edtpa ele task 4 assignment

edTPA Uncovered: Sample Submissions that Passed (5 examples)

Since 2014, an increasing number of states are requiring teachers to pass the edTPA, a subject-specific performance assessment, for initial certification. We reached out to our candidates and asked for sample submissions.

Since 2014, an increasing number of states are requiring teachers to pass the edTPA, a subject-specific performance assessment, for initial certification. The assessment has several lengthy written components, and requires submission and self-analysis of an instructional video. It can take months to complete, and this can feel overwhelming for some teachers. Thankfully, when all is said and done, most find that the overall experience was valuable and helped prepare them for their new career.

Before approaching any daunting task, it can be helpful to look at an example of a finished product. We reached out to our candidates and asked for sample submissions, and thanks to five amazing teachers, we have samples in the following subjects: TESOL K-12, Elementary Education K-6, Secondary Special Education 7-12, Secondary Mathematics 7-12, and Early Childhood Education B-2. All of these candidates passed the edTPA and are currently certified. We recommend that you browse the sample most similar to your aspiring certification, and dig into what others wish they'd known before taking the edTPA.

Our hope is that looking at samples will give you a better idea of what is expected. Enjoy - and best of luck!

Task 1: Lesson Planning Overview

Teachers provide an overview of their student population and the content they intend to teach.

Part A: Context for Learning

In this task, teachers are asked to provide information about the current needs of the population of students they plan to teach, current teaching practices, services and structures already in place for the students, and an explanation of how their content is appropriate for the population they intend to teach.

• Secondary Special Education 7-12
• Elementary Education 1-6 Math
• Elementary Education 1-6 Literacy
• Early Childhood Education B-2

Part B: Lesson Plans

Lesson plans are created based on the needs of the students, and these lesson plans form the foundation of the entire assessment.

❤️ Receive all Sample edTPA Submissions in a single PDF! 📨

Part c: materials.

Teachers submit all handouts, charts, texts and other student materials associated with the lessons.

Part D: Assessment

Documents are provided that relate to student assessment including worksheets, rubrics and checklists.

Part E: Planning Commentary

This section can be up to nine pages single-spaced, and requires a substantial amount of input from teachers. Teachers are asked to:

• Describe the central focus of student learning
• Provide details about how they will monitor student learning
• Use knowledge of students to inform teaching
• Enlist language supports
• Deepen students’ conceptual understanding
• Address students with specific learning needs
• Anticipate student misconceptions
• Explain how plans build on each other
• Include research and/or theory to support their justifications
• Secondary Mathematics 7-12

Task 2: Instruction Commentary

Teachers analyze their video and explain how they support and engage students in learning. Essential components of the rubric include creating a positive environment, using prior knowledge, analyzing teaching, deepening student learning, and using evidence from instruction to plan next steps.

• Secondary Math 7-12

Task 3: Assessing Student Learning

Teachers gather evidence of learning and use it to plan next steps, provide feedback, and determine patterns of learning.

Task 4: (Elementary Math Only)

This teacher analyzes student work samples to identify a targeted learning objective and uses this information to plan a re-teach lesson.

Attention, Certified Teachers!

Have you taken the edTPA recently and passed? Help aspiring teachers by allowing us to post your test as an example! Email [email protected] for more information.

About Selected: For Teachers

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Teacher Demo Lesson Gone Wrong: How to Save It

Three critical tips before taking the edtpa, you might also like..., why starting early in teacher recruitment is crucial in addressing the teacher shortage crisis, rest, reflect, and reset: 9 books to read over the break, what every job-seeker should know about district, independent, and charter schools, advice from our educators: 6 ways to deal with teacher burnout.

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Edtpa task4

Resource type.

edTPA Elem. Literacy w Math Task 4 ONLY

edTPA Task 4 - Elementary Mathematics

edTPA Elementary w/ Math Task 4 2023 *HIGH SCORE* 72/90* ALL 4’s! (BUNDLE)

edTPA Elementary Literacy with Math Task 4 *2021* Kindergarten* Completed Task 4

*Kinder* 68/90 edTPA Elementary Literacy w/ Math Task 4 *High Scoring Sample!*

edTPA - Elementary ( Task 4 ) Mathematics Education Passed with Scored Rubric

edTPA Elementary Literacy with Math Task 4 *2021* K *Completed Task 1

*HIGH SCORE* edTPA Elementary Lit. with Math Task 4 (COMPLETE edTPA TASKS 1-4)

edTPA Mathematics w/ Literacy Task 4

edTPA (Elem. Lit. w/ Math Task 4 ) *2022* 2nd Grade - ALL TASKS - HIGH SCORE!

edTPA Elementary Education Literacy with Math Task 4 Tasks 1-4 - 2024

EdTPA : Elementary Education Literacy with Mathematics Task 4

*HIGH SCORE* edTPA Elementary Literacy with Math Task 4 (Complete Tasks 1-3)

Edtpa Elementary Mathematics Task 4 Grade 4

EdTPA for Elementary Education Task 4 : Math Learning Segment Overview

edTPA Elementary Education Literacy with Math Task 4 - TASK 1 ONLY

edTPA Elementary Education Literacy with Math Task 4 - TASK 4 ONLY

*HIGH SCORE* edTPA Elementary Literacy with Math Task 4 (Complete Task 1)

edTPA Elementary Education Literacy with Math Task 4 - TASK 3 ONLY

edTPA Elementary Education Literacy with Math Task 4 - TASK 2 ONLY

HELP IS HERE!!! HIGH SCORE edTPA ! Elem Lit w Task 4 Math!

edTPA task4 mathematics (3rd grade)

edTPA Elementary Literacy with Math Task 4 Parts A, B, C, D, E, F, & G

edTPA Elementary w/ Math Task 4 2023 *HIGH SCORE* 72/90* ALL 4’s! Task 4 G

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EDLC 530 Teaching Mathematics

• Course Description

An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

Mastery of mathematical skills is crucial to the education of elementary and middle school students (grades PreK-8). Due to the sequential nature of mathematics and the vertical progression of mathematical standards, the elementary and middle school years are most critical in the development of this proficiency with positive affective elements. Elementary and middle school educators must implement appropriate pedagogical processes; demonstrate a positive attitude toward the field of mathematics; and be proficient with the necessary skills in the mathematical areas of numbers and operations, algebraic thinking, geometry and measurement, logic, data analysis and probability, and problem-solving.

Course Assignment

Textbook readings and presentations.

Required course readings involve the following topics: effective mathematics pedagogies and assessments, problem-solving, number systems and their operations, computational fluency, algebraic thinking, geometry, methods of measurement, data analysis, probability, and teaching mathematics from a biblical worldview.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.

Discussions (5)

Discussions are collaborative learning experiences. Therefore, the candidate will post a response to the question in the appropriate Discussion. The thread must be 300 words and include a minimum of 1 citation in current APA format. The candidate will then post a 150-word reply to 2 other classmates’ threads. The candidate must incorporate a minimum of 1 citation in the replies. This Course utilizes the Post-First feature in all Discussions. (CLO: B, G)

Meta-Analysis on Math Interventions Assignment

The candidate will complete an article review on a meta-analysis that is centered on evidence-based mathematics pedagogical interventions for struggling learners and students with disabilities. The candidate’s submission must be at least three pages in length, not including the title and references pages, and use current APA format. (CLO: A, C, E)

Online Field Trip Assignment

With a focus on assistive and instructional technologies to promote learning and independence in math, the candidate will explore various mathematics websites and note important facts gleaned from each ‘online field trip.’ The candidate will write a three-sentence summary of each available technology, explaining how the technology supports learning and independence in students. The candidate will also select his or her favorite five websites along with the associated learning supports and write at least six paragraphs discussing how he or she plans to use them in his or her future classroom. (CLO: D)

Lesson Plan Assignments (2)

The candidate will create 2 mathematics lesson plans based on instructional tools (manipulatives) for the following topics: computational fluency with whole number operations and algebraic/geometric thinking. One tool should be selected or created for each lesson. The candidate will choose one or more mathematics standards that are grade-appropriate for each lesson plan. The lesson plans must include individualized math accommodations to ensure that students with specific learning disabilities in math have access to the general education curriculum. (CLO: A, C, D, H)

Error Analysis Case Study Assignment

The candidate will complete error analyses of case studies involving students who demonstrate misconceptions or skill deficits in computational fluency with numerical operations and methods of measurement. (CLO: A, B, F)

Final Project Assignment

The candidate will complete one of two assignments for the Final Project Assignment. The licensure candidate will complete the Final Project: edTPA ELE Task 4 Assignment . The non-licensure candidate will complete the Final Project: Response to Intervention Assignment . See Canvas for instructions. (CLO: A, B, C, E, F, H)

Quiz: Math Attitudes

The candidate will take a 14-question survey that will assist the instructor in assessing the candidate’s attitude toward mathematics. There are no right or wrong answers. There is also no time limit. (CLO: A)

Quizzes (8)

The candidate will complete one quiz each week over the assigned chapters per the course schedule from Guiding Children’s Learning of Mathematics . Quiz question topics will include the following: defining a comprehensive math program, effective mathematics pedagogies and assessments, problem solving, number systems and their operations, fractions, decimals, proportional reasoning, algebraic thinking, geometry, methods of measurement, data analysis, and probability. Each quiz will contain 10 questions and will have a 60-minute time limit. Quizzes will be open-book and open-note. Each quiz may be taken up to two times. (CLO: A, E, G)

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