Mentoring and Video-Feedback: Utilizing Video-Feedback to Increase Objective, Data-Driven Reflections

This paper studies the effect that video-feedback has on novice teachers in regards to reflective conversations and utilizing objective data. Video-feedback, when used by coaches or mentors to develop teacher capacity and efficacy, has the ability to provide objectivity in regards to what the teacher is doing, what needs to be modified, and what needs to be implemented. By increasing objectivity, it is likely that the novice teacher will have a clearer understanding of how to improve and is more likely to reference data when discussing the effectiveness of specific teaching practices. This paper studied six secondary novice teachers employed in a large urban district in Southern California. Three of the participants had experience with video-feedback, and three had no experience with utilizing video-feedback in an observation de-brief with their coach or mentor. Each participant completed a questionnaire that was assessed qualitatively by the researcher through the use of preset codes and emerging themes. The findings indicated that those teachers that had video-feedback experience tended to reference objective and data-driven statements in their responses in comparison to those novice teachers without video-feedback experience.