Ensuring Safe and High-Quality Feedback to Candidates with Video Observation

By Caroline Forrest and Cori Woytek

This is the second article in a two-part series. Read the first part, titled “Video Observation Improves Teacher Preparation and Enhances Collaboration.” Authors Caroline Forrest and Cori Woytek will be presenting a live Q&A session at the 2021 Annual Meeting, “Using Video Across Diverse Settings to Provide Meaningful Feedback & Facilitate Reflective Conversations,” Thursday, February 25, 1:30 – 2:30 pm.

Caroline Forrest

Cori Woytek

Many teacher preparation programs have faced unprecedented challenges this past year because of COVID-19. Schools have moved to online instruction and in-person support of student teachers has become difficult, if not impossible.

In response to the crisis, many institutions have incorporated videoed observations and feedback as part of their programs—a move that our teacher education program here at Western Colorado University took four years ago prior to the pandemic.

Fortunately, having a video feedback structure in place has enabled us to continue to support our residents – and continue to provide them with effective, rich, and applicable feedback – during this time.

Video Observation Improves Teacher Preparation and Enhances Collaboration

By Caroline Forrest and Cori Woytek

Authors Caroline Forrest and Cori Woytek will be presenting a live Q&A session at the 2021 Annual Meeting, “Using Video Across Diverse Settings to Provide Meaningful Feedback & Facilitate Reflective Conversations,” Thursday, February 25, 1:30 – 2:30 pm.

Providing resident teachers with meaningful feedback to improve their instructional practices is—and always has always been—a hallmark of our teacher education program here at Western Colorado University. Through the use of video coaching, which we implemented four years ago, we’ve been able to ensure this feedback is even more effective, rich, and applicable.