edTPA

Elementary Mathematics

The Big Picture

Plan a “Learning Segment” (3-5 lessons)

Consistent with the Common Core and the NCTM Standards, the learning segment should enable students to work on the development of:• conceptual understanding;• procedural fluency; • mathematical reasoning and/or PS skills; andReasoning: students develop and express insights about the mathematical

competencies they are developing. Problem Solving: students draw on the competencies that they are

developing to engage in a task for which the solution is not known.

• precise communication.

Plan a “Learning Segment” (3-5 lessons)

Consistent with the Common Core and the NCTM Standards, the learning segment should enable students to work on the development of:• conceptual understanding;• procedural fluency; • mathematical reasoning and/or PS skills; andReasoning: students develop and express insights about the mathematical

competencies they are developing. Problem Solving: students draw on the competencies that they are

developing to engage in a task for which the solution is not known.

• precise communication.

You will provide …

Artifacts• Lesson plans, instructional and assessment materials,

video clips, student work samples, student voice evidence.

Commentaries• Describe your artifacts, explain the rationale behind

their choice, and analyze what you have learned about your teaching practice and your students’ learning and their understanding of their own learning.

You will be assessed …

… via 18 rubrics. The rubrics will concentrate on planning (5 rubrics), instruction (5 rubrics), assessment (5 rubrics), and student voice (3 rubrics).

How do the rubrics work?

Not Ready Successful Novice Highly Accomplished

1 2 3 4 5Not Ready Successful Novice Highly Accomplished

Teacher Focus Student Focus

Whole Class Individuals/Flex. Groups

Indiscriminate Intentional/ Connected to theory and research

Demonstrate your ability to differentiate for the needs of specific students.

• “The three tasks and the evidence you provide for each are framed by your understandings of your students and their learning.” p.2

• [Try searching the handbook for the word “individual.” It comes up ONLY in rubric levels 4 and 5 and it does so in 6 of the 18 rubrics.)

Make clear connections to research and theory

Rubrics 3, 10, 15