Video Yourself Teaching



A clearer view of the classroom (Video emerges as an advanced evaluation tool that offers more depth to teachers and administrators) by Deborah Yaffe (DA). Some school districts are using video-based teacher-evaluation systems. A recent Harvard study reviewed the practice. "This process is really professionalizing and exciting for teachers who are seeing themselves grow," said Miriam Greenberg, project director at Harvard's Center for Education Policy Research. 

Call to videotape teachers at work by Benjamin Press (SMH)

Changing the landscape of teacher development with video by Pat Wasley (SmartBlog). Video is quickly gaining ground in K-12 as an effective way to improve teacher development. In this Expert Spotlight Q&A, Teaching Channel CEO Pat Wasley details how and why video is so powerful for improving teacher practice.

Report: Teacher-Controlled Video Observations Improve Teacher Assessment Process by Leila Meyer (The Journal). Teachers may benefit more from self-directed, video-recorded classroom observations than in-person observations, according to a report from researchers of the Center for Education Policy Research at Harvard University. The researchers found teachers benefited most when they had greater control over the process. 

Seeing Is More Than Believing (Learn how this leading district uses videos to help improve teachers’ practices.) by Diane Lauer (Scholastic). Schools should consider adopting video-based professional development for teachers, writes Diane Lauer, executive director of professional development and assessment at St. Vrain Valley School District in Colorado. In this commentary, she offers research showing that teachers improve when they watch themselves and others on video.

Teachers - Record Yourself (Teachers Fight Back)

The benefits of adding video to teacher evaluations by Miriam Greenberg (eSchool News). Video technology may lead to better experiences with evaluations among educators, according to a two-year study of a pilot program using the method. In this commentary, the director of the study, Miriam Greenberg, with Harvard University, highlights the program and results.

Video in teacher observation: Are we ready? by Michael Moody (SmartBlog). Students need great teachers. But given the heightened expectations and challenges presented by new standards and assessments, do teachers have the support they need to drive student achievement?

What school leaders see in video for observation and evaluation by Michael Moody (SmartBlog). Supporting teachers' growth begins with providing feedback that is relevant and actionable. But do school leaders have what they need to help teachers? In this blog post, Insight Education Group CEO Michael Moody unveils school leaders' views on classroom video, and how it can improve their ability to provide teachers with high quality feedback and support.




Video Analysis of Teaching at Hunter College School of Education at CUNY (USA)

Using Video to Reflect on Teaching & Learning (Teaching Channel). Record classes to help students reflect and improve.





  • provides focused feedback for teachers
  • non-threatening, easy but useful tool for teachers to ‘self-rate’
  • proven tool to improve a teacher’s effectiveness
  • useful as a basis for a more honest objective reflection as compared to subjective recollections and feelings, which may be inaccurate (at least in part)
  • helps to move a teacher’s focus from self to the student in terms of instruction, student achievement and listening to students
  • can be privately viewed multiple times, paused at various places and reflected on professionally
  • teachers are more likely to describe transformations in their thinking about teaching



  • the teacher sets up and records their own lesson (at least 20-25 minutes)
  • camera should capture as much of the room as possible and your activity
  • be as ‘natural’ and ‘normal’ as possible
  • do NOT inform students that a camera is recording the lesson


The teacher should view himself/herself multiple times.

Method 1 (Less detailed: see next page)

1st viewing: focus on the use of ROUTINES (Marzano)

2nd viewing: identify the CONTENT LESSON SEGMENT (Marzano) that that was being employed and analyse behaviours relative to that category of segment

3rd viewing: examine the use of strategies ENACTED ON THE SPOT (Marzano)

Method 2 (More detailed)

  • score yourself on any of the 41 elements using scales in the ‘observational protocols’ (see SR Cracknell for your own copy).  Focus on only 2-3 at any one time.
  • scores are from (0) ‘Not Using’  to (4) ‘Innovative’ on any given element
  • use these scores as means to an end i.e. to be more effective

Method 3 (Collaborative)

Having viewed and rated oneself using Method 1 or 2, a teacher may reflect on their self-analysis with another teacher (who will be able to give helpful suggestions and/or discuss strategies and issues).


VIDEO ANALYSIS TOOL – Teaching Observation

Name: ________________________________ Date: _________


Lesson Segments That Involve Routine Events That Might be Observed in Every Lesson


What am I doing to help establish and communicate learning goals, track student progress, and celebrate success?




What am I doing to establish or maintain classroom rules and procedures?




Lesson Segments That Address Content


What am I doing to help students effectively interact with new knowledge?




What am I doing to help students practice and deepen their understanding of new knowledge?




What am I doing to help students generate and test hypotheses about new knowledge?




Lesson Segments That Are Enacted on the Spot


What am I doing to engage students?




What am I doing to recognise and acknowledge adherence and lack of adherence to classroom rules and procedures?




What am I doing to establish and maintain effective relationships with students?




What am I doing to communicate high expectations for all students?


Source: Effective Supervision (Marzano)



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