HOME / RESOURCES /

Getting Started

Video is a transformative way to deliver better feedback to teachers, leading to more productive, constructive professional development. Get started today.

Video can enable teachers to deepen their self-reflection, exchange support among peers, and establish a transparent foundation for observation. The physical frame of reference provides a common starting point upon which feedback conversations and protocols can build, making coaching conversations more collaborative and less adversarial.

Plus, research has found that teachers are more satisfied with classroom observations—and think that their evaluation seems more fair—when video is used.

RESOURCES

 

Getting Started for Teachers

A Clearer View of the Classroom

Deborah Yaffe, District Administration Magazine
An article which ties together the movement towards creating genuine teacher learning systems and the importance of video coaching as a tool to increase rigor, accountability, and growth. The article references the Best Food Forward Project, and emphasizes the importance of taking the time to build trust and buy-in to video as a professional learning tool in classrooms.

Participant Video Review Process

Formative Assessment Insights, WestEd
An outline of strategies by which a teacher can plan their own classroom recordings, which includes technical and instructional considerations.

Process and Guidelines for Video Observation (with Administrator)

Michele Wilson-Manos, Poway Unified School District
Provides teachers and administrators with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Process and Guidelines for Video Observation (with Peer)

Michele Wilson-Manos, Poway Unified School District
Provides teachers and peers with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Teacher Video Selfie

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
A self-guided module to help teachers analyze videos of their own instruction.

Getting Started for Observers

A Clearer View of the Classroom

Deborah Yaffe, District Administration Magazine
An article which ties together the movement towards creating genuine teacher learning systems and the importance of video coaching as a tool to increase rigor, accountability, and growth. The article references the Best Food Forward Project, and emphasizes the importance of taking the time to build trust and buy-in to video as a professional learning tool in classrooms.

Process and Guidelines for Video Observation (with Peer)

Michele Wilson-Manos, Poway Unified School District
Provides teachers and peers with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Getting Started for Administrators & Program Providers

A Clearer View of the Classroom

Deborah Yaffe, District Administration Magazine
An article which ties together the movement towards creating genuine teacher learning systems and the importance of video coaching as a tool to increase rigor, accountability, and growth. The article references the Best Food Forward Project, and emphasizes the importance of taking the time to build trust and buy-in to video as a professional learning tool in classrooms.

Assess Your Video Observation Readiness

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
A high-level checklist to identify gaps in overall level of preparedness to implement video observations.

Effects of a Video-Based Teacher Observation Program on the De-privatization of Instruction: Evidence from a Randomized Experiment

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
Research paper that discusses the BFF project and its findings: (1)caused administrators to broker more peer support among teachers (2)made teachers more likely to share lesson videos with colleagues (3) led teachers to have more of their lessons seen by other teachers, and redistributed which teachers were providing instructional support to colleagues. Results also suggest that video technology may be an effective tool for efforts to improve instruction by increasing peer observation and support.

Process and Guidelines for Video Observation (with Administrator)

Michele Wilson-Manos, Poway Unified School District
Provides teachers and administrators with specified roles and responsibilities for carrying out coaching sessions, and offers suggestions to teachers for how to request and seek feedback on their practice.

Teacher Video Pilot Success Survey

Best Foot Forward Toolkit, Center for Education Policy Research at Harvard University
A sample survey to evaluate the success of a video observation initiative and identify areas for improvement.