1. edTPA Elementary Mathematics

2. The Big Picture

3. 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; and Reasoning: 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.

4. 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; and Reasoning: 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.

5. 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.

6. 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).

7. How do the rubrics work? Not Ready Successful Novice Highly Accomplished

8. 1 2 3 4 5 Not Ready Successful Novice Highly Accomplished Teacher FocusStudent Focus Whole ClassIndividuals/ Flex. Groups IndiscriminateIntentional/ Connected to theory and research

9. 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.)

10. Make clear connections to research and theory Rubrics 3, 10, 15