The purpose of this study was to examine student engagement within a pre-service teacher performance assessment, the Educators Teacher Performance Assessment (edTPA). Engagement strategies were selected and used based on the language of rubric seven of the edTPA. This study was completed in an urban fourth grade setting. Data was collected during the English Language Arts content block. Data collection methods included lesson plans incorporating the engagement strategy, student self-reports of engagement through exit slips, university supervisor checklists when observed, and teacher candidate engagement log in which notes were made of the engagement strategy selection process and reaction to collected data. Results indicate that certain strategies are more influential than others and much of the success of strategies reflected the strategy being paired with appropriate content. Further research could include comparative data with other fourth grade classrooms and other grade levels
