Student Teaching Portfolio -- Math Levels/Criteri Score/Level 1 2 3 4 a I. Candidates No sample(s) of student work prior No sample(s) of student work prior Sample(s) of student work prior to Sample(s) of demonstrate to teaching the lessons are to teaching the lessons are teaching the lessons are student work prior ability to showcased, no lesson plan that showcased, however, a lesson showcased, a lesson plan that to teaching the impact student addresses local, state, and plan that addresses local, state, addresses local, state, and lessons are learning national standards and legislative and national standards and national standards and legislative showcased, a concerning mandates provided, student legislative mandates provided, mandates provided, post teaching lesson plan that NCTM 8.4 teaching student work sample(s) post teaching student work student work sample(s) are addresses local, by providing a are not showcased, and no clear sample(s) are showcased, showcased, however, only a state, and national lesson plan relationship exists between the however, no clear relationship vague relationship between the standards and that addresses teaching methods described and between the teaching methods teaching methods described and legislative appropriate the demonstrated improvement (or described and the demonstrated the demonstrated improvement (or mandates learning goals lack of improvement) in student improvement (or lack of lack of improvement) in student provided, post and by performance can be seen. improvement) in student performance can be seen. teaching student providing Reflections on such things as performance can be seen. Reflections on such things as work sample(s) are pre and post building mathematical knowledge Reflections on such things as building mathematical knowledge showcased, and a test evidence through problem solving not building mathematical knowledge through problem solving were clear relationship and reflection provided. through problem solving not provided. between the provided. 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. Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. USA- NCTM (Nat. Council of Teachers of Mathematics): Professional Standards for Teaching Mathematics Level: Standards for Secondary Mathematics Teachers Area: Pedagogy Standard: Standard 8: Knowledge of Mathematics Pedagogy Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. Indicator: Levels/Criteri Score/Level 1 2 3 4 a 8.4 Plans lessons, units and courses that address appropriate learning goals, including those that address local, state, and national mathematics standards and legislative mandates. II. Candidates No sample(s) of student work prior No sample(s) of student work prior Sample(s) of student work prior to Sample(s) of demonstrate to teaching the lessons are to teaching the lessons are teaching the lessons are student work prior ability to showcased, no lesson plan that showcased, however, a lesson showcased, a lesson plan that to teaching the impact student addresses local, state, and plan that addresses local, state, addresses local, state, and lessons are learning national standards and legislative and national standards and national standards and legislative showcased, a concerning mandates provided, student legislative mandates provided, mandates provided, post teaching lesson plan that NCTM 8.4 teaching student work sample(s) post teaching student work student work sample(s) are addresses local, by providing a are not showcased, and no clear sample(s) are showcased, showcased, however, only a state, and national second lesson relationship exists between the however, no clear relationship vague relationship between the standards and plan that teaching methods described and between the teaching methods teaching methods described and legislative addresses the demonstrated improvement (or described and the demonstrated the demonstrated improvement (or mandates appropriate lack of improvement) in student improvement (or lack of lack of improvement) in student provided, post learning goals performance can be seen. improvement) in student performance can be seen. teaching student and by Reflections on such things as performance can be seen. Reflections on such things as work sample(s) are providing building mathematical knowledge Reflections on such things as building mathematical knowledge showcased, and a pre and post through problem solving not building mathematical knowledge through problem solving were clear relationship test evidence provided. through problem solving not provided. between the and reflection provided. 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. Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. USA- NCTM (Nat. Council of Teachers of Mathematics): Professional Standards for Teaching Mathematics Level: Standards for Secondary Mathematics Teachers Area: Pedagogy Standard: Standard 8: Knowledge of Mathematics Pedagogy Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. Indicator: Levels/Criteri Score/Level 1 2 3 4 a 8.4 Plans lessons, units and courses that address appropriate learning goals, including those that address local, state, and national mathematics standards and legislative mandates. III. No sample(s) of student work prior No sample(s) of student work prior Sample(s) of student work prior to Sample(s) of Candidates to teaching the lessons are to teaching the lessons are teaching the lessons are student work prior demonstrate showcased, no lesson plan showcased, however, a lesson showcased, a lesson plan to teaching the ability to describing a plan for teaching plan describing a plan for teaching describing a plan for teaching lessons are impact diverse diverse students is provided, post diverse students is provided, post diverse students is provided, post showcased, a student teaching student work sample(s) teaching student work sample(s) teaching student work sample(s) lesson plan learning are not showcased, and no clear are showcased, however, no clear are showcased, however, only a describing a plan concerning relationship exists between the relationship between the teaching vague relationship between the for teaching NCTM teaching methods described and methods described and the teaching methods described and diverse students Standards 8.1, the demonstrated improvement (or demonstrated improvement (or the demonstrated improvement (or provided, post 8.2, 8.3, 8.7, lack of improvement) in student lack of improvement) in student lack of improvement) in student teaching student 7.1 performance can be seen. performance can be seen. performance can be seen. work sample(s) are (& INTASC Reflections on changes in Reflections on changes in Reflections on changes in showcased, and a Principle 3) teaching concerning differentiating teaching concerning differentiating teaching concerning differentiating clear relationship by providing instruction that might have instruction that might have instruction that might have between the lesson plan improved the results were not improved the results were not improved the results were teaching methods and pre and provided. provided. provided. described and the post test demonstrated evidence and improvement (or reflection lack of improvement) in Candidates student demonstrate performance can they be seen. understand Reflections on how changes in students differ teaching in their concerning this approaches to standard that might learning and have improved the create results instructional demonstrated the opportunities ability to reflect on that are teaching and to adapted consider to diverse improvements by learners applying pedagogical theory. Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. USA- NCTM (Nat. Council of Teachers of Mathematics): Professional Standards for Teaching Mathematics Level: Standards for Secondary Mathematics Teachers Area: Process Standards Standard: Levels/Criteri Score/Level 1 2 3 4 a Standard 7: Dispositions Candidates support a positive disposition toward mathematical processes and mathematical learning. Indicator: 7.1 Attention to equity Area: Pedagogy Standard: Standard 8: Knowledge of Mathematics Pedagogy Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. Indicator: 8.1 Selects, uses, and determines suitability of the wide variety of available mathematics curricula and teaching materials for all students including those with special needs such as the gifted, challenged and speakers of other languages. Indicator: 8.2 Selects and uses appropriate concrete materials for learning mathematics. Indicator: 8.3 Uses multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge. Indicator: 8.7 Uses knowledge of different types of instructional strategies in planning mathematics lessons. NCTM 8.3 No sample(s) of student work prior No sample(s) of student work prior Sample(s) of student work prior to Sample(s) of IV Candidates to teaching the lessons are to teaching the lessons are teaching the lessons are student work prior demonstrate showcased, no lesson plan showcased, however, a lesson showcased, a lesson plan to teaching the ability to demonstrating the use of multiple plan demonstrating the use of demonstrating the use of multiple lessons are impact student strategies to reach appropriate multiple strategies to reach strategies to reach appropriate showcased, a learning learning goals provided, post appropriate learning goals learning goals provided, post lesson plan concerning teaching student work sample(s) provided, post teaching student teaching student work sample(s) demonstrating the NCTM 8.3 are not showcased, and no clear work sample(s) are showcased, are showcased, however, only a use of multiple (& INTASC relationship exists between the however, no clear relationship vague relationship between the strategies to reach Principle 4) teaching methods described and between the teaching methods teaching methods described and appropriate by providing the demonstrated improvement (or described and the demonstrated the demonstrated improvement (or learning goals lesson plan lack of improvement) in student improvement (or lack of lack of improvement) in student provided, post and pre and performance can be seen. improvement) in student performance can be seen. teaching student post test Reflections on changes in performance can be seen. Reflections on changes in work sample(s) are evidence and teaching concerning this standard Reflections on changes in teaching concerning this standard showcased, and a reflection that might have improved the teaching concerning this standard that might have improved the clear relationship results were not provided. that might have improved the results were provided. between the results were not provided. teaching methods Candidates described and the demonstrate demonstrated they improvement (or understand lack of how students improvement) in learn student and use a performance can variety of be seen. instructional Reflections on strategies to changes in encourage teaching students’ concerning this development of standard that might critical thinking, have improved the Levels/Criteri Score/Level 1 2 3 4 a problem results solving and demonstrated the performance ability to reflect on skills including teaching and to considerations consider of risks, costs, improvements by and benefits of applying alternative pedagogical solutions; theory. relating these Standards to the USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) knowledge, Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, goals and problem solving, and performance skills. values of the USA- NCTM (Nat. Council of Teachers of Mathematics): Professional Standards for Teaching Mathematics students Level: Standards for Secondary Mathematics Teachers Area: Pedagogy Standard: Standard 8: Knowledge of Mathematics Pedagogy Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. Indicator: 8.3 Uses multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge. V. Candidates No sample(s) of student work prior No sample(s) of student work prior Sample(s) of student work prior to Sample(s) of demonstrate to teaching the lessons are to teaching the lessons are teaching the lessons are student work prior ability to showcased, no lesson plan or showcased, however, a lesson showcased, a lesson plan or to teaching the impact student description of learning experience plan or description of learning description of learning experience lessons are learning aligned with appropriate experience aligned with aligned with appropriate showcased, a concerning curriculum goals provided, post appropriate curriculum goals curriculum goals provided, post lesson plan or NCTM 8.4 teaching student work sample(s) provided, post teaching student teaching student work sample(s) description of (& INTASC are not showcased, and no clear work sample(s) are showcased, are showcased, however, only a learning Principle 5) relationship exists between the however, no clear relationship vague relationship between the experience that is by providing teaching methods described and between the teaching methods teaching methods described and aligned with lesson plan the demonstrated improvement (or described and the demonstrated the demonstrated improvement (or appropriate and pre and lack of improvement) in student improvement (or lack of lack of improvement) in student curriculum goals post test performance can be seen. improvement) in student performance can be seen. provided, post evidence and Reflections on changes in performance can be seen. Reflections on changes in teaching student reflection teaching concerning this standard Reflections on changes in teaching concerning this standard work sample(s) are that might have improved the teaching concerning this standard that might have improved the showcased, and a Candidates results were not provided. that might have improved the results were provided. clear relationship align results were not provided. between the curriculum teaching methods goals and described and the teaching and demonstrated use an improvement (or understanding lack of of individual improvement) in and student group performance can motivation and be seen. Levels/Criteri Score/Level 1 2 3 4 a behavior to Reflections on create a changes in learning teaching environment concerning this that standard that might encourages have improved the positive social results interaction, demonstrated the active ability to reflect on engagement in teaching and to learning consider and self- improvements by motivation better using whole- class, small-group, and individual work. Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 5: The teacher uses 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. USA- NCTM (Nat. Council of Teachers of Mathematics): Professional Standards for Teaching Mathematics Level: Standards for Secondary Mathematics Teachers Area: Pedagogy Standard: Standard 8: Knowledge of Mathematics Pedagogy Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. Indicator: 8.4 Plans lessons, units and courses that address appropriate learning goals, including those that address local, state, and national mathematics standards and legislative mandates. VI. Candidates No sample(s) of student work prior No sample(s) of student work prior Sample(s) of student work prior to Sample(s) of demonstrate to teaching the lessons are to teaching the lessons are teaching the lessons are student work prior ability to showcased, no lesson plan showcased, however, a lesson showcased, a lesson plan to teaching the impact student incorporating technology provided, plan incorporating technology incorporating technology provided, lessons are learning post teaching student work provided, post teaching student post teaching student work showcased, a concerning sample(s) are not showcased, and work sample(s) are showcased, sample(s) are showcased, lesson plan NCTM 6.1, 7.6 no clear relationship exists however, no clear relationship however, only a vague incorporating (& INTASC between the teaching methods between the teaching methods relationship between the teaching technology Principle 6) described and the demonstrated described and the demonstrated methods described and the provided, post by providing improvement (or lack of improvement (or lack of demonstrated improvement (or teaching student lesson plan improvement) in student improvement) in student lack of improvement) in student work sample(s) are and pre and performance can be seen. performance can be seen. performance can be seen. showcased, and a post test Reflections on changes in Reflections on changes in Reflections on changes in clear relationship evidence and teaching concerning this standard teaching concerning this standard teaching concerning this standard between the reflection that might have improved the that might have improved the that might have improved the teaching methods results were not provided. results were not provided. results were provided. described and the Candidates demonstrated use knowledge improvement (or of lack of effective improvement) in Levels/Criteri Score/Level 1 2 3 4 a verbal, student nonverbal and performance can media be seen. communication Reflections on techniques to changes in foster active teaching inquiry, concerning this collaboration standard that might and have improved the supportive results interaction demonstrated the ability to reflect on teaching and to consider improvements by applying pedagogical theory. Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. USA- NCTM (Nat. Council of Teachers of Mathematics): Professional Standards for Teaching Mathematics Level: Standards for Secondary Mathematics Teachers Area: Process Standards Standard: Standard 6: Knowledge of Technology Candidates embrace technology as an essential tool for teaching and learning mathematics. Indicator: 6.1 Use knowledge of mathematics to select and use appropriate technological tools, such as but not limited to, spreadsheets, dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-collection devices, and presentation software. Standard: Standard 7: Dispositions Candidates support a positive disposition toward mathematical processes and mathematical learning. Indicator: 7.6 Use of various teaching tools including technology VII. No sample(s) of student work prior No sample(s) of student work prior Sample(s) of student work prior to Sample(s) of Candidates to teaching the lessons are to teaching the lessons are teaching the lessons are student work prior demonstrate showcased, no lesson plan that showcased, however, a lesson showcased, a lesson plan or to teaching the ability to goes beyond memorization and plan that addresses understanding description of learning experience lessons are impact student procedures to teach for concepts and not mere aligned with NCTM SPA and showcased, a learning understanding provided, post memorization of procedures INTASC standard and appropriate lesson plan or concerning teaching student work sample(s) provided, post teaching student State Content Standards provided, description of NCTM are not showcased, and no clear work sample(s) are showcased, post teaching student work learning Standard 7.4 relationship exists between the however, no clear relationship sample(s) are showcased, experience aligned (& INTASC teaching methods described and between the teaching methods however, only a vague with NCTM SPA Principle 7) the demonstrated improvement (or described and the demonstrated relationship between the teaching and INTASC by providing lack of improvement) in student improvement (or lack of methods described and the standard and lesson plan performance can be seen. improvement) in student demonstrated improvement (or appropriate State and pre and Reflections on how to use performance can be seen. lack of improvement) in student Content Standards post test discussions to reach curriculum Reflections on how to use performance can be seen. provided, post Levels/Criteri Score/Level 1 2 3 4 a evidence and goals were not provided. discussions to reach curriculum Reflections on how to better start teaching student reflection goals were not provided. discussions were made. work sample(s) are showcased, and a Candidates clear relationship plan instruction between the based on teaching methods knowledge of described and the subject demonstrated matter, improvement (or students, the lack of community, improvement) in curriculum student goals, and performance can NCTM be seen. standards Reflections on how to use ambiguities, problems, or student’s preconceptions to start productive discussions were made. Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. USA- NCTM (Nat. Council of Teachers of Mathematics): Professional Standards for Teaching Mathematics Level: Standards for Secondary Mathematics Teachers Area: Process Standards Standard: Standard 7: Dispositions Candidates support a positive disposition toward mathematical processes and mathematical learning. Indicator: 7.4 Commitment to learning with understanding VIII. No sample(s) of student work prior No sample(s) of student work prior Sample(s) of student work prior to Sample(s) of Candidates to teaching the lessons are to teaching the lessons are teaching the lessons are student work prior demonstrate showcased, no lesson plan or showcased, however, a lesson showcased, a lesson plan or to teaching the ability to description of formal and informal plan or description of formal and description of formal and informal lessons are impact student assessments provided, post informal assessments provided, assessments provided, post showcased, a learning teaching student work sample(s) post teaching student work teaching student work sample(s) lesson plan or concerning are not showcased, and no clear sample(s) are showcased, are showcased, however, only a description of NCTM relationship exists between the however, no clear relationship vague relationship between the formal and informal Standard 7.5, teaching methods described and between the teaching methods teaching methods described and assessments 8.3 (& INTASC the demonstrated improvement (or described and the demonstrated the demonstrated improvement (or provided, post Principle 8) lack of improvement) in student improvement (or lack of lack of improvement) in student teaching student by providing performance can be seen. improvement) in student performance can be seen. work sample(s) are lesson plan Reflections on how to use performance can be seen. Reflections on how to use showcased, and a and pre and discussion as an informal Reflections on how to use discussion as an informal clear relationship post test assessment and grading rubrics discussion as an informal assessment and grading rubrics between the evidence and as a formal assessment were not assessment and grading rubrics as a formal assessment were teaching methods reflection provided. as a formal assessment were not provided. described and the Levels/Criteri Score/Level 1 2 3 4 a provided. demonstrated Candidates improvement (or understand lack of and use formal improvement) in and informal student assessment performance can strategies to be seen. ensure the Reflections on how continuous to use discussion intellectual, as an informal social and assessment and, physical objective exams development of and project grading the learner rubrics as a formal assessment were provided. Standards USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Principle: 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. USA- NCTM (Nat. Council of Teachers of Mathematics): Professional Standards for Teaching Mathematics Level: Standards for Secondary Mathematics Teachers Area: Process Standards Standard: Standard 7: Dispositions Candidates support a positive disposition toward mathematical processes and mathematical learning. Indicator: 7.5 Use of various assessments Area: Pedagogy Standard: Standard 8: Knowledge of Mathematics Pedagogy Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning. Indicator: 8.3 Uses multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge. IX. INTASC Does not clearly explain why the Gives a reason why the entries Very clearly explains why the Very clearly Principle 9 entries were included in portfolio were included but fails to clearly samples have been included in explains why the a. Candidates and does not clearly explain how explain how they relate to this the portfolio and how they relate to samples have been are reflective they relate to this INTASC INTASC standard this INTASC standard included in the practitioners standard portfolio, describes who continually how they relate to evaluate the this INTASC effects of their standard, and choices and elaborates on how actions on they best exemplify others an aspect of good (students, teaching parents, and other Standards professionals USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) Levels/Criteri Score/Level 1 2 3 4 a Principle: 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. in the learning community) and actively seek X.opportunities INTASC Does not clearly explain why the Gives a reason why the entries Very clearly explains why the Very clearly Principle 10 entries were included in portfolio were included but fails to clearly samples have been included in explains why the and does not clearly explain how explain how they relate to this the portfolio and how they relate samples have been Candidates they relate to this INTASC INTASC standard this INTASC standard included in the foster standard portfolio, describes relationships how they relate to with this INTASC school standard, and colleagues, elaborates on how parents and they best exemplify agencies in the an aspect of good larger teaching community to support Standards students’ USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992) learning and Principle: 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ well learning and well-being. being.