The scheme is designed to allow teachers and trainers to get the advantages of observation whilst minimising negative aspects of traditional approaches and exploiting modern technology so that aspects of the process can be handled remotely.


Above all, this is a peer observation driven system – in fact,  the procedure can be conducted independently of formal academic management structures, though this may not be desirable.  Inclusion of academic managers is by joint reporting on a selective basis

5 guidelines to increase trust
1. Make participation a choice
Video is only a useful tool when it is used for learning and helping teachers, never for spying on what is happening in their classrooms. Give your teachers the power to opt in and out of using video. If leaders genuinely want teachers to be professionals and feel motivated to change, they must give them meaningful choices, not take them away


2. Focus on intrinsic motivation and safety
Video will only be effective if it is used to support a teacher's intrinsic desire to improve their practice. If a teacher has a personal motivation to move their teaching forward then video can be powerful in helping them to do so.
3. Establish boundaries
The power must lie with the teacher whose lesson has been recorded. It is paramount to be clear about boundaries, particularly regarding who sees a video and how it is talked about
4. Lead by example
If you want to inspire the use of video CPD in your school, you need to show teachers that you believe in using it too. People will be less inclined to participate in something you ask them to do if you're not willing to do it yourself.


5. Start slowly
Implementing VPD in your school shouldn't be a rushed process. It may be unfamiliar to teachers, so pushing them into using video in their classrooms will be of no benefit. Encouraging teachers to use video needs to be a supportive process. Perhaps start by asking whether a few teachers want to volunteer to try out VPD