Minnesota Online Teacher Induction Network

1. Minnesota Online Teacher Induction Network Gillian Roehrig Barbara Billington STEM Education Center University of Minnesota

2. Current Teaching Force Trends Ingersoll, 2012

3. Current Teaching Force Trends The new supply of science and mathematics teachers has more than kept up with this increase in demand Ingersoll and Merrill, 2010

4. Current Teaching Force Trends Ingersoll, 2003; Ingersoll and Perda, 2012

5. Current Teaching Force Trends No Induction Basic Induction Basic Induction + Collaboration Basic Induction + Collaboration + Teacher Network + Extra Resources Smith and Ingersoll, 2004

6. History of TIN • 2005 – 2006 Face to Face and Online versions developed under a NSF TPC grant • 2006 – 2008 STEMMP developed under grant from the Minnesota Department Education • Project IMPACT (NSF Noyce) 2008 – 2012. Redesigned as Teacher Induction Network (TIN)

7. STEMMP STEMMP – statewide online induction program for secondary STEM teachers

8. STEMMP

9. Teacher Induction Network (TIN) • For credit only • Required for M.Ed. Completion • Required for all NoyceScholars

10. Teacher Induction Network (TIN)

11. Reflective Journals The first day of teaching at XXXX for the 2011 – 2012 school year is complete. After having a year of teaching already behind me, the preparation for this year was much more productive. It felt a lot less chaotic, but somehow no less desperate. It seems that the new year begins with a strange mix of high-level policies and ground-level needs. We’ve been introduced to no less than three new positive behavior support frameworks, but we still don’t have enough chairs in our classrooms. We have a new technology support system that allows students to connect to our network with personal computers, but we have students who still don’t come to class equipped with basic school supplies. It seems that the district as a whole is working on a much higher level of Bloom’s taxonomy than the teachers. How does this kind of split occur? Since it seems to happen nearly every year, there must be something systemic that is causing this discrepancy between those on the ground and those in command. September

12. Reflective Journals I gave my first test on Thursday and corrected it and had it ready to hand back today. On the whole, the results were about what I expected. Several of my students surprised me with how well they did, but I could see a clear distinction between the students who use their class time effectively and those who need constant prompting to keep on task and get their work done. For Intro to Physics, we used a common assessment which the four of us who teach the class had written over the summer. While it seemed like a good test at the time, in retrospect, I’m not terribly happy with it, and neither is one of the other ITP teachers. It’s not awful, but I think there are probably better ways to test the concepts we’re trying to get at. I’m not sure how the other teachers will feel about it, but I’m in favor of getting rid of it almost entirely and starting over next year. September

13. Reflective Journals This month has felt like a slow burn. To date, this reflective journal has been the hardest to write. Part of that is the result of some serious exhaustion, and part of it is the result of my brain feeling wiped out by day’s end. I guess the hallmark of this month has been the accumulation of added duties at school. Everything from after-school supervisions to new PLC initiatives (and the endless meetings that accompany them) has slowly turned into a massive weight that must be carried in addition to what we teachers are already carrying. It’s more than clear that we are being given more and more things to do, but it’s equally clear that we are not given more time to do it. I feel it officially becomes ridiculous when my colleagues are calling in substitutes to teach their classes so they can work on all this other stuff in the office. I want to make educating our kids my top priority, and I can’t do that … February

14. Reflective Journals The ESL teacher and I have come up with some kind of plan that will hopefully satisfy the both of us. The real change has just been that we intend to spend a little time each week just going over the upcoming week. Personally I think it holds little value, but this is something he really wants so I guess I can try to make it happen. As I have said before I think this collaboration will get better with several years of being in place, but for me as a new teacher it is one more thing that has been a challenge. I think as he continues to become more comfortable with the content we will be able to operate more often as two equal parts in the team, but right now he is still learning the content, right along with his students, so it is hard for me to give him responsibilities to teach the material, or expect him to do so. We will continue to wade into different models over the years and it will likely look very different. Right now I think I am trying to include some opportunities for him to take his kids across the hall to work together at a different pace.… February

15. Topical Responses

16. Venture-Vexation

17. Venture-Vexation • The challenge that I have encountered is with my 9th grade Physical Science students. Many of my students are not turning in assignments in on time and usually don't turn them in at all. This is a very important part of my class not only because it counts for 20% of their grade, but also so I can see the students' comprehension and address any misconceptions. When looking at my grade book, there are several students who have not submitted work from the last two units. This is an issue that needs attention because the principal has the ZAP (Zeroes Aren't Permitted) policy. • I have the dubious honor of teaching five classes of 9th graders. These students come from a smattering of middle schools (two within the district, transfers, home schooled, parochial, etc.) and each student has a different idea of appropriate classroom behavior. This, combined with large class sizes (about 37 students), makes modeling appropriate high school behavior challenging. Moreover, when 20-odd sugar-fueled 9th graders decide to revolt, not even hulking out can rein them in and return the class to a studious environment.

18. Venture-Vexation • At the end of the school year I am going to have my students do a rather large final project on animal behavior and present it to the class. I am in need of advice and recommendations as I want it to be a valuable learning experience for my students. I will allow them to choose their topic. We have watched a few clips from the Life series and students get absolutely enthralled with it, which is why I am going to have the project be on a particular animal and their behavior with each other and other organisms. I am doing this for my venture/vexation because this is the first project they will have done all year and I don’t know what to expect realistically from 10th graders being that it is my first year teaching and the first big project I have assigned

19. Professional Development Inquiries Danielson’s Framework for Professional Practice • Communicating clearly and accurately • Using questioning and discussion techniques • Engaging students in learning • Providing feedback to students • Demonstrating flexibility and responsiveness (Danielson, 1996)

20. Professional Development Inquiries • Video enables teachers to remove themselves from the demands of the classroom and to step back and examine classroom events • (van Es & Sherin, 2008)

21. Research Questions RQ 1: What is the nature of beginning teachers’ reflective stances using a video annotation tool examining their own teaching practice? RQ 2: What is the nature of beginning teachers’ responses to colleagues using a video annotation tool?

22. Methods • Participants • 33 beginning teachers enrolled in TIN over the past three years, from 2009 – 2012 • 16 selected for study • Data Collection • Professional Development documents • Video Annotations

23. Methods • Data Analysis • 229 Annotations were coded for four dimensions: • Annotation Topic (Pedagogy, Management, Communication, Student Behavior) • Actor (Teacher, Student) • Annotation Stance (“Learning to Notice Framework”) • PDI Focus

24. Methods • Learning to Notice Framework (van Es & Sherin, 2002) • Describe: refers to statements that recounted the events and action related to the annotation • Evaluate: refers to statements in which the teachers commented on what was good or bad or could have been done differently • Interpret: refers to statements in which the teachers made inferences about what they noticed and connect to educational theory • Addition of Explain

25. Annotation Topic: (CM, Pedagogy, Communication, Student Behavior) Actor: (Teacher, Student) Annotation Stance:(Describe, Explain, Evaluate, Interpret) PDI Focused: (Yes or No) Methods “Again I am giving the student the opportunity to talk amongst themselves first so that they are better prepared, more confident, and hopefully then more participatory when we come back together as a class. Does it take more class time? In a way, and their is a risk of off task behavior, but it really makes more more meaningful discussions.!”

26. Results (RQ 1) Topic # of Annotations Cohort Year

27. Results (RQ 1) Stances # of Annotations Cohort Year

28. Describe 151 Explain 107 Interpret 22 Evaluate 68 Beginning (4) Developing (4) Developed (8) Results (RQ 1) .Annotations Learning to Notice Framework Reflective Practitioner Spectrum Teachers

29. Peer Responses (RQ 2) • Data Analysis • 239 Peer Response Annotations • Relate to your own experiences • Pose a question (to the colleague) • Make a suggestion (to the colleague) • Praise and/or agreement • Summarization

30. Relate to own experiences Pose a question Make a suggestion Praise and/or agreement Summarization Peer Responses (RQ 2) “I agree that it would be nice to have the students leading the charge a bit more in the calculations, but I also know how difficult it is to manage such post-lab time on a lab day. If the students were to 'go to the board' and analyze the reaction, would valuable hands on time be lost back in the lab?

31. Relate to own experiences Pose a question Make a suggestion Praise and/or agreement Summarization Peer Responses (RQ 2) “I have similar debates with myself...how much do the kids need to be guided with their note taking. They like it to be very clear what they need to write down, but I agree they need to start learning how to pick out what is important...they will need that skill in college. I often use a skeletal note, because it jut makes my life easier, and it also helps ELL and SpEd too!”

32. Results (Part 2) # of Annotations

33. A missed opportunity? VideoAnt does not have a notification system to alert users to new content related to their video Neither teachers nor instructors have any way of determining if the teacher ever read the peer response ???

34. Conclusions Providing carefully scaffolded virtual spaces for beginning science teachers to further develop and reflect upon classroom teaching in action is important Video annotation provides educational, social, & technological affordances that allow for the development of reflective practitioners in an online induction program. van Es & Sherin’s Framework applies to online spaces

35. Questions? Acknowledgements Joel Donna, Mary Hoelscher Tasneem Anwar, Josh Ellis, Justin McFadden For more information: Gillian Roehrigroehr013@umn.edu Barbara Billingtonbill0041@umn.edu