|
I. Candidates demonstrate ability to
impact student learning concerning NCTM 8.4
by providing a
lesson plan that addresses appropriate learning goals and by
providing
pre and post test evidence and reflection
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan that addresses local, state, and national standards
and legislative mandates provided, student teaching student work
sample(s) are not showcased, and no clear relationship exists
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on such things as building mathematical
knowledge through problem solving not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan that addresses local, state, and national
standards and legislative mandates provided, post teaching
student work sample(s) are showcased, however, no clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on such things as building
mathematical knowledge through problem solving not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan that addresses local, state, and national standards
and legislative mandates provided, post teaching student work
sample(s) are showcased, however, only a vague relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on such things as building mathematical
knowledge through problem solving were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan that addresses local, state, and national standards
and legislative mandates provided, post teaching student work
sample(s) are showcased, and a clear relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching to better motivate students
by using such ideas as building mathematical knowledge through
problem solving were provided. |
|
II. Candidates demonstrate ability
to impact student learning concerning NCTM 8.4
by providing a
second lesson plan that addresses appropriate learning goals and
by providing
pre and post test evidence and reflection
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan that addresses local, state, and national standards
and legislative mandates provided, student teaching student work
sample(s) are not showcased, and no clear relationship exists
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on such things as building mathematical
knowledge through problem solving not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan that addresses local, state, and national
standards and legislative mandates provided, post teaching
student work sample(s) are showcased, however, no clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on such things as building
mathematical knowledge through problem solving not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan that addresses local, state, and national standards
and legislative mandates provided, post teaching student work
sample(s) are showcased, however, only a vague relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on such things as building mathematical
knowledge through problem solving were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan that addresses local, state, and national standards
and legislative mandates provided, post teaching student work
sample(s) are showcased, and a clear relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching to better motivate students
by using such ideas as building mathematical knowledge through
problem solving were provided. |
|
III.
Candidates
demonstrate ability to impact diverse student learning
concerning NCTM Standards 8.1, 8.2, 8.3, 8.7, 7.1
(& INTASC Principle 3)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
demonstrate they understand how
students
differ in their
approaches to
learning and create instructional
opportunities
that are adapted
to diverse
learners
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan describing a plan for teaching diverse students is
provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning differentiating instruction that
might have improved the results were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan describing a plan for teaching diverse
students is provided, post teaching student work sample(s) are
showcased, however, no clear relationship between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning differentiating instruction that
might have improved the results were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan describing a plan for teaching diverse students is
provided, post teaching student work sample(s) are showcased,
however, only a vague relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning differentiating instruction that
might have improved the results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan describing a plan for teaching diverse students
provided, post teaching student work sample(s) are showcased,
and a clear relationship between the teaching methods described
and the demonstrated improvement (or lack of improvement) in
student performance can be seen. Reflections on changes in
teaching concerning this standard that might have improved the
results demonstrated the ability to reflect on teaching and to
consider improvements by applying pedagogical theory. |
|
NCTM 8.3
IV
Candidates demonstrate ability to impact student learning
concerning NCTM 8.3
(& INTASC Principle 4)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
demonstrate they understand how students learn
and use a
variety of
instructional
strategies to
encourage
students’
development of
critical thinking,
problem
solving and performance skills including
considerations
of risks, costs, and benefits of alternative solutions; relating
these to the knowledge, goals and values of the students
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan demonstrating the use of multiple strategies to
reach appropriate learning goals provided, post teaching student
work sample(s) are not showcased, and no clear relationship
exists between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan demonstrating the use of multiple
strategies to reach appropriate learning goals provided, post
teaching student work sample(s) are showcased, however, no clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan demonstrating the use of multiple strategies to
reach appropriate learning goals provided, post teaching student
work sample(s) are showcased, however, only a vague relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on changes in teaching concerning this
standard that might have improved the results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan demonstrating the use of multiple strategies to
reach appropriate learning goals provided, post teaching student
work sample(s) are showcased, and a clear relationship between
the teaching methods described and the demonstrated improvement
(or lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results demonstrated the ability to
reflect on teaching and to consider improvements by applying
pedagogical theory. |
|
V.
Candidates demonstrate ability to impact student learning
concerning NCTM 8.4
(& INTASC Principle 5)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
align curriculum goals and teaching and use an
understanding
of individual and
group
motivation and behavior to create a learning
environment
that encourages
positive
social interaction,
active
engagement in learning
and
self-motivation |
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
appropriate curriculum goals provided, post teaching student
work sample(s) are not showcased, and no clear relationship
exists between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
aligned with appropriate curriculum goals provided, post
teaching student work sample(s) are showcased, however, no clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
appropriate curriculum goals provided, post teaching student
work sample(s) are showcased, however, only a vague relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on changes in teaching concerning this
standard that might have improved the results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience that is
aligned with appropriate curriculum goals provided, post
teaching student work sample(s) are showcased, and a clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
demonstrated the ability to reflect on teaching and to consider
improvements by better using whole-class, small-group, and
individual work. |
|
VI. Candidates demonstrate ability
to impact student learning concerning
NCTM 6.1,
7.6
(& INTASC Principle 6)
by providing lesson plan and pre and post
test evidence and reflection
Candidates use
knowledge of
effective
verbal, nonverbal and
media
communication
techniques to
foster active
inquiry,
collaboration and
supportive
interaction |
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan incorporating technology provided, post teaching
student work sample(s) are not showcased, and no clear
relationship exists between the teaching methods described and
the demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan incorporating technology provided, post
teaching student work sample(s) are showcased, however, no clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan incorporating technology provided, post teaching
student work sample(s) are showcased, however, only a vague
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan incorporating technology provided, post teaching
student work sample(s) are showcased, and a clear relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on changes in teaching concerning this
standard that might have improved the results demonstrated the
ability to reflect on teaching and to consider improvements by
applying pedagogical theory. |
|
VII.
Candidates demonstrate ability to impact
student learning concerning
NCTM Standard 7.4 (& INTASC
Principle 7)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
plan instruction
based on
knowledge of subject
matter,
students, the
community,
curriculum
goals, and
NCTM standards |
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan that goes beyond memorization and procedures to
teach for understanding provided, post teaching student work
sample(s) are not showcased, and no clear relationship exists
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on how to use discussions to reach
curriculum goals were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan that addresses understanding concepts and
not mere memorization of procedures provided, post teaching
student work sample(s) are showcased, however, no clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on how to use discussions
to reach curriculum goals were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
NCTM SPA and INTASC standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, however, only a vague relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on how to better start discussions were made. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
NCTM SPA and INTASC standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, and a clear relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use ambiguities, problems, or student’s preconceptions to
start productive discussions were made. |
|
VIII.
Candidates demonstrate ability to impact
student learning concerning NCTM Standard 7.5, 8.3 (&
INTASC Principle 8)
by providing lesson plan and pre and post
test evidence and reflection
Candidates
understand and use formal and informal
assessment
strategies to
ensure the
continuous
intellectual,
social and physical
development of
the learner |
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of formal and informal assessments
provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussion as an informal assessment and grading
rubrics as a formal assessment were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of formal and informal
assessments provided, post teaching student work sample(s) are
showcased, however, no clear relationship between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussion as an informal assessment and grading
rubrics as a formal assessment were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of formal and informal assessments
provided, post teaching student work sample(s) are showcased,
however, only a vague relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussion as an informal assessment and grading
rubrics as a formal assessment were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of formal and informal assessments
provided, post teaching student work sample(s) are showcased,
and a clear relationship between the teaching methods described
and the demonstrated improvement (or lack of improvement) in
student performance can be seen. Reflections on how to use
discussion as an informal assessment and, objective exams and
project grading rubrics as a formal assessment were provided. |