Special Education 0 0 1 1 4.55% 11 22 Narrative: on evidence from observations during student teaching, first year teacher survey responses, and administrator surveys (Tables 16A-19), UNL Mathematics TEPs were well prepared in creating useable and engaging lesson and unit plans based upon knowledge of the discipline, students, and curricular goals and were somewhat able to adapt these plans to meet curricular goals and needs of students (Tables 17B). There were also some Mathematics TEP completers who neither agreed nor disagreed with the statement create effective instructional plans” (Table 21). In addition, most “I UNL Mathematics TEPs frequently or consistently demonstrated an understanding of a variety of instructional strategies and used this variety to encourage students’ development of deep understanding of mathematics (Tables 20-21, 26). Both administrator and first year teacher results (Table 23-25) indicate areas of needed growth include the use of technology, classroom management, engaging students in problem solving, and adapting to the needs of students with special needs.
Special Education 0 1 1 4.55% 11 22 Narrative: on evidence from observations during student teaching, first year teacher survey responses, and administrator surveys (Tables 16A-19), UNL Mathematics TEPs were well prepared in creating useable and engaging lesson and unit plans based upon knowledge of the discipline, students, and curricular goals and were somewhat able to adapt these plans to meet curricular goals and needs of students (Tables 17B). There were also some Mathematics TEP completers who neither agreed nor disagreed with the statement “I create effective instructional plans” (Table 21). In addition, most UNL Mathematics TEPs frequently or consistently demonstrated an understanding of a variety of instructional strategies and used this variety to encourage students’ development of deep understanding of mathematics (Tables 20-21, 26). Both administrator and first year teacher results (Table 23-25) indicate areas of needed growth include the use of technology, classroom management, engaging students in problem solving, and adapting to the needs of students with special needs. 0
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