective video-based math professional development and the use of an observational instrument as a common language for teachers to use to talk about their practice.
Groups of teachers in Grades 3–8 receive summer training on the Mathematical Quality of Instruction (MQI) rubric and participate in ten afterschool discussion sessions based on the MQI and video of math instruction. Teacher groups are randomly assigned to a type of facilitation (high-facilitation or teacher-led) and type of video use (stock video or video of their own instruction). Two cohorts of teachers in six districts have received the intervention since the data collection period began in May 2013. The study is currently in the analysis phase and results are expected to be shared in summer 2015.