secondary mathematics by a secondary mathematics by a secondary mathematics by a university or college supervisor with university or college supervisor with university or college supervisor with secondary mathematics teaching secondary mathematics teaching secondary mathematics teaching experience or equivalent knowledge experience or equivalent knowledge experience or equivalent knowledge base. base. base. - Use student performance data to inform instructional planning and delivery over time. NCTM Element Unacceptable Acceptable Target than two assessments or At least two assessments provide At two assessments provide Preservice teacher candidates: assessments provide little or no evidence that secondary candidates: evidence that secondary candidates: evidence that secondary candidates: Element 7c Demonstrate knowledge, skills, and Demonstrate knowledge, skills, and Demonstrate knowledge, skills, and professional behaviors at both professional behaviors at both middle professional behaviors at both middle Develop knowledge, skills, and middle and high school settings. and high school settings. and high school settings. professional behaviors across both middle and high school settings; Examine the nature of mathematics, Examine the nature of mathematics, Examine the nature of mathematics, examine the nature of how mathematics should be taught, how mathematics should be taught, how mathematics should be taught, mathematics, how mathematics and how students learn mathematics. and how students learn mathematics. and how students learn mathematics. should be taught, and how Observe and analyze a range of Observe and analyze a range of Observe and analyze a range of students learn mathematics; and approaches to mathematics teaching approaches to mathematics teaching approaches to mathematics teaching observe and analyze a range of and learning, focusing on tasks, and learning, focusing on tasks, and learning, focusing on tasks, approaches to mathematics discourse, environment, and discourse, environment, and discourse, environment, and teaching and learning, focusing on assessment. assessment. assessment. tasks, discourse, environment, and Participate in innovative or assessment. transformative initiatives, partnerships, or research projects related to the teaching of secondary mathematics.
secondary mathematics by a university or college supervisor with secondary mathematics teaching experience or equivalent knowledge base. secondary mathematics by a university or college supervisor with secondary mathematics teaching experience or equivalent knowledge base. secondary mathematics by a university or college supervisor with secondary mathematics teaching experience or equivalent knowledge base. - Use student performance data to inform instructional planning and delivery over time. NCTM Element Preservice teacher candidates: Unacceptable than two assessments or assessments provide little or no evidence that secondary candidates: Acceptable At least two assessments provide evidence that secondary candidates: Target At two assessments provide evidence that secondary candidates: Element 7c Develop knowledge, skills, and professional behaviors across both middle and high school settings; examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics; and observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment. Demonstrate knowledge, skills, and professional behaviors at both middle and high school settings. Examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics. Observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment. Demonstrate knowledge, skills, and professional behaviors at both middle and high school settings. Examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics. Observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment. Demonstrate knowledge, skills, and professional behaviors at both middle and high school settings. Examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics. Observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment. Participate in innovative or transformative initiatives, partnerships, or research projects related to the teaching of secondary mathematics.
NCTM%20CAEP%20Standards%202012%20Reviewer%20Rubrics%20-%20Secondary%204.27.2015.docx