4.1 --The 2014-2015 teacher 0 0.00% 1 16.67% 1 16.67% 4 66.67% 6 Mathematics understands the 2015-2016 Rare Occasional Frequent Consistent Total central concepts, Coaching, Mathematics 0 0.00% 0 0.00% 2 66.67% 1 33.33% 3 tools of inquiry, and Mathematics 0 0.00% 0 0.00% 4 40.00% 6 60.00% 10 structures of the discipline(s) s/he teaches. 4.2 The 2014-2015 Rare Occasional Frequent Consistent teacher creates 0 0.00% 1 16.67% 1 16.67% 4 66.67% 6 Mathematics learning 2015-2016 Rare Occasional Frequent Consistent experiences that Coaching, Mathematics 0 0.00% 1 0.00% 1 33.33% 1 33.33% 3 make these Mathematics 0 0.00% 0 0.00% 5 50.00% 5 50.00% 10 aspects of the discipline accessible and meaningful for students to assure mastery of content. 4.3 The 2014-2015 Rare Occasional Frequent Consistent Total teacher integrates 0 0.00% 1 16.67% 1 16.67% 4 66.67% 6 Mathematics Nebraska 2015-2016 Rare Occasional Frequent Consistent Total Content Standards Coaching, Mathematics 0 0.00% 0 0.00% 2 66.67% 1 33.33% 3 and/or professional Mathematics 0 0.00% 0 0.00% 2 20.00% 8 80.00% 10 standards within instruction. Responses from Year Candidate Survey: Items Related to Preparation to Teach Content Knowledge (Item 1) and Prepared to Teach Content Area (Item 2).
4.1 --The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches. 2014-2015 Mathematics 0 0.00% 1 16.67% 1 16.67% 4 66.67% 6 2015-2016 Rare Occasional Frequent Consistent Total Coaching, Mathematics 0 0.00% 0 0.00% 2 66.67% 1 33.33% 3 Mathematics 0 0.00% 0 0.00% 4 40.00% 6 60.00% 10 4.2 The teacher creates learning experiences that make these aspects of the discipline accessible and meaningful for students to assure mastery of content. 2014-2015 Rare Occasional Frequent Consistent Mathematics 0 0.00% 1 16.67% 1 16.67% 4 66.67% 6 2015-2016 Rare Occasional Frequent Consistent Coaching, Mathematics 0 0.00% 1 0.00% 1 33.33% 1 33.33% 3 Mathematics 0 0.00% 0 0.00% 5 50.00% 5 50.00% 10 4.3 The teacher integrates Nebraska Content Standards and/or professional standards within instruction. 2014-2015 Rare Occasional Frequent Consistent Total Mathematics 0 0.00% 1 16.67% 1 16.67% 4 66.67% 6 2015-2016 Rare Occasional Frequent Consistent Total Coaching, Mathematics 0 0.00% 0 0.00% 2 66.67% 1 33.33% 3 Mathematics 0 0.00% 0 0.00% 2 20.00% 8 80.00% 10 Responses from Year Candidate Survey: Items Related to Preparation to Teach Content Knowledge (Item 1) and Prepared to Teach Content Area (Item 2).