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Elementary Education edTPA’s Task 4 (Mathematics): Through Multiple Lenses

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 ?

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Elementary Education edTPA’s Task 4 (Mathematics): Through Multiple Lenses

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  1. Elementary Education edTPA’s Task 4 (Mathematics):Through Multiple Lenses Barbara A. Burns Dianne S. McCarthy

  2. 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 re-engagement lesson to further student learning?

  3. Mentor Teachers Strengths Challenges • 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 • 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

  4. Supervisors • Limited support based on the Guidelines provided • Mostly moral support • Task 4 “mimics the lived experience of an elementary teacher”

  5. Teacher candidates Strengths Challenges • 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) • Mechanics of completing the task • Understanding the components and the writing prompts

  6. Faculty in higher education • 4 key components to preparation for task 4 • Academic language of mathematics education • Analyzing and presenting data • Planning and teaching (differentiating instruction) • Assessing effectiveness

  7. 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

  8. Thank You • Barbara A. Burns ~ Canisius College ~ burns1@canisius.edu • Dianne S. McCarthy ~ SUNY Buffalo State ~ mccartds@buffalostate.edu

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