Using Video to Assess Teaching Performance: A Resource Guide for edTPA

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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.

Reviews

Developed by experts in elementary and special education, literacy, and technology, this book provides clear guidance for using videos to analyze and improve instruction. There are examples that are directly relevant to the latest, often required assessment of teaching performance, the edTPA; however, this book places video analysis at the center of preparing good teachers rather than as an attempt to address yet another mandated requirement for teacher candidates. There also is excellent discussion of technology tools that should prove valuable to teacher preparation programs, teachers, and to teacher candidates. I believe that this book will be one that users refer back to often as a guide to improved practice and collegial analysis of practice using video. -- Candace Burns Ph.D, dean, College of Education, William Paterson University
A timely resource supported by current and relevant research. The chapters remind us of the benefits of using video analysis and the importance of developing video analysis skills throughout the teacher preparation program so candidates are better prepared for expectations on edTPA. Using video clips for the edTPA portfolio is an opportunity for teacher candidates to demonstrate what they know about using video-based evidence to document practice. -- Salika A. Lawrence, Medgar Evers College, City University of New York
This book is a great resource for teacher candidates who are building their edTPA portfolio. The use of technology in the classroom today is necessary. Teacher candidates will have the opportunity to receive immediate feedback from this process to tailor and improve their teaching practice prior to submitting the edTPA portfolio. The quality of information presented in this book is priceless and works well in any classroom model. -- Carol Williams, 6th Grade Co-operating Teacher, Richard J. Bailey School, NY
An informative guide filled with strategies and tools for teacher success. Authors show how video analysis and performance can effectively improve and enhance a teacher portfolio. A must-read for any novice teachers or teachers completing the edTPA comprehensive portfolio. -- Amanda Adragna, MSED in Special Education, Hofstra University

Author Bio

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.