This article details a model for research and practice using video data for multidimensional purposes as part of a professional development school (PDS) partnership. The research methods described situate practitioners as leaders in a school working toward more inclusive school reform with support from PDS partners, including two Professors-in-Residence (PIRs) and PDS teacher co-liaisons. The purpose of sharing this methodological model is to: (a) explore how video research can foster reflective opportunities; (b) highlight professional leaders; (c) (re)construct student competence from a strengths-based perspective; (d) contribute to a video bank of best practices, all as part of collaborative work toward more inclusive schools.