Video-based reflection as a tool for instructional coach development

This paper addresses the research gap on initial and ongoing preparation of instructional coaches by examining the use of video analysis as a tool to foster instructional coach reflection within online professional learning communities (PLCs). Using qualitative case study methodology, key findings demonstrate the relationship between video type (stock, peer, and own) and the purpose of video-based feedback provided by instructional coaches in relation to fostering professional reflection. Implications for practice address the importance of scaffolding video analysis activities over time in order to elicit critical reflection into practice and strengthen professional learning outcomes.