Video Analysis of Teaching
Teaching Secondary English Seminar/Practicum
Hunter College
You will videotape your teaching once this semester (facilitating learning in direct or indirect instruction). This can include an
anticipatory set, read aloud, mini-lesson, work period, discussion, and/or individual conference with a student. You will transcribe 510 minutes of instruction, including both teacher and student talk, and will turn in a full lesson plan with this assignment. After
watching your video in seminar, you will write a 2-3 page reflective analysis that is due one week later. Your video clip must be
uploaded to the Frankfort Digital Video Library by the due date (your sign up date for sharing your video clip in class).
Start early in case you have technical difficulties. Your videos must be uploaded to the Frankfort Digital Video Library.
Video Taping and Transcript
● Check out a video camera from the School of Education (these cameras are set up for easy uploading to the Frankfort Digital
Video library).
● Videotape a lesson of you facilitating learning in direct or indirect instruction. This can include a lecture, mini-lesson,
discussion, and/or reading instruction. Select a clip from this lesson to analyze and share in class. Your teaching must
demonstrate your creation of an inclusive and supportive environment where all students can engage in learning and respect
for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability (NCTE 2.1; 4.4).
● Transcribe 5-10 minutes of instruction, including both teacher and student talk and nonverbal behavior. Use pseudonyms for
students and staff.
● Turn in a full lesson plan in addition your transcript. Your lesson should follow the Adolescent English Education lesson
planning format. You must upload your clip to the Frankfort Digital Video Library.
Analysis and Reflection: Due one week after in-class video presentation
● For your analysis, reflect on the goals you set out for teaching and how these compare to classroom interactions and
assessments. Your analysis must be strongly grounded in research, theory and findings from course readings on English
Language Arts and include appropriately formatted citations (NCTE 3.7). Your reflection must also demonstrate reflective
practice given in-class collaboration with both faculty and other candidates (NCTE 2.3). Select from the following questions to
help you in your analysis:
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What were your goals/objectives for this part of the lesson? Were these goals met and/or appropriate? If so, what
evidence do you have that these goals were met?
How do you talk to students? What is your tone? Do you use directives? Questions? Praises? Criticisms? What is your
body language communicating?
What are students doing?
Are they engaged in the lesson?
How do they communicate with each other?
What kinds of questions are posed? What kinds of answers are facilitated?
How do they position you as a teacher?
What are the strengths of this part of the lesson? What will you do different if you taught this lesson again?
How do these practices match up with the kind of teacher you want to become? How do they contradict?
How might these interactions be shaped by how you were taught? By the kind of school you attended? By your race,
class, gender, and/or sexuality?
What text(s) have your read so far in the program that has helped you to place a critical lens on this videotaped lesson?
In a final paragraph state what you have learned from doing video analysis. State 1-2 goals you will set for yourself based on your
analysis and reflection and how you intend to meet these goals.
Video Analysis of Teaching Rubric
Rubric Item
Above standard
At Standard
Below standard
Transcript, video
and lesson plan
(5 points)
1a. Video clip uploaded to
Frankfort digital video library;
viewing quality is excellent
1a. Video clip uploaded to
Frankfort digital video library;
viewing quality is clear
1b. Detailed and accurate
transcript of 5-10 minutes of
classroom instruction with
both student and teacher talk
and non-verbal behavior
1c. Video lesson clearly and
thoroughly demonstrates the
creation of an inclusive and
supportive learning
environment in which all
students can engage in learning
(NCTE 2.1)
1d. Video lesson clearly and
thoroughly creates and
consistently sustains learning
environments that promote
respect for, and support of,
individual differences of
ethnicity, race, language,
culture, gender, and ability.
(NCTE 4.4)
(1a-1d: 5 points)
1b. Accurate transcript of 5-10
minutes of classroom instruction
with most-to-all of both student
and teacher talk and non-verbal
behavior
1c. Video lesson clearly
demonstrates the creation of an
inclusive and supportive learning
environment in which most to all
students can engage in learning
(NCTE 2.1)
1a. Video clip is incorrectly
uploaded to the Frankfort
Digital Library and/or viewing
quality is poor
1b. Transcript is unclear or of
poor quality
NCTE 2.1
NCTE 4.4
1d. Video lesson clearly creates
and sustains learning environments
that promote respect for, and
support of, individual differences
of ethnicity, race, language,
culture, gender, and ability.
(NCTE 4.4)
(1a-1d: 3-4 points)
No
evidence
0 points
0 points
1c. Video lesson poorly
demonstrates) the creation of
an inclusive and supportive
learning environment in which
all students can engage in
learning (NCTE 2.1)
0 points
1d. Video lesson shows a
poorly created and/or weakly
sustained learning
environments that lack
promotion of respect for, and
support of, individual
differences of ethnicity, race,
language, culture, gender, and
ability (NCTE 4.4)
(1a-1d: 1-2 points)
0 points
Analysis and
Reflection
(10 points)
NCTE 3.7
2a. In-depth written analysis
that clearly, comprehensively,
and insightfully addresses
questions on the assignment
sheet; reflection is complete,
thoughtful, and thorough and is
strongly grounded in research,
theory and findings in English
Language Arts; includes
appropriately formatted
citations. (NCTE 3.7)
NCTE 2.3
2b. Strongly demonstrates
reflective practice and
collaboration with both faculty
and other candidates.
(NCTE 2.3)
(2a-2b: 8-10 points)
Total ____15 points
Comments:
2a. Written analysis that clearly
addresses questions on the
assignment sheet; reflection is
complete and thoughtful and
clearly integrates research, theory
and findings in English Language
Arts; includes appropriately
formatted citations (allowing for a
few minor formatting errors).
(NCTE 3.7)
2a. Written analysis is not
complete or is of poor quality;
summarizes rather than
analyzes; does not integrate (or
is of poor quality) research,
theory and findings in English
Language Arts (NCTE 3.7)
0 points
2b. Clearly demonstrates reflective
practice and collaboration with
both faculty and other candidates.
(NCTE 2.3)
(2a-2b: 5-7 points)
2b. Limited and/or
unconstructive reflection and
collaboration with both faculty
and other candidates (NCTE
2.3)
(2a-2b: 2-4 points)
0 points