ABSTRACT
Historically, video has been used to support teachers in a range of teaching tasks, from pre-planning through implementation and post-implementation. Growth in the use of video in the United States has been spurred in part from federal support (e.g., National Science Foundation and U.S. Department of Education, National Board of Professional Certified Teachers). For example, the Preparing Tomorrow’s Teachers to Use Technology (PT3) grant funding, initiated in 1999, funded multiple projects where video was used to develop and apply web-based cases and teacher reflection tools. However, the current U.S.-based Race to the Top (RT3) initiative focuses on teacher evaluation, which has encouraged video capture combined with assessment in teacher evaluation models. States in the United States that subscribe to RT3 are increasingly recommending video use for teacher assessment in statewide evaluation system plans.
