Transcript Elementary Education edTPA`s Task 4

ELEMENTARY EDUCATION
EDTPA’S TASK 4
(MATHEMATICS):
THROUGH MULTIPLE LENSES
Barbara A. Burns
Dianne S. McCarthy
RUBRICS SPECIFIC TO TASK 4
 How
does the candidate analyze whole
class evidence to identify patterns of
student learning?
 How does the candidate use student work
to analyze mathematical errors,
confusions, and partial understandings?
 How does the candidate examine the reengagement lesson to further student
learning?
MENTOR TEACHERS
Strengths
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Summarizing the general
class performance on
assessments through charts
and visuals
Identifying strengths in
conceptual understanding
and procedural fluency for the
whole class
Completing background
documents including the
Context for Learning and
Learning Segment Overview
Aligning Common Core
Learning Standards,
objectives and learning
targets
Challenges
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Including details that distinguish
conceptual understanding from
procedural fluency
Adding more detail and examples
about the class performance and
the performance of focus learners
Discovering and describing
patterns across student errors.
Succinctly stating the struggles
related to the stated objectives.
Specifically stating the focus of
the re-engagement lesson
Analyzing the re-engagement
lesson based on the stated
objectives
SUPERVISORS
Limited support based on the Guidelines
provided
 Mostly moral support
 Task 4 “mimics the lived experience of an
elementary teacher”
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TEACHER CANDIDATES
Strengths
Supported by mentor
teachers and
supervisors
 Half of the teacher
candidates found task
4 somewhat
challenging and half
not challenging at all
(once they made sense
of the task)

Challenges
Mechanics of
completing the task
 Understanding the
components and the
writing prompts
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FACULTY IN HIGHER EDUCATION
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4 key components to preparation for task 4
Academic language of mathematics education
 Analyzing and presenting data
 Planning and teaching (differentiating instruction)
 Assessing effectiveness

NEXT STEPS
Provide more support to the mentor teachers and
the supervisors
 Teacher candidates supporting one another
 Familiarity with the edTPA
 Samples of work to share with candidates,
mentor teachers, and supervisors
 Review of edTPA scores
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THANK YOU
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Barbara A. Burns ~ Canisius College ~
[email protected]
Dianne S. McCarthy ~ SUNY Buffalo State ~
[email protected]