Video Annotations as Professional Learning Tools: Examining Content and Form Across Annotator Roles

• In Event: Examining the Impact of Virtual and Video-Based PD on Teacher Growth

Abstract

This exploratory study examines how teachers, peers, and instructional coaches use video annotations within a professional learning community to reflect on ambitious and equitable mathematics instruction. Analyzing 334 annotations across 20 classroom videos, we identified differences in content and form based on annotator roles. Coaches focused on instructional suggestions, peers on affirmations, and teachers on contextual reflection and self-critiques. Notably, references to student thinking were limited, despite the program’s emphasis on productive talk and sense-making. Findings suggest the need to support teachers in requesting targeted feedback and to help peers engage in deeper critique. Future research will expand the coding framework and investigate how differentiated role-based supports can enhance reflective practice in both mathematics and science learning communities.

Authors

• D'Anna Pynes, University of Notre Dame

• Michael Szopiak, University of Notre Dame