Chapter 10: Unpacking Elementary Mathematics edTPA: Making the Most Out of Methods Courses

edTPA has prompted changes in our practices within elementary math methods courses to better prepare our candidates for the teaching profession. The tasks require candidates to reflect on how their planning, instruction, and assessment impact student learning. We have embedded the components addressed in each task into our course, such as academic language, student feedback, using assessment to guide instruction, differentiating instruction, and reflecting as a practitioner. The successful hallmarks of our program include a comprehensive assignment, which begins with unpacking standards to illuminate conceptual understanding, procedural fluency, and mathematical reasoning and/or problem-solving and culminates with assignments designed to address the foundational components of edTPA. We will showcase strategies used to prepare preservice teachers for the elementary mathematics edTPA. We will share our techniques for helping novice teachers lacking experience utilizing pedagogical content knowledge in the classroom. Backward design, social constructivism, growth mindset, differentiation, and equitable practices drive the rationale for our course design described in this chapter.