Why a Video Portfolio?
The Reading Video Portfolio is the exit requirement for the program, to be completed the semester of graduation.
This culminating project provides students with an opportunity to synthesize knowledge, theory, and practices
acquired throughout the courses comprising the Reading, Language, & Literacy program. It is designed around eight
standards for reading professionals as outlined by the International Reading Association, which may be viewed at
http://www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards.aspx. By using a video format,
the portfolio provides students with an opportunity to become familiar with either Apple iMovie or Windows Movie
Maker, both valuable tools for teaching and professional development instruction in the future.
What does a Video Portfolio look like?
While each Video Portfolio will be unique to its author, they will all consist of a collage of video and photographic
footage that works with an audio voice-over to present information addressing the standards. Student may also
integrate PowerPoint elements as well as video footage of discussions among colleagues or as a presentation to the
intended audience for the overall video.
How do I begin?
Students must first determine whether they will use Apple’s iMovie software or Microsoft’s Movie Maker. Follow
the links below to on-line tutorials that walk students through learning how to use these programs.
Because this project is not intended to assess students’ artistic abilities, use of pre-recorded footage and photos of
teaching sessions in the Urban Literacy Clinic are perfectly acceptable. Students may also take video and/or photos
from their own teaching to use in the final video portfolio as well. The video must contain a variety of images and
video footage, with the majority of information drawn from experiences within the program of study at GSU (as
opposed to only information from the classroom).
What are the eight standards addressed by the Video Portfolio?
Content Knowledge:
 Candidates have knowledge of the psychological, sociological, and linguistic foundations fo reading and
writing processes and instruction.
 Candidates are knowledgeable of reading research and histories of reading.
Teaching Performance:
 Candidates are knowledgeable about and can apply research-based practices for the teaching of phonemic
awareness, phonics, vocabulary, fluency, and comprehension (SBRR principles)
 Candidates integrate knowledge and dispositions of instructional practices, curricular materials, assessment
and evaluation to create a literate environment that fosters both reading and writing.
 Candidates view professional development as a career long effort and responsibility.
 Candidates use a wide range of curricular materials in effective reading instruction for learners at different
stages of reading and writing development and from different cultural and linguistic backgrounds.
 Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice.
Impact on Students
 Candidates use a variety of assessment tools and practices to plan effective instruction.
The Standards and Requirements for the Video Portfolio support students as they strive to address the above
standards.
Where can I go for additional support?
The following are valuable sources of technical support as students complete the Video Portfolio:
The GSU Digital Aquarium- The Digital Aquarium is an open-access multimedia computer lab, providing high-end
workstations for all Georgia State University students. Resources include 3D, video, audio, graphic design and
animation tools that allow students to develop music, movies, interactive media, web sites and virtual worlds. They
routinely provide free workshops for a variety of multi-media technology tools.
Instructional Technology Center- Located on the second floor of the College of Education, the ITC lab provide
students with access to both equipment and software necessary to complete the Video Portfolio. The support staff is
available Monday through Saturday to assist with technical questions or concerns. The ITC also schedules iMovie
and Movie Maker tutorials each semester, so check their website for specific dates.
Apple iMovie- Apple provides detailed, step-by-step video tutorials on creating, enhancing, and sharing your iMovie
Video Portfolio. From the basics of how to import footage into your project to how to enhance an almost completed
portfolio, the tutorials make the process less intimidating and answers many common questions about the software.
In addition, live technical support is available for extreme problems with software or hardware.
Windows Movie Maker- Microsoft offers comprehensive Movie Maker tutorials, both as video tutorials and textbased how-to instructions. The “Get Started” option assists with the basics of setting up hardware and producing
your first movie, while the “Create and Share Great Movies” option helps users polish and share movies. Technical
support is available in several formats for students struggling with problems not addressed in tutorials.
What do I have to include in the Video Portfolio?
All exit portfolios must follow the guidelines below:
 Submission of the video (in either iMovie or Movie Maker format) and text of the narrative (in a Word
Document) on a CD-Rom or DVD by the due date.
 References (a minimum of 4) must appear in a works cited list at the end of the narrative’s text using APA
formatting.
 References (a minimum of 4) must also appear in print within the video as references relevant information is
discussed.
 Adherence to the time limit; videos must last between 5 and 8 minutes.
How will I submit my project?
Students must submit their final Video Portfolio the semester of graduation in room 100 of Alumni Hall in the drop
box located outside the doors. While students may turn in projects early, the box will be emptied by 8:00 the
morning of the due date. The CD or DVD must include the student’s name on the surface. Students are welcome to
submit Video Portfolios through their student LiveText account as well. The video will be viewed by the Reading
faculty and doctoral assistants, and feedback will be given to each student. Students may be required to revise their
portfolio and will be given at least two weeks to do so.
Within three weeks after portfolios are submitted, students are required to attend a Portfolio Viewing Session,
during which they will present their video to peers who have also completed their exit portfolio that semester.
Students will additionally receive their final evaluation of their portfolio, as well as feedback from their peers. These
viewing sessions will be hosted on two evenings that week and will last approximately an hour and a half each.
Students will receive information about specific times, dates, and sign-up processes upon submitting portfolios.
How are portfolios evaluated?
Using the Video Portfolio Rubric, students can see that each narrative is scored on a five-point scale, with five as the
highest score. To pass, students must score above a two on all five sections. If a standard falls below a three, the
student will receive detailed feedback and instructions to revise and resubmit the portfolio so that the failing
standard is appropriately addressed. All communication regarding the portfolio must take place via GSU student
email accounts.