How should video evidence be selected for Task 2?

• A. Clips should be long and cover an entire lesson without focusing on decisions.
• B. Clips should show only one interaction and provide minimal context.
• C. Clips should clearly demonstrate instructional decisions, student engagement, and interactions across diverse learners, with enough context to understand the decisions.
• D. Clips should be from multiple teachers rather than the focusing teacher.

Answer: (C)

Video evidence for Task 2 should demonstrate how your instructional decisions shape student engagement and learning, with enough context for someone to understand why you made those decisions. The best clips show not just what happened, but the reasoning behind your moves—why you posed a particular question, how you scaffolded or differentiated, and how you adjusted instruction in response to student thinking. They should include interactions with a range of learners, illustrating how you support diverse students—different language backgrounds, abilities, and pacing—to participate and progress. Provide enough surrounding context—lesson goals, the plan you followed, and visible student responses—so the viewer can interpret how the decisions connect to outcomes. Avoid clips that are simply long segments of a lesson without highlighting decisions, and steer clear of isolating a single interaction without showing its role in the broader instructional sequence. The footage should reflect your practice as the focusing teacher, offering a coherent segment where your decisions are clear and tied to student learning.