Take a look at our infographic to discover 7 ways you can use video in your professional learning coaching program.

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TORSH offers an innovative platform to support educator professional learning and coaching. Using TORSH Talent, educators can record their practice, upload the video securely, and then receive time-stamped feedback from a coach, administrator, or even fellow teacher. Interested in learning more about TORSH Talent? Reach out to schedule a conversation with one of our learning experts.

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Fall and the start of school, no matter if it is face-to-face, online, or a hybrid version, evokes many emotions for us. Excitement builds with the shopping of school supplies, meeting new classmates, and, of course, Friday nights under the lights! Even though football is sidelined in many high schools and colleges, for now, we can instill a “GAME on” attitude as we gain momentum into this school year. Here are some considerations to make your lessons effective and positive experiences for your students. 

1. Goals: Setting goals is something all of us in education do almost automatically as a part of each lesson. What is it that we want students to be able to know and do? But a real difference can be made if these are shared with our students (and now also with parents or caregivers) at the onset of the lesson. Writing out the lesson’s goal in student-friendly, concise language will help the student and teacher remain focused and give the parents much needed direction. Going back and reviewing the goal at the end of your lesson solidifies what you hoped to accomplish. Students may discuss with parents or each other whether (or not!) they feel they met the goal. They may even have the opportunity to reteach to someone in a virtual or face to face interaction. Reciprocal teaching is a strategy with great power and effectiveness in the classroom. 

2. Accessibility: Online learning requires just that- access to the internet for all. And online, there are hundreds of apps and sites that have been developed for student interaction. As educators, we need to be sure to use a consistent online space to manage class information, such as Google Classroom or even a Learning Management System (LMS) like Canvas or Blackboard.. Our students and parents need to be able to depend on a “home” they can visit that is simple to use and familiar to them. They can check in to find easy access to announcements, directions, other websites to visit, or assignments to complete. As our students feel more comfortable with online tools, they can use their time more efficiently and constructively. 

3. Meaningful: Last spring, educators were faced with the change from classroom learning to online in the blink of an eye. In a very short time, they were asked to develop activities and lessons that would sustain some sort of teaching and learning, all without much direction or professional development. Were these developed lessons always meaningful? No. Were they oftentimes busy work to, at the very least, keep students engaged in some sort of academic activity? Yes. But now, we are better prepared. Students, parents, and teachers know this learning matters and will make a difference. Our challenge as educators is to figure out how to make our lessons meaningful and effective. What we ask of students now, can look very different than what we asked for in April. Student-driven tasks or choices within an area of study can heighten interest and motivation. Assignments do not all have to be completed in one day but layered as higher-order thinking skills are used. Writing pieces can be shared with peers or parents and responses added to help a young writer develop clarity and voice. Families can become engaged in discussions centered around a current book or short story. These interactions with peers and families can make learning more meaningful for all. 

4. Enriching: The obvious response to this word is to plan our lessons to be as enriching as possible. That’s wonderful and right. But what is very important to remember is how you as a teacher/educator/administrator have the unique opportunity to enrich young lives. All of this important work you do makes a difference. The struggles and the ups and downs are all worth it. Online, face-to-face, or a hybrid plan all present perfect scenarios for us to make lives better. Even the on-screen smile and voice of encouragement have the potential to enrich lives. And a few corny jokes along the way can’t hurt either! 

Schools are changing direction as we speak. What we write or do or plan today may have a completely different look tomorrow. How do we best engage and enrich our children’s lives, with meaningful lessons and accessibility for all? It’s not easy work, but teachers can, and should do it.

Diane Noonan has been an educator for 36 years in a small midwestern school in Iowa, teaching both elementary and middle school children. She received her National Board Certification in 2001 and has also been an instructional mentor to new teachers for the past 20 years. Diane is passionate about creating classrooms where students feel a sense of belonging and develop a true love of learning.

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1. Focus the camera on the students, not the teacher. 🧒
   If a teacher is very nervous or hesitant to video themselves, I tell them to place the camera where it will record the students instead. Especially when doing coaching on guided reading, this is actually more helpful for me, as the coach, because I can see how the students are responding and reading. Just knowing that they don’t have to actually be on camera is enough to ease the anxiety of some teachers.
2. Listen instead of look. 👂
   Because self-reflection is such a big part of video-based coaching, I may ask a teacher who has a hard time watching herself to just listen to her video instead. While it’s not exactly the same, there is a wealth of information that can be gained from just hearing what is said and not said during a lesson. 
3. Make it easy.  🥧
   For some teachers, the idea of video brings images of complex editing and media software. I try to emphasize to the teachers I coach that the videos they submit do not need to be flawless or look like they have been professionally done. One of the reasons I like the TORSH app is that there is no special equipment needed. They can just set up their phones in the back of the room and hit the record button. Even teachers who have claimed to be “non-techies” were relieved to know the recording process is no more complicated than the push of a button. 
4. Let them choose the video. 🗳️
   Before teachers ever submit a video, I make sure that they know they are in complete control of which video they send and who will see it. If they are not happy with how a video turns out, they can do another one. Knowing they are not bound to their first attempt creates a sense of relief for those who may be new to video-based coaching.
5. Start with a product or a process rather than teaching. ♻️
   If a teacher is very nervous about video, I may ask them to upload still pictures, lesson plans or slides, or student work samples instead. Then, I may move on to asking for video of the students participating in the lesson. Maybe they record students collaborating on a project or having student-led discussions. In some cases, I may leave it more open-ended and ask them to record something that shows the student learning in whatever way they think is most reflective of it. 

Understandably, the act of recording and viewing themselves on video can be unsettling for some teachers. Most will have their anxiety eased after the first couple of uploads, but some may continue to worry. In those cases, it may be best to reconsider whether video-based coaching is the right vehicle to support the teacher’s development. With some empathetic scaffolds, however, most teachers will be able to overcome their initial anxiety to reap the benefits that recording and reflecting on their practice can provide. 

Robyn Hartzell has served in education since 1998 and has experience in a variety of roles: teacher, instructional coach, interventionist, trainer, consultant, and program coordinator at the campus and regional levels. Currently, she works as an independent consultant and coach promoting effective instructional and leadership practices and championing the need for quality professional learning. Robyn takes privilege in coaching professionals in their craft and is passionate about helping organizations develop leaders who make a lasting, positive impact on the programs and people they serve.

Be sure to follow Robyn on Twitter @robynhartzellpd and check out her website at www.hartzellpd.com

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But even as we see a return to the classroom, the benefit of adopting these tools has proven to be useful in more ways than just in response to remote education during a pandemic. The lessons learned along with the tools adopted are a part of how education evolves.

For many schools, the incorporation of video as a means to provide remote instruction is not new. Platforms like Zoom continue to serve as the superior choice to present and capture lessons, but the value of those lessons exceeds what it and other video conferencing platforms are capable of.

To get more out of the investment in remote instruction, administrators integrate tools to work with the video content captured on these platforms. Recordings are also used for classroom observation and professional learning, among other features that compensate for the lack of in-person interaction.

Those using TORSH Talent prior to COVID-19 were at a significant advantage, as the platform is already outfitted for remote (or in-person) professional development. These organizations were already harnessing the power of video for professional learning.

Beyond video, many organizations using TORSH Talent had familiarized their staff with online instruction and provided them with libraries consisting of supporting exemplary content. All of this, coupled with actionable data and expert coaching to promote high-quality growth opportunities for educators, positioned these partners at an advantage when the sudden transition to remote education became a reality for all.

TORSH Talent is built to compliment video platforms like Zoom, not to compete. Zoom’s capabilities are known by most; it is where TORSH Talent continues to carry that value through specifically for those in the education space that makes the combination a game-changer for educational organizations.

The post Beyond Zoom: How Schools Are Improving The Online Education Experience appeared first on Torsh.

While we don’t think you need anything other than a smartphone or tablet to capture quality videos (and the TORSH Talent App to make video recording and uploading seamless), these tips and hardware recommendations will only optimize the outcome.

Audio is Imperative

As visuals that accompany lessons are presented using platforms like Google Classroom, Flipsnack, Animoto, Scratch, and other platforms, being heard during the initial presentation and recording are vital to student engagement. If using a phone or tablet, it is important to note that mobile devices are not designed for the best possible audio recording quality. Even laptops have less than stellar built-in microphones. We suggest using an external microphone when recording video on your smartphone or tablet. This is particularly useful when recording large groups or in large rooms.

• Easily connect to any smartphone or tablet via Bluetooth – no adapters necessary
• Works with iOS and Android devices
• Enhance and improve the audio quality of your classroom recordings
• Ensure better audio transcription

Other Microphone Recommendations:

• Zoom iQ6 Stereo X/Y Microphone for iPhone/iPad ($99.99)
• Rode VideoMic Me Wired Microphone ($59.00)
• Hey Mic! Bluetooth Microphone ($112.00)
• Ampridge MightyMic W+ Wireless Bluetooth Multi-Function Microphone ($59.99)

Capture Steady, Hands-Free Shots with the Help of a Tripod

Make sure you are keeping your camera steady when recording. Incorporating the use of a tripod or stand to hold your mobile device will help you to achieve a much smoother result.

Tripod Recommendation: AmazonBasics Tripod with Accmor Adapter ($30)

This lightweight tripod allows educators to record high quality “hands-free” video recordings of entire classroom sessions. With the addition of a tripod adaptor, educators can use any smartphone, tablet, or camera to record video.

• Record stable video using a tripod-adapter combination
• Support hands-free video capture even when recording solo
• Use tripod on desk/table, or expand up to 60” tall to use without a desk/table
• Ensure optimal recording with the built-in level to adjust the frame

Other Tripod Options:

• Rienar Octopus Style Portable and Adjustable Tripod Stand Holder ($10.89)
• AmazonBasics 60-Inch Lightweight Tripod ($25.99) 
• Tablet Tripod 53 inch iPad Tripod ($39.99)

Go for the Wide Shot

Whether capturing video in a classroom environment for teacher observations or self-recording; be sure to set the camera to film in landscape. In the classroom, you’ll want the widest angle to show on film. When it’s just you on camera for a self-recording session or when presenting class online, be sure that your head, shoulders, and elbows are in the frame. This allows you to have hands showing, in the event that you are using any form of sign language. If you are using a phone or tablet, be sure to film horizontal and that your screen rotation is turned off when recording.

If you’re having trouble capturing a complete view of the classroom using just a tripod, consider adding an external lens to your setup. Wide-angle lenses can allow you to capture a larger view of a room, expanding the viewing angle up to 4x. These lenses can be detached from the device, so you can remove it when it’s not in use. 

Wide-Angle Lens Recommendations: Luxsure® Universal 3-in-1 Clip Cell Phone Camera Lens Kit ($29.99)

This kit comes with a fisheye, macro, and wide-angle lens. The wide-angle lens will probably be most useful in capturing a classroom. 

• Expands the viewing angle 4x.
• Macro lens is used for taking footage of details up close. 
• Fisheye lens also expands the viewing angle but captures round images instead of square ones
• The lenses are compatible with most mobile phones and can be detached.

Best Practices – No Additional Hardware Required

Engage Airplane Mode 

Keep incoming calls, text, and app messages from cutting off or impacting your recording by putting your phone in airplane mode. 

Lights (before Camera, Action)

Avoid placing the subject in front of windows or other direct sources of light and make sure the room is well-lit. If the lighting is too direct or if there is not enough light, you will lose detail in the video. 

Digital Zoom Discouraged 

Using a phone or tablet’s digital zoom can significantly decrease the quality of the video. Instead, try moving the device closer to what you are trying to capture. 

Make It Quick 

Try not to record the whole lesson, but to keep videos between 15-20 minutes. Videos should focus on one topic or concentration area. This helps your coaches and fellow educators provide constructive feedback. If you need to record the entire lesson, you can then clip smaller portions for self-reflection, coaching, and feedback purposes.

Whether you’re capturing classroom interactions for observation to upload to TORSH Talent, presenting lessons online, or just capturing for self-reflection, these tips should serve you well in any of these scenarios.

PLEASE NOTE: All pricing and availability of recommended hardware is accurate as of the date this article was published. Torsh does not have any affiliation with Amazon or the brands suggested.

>> Click here to read tips for teachers on overcoming video anxiety <<

The post The 2020 Educator’s Guide to Video: Recording Tips & Hardware Recommendations appeared first on Torsh.

Step 1: Build your team

Step one is establishing a Video Team of staff members who will take the lead on this project. 

There are three main roles needed: the Champion, the Professional Development Liaison, and the Daily Administrator. These three roles are vital to ensure that your school or organization is successful in integrating video into your PD plan.

The Champion: champions the project, creates an implementation plan and sets the overall vision and goals.

The Professional Development Liaison: ensures that the video project goals and implementation plan are successfully integrated with the overall PD goals of the school or organization.

The Daily Administrator: manages the day to day tasks of the project including training, technology issues, general video platform management and communication with the video technology provider.

Understandably, based on the size and needs of your school or organization, three separate people may not be possible. If one person takes on the responsibility, their role should span all three critical areas.

Step 2: Integrate PD into video plans

With the lead of the Professional Development Liaison, the Video Team should ensure that video is fully integrated with the school’s or organization’s current coaching and PD strategies.

Video is best used in conjunction with current strategies and not as an additional task. Torsh TALENT is a high-quality video platform that provides custom integration with schools or organizations online portals or Learning Management Systems (e.g. Blackboard, Canvas, Sakai, etc.). This integration allows schools or organizations to seamlessly incorporate video into current work rather than adding another online system to log into and use.

Step 3: Take advantage of the onboarding webinar

TALENT provides an initial onboarding training session for the Video Team. Take advantage of this valuable training opportunity.

During these onboarding sessions, the main focus is for the account team to get a better sense of the school or organization’s goals and main video needs. This allows us to best support the school or organization during the implementation process. It is also a great venue for the Video Team to bring up questions or concerns and set up a plan to manage technology issues, initiate a general user training, and talk through available ongoing support.

Step 4: Review all help resources

When a school or organization first starts using a new video platform, it is important to learn as much as possible about the system. 

The Video Team should have a very clear understanding of how to use the new platform. We provide numerous resources in various formats to ensure that users can get the help and support they need. Some important resources to review are our Getting Started Documents, Help Video Tutorials, and FAQs. The Video Team and especially, the Daily Administrator, should peruse these resources and make sure they have an intimate knowledge of the system overall. The Video Team should think through the best plan for distributing these resources whether it be through posting them on their own website, sending out emails, or including information in newsletters.

Step 5: Introduce video to leadership

One main responsibility of the Champion is to introduce video to all leadership staff at the school or organization. 

It is most important to generate initial leadership buy-in and support for video coaching and feedback. The Champion should showcase a clear need and relevant goals for video in order to help impress upon leadership the value of video in professional development efforts. It may also be valuable to demo the video platform to leadership staff. The more that leadership supports the integration of video into PD, the more likely the school or organization will have a successful implementation.

Step 6: Decide on a plan for video capture equipment

A vital part of a video implementation plan is deciding on the ideal video capture devices and processes for all users. 

TALENT provides video uploading applications for most smartphones and tablets to ensure an easy and quick video upload experience. If tablets/smartphones are not an option for your school or organization, any recording device is sufficient. Another consideration is capturing good quality audio and a stable recording. These can be accomplished through the use of an external microphone and a tripod. Check out two of our other resources on Tips for Recording Good Quality Video and Video Capture Equipment Recommendations for more information on video best practices.

Step 7: Educate all coaches on the video platform

All coaches using video should have a clear understanding of and comfort level using the platform. 

The Daily Administrator should onboard all coaches to the system, make sure they are competent using the technology, and ensure that they understand the goals and plans for using the video platform for PD. The coaches will need to be the first line of technical support for teachers. Therefore, prior to introducing video to teachers, all coaches and leadership staff should have general knowledge of the video platform, plans for implementation, and should work to improve their knowledge base on an ongoing basis.

Step 8: Introduce video to teachers

Once all leadership staff and coaches are onboarded to the video platform, it is now time to introduce video to the general user population at your school or organization.

For most schools and organizations, the general population is teachers. It is important that teachers are introduced to video and the video platform before accounts are set up or assignments are given. The process of educating teachers about video and the video platform prior to implementation will greatly support buy-in and understanding. A couple strategies to support teacher education is to start introducing content around using video in PD through email communication and newsletters and through an initial training session, which we will cover in the next step.

Step 9: Host an initial training session

It’s also a good idea to set up an initial video training for teachers.

It is important to designate one training session exclusively for video and the video platform. An intensive initial training process supports users through the initial learning curve that is customary when introducing any new system. This is especially important if your teachers are not familiar or comfortable with using technology in their daily practice. Setting them up with a strong foundation and knowledge of the video platform will set them up for success. In addition to going over the “What?” and “How to’s,” it is important to make sure teachers understand where to find support and help resources, and whom they can contact for technical issues and concerns.

Step 10: Ramp up gradually

Using a new system and technology with the whole or even just part of a school or organization comes with a learning curve for all. 

This is why it’s helpful to start the general user off with simple video-related activities and assignments to introduce them to the new experience of video and the video platform. Teachers must first become comfortable with using video and specifically using video in their PD work before they can fully take advantage of the new technology. One recommended strategy is to start off users with an initial practice exercise, such as simply uploading a video of their choice onto the new platform, sharing that video with a colleague, and beginning to use the annotation features available. This is a good way to introduce users to the basic features of the new platform and get them comfortable with everyday video activities.

Step 11: Generate teacher buy-in for video

It is just as important to generate buy-in with teachers as it is with leadership.

There are numerous strategies to create buy-in, and depending on the school or organization, different strategies may work better than others. One strategy that some of our customers have used successfully is adding incentives, such as professional development credit, to all teachers who upload videos and begin to use videos in their practice. If teachers see video as an additional task to complete on top of all their other responsibilities, they are less likely to actively participate. Incentives help build up teachers’ desire to use video and limit the feeling of video being another task on their plate. Additionally, self-selection of videos allows teachers to have greater self-efficacy and agency in the sharing, coaching, and observation process. Giving teachers the option to record and upload their own videos allows teachers additional control. This control helps create the conditions needed for greater safety and trust in the coaching and feedback processes.

Step 12: Provide easily accessible support 

All teachers should have access to multiple lines of support, especially in the beginning when they first start using video and the new video platform for PD. 

Everyone should have knowledge of who they can contact for support (i.e. The Daily Administrator, Coaches, and the video platform’s customer support) with video in general and any technical issues. In addition, everyone should understand and have access to all available help resources.

We hope you found these 12 steps helpful! As always, if you have questions about implementation or need additional support, you can always reach out to your account manager or the support team at support@torsh.co!

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Our long-standing partnership with NTC and our shared mission – to improve student outcomes by training great teachers – make this event a “must attend” on our annual conference calendar. This year’s theme was “REALIZE: Grow + Teach + Lead.” The symposium’s purpose was to bring together leaders in education to share best practices for developing a well-trained and highly-effective teaching workforce. Some of the topics or “tracks” covered this year included Mentoring and Coaching, Equity and Access and our personal favorite, Innovation in the Field.

Certainly, a highlight for Courtney and James was sitting in the audience while our friends at NTC presented on the topic of  “Leveraging Video to Support Teacher Learning.” In this session, members of the NTC team shared “best practices, strategies, and research on how the Santa Cruz/Silicon Valley New Teacher Project, a face-to-face mentoring model, is leveraging video to support ongoing teacher and mentor learning.” Team members highlighted how they utilize Torsh TALENT in their ongoing work.

A former Teach for America recruiter before joining our sales team at Torsh, James had this to say upon returning to the office after the symposium: “To sit in an audience and hear our clients talk about their positive experiences with Torsh TALENT is incredibly motivating. I’m very proud that an esteemed organization like NTC continues to derive value from our platform… so much so, that they share it as a best practice.”

Congrats to NTC for hosting another successful symposium this year. And congrats to the entire Torsh team. Together with our clients, we are truly having an impact in the field of education. Keep up the great work!

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1. Designate a TALENT champion 

The Champion, as the title suggests, champions the project and sets the overall vision. The Champion ensures clear goals are set and an implementation plan for teacher professional development is created. The Champion also appoints other leads to help. This person helps keep people motivated and held accountable throughout the school year. 

2. Decide on a recording plan

It can be helpful to plan ahead when using video in the classroom. If you have a really important lesson that you want to capture, make sure to test out the app beforehand. Record a short ten-second video and practice connecting to wifi and uploading to the platform. Think about where you will place the camera in the room. Do you need a stand or a tripod to prop it up? Test out the audio. If you set the phone in the back of the classroom, can you hear the teacher in the front? Considering these factors ahead of time will alleviate stress in the moment when you are trying to capture that important lesson. 

3. Set specific goals

It’s also important to know what you want to do in TALENT this year and have a plan with specific goals. For a teacher, a goal might be uploading three videos a month for a coach to review. What’s great about this goal is that there is a specific timeframe (within a month) and frequency (three videos). Set goals that are realistic and that you can measure. You will be surprised what you can accomplish!

4. Take advantage of training and resources

We have prepared a ton of great resources to help you get the most out of TALENT. There are video tutorials, getting started documents and FAQs. Additionally, there may be onboarding sessions and training coordinated through your school or organization. Take advantage of these resources. Putting the time in to learn about the platform will save you time in the long run.

5. Contact support when you need help

Don’t be afraid to ask for help! It can be frustrating if your video is not uploading or you are wondering why it uploaded upside down. Reach out to us by clicking ‘Contact Support’ in TALENT. We are TALENT experts who are happy to help. We are available 9-5pm CDT Monday-Friday. We promise to respond within two hours during our business hours, but often respond within minutes!

Think we missed one? We would love to hear from you! Send us your plans for getting the most of TALENT in 2017. This year is going to be the best year yet!

The post 5 Ways To Get The Most Out Of Talent In 2017 appeared first on Torsh.

1.Remote Coaching

Stanford’s Center to Support Excellence in Teaching (CSET) uses TALENT to facilitate the remote coaching of their Hollyhock fellows. The Hollyhock program identifies promising new teachers across the country and provides them with additional training through a fellowship that combines time spent at Stanford and ongoing online access to resources and a community. CSET takes advantage of TALENT’s coaching and video observation functionalities to consistently work with Hollyhock fellows as they continue to teach in schools nationwide.

2.Peer-Based Coaching

As a part of its Race to the Top Early Learning Challenge Grant award, the State of Massachusetts Early Education and Care Department funded a pilot to develop a Peer Assistance and Coaching (PAC) model to support the professional growth of early educators and increase program quality. PAC mentors use TALENT to virtually interact with a variety of mentees in a range of settings (in home day care, center based, in school, etc). Initial findings show that coaches and mentees who uploaded and reviewed videos 15 or more times showed higher post assessment ratings (on the early childhood assessment PreK CLASS) than those Mentees and Coaches who used video less frequently.

3.Teacher Residency Programs

KIPP DC uses Talent as a part of their Capital Teaching Residency (CTR) program a nationally recognized, highly selective teacher training program that provides a pathway for aspiring teachers to develop into outstanding educators prepared to serve in high-need schools in Washington, D.C. Through TALENT, CTR residents can easily see into each other’s classrooms which helps KIPP DC develop their desired culture of feedback among peers.

4.Training Highly-Effective Coaches

The Lastinger Center at the University of Florida (UF) offers a Certified Instructional Coaching Program to teachers who are interested in becoming coaches. The program is offered to teachers in Florida and is a blended program where teachers spend several days at the UF campus and then return to their districts where they complete their training virtually. TALENT is the core of Lastinger’s online platform for providing teachers with an online community where they can share videos and receive feedback from professors and colleagues.

5.Teacher Preparation

Tufts University’s School of Education uses TALENT as part of their teacher certification programs. TALENT allows professors the ability to see into student teacher classrooms and provide coaching and feedback without the need to be there in person for an observation. They also support peer and larger classroom discussions and feedback.

6.Teacher Hiring

Laureate Academy Charter School is an approved K-8 tuition-free and open enrollment charter school in Jefferson Parish, LA. In addition to using TALENT for coaching and feedback, Laureate Academy uses TALENT to support its hiring process to find exceptional teachers. TALENT also allows teacher candidates to see into Laureate classrooms.

7. Teacher Support

Valor Academy is a 5th through 8th grade charter school in Los Angeles. At Valor, the primary purpose of TALENT is to provide additional support for teachers outside of the normal face-to-face coaching and support services. Coaches can give teachers further support and feedback through TALENT’s coaching and video observation features.

8.Self-Reflection and Growth

Commonwealth Children’s Center, an early education center in Massachusetts, primarily uses TALENT for teacher self-reflection. Teachers utilize TALENT to easily upload videos and reflect on their teaching practice. How were my interactions with students? How can I connect the teaching I’m seeing here with effective teaching practices? How successful was I in implementing new curriculum? Was I able to successfully engage struggling students?…

9.Showcasing Exemplars

The Volusia Center for Excellence in Education (VCEE) is an effort to develop and improve teacher effectiveness by building deeper core subject knowledge and improving field experience for pre-service K-5 teachers. The VCEE has an innovative project to record highly effective teachers in the classroom. The project involves the creation of content learning modules by content area experts and eight demonstration teaching classrooms for real-time modeling, as well as the capacity to record and analyze best practices in teaching core content at the elementary level.

10. Following Up to In-Person PD

The Accelerating Campus Excellence schools at Dallas Independent School District focuses on incentivizing top teachers and principals to relocate and work at some of the district’s lowest-performing schools. At these ACE schools, principals use TALENT as a follow-up to assess whether or not strategies and skills discussed during Professional Development sessions are being implemented in the classroom and at what level of fidelity. The TALENT video gives coaches a way to actually track success of PD and follow-up with teachers where needed.

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Torsh has added chat and video conferencing capabilities to Torsh TALENT, making it one of the first platforms of its kind to offer these options. Torsh TALENT is an online professional development platform that enables organizations to support educator growth through the entire development cycle of observation, assessment, goal-setting, feedback and coaching. The new chat and video conferencing feature allows a teacher to interact with up to six people simultaneously, from within the Torsh TALENT platform. Educators can now share their screen and receive feedback in real time, while also recording the conversation for future use. This is especially useful for educators who are not co-located with their mentors, coaches or professors.

“Previously, teachers and their professors needed to access TALENT plus a webinar service to facilitate their online professional development work,” said Torsh CEO, Courtney Williams. “TALENT’s new live video conferencing and chat gives teachers and their coaches a more robust tool with which to accomplish their professional development and training goals.”

In another update, Torsh also rolled out a one-of-a-kind portfolio building tool on Torsh TALENT that makes it easier for teachers to receive certification through edTPA (™), the subject-specific assessment required by more than 600 teacher preparation programs in 40 states.

To receive certification, teachers assemble a portfolio of materials such as lesson plans, student work, other artifacts, and videos of their classroom instruction. Teachers can create and store their portfolios right on Torsh TALENT, share their work with professors, colleagues, and mentors to receive feedback, then submit the final version directly to Pearson, the organization that scores their work. 

Torsh was required to go through an application process with Pearson and prove that Torsh TALENT could deliver a seamless uploading experience that streamlined the process for edTPA applicants. With this roll out, Torsh TALENT is now considered an official integrated edTPA platform provider system. 

For more information on Torsh and Torsh TALENT, visit www.torsh.co.

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