Video Recording Guidelines A video clip should be continuous and

Video Recording Guidelines A video clip should be continuous and
Video Recording Guidelines
A video clip should be continuous and unedited, with no interruption in the events.
The clip(s) should include interactions between you and your students and your responses
to student comments, questions, and needs.
The clip(s) can feature either the whole class or a targeted group of students within the
class. Both you and your students should be visible and clearly heard on the video
recording submitted.
Before you record your video, ensure that you have the appropriate permission from the
parents/guardians of your students and from adults that appear on the video.
In order to capture elements of instruction and student learning, you will need to produce
video clips that clearly display and provide evidence of the quality of your instruction. These
procedures are provided to help you produce video clips that clearly represent the teaching
and learning in your classroom.
Video Quality
There is no requirement or expectation for you to create a professional-quality production.
The use of titles, opening and closing credits accompanied by music or special effects are
best left to Hollywood as scorers will be entirely interested in what the video shows you and
your students doing within the learning segment. It is not necessary to be technically perfect
and it is best if your efforts are focused on capturing evidence that meets the criteria in the
rubrics. It is important, however, that the quality of the videotaped activities be sufficient for
scorers to understand what happened in your classroom. As a general rule of thumb,
sound quality is generally more important than video quality for understanding the teaching
and learning being captured. It is a very good idea to test all video/audio equipment in the
classroom BEFORE the learning segment.
Steps for Successful Video Recording of Your Learning Segment
* Make arrangements for the necessary video/audio equipment well in advance. If you are
unfamiliar with the video-recording process and/or do not have access to video equipment,
consider the following resources for equipment and videotaping assistance:
Your cooperating teacher (who can identify potential resources in the school as well as
assist you with videorecording);
Your university supervisor;
Technology staff or students within your program’s institution knowledgeable about video;
Another student teacher who has done or is doing videorecording;
Friends and family
The Internet –especially YouTube- where there are a number of how-to videos1.
* Advise your cooperating teacher and the principal at your school of your need to videorecord lessons for your learning segment. Although it is often unnecessary, discuss any
arrangements for a camera operator with them. If you use a camera operator, look to
people who already have approval to be in classrooms, e.g., your cooperating teacher, your
university supervisor, family members, friends.
* Collect the necessary consent forms from students. This is a professional responsibility
that should not be ignored. Respecting students’ privacy as well as protecting yourself and
your cooperating teacher are important concerns.
* Think about where you and your students will be located in the classroom during the
activities to be portrayed in the video. What evidence do the rubrics call for that the camera
will need to capture? Will different activities require students to regroup and move around
the classroom? How will the use of instructional materials be recorded? What will the
camera need to capture? Where will the camera/mics need to be placed in order to
optimize sound quality? If applicable, when should the camera operator zoom in or rotate
the camera to a new position? (Use zooming in only when it is needed to understand what
you or the students are doing, as camera operators are usually a few seconds behind the
speakers in discussions and often miss the student speaking entirely as a result.)
* Meet with the camera operator to plan the taping prior to videotaping your lesson. Share
your lesson plan and discuss your plans to capture the teaching and learning. Even if you
are using a static camera, it is a good idea to go over the lesson and the camera placement
with your supervisor or cooperating teacher to ensure you have considered as many
variables as possible.
* Practice the video-recording process BEFORE the learning segment. This will provide a
chance to test the equipment for sound and video quality as well as give your students an
opportunity to grow accustomed to the camera.
*If possible, record the ENTIRE set of lessons. This will provide you with plenty of footage to
choose the segments that best provides the evidence called for in the rubrics.
* While recording, try to forget the camera is there (this is good to explain to your students
as well) and teach like you normally do. Try not to introduce routines or procedures that
While You Tube is a great place to learn how to use video equipment, clips of your teaching should NEVER be
posted in public venues like You Tube, Facebook, etc. or shared with people not involved with the edTPA
assessment, as this violates the confidentiality of the children you teach.
students are unfamiliar with. If using a camera operator, advise them not to interject
themselves into the lesson in any way.
* Make a back-up copy either on your hard drive, USB drive or on a cd/dvd when recording
is finished.
* Watch the footage and choose clips which most effectively demonstrate your ability to
teach with regard to the criteria in the Instruction Task rubrics. The rubric criteria should be
your guide in choosing the portion of the lessons to submit.
* When preparing a clip(s) for submission, be sure that each clip is continuous without any
edits. Use a program like Windows Movie Maker or Apple’s IMovie software to prepare and
save the clip(s) in the format required in your TPA handbook.
Technical Considerations
*Consider the light source before a recording is made. While some cameras may have a
switch for recording in incandescent, florescent, or daylight, most low-end cameras are now
completely automatic. However, where the light originates is important to consider. Do not
place the camera facing the window or other bright sources of light. Also, if you want the
scorer to be able to read something written on the board or on a piece of paper, be sure
there is sufficient light for the camera to pick up the text clearly but not too much so that
there is a reflection (especially on whiteboards). You may need to submit a separate
document with the writing if it is critical to understanding the video events.
* If you are having trouble hearing yourself and/or the students, try placing the camera
closer to the action OR use an external omnidirectional dynamic microphone plugged into
the “EXT MIC” jack on the camera. Unfortunately some of the newer low-end cameras no
longer have this jack but if it is present, using an external mic can be very helpful for sound
*Use a sturdy tripod to avoid shaking images which often stem from shots from a hand-held
* Plug the camera into a wall outlet when recording if possible. If not, be sure the batteries
are fully charged.
* For safety reasons, as much as possible, tape extension cords to the floor with duct tape.
Software and Equipment Considerations
TPAC has not required any particular software, cameras or editing equipment. Candidates
should be using digital cameras ONLY. Digital video is much easier to use and to edit plus it
is much easier to archive. Regardless, in order to upload to the Pearson scoring platform (or
any electronic portfolio vendor), the video must be in digital format.
As for considerations when seeking a camera, we are finding that an expensive camera is
not necessary for the demands of this assessment. Most low-end cameras produce a
picture and sound quality that is suitable for this lesson provided that the user follows the
steps above. However, certain situations (groupings where the students are not facing the
camera mic, lots of ambient noise, etc.) may necessitate the use of some kind of external
microphone. The only way to know for sure is to test the equipment. In the past, wireless
mics have worked great if they are available. If they are not, plan to spend some time
finding the best place to set up the camera to catch as much of the teacher-student
interaction as possible (i.e. placing the camera at the side of the room instead of the back to
capture more sound) when recording the instruction segments.
Video Equipment and Editing Tutorials
If you are new to video recording or the camera you are using, be sure to read the
instruction manual that comes with the camera. Even if the manual has been lost, most are
available online at the manufacturer’s website. Manufacturer’s sometimes have online
tutorials to help you learn how to use the camera. YouTube also has a plethora of videos
that show how to set up and operate a camera.
When editing your video clip, it is best to use the free software that comes with your
computer. PC's have the program Windows Movie Maker (found in the START menu under
PROGRAMS) while Macs provide you with iMovie. Both of these are fairly simple to use
and can make saving your video clip much easier. There are many online tutorials that will
support you in learning how to use these programs. Below are links to tutorials that you may
find useful:
Tutorials for using Windows Movie Maker to edit your video
Tutorials for using IMovie to edit your video
You can get help from the Media Lab. [email protected] P: 303-492-8804
You can check out their video equipment
You can make an appointment to have them help you learn to use the video equipment
You can make an appointment to have them help you put your video clip(s) in the proper
You can make an appointment to have them help you place captions on the clip(s) if the
sound is bad.
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