edTPA | Jaylee Collier 1

Educative Teacher Performance Assessment (edTPA)

The Educative Teacher Performance Assessment (edTPA) is a nationally recognized performance-based assessment completed by teacher candidates during their student teaching. Designed to evaluate a candidate's readiness to enter the teaching profession, edTPA requires candidates to demonstrate their ability to plan instruction, engage students in learning, assess student understanding, and reflect on their teaching practices. Candidates submit lesson plans, instructional materials, student work samples, assessment analyses, and video recordings of classroom instruction, which are then evaluated using a series of standardized rubrics. The assessment measures how effectively teacher candidates support student learning, make instructional decisions based on evidence, and create equitable learning opportunities for all students.

Below, you can explore the materials and artifacts from my edTPA portfolio.

How can we design affordable identical mini homes and shared neighborhood spaces so that, even with the same layout and furniture, every home feels unique?

This lesson addresses Kentucky standards KY.HS.G.4 and KY.HS.G.31 by engaging students in understanding and applying rigid transformations including rotations, reflections, and translations, to determine and justify congruence of geometric figures. Students use geometric reasoning to predict the effects of transformations, create and analyze figures under given constraints, and apply these methods to solve design problems. Through these learning experiences, students demonstrate their ability to apply transformation rules, evaluate and justify congruence using rigid motion criteria, compare sequences of transformations, and design congruent figures that meet specific requirements.

Day 1: Congruent Parts

The central focus is for students to discover how geometric transformations (translations, reflections, and rotations) can be used to create designs that look and feel different while still maintaining congruence. By using the client brief, students will gain experience with a real-world context of identical floor plans being transformed to create variety in a neighborhood which in the end they will have full creative freedom with. As students are exploring what makes homes feel the same or different and considering essential features of a home, students will begin to show how mathematical ideas of transformation and congruence apply directly to design.

Day 1 Lesson Plan

Day 2: Congruent Parts

The central focus of this lesson is for students to be able to explain and use corresponding parts and congruence by applying them in architectural design. Students will move from informally noticing similarities and differences across various blueprints to formally understanding how congruence can be established. Using contractor feedback, revising blueprints, and starting design of their neighborhoods with congruence notations, students will be determining which transformations stitch as rotations, translations, and reflections are required to achieve specific outcomes. By the end of the lesson, students will be able to explain and use congruence criteria in multiple contexts, showing how corresponding parts not only prove mathematical relationships but also improve the clarity, consistency, and functionality of home designs.

Day 2 Lesson Plan

Day 3: Costs and Congruence

The central focus of this lesson is to connect geometric reasoning about rigid motions and triangle-congruence with the design and budget task: students will use rotations, reflections, and translations (and SSS/SAS/ASA for triangles) to justify when two homes or roof trusses are truly congruent, they will record corresponding parts and transformation sequences, and design congruent figures that meet specific constraints. Those mathematical proofs then have real consequences in the neighborhood budgeting activity proving congruence allows for bulk-cost savings so students must communicate precise geometric reasoning, compare different valid transformation paths, and make collaborative design decisions grounded in both math and practical constraints.

Day 3 Lesson Plan

Day 4: Proofs

The central focus of this lesson is to deepen students’ understanding of congruence and transformations using formal geometric reasoning to then apply to their neighborhoods. Building on their prior neighborhood design work, students will construct, analyze, and present formal proofs, during their presentations, that justify the congruence of their homes and roof trusses. Through guided and independent proof writing, they will learn how to organize logical arguments, apply transformation rules, and use precise mathematical language to communicate their reasoning. The lesson focuses on the real-world relevance of proofs by showing mathematical justification and architectural design decisions, cost efficiency, and professional communication in the context of preparing their final neighborhood presentations.

Day 4 Lesson Plan

Day 5: Presentations and Justifications

The central focus of this lesson is to have students apply their understanding of geometric transformations and congruence in a real-world context by finalizing and presenting their neighborhood designs. Students will demonstrate how they used rotations, reflections, and translations, along with SSS, SAS, and ASA criteria, to justify congruence between homes and roof trusses. The lesson emphasizes both mathematical reasoning and practical application, requiring students to communicate their logic clearly, analyze multiple transformation pathways, and make design decisions that meet specific constraints. Through this process, students connect geometric concepts to design challenges, reflecting on how congruence and transformations influence both mathematical proofs and architectural outcomes.

Day 5 Lesson Plan

Calendar of Activities

Assessment Plan

Throughout this unit, I used a variety of informal assessments during discussions and work time to gauge student understanding in real time. At the end of each class period, students completed an Architectural Journal entry, which served as the primary formative assessment tool. I reviewed these journals before the next day’s lesson to identify misconceptions, track progress toward each objective, and adjust instruction as needed. My full assessment plan, including all rubrics, scoring criteria, and descriptions of every journal prompt, can be viewed using the link to the right. Additional assessment materials, including copies of each Architectural Journal handout, are available in the handouts tab.