Marike ter Maat is an accomplished Educational Consultant at CELT and the Faculty of Engineering Technology (ET), bringing multiple years of expertise in pedagogy and teacher training. She is dedicated to empowering educators, helping them harness their strengths and advance their teaching careers.
Marike’s interest in video coaching was sparked after attending a professional event where she met a senior video coach specializing in vocational training education at the MBO level. This encounter motivated her to pursue formal training in video coaching at HAN University of Applied Sciences (Hogeschool Arnhem – Nijmegen). Currently, Marike leads a video coaching project at the University of Twente, where she has successfully supported numerous teachers in reaching their full potential through personalized coaching and guidance. Her commitment to professional development and teacher support continues to make a significant impact in the field of education.
Can you break down for us the video coaching learning trajectory? How do teachers professionalize through video coaching?
At the beginning of the video coaching process, I meet with the teacher to discuss their goals and identify specific areas they wish to improve. Together, we establish a clear learning objective.
Once the goal is set, the teacher conducts a teaching session, which I record. We then review the footage, focusing specifically on the agreed-upon aspect. During this review the teacher reflects on their performance based on their personal learning goal and addressed if they might have noticed additional points about their teaching performance.
The process involves multiple sessions—typically three — each following a structured cycle:
- Intake and Goal Setting: We determine what the teacher wants to learn and set a learning goal.
- Recording and Reflection: The teacher’s session is recorded. I am present at the lecture to make notes with the timing (if necessary). After selecting moments that might require attention and we analyze the footage together, focusing on the set goal. The review is concluded with a list of action points (teachers have ownership of the steps that they feel they can take)
- Feedback and Implementation: We discuss the recording and provide feedback. The teacher then implements the suggestions in their next session.
- Subsequent Recordings & reflections: The cycle repeats, with new recordings and reviews, allowing the teacher to see their progress and make further adjustments.
- Final Reflection Meeting: Teachers evaluate the impact of the coaching on their teaching, discuss how to apply the insights to other courses project meetings or other contexts, and create a broader plan for future development.
The rhythm of sessions can vary. Some teachers prefer to have a recording, practice on their own, and then have another recording. Others opt for continuous recording and feedback. This flexibility allows the process to be tailored to the teacher’s preferences and the specifics of their learning goal.
Throughout this process, the teacher can see tangible improvements and refine their teaching practices based on constructive feedback.
Examples: Can you provide some examples of how video coaching helped teachers develop their skills in specific areas or based on their goal?
I had a teacher volunteer for video coaching who wasn’t initially sure what to focus on. Although she was a skilled teacher, she noticed not all students were paying attention. We set up cameras in her large class of about 200 students to assess the situation. The footage revealed that, despite clear explanations, there was considerable student chatter.
To address this we discussed what she could do about this and she came with the idea to use silence and eye contact., along with a subtle cue like clearing her throat to signal when students needed to focus. In the next session, she paused mid-sentence, made eye contact, and cleared her throat to regain their attention. This led to immediate silence, and she thanked the students, fostering a positive atmosphere.
This adjustment reduced noise and allowed her to feel more at ease and focused. She discovered that a calm, respectful approach combined with clear non-verbal signals effectively managed the classroom without raising her voice. Through video coaching, she saw the direct impact that even a small change of her behavior can have on the students and vice versa.
Best Practice: Why is video coaching superior to traditional coaching methods?
Video coaching is superior because it provides clear, objective evidence of teaching practices. Teachers can see exactly what they are doing and the impact on students. For instance, a teacher might believe they are being clear, but the footage may reveal chaos or forgotten points.
Traditional feedback can lead to disagreements, but video doesn't lie. By reviewing footage together, we can analyze lessons from various perspectives. For example, if students are not paying attention, we can explore reasons such as timing (e.g. are students less attentive because it is 8am on a Monday morning) or do we need to focus on improved engagement strategies?
This approach helps teachers understand classroom dynamics and refine their methods. It’s about connecting with and aligning with the audience, opening new avenues for improvement.
Technical Setup: What technical tools and platforms are recommended for video coaching, and how do they support collaborative learning and professional growth?
I use three small Mevo cameras (one focusing on the teacher, one on the group and the last one focusing on the overall room.) Then I connect them to an app, and I can start recording. During the recording I can choose which camera is recording. In the end, one video is available. We can then stream the video with Yuja and make it available to teachers. I usually take minutes to set up everything.
Feedback & Reflection: What methods can be used to provide constructive feedback based on video recordings?
It always starts with the goal.
- The first question to ask is “what do you see?” What is happening?” and focus on particular student and teacher behaviors.
- We then delve deeper with questions like, “Why is this happening?” and “What are the effects on students and you?
- We explore how these issues affect the teacher’s feelings and the students' ability to listen.
- Lastly, we discuss solutions, asking, “How can you address this? What changes can you make?
I support my feedback with educational theory, aligning with Korthagen’s reflection cycle to guide practical improvements.
What are the ethical considerations and privacy concerns associated with video coaching, and what measures do you take to protect the rights of all participants?
Before I join the class for the recording, I ask the teacher to put an announcement on Canvas where we also mention that the recordings are used strictly for educational purposes. We stream the recording on Yuja that is a safe platform, and nobody has access to it. During the class, the teacher mentions that the session is going to be recorded and if there are people who oppose being recorded in the session they must sit behind the camera.
Looking back at everything that we’ve discussed, what is your advice for teachers regarding video coaching? Who is it more suitable for?
Either you are a starting teacher or a more experienced one it is worth trying out video coaching. Just try it out to figure out what you are doing well but also gain a better insight on how you can improve your teaching skills and the quality of your lesson.
