The core of a Video Club is teachers sharing their own classroom teaching with other teachers (Thompson, 2008; van Es, 2012; van Es & Sherin, 2008). The use of video for teacher PD is a relatively new approach to teacher learning (Sherin & Han, 2004). A wealth of research (e.g., Bitter & Hatfield, 1994; Borko et al., 2008; Brantlinger, Sherin, & Linsenmeier, 2011; Lampert & Ball, 1998) suggests that video recording lessons and teachers watching themselves in small groups supports teachers’ abilities to reflect on and therefore improve instruction, subsequently leading to improved student learning. Video Clubs have been applied in various contexts and proved effective both qualitatively and quantitatively (e.g., Sherin & Han, 2004), particularly in building positive learning communities that encourage sustained conversations (Alles et al., 2019). The medium of video-recorded lesson enactments and structured, cyclical, rigorous discussions about recordings helps build a professional learning community (Alles et al., 2019; Borko et al., 2008; van Es, 2012). Existing research has documented the positive teacher outcomes associated with the use of video in classrooms (e.g., Sherin & van Es, 2005; Snoeyink, 2010).