ABSTRACT
Classroom video recordings serve a variety of purposes, including self-improvement by individual teachers, observation and feedback by teacher educators or school administrators, assessment by external raters for licensure, application for professional recognition and awards, peer feedback in professional development, and showcasing in teacher portfolios or on school websites. Some uses of classroom video are low stakes, but high-stakes uses such as assessment and evaluation are increasingly common (Hannafin, Shepherd, & Polly, 2010).
