This article presents the findings from a pilot study exploring the use of video as a self–reflection tool combined with high–quality, collaborative professional development (PD). Participants were in–service, upper–elementary, special education instructors teaching word study and fluency to students with learning disabilities. Participants watched multiple video–recordings of their instructional practice throughout one school year and reflected on their video by: rating their instruction, noting what worked, and making suggestions for future lessons. Findings indicated that teachers’ self–reflections changed from overestimations of their practice to more critical self–examinations. Their comments initially were vague but became more descriptive over time. Four teacher groups emerged in the analysis, ranging from teachers who did not believe they needed to improve their practice to teachers who became instrumental in conducting their own research about what worked in their practice. Overall, video self–reflection combined with high–quality PD was a positive tool for enhancing teacher change.
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