1. Nanette Seago
  2. Video in the Middle: Flexible Digital Experiences for Mathematics Teacher Education
  3. WestEd
  1. Cathy Carroll
  2. Video in the Middle: Flexible Digital Experiences for Mathematics Teacher Education
  3. WestEd
  1. Elizabeth Dyer
  2. https://www.sesp.northwestern.edu/profile/?p=21533&/ElizabethDyer/
  3. Research Associate
  4. Video in the Middle: Flexible Digital Experiences for Mathematics Teacher Education
  5. WestEd
  1. Angela Knotts
  2. https://www.wested.org/personnel/angela-knotts/
  3. Research Associate
  4. Video in the Middle: Flexible Digital Experiences for Mathematics Teacher Education
  5. WestEd
Public Discussion
  • Icon for: Elizabeth Dyer

    Elizabeth Dyer

    Co-Presenter
    May 12, 2019 | 08:17 p.m.

    Thanks for visiting our video! We are currently in the second year of a four-year NSF DRK12 project. Up to this point, we have been focusing on designing and creating online video-based PD modules for teachers, and have gathered usability and feasibility data from math teachers and teacher educators. We’re now beginning to transition toward our research study that will examine the preliminary impact of the modules on teacher knowledge, instructional practice and student learning.

     

    As a starting point for discussion, here are some things we've been thinking about and would love your feedback on:

    1. Are you doing work with online or face-to-face professional learning for mathematics teachers? If so, we would love to know more about the contexts you’re working in, what challenges or problems of practice you’ve encountered, and what you’re learning from it!
    2. Would you, or educators you work with, be interested in online, video-centered professional learning? What makes this format of professional development attractive to you?
    3. What module topics would you like to see in terms of mathematics content, student mathematical thinking, or pedagogy?

     

    We are excited to join the conversation within this community, and you can find more information about our project at www.videointhemiddle.com.

  • Icon for: Susan Jo Russell

    Susan Jo Russell

    Facilitator
    May 13, 2019 | 11:58 a.m.

    Hi Nanette and Cathy and Elizabeth et al.,

    This video is fascinating.  You state the problem so well--of the difficulty for teachers of accessing ongoing high-quality professional development.  We've been incorporating online offerings into our workshop offerings for elementary teachers over the past few years, but these are all facilitated and therefore resource-intense.  I think this format is promising--having modules that can be facilitated or used independently. I realize that you are just conducting your data collection, but I'd be interested in anything you can say so far about a) why you chose these three formats and b) what you have observed about differences among them. 

    best,

    Susan Jo

  • Icon for: Cathy Carroll

    Cathy Carroll

    Co-Presenter
    May 13, 2019 | 12:17 p.m.

    Hi Susan Jo,

    Thanks for taking a look at our video. In response to your question of what we can say so far, we've just finished a feasibility study with small groups of approximately 10 teachers in each condition. While we are just beginning to dig into the data, we are pleased that teachers have, for the most part, reported finding the modules useful and engaging. We haven't yet broken out the data by condition, so it will be interesting to parse that out some. In terms of the three formats, we're interested in trying to understand a little more about what's similar/different about teacher learning in each.

    Cathy

  • Icon for: Susan Jo Russell

    Susan Jo Russell

    Facilitator
    May 14, 2019 | 05:32 p.m.

    Do you have a sense of what your plan would be for making these modules available once your research is complete?  If you decide that all three formats are valuable in different contexts, would you make them available in all three ways?

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 14, 2019 | 05:54 p.m.

    Hi Susan Jo,

    At the moment, we think that we will offer them in all three formats. The modules will be open education PD materials so we will have to figure out the logistics for offering the three formats. We can certainly keep you posted on our thinking and decisions!

    Nanette

  • Icon for: Nicole Wong

    Nicole Wong

    Researcher
    May 13, 2019 | 12:11 p.m.

    Hi Nanette, Cathy, Elizabeth, and Angela!  Wonderful video.  A few years ago, I worked with the Math Pathways and Pitfalls team to pilot online professional learning modules that included videos of practice.  While teachers appreciated the flexibility of interacting with the modules on their own schedules, they also expressed a pressing desire to discuss videos with one another and to receive feedback or coaching about their own classroom practice, particularly about times when the class discussion was not as smooth or productive as they hoped.  For this reason, I am excited to see that the VIM program offers options for professionally facilitated or locally facilitated PL.  I'm curious to learn more about what the facilitation supports will include.  I'm excited to see how your research progresses and to learn from your team about the benefits and challenges associated with the three models.

     
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    Kara Suzuka
    Benjamin Galluzzo
  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 13, 2019 | 12:26 p.m.

    Hi Nicole,

    Thank you for watching and commenting on our video. We are studying what types of facilitation supports local facilitators need. In the feasibility study, we provided limited support in the form of a short facilitation document and a zoom call to discuss the Now Comment format/structure. For the RCT study, we will recommend that the local facilitator go through the modules prior to facilitating. 

    Nanette

  • Icon for: Julie Amador

    Julie Amador

    Higher Ed Faculty
    May 13, 2019 | 02:46 p.m.

    Thanks for sharing your video! Our project, SyncOn, (video link) has some similarities in that we are focusing on online professional development for middle grades teachers. We are in year three of our project and focused on researching synchronous professional learning experiences for rural teachers. Similar to previous comments in this thread, one thing that stood out to me from your video was the different formats for delivery (i.e. professionally facilitated, locally facilitated, individual). It looks like you haven't analyzed those data, but I am curious about participant numbers. Do teachers seems equally interested in the three formats? Do you have a greater number of participants using one format or the other? As we have been thinking about scaling up our project, we have been considering how to best do this in a way that would require less facilitation time on our end, but we have struggled with knowing what this might look like. Thanks for your sharing your project!

    Julie

     
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    Kara Suzuka
  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 13, 2019 | 03:04 p.m.

    Hi Julie,

    Thank YOU for viewing our video! I am anxious to look at your video link. In our feasibility study, we recruited specifically for each format so that we had approximately 10 in each. For our RCT study, we will randomly assign by condition (format). In the feedback we received from the feasibility study we found that people varied in that some people preferred to work independently and others preferred to work in a group. Our assumption in creating a flexible design is that it will meet the needs of different preferences for online PD. We will be able to examine this more next year.

    Nanette

  • Icon for: Sharon Nelson-Barber

    Sharon Nelson-Barber

    Researcher
    May 13, 2019 | 02:50 p.m.

    Hello All - great video. A process that I would find very useful in my work. We should discuss further.

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 13, 2019 | 03:05 p.m.

    Hi Sharon!

    Thanks! Yes, we would love to discuss further!

    Nanette

  • Small default profile

    Laily Rinkel

    K-12 Teacher
    May 13, 2019 | 05:38 p.m.

     

    The video is very clear and spot on with the potential challenges of continuing our own professional growth as educators!  

    1. In the past, we have created online modules that help address the needs communicated in this video.  We have found that the online platforms provides access to our teachers to be able to still grow as a professional but at their own pace and time.  As mentioned in the video, having an interactive online experience is what seems to provide higher levels of engagement and teacher growth.  Video reflection submissions was one way that we chunked the PD to keep a log of the learning as a teacher went through the module. 
    2. I believe our teachers would be interested in online learning as it allows for them to find the time that works best for them.  Online also provides the flexibility of differentiating the learning experience.  For example, a teacher could self-select certain modules that apply most to where they are in their career.  This selection would lessen the time being spent on topics that he/she has already mastered.  Though this may sometimes be an option for in-person professional learning, online learning provides more personalized learning. 
    3. All of the above!  As professionals, we constantly need to be learning more about the content, student thinking, and pushing our pedagogical thoughts.  Depending on where we are in our careers, any combination of these topics would support our students in classrooms. 

     

     
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    Nanette Seago
  • Icon for: Cathy Carroll

    Cathy Carroll

    Co-Presenter
    May 13, 2019 | 05:58 p.m.

    Thanks for viewing our video, Laily, and for your thoughtful feedback. We are hopeful that teachers will find the VIM modules useful for enhancing their practice. Your comment that teachers would be able to self-select modules based on their current needs/interests is one of the things we find inviting about this approach. We look forward to getting these out to the field more broadly.

    Cathy

  • Icon for: Margareta Oscarsson

    Margareta Oscarsson

    Informal Educator
    May 14, 2019 | 03:37 a.m.

    Hi Nanette!

    We met a few years ago in Helsinki, the CIDREE Project. It was really interesting to meet you and hear about Video in the Middle as I work with professional development for math teachers in Sweden. In the project The Boost for Matehematics we also use classroomvideos and teachers are really interested in them. It would be interesting see some of your videos.

    Margareta

     

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 14, 2019 | 09:34 a.m.

    Hi Margarita!

    Of course I remember you! I hope all is well with you. Thank you so much for viewing our video! I would love to hear more about your project, The Boost for Matehematics.

    Nanette

  • Icon for: Paola Sztajn

    Paola Sztajn

    Researcher
    May 14, 2019 | 09:35 a.m.

    This is such important work!  Thanks Nanette for sharing.

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 14, 2019 | 10:15 a.m.

    Thank you Paola for viewing our video!

    Nanette

  • Small default profile

    Paige Johnon

    May 14, 2019 | 10:00 a.m.

    Nice video! I like how you have built flexibility and choice into the PD. So important to instructional design and often lacking in educator professional learning. 

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 14, 2019 | 10:17 a.m.

    Thank you for viewing our video Paige! Flexibility and choice are very important design decisions in our Video in the Middle module development.

    Nanette

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 14, 2019 | 10:02 a.m.

    Hi Susan Jo!

    We chose the three formats for flexibility--to potentially meet the needs of different contexts and learning preferences. We are genuinely curious about what teachers get out of each of the formats. We are just beginning our feasibility study analysis as we prepare for our RCT next year. We had 8-9 teachers in each condition that completed four 2-hour modules. In glancing over the post survey (last week), we noticed that in general people found the experience positive across all formats. Some people prefer to work independently at their own pace and others enjoy more of a collaborative experience. What surprised us a bit was how many talked specifically about what specific types of content they learned and the various instructional practices they were planning to take and use in their practice. In the RCT, we will observe classrooms to examine uptake. Please let us know if you have any other questions. (and VIM team, please add anything you think I left out)

    Best,

    Nanette

  • Icon for: Susan Jo Russell

    Susan Jo Russell

    Facilitator
    May 14, 2019 | 05:35 p.m.

    Thanks, Nanette.  I just posted another question about this under Cathy's response above.  We're very up in the air about our face-to-face and online p.d. offerings and what their future is, so I'm really interested in your thinking about this.

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 14, 2019 | 05:56 p.m.

    Hi Susan Jo,

    I responded above.

    Nanette

  • May 14, 2019 | 10:24 a.m.

    Very nice in the integration of strong curriculum and strong PD -- rarely see both combined so artfully.

    What do you think are the opportunities and barriers for scaling up to reach more teachers? 

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 14, 2019 | 10:41 a.m.

    Jeremy,

    Thank you for viewing and commenting on our Video in the Middle design!

    We hypothesize that the combination of asynchronous online PD and flexibility/choice for teachers will provide scale up opportunities. In our feasibility study, a barrier that was mentioned by teachers was “time”. We realized that we had designed the bridge to practice section of the module to take more time than we had planned that it would. We are in the process of revising those sections in order to keep the module to ~2 hours. We will have a chance to examine this more closely in our RCT study next year.

    Nanette

  • Icon for: Elizabeth Dyer

    Elizabeth Dyer

    Co-Presenter
    May 15, 2019 | 06:43 p.m.

    Hi Jeremy,

    Thanks for your thoughtful comment, scale up is such an important consideration. I'll add that our plan to make the modules available as open educational resources should also support scale up.

    It also seems like it could be a good opportunity for a future study to see if, and how these types of online professional learning resources are taken up and used at scale when they are available in as open educational resources. Do you have any thoughts about what opportunities and barriers (besides "time" that Nanette mentioned) that we might investigate in our study next year? 

    Elizabeth

  • Icon for: Jen Richards

    Jen Richards

    Researcher
    May 14, 2019 | 03:04 p.m.

    Hi VIM team,

    Thank you for your careful work thinking about designing online PD centered around video analysis! I have a few wonderings after watching:

    1. What platform are you using to design/host your modules?  It seems very flexible with different kinds of functionality!
    2. Did you consider having teachers share video of their own classrooms engaging in similar tasks?  I'm curious to hear your thinking about potential affordances/challenges.

    - Jen

  • Icon for: Cathy Carroll

    Cathy Carroll

    Co-Presenter
    May 14, 2019 | 05:04 p.m.

    Hi Jen, thanks for viewing our video. Our modules are hosted in Canvas, and we are using Padlet and NowComment for some of the interactive commenting/posting. Based on initial feedback from our usability and feasibility studies, our participants seem to find it easy to manage.

    The videos we are using have been used extensively in our PD efforts already and have been shown to help teachers deepen their math understanding and pedagogical strategies. While we know that having teachers share videos of their own teaching also can support teacher learning, that isn't a part of this project. Perhaps some time in the future.

    Cathy

  • Icon for: Elizabeth Dyer

    Elizabeth Dyer

    Co-Presenter
    May 15, 2019 | 06:34 p.m.

    Hi Jen! Thanks for watching our video. You raise a really interesting question about teachers sharing videos of their own classrooms. It makes me wonder if teachers might learn different things from analyzing videos of their own classrooms and/or videos from other teachers' classrooms, like you've done in some of your work.

    Do you have any findings (or predictions) as to potential affordances of these different types of video, and if both kinds of video are used, what kinds of sequencing (a teacher-captured video before or after another teacher's video) might be beneficial? Comparing the learning between these different designs could help all of us figure out what is really unique about each for supporting teacher learning. 

    Elizabeth

  • Icon for: Raffaella Borasi

    Raffaella Borasi

    Researcher
    May 14, 2019 | 08:50 p.m.

    I have also found viewing and analyzing classroom videos very valuable in both pre-service and in-service programs - but also found it very challenging to find good videos!  I especially liked the fact that you provide additional information along with the video, to make their analysis and discussion more fruitful - so I'd love to be able to make use of your videos and materials.  How do you plan to make them available to other teacher educators? 

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 14, 2019 | 09:46 p.m.

    Hi Raffaella!

    Thank you so much for viewing and commenting on our video! We will make the videos available as open education resources in a couple of years.

    Nanette

  • Icon for: Beth Sappe

    Beth Sappe

    Facilitator
    May 14, 2019 | 10:07 p.m.

    Hello,

    Thanks for sharing the video. Your project is so relevant to the work we have embarked in for teacher professional learning in City Schools. We spent this year creating grade specific videos for teachers to engage with to build content and pedagogy knowledge. We are not using classroom videos but I really like this idea as many teachers need to see what instruction should look like. Are you utilizing a specific curriculum that is aligned to the work you are doing. There is research showing the professional learning has higher yields of success when teachers are practicing what they will be teaching. 

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 15, 2019 | 10:33 a.m.

    Hi Beth,

    Thank you for viewing and commenting on our video. We are not utilizing a specific curriculum, but rather a certain type of task: visual linear growth tasks that allow for multiple solutions and representations. Many teachers have used these tasks within their own context and curriculum when it makes sense to them.

    Nanette

  • Icon for: Elizabeth Dyer

    Elizabeth Dyer

    Co-Presenter
    May 15, 2019 | 06:27 p.m.

    Hi Beth,

    Thanks for sharing your experience. We do see that including classroom videos can be a very powerful tool for supporting professional learning, and teachers do seem to appreciate them. I'll also add that providing teachers an opportunity to analyze the videos they watch is an important part of how the modules are designed. 

    Elizabeth

  • Icon for: Denise Schultz

    Denise Schultz

    Facilitator
    May 14, 2019 | 10:19 p.m.

    Hi Nanette!  Thank you for sharing your work with us.  I am particulary interested in learning more about your "bridge to practice" piece in the POST video section of your online PD opportunities.  Does this section shift the focus from student interactions and students' solutions to analyze teacher moves?  I know from watching classrooms clips including my own videos of myself teaching that I tend to notice missed opportunities and cant help to wonder how asking a different question at a particular moment or selecting and sequencing the students' solutions differently would have shifted the dialogue and connections made among the students.  So I'm curious about the reflection piece.  Did you choose to include prompts that question teacher moves or questions posed by the teachers in the videos?

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 15, 2019 | 10:38 a.m.

    Hi Denise,

    Thank you for viewing and responding to our video. The Bridge to Practice section of the module shifts the focus from teachers analyzing the classroom interactions to thinking about how the ideas within the module relate to their own practice. The Bridge to Practice activities vary in focus: teacher questioning; launching a lesson; summarizing a lesson; using color to link representations; etc. 

    Nanette

     
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    Denise Schultz
  • Icon for: Elizabeth Dyer

    Elizabeth Dyer

    Co-Presenter
    May 15, 2019 | 06:23 p.m.

    Hi Denise,

    Thanks for your thoughtful comment. It, along with Nanette's response, makes me wonder whether more specific or more general prompts for a Bridge to Practice activity are most useful for teachers. Maybe the answer depends on the focus as well (e.g. teacher questioning, launching a less). This could be an interesting thing to investigate through research.

    Elizabeth

  • Small default profile

    Ran Liu

    Researcher
    May 15, 2019 | 04:33 p.m.

    Hi Nanette!  Thank you for sharing this great video.  As education itself has become increasingly flexible in its delivery, especially in the higher education space, I love the focus on applying that added flexibility to teacher PD.  It also seems like this could also help to set a standard for the quality of PD that teachers from different school districts could all access.  Have you thought about issues of how you might generalize or adapt this training to teachers working in very different classroom contexts (in terms of class size, socioeconomic factors, behavioral factors, etc.)?

     
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    Kara Suzuka
  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 15, 2019 | 04:47 p.m.

    Hi Ran!

    Thank you for viewing our video! Our bridge to practice post video section is intended to support teachers in taking the content and instructional strategies highlighted in the modules and translating them into their own contexts. Our pilot study next year will provide us with data as to how successful  that design is in supporting teachers to adapt the ideas to their own practice.

    Nanette

  • Icon for: Elizabeth Dyer

    Elizabeth Dyer

    Co-Presenter
    May 15, 2019 | 06:20 p.m.

    Hi Ran,

    Your comment also makes me wonder whether adapting to different educational contexts could potentially be a benefit of the facilitated formats, especially the locally-facilitated format. Facilitators could actively support teachers to think about how the modules are relevant for their specific context.

    This is something we could even examine as part of our upcoming research study, so thanks raising this idea. 

    Elizabeth

  • Icon for: Terri Sainz

    Terri Sainz

    K-12 Outreach Specialist
    May 16, 2019 | 07:13 p.m.

    "Seeing it in Action" is an important and powerful component which positively impacts professional learning. MC² Summer MathLab, (video link) has similarities to your project in that we also use video. Initially we do so in the form of live videostream transmitted from student classrooms to teacher observation rooms where participants discuss, reflect, and collaborate on 1) how students learn math, 2) effective pedagogical practices, and 3) math content knowledge. In addition to video-streaming, we also record the lessons for use in other professional learning settings, such as reflecting on student discussions of their mathematical thinking and as exemplars.

    One of the challenges we've encountered (but have learned from) is the integration of technology. We needed to figure out how to get the video signal from the student classroom to the observation room. Additionally, we had to find a camera with high resolution that was compatible with the wireless video system, and most importantly, that was inexpensive. The issue of capturing and integrating sound with the video signal also had to be addressed. MC² collaborated with Creative Media Institute (CMI), a partnering NMSU department. CMI faculty act as videographer supervisors and help facilitate the filming of MathLab. Local high school videography students are hired and trained on location to shoot the week-long experiences. Other lessons learned include:

    • Ensuring that videographers established the correct camera angle without interfering with the student/teacher connection
    • Checking that teachers did not unintentionally have their microphone in “standby" mode
    • Dealing with occasional nervousness or apprehensive behavior on the part of the students and/or teachers being videotaped
    • Not having backup equipment so additional equipment had to be ordered on the spot

    Thank you for sharing,

    Terri

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 17, 2019 | 10:23 a.m.

    Dear Terri,

    Thank you for viewing our video and sharing your project’s challenges and lessons learned in using video. We appreciate your insights.

    Nanette

  • May 17, 2019 | 03:07 p.m.

    Hi Nanette, Angela, Elizabeth, and team.

    What an excellent video! It was great to get a guided tour to "see" what the online VIM modules look like and to better understand how teachers interact with them. You certain have figured out powerful ways to make use of classroom video to springboard conversations among teachers. Can you say a bit more about how the online communication/conversation has been alike/different from the face-to-face professional learning experience?

    As you know, we work with written cases of practice and sometimes it can be hard to succinctly describe the bigger picture of a unit and and therefore where the reader/viewer drops into the classroom. For this reason, I appreciated your lesson graphs. Again, thanks.

  • Icon for: Cathy Carroll

    Cathy Carroll

    Co-Presenter
    May 17, 2019 | 07:03 p.m.

    Hi Kirsten,

    Thanks for viewing our video and for your comments. As you know, our team has plenty of f-to-f experience so are really interested in figuring out how to move toward the level of interaction available there. We have found that the Padlet walls we are using for sharing teachers' work on math tasks and reflections on the module are helpful. The challenge is the lack of synchronicity of participation for getting to second or third generation comments on each other's postings. We have just finished our feasibility study and are starting to analyze the data...so in a few months we will be better able to answer your question about the online communication/conversation. 

    Cathy

     
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    Kara Suzuka
  • Icon for: Kara Suzuka

    Kara Suzuka

    Assistant Specialist
    May 20, 2019 | 03:56 p.m.

    Thank you, Kirsten and Cathy for this thread — I was also wondering about the online communication forum and what role it is intended to play and what role it actually plays for participants in the different formats.  It seems challenging (as a participant) to engage with others’ posts — especially as the posts become more numerous and as the “community” of participants grows. I’m very interested in what you learn from your analyses!

  • Icon for: Nanette Seago

    Nanette Seago

    Lead Presenter
    May 20, 2019 | 04:19 p.m.

    Thank you Kara for viewing our video! It will be interesting to see what we find in our analysis as it relates to online communication, especially in relation to what they learn and use in their practice from participating.

    Nanette

  • Icon for: Kara Suzuka

    Kara Suzuka

    Assistant Specialist
    May 20, 2019 | 04:19 p.m.

    This is such an exciting and important project! Our school district is very spread out with schools on different islands and some located in very remote areas. I could see all three formats being very helpful to our teachers but understanding which formats are better for which purposes/contexts is a big question. Also, any light you can shed on how to best optimize the different formats – as well as how to support teachers’ experiences within the different formats – would be make a huge difference. I look forward to learning from you!

    One thing I was wondering is what, if any, supports there might be for designing/adapting accountability structures for the PD? For example, in our district, teachers typically need to submit a portfolio containing lesson plans, student work samples, lesson reflections, etc. in order to get credit for the PD (these credits are important for professional advancement). Are you or your pilot-testers developing portfolio or observation tools/resources/support as a part of the work? 

    Thanks again for this wonderful video and your terrific work!

  • Icon for: Cathy Carroll

    Cathy Carroll

    Co-Presenter
    May 20, 2019 | 04:30 p.m.

    Hi Kara,

    Thanks for your comments. In our RCT next year, we will be observing a sub-set of teachers using a tool adapted from the MQI and TRU framework. Our purpose there is to be able to do some comparison between teachers' self-report from our teacher logs and what it looks like in the classroom. We'll share what we learn.

    Cathy

  • Further posting is closed as the showcase has ended.