include culturally relevant - Include culturally relevant - Include culturally relevant - Include culturally relevant perspectives as a means to perspectives as a means to motivate perspectives as a means to motivate perspectives as a means to motivate motivate and engage students. and engage students. and engage students. and engage students. - Access information about and incorporate resources related to cultural, ethnic, linguistic, gender, and learning differences in their teaching. Element 4d - Demonstrate equitable and ethical - Demonstrate equitable and ethical - Demonstrate equitable and ethical treatment of all students. treatment of all students. treatment of all students. Demonstrate equitable and ethical treatment of and high expectations - Have high expectations for all - Have high expectations for all - Have high expectations for all for all students. students. students. students and persist in helping each 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 and pedagogical knowledge to select and pedagogical knowledge to select and Apply mathematical content and use instructional tools such as use instructional tools such as use instructional tools such as pedagogical knowledge to select manipulatives and physical models, manipulatives and physical models, manipulatives and physical models, and use instructional tools such as drawings, virtual environments, drawings, virtual environments, drawings, virtual environments, manipulatives and physical spreadsheets, presentation tools, and spreadsheets, presentation tools, and spreadsheets, presentation tools, and models, drawings, virtual mathematics-specific technologies. mathematics-specific technologies. mathematics-specific technologies. environments, spreadsheets, presentation tools, and - Make sound decisions about when Make decisions about when - Make sound decisions about when mathematics-specific technologies instructional tools enhance teaching instructional tools enhance teaching instructional tools enhance teaching (e.g., graphing tools, interactive and learning and recognize both the and learning and recognize both the and learning and recognize both the geometry software, computer insights to be gained and possible insights to be gained and possible insights to be gained and possible algebra systems, and statistical limitations of such tools. limitations of such tools. limitations of such tools. packages); and make sound decisions about when such tools - Participate in learning opportunities enhance teaching and learning, that address current and emerging
include culturally relevant perspectives as a means to motivate and engage students. - Include culturally relevant perspectives as a means to motivate and engage students. - Include culturally relevant perspectives as a means to motivate and engage students. - Include culturally relevant perspectives as a means to motivate and engage students. - Access information about and incorporate resources related to cultural, ethnic, linguistic, gender, and learning differences in their teaching. Element 4d Demonstrate equitable and ethical treatment of and high expectations for all students. - Demonstrate equitable and ethical treatment of all students. - Have high expectations for all students. - Demonstrate equitable and ethical treatment of all students. - Have high expectations for all students. - Demonstrate equitable and ethical treatment of all students. - Have high expectations for all students and persist in helping each 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 pedagogical knowledge to select and use instructional tools such as manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and mathematics-specific technologies (e.g., graphing tools, interactive geometry software, computer algebra systems, and statistical packages); and make sound decisions about when such tools enhance teaching and learning, - Apply mathematical content and pedagogical knowledge to select and use instructional tools such as manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and mathematics-specific technologies. - Make sound decisions about when instructional tools enhance teaching and learning and recognize both the insights to be gained and possible limitations of such tools. - Apply mathematical content and pedagogical knowledge to select and use instructional tools such as manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and mathematics-specific technologies. Make decisions about when instructional tools enhance teaching and learning and recognize both the insights to be gained and possible limitations of such tools. - Apply mathematical content and pedagogical knowledge to select and use instructional tools such as manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and mathematics-specific technologies. - Make sound decisions about when instructional tools enhance teaching and learning and recognize both the insights to be gained and possible limitations of such tools. - Participate in learning opportunities that address current and emerging
NCTM%20CAEP%20Stan%202012%20Reviewer%20Rubrics%20-%20Sec%201.26.2016(2).docx