every student Mathematics 0 0.00% 1 0.00% 5 50.00% 4 40.00% 10 in meeting rigorous learning goals. 7.2 The 2014-2015 Rare Occasional Frequent Consistent Total teacher 0 0.00% 0 0.00% 2 33.33% 4 66.67% 6 Mathematics candidate 2015-2016 Rare Occasional Frequent Consistent Total draws upon Coaching, Mathematics 0 0.00% 1 0.00% 2 66.67% 0 0.00% 3 knowledge of Mathematics 0 0.00% 1 0.00% 4 40.00% 5 50.00% 10 content areas, curriculum, skills, technology, and pedagogy. 7.3 The 2014-2015 Rare Occasional Frequent Consistent teacher draws 0 0.00% 0 0.00% 1 16.67% 5 83.33% 6 Mathematics upon 2015-2016 Rare Occasional Frequent Consistent Total knowledge of Coaching, Mathematics 0 0.00% 0 0.00% 3 100.00% 0 0.00% 3 students and Mathematics 0 0.00% 2 0.00% 5 50.00% 3 30.00% 10 the community context.
every student in meeting rigorous learning goals. Mathematics 0 0.00% 1 0.00% 5 50.00% 4 40.00% 10 7.2 The teacher candidate draws upon knowledge of content areas, curriculum, skills, technology, and pedagogy. 2014-2015 Rare Occasional Frequent Consistent Total Mathematics 0 0.00% 0 0.00% 2 33.33% 4 66.67% 6 2015-2016 Rare Occasional Frequent Consistent Total Coaching, Mathematics 0 0.00% 1 0.00% 2 66.67% 0 0.00% 3 Mathematics 0 0.00% 1 0.00% 4 40.00% 5 50.00% 10 7.3 The teacher draws upon knowledge of students and the community context. 2014-2015 Rare Occasional Frequent Consistent Mathematics 0 0.00% 0 0.00% 1 16.67% 5 83.33% 6 2015-2016 Rare Occasional Frequent Consistent Total Coaching, Mathematics 0 0.00% 0 0.00% 3 100.00% 0 0.00% 3 Mathematics 0 0.00% 2 0.00% 5 50.00% 3 30.00% 10
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