Effects of a Video-Based Teacher Observation Program on the De-Privatization of Instruction: Evidence From a Randomized Experiment

Abstract

Purpose: U.S. schools have traditionally been characterized by teacher privacy and independence, yet theory and empirical work suggest that peer observation and support—or “de-privatized instruction”—can help improve pedagogical practice. In this study, we investigate whether the introduction of video technology into a school—through a video-based teacher evaluation system called Best Foot Forward (BFF)—led to instructional de-privatization, even in the absence of program components designed to encourage de-privatization. Research Method: Eighty-five schools were randomly assigned to BFF or a control condition. After one school year, teachers and administrators completed Web-based surveys about their experiences. Findings: We find that BFF caused administrators to facilitate more peer support among teachers, made teachers more likely to share lesson videos with colleagues, led teachers to have more of their lessons seen by other teachers, and redistributed which teachers were providing instructional support to colleagues (with relatively newer teachers taking on a larger role in providing peer support). Implications: Results suggest that video technology may be an effective tool for efforts to improve instruction by increasing peer observation and support.