The use of video is an excellent way to support teacher coaching and improvement. In John Hattie’s meta analysis of factors influencing effective teaching, micro teaching (video recording lessons) was in the top 10 strategies used by teachers that have the biggest impact on student learning. Yet despite this evidence plus better and more affordable technology, their are still many schools and teachers who are reluctant to engage with this approach to improve teaching and learning.
To get an initiative like micro teaching off the ground, it should not take that much effort or convincing of teachers but unfortunately it does. Teachers will often cite numerous reasons for why they do not want to video their classes. It is, therefore, important that school leaders provide a case for doing so that is convincing and outweighs the arguments for not using video as an important piece of feedback to improvement instruction.
Here are some of the arguments that I have heard from teachers for why they are not keen to use video in their classes and my responses to them:
It is always useful to be prepared to counter any arguments that may oppose a new initiative. By thinking about them beforehand, school leaders can show a compelling air of confidence in knowing most pitfalls associated with the forthcoming change whilst also ensuring that the reasons for the change outweigh those reasons that could hold it back.
Perhaps even start with video recording yourself and working through the film with your team. Most successes come through those who lead by example, so get recording and discussing.