2. Strategies for Distributing Videotaping Permission Forms
The following are examples of strategies for distributing videotaping consent forms to parents prior to the Teaching Event shared by PACT institutions with PACT central.
From Nancy Walsack @ UC-Riverside:
I gave copies of the CTC letter to all my principals. They were all grateful to have the official letter, as that kind of correspondence doesn't always filter down to them from the superintendent's office. Some already have a policy written into their emergency cards that parents sign at the beginning of the year about video taping, so some of them are covered by that, and others said they would also send out a permission letter. I always work with the principals as they are the ones who want to send out the letters, rather than have the university send out the letters. Then, I have my student teachers look at the cum files and talk to the cooperating teacher to find out which students can not be video taped. Then, when it is time for the taped lesson, these students aren't in the camera range. My schools keep it pretty low-key. Hope that gives you some idea of what happens out at the schools.
From Linda Siefert at the University of San Diego:
Our procedure is to have the student teacher first check with the site administrators to see if a blanket video release is already on file. For most of our San Diego County districts, this release is already district policy. If releases are needed, I supply a form to them, which gives the parent the option of having their child seated outside the video area. We had good response for the 2 student teachers last semester that used it. I think parents don’t want to remove their children from the normal classroom activity.
From a CSU-Dominguez Hills faculty member:
I met with the administration, coordinators, and classroom teachers to explain the requirements in advance.
I then asked my students to write a short note home to introduce themselves to the parent(s) or guardian(s) when they began their assignment. When we implemented (the CSUDH version of the TPA) we used the LAUSD format in English and Spanish. The schools slightly modify the forms to reflect their own information and administrator. Our students Master Teachers, or Classroom Teachers explained the importance of returning the document, and treated it as a homework assignment. My students had a high rate of response from the parents. (Another district) sent forms home to every student in their district, entered the names of approved students on the main office computer, provided a roster to the classroom teacher, and then filed the form in the main office.
Source: Compiled by PACT Central
Created: Fall 2007