In recent years, the need for practice-based research in school has attracted much attention (Darling-Hammond et al., 2020). New forms of knowledge production and professional development (PD), set within the context of application, are tested in order to improve teaching quality and raise levels of student achievement. In order for teachers to access their own classrooms, and their own teaching, from a distant and observer point of view, both video recordings of lessons and observer feedback have proven to be useful methods for analysis and development of teaching practices (Allen et al., 2011; Gaudin & Chaliès, 2015; Walsh et al., 2020). The present study investigates impacts and constraints of a longitudinal collaborative intervention in which researchers and language arts teachers tests a PD model to improve quality of reading instruction in middle and lower secondary school. The study contributes to ongoing debate about the use of video recordings and standardized observation systems for PD purposes. In line with recent attempts of providing feedback to teachers by such protocols (Cohen et al., 2016), the study uses six variables from a validated observation system (PLATO) to observe and give feedback to teachers on their reading instruction. The teachers learn how to employ the instrument themselves in order to gradually release a self-governed form of PD rather than one operated by researchers. Teachers are video-recorded, observed and receive targeted feedback by PLATO variables. In addition, teachers analyze their own teaching and plan lessons together in school-based groups (4–8 teachers). Data collected include observations and recordings of teaching–feedback sessions, interviews with teachers, and survey responses after the intervention from teachers and their students. A pilot study was conducted with four teachers from one school. In the main study, 45 teachers from four different municipalities, five instructional coaches, and eight principals participated. Preliminary results suggest that the quality dimensions of PLATO helps teachers to discern disciplinary-specific areas of instructional improvement, and that the specificity of the received feedback is an essential component. They experience that their own teaching has become more structured and that their professional self-awareness has increased. Instructional coaches are identified as key resources in order to maintain and progress locally organized PD work, but long-term sustainability also necessitates a strong and durable school-based development organization.

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