Since the digitisation of video, the production of video has been democratised. Video is no longer only provider-generated, but has become user-generated as well. So far, little is known about what this development entails for how teachers perceive and interpret classroom video. Whether such video is published on online platforms or used in local settings only, an important question is: Which features of video clips of teaching and learning help teachers judge and decide if and how they want to adopt or adapt the instructional behaviour shown?

Proceeding from the metaphor of the producer as sender and the viewer as receiver, this chapter presents guidelines for the production of classroom video in the form of a checklist. This list specifies clip features promoting Visual Teacher Learning under four headings. Video producers should consider firstly what they portray as good teaching. Secondly, there are decisions to take during planning, capture and editing. The third issue to take into account is how to frame video clips by means of context information and perspectives for analysis. Finally, privacy issues and data protection are addressed.