SUNY teacher education faculty from Buffalo State and Old Westbury implement video-based feedback within reflective teaching cycles to enhance novice educators’ teaching performance and reflective ability, and articulate a replicable process for integrating video analysis into teacher education coursework.

This project aims to bolster novice educators' readiness for entry into the teaching profession by strengthening their teaching and reflective ability through the use of video-based feedback and a reflective teaching cycle. Eight participating faculty from two diverse SUNY teacher preparation institutions will take part in a scaffolded professional development sequence focusing on (a) incorporating video-based feedback into their courses, and (b) integrating reflective teaching cycles into their instructional repertoires. Primary objectives for SUNY students who take these re-designed courses are to increase their (a) knowledge of evidence-based practices, (b) ability to reflect on their teaching, and (c) ability to improve their teaching and learning as a result of reflection. An iterative approach will be used to evaluate and refine the professional development processes used throughout the grant period, and project collaborators will create a CC-licensed guidebook with faculty and student work samples, and implementation recommendations to facilitate replication.

• SoTL (Scholarship of Teaching & Learning)

• Feedback

• Cloud-Based Teaching & Learning Environments