ABSTRACT
It has become clear that the Gradual Release of Responsibility (GRR) is a useful model not only for teachers working with children but for teacher educators, coaches, or other educational professionals who help teachers—novices, veterans, and those in between—to learn new ideas. As preservice and inservice teachers learn particular skills related to video reflection, they needs support from more knowledgeable others and while that support changes over time, the line is also jagged and the process is non-linear in many cases. The GRR and pedagogy of video reflection are both effective tools in addressing learners at the point where they need assistance. Research and practice work is needed that foregrounds critical literacy and social justice alongside and in relation to video reflection. Portraits of practice, analysis, and research are needed on the outcomes of requiring video reflection in new teacher assessment models such as the Education Teaching Performance Assessment and the Praxis Performance Assessment for Teachers.
