The Promise and Pitfalls of a Blended, Video- and Coaching-based Professional Development Program in Germany
Abstract: In order to be effective, professional development programs need to meet a number of criteria: e.g., to focus on content, provide active learning opportunities and modeling of effective practice, support collaboration, and include feedback and reflection phases. Moreover, videos of one’s own and other teachers’ teaching have proved to be helpful, because participants can reflect on authentic situations and videos can continuously be used outside of the professional development environment. At the content level, feedback in the classroom is a highly relevant topic due to its major impact on student learning. We designed a six-month blended, video- and coaching-based professional development program on the subject of teacher-student feedback, including design elements of effective professional development and own as well as videos of other teachers. All participating teachers (n = 60) worked in the same high school, which enabled them to easily continue working together (e.g., in a professional learning community). Overall, the PDP was positively perceived by the majority of participants due to the versatility of the program, different tasks, working with colleagues of their choice and dealing with one topic in-depth. However, some challenges included data-privacy policies, technical problems, and digital security when working with one’s own videos.
Presider: Abigail Phillips, University of Wisconsin-Milwaukee