0. Preparing Task 2 edTPA Video
Instructional Resource Center

1. Disclaimer
The information in this presentation and examples given are for information purposes only.
Please verify all specifics with your handbook.

2. Summary
Each subject specific handbook has certain video requirements for their candidates.
One or two clips, 15 or 20 minutes total, etc.
Video clips must be unedited and your Instruction Commentary is to reflect what happened in your clips via timestamps

3. Summary Continued Always record your entire unit!
The more you film, the more evidence you have to choose from.
At some point, something might happen that could interrupt your lesson (a fire drill, a student saying something bad, etc.). It could even be that you didn’t start recording until after your warm-up, thinking it would be uneventful, and something dazzling happened that you wished you would’ve caught on camera

4. What do you need to do? Look at your Evidence Chart.
Obtain required permission for video recording.

6. Video Camera You may use your own device.
Video Camera and Tripods may be checked out from TechHub in the Education Building.

7. Timestamp Occurs as a natural part of clipping a video.
Videos must be completely clipped and ready to use before you consider the time-stamp.
Time-stamping is not a physical feature on the computer. Once the videos are clipped, you can pull them up and view them, and at the bottom corner, it will have the time.
It occurs as a natural part of clipping a video.
Videos must be completely clipped and ready to use before you consider the time-stamp.
Time-stamping is not a physical feature on the computer. Once they videos are clipped, you can pull them up and view them, and at the bottom corner, it will have the time.
The video will start at 0:00 and end wherever the student has clipped it. Lets say 8:30. So the first clip is 0:00-8:30. The second clip could be 0:00-6:10. Once the videos are ready to be played back (at their final state to be submitted), the student can time-stamp. She/he will pull up the video and use the time at the bottom to find the time to stamp. The time-stamps will be imbedded in the commentary answers. So if a student is asked, “How do you show mutual respect for a student during your lesson?” they can find a part in their clip where that is demonstrated, and jot down that time. Lets say 2:37 (2 minutes and 37 seconds into the video). So there response will be something along the lines of, “I demonstrated mutual respect for two of my students at 2:37. The first student asked….(explain what happened).”
Think of time-stamping as an additional piece of evidence. So, in all reality, the professor (or whoever is evaluating) won’t have to watch the video in its entirety, if they don’t want to. They can strictly scroll to that time (fast forward the video) and watch what the student is relaying in their answer.

8. Timestamp Example
“I demonstrated mutual respect for two of my students at 2:37. The first student asked…..”
Think of time-stamping as an additional piece of evidence. So, in all reality, the evaluator will not have to watch the video in its entirety, if the evaluator does not want to.

9. Be Strategic!
You have to be strategic about recording what students are saying, especially with the use of academic language.
Make sure you are in proximity to students so that they can be heard on the microphone/video camera.
For items difficult to hear or see, you may insert a digital transcript at the end of the Instructional Commentary in Task #2. It cannot be longer than 2 pages.
Sometimes, the quality of the recording (voices not being heard, low audio, etc.) can be a bit under par. You have to be strategic about recording what students are saying, especially with the use of academic language. Make sure the teacher candidate is in proximity to students so that they can be heard on the microphone/video camera. In addition, for items difficult to hear or see, teacher candidates can insert a digital transcript at the end of the Instructional Commentary in Task #2. It cannot be longer than 2 pages.

10. Remember, audio > video
Make sure that your recording clearly picks up what students are saying. If a student says something “right on the academic money,” but is not on camera, don’t fret. You can still use it by including a transcription. Good audio will save a bad video, but a good video without audio is a lost cause.

11. Practice
You and your students need to be familiar with the camera before you begin your actual recording.
Try to forget the camera is
actually there.

12. Most importantly, your video is evidence
Showcase your teaching and your students learning.
Remember you are not trying to win an Oscar!

13. Backup Copy
Make a backup copy of your video clip on your hard drive, a flash drive, or on a CD/DVD.
Video recordings are NEVER to be posted anywhere publicly or used for a purpose other than what is defined in the permission form.

14. Video Clipping
iMovie
Tutorial
Clipping Tutorial
Window Movie Maker

15. File Types Target 200-300 MB mpeg flv or less avi asf qt wmv mov mp4
File Size
Target MB
or less
If you follow the tutorial for iMovie/Windows Movie Maker you will not need compression.
Compression Tutorial PC
Compression Tutorial Mac
mpeg
avi
wmv
mp4
m4v
flv
asf qt
mov
mpg

16. Please Consult Your edTPA Handbook
As a reminder the information in this presentation and examples given are for information purposes only.
Please verify all specifics with your handbook.