Using Video to Assess Teaching Performance

Recent performance-based teacher assessments have challenged teacher educators to rethink the ways that candidates are prepared in education programs. edTPA (formerly the Teacher Performance Assessment) requires teacher candidates to demonstrate knowledge and skills through authentic teaching artifacts, written commentary, and video clips recorded in real classroom settings. As part of the edTPA requirements, teacher candidates submit video clips of their own teaching to be viewed and assessed by evaluators. This implies that teacher candidates should know how to utilize their own videos for the purpose of improving their instructional skills as well as the learning of their students. These initiatives have urged teacher educators to prepare their candidates for the active use of video-recorded instruction either in university classrooms or in field-based practices. This book provides research-based strategies to support video analysis of authentic teaching in initial teacher education programs. It also presents a review of video recording tools in reference to their features and practicality for different educational settings.

Carrie Eunyoung Hong, Ph.D. is associate professor in the department of Educational Leadership and Professional Studies at William Paterson University of New Jersey. Her research interests include balanced literacy, literacy teacher education, and teacher preparation to work with culturally and linguistically diverse learners.
Irene Van Riper, Ed. D. is a teacher educator, consultant, researcher and author in all levels of education from early childhood and middle school, to higher education as a professor of special education and literacy. She was instrumental in developing a graduate program in Autism education and has earned Associate level certification from the Academy of Orton-Gillingham Practitioners and Educators. Her research interests include dyslexia, executive functioning, and teacher preparation.

Acknowledgements
Introduction
Chapter One: Video Analysis in Teacher Education: Overview and Framework
Video Technology Redefines Teacher Education
Video Analysis in Teacher Education
Benefits of Video Analysis
Limitations of Video
Conceptual Framework for Effective Video Analysis
Key Content of Chapter One
Chapter Two: Video Recording and Analysis for edTPA
Assessment of Performance-Based Teaching Practice
Evidence of Teaching Practice in edTPA Assessment
Planning, Instruction and Assessment
Instructing and Engaging Students in Learning
Assessing Student Learning
Analysis of Teaching Effectiveness
Academic Language Development
Strategies for Effective Video Recording
A Case Study of Effective Video Analysis: Tom
A Case Study of Effective Video Analysis: Jessica
Key Content of Chapter Two
Chapter Three: Collaborative Strategies for edTPA Video Recording and Analysis
Role of the Field Supervisor
Role of the Cooperating Teacher
Effective Use of Peer Support
Role of the Teacher Candidate
Deciding What to Video Record
Creation of a Checklist
Preparing the Classroom for Video Recording
Students Without Permission to Appear on Video
Last Considerations for Video Recording
Summary and Closing Thoughts
Key Content of Chapter Three
Chapter Four: Technologies for Creating a Demonstration Teaching Video
Preparation
Recording
Camera and Camcorder
Smartphones/Mobile Devices
Laptop
Action Camera
Accessories: Microphone
Accessories: Tripod
Accessories: Wide-angle Lenses
Accessories: Stabilizer
Testing Before Recording
Other Things to Consider
Other Useful Links
Editing
Uploading
On Line Video
edTPA Video
Key Content of Chapter Four
Index
About the Authors