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ing trust between faculty and admin- minutes, during Math or Language Arts Faculty feedback has been overwhelm-
istration. “Principals set the tone for instruction. It was repeatedly stressed ingly positive. “Micro-teaching has reig-
teachers to trust one another. Teach- that the videos were to be of authentic, nited the power of collaboration in our
ers’ trust in one another is facilitated successful practices that were used school and created a culture where ev-
by a principal who promotes a school with regularity. Initially, faculty were eryone can share their best practices.
culture that emphasizes cooperation concerned with superficial elements Teachers feel they are valued and em-
and caring rather than competition and of the video; how their hair looked, powered to reach our fullest potential
favoritism. Schools with a high level of or if the camera really did put on “10 by gaining insight into our colleagues’
trust among the faculty are more likely pounds.” Understandably, teachers passion for education, effective strate-
to benefit from teacher collaboration expressed some trepidation about gies for students’ success, and class-
and constructive responses to conflict.” having their peers watch and possibly room management techniques.” (K.
(Tschannen-Moran, 2014). criticize their instruction. Teacher fears Biagiotti, 1st grade teacher).
By the very nature of standardized were acknowledged and discussed The micro-teaching library has proven
assessments, teachers and schools while administration continuously to be an effective resource for new
are compared to one another. Often, stressed that the emphasis would be teachers as well. “As a new 5th grade
this leads teachers to guard their best on pedagogy as opposed to evaluation. teacher at CMS, the micro teach
practices and successful lessons in By the end of the week, 45 teachers sessions have been invaluable for
order to ensure their students continue volunteered to participate. me. Through micro teaching, I now
to score well when compared to their As the year progressed, our profession- have the opportunity to see the best
peers. This was the antithesis of our al learning communities changed. No practices of my 5th grade colleagues
belief that teachers should be working longer were external influences beyond in action during our PLCs, without
together and sharing best practices. our control discussed as obstacles to having to carve time out of my own
Conversations in PLCs focused on the student learning. Teachers became teaching to observe. It also gives me
creation of a common goal, the success excited to share their video-taped best an opportunity to show my team what
of one being the success of all. Slowly, practices, and “a-ha” moments were I'm doing and get feedback on how I
a collegial culture began to emerge. plentiful. Grade-level colleagues asked could make it better.” (M. Nyce, 5th
No longer were teachers constantly detailed questions about implementa- grade teacher).
competing, but working together to tion. Supporting documents, teaching While still in its infancy, the micro-
address common challenges and resources, and student exemplars were teaching journey at CMS has already
student achievement goals. provided to support the micro-teach brought a level of collective teacher
In the fall of 2106, microteaching was video. Student achievement was dis- efficacy previously non-existent in
introduced during a presentation in cussed in terms of grade-level teams, our school. Our teachers have done
PLCs. Teachers were asked to think not individual teachers. CST members, an outstanding job embracing micro-
about an instructional strategy they’ve reading specialists, and special educa- teaching, and we are certainly excited
used in their classroom that positively tion teachers submitted video tapes of to watch the impact on our students,
impacted student achievement and their own. Micro-teaching was proving the true beneficiaries of the initiative.
to video themselves in action. Videos itself to be a powerful instrument in
were to be brief, no more than 15 bringing teachers together. We couldn’t
have asked for a better outcome.
References
Hattie, John. Visible Learning: a Synthesis of over 800 Meta-Analyses Relating to Achievement. London, Routledge, 2009.
Lortie, Dan C. Schoolteacher; a Sociological Study. Chicago, University of Chicago Press, 1975.
Tschannen-Moran, Megan. Trust Matters: Leadership for Successful Schools. San Francisco, Jossey-Bass, 2004.
Tschannen-Moran, M., & Barr, M. (2004). Fostering Student Learning: The Relationship of Collective Teacher Efficacy and
Student Achievement. Leadership and Policy in Schools, 3(3), 189-209.

About the Authors
Kevin Moore is the Principal of Chester M. Stephens Elementary School in Budd Lake, New Jersey. He
served as assistant principal at Mount Olive Middle School and spent 6 years as a high school history
teacher before coming to Mount Olive. He received his B.A. degree in Political Science from Lynchburg
College, M.A. degree from Seton Hall University, and is currently enrolled as a student in their Ed.D. K-12
Administration program.

Jennifer Curry is the Instructional Supervisor at Chester M. Stephens Elementary School. Throughout her
24-year career in education, she has moved from classroom teacher to basic skills instructor to administrator.
She has worked in the Island Trees, NY and Mount Olive, NJ school districts. Jennifer holds both a B.A. and
an M.A. in Reading/Special Education from Dowling College and an M.A. in Educational Administration from
Kean University. She resides with her family in the Lake Mohawk community of Sparta, New Jersey.

Educational Viewpoints -63- Spring 2017