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Urban: X
Suburban: _____
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[The school in which I teach is a magnet school. The magnet focuses are in communications:
multimedia, writing, and Spanish. The school is a Pre-K through fifth grade elementary school
with 474 students. 100% of the students are on free lunch. 96% of the students are African
American. There are 35 classroom teachers in all. The school implements The Leader in Me
program and focuses on teaching the 7 Habits and promoting leadership in all students. The
school also implements Positive Behavior Intervention Support (PBIS) and they combine it with
The Leader in Me program. The third-grade teachers, that I teach with, work together to
collaborate and plan weekly. The teachers also group students based on math ability for
intervention groups for forty-five minutes at the end of each day. Each of the third-grade
teachers takes a group to focus on a specific skill during intervention: mathematical fluency,
calculations, computations, and problem-solving. Beginning in January, third through fifth grade
students are selected to participate in after school tutoring. The teachers on these grade levels
use benchmark testing data to identify students who would benefit from after school tutoring in
mathematics. My host class has three gifted students in it and my host teacher collaborates with
the Gifted Teacher to develop math lessons to challenge these students. The gifted class takes
place on site once a week and the students stay with the gifted teacher all day.]
3. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
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Elementary Education - Mathematics
Task 4: Mathematics Context for Learning Information
[Students take the standardized state assessment in math. Students also take the STAR
benchmark test monthly in math. Teachers look at the scaled score from the STAR assessment
to progress monitor where students are and the growth that they need to make in order to be on
grade level. The district aligns the pacing guides with the Common Core State Standards, and
teachers follow the pacing guide provided by the district. Lessons follow an instructional
framework provided by the district. The instructional framework includes problem solving,
mental math, mini-lessons, and strategy practice. The teachers use the GoMath curriculum to
aid in instruction, this includes a textbook and a workbook for the students, as well as interactive
math modules on the computer.]
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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
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Elementary Education - Mathematics
Task 4: Mathematics Context for Learning Information
segment. As needed, consult with your cooperating teacher to complete the charts. Some
rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., students with
Individualized Education Programs [IEPs] or 504 plans, students with specific language
needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
For Mathematics Assessment Task 4, you will choose work samples from 3 focus students.
At least one of these students must have a specified learning need. Note: California
candidates must include one focus student who is an English language learner.1
1
California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 4 | 4 pages maximum
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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
Elementary Education - Mathematics
Task 4: Mathematics Context for Learning Information
Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 4 of 4 | 4 pages maximum
All rights reserved. V4_0915
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.