Microteaching: A model for professional development
For every licensed educator, ongoing and continuous professional development (PD) is likely a requirement for recertification. Unfortunately, many educators do not buy-in to PD due to lack of choice, relevance, and the “sit and get” nature of many offerings (Kroeger et al., 2022). In their article, “Microteaching: An Opportunity for Meaningful Professional Development,” Kroeger et al.(2022) lay out the framework for a PD model that could potentially provide a solution to some less than ideal PD opportunities. Microteaching is defined as a “structured approach of bounded practice that makes it possible to focus on specific teaching behaviors” (Kroeger et al., 2022, p. 463). When microteaching is paired with evidence-based practices, there is a strong impact on the quality of teachers’ instructional behaviors and student learning outcomes (Hattie, 2009). While the name microteaching could imply that this model of PD is small, it involves a level of commitment and collaboration between professionals and several phases to be implemented successfully.
Microteaching requires a commitment between three or four professionals over the span of a semester or a year with the goal of each person completing at least three sessions (Kroeger et al., 2022). By completing at least three sessions each, the collaborative group of professionals ensures that the recurrence level is sufficient to build a culture of learning and self-study. The four phases of implementation include planning, teaching, reflective commentary, and collaborative assessment (Kroeger et al., 2022). In phase one of microteaching, the educator selects the specific strategy or skill she wishes to develop, ensures that the resources and supports are in place to practice this new skill, and creates a lesson plan (Kroeger et al., 2022). In phase two, implementation, the educator teaches the lesson to a small group of professionals who act as students (Kroeger et al., 2022). Similar to a dress rehearsal, the faux students attempt to anticipate how real students might act and what questions they might ask. This phase is recorded in order for the educator and the small group to review the session for reflection (Kroeger et al., 2022). The purpose of phase three, reflective commentary, is for the educator to analyze their instruction. This analysis involves pausing the video at one minute intervals to document what is happening (e.g., specific language used, actions of their peers in response to instruction (Kroeger et al., 2022). In the fourth and final phase, the educator meets with their group of peers to complete collaborative assessment where everyone works together to determine what worked, next steps, why something did or didn’t work, and what changes should be made.
Kroeger et al. (2022) consider microteaching to be a “collaborative development structure,” one that provides teachers with agency and an opportunity to perfect a specific practice or skill of their choice” (p. 470). Review the full article where you will find additional materials, checklists, and forms to make microteaching a success.
References
For more information, contact Crystal Bell ([email protected]), Program Specialist, T/TAC at VCU.