Virtual Tools and Protocols to Support Collaborative Reflection During Lesson Study

by Randall E. Groth, Salisbury University; Jennifer A. Bergner, Salisbury University; Starlin D. Weaver, Salisbury University; & D. Jake Follmer, West Virginia University

Lesson study provides opportunities for teachers to collaboratively design, implement, and analyze instruction. Research illustrates its efficacy as a site for teacher learning. The setting for this article is a lesson study project involving preservice teachers, inservice teachers, and university faculty members. We supported collaborative reflection on practice among these individuals by using asynchronous and synchronous online tools and meeting protocols. Asynchronous online lesson-video review and tagging helped participants prepare to debrief about lessons they had implemented. Midway through one of our lesson study cycles, the COVID-19 pandemic occurred, eliminating opportunities to meet face-to-face for lesson debriefing sessions. In response, we developed and field-tested two protocols for online synchronous lesson study debriefing meetings. The protocols prompted conversations related to pedagogy, content, and content-specific pedagogy. After the debriefing sessions, lesson study group members reported improvements in their knowledge growth, self-efficacy, and expectations for student learning. We describe our use of online virtual tools and protocols to contribute to the literature on ways to support collaborative reflection on practice.

A District-University Partnership to Support Teacher Development

by Katherine Wade-Jaimes, University of Memphis; Shelly Counsell, University of Memphis; Logan Caldwell, University of Memphis; & Rachel Askew, Vanderbilt University

With the shifts in science teaching and learning suggested by the Framework for K-12 Science Education, in-service science teachers are being asked to re-envision their classroom practices, often with little support. This paper describes a unique partnership between a school district and a university College of Education, This partnership began as an effort to support in-service science teachers of all levels in the adoption of new science standards and shifts towards 3-dimensional science teaching. Through this partnership, we have implemented regular "Share-A-Thons," or professional development workshops for in-service science teachers. We present here the Share-A-Thons as a model for science teacher professional development as a partnership between schools, teachers, and university faculty. We discuss the logistics of running the Share-A-Thons, including challenges and next steps, provide teacher feedback, and include suggestions for implementation.