DePaul University College of Education > About > Centers & Initiatives > Center for Educational Technology > edTPA Video Resources

Video Resources

edTPA is an assessment conducted during the stude​nt teaching experience. For this assessment, teacher candidates are required to create video clips of instruction, lesson plans, student work samples, analyses of student learning and teacher candidate reflective commentaries for a learning segment and submit these components using an electronic portfolio to Evaluation Systems, an outside agency that is a group of Pearson Publishing.

This page is meant to provide teachers in training with the resources and information necessary to meet the video requirements of the assessment standards. 

Edit Videos Using Different Software

Quicktime Player

iMovie

Windows Essentials - Movie Maker

Upload Your Video to Digication


Consent Forms

Any student teachers working in Chicago Public Schools should use the CPS consent forms. Everyone else should use the Illinois State Board of Education forms.​

​Chicago Public School Consent Forms​


Illinois State Board of Education





Video Requirements by Major

​ ​

Early Childhood

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
Lesson Planning & Video Recording Requirements​​​ 3-5 consecutive learning experiences to be presented over the course of one week 
Detail of Subject Identify learning experiences from the learning segment you planned in Task 1 to video record. The video clips you select for submission should demonstrate how you engage children in developmentally appropriate practices that support the whole child in an interdisciplinary language and literacy context and take into consideration the active, multimodal nature of young children’s learning.
Response Length Submitted ​Provide 2 video clips (no more than 15 minutes total running time). Clip 1 should show large-group interaction (minimum of 4 children), and Clip 2 should show small-group interaction or interaction with an individual. 
Class vs. Focus Group ​Identify 2 children on whom you will focus your analysis.
Supportive File Types Part A: Vi​deo Clips (flv, asf, qu, mov, mpg, mpeg, avi, wmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Video or Audio Evidence of Learning: Video evidence of learni ng. The video clips (no more than 7 minutes each) should provide evidence of the focus child's development of language and literacy related to the learning segment. If evidence is submitted as a video recording from the Instruction task (Task 2), provide the time-stamp reference in the appropriate prom within the Assessment Commentary. 
Other Requirements that can be submitted via video Task 3  - Part B: Observation Notes and Work Samples: No video option. 
Other Requirements that can be submitted via video
Task 3 - Part C: Evidence of Feedback: Provide evidence of children's language use. You may provide evidence of children's language use with your video clips from Task 2, an additional video clip of one or more children using language within the learning segment (no more than 5 minutes in length). Document the feedback you gave each of the 2 focus children on the common assessment. This can be done as a video clip.
Other Requirements that can be submitted via video
Task 3 - Part D: Assessment Commentary: No video option. 
Other Requirements that can be submitted via video Task 3 - Part E: Evaluation Criteria: No video option. ​

Physical Education: Physical Education

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
​Lesson Planning & Video Recording Requirements​​​
3–5 consecutive lessons (if daily). If weekly, the learning segment should include 3–4 consecutive lessons. If in a block ​schedule, your learning segment should include 3–5 hours of connected instruction.
​Detail of Subject
Identify challenging learning tasks in which students are actively engaged. The video clip(s) you select for submission should provide a sample of how you interact with students in a positive learning environment to support their development of competencies in the psychomotor, cognitive, and/or affective learning domains related to movement patterns, performance concepts, and/or health-enhancing fitness through instruction for planned learning tasks.
​Response Length Submitted
Provide 1–2 video clips (totaling no more than 20 minutes in length) that demonstrate how you engage students in developing their competencies in the psychomotor, cognitive, and/or affective learning domains through planned learning tasks. The video clip(s) should, include both the instruction and the students implementing the instruction during the learning task, include active monitoring of student learning during the learning task. show how you manage at least one transition to, within, or from a learning task
​Class vs. Focus Group Select 3 focus students that represent the range of psychomotor competencies within the class. At least one of the students should be an English language learner, a student with physical limitations, or a student with a visual impairment. (Task 3: Part A: Student Work Samples only has a video option).
​Supportive File Types
Pa rt A: Video Clips (flvasfqumov, mpg, mpegaviwmv
​Requirements of Editing
The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children ar e doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or website s (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: Video is required, please see above information in cell C6 regarding the focus group.
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: You may submit one video file showing the performance of all 3 focus students, or 3 separate video files showing the performance of one focus student in each. (Optional: Provide evidence of student's language use. You may provide evidence of language use with your video clip(s) from Task 2 , an additional video clip of one of more students using language within the learning segment (no more than 5  minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
​Task 3 - Part D: Evaluation Criteria: No video option. 
Other Requirements that can be submitted via video Task 3 - Part E: Evaluation Criteria: No video option. ​

Physical Education: Health Education

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
​Lesson Planning & Video Recording Requirements​​​
3–5 consecutive health education lessons (or, if teaching within a large time block, 3–5 hours of connected instruction)
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. Choose lessons that show you interacting with students as they show active engagement in using functional health knowledge, demonstrating health-related skills, and/or developing personal beliefs and group norms to help them adopt and maintain healthy behaviors.
​Response Length Submitted Provide 1–2 video clips (totaling no more than 20 minutes in length) that demonstrate how you use a student-centered teaching activity (e.g., role play, analysis of a food label, practice of a health-related skill) to help students use functional health knowledge, demonstrate health-related skills, and/or develop personal beliefs and group norms that help them adopt and maintain healthy behaviors, actively engage students in debriefing the activity and drawing conclusions about how specific.
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.
​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: No video option. 
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to the each of 3 focus students on the work sample itself, as an audio clip, or as a video clip. (Optional: Provide evidence of students' language use. You may provide evidence of language use from your video clip(s) from Task 2, an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option.  

Secondary Education: Math

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 ​
​Lesson Planning & Video Recording Requirements​​​

3-5 consecutive mathematics lessons (or, if teaching within a large time block, 3-5 hours of connected instruction). 

​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to videorecord. You should choose lessons that show you interacting with students to develop their conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills.
​Response Length Submitted Provide 2 video clips (each no more than 10 minutes in length) that demonstrate how you interact with students in a positive learning environment to develop their ability to construct meaning, interpret, and response to a complex text. The first clip should demonstrate how you engage students in constructing meaning, interpreting, and responding to a complex feature of a text, for example, historical context, figurative language, dense informational text, and/or visual imagery in a film. The second clip should show interactions between you and at least three students during a discussion of the text to support and/or monitor their abilities to interpret the text. 
​Class vs. Focus Group Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.
​​Supportive File Types Part A: Video Clips (flv, asf, qu, mov, mpg, mpeg, avi, wmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: No video option. 
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample itself, as an audio clip, or as a video clip (no more than 3 minutes per focus student for video). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clip(s) from Task 2, an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option. 

Secondary Education: English/Language Arts

​​​
 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 ​
​Lesson Planning & Video Recording Requirements​​​ ​3–5 consecutive English Language Arts lessons (or, if teaching within a large time block, 3–5 hours of connected instruction).
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with students to prepare them to read a complex text and participate in a discussion to construction meaning from and interpret the text.
​Response Length Submitted Provide 2 video clips (each no more than 10 minutes in length) that demonstrate how you interact with students in a positive learning environment to develop their ability to construct meaning, interpret, and response to a complex text. The first clip should demonstrate how you engage students in constructing meaning, interpreting, and responding to a complex feature of a text, for example, historical context, figurative language, dense informational text, and/or visual imagery in a film. The second clip should show interactions between you and at least three students during a discussion of the text to support and/or monitor their abilities to interpret the text. 
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.​
​​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: No video option. 
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample itself, as an audio clip, or as a video clip (no more than 3 minutes per focus student for video). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clip(s) from Task 2, an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option. 

Secondary Education: History/Social Studies

​​​
 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 ​
​​Lesson Planning & Video Recording Requirements​​​ 3–5 consecutive history/social studies lessons (or, if teaching history/social studies within a large time block, about 3–5 hours of connected instruction).​
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with students to develop their skills and strategies for interpreting or analyzing sources and accounts of historical events or social studies phenomena and building and supporting arguments.
​Response Length Submitted Provide 2 video clips (each no more than 10 minutes in length) that demonstrate how you develop students’ abilities to evaluate sources, form interpretations or analyses, and build and defend arguments. The first clip should illustrate how you engage learners in tasks that develop their ability to interpret or analyze accounts of historical events or social studies phenomena and build and support arguments. The second clip should focus on how you supported students to use evidence from sources to form interpretations or analyses and build and support arguments about historical events, a topic/theme or social studies phenomenon.
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.​
​​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: No video option. 
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample itself, as an audio clip, or as a video clip (no more than 3 minutes per focus student for video). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clip(s) from Task 2, an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option. 

Secondary Education: Science

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
​Lesson Planning & Video Recording Requirements​​​
​​3–5 consecutive science lessons (or, if teaching science within a large time block, 3–5 hours of connected instruction)
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with students in a positive learning environment to support them to (1) construct an evidence-based explanation of a real-world phenomenon using science concepts and data from a scientific inquiry and (2) organize and analyze data from the inquiry.
​Response Length Submitted Provide 2 video clips (each no more than 10 minutes in length) that demonstrate how you interact with students in a positive learning environment to support them to (1) construct an evidence-based explanation of a real-world phenomenon using science concepts and data from a scientific inquiry; and (2) organize and analyze data from the inquiry. The first clip should illustrate how you actively engaged students in using science concepts and data to construct and evaluate an evidence-based explanation of a real-world phenomenon during a scientific inquiry. The second clip should illustrate how you facilitated your students’ organization and analysis of data during a scientific inquiry.
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.
​Supportive File Types Part A: Video Clips (flv, asf, qu, mov, mpg, mpeg, avi, wmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Bef​ore you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: No video option.
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample itself, as an audio clip, or as a video clip (no more than 3 minutes per focus student for video). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clip(s) from Task 2, an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option. 

Elementary Education Assessment

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
​Lesson Planning & Video Recording Requirements​​​
​3–5 consecutive literacy lessons (or, if teaching within a large time block, 3–5 hours of connected instruction)
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with students to support them to independently apply the literacy strategy to comprehend or compose text.
​Response Length Submitted Provide 1–2 clips (together totaling no more than 15 minutes) that demonstrate how you interact with students in a positive literacy environment to develop an essential literacy strategy and requisite skills. Your clip(s) should show how you model the strategy and support students to practice and to independently apply the essential literacy strategy to comprehend or compose text in meaningful contexts.
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.
​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Bef​​ore you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Literacy Work Samples: Collect and analyze student work from the selected assessment to identify quantitative and qualitative patterns of learning within and across learners in the class. You may submit a video. No more than 5 minutes per focus student for video. Attach a transcription of inaudible portion to the end. 
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample itself. This can be as a video clip (no more than 3 minutes per focus student). (Optional: Provide evidence of students’ language use with an “additional” video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 4 - Part E: Student Mathematics Work Samples: (no more than 5 minutes per focus student for video work samples).
Other Requirements that can be submitted via video
Task 4 - Part F: Examples of Student Work from Re-engagement Lesson: (no more than  minutes per focus student for video samples)


Middle School: Science

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
​Lesson Planning & Video Recording Requirements​​​
​3-5 consecutive science lessons (or, if teaching science within a large time block, 3-5 hours of connected instruction). 
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with learners as they actively engage in a positive learning environment to support them to (1.) construct an evidence-based explanation of a real-world phenomenon using science concepts and data from a scientific inquiry and (2.) organize and analyze data from the inquiry. 
​Response Length Submitted Provide 2 video clips (totaling no more than 20 minutes) that demonstrate how you interact with young adolescents in a positive learning environment to develop their ability to construct meaning from, interpret, and respond to a complex text. The first clip should demonstrate how you engage students in constructing meaning from, interpreting, and responding to a complex feature of a text, for example, historical context, figurative language, dense informational text, or visual imagery in a film. The second clip should show interactions between you and at least three students during a discussion of the text to support and/or monitor their abilities to interpret the text.
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.
​Supportive File Types Part A: Video Clips (flv, asf, qu, mov, mpg, mpeg, avi, wmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Bef​​ore you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: No video option. 
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clips from Task 2, as an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option. 

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Middle School: English/Language Arts

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
​Lesson Planning & Video Recording Requirements​​​
3–5 consecutive English Language Arts lessons (or, if teaching within a large time block, 3–5 hours of connected instruction)
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with young adolescents to prepare them to read a complex text and participate in a discussion to construct meaning from and interpret the text.
​Response Length Submitted Provide 2 video clips (totaling no more than 20 minutes) that demonstrate how you interact with young adolescents in a positive learning environment to develop their ability to construct meaning from, interpret, and respond to a complex text. The first clip should demonstrate how you engage students in constructing meaning from, interpreting, and responding to a complex feature of a text, for example, historical context, figurative language, dense informational text, or visual imagery in a film. The second clip should show interactions between you and at least three students during a discussion of the text to support and/or monitor their abilities to interpret the text.
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of young adolescents (minimum of 4 students) within the class.
​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Bef​​ore you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: No video option. 
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clips from Task 2, as an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option. 

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Middle School: History/Social Studies

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
​Lesson Planning & Video Recording Requirements​​​
3–5 consecutive history/social studies lessons (or, if teaching history/social studies within a large time block, about 3–5 hours of connected instruction) referred
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with young adolescents to develop their skills and strategies for interpreting or analyzing sources and accounts of historical events or social studies phenomena and for building and supporting arguments.
​Response Length Submitted Provide 2 video clips (no more than 20 minutes total) that demonstrate how you interact with young adolescents in a positive learning environment to develop their ability to interpret or analyze accounts of historical events or social studies phenomena and to build and defend their arguments. The first clip should illustrate how you engage young adolescent learners in tasks that develop their ability to interpret or analyze accounts of historical events or social studies phenomena and to build and defend arguments. The second clip should focus on how you supported young adolescents to use evidence from sources to form interpretations or analyses and to build and support arguments about historical events, a topic/theme, or a social studies phenomenon.
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.
​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Bef​​ore you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: No video option. 
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clips from Task 2, as an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option. ​

​​​​

Middle School: Math

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
​Lesson Planning & Video Recording Requirements​​​
3–5 consecutive mathematics lessons (or, if teaching within a large time block, 3–5 hours of connected instruction)
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with young adolescents to develop their conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem-solving skills.
​Response Length Submitted Provide 1–2 video clip(s) (no more than 20 minutes total) that demonstrate how you interact with young adolescents in a positive learning environment to develop (1.) conceptual understanding, (2.) procedural fluency, AND (3.) mathematical reasoning and/or problem-solving skills.
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.
​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Bef​​ore you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Student Work Samples: No video option. 
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clips from Task 2, as an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option.
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option. 
 ​​

​​​​​

Special Education

 

Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 
​Lesson Planning & Video Recording Requirements​​​
3–5 consecutive lessons ​(referred to as a learning segment) designed to meet the needs of the focus learner with respect to both learning targets
​Detail of Subject The learning segment is likely to be within a larger unit of instruction. As a result, a learning segment prepared for this assessment should be derived from the broader curriculum content you are teaching in your placement and should be designed to support the focus learner to access content and demonstrate his/her learning, align with at least one learning target with goals/benchmarks reflected in the iep and relevant academic or nonacademic standards (as applicable), reflect iep-identified adaptations of the learning environment, content, and instructional strategies.
​Response Length Submitted Select 1–2 video clips (no more than 20 minutes total). The interactions in the clips should demonstrate how you (1) establish a positive learning environment and (2) engage and support the focus learner in an individual or group setting and in developing and applying the new knowledge and skills related to the primary learning target.
​Class vs. Focus Group
Select a primary and a secondary learning target for the focus learner, which will be the focus of instruction for this assessment.
​Supportive File Types Part A: Video Clips (flv, asf, qu, mov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Bef​​ore you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Part A: Completed Final Assessments: For a video final assessment: No more than 2 minutes total running time
Other Requirements that can be submitted via video Task 3 - Part B: Completed Daily Assessment Records and Baseline Data: No video option. 
Other Requirements that can be submitted via video Task 3 - Part C: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student). (Optional: Provide evidence of use of the targeted communication)
Other Requirements that can be submitted via video
Task 3 - Part D: Assessment Commentary: No video option.

 ​​

​​​​​​

Art: Performing Arts (K-12)

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Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 ​
​Lesson Planning & Video Recording Requirements​​​ 3–5 consecutive performing arts lessons (or, if teaching performing arts within a large time block, 3–5 hours of consecutive instruction) 
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with students to create, perform, or respond to music/dance/theater by applying artistic skills (e.g., self-expression, creativity, exploration/improvisation), knowledge (e.g., tools/instruments, technical proficiencies, processes, elements, organizational principles), and/or contextual understandings (e.g., personal, social, cultural, historical, global).
​Response Length Submitted Select 2 video clips (each no more than 10 minutes in length). Clip 1 should illustrate how you engage students in developing new artistic skills, knowledge, and/or contextual understandings. The second clip should illustrate how you support students in the application of artistic skills, knowledge, and/or contextual understanding 
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.​
​​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Park A: Student Work Samples: Collect and analyze student work to identify quantitative and qualitative patterns of learning within and across learners in the class. Select 3 student work samples to illustrate your analysis of the patterns of learning within and across learners in the class. At least 1 of the samples must be from a student with specific learning needs. These 3 students will be your focus students (No more than 5 minutes per focus student per video work sample).
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clips from Task 2, as an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option. 
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option. 
​​

Art: Visual Arts (K-12)

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Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 ​
​Lesson Planning & Video Recording Requirements​​​ 3–5 visual arts consecutive lessons (or, if teaching the same students once or twice a week in an elementary setting, 3–4 lessons)
​Detail of Subject Identify challenging learning tasks in which you and students are actively engaged. The video clips you select for submission should provide a sample of how you interact with students to support their learning in creating or responding to visual art.
​Response Length Submitted Select 1–2 video clips (totaling no more than 20 minutes in length) that demonstrate how you interact with students in a positive learning environment to develop their abilities to create and/or respond to visual art concepts incorporating, form and structure (expressive features, organizational principles), production (tools, techniques, processes), art context (personal, social, cultural, historical) and/or personal perspective (an individual perspective to artistic production and expression)
​Class vs. Focus Group
Determine whether you will feature the whole class or a targeted group of students (minimum of 4 students) within the class.
​​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Park A: Student Work Samples: Collect and analyze student work to identify quantitative and qualitative patterns of learning within and across learners in the class. Select 3 student work samples to illustrate your analysis of the patterns of learning within and across learners in the class. At least 1 of the samples must be from a student with specific learning needs. These 3 students will be your focus students (No more than 5 minutes per focus student per video work sample).​
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clips from Task 2, as an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option. 
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option.
​​​

World Languages: World Languages

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Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

 ​
​Lesson Planning & Video Recording Requirements​​​ 3–5 consecutive world language lessons (or, if teaching world language within a large time block, about 3–5 hours of connected instruction)​
​Detail of Subject Identify challenging learning tasks in which you and your students are actively engaged. The video clip(s) you select for submission should provide a sample of how you interact with students to develop their communicative proficiency.
​Response Length Submitted Provide 1–2 video clips (totaling no more than 15 minutes in length) that demonstrate how you interact with students in a positive learning environment to develop their communicative proficiency in the target language in meaningful cultural context(s) with a focus on at least two modes of communication:  Interpretive AND Interpersonal OR Presentational
​Class vs. Focus Group
Select a class. If you teach more than one class, select one focus class for this assessment. If your placement for world language has you responsible for a group rather than the whole class, plans should describe instruction for that group (minimum of 4 students). That group will constitute “the whole class” for the edTPA.
​​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Park A: Student Work Samples: Collect and analyze student work to identify quantitative and qualitative patterns of learning within and across learners in the class. Select 3 student work samples to illustrate your analysis of the patterns of learning within and across learners in the class. At least 1 of the samples must be from a student with specific learning needs. These 3 students will be your focus students (No more than 5 minutes per focus student per video work sample).
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student)​
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option. 
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option.​
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World Languages: English as an Add. Lang.

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Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

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​Lesson Planning & Video Recording Requirements​​​ 3–5 consecutive lessons in English as an Additional Language (EAL) (or if teaching within a large time block, about 3–5 hours of connected instruction)​
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to videorecord. You should choose lessons that show you interacting with students to support their English language development in meaningful academic context(s).
​Response Length Submitted Select 2 video clips (no more than 10 minutes each) that demonstrate how you interact with students in a positive learning environment to develop English language proficiency in meaningful academic context(s) with a focus on at least one modality (speaking, listening, reading, or writing) and one competence (grammatical, pragmatic, discourse, or metalinguistic).
​Class vs. Focus Group
Select a class. If you teach more than one class, select one focus class for this assessment. The class must consist of at least three (3) English language learners. If your placement for English as an Additional Language has you responsible for a group rather than a whole class, plans should describe instruction for that group (minimum of 3 students). That group will constitute “the whole class” for edTPA.
​​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Park A: Student Work Samples: Collect and analyze student work to identify quantitative and qualitative patterns of learning within and across learners in the class. Select 3 student work samples to illustrate your analysis of the patterns of learning within and across learners in the class. At least 1 of the samples must be from a student with specific learning needs. These 3 students will be your focus students (No more than 5 minutes per focus student per video work sample).
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student). (Optional: Provide evidence of students' language use. You may provide evidence of language use with your video clips from Task 2, as an additional video clip of one or more students using language within the learning segment (no more than 5 minutes in length).​
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option. 
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option.​
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World Languages: Classical Languages

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Task 2: Artifacts and Commentary Specifications Part A: Video Clips (Required)

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​Lesson Planning & Video Recording Requirements​​​ 3–5 consecutive classical language lessons (or, if teaching classical languages within a large time block, about 3–5 hours of connected instruction)​
​Detail of Subject Identify lessons from the learning segment you planned in Task 1 to video record. You should choose lessons that show you interacting with students to develop their communicative proficiency in the classical language in meaningful cultural context(s).
​Response Length Submitted Provide 1–2 video clips (totaling no more than 15 minutes in length) that demonstrate how you interact with students in a positive learning environment to develop their communicative proficiency in the classical language in meaningful cultural context(s) with a focus on reading, understanding, and interpreting classical texts in Latin or Greek in meaningful cultural contexts.
​Class vs. Focus Group
Select a class. If you teach more than one class, select one focus class for this assessment. If your placement for classical languages has you responsible for a group rather than the whole class, plans should describe instruction for that group (minimum of 4 students). That group will constitute the “whole class” for the edTPA.
​​Supportive File Types Part A: Video Clips (flvasfqumov, mpg, mpegaviwmv, mp4, m4v) 
​Requirements of Editing ​The video clips submitted are unedited (continuous), with no interruptions, and show me teaching the students/class profiled in the evidence submitted. If you have inadvertently included individuals for whom you do not have permission to film in the video clip(s) you plan to submit, you may use software to blur the faces of these individuals. This is not considered editing. Other portions of the submitted video clip(s), including the classroom, your face, and the faces of individuals for whom you have obtained permission to film should remain unblurred.​
​Audio Errors Check the video and sound quality to ensure that you and your students can be seen and heard on the video clips you submit. If there are occasional audio portions of a clip that cannot be understood that are relevant to your commentary responses, do one of the following: 1) provide a transcript with time stamps of the inaudible portion and refer to the transcript in your response; or 2) embed quotes with time-stamp references in the commentary response.
​Additional Info to Support Video Determine if additional information is needed to understand what you and the children are doing in the video clips. For example, if there are graphics, texts, or images that are not clearly visible in the video, or comments that are not clearly heard, you may insert digital copies or transcriptions at the end of the Instruction Commentary (no more than 2 pages in addition to the responses to the commentary prompts).
​Protect Confidentiality ​Before you record your classroom instruction, ensure that you have the appropriate permission from the parents/guardians of your students and from adults who appear in the video recording. Adjust the camera angle to exclude individuals for whom you do not have permission to film. During video recording, do not include the name of the state, school, or district in your video. Use first names only for all individuals appearing in the video. To ensure confidentiality of your students and yourself, do not share your video on any publicly accessible platforms or websites (YouTube, Facebook, etc.). The release forms are not to be submitted with your materials, but you should follow your campus policy for retaining them.

Task 3: Artifacts and Commentary Specifications Part(s) A, B, C, D, E Video Clips (Optional)

 
Other Requirements that can be submitted via video
Task 3 - Park A: Student Work Samples: Collect and analyze student work to identify quantitative and qualitative patterns of learning within and across learners in the class. Select 3 student work samples to illustrate your analysis of the patterns of learning within and across learners in the class. At least 1 of the samples must be from a student with specific learning needs. These 3 students will be your focus students (No more than 5 minutes per focus student per video work sample).
Other Requirements that can be submitted via video Task 3 - Part B: Evidence of Feedback: Document the feedback you gave to each of the 3 focus students on the work sample (no more than 3 minutes per focus student). 
Other Requirements that can be submitted via video Task 3 - Part C: Assessment Commentary: No video option. 
Other Requirements that can be submitted via video
Task 3 - Part D: Evaluation Criteria: No video option.​
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