I have been trying to get into the classroom to teach mathematics as some of my colleagues in general education have the opportunity to; however this has been quite a challenge. Being able to teach mathematics is a class would have allowed me to properly implement my project and monitor it but it has been unfeasible. My responsibilities as an administrator for a school with approximately 70% of its students who are alternatively assessed have derailed my focus on working with students in mathematics using photography.

I initially wanted to execute this project because I was awarded a grant two semesters ago to conduct research in teaching mathematics in special education classrooms using photography.  My initial challenge with the research was with students’ attendance; many of my students are transient. Acquiring signatures from parents and the students, which was compulsory was my second challenge.  The lack of permission from parents to allow data collection using video recording and student attendance limited my research interest. With this class assignment in mind, I wanted to have a second chance at collecting data by developing and implementing my project, however this will not be possible at this time. My goal is to continue with my research analyzing and revamping my research methodology.

To that end, I want to refocus my  project for this course on my primary duty in providing professional development.  The project will focus on using video-based professional development to enhance teaching and learning.  I have been working with two teachers since the last academic year using video recordings to document classroom interactions/instruction rather than providing formal and informal observations.

I prefer this type of collaborative observation instead of the traditional method of telling teachers how to teach.  Additionally, both teachers I am working with feel comfortable with this process because they are able to review their pedagogical practices, reflect and have engaged discourses about improving their own practices.  This year, the teachers chose to continue with this video-based professional development and decided to invite one more teacher.  To document instructional practices, teachers are provided flip cameras to record while teaching and they upload it into a shared file suing Drop box.  We later review the videos, answer questions regarding our observations and provide constructive critiques.

The goal of my project is to continue to use this method, document the trajectory of the teacher’s professional development and introduce this process to the entire school (or at least my Academy) and have an open discourse about best practices.