Blurb:

This chapter explores how the introduction of video into the supervisory process can be made less stressful–rather than more so–when video is introduced. Video review can enable teachers to become self-assessors as part of the supervision cycle, and supervisors can also be invited to engage in self-review of their conferencing skills. The chapter focuses on three ways video supports teacher learning in supervisory contexts: the affordances of video in combination with on-site observation, the long-term benefits to teachers of a program of video-based supervision, and a video-enhanced analysis tool (VEO / www.veo.co.uk).