NCTM CAEP Standards (2012) Reviewer Rubrics Elementary Mathematics Specialist (Advanced

NCTM CAEP Standards (2012) Reviewer Rubrics – Elementary Mathematics Specialist (Advanced Preparation)

Standard 1: Content Knowledge Standard 1: Effective elementary mathematics specialists demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and applications within and among mathematical content domains.

Program evidence of completers’ attainment of Standard 1: - Assessments are aligned to mathematical domain competencies of NCTM CAEP Mathematics Content for Elementary Mathematics Specialist. - Assessments, rubrics, and data charts are aligned with standard elements. - Alignment to standard element(s) is provided within assessment rubrics per criterion. - Data charts are aligned with an assessment rubric and report candidate performance by the level (individually scored items) at which it is collected. - Assessment rubrics contain discernible levels of performance. - Assessments are required of all candidates.

Decision Criteria: Attainment of Standard 1 is based on three considerations: - At least two assessments accompanied by completer performance data from a minimum of two applications for an initial report or a minimum of one application for a response to conditions or revised report and selected from: o Grades in required mathematics or mathematics education courses aligned to elements of NCTM CAEP Standards (2012) and to mathematical domain competencies of NCTM CAEP Mathematics Content for Elementary Mathematics Specialist and overall mathematics GPAs in required mathematics coursework  Transcript analysis (required for candidates where mathematics or equivalent coursework was not taken at program’s institution) that includes required undergraduate content major coursework alignment to NCTM CAEP Mathematics Content for Elementary Mathematics Specialist o Content-based assessment such as projects, course or clinical practice portfolio, or other course products aligned to mathematical domain competencies of NCTM CAEP Mathematics Content for Elementary Mathematics Specialist and accompanied by completer performance data - Content-based assessments (course grades, projects, course portfolio, or other course products) collectively demonstrating at least an 80% alignment to each domain of NCTM CAEP Mathematics Content for Elementary Mathematics Specialist and accompanied by completer performance data - A preponderance of evidence drawn from the elements o SASB policy defines preponderance of evidence as “an overall confirmation that candidates meet standards in the strength, weight, or quality of evidence,” rather than satisfactory performance for each element. A commonly accepted definition of preponderance of evidence is a requirement that more than 50% of the evidence favors a given outcome. NCTM program review decisions are based on the preponderance of evidence at the standard level. Specifically, more than 50% of the elements of each standard must be met at the acceptable or target level. o Element 1a must be met at the acceptable or target level in order to satisfy the preponderance of evidence for Standard 1.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 2

NCTM Element Unacceptable Acceptable Target Elementary mathematics Fewer than two assessments At least two assessments collectively At least two assessments collectively specialist candidates: collectively demonstrate at least an demonstrate at least an 80% alignment demonstrate at least an 80% alignment 80% alignment to each domain of the to each domain of the NCTM CAEP to each domain of the NCTM CAEP NCTM CAEP Mathematics Content Mathematics Content for Elementary Mathematics Content for Elementary for Elementary Mathematics Mathematics Specialist and provide Mathematics Specialist and provide Specialist or assessments and provide evidence that elementary mathematics evidence that elementary mathematics little or no evidence that elementary specialist candidates: specialist candidates: mathematics specialist candidates: Element 1a - Demonstrate knowledge of major - Demonstrate knowledge of major - Demonstrate knowledge of major Demonstrate and apply concepts, algorithms, and concepts, algorithms, and procedures concepts, algorithms, and procedures knowledge of major mathematics procedures within and among within and among mathematical within and among mathematical concepts, algorithms, mathematical domains (Number and domains (Number and Operations, domains (Number and Operations, procedures, applications in Operations, Algebra, Geometry and Algebra, Geometry and Algebra, Geometry and Measurement, varied contexts, and connections Measurement, and Statistics and Measurement, and Statistics and and Statistics and Probability) as within and among mathematical Probability) as outlined in the Probability) as outlined in the NCTM outlined in the NCTM CAEP domains (Number and NCTM CAEP Mathematics Content CAEP Mathematics Content for Mathematics Content for Elementary Operations, Algebra, Geometry for Elementary Mathematics Elementary Mathematics Specialist. Mathematics Specialist. and Measurement, and Statistics Specialist. - Apply knowledge of major concepts, - Apply knowledge of major concepts, and Probability) as outlined in - Apply knowledge of concepts, algorithms, procedures, applications algorithms, procedures, applications in the NCTM CAEP Mathematics algorithms, procedures, applications in varied contexts, and connections varied contexts, and connections Content for Elementary in varied contexts, and connections within and among mathematical within and among mathematical Mathematics Specialist. within and among mathematical domains as outlined in the NCTM domains as outlined in the NCTM domains as outlined in the NCTM CAEP Mathematics Content for CAEP Mathematics Content for CAEP Mathematics Content for Elementary Mathematics Specialist. Elementary Mathematics Specialist. Elementary Mathematics Specialist. - Explain how concepts, algorithms, - Explain how concepts, algorithms, - Explain how concepts, algorithms, procedures, and applications have procedures, and applications have procedures, and applications have developed. developed. developed. - Apply conceptual and procedural knowledge of major concepts, algorithms, and applications in building new knowledge from prior knowledge and experiences.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 3

Standard 2: Mathematical Practices Standard 2: Effective elementary mathematics specialists solve problems, represent mathematical ideas, reason, prove, use mathematical models, attend to precision, identify elements of structure, generalize, engage in mathematical communication, and make connections as essential mathematical practices. They understand that these practices intersect with mathematical content and that understanding relies on the ability to demonstrate these practices within and among mathematical domains and in their teaching and mathematics leadership. Program evidence of candidates’ attainment of Standard 2: - Assessments, rubrics, and data charts are aligned with standard elements. - Alignment to standard element(s) is provided within assessment rubrics per criterion. - Data charts are aligned with assessment rubric and report candidate performance by the level (individually scored items) at which it is collected. - Assessment rubrics contain discernible levels of performance. - Assessments are required of all candidates.

Decision Criteria: Attainment of Standard 2 is based on two considerations: - At least two assessments aligned to elements of NCTM CAEP Standards (2012) and accompanied by candidate performance data from a minimum of two applications for an initial report or a minimum of one application for a response to conditions or revised report and selected from: o Grades in required mathematics or mathematics education courses and overall mathematics GPAs for completers  Transcript analysis (required for candidates where mathematics or equivalent coursework was not taken at program’s institution) that includes course data reported by individual completer o Projects, course or clinical practice portfolio, or other course products and accompanied by candidate performance data - A preponderance of evidence drawn from the elements o SASB policy defines preponderance of evidence as “an overall confirmation that candidates meet standards in the strength, weight, or quality of evidence,” rather than satisfactory performance for each element. A commonly accepted definition of preponderance of evidence is a requirement that more than 50% of the evidence favors a given outcome. NCTM program review decisions are based on the preponderance of evidence at the standard level using this definition. Specifically, more than 50% of the elements of each standard must be met at the acceptable or target level. o Elements 2a, 2b, and at least 2 additional elements must be met at the acceptable or target level in order to satisfy the preponderance of evidence for Standard 2.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 4 persevere in solving them, apply and - Make sense of a wide variety of problems and persevere in solving problems and persevere in solving adapt a variety of strategies in solving problems and persevere in them. them. problems confronted within the field solving them. - Apply and adapt a variety of - Apply and adapt a variety of strategies of mathematics and other contexts, - Apply and adapt a variety of strategies in solving problems in solving problems confronted within and formulate and test conjectures in strategies in solving problems confronted within the field of the field of mathematics and other order to frame generalizations. confronted within the field of mathematics and other contexts. contexts. mathematics and other - Formulate and test conjectures in - Formulate and test conjectures in contexts. order to frame generalizations. order to frame generalizations. - Formulate and test conjectures - Monitor and reflect on the process of in order to frame mathematical problem solving. generalizations. Element 2b - Reason abstractly, reflectively, - Reason abstractly, reflectively, and - Reason abstractly, reflectively, and Reason abstractly, reflectively, and and quantitatively with quantitatively with attention to units, quantitatively with attention to units, quantitatively with attention to units, attention to units, constructing constructing viable arguments and constructing viable arguments and constructing viable arguments and viable arguments and proofs, proofs, and critiquing the reasoning proofs, and critiquing the reasoning of proofs, and critiquing the reasoning of and critiquing the reasoning of of others. others. others; represent and model others. - Represent and model generalizations - Represent and model generalizations generalizations using mathematics; - Represent and model using mathematics. using mathematics. recognize structure and express generalizations using regularity in patterns of mathematical - Recognize structure and express - Recognize structure and express mathematics. reasoning; use multiple regularity in patterns of mathematical regularity in patterns of mathematical representations to model and describe - Recognize structure and reasoning. reasoning. mathematics; and utilize appropriate express regularity in patterns of - Use multiple representations to - Use multiple representations to model mathematical vocabulary and mathematical reasoning. model and describe mathematics. and describe mathematics. symbols to communicate - Use multiple representations to - Use appropriate mathematical - Use appropriate mathematical mathematical ideas to others. model and describe vocabulary and symbols to vocabulary and symbols to mathematics. communicate mathematical ideas to communicate mathematical ideas to - Use appropriate mathematical others. others. vocabulary and symbols to - Demonstrate an appreciation for communicate mathematical mathematical rigor and inquiry. ideas to others. Element 2c - Formulate, represent, analyze, - Formulate, represent, analyze, and - Formulate, represent, analyze, Formulate, represent, analyze, and interpret mathematical interpret mathematical models interpret, and validate mathematical interpret, and validate mathematical models derived from real-world derived from real-world contexts or models derived from real-world models derived from real-world contexts or mathematical mathematical problems. contexts or mathematical problems. contexts or mathematical problems. problems. - Demonstrate flexibility in mathematical modeling when confronted with different purposes or

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 5

contexts. Element 2d - Organize mathematical - Organize mathematical thinking. - Organize mathematical thinking. Organize mathematical thinking and thinking. - Use the language of mathematics to - Use the language of mathematics to use the language of mathematics to - Use the language of express ideas precisely, both orally express ideas precisely, both orally express ideas precisely, both orally mathematics to express ideas and in writing to peers, teachers, or and in writing to multiple audiences and in writing to multiple audiences. precisely, both orally and in students. including peers, teachers, students, writing to peers, teachers, or school professionals, and/or other students. stakeholders. Element 2e - Demonstrate the - Demonstrate the interconnectedness - Demonstrate the interconnectedness of Demonstrate the interconnectedness interconnectedness of of mathematical ideas and how they mathematical ideas and how they of mathematical ideas and how they mathematical ideas and how build on one another. build on one another. build on one another and recognize they build on one another. - Recognize and apply mathematical and apply mathematical connections - Recognize and apply mathematical - Recognize and apply connections among mathematical among mathematical ideas and across connections among mathematical mathematical connections ideas and across various content areas various content areas and real-world ideas and across various content areas among mathematical ideas and and real-world contexts. contexts. and real-world contexts. across various content areas - Seek opportunities to promote linkages and real-world contexts. of mathematical ideas in their teaching. Element 2f - Model how the development of - Model how the development of - Model how the development of Model how the development of mathematical understanding mathematical understanding within mathematical understanding within mathematical understanding within within and among and among mathematical domains and among mathematical domains and among mathematical domains mathematical domains intersects with the mathematical intersects with the mathematical intersects with the mathematical intersects with the practices of problem solving, practices of problem solving, practices of problem solving, mathematical practices of reasoning, communicating, reasoning, communicating, reasoning, communicating, problem solving, reasoning, connecting, and representing. connecting, and representing. connecting, and representing. communicating, connecting, - Reflect on how the mathematical and representing. practices of problem solving, reasoning, communicating, connecting, and representing impact mathematical understanding.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 6

Standard 3: Content Pedagogy Standard 3: Effective elementary mathematics specialists apply knowledge of curriculum standards for mathematics and their relationship to student learning within and across mathematical domains in teaching elementary students and coaching/mentoring elementary classroom teachers. They incorporate research- based mathematical experiences and include multiple instructional strategies and mathematics-specific technological tools in their teaching and coaching/mentoring to develop all students’ mathematical understanding and proficiency. As teacher, lead teacher, and coach/mentor, they provide and assist teachers in providing students with opportunities to do mathematics – talking about it and connecting it to both theoretical and real-world contexts. They plan, select, implement, interpret, and assist teachers in the incorporation of formative and summative assessments for monitoring student learning, measuring student mathematical understanding, and informing practice. Program evidence of candidates’ attainment of Standard 3: - Assessments, rubrics, and data charts are aligned with standard elements. - Alignment to standard element(s) is provided within assessment rubrics per criterion. - Data charts are aligned with assessment rubric and report candidate performance by the level (individually scored items) at which it is collected. - Assessment rubrics contain discernible levels of performance. - Assessments are required of all candidates.

Decision Criteria: Attainment of Standard 3 is based on two considerations: - At least two assessments based on course products or clinical practice artifacts such as lesson and/or unit plan(s), clinical practice evaluation, or portfolio and accompanied by candidates’ performance data and accompanied by candidate performance data from a minimum of two applications for an initial report or a minimum of one application for a response to conditions or revised report - A preponderance of evidence drawn from the elements o SASB policy defines preponderance of evidence as “an overall confirmation that candidates meet standards in the strength, weight, or quality of evidence,” rather than satisfactory performance for each element. A commonly accepted definition of preponderance of evidence is a requirement that more than 50% of the evidence favors a given outcome. NCTM program review decisions are based on the preponderance of evidence at the standard level using this definition. Specifically, more than 50% of the elements of each standard must be met at the acceptable or target level. o Elements 3a, 3c, and 3f and at least 1 additional element must be met at the acceptable or target level in order to satisfy the preponderance of evidence for Standard 3.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 7 elementary students and - Relate mathematics curriculum standards to student learning. standards to student learning. coaching/mentoring elementary standards to student learning. - Demonstrate how mathematics classroom teachers. curriculum standards and learning progressions impact the teaching of elementary students at different developmental levels and coaching/mentoring elementary classroom teachers. Element 3b - Analyze and consider research - Analyze and consider research in - Analyze and consider research in Analyze and consider research in in planning for mathematics planning for mathematics planning for mathematics instruction. planning for and leading students and instruction. instruction. - Incorporate research-based methods the teachers they coach/mentor in rich - Incorporate research-based - Incorporate research-based methods when leading students and the mathematical learning experiences. methods when leading students when leading students and the teachers they coach/mentor in rich and the teachers they teachers they coach/mentor in rich mathematical learning experiences. coach/mentor in rich mathematical learning experiences. - Extend their repertoire of research- mathematical learning based instructional methods that experiences. address students’ and teachers’ diverse learning needs through participation in opportunities such as conferences, use of journals and on-line resources, and engagement with professional organizations. Element 3c - Plan lessons and units that - Plan lessons and units that - Plan lessons and units that incorporate Plan and assist others in planning incorporate a variety of incorporate a variety of strategies. a variety of strategies. lessons and units incorporating a strategies. - Plan lessons and units addressing - Plan lessons and units addressing variety of strategies, differentiated - Plan lessons and units student differences and diverse student differences and diverse instruction for diverse populations, addressing student differences populations and how these populations and how these differences and mathematics-specific and and diverse populations and how differences influence student influence student learning of instructional technologies in building these differences influence learning of mathematics. mathematics. all students’ conceptual student learning of mathematics. understanding and procedural - Include mathematics-specific and - Include mathematics-specific and proficiency. - Include mathematics-specific instructional technologies in planned instructional technologies in planned and instructional technologies in lessons and units. lessons and units. planned lessons and units. - Build all students’ conceptual - Build all students’ conceptual - Build all students’ conceptual understanding and procedural understanding and procedural understanding and procedural proficiency in planned lessons and proficiency in planned lessons and proficiency in planned lessons

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 8

and units. units. units. - Assist others in planning lessons - Assist others in planning lessons - Assist others in planning lessons and and units that incorporate and units that incorporate multiple units that incorporate multiple multiple strategies, differentiated strategies, differentiated instruction strategies, differentiated instruction instruction for diverse for diverse populations, and for diverse populations, and populations, and mathematics- mathematics-specific and mathematics-specific and instructional specific and instructional instructional technologies to build technologies to build all students’ technologies to build all all students’ conceptual conceptual understanding and students’ conceptual understanding and procedural procedural proficiency. understanding and procedural proficiency. - Include in planned lessons and units proficiency. multiple opportunities and solution avenues for students to demonstrate conceptual understanding and procedural proficiency.

Element 3d - Design and implement activities - Design and implement activities and - Design and implement activities and Provide students and teachers with and investigations that require investigations that require investigations that require opportunities to communicate about communication about communication about mathematics. communication about mathematics. mathematics and make connections mathematics. - Design and implement activities and - Design and implement activities and among mathematics, other content - Design and implement activities investigations that foster students investigations that foster students and areas, everyday life, and the and investigations that foster and teachers making mathematical teachers making mathematical workplace. students and teachers making connections with other content connections with other content areas, mathematical connections with areas, everyday life events, and the everyday life events, and the other content areas, everyday workplace. workplace. life events, and the workplace. - Encourage students and teachers to employ a variety of forms of communication that target varied audiences and purposes and spread across content areas. Element 3e - Implement and promote - Implement and promote techniques - Implement and promote techniques Implement and promote techniques techniques for actively engaging for actively engaging students in for actively engaging students in related to student engagement and students in learning and doing learning and doing mathematics. learning and doing mathematics. communication including selecting mathematics. - Provide instruction that incorporates - Provide instruction that incorporates high quality tasks, guiding - Provide instruction that high quality tasks and a range of high quality tasks and a range of mathematical discussions, identifying incorporates high quality tasks questioning strategies. questioning strategies. key mathematical ideas, identifying and a range of questioning

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 9 and addressing student strategies. - Guide productive mathematical - Guide productive mathematical misconceptions, and employing a discussions in classrooms centered discussions in classrooms centered on - Guide productive mathematical range of questioning strategies. on key mathematical ideas. key mathematical ideas. discussions in classrooms centered on key mathematical - Select and apply instructional - Select and apply instructional ideas. techniques that assist in identifying techniques that assist in identifying and addressing student and addressing student - Select and apply instructional misconceptions. misconceptions. techniques that assist in identifying and addressing - Engage students in communicating - Engage students and teachers in student misconceptions. about mathematics. communicating about mathematics. - Engage students in - Use students’ misconceptions as communicating about opportunities for learning. mathematics. Element 3f - Plan, select, implement, - Plan, select, implement, interpret, - Plan, select, implement, interpret, and Plan, select, implement, interpret and interpret, and use formative and and use formative and summative use formative and summative assist teachers in using formative and summative assessments to assessments to inform instruction by assessments to inform instruction by summative assessments to inform inform instruction by reflecting reflecting on mathematical reflecting on mathematical instruction by reflecting on on mathematical proficiencies proficiencies essential for all proficiencies essential for all students. mathematical proficiencies essential essential for all students. students. - Assist teachers in using formative and for all students. - Assist teachers in using - Assist teachers in using formative summative assessments addressing formative and summative and summative assessments essential mathematical proficiencies. assessments addressing essential addressing essential mathematical - Use assessment results for subsequent mathematical proficiencies. proficiencies. instructional planning. Element 3g - Use both formative and - Use both formative and summative - Use both formative and summative Monitor students’ progress and assist summative assessment data in assessment data in making assessment data in making others, including family members, making instructional decisions. instructional decisions. instructional decisions. administrators and other stakeholders, - Assist others, including family - Assist others, including family - Assist others, including family in making instructional decisions and members, administrators and members, administrators and other members, administrators and other in measuring and interpreting other stakeholders, in using both stakeholders, in using both stakeholders, in using both formative students’ mathematical understanding formative and summative formative and summative and summative assessment data in and ability using formative and assessment data in making assessment data in making making instructional decisions. summative assessments. instructional decisions. instructional decisions. - Monitor students’ progress using a - Monitor students’ progress using - Monitor students’ progress using a variety of assessment tools that gauge a variety of assessment tools that variety of assessment tools that advancement toward stated learning gauge advancement toward gauge advancement toward stated goals. stated learning goals. learning goals. - Use, modify, and/or design both - Use both formative and - Use both formative and summative formative and summative assessments summative assessments to assessments to measure students’ based upon students’ prior knowledge

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 10 measure students’ mathematical mathematical understanding and and experiences to measure students’ understanding and ability. ability. mathematical understanding and ability. - Design assessment processes that distinguish among developmental levels of students’ mathematical knowledge and skills.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 11

Standard 4: Mathematical Learning Environment Standard 4: Effective elementary mathematics specialists exhibit knowledge of child, pre-adolescent, and adult learning, development, and behavior. They use this knowledge to plan, create, and assist teachers in planning and creating sequential learning opportunities grounded in mathematics education research where students are actively engaged in the mathematics they are learning and building from prior knowledge and skills. They demonstrate, promote, and assist teachers in demonstrating and promoting a positive disposition toward mathematical practices and learning and exhibit and support the equitable and ethical treatment of and high expectations for all students. They include and assist teachers in embracing culturally relevant perspectives in teaching, in recognizing individual student differences, and in using instructional tools such as manipulatives, digital tools, and virtual resources to enhance student learning, while recognizing the possible limitations of such tools. Program evidence of candidates’ attainment of Standard 4: - Assessments, rubrics, and data charts are aligned with standard elements. - Alignment to standard element(s) is provided within assessment rubrics per criterion. - Data charts are aligned with assessment rubric and report candidate performance by the level (individually scored items) at which it is collected. - Assessment rubrics contain discernible levels of performance. - Assessments are required of all candidates.

Decision Criteria: Attainment of Standard 4 is based on two considerations: - At least two assessments based on course products or clinical practice artifacts such as lesson and/or unit plan(s), clinical practice evaluation, or portfolio and accompanied by candidate performance data from a minimum of two applications for an initial report or a minimum of one application for a response to conditions or revised report - A preponderance of evidence drawn from the elements o SASB policy defines preponderance of evidence as “an overall confirmation that candidates meet standards in the strength, weight, or quality of evidence,” rather than satisfactory performance for each element. A commonly accepted definition of preponderance of evidence is a requirement that more than 50% of the evidence favors a given outcome. NCTM program review decisions are based on the preponderance of evidence at the standard level using this definition. Specifically, more than 50% of the elements of each standard must be met at the acceptable or target level. o Elements 4b, 4d, and 4e must be met at the acceptable or target level in order to satisfy the preponderance of evidence for Standard 4.

NCTM Element Unacceptable Acceptable Target In their role as teacher, lead teacher, Fewer than two assessments or At least two assessments provide At least two assessments provide and/or coach/mentor, elementary assessments provide little or no evidence that elementary mathematics evidence that elementary mathematics mathematics specialist candidates: evidence that elementary specialist candidates: specialist candidates: mathematics specialist candidates: Element 4a - Exhibit knowledge of child, pre- - Exhibit knowledge of child, pre- - Exhibit knowledge of child pre- adolescent, and adult learning, adolescent, and adult learning, adolescent and adult learning, Exhibit knowledge of child, pre- development, and behavior. development, and behavior. development, and behavior. adolescent, and adult learning, development, and behavior and - Demonstrate and promote a - Demonstrate and promote a positive - Demonstrate and promote a positive demonstrate and promote a positive positive disposition toward disposition toward mathematical disposition toward mathematical disposition toward mathematical mathematical processes and processes and learning. processes and learning. processes and learning.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 12

learning. - Know how students construct knowledge, acquire skills, and develop disciplined thinking processes. Element 4b - Plan and create sequential - Plan and create sequential learning - Plan and create sequential learning opportunities in which students opportunities in which students Plan, create, and coach/mentor learning opportunities in which connect new learning to prior connect new learning to prior teachers in creating developmentally students connect new learning to knowledge and experiences. knowledge and experiences. appropriate, sequential, and prior knowledge and - Coach/mentor teachers in creating - Coach/mentor teachers in creating challenging learning opportunities experiences. developmentally appropriate, developmentally appropriate, grounded in mathematics education - Coach/mentor teachers in sequential, and challenging learning sequential, and challenging learning research in which students are creating developmentally opportunities in which students opportunities in which students actively engaged in building new appropriate, sequential, and connect new learning to prior connect new learning to prior knowledge from prior knowledge and challenging learning knowledge and experiences. knowledge and experiences. experiences. opportunities in which students connect new learning to prior - Create a sequence of - Create a sequence of developmentally knowledge and experiences. developmentally appropriate and appropriate and challenging learning - Create a sequence of challenging learning opportunities opportunities grounded in developmentally appropriate and grounded in mathematics education mathematics education research in challenging learning research in which students are which students are actively engaged in opportunities grounded in actively engaged in building new building new knowledge. mathematics education research knowledge. - Create a developmentally appropriate in which students are actively and challenging sequence of engaged in building new instruction for all students that shows knowledge. a progression of learning over time toward proficiency and understanding. Element 4c - Incorporate individual - Incorporate individual differences - Incorporate individual differences and differences and the cultural and and the cultural and language the cultural and language diversity Incorporate knowledge of individual language diversity that exists diversity that exists within that exists within classrooms to differences and the cultural and within classrooms to motivate classrooms to motivate and engage motivate and engage students. language diversity that exists within and engage students. students. classrooms and include and assist - Include culturally relevant teachers in embracing culturally - Include culturally relevant - Include culturally relevant perspectives as a means to motivate relevant perspectives as a means to perspectives as a means to perspectives as a means to motivate and engage students. motivate and engage students. motivate and engage students. and engage students. - Assist teachers in embracing - Assist teachers in embracing - Assist teachers in embracing culturally relevant perspectives as culturally relevant perspectives culturally relevant perspectives as motivational and engagement tools. as motivational and engagement motivational and engagement tools. - Access information about and tools. incorporate resources related to cultural, ethnic, linguistic, gender, and

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 13

learning differences in their teaching. Element 4d - Demonstrate and encourage - Demonstrate and encourage - Demonstrate and encourage equitable equitable and ethical treatment equitable and ethical treatment of all and ethical treatment of all students. Demonstrate and encourage equitable of all students. students. and ethical treatment of and high - Have high expectations for all expectations for all students. - Have high expectations for all - Have high expectations for all students and persist in helping each students. students. student reach his/her full potential. - Demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives students bring to the classroom. Element 4e - Apply mathematical content and - Apply mathematical content and - Apply mathematical content and pedagogical knowledge to select Apply mathematical content and pedagogical knowledge to select and pedagogical knowledge to select and and use tools such as pedagogical knowledge in the use instructional tools such as use instructional tools such as manipulatives and physical selection, use, and promotion of manipulatives and physical models, manipulatives and physical models, models, drawings, virtual instructional tools such as drawings, virtual environments, drawings, virtual environments, environments, spreadsheets, manipulatives and physical models, spreadsheets, presentation tools, and spreadsheets, presentation tools, and presentation tools, and drawings, virtual environments, mathematics-specific technologies. mathematics-specific technologies. mathematics-specific spreadsheets, presentation tools, and - Coach/mentor teachers in applying - Coach/mentor teachers in applying technologies. mathematics-specific technologies mathematical content and mathematical content and pedagogical (e.g., graphing tools and interactive - Coach/mentor teachers in pedagogical knowledge to select and knowledge to select and use tools such geometry software); and make and applying mathematical content use tools such as manipulatives and as manipulatives and physical models, nurture sound decisions about when and pedagogical knowledge to physical models, drawings, virtual drawings, virtual environments, such tools enhance teaching and select and use tools such as environments, spreadsheets, spreadsheets, presentation tools, and learning, recognizing both the manipulatives and physical presentation tools, and mathematics- mathematics-specific technologies. specific technologies. insights to be gained and possible models, drawings, virtual - Make and nurture sound decisions limitations of such tools. environments, spreadsheets, - Make and nurture sound decisions about when instructional tools presentation tools, and about when instructional tools enhance teaching and learning and mathematics-specific enhance teaching and learning and recognize both the insights to be technologies. recognize both the insights to be gained and possible limitations of such tools. - Make and nurture sound gained and possible limitations of decisions about when such tools. - Participate in learning opportunities instructional tools enhance that address current and emerging teaching and learning and technologies in support of recognize both the insights to be mathematics learning and teaching. gained and possible limitations

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 14 of such tools.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 15

Standard 5: Impact on Student Learning Standard 5: Elementary mathematics specialists provide evidence that as a result of their instruction or coaching/mentoring of teachers, elementary students’ conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and application of major mathematics concepts in varied contexts have increased. Elementary mathematics specialists support the continual development of a positive disposition toward mathematics. These mathematics specialists show that new student mathematical knowledge has been created as a consequence of their ability to engage students or coach/mentor teachers in mathematical experiences that are developmentally appropriate, require active engagement, and include mathematics-specific technology in building new knowledge. Program evidence of candidates’ attainment of Standard 5: - Assessments, rubrics, and data charts are aligned with standard elements. - Alignment to standard element(s) is provided within assessment rubrics per criterion. - Data charts are aligned with assessment rubric and report candidate performance by the level (individually scored items) at which it is collected. - Assessment rubrics contain discernible levels of performance. - Assessments are required of all candidates.

Decision Criteria: Attainment of Standard 5 is based on two considerations: - At least two assessments based on course products or clinical practice artifacts such as lesson and/or unit plan(s), clinical practice evaluation, or portfolio and accompanied by candidate performance data from a minimum of two applications for an initial report or a minimum of one application for a response to conditions or revised report - A preponderance of evidence drawn from the elements o SASB policy defines preponderance of evidence as “an overall confirmation that candidates meet standards in the strength, weight, or quality of evidence,” rather than satisfactory performance for each element. A commonly accepted definition of preponderance of evidence is a requirement that more than 50% of the evidence favors a given outcome. NCTM program review decisions are based on the preponderance of evidence at the standard level using this definition. Specifically, more than 50% of the elements of each standard must be met at the acceptable or target level. o Element 5c and at least 1 additional element must be met at the acceptable or target level in order to satisfy the preponderance of evidence for Standard 5.

NCTM Element Unacceptable Acceptable Target In their role as teacher, lead teacher, Fewer than two assessments or At least two assessments provide At least two assessments provide and/or coach/mentor, elementary assessments provide little or no evidence that elementary mathematics evidence that elementary mathematics mathematics specialist candidates: evidence that elementary specialist candidates: specialist candidates: mathematics specialist candidates: Element 5a - Verify that elementary - Verify that elementary - Verify that elementary students students demonstrate conceptual students demonstrate conceptual demonstrate conceptual Verify that elementary students understanding and procedural understanding and procedural understanding and procedural demonstrate conceptual fluency. fluency. fluency. understanding; procedural fluency; - Verify that elementary - Verify that elementary - Verify that elementary students the ability to formulate, represent, and students have the ability to students demonstrate the ability to demonstrate the ability to formulate, solve problems; logical reasoning and formulate, represent, and solve formulate, represent, and solve represent, and solve problems. continuous reflection on that problems. problems. - Verify that elementary students

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 16 reasoning; productive disposition - Verify that elementary - Verify that elementary reason logically and reflect on their toward mathematics; and the students reason logically and students reason logically and reflect reasoning. application of mathematics in a reflect on their reasoning. on their reasoning. - Verify that elementary students variety of contexts within major - Verify that elementary - Verify that elementary demonstrate a productive disposition mathematical domains. students have a productive students demonstrate a productive toward mathematics. disposition toward mathematics. disposition toward mathematics. - Verify that elementary students apply - Verify that elementary - Verify that elementary the mathematics they learn in a students apply the mathematics students apply the mathematics they variety of contexts within major they learn in a variety of learn in a variety of contexts within mathematical domains. contexts within major major mathematical domains. - Demonstrate sustained and mathematical domains. meaningful use of data to inform practice.

Element 5b - Engage students in - Engage students in developmentally - Engage students in developmentally Engage students and coach/mentor developmentally appropriate appropriate mathematical activities appropriate mathematical activities teachers in using developmentally mathematical activities and and investigations that require active and investigations that require active appropriate mathematical activities investigations that require active engagement in building new engagement in building new and investigations that require active engagement in building new knowledge. knowledge. engagement and include knowledge. mathematics-specific technology in - Coach/mentor teachers in - Coach/mentor teachers in using building new knowledge. - Coach/mentor using developmentally appropriate developmentally appropriate teachers in using mathematical activities and mathematical activities and developmentally appropriate investigations that require active investigations that require active mathematical activities and student engagement in building new student engagement in building new investigations that require active knowledge. knowledge. student engagement in building - Engage students in - Engage students in developmentally new knowledge. developmentally appropriate appropriate mathematical activities - Engage students in mathematical activities and and investigations that include developmentally appropriate investigations that include mathematics-specific technology in mathematical activities and mathematics-specific technology in building new knowledge. investigations that include building new knowledge. mathematics-specific technology - Facilitate students’ ability to develop in building new knowledge. future inquiries based on current analyses. Element 5c - Collect, organize, - Collect, organize, analyze, and - Collect, organize, analyze, and Collect, organize, analyze, and reflect analyze, and reflect on reflect on diagnostic, formative, and reflect on diagnostic, formative, and on diagnostic, formative, and diagnostic, formative, and

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 17 summative assessment evidence and summative assessment data. summative assessment data. summative assessment data. determine the extent to which - Determine the extent to which students’ mathematical proficiencies - Determine the extent to which - Determine the extent to which students’ mathematical have increased as a result of their students’ mathematical proficiencies students’ mathematical proficiencies proficiencies have increased as a instruction or their efforts in have increased as a result of their have increased as a result of their result of their instruction or their coaching/mentoring teachers. instruction or their efforts in instruction or their efforts in efforts in coaching/mentoring coaching/mentoring teachers. coaching/mentoring teachers. teachers. - Use assessment results as a basis for designing and modifying their instruction as a means to meet group and individual needs and increase student performance.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 18

Standard 6: Professional Knowledge and Skills Standard 6: Effective elementary mathematics specialists are lifelong learners and recognize that learning is often collaborative. They participate in and plan mathematics-focused professional development experiences at the school and/or district level, draw upon mathematics education research to inform their practice and the practice of colleagues, continuously reflect on their practice, use and assist teachers in using resources from professional mathematics organizations, and demonstrate mathematics-focused instructional leadership. Program evidence of candidates’ attainment of Standard 6: - Assessments, rubrics, and data charts are aligned with standard elements. - Alignment to standard element(s) is provided within assessment rubrics per criterion. - Data charts are aligned with assessment rubric and report candidate performance by the level (individually scored items) at which it is collected. - Assessment rubrics contain discernible levels of performance. - Assessments are required of all candidates.

Decision Criteria: Attainment of Standard 6 is based on two considerations: - At least two assessments based on course products or clinical practice artifacts such as clinical practice evaluation or professional development portfolio and accompanied by candidate performance data from a minimum of two applications for an initial report or a minimum of one application for a response to conditions or revised report - A preponderance of evidence drawn from the elements o SASB policy defines preponderance of evidence as “an overall confirmation that candidates meet standards in the strength, weight, or quality of evidence,” rather than satisfactory performance for each element. A commonly accepted definition of preponderance of evidence is a requirement that more than 50% of the evidence favors a given outcome. NCTM program review decisions are based on the preponderance of evidence at the standard level using this definition. Specifically, more than 50% of the elements of each standard must be met at the acceptable or target level. o Elements 6c and 6d and at least 1 additional element must be met at the acceptable or target level in order to satisfy the preponderance of evidence for Standard 6.

NCTM Element Unacceptable Acceptable Target In their role as teacher, lead teacher, Fewer than two assessments or At least two assessments provide At least two assessments provide and/or coach/mentor, elementary assessments provide little or no evidence that elementary mathematics evidence that elementary mathematics mathematics specialist candidates: evidence that elementary specialist candidates: specialist candidates: mathematics specialist candidates: Element 6a - Participate in professional - Participate in professional - Participate in professional development experiences that development experiences that development experiences that Take an active role in their directly relate to the learning and directly relate to the learning and directly relate to the learning and professional growth by participating teaching of mathematics. teaching of mathematics. teaching of mathematics. in professional development - Participate in professional - Participate in professional - Participate in professional experiences that directly relate to the development experiences that development experiences that development experiences that learning and teaching of mathematics directly relate to their directly relate to their development directly relate to their development and to their development as a development as a mathematics as a mathematics instructional as a mathematics instructional leader. mathematics instructional leader. instructional leader. leader.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 19

- Assist their colleagues in developing a plan for implementing new learning from professional development or other experiences in their classrooms. Element 6b - Engage in and facilitate - Engage in and facilitate continuous - Engage in and facilitate continuous Engage in and facilitate continuous continuous and collaborative and collaborative learning as a and collaborative learning as a means and collaborative learning that draws learning as a means of enhancing means of enhancing students’ and of enhancing students’ and teachers’ upon research in mathematics students’ and teachers’ learning teachers’ learning opportunities in learning opportunities in education to inform practice; enhance opportunities in mathematics. mathematics. mathematics. learning opportunities for all students’ - Use research in mathematics - Use research in mathematics - Use research in mathematics and teachers’ mathematical education to inform practice. education to inform practice. education to inform practice. knowledge development; involve - Enhance all students’ and - Enhance all students’ and teachers’ - Enhance all students’ and teachers’ colleagues and other school teachers’ knowledge of knowledge of mathematics. knowledge of mathematics. professionals, families, and various mathematics. - Involve colleagues and other school - Involve colleagues and other school stakeholders; and advance the - Involve colleagues and other professionals, families, and various professionals, families, and various development in themselves and others school professionals, families, stakeholders in the educational stakeholders in the educational as reflective practitioners. and various stakeholders in the process. process. educational process. - Continue development in - Continue development in themselves and others as reflective - Continue development in themselves themselves and others as practitioners. and others as reflective practitioners. reflective practitioners. - Use resources, analyses of instruction, and professional development experiences to enhance students’ and teachers’ learning of mathematics. Element 6c - Plan, develop, implement, and - Plan, develop, implement, and - Plan, develop, implement, and Plan, develop, implement, and evaluate mathematics-focused evaluate mathematics-focused evaluate mathematics-focused evaluate mathematics-focused professional development professional development programs professional development programs professional development programs at programs at the school and/or at the school and/or district level. at the school and/or district level. district level. the school and/or district level; use - Use resources from professional and assist teachers in using resources - Use resources from professional mathematics education organizations from professional mathematics mathematics education - Use resources from professional such as teacher/leader discussion education organizations such as organizations such as mathematics education groups, networks, and print, digital, teacher/leader discussion groups, teacher/leader discussion groups, organizations such as teacher/leader and virtual resources/collections. teacher networks, and print, digital, networks, and print, digital, and discussion groups, networks, and - Use and share research-based and virtual resources/collections; and virtual resources/collections. print, digital, and virtual support teachers in systematically resources/collections. resources from professional

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 20 reflecting on and learning from their - Support teachers in systematically - Support teachers in systematically mathematics education organizations mathematical practice. reflecting on and learning from reflecting on and learning from their that positively impact student and their mathematical practice. mathematical practice. teacher learning. - Support teachers in systematically reflecting on and learning from their mathematical practice. - Assist teachers in the implementation of newly acquired knowledge and professional practices in their mathematics teaching. Element 6d - Demonstrate mathematics- - Demonstrate mathematics-focused - Demonstrate mathematics-focused Demonstrate mathematics-focused focused instructional leadership instructional leadership through instructional leadership through instructional leadership through through actions such as actions such as actions such as actions such as coaching/mentoring; o coaching/mentoring; o coaching/mentoring; o coaching/mentoring; building and navigating relationships with teachers, administrators, and the o building and navigating o building and navigating o building and navigating community; establishing and relationships with teachers, relationships with teachers, relationships with teachers, maintaining learning communities; administrators, and the administrators, and the administrators, and the analyzing and evaluating educational community; community; community; structures and policies that affect students’ equitable access to high o establishing and maintaining o establishing and maintaining o establishing and maintaining quality mathematics instruction; learning communities; learning communities; learning communities; leading efforts to assure that all o analyzing and evaluating o analyzing and evaluating o analyzing and evaluating students have opportunities to learn educational structures and educational structures and educational structures and important mathematics; evaluating policies that affect students’ policies that affect students’ policies that affect students’ the alignment of mathematics equitable access to high equitable access to high quality equitable access to high quality curriculum standards, textbooks, and quality mathematics mathematics instruction; mathematics instruction; required assessments and making instruction; recommendations for addressing o leading efforts to assure that all o leading efforts to assure that all learning and achievement gaps; o leading efforts to assure that students have opportunities to students have opportunities to developing appropriate classroom or all students have opportunities learn important mathematics; learn important mathematics; school-level learning environments; to learn important and collaborating with school-based mathematics; o evaluating the alignment of o evaluating the alignment of professionals to develop evidence- mathematics curriculum mathematics curriculum based interventions for high- and low- o evaluating the alignment of standards, textbooks, and standards, textbooks, and required achieving students. mathematics curriculum required assessments and making assessments and making standards, textbooks, and recommendations for addressing recommendations for addressing required assessments and

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 21

making recommendations for learning and achievement gaps; learning and achievement gaps; addressing learning and achievement gaps; o developing appropriate o developing appropriate classroom classroom or school-level or school-level learning o developing appropriate learning environments; and environments; and classroom or school-level learning environments; and o collaborating with school-based o collaborating with school-based professionals to develop professionals to develop evidence o collaborating with school- evidence based interventions for based interventions for high- and based professionals to develop high- and low-achieving low-achieving students. evidence based interventions students. - Promote and facilitate the for high- and low-achieving improvement of mathematics students. programs at the school and district levels.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 22

Standard 7: Elementary Mathematics Specialist Field Experiences and Clinical Practice

Standard 7: Elementary mathematics specialists engage in a planned sequence of field experiences and clinical practice under the supervision of an experienced and highly qualified mathematics educator. They develop a broad experiential base of knowledge and skills working with a range of student and adult learners including elementary students (e.g., primary, intermediate, struggling, gifted, and English language learners) and elementary school teachers, both novice and experienced, in a variety of school and professional development settings. They develop and use interpersonal and leadership skills to engage school-based and other professionals in the improvement of mathematics programs at the school and/or district levels. Program evidence of candidates’ attainment of Standard 7: - Descriptions of field experiences and clinical practice that include sequencing, levels, candidate responsibilities, qualifications of supervisors, and diversity of settings and students and that clearly address Elements 7a and 7b are included. - Assessments, rubrics, and data charts are aligned with standard elements. - Alignment to standard element(s) is provided within assessment rubrics per criterion. - Data charts are aligned with assessment rubric and report candidate performance by the level (individually scored items) at which it is collected. - Assessment rubrics contain discernible levels of performance. - Assessments are required of all candidates.

Decision Criteria: Attainment of Standard 7 is based on three considerations: - Information provided in Section I - Context #2 (Description of the field and clinical experiences required for the program) of the program report - At least two assessments based on course or clinical practice products such as professional development plans, case work related to mentoring teachers, lesson and/or unit plan(s), clinical practice evaluation, and clinical practice or professional portfolio and accompanied by candidates’ performance data from a minimum of two applications for an initial report or a minimum of one application for a response to conditions or revised report - A preponderance of evidence drawn from the elements o SASB policy defines preponderance of evidence as “an overall confirmation that candidates meet standards in the strength, weight, or quality of evidence,” rather than satisfactory performance for each element. A commonly accepted definition of preponderance of evidence is a requirement that more than 50% of the evidence favors a given outcome. NCTM program review decisions are based on the preponderance of evidence at the standard level using this definition. Specifically, more than 50% of the elements of each standard must be met at the acceptable or target level. o Elements 7a and 7b must be met at the acceptable or target level in order to satisfy the preponderance of evidence for Standard 7.

NCTM Element Unacceptable Acceptable Target Elementary mathematics specialist Information included in Section I – Information included in Section I – Information included in Section I – candidates: Context #2 of the program report Context #2 of the program report and at Context #2 of the program report and at and fewer than two assessments or least two assessments provide evidence least two assessments provide evidence assessments provide little or no that elementary mathematics specialist that elementary mathematics specialist evidence that elementary candidates: candidates: mathematics specialist candidates: Element 7a - Engage in a sequence of planned - Engage in a sequence of planned - Engage in a sequence of planned Engage in a sequence of planned field field experiences and clinical field experiences and clinical practice field experiences and clinical practice

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 23 experiences and clinical practice practice in an elementary setting. in an elementary setting. in an elementary setting. under the supervision of an experienced and highly qualified - Are supervised by an - Are supervised by an experienced - Are supervised by an experienced mathematics educator that involves experienced and highly qualified and highly qualified mathematics and highly qualified mathematics the development of a broad mathematics educator. educator. educator. experiential base of knowledge and - Demonstrate a broad - Demonstrate a broad experiential - Demonstrate a broad experiential skills working with a range of student experiential base of knowledge base of knowledge and skills working base of knowledge and skills and adult learners in a variety of and skills working with a range with a range of student and adult working with a range of student and school and professional development of student and adult learners in learners in varied school and adult learners in varied school and settings and the development of varied school and professional professional development settings. professional development settings. interpersonal skills critical for development settings. mentoring other teachers and working - Demonstrate interpersonal skills - Demonstrate interpersonal skills with school-based personnel, district - Demonstrate interpersonal skills critical for mentoring other teachers critical for mentoring other teachers administrators, and others. critical for mentoring other and working with school-based and working with school-based teachers and working with personnel, district administrators, and personnel, district administrators, and school-based personnel, district others. others. administrators, and others. - Gain an in-depth understanding of the mathematical development of students across all of the elementary grades. - Observe and analyze a variety of diverse instructional settings in order to analyze and assist teachers in analyzing students’ mathematical understanding and proficiency. Element 7b - Develop and use leadership - Develop and use leadership skills to - Develop and use leadership skills to Develop and use leadership skills to skills to improve mathematics improve mathematics programs at the improve mathematics programs at the improve mathematics programs at the programs at the school and/or school and/or district level, e.g., school and/or district level, e.g., school and/or district level, e.g., district level, e.g., o coaching/mentoring new and o coaching/mentoring new and coaching/mentoring new and o coaching/mentoring new and experienced teachers to better experienced teachers to better experienced teachers to better serve experienced teachers to better serve students; serve students; students; sharing critical issues, serve students; o sharing critical issues, policy o sharing critical issues, policy policy initiatives, and curriculum o sharing critical issues, policy initiatives, and curriculum trends initiatives, and curriculum trends trends related to mathematics initiatives, and curriculum related to mathematics teaching; related to mathematics teaching; teaching; keeping abreast of local, trends related to mathematics state, or national policy decisions o keeping abreast of local, state, or o keeping abreast of local, state, or teaching; related to mathematics education; national policy decisions related national policy decisions related communicating to educational o keeping abreast of local, to mathematics education; to mathematics education;

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016) 24 constituents about students, state, or national policy o communicating to educational o communicating to educational curriculum, instruction, and decisions related to constituents about students, constituents about students, assessment; collaborating to create a mathematics education; curriculum, instruction, and curriculum, instruction, and shared vision and to develop an action o communicating to assessment; assessment; plan for school improvement; and educational constituents o collaborating to create a shared o collaborating to create a shared partnering with school-based about students, curriculum, vision and to develop an action vision and to develop an action professionals to improve each instruction, and assessment; plan for school improvement; and plan for school improvement; and student’s achievement. o collaborating to create a o partnering with school-based o partnering with school-based shared vision and to develop professionals to improve each professionals to improve each an action plan for school student’s achievement. student’s achievement. improvement; and - Participate and encourage teachers o partnering with school-based to participate in innovative or professionals to improve transformative initiatives, each student’s achievement. partnerships, or research projects related to the teaching of elementary mathematics.

NCTM CAEP Standards (2012) Reviewer Rubrics - Elementary Mathematics Specialist (Revised 1/26/2016)