ERIC EJ1055171: Video-Based Self-Observation as a Component of Developmental Teacher Evaluation

2014·0.2 MB·English

by  ERIC

Video-Based Self-Observation 63

Video-Based Self-Observation
as a Component of
Developmental Teacher Evaluation

Leonardo A. Mercado
Instituto Cultural Peruano Norteamericano (ICPNA)

Laura Baecher
Hunter College, City University of New York

Abstract
In this paper, we explore the benefits to teacher evaluation when video-based self-observation is
done by teachers as a vehicle for individual, reflective practice. We explore how it was applied
systematically at the Instituto Cultural Peruano Norteamericano (ICPNA) bi-national center in Lima,
Peru among hundreds of English as a foreign language (EFL) teachers in two institution-wide
initiatives that have relied on self-observation through video professional development. In these
cases, we provide a descriptive framework for each initiative as well as information on what was
ultimately achieved by teachers, supervisors and the institution as a whole. We conclude with
recommendations for implementing video-based self-evaluation.

Keywords
Video, teacher evaluation, supervision, professional development, Peru

[Video] gave me a lot of information Introduction
because when we teach we have to While teachers’ skills are routinely evaluated,
take into consideration many the ultimate aim of evaluation is to promote
aspects. It’s not only what you say or their ability to create an environment that is
the way you say it, but also if the conducive to learning. Supporting teachers’
students that are in that classroom work are the supervisors, coaches, mentors
are involved in this learning process. and administrators who, rather than simply
I think that when we observe a video evaluating their performance, wish to provide
we can see things that were not teachers with the means to develop
important to us before. As a professionally so they can succeed at fulfilling
consequence the next time that we do their complex, highly demanding roles.
an activity we will pay attention not ______________________________
only to our actions but also the effect Corresponding Author:
that we are having on our students. Laura Baecher, Hunter College, City University of New
York, 695 Park Ave, New York, NY 10065
(Excerpt from Teacher’s Feedback)
Email: [email protected]

Global Education Review is a publication of The School of Education at Mercy College, New York. This is an Open Access article distributed under the terms of the
CreativeCommons Attribution-Noncommercial 3.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided
the original work is properly cited. Citation: Mercado, Leonardo A. & Baecher, Laura (2014). Video-Based Self-Observation as a component of
Developmental Teacher Education. Global Education Review, 1 (3). 63.77.
64 Global Education Review 1 (3)

Unfortunately, because the line between connected to improved classroom instruction;
formative and summative teacher evaluation and (3) the potential impact of implementing
is often blurred (Danielson & McGreal, 2000), video-based self-observation on institutional
supervisors may engage in practices that are practices. We conclude with
more evaluative than developmental in recommendations and future directions for
nature. This comes at the expense of efforts the role of video-based self-observation in
towards formative supervision that could be formative evaluation.
much more effective in promoting teacher
learning. Formative Evaluation as
In this article, we report how self-
Professional Development
observation through video was utilized as a
When done effectively and consistently over
professional development component of
time, engaging teachers in formative
formative teacher evaluation. Video-based
evaluation alongside professional
self-observation has shown positive results in
development initiatives should ultimately lead
pre-service teacher education (Kong, Shroff &
to improved instruction and, as a
Hung, 2009) as well as in the ongoing
consequence, improved student learning
learning of experienced teachers (Sherin &
(Goe, Bell, & Little, 2008). Specifically,
van Es, 2005). However, it has not been
formative evaluation can provide insights on
studied in large-scale implementation as a
the degree to which a teacher’s repertoire of
feature of supervision, nor have the
skills, strategies and techniques are successful
institutional benefits of such implementation
at promoting student learning in the
been reported. In this paper we describe how
classroom. Formative evaluations can also
self-observation through video has been used
help gauge a teacher’s level of preparedness,
successfully with hundreds of teachers at a
confidence and motivation, all equally
large bi-national center for English language
important variables to consider. As teacher
instruction in Lima, Peru, the Instituto
evaluation establishes patterns of practice and
Cultural Peruano Norteamericano (ICPNA).
records of student response, supervisors and
We describe the reflective processes in which
administrators can determine if improvement
ICPNA teachers engaged for self-evaluation as
is taking place, to what degree, and the
well as how video-based self-observation has
amount of time it is taking, as well as to
the potential to foster more collaborative
identify specific needs on the part of the
interactions with peers and mentor
teacher. Ultimately, professional development
supervisors. In addition to describing the
and formative teacher evaluation allow
benefits of video-based self-observation for
administrators to determine whether the
teachers, we also contend that when self-
members of their faculty are in the process of
observation through video is done
becoming the kind of professional the
systematically among an entire faculty, with
institution wishes to have as part of its faculty.
the support of administrators and other key
Similarly, with appropriate and timely
stakeholders, it has the potential to bring
feedback, teachers are better able to decide
about positive transformational change at the
whether their professional pursuits are line
institutional level. We describe one particular
with their personal goals and expectations.
program-wide initiative in which self-

observation played a central role, focusing on:
Self-Evaluation as a Component
(1) how video-based self-observation
of Formative Evaluation
impacted the supervision process; (2) ways in
When teachers and teacher candidates
which video-based self-observation was
encounter external evaluation of their
Video-Based Self-Observation 65

performance, they unfortunately begin to likely find the motivation to develop
experience evaluation as political enactment professionally (Hargreaves & Dawe, 2011).
of “control-oriented routines” (Towndrow & They may be more amenable to the idea of
Tan, 2009, p. 285) rather than as a vehicle for working to improve their practice than under
professional development. Inviting teacher more traditional approaches to teacher
candidates to be evaluators of their own evaluation. Furthermore, when professional
performance could encourage teachers to be development initiatives are closely tied to
active agents in the process (Cheung, 2009; clearly articulated processes for self-
Cranton, 2001). The use of self-assessment evaluation, it can foster self-reliance for
tools in the field of education has been found ongoing learning. Ultimately, tangible support
to be useful in guiding teachers to think about for new teachers can be decisive in their
their own standards for quality teaching, decision to stay in the field or not (Ingersoll &
helping them to set goals for development, Smith, 2004; Rockoff, 2008).
improve their ability to communicate with
peers in the profession, and enhance the The Role of Video in Self-
influence of external agents to bring about
Observation
change (Ross & Bruce, 2007). When teachers’
Self-observation through video is well-suited
awareness is heightened as to what takes
for ongoing teacher evaluation and
place in the classroom, and they come to
professional development because the process
understand why it is happening, they are in a
can provide administrators insights and
better position to articulate their needs and to
information related to a teacher’s
determine the actions that are most likely to
performance, level of progress, needs, degree
lead to improvement in their instructional
of professionalism, and motivation to
practice (Gebhard & Oprandy, 1999; Edge,
continue with her or his development towards
2011).
becoming a teaching professional. More
Support for self-evaluation in learning
importantly, not only does it assist
is based on theories of self-regulation as well
administrators with their work as guarantors
as metacognition (Zimmerman, Mount &
of quality learning, but it provides teachers –
Goff, 2008). Because engaging candidates in
the intended main beneficiaries – with a
the metacognitive task of stepping back to
practical means to learn from themselves and
appraise their own performance stimulates
their peers. The end result can be more
self-monitoring (Bransford, Brown, &
powerful because they become aware of the
Cocking, 1999; Winne & Hadwin, 1998), self-
benefits and results through personal
evaluation encourages a more active and self-
experience.
reliant role in one’s own learning (Wiggins,
Video records of teaching have been
1998). Heightened self-awareness, leading to
used successfully to support reflection in pre-
ever greater self-regulation, has been shown
and in-service teacher development programs
to yield benefits including a greater awareness
worldwide (Kong, Shroff & Hung, 2009;
of the evaluation process and scoring criteria,
Rosaen, Lundeberg, Cooper, Fritzen &
an increased understanding of the
Terpstra, 2008; Sherin & van Es, 2005;
instructional content, and improved
Welsch & Devlin, 2007). For example, a study
performance (Davies, 2002; Fallows &
involving peer video-recording and group
Chandramohan, 2001).
discussion of student teachers’ own classroom
Teachers who engage in self- and peer-
performance in local schools conducted in
evaluation within a collaborative culture that
fosters trust, openness and support will more Ireland showed that these activities exposed
66 Global Education Review 1 (3)

pre-service teachers to a range of diverse (EFL) teachers, with reference to a particular
teaching methodologies and led them to a institution-wide initiative that relied on self-
deeper level of reflection (Harford & observation through video for its success.
MacRuairc, 2008). In a related study by Kong
(2010), student teachers in Hong Kong Implementation of Video-Based
captured videos of their practice teaching
Self-Observation
through a web-enabled system and conducted
Educational Context
self-reflections along four dimensions:
Founded in 1938, the Instituto Cultural
curriculum planning and evaluation, pupils
Peruano Norteamericano (ICPNA) is a
and pupil-teacher interactions, discipline and
binational center that promotes the cultural
classroom management, and professional
exchange between Peru and United States, by
knowledge. In this case, a form containing
teaching the English and Spanish languages,
specific items to observe in each dimension
the development of libraries, and the diffusion
and levels of achievement was provided to
of the artistic and cultural expressions of both
guide students in their reflections. The
countries. With tens of thousands of student
researcher found that student teachers
enrollments each month, it is committed to
generated more and deeper reflective notes
excellence in the teaching and learning of
after watching clips of their own teaching.
English. To ensure the academic study
More recently, Eröz-Tuğa (2013) reported
program’s success, it dedicates an enormous
that pre-service English language teachers in
amount of time, effort, and resources to
Turkey not only gained insight into their own
IMMERSE, its professional development and
strengths and weaknesses after watching
training program for novice and in-service
video records, but displayed conscious efforts
teachers. Over time, video-based self-
to make improvements. The author noted the
observation has become a pillar for reflective
value of repeated viewing of videos and the
practice and action-on-reflection within the
importance of clarifying the expectations and
program.
the assessment criteria for teaching

performance.
Introducing Video-Based Self-
By harnessing the power of review to
Observation
“notice, revisit, and investigate,” teachers
At the ICPNA, self-observation through video
arrived at a more fine-grained understanding
was first instituted as an experiment in 2001
of their performance than with memory-based
at one of its five large branches: Lima Centro
recall (Rosaen et al., 2008, p. 356). (downtown area). Initially a novelty among
Furthermore, when teachers have an teachers, since they had never participated in
opportunity to watch and analyze video of such an initiative before, it became highly
their own rather than other’s teaching, they successful. In the early 2000’s, the branch had
close to 100 full-time EFL teachers, and
may experience greater motivation and
participation in the initiative reached 100%
engagement in the activity, further enriching
thanks to the drive of the academic supervisor
the reflective process.
entrusted with the project as well as the

motivation the part of the teacher
In the following section, we report on the use
participants. It evolved into an institution-
of video to support self-observation done by wide initiative in 2005, when it became a key
teachers as a vehicle for individual, reflective component of a fledgling professional
practice. We provide an overview of how it development program. Today, it is a
was applied systematically at ICPNA among requirement of novice teachers during their
hundreds of English as foreign language first year, carried out on a monthly basis.
Video-Based Self-Observation 67

Novice teachers are encouraged to alternate available to provide feedback and advice in
the classes in which they are video recorded relation to the class depicted in the video
so as to have a broader perspective on their should the novice teacher decide to share the
instructional practice. The camera can be contents. With teachers who have begun their
placed in the room to be left recording on its second year at ICPNA, sharing takes place
own or the teacher can request the support of more often among teachers who also do peer
a cameraperson for more focused footage. For observation but who cannot find the time in
teachers in their second year, it is no longer their schedules to visit another person’s class.
required, but remains as an important When conflicts in their schedules prevent
alternative for professional development teachers from going to each others’ classes,
among the many that make up the Institute’s they are encouraged to share videos that are
“Professional Development Menu”. Despite normally recorded for self-observation
its optional nature at this point, however, purposes. They are highly commended when
many teachers keep it as a favorite path to they choose to share their videos on their own
their own growth as ELT professionals. accord, outside of more formal,
Since its very beginnings, teachers have institutionalized initiatives.
never been made to share their videos unless The self-observation checklist shown in
Figure 1 is introduced to novice teachers
they wanted to. In the case of novice teachers, gradually as they work their first months at
they are provided with a self-assessment the Institute. The form has four sections:
instrument that serves to promote self- instructional practices, critical incidents, key
evaluation and reflection. However, mentor decisions, and the action plan.
teachers and mentor supervisors are always

Figure 1. Self-Assessment Checklist for self-observation through video
68 Global Education Review 1 (3)

Novice teachers are encouraged to work 2. Development of instruments,
with the sections one at a time. During the protocols, performance metrics, support
second month, for example, they may work systems, and criteria for outcomes.
with instructional practices first, then with 3. Introduction of the campaign to
critical incidents in the third month, and key teachers, and collection of their input on the
decisions in the fourth. Once they have process; training on STT vs. excessive TTT,
engaged in self-reflection and assessment TTT reduction strategies, self-assessment
with all of the sections, they are free to choose techniques through self-observation;
whether they wish to use only one, two or all development of goal statements and action
of the sections of the form at any one time. plans on the part of the teachers.
After their first year, all teachers are 4. Self-observations done by teachers at
encouraged to continue using the form all of the branches. Formative post-
whenever they engage in self-observation. It is observation discussion sessions with mentor
also important to note that in the end, there supervisors and action plan adjustments.
must always be an action plan based on their 5. First assessment of outcomes and
findings. follow-up action plans.
6. Final round of self-observations and
Institutional Initiative using Video- assessments.
Based Self-Observation 7. Culmination of campaign. Follow-up
At ICPNA, self-observation through video has teacher training and professional
not only helped hundreds of EFL teachers development initiatives.
grow professionally on their own, it has also
served a higher purpose at the program and In step 3, for example, the campaign
institutional level by contributing directly to was launched with an in-service Teacher
organizational change. In this section, we will Development (TD) session that presented the
refer to the 2007 “Teacher Talk Time” (TTT) rationale for the campaign and the action plan
Reduction Campaign. In this professional to be followed by each of the stakeholders,
development initiative, self-observation most particularly the teachers. The session
through video provided teachers and was presented as follows:
administrators with an ideal means to gauge • Introduction: What are TTT and STT?
results progressively and make adjustments in Why is STT good for the program? How is the
regard to the measures being taken to support difference productive and what is excessive
these projects. TTT?
The decision to initiate a campaign to • Demo Videos: Demonstration of two
reduce TTT in ICPNA’s classrooms came as a classes: one showing excessive TTT and
result of an extensive evaluation of the another one that prioritizes STT.
academic study program, faculty, and other • General Campaign Strategy:
aspects that could influence the teaching and Presentation of the TTT-Reduction campaign
learning process at the Institute. There was a strategy and timeline.
need to increase student-talk-time (STT) • Self-Assessment Stage: Description of
significantly and reduce excessive, non-
strategies, protocols, instruments, and desired
productive teacher-talk-time (TTT) as much
outcomes. Practice with using the STT-TTT
as possible. The project proceeded through
self-assessment checklist.
the following stages:
• Comprehension Check Activities:
1. Development of the campaign and
Activities to make certain that teachers
setting of a timeline for implementation.
understand the overall message and their role
in the process.
Video-Based Self-Observation 69

The TD session was crucial in getting expected to work collaboratively with their
the program off to an auspicious beginning. mentor supervisors in order to maximize their
Teachers were able to understand why the chances of reaching the ultimate goal. Table 1
campaign was being initiated, their roles in displays the instrument that was provided to
the process, how they could self-assess to teachers and used as a self-assessment
make certain they were making progress, and checklist for STT-TTT that could be utilized
what the desired outcomes were. At the same during video-playback.
time, they were informed as to how they were

Behaviors Conducive to Behaviors Conducive to
# Observed Observed
Increasing STT Increasing TTT
1. The teacher’s explanations are The teacher gives long and
concise and opportune. unnecessary instructions or
explanations.
2. The teacher elicits from students The teacher does not elicit from
when presenting new language. students enough when
presenting new language.
3. The teacher encourages students The teacher asks questions
to ask questions. when there is an opportunity for
students to do so.
4. The teacher offers students The teacher summarizes and/or
opportunities to summarize paraphrases when there is an
and/or paraphrase. opportunity for students to do
so.
5. The teacher only expresses The teacher gives opinions
opinions and facts that are about facts and ideas that are
relevant to the lesson. not relevant to the lesson.
6. The teacher encourages students The teacher adds additional
to add information to their information to students’
classmates’ responses. responses when it is not
conducive to more STT.
7. The teacher encourages students The teacher poses questions and
to answer her/his questions as then answers them her/himself.
well as their classmates’.
8. The teacher has students do the The teacher does not involve
wrap-up. students in the wrap-up.
9. The teacher provides students The teacher does not provide
with enough wait-time and enough wait or prep/thinking
prep/thinking time. time to students.
10. The teacher refrains from The teacher repeats
unnecessarily repeating what unnecessarily what she/he or
she/he or the students have the students have said.
said.
Table 1. Targeted Self-Assessment Tool for Video Review
70 Global Education Review 1 (3)

This checklist was used by all of the teachers solution alternative, a plan of action to pursue
at the ICPNA regardless of whether their prior throughout the time allotted to the initiative,
performance had been acceptable or not. criteria for success, and dates for review and
Although the most obvious goal for the completion. In the end, this teacher was able
campaign was to provide teachers with the to resolve the issue and make her questioning
means to self-assess and to reduce excessive techniques much more student centered. At
TTT, an indirect outcome that was sought just the program level, administrators tracked
as eagerly was to accustom teachers to the each teacher’s results with targeted
process of reflective teaching and action-on- observation logs. This log was one of many
reflection, which is deciding to follow-up with documents used to track STT and TTT
an self-inspired activity or initiative that promoting behaviors as seen in the self-
ultimately leads to improved instructional observation videos. Teachers would work with
practice (Edge, 2011). their mentor supervisors in order to highlight
As a requirement, the entire faculty of their repertoire of strategies and techniques
more than 400 full-time teachers was that are conducive to increased STT and to
required to participate in this campaign. After identify typical situations in which they may
carrying out the self-observation and self- be more likely to engage in excessive,
assessment processes, they were asked to unproductive TTT. Over time, the aim was to
develop an action in relation to a particular reduce the tally under TTT and increase the
point they could improve. Table 2 provides an number of notches under STT.
excerpt from a teacher’s action plan used As a whole, the TTT-reduction
during the TTT campaign. campaign was successful. Eighty-nine per cent
The sample action plan (Table 2) of the teachers who participated in it were
illustrates how a teacher identified a able to identify at least one area related to
particular area in which excessive TTT was excessive TTT in which they could improve.
made evident in her teaching. She developed a

Problem Objective(s) Success Actions to be taken Resources
Criteria
I answer During each month, I will The behavior Three times a week, I Notebook,
my own make sure I don’t answer must be will reflect to what pen, video
questions. my own questions by observed at extent I have achieved camera, self-
providing my students least twice my objective. I will verify assessment
with more wait time (8 – during each progress by watching my checklist,
10 seconds) and singling class session. own videos. This will be student
out a minimum of two tried in one of the three feedback form
students to respond with courses I am currently
each T-S interaction teaching. I will ask my
cycle. students if they feel they
have more opportunities
to respond to my
questions.
Table 2. Sample Action Plan Used in Conjunction with Video Review
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Of this group, 94% were able to meet their students’ behavior (141, or 57.1%) and aiding
desired goals within the timeframe allotted to them in making instructional decisions in
the program. The others were able to achieve planning (163, or 65.6%). Teachers felt that
their target goals by the end of the year, just a video review of their lessons aided them in
few months later. In the end, self-observation improving a particular instructional strategy
through video was the primary catalyst for (104, or 42.1%) and student production in the
promoting self-examination, self-assessment, lesson (49, or 19.8%). Less frequently cited
and self-reflection, all of which eventually led was helping to improve student motivation
to improving instructional effectiveness and (16, or 6.5%). Here are some statements from
student learning. teachers about how they benefitted:

Teacher and Administrator In order to be a successful educator, it
Perceptions: The Value of Self- is important to reflect upon one’s
Observation teaching. This may include videotaping
A survey was conducted among 247 teachers classes, being observed by a
and 27 academic supervisors in order to colleague/supervisor, asking for help
ascertain the perceived value of self- with a problem or finding new ways to
observation in relation to their professional teach a topic. Being a reflective teacher
development goals. A number of questions is something I have tried to be as a
were asked regarding their experience in the student teacher and plan to continue
field, years of employment at ICPNA, use of working on. Overall, being a reflective
self-observation, what caused anxiety among teacher does not require a large
teachers when engaging in self-observation, amount of time, just extra thought. I
and the benefits afforded. In terms of hope that I am able to take more time
experience, 27.9% (69) had 1 – 3 years, 18.6% to reflect upon my teaching as I gain
(46) had 4 – 6 years, 16.1% (40) had 7 – 10 experience, because my students and I
years, and 37.2% (92) had 11 years can only benefit from this.
experience. ICPNA supervisors were a very
experienced group: No supervisors had fewer When you watch a video, you have a
than 4 years of experience, 7.4% (2) had 4 – 6 better chance to see what's really going
years, 7.4% (2) had 7 – 10years, and 85.2% on with your whole class, something
(23) had 11 or more years. you might not be able to do in the
Teachers were asked to provide their classroom. At a given moment in a
impressions of how video-based self- video, you can tell, for example, what
observation impacted their practices in students are using English and what
general, as well as in relation to the TTT students are not. This is an area in
campaign. Most frequently mentioned was which self-observation through video
that they believed they came to see aspects of has helped me a lot.
their teaching they were unaware of, when
reviewing their lesson on video (203, or I consider videotaping as a very useful
82.2%), which helped them in seeing their source of feedback that has helped me
teaching strengths as well as identifying areas realize how efficient my instructions
they wished to improve upon (218, or 88.3%). are when these are followed by quick
The two main benefits identified by activation (less than a minute) of
teachers were reflecting on their teaching (198 student elaboration on a task. For
or 80.2%) and identifying their strengths and example, I might have said,” Get into
weaknesses (216, or 87.5%). Close behind groups of three and make a list of any
were the opportunity to observe their differences and similarities you find
72 Global Education Review 1 (3)

between an English speaking country Of the total, 65.2% (161) said they generally
and ours. You have ten minutes to did not opt to share their videos with others.
complete it”. After that I may ask Yet, it should be noted 23.9% (59) shared
another student to paraphrase my their videos with their fellow teachers and
instructions, acknowledge his or her 12.5% (31) with supervisors. Of the total that
input and get to work. As students did share their material, 98.9% found the
gather and start working on the task feedback they got was either very helpful or
with lively and confident discussions, I somewhat helpful. It is hoped that over time
walk around to monitor and provide this figure will increase since it does reflect to
help as needed…Self-observation has some degree the openness of teachers within
also helped me to know if I met the the professional community of which they
aims established for my teaching and if became a part. Here are some impressions
the techniques I used worked as from teachers regarding the feedback they
planned when I see how well my received from their colleagues after sharing
students perform in class and what their videos:
things do I need to improve on, such as
less teacher talking time and increase If sharing with peers, it can help you
students participation and elaboration both to learn and have different ideas
of target language. Additionally, it has for future classes and activities. I just
taught me to work on my body been here for three months, but so far
language which expresses a lot of it's been a guide and record of what to
meaning and purpose to my teaching. keep doing and what to modify

I realized that I assumed students Even though I did it with a trusted
would produce by just telling them colleague, I was afraid of the feedback
what they needed to do. But watching I would get. But our discussion was
myself and my students I realized that actually very positive and different
I have to guide them through it. This from what I expected. It helped me
was the first thing I realized after I focus on aspects of my teaching I
watched my first video when I just hadn’t noticed before, even when doing
started teaching. self-observation.

There are many ways it has helped me When teachers decide to share their
in many areas. I think something videos, they are taking a risk. They are
important is that by watching myself exposing themselves to the scrutiny and
teach, I was able not only to experience possible judgment of others, leaving their
being a student in my own class, but comfort zone, in the hope that the decision
also to observe other students' will lead to a tangible return. Therefore, it is
reactions to my teaching. I think this essential for teachers to believe they will
has helped me to focus the activities benefit from the initiative.
more towards the students and to
consider their needs and learning Sharing of videos with supervisors was
styles. less common but close to 18% of those who
did so considered their mentor supervisors as
Sharing Videos with Peers and the most important source of feedback. About
Supervisors. 21.5% (53) of teachers expressed anxiety that