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The Video Collection
Purpose - The Highlighting Effective Teaching Strategies Video Library was a collaborative project between local education agencies, University of Hawaiʻi & Hawaiʻi Department of Education with support from Kamehameha Schools. The project was designed to bring real-world examples and models of effective teaching practice to pre-service and in-service teachers. In addition, the processes used to create and index the library were designed to support the effective professional learning around teacher practice for all future and current educators and administrators. With permission of students, parents, teachers, and administrators, the project visited 30+ classrooms and recorded 55+ lessons in public and public charter schools over an 18-month period. The collection located here is the work and contribution of many people who support the drive for positive outcomes for public education.
With all the good that can come from this tool, we want to be clear that this library is not about teacher evaluation or the prescription of any specific practices, models, or frameworks. First and foremost, these videos are simply teachers teaching in their schools and classrooms. The analysis that was conducted was done by participants. teachers, and professionals who used one particular frame of reference.
With all the good that can come from this tool, we want to be clear that this library is not about teacher evaluation or the prescription of any specific practices, models, or frameworks. First and foremost, these videos are simply teachers teaching in their schools and classrooms. The analysis that was conducted was done by participants. teachers, and professionals who used one particular frame of reference.
Viewing the Video Collection
Please appreciate the complexity of this work. This site allows you to access our video library and elements of our database. We appreciate your viewing these videos from a couple of different perspectives:
Perspective #1: Primarily, we hope you view this work with great respect for the teachers and communities who have opened up the doors of their classrooms and humbly shared their practice. While each of these teachers are amazing in their own right, we are not sharing these videos under the frame of "outstanding practice". Rather, we are are sharing these videos simply as the work of teachers.
Perspective #2: This library is an incomplete piece of a larger effort by educational professionals who are trying to provide support for the professional learning of pre-service and in-service teachers, as well as individuals responsible for the professional learning of these groups. The collection has been reviewed by many educational professionals who have identified practices worth sharing in an effort to support teachers' professional learning. This does not mean that all videos in the practice set are exemplary, but rather, it is merely the work of teachers in their classrooms.
Perspective #3: The library was indexed based on a crosswalk of common professional teaching frameworks for observing practice. The indexing was by done by educational professionals, educational researchers, classroom teachers, and school administrators. We have chosen to highlight components of these framework in accordance with values put forth by the Hawaii Department of Education (HIDOE). The highlighted components at this stage of the library are: developing norms for learning, behavior management, questioning and discussion, student engagement, and instructional assessment. With that said, this video collection and data set is merely the work of teachers. Its value remains simply that.
We always have room to grow on our perspectives on teaching and teacher evaluation: www.edweek.org/ew/articles/2016/04/20/charlotte-danielson-on-rethinking-teacher-evaluation.html
Perspective #1: Primarily, we hope you view this work with great respect for the teachers and communities who have opened up the doors of their classrooms and humbly shared their practice. While each of these teachers are amazing in their own right, we are not sharing these videos under the frame of "outstanding practice". Rather, we are are sharing these videos simply as the work of teachers.
Perspective #2: This library is an incomplete piece of a larger effort by educational professionals who are trying to provide support for the professional learning of pre-service and in-service teachers, as well as individuals responsible for the professional learning of these groups. The collection has been reviewed by many educational professionals who have identified practices worth sharing in an effort to support teachers' professional learning. This does not mean that all videos in the practice set are exemplary, but rather, it is merely the work of teachers in their classrooms.
Perspective #3: The library was indexed based on a crosswalk of common professional teaching frameworks for observing practice. The indexing was by done by educational professionals, educational researchers, classroom teachers, and school administrators. We have chosen to highlight components of these framework in accordance with values put forth by the Hawaii Department of Education (HIDOE). The highlighted components at this stage of the library are: developing norms for learning, behavior management, questioning and discussion, student engagement, and instructional assessment. With that said, this video collection and data set is merely the work of teachers. Its value remains simply that.
We always have room to grow on our perspectives on teaching and teacher evaluation: www.edweek.org/ew/articles/2016/04/20/charlotte-danielson-on-rethinking-teacher-evaluation.html
Search the Video Collection
The first analysis of teaching is organized using the guidance of professional frameworks and professional expectations of teachers in Hawaii public schools, we use the following couple common elements of effective teaching practice to examine the classroom practice in the video library. You will find the following components noted and timestamped for each of the multiple videos:
1. Developing Classroom Culture - Teachers should ensure that students value learning and are aware of the expectations, including learning targets, outcomes, and evaluative measures. Additionally, teachers should work to support students in developing into quality learners, including: effort, commitment, initiative, evaluation, accuracy, and, accountability.
2. Behavior Management - Teachers are responsible for setting norms and behavioral expectations. Additionally, teachers prevent, monitor, and respond to student behaviors appropriately and effectively.
3. Questioning and Discussion - Teachers should use a variety of questioning techniques to encourage critical and well reasoned thinking. Rigorous and challenging questions deepen students comprehension of a topic and support their achievement of learning goals. Quality questions are the foundation of meaningful student participation and dialogue.
4. Student Engagement - Teachers are responsible for creating a learning environment where students are actively seeking knowledge, skills, and experiences. This can be encouraged by designing effective and challenging instruction, managing scaffolding, chunking, and timing of instructional activities, providing meaningful and diverse instructional materials, and creating diverse opportunities for interpersonal and intrapersonal engagement.
5. Assessing Student Learning - Teachers need to know whether or not students are learning in order to develop insight into whether or not instruction is effective or needs to be adjusted. Having clear learning targets, assessment criteria, and instruction designed to reach those targets is essential in this process. Additionally, teachers should monitor student progress in learning tasks and providing meaningful and timely feedback
*The research and videos produced have been through a rigorous consent approval process, and have been reviewed by University of Hawaii - Office of Research Compliance and the Hawaii Department of Education-Office of Data Governance. We have done our best to respect the participants.
The first analysis of teaching is organized using the guidance of professional frameworks and professional expectations of teachers in Hawaii public schools, we use the following couple common elements of effective teaching practice to examine the classroom practice in the video library. You will find the following components noted and timestamped for each of the multiple videos:
1. Developing Classroom Culture - Teachers should ensure that students value learning and are aware of the expectations, including learning targets, outcomes, and evaluative measures. Additionally, teachers should work to support students in developing into quality learners, including: effort, commitment, initiative, evaluation, accuracy, and, accountability.
2. Behavior Management - Teachers are responsible for setting norms and behavioral expectations. Additionally, teachers prevent, monitor, and respond to student behaviors appropriately and effectively.
3. Questioning and Discussion - Teachers should use a variety of questioning techniques to encourage critical and well reasoned thinking. Rigorous and challenging questions deepen students comprehension of a topic and support their achievement of learning goals. Quality questions are the foundation of meaningful student participation and dialogue.
4. Student Engagement - Teachers are responsible for creating a learning environment where students are actively seeking knowledge, skills, and experiences. This can be encouraged by designing effective and challenging instruction, managing scaffolding, chunking, and timing of instructional activities, providing meaningful and diverse instructional materials, and creating diverse opportunities for interpersonal and intrapersonal engagement.
5. Assessing Student Learning - Teachers need to know whether or not students are learning in order to develop insight into whether or not instruction is effective or needs to be adjusted. Having clear learning targets, assessment criteria, and instruction designed to reach those targets is essential in this process. Additionally, teachers should monitor student progress in learning tasks and providing meaningful and timely feedback
*The research and videos produced have been through a rigorous consent approval process, and have been reviewed by University of Hawaii - Office of Research Compliance and the Hawaii Department of Education-Office of Data Governance. We have done our best to respect the participants.
*This product was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.
