In this paper, we explore the benefits to teacher evaluation when video-based self-observation is done by teachers as a vehicle for individual, reflective practice. We explore how it was applied systematically at the ICPNA bi-national center among hundreds of EFL teachers within two institution-wide initiatives that have relied on self-observation through video for success in the implementation of professional development foci. In these cases, we will provide a descriptive framework for each initiative as well as information on what was ultimately achieved by teachers, supervisors and the institution as a whole. We conclude with recommendations for implementing video-based self evaluation.