Professional Development in Science and Literacy Through Video Protocols

In this workshop, we first provide a description of the larger project that focuses on how novice teachers develop and implement asset-based science and literacy discourse practices and shift beliefs about bilingual/ multilingual students, language use, and language learning over time. Utilizing a design-based implementation research approach, we worked with three cohorts of pre-service teachers from the University of Washington’s Elementary Teacher Education Program into their first three years of teaching as they engaged in developing asset-based discourse and reasoning in teacher learning communities. One of the ways we worked with them is by organizing Professional Learning Communities (PLCs) where teachers shared a video excerpt of their teaching with other teachers. This workshop focuses specifically on the protocol we had teachers use to invite feedback and reflection for the videos to improve their science and literacy pedagogies and ultimately also strengthen their trust in each other.