STUDENT TEACHING HANDBOOK MATH 494C · The Secondary Mathematics Education Program could not exist without its close collaboration with teachers and schools in the greater Tucson

www.smep.math.arizona.edu

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STUDENTTEACHINGHANDBOOKMATH494C

2019


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WelcomeMentorTeachers,StudentTeachers,&UniversityMentors

TheUniversityofArizona,CollegeofScience,andDepartmentofMathematicsarecommittedtoprovidingstudentsintheSecondaryMathematicsEducationProgramwithavaluable,culminatingstudentteachingexperience.ThegoalofthisexperienceisthatstudentteachersapplytheconceptsandprinciplestheyhavelearnedintheirSecondaryMathematicsEducationProgramcourses.Thestudentteachersaresupportedinthisquestbyuniversitymentorsandclassroomteachers.

Wearegratefulforyourwillingnesstohelpnurtureandeducateournextgenerationofteachers.Weareincludinginformationaboutthedetailsofthiscommitmentintheenclosedpages.Wewouldliketostressthatthesedetailsareprocessesthatfacilitatetheprimaryrolethatyouplayto-

• Modelefficaciousstrategiesandroutines.• Providetheopportunityforthestudentteachertotryinnovativeproceduresandlessonswith

supportandinsight.• Nurturethedevelopmentofconfidenceandenthusiasmneededtobeaneffectiveteacher.

Thestudentteachingexperienceisthekeynextstepforthesebuddingeducatorstomakethetransformationfromstudenttoteacher.Thankyouforacceptingthisrole.Weareconfidentthatyouwillfindthistobearewardinglearningexperienceforyouandforyourstudentteacher.

ThiseditionoftheStudentTeachingHandbookismeanttobearesourcewithpracticalinformationtohelpstudentteachers,mentorteachers,anduniversitymentorsunderstandtheirrolesandresponsibilities.Importanttimelines,dates,andformstobecompletedthroughoutthesemesterareincludedinthisHandbook.It,however,isnotmeanttobecomprehensive.YoumayalsoaccesstheHandbookonlineat

http://smep.math.arizona.edu/content/student-teaching

AstheDirectoroftheSecondaryMathematicsEducationProgram,Iwelcomeyoutothestudent

teachingsemesterandthankyouinadvanceforyourcommitmenttomakingthesemesterapositiveexperienceforeveryone.Sincerely,

CynthiaO.Anhalt,Ph.D.AssistantResearchProfessorandDirectorSecondaryMathematicsEducationProgramDepartmentofMathematicscanhalt@math.arizona.edu

DemetriaMurrayFieldPracticumPlacementCoordinatorSecondaryMathematicsEducationProgramDepartmentofMathematicsdmurray@math.arizona.edu


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PhilosophyThegoaloftheSecondaryMathematicsEducationProgramistoprepareindividualswhowilljointhe

teachingprofessionasreflectivepractitioners.Throughouttheprogram,studentsareprovidedguided

opportunitiestoreflectonaspectsofclassroomlearning,suchastheroleofenvironment,teacher

questioningtechniques,cooperativelearning,studentmotivation,andtheutilizationofworthwhiletasks.

Duringtheirstudentteachingsemester,studentsdrawonthesereflectionsastheydevelopand

implementlessonsandassesstheirstudents’learning.Thestudentteachersthenanalyzetheirteaching,

andtheseanalysesbecomepartoftheirprofessionalportfolio.

ThepedagogycoursesandmanyofthemathematicscoursestakenbystudentsintheSecondary

MathematicsEducationProgramengagethemaslearnersthroughaninquiry-basedlearningapproachto

instruction.Studentsaregivennumerousopportunitiestoexperienceandreflectonthebenefitsofbeing

activelearnersinconstructingtheirownunderstandingofcontent,beitmathematicalorpedagogical.

Thisfocusoninquirylearningisimplementedwhenstudentsprepareguided-discoverylessonsaspartof

their“methods”courseandduringtheirstudentteachingsemester.

TheSecondaryMathematicsEducationProgramcouldnotexistwithoutitsclosecollaborationwith

teachersandschoolsinthegreaterTucsonarea.Thepreparationofsecondaryteachersofmathematics

followsanapprenticeshipmodel,whichallowsthepre-serviceteacherstoworkwithandlearnfrom

effectivemiddleandhighschoolteachers.Theprogramrequires90+hoursoffieldexperiencewhile

enrolledinpedagogycourseworkinthecontextofmathematicstopreparethepre-serviceteachersfor

theirculminatingstudentteachingsemester,whichisover600hours.Ourgoalistoprepareteachersof

mathematicssothattheyarereadytocontributetothefieldinpositivewaysandinfluencestudentsto

wanttolearnmathematics.


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Table of Contents Professionalism 5

Teacher Preparation Program Teaching Standards 6

Roles and Responsibilities 10

Student Teaching Record Card 14-15

Semester Phase-In Schedule 16

Semester-at-a-Glance Calendar 20

Semester Planning 21

Student Teaching Portfolio & Lesson Plan Design 23

Portfolio Overview 24

Portfolio & Semester Progression 25

Portfolio Outline 26

Lesson Plan Design 31-33

Evaluation of Student Teacher Performance 34

Evaluation Overview 35

Evaluation of Student Teacher Performance 38-42

Rubric for Assessment of Portfolio 43

Math 494C: Student Teaching Semester Grade 44

Policy for Student Teacher Dismissal/Reassignment 45

Graduation and Certification 46-48

Feedback Instruments 49

Grades 6-12 Student Feedback 50

Mentoring the Student Teacher and Giving Feedback 51-58

University Mentor Feedback 59-60


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Professionalism

DepartmentofMathematics

CollegeofScience


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Secondary Mathematics Teacher Preparation Teaching Standards Based on the InTASC Model Core Teaching Standards

and Learning Progressions for Teachers*

Overview

The University of Arizona has a responsibility to the educational community to ensure that individuals, who are recommended to the State of Arizona for teaching certification, are worthy to join the teaching profession. In order to communicate the expectations for students, the faculty has developed the standards based on the InTASC Standards, which the Arizona Department of Education (ADE) will be using as professional teaching standards. “The Interstate Teacher Assessment and Support Consortium (InTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels.” The Standards help with recognition of prospective teachers who are excelling and those who are facing challenges. All students in any TPP at The University of Arizona are expected to demonstrate that they are prepared to teach children and youth. This preparation results from the combination of successful completion of coursework and display of important human characteristics which teachers should possess. Because the Professional Standards are used throughout the certification programs from admission to graduation, some criteria will be more relevant when students are in fieldwork and some when students are completing coursework. The areas that the Professional Standards address are (I) Content Knowledge, (II) Professional Responsibility, (III) Learner and Learning, and (IV) Instructional Practice. Persons with disabilities, who, with or without reasonable accommodations, are able to complete the essential requirements of the program, will not be discriminated against on account of their disabilities. Information concerning the accommodation policy can be obtained in the University of Arizona Disability Resources Center.

*http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pdf


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I. Content Knowledge Prospective teachers successfully complete the professional sequence of coursework in their respective programs prior to student teaching. Through the coursework, prospective teachers:

§ Demonstrate an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners;4

§ Connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues;5

§ Achieve or exceed the minimum grade point average: § Mathematics Major Courses G.P.A. ≥ 2.0 § Lower Division Mathematics Courses (MATH 122A&B, 125, 129, 223) G.P.A. ≥ 2.5 § Mathematics Education Courses G.P.A. ≥ 2.5 § Overall G.P.A. ≥ 2.0

II. Professional Responsibility

Through their behavior and in their interactions, prospective teachers:

§ Demonstrate the dispositions and characteristics of a professional educator and required for successful teaching.

§ Demonstrate responsibility for attending, being on time, and being prepared for scheduled classes and field experiences;

§ Have a professional appearance; § Communicate professionally and respectfully orally and in writing with peers, colleagues, instructors,

K-12 students, teachers, administrators, families, and community members; § Use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and

actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner;9

§ Collaborate productively and collegially with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being;10

§ Demonstrate the ability to: § accept and act upon reasonable criticism; § understand others’ perspectives about teaching; § question and test their assumptions about teaching and learning; § separate personal and professional issues; § look beyond self and respect differences of race, ethnicity, language, social class, national

allegiance, cultural heritage, disability or perceived disability, gender, and sexual orientation; § think analytically about educational issues.


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III. Learner and Learning Prospective teachers treat all students with respect and teach in ways that ensure that all students can learn. Through their formal and informal work with students, prospective teachers:

§ Understand how students learn and develop recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas; and design and implement developmentally appropriate and challenging learning experiences;1

§ Use understanding of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to reach his/her full potential;2

§ Work with learners and colleagues to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.3

IV. Instructional Practice Prospective teachers design and plan curriculum that engages all learners. Through their lessons and units, prospective teachers:

§ Use multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and instruction;6

§ Draw upon knowledge of content areas, cross disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals;7

§ Use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information8.

1 InTASC Standard 1 2 InTASC Standard 2 3 InTASC Standard 3 4 InTASC Standard 4 5 InTASC Standard 5 6 InTASC Standard 6 7 InTASC Standard 7 8 InTASC Standard 8 9 InTASC Standard 9 10 InTASC Standard 10


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AZDepartmentofEducationTeacherEvaluationStandards

InterstateTeacherAssessmentandSupportConsortium(InTASC)TeachingStandards(2011)TheLearnerandLearningStandard#1:LearnerDevelopmentTheteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.Standard#2:LearningDifferencesTheteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.Standard#3:LearningEnvironmentsTheteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andself-motivation.

ContentKnowledgeStandard#4:ContentKnowledgeTheteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.Standard#5:ApplicationofContentTheteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.

InstructionalPracticeStandard#6:AssessmentTheteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.Standard#7:PlanningforInstructionTheteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross-disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.Standard#8:InstructionalStrategiesTheteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.

ProfessionalResponsibilityStandard#9:ProfessionalLearningandEthicalPracticeTheteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.Standard#10:LeadershipandCollaborationTheteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.


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RolesandResponsibilities

StudentTeacherMentorTeacherUniversityMentor


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StudentTeachers

QualificationsPriortoenrollinginMATH494C,StudentTeaching,studentsmustsuccessfullycompletethepedagogycourseworkandthesetofrequiredmathematicscourseswithaminimumcumulativeG.P.A.of2.0.Inaddition,thestudentteacherneedstofollowguidelinesandrequirementsforgraduationfromTheUniversityofArizonaandforteachercertification.SeethesectionGraduationandCertificationintheHandbook.RolesandResponsibilities1. Studentteachersarerequiredtobeattheschoolsforaminimumof80days(considerationistaken

forspecialcircumstances).2. Beatassignedschoolduringthementorteacher(s)’contracthours,includingin-serviceandgrading

days.3. AdheretothePhase-InScheduleagreeduponbytheST,MT,andUniversityMentor.DuringPhaseIII

(PrimaryResponsibilityPhase),theSTshouldbeassignedfourclassperiods,butnomorethantwodifferentcontentcoursesforplanningandteaching.

4. AttendStudentTeacher/MentorTeacherOrientationMeeting,whichisscheduledatthebeginningofthestudentteachingsemester.

5. FollowallresponsibilitieslistedinthePhase-InSchedule.6. CompleteaStudentTeachingPortfolio:

a) Keepabinderthatincludesallrequiredartifacts(seeTableofContents).Theportfolioinprogressshouldbeavailabletotheuniversitymentorduringallobservations;

b) CreateanE-PortfolioforaclassGoogleSiteforsharingwithpeers.7. CompletealluniversityassignmentsforsuccessfulcompletionofMATH494C.8. AttendSecondaryMathematicsEducationProgramseminarsandotherrequiredeventsasannounced

attheorientationmeeting.9. Createpositivecommunicationandaskformeaningfulfeedback(bothpositiveandconstructive).10. Havelessonplansavailable.11. BeresponsibleforthecontentoftheMATH494CStudentTeacherHandbook.12. KeepdocumentationontheRecordofStudentTeaching:

a) Includesattendance,formalobservations,seminars,workshops,conferences,completionofportfolio,andotherrelatedactivities;

b) Attendanceshouldbeinitialedbymentorteachereachweek;c) RecordCardsaretobesignedandcompletedatthetimeofthefinalconferenceandturnedinto

theuniversitymentor.13. Beprofessional(SeetheInterstateTeacherAssessmentandSupportConsortium(InTASC)Model

CoreTeachingStandardsadoptedbytheAZDepartmentofEducation).14. CheckemailatleastonceperdayandrespondtoSMEPemails.


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MentorTeachersTheprocessofselectingmentorteachersinvolvescollaborationamongtheSecondaryMathematicsEducationProgram,classroomteachers,schooldistricts,administrators,andprincipals.Mentorteachersneedtohavedemonstratedtheexpertiseanddesiretomentorstudentteachers.QualificationsMentorteachersarerequiredto:

1. Beemployedascertifiedteachers.2. Havetaughtaminimumofthreeyearsinthedesignatedcontentarea.3. Beapprovedtobeamentorteacherbyschooldistrictorprincipal.4. Showinterestinmentoringstudentteachersasaresponsibilitytotheprofession.5. Becapableofworkingasaneffectiveteammemberwiththeschooladministration,university

mentor,andtheSecondaryMathematicsEducationProgramforthebenefitofthestudentteacher.6. Becommittedtospendingtimewiththestudentteacherinplanningandevaluation.7. Bereflectiveofteachingpracticesandstriveforself-improvement.8. Beabletocommunicateknowledgeofteachingandlearningtoothers.9. Demonstrateapositiveandenthusiasticattitudetowardteachingandworkingwithstudent

teachers.

RolesandResponsibilities1. AttendStudentTeacher/MentorTeacherOrientationMeeting,whichisscheduledatthebeginning

ofthestudentteachingsemester.2. Acquaintthestudentteacherwiththeschool,staff,students,teachers,andcommunity.3. Createanatmosphereofacceptanceofthestudentteacheronthepartofthestudents,parents,

faculty,andschoolcommunity.4. Refertothestudentteacherasaprofessional(Mr.,Mrs.,Ms.withlastname)whenstudentsare

present.5. Orientthestudentteachertotheschoolpolicies,regulationsandpractices,aswellasclassroom

rules,organizationandmanagement.6. ReviewtheStudentTeacherHandbook.7. Providethestudentteacherwithadeskorworkplace,necessaryinstructionalmaterials,

resources,supplies,andequipment.8. Collaboratewiththestudentteacherwhenlessonplanninganddevelopingmaterials.9. Explaingoalsandobjectivesinrelationtocurriculumscopeandsequence.10. Providethestudentteacherwithpositivelearningexperiences.11. Modelrecordkeepingofformativeandsummativeassessmentofstudentlearningthrough

appropriatediagnostictestingandgrading.12. Providecontinuoussupport,conferences,andfeedbackopportunitiestothestudentteacher.13. Createpositivecommunicationandgivemeaningfulfeedback(bothpositiveandconstructive).14. Affordthestudentteacherwithopportunitiesforobservationandparticipationinexperiences

beyondtheimmediateclassroom.15. Modelprofessionalgrowth.16. CheckemailatleastonceperdayandrespondtoSMEPemails.


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UniversityMentorsUniversityMentorsworktogetherwithstudentteachersandmentorteacherstoformavaluablesupportsystemtoassureasuccessfulstudentteachingexperience.MentorsareDepartmentofMathematicsfacultymembers,adjunctfaculty,ormathematicseducationspecialistswhoaremathematicseducatorswithexpertiseinsecondarymathematicsteachingandlearning.

RolesandResponsibilitiesMentoring/supervisingstudentteachersinvolvesavarietyofstrategiesandassessments.Throughouttherequired80days,mentorsmakeweeklycontactwiththestudentteacher.Classroomobservationsarerequiredatleasteverytwoweeksfollowedbypostconferencestoevaluatethestudentteacher’sprogressinallareas,notjustinstructionalandclassroommanagementstrategies.Mentoringincludestheimportantelementof“coaching.”Avarietyofassessmentinstrumentsareusedduringthesemester:informalandformalobservations;midtermandfinalconferencesinvolvingtheuniversitymentor,mentorteacher(s),andstudentteacher;portfolioassessment;TeacherPreparationProgramProfessionalCriteria(seepage5);andarecordcardwhichdocumentsprofessionalactivities.Thementoringofstudentteachersisasupportive,informative,andnurturingprocess.

1.InitialVisittotheClassroom

Thisvisitisscheduledatthebeginningofthesemesterandisthefirstopportunityforthementortovisittheclassroom.Thementorwillmeetwiththementorteacherandstudentteacher.Manytimesthisisthementor’sfirstextendedconversationwithhis/herstudentteacherandmentorteacher(s).Itisatthistimethattheuniversitymentorwillneedtogooverexpectationsofthementorteacher(s)andstudentteacher,obtainascheduleoftheschoolday,filloutanynecessaryforms,andbeginmappingoutthePhase-InSchedule.

2.RegularContactwithStudentTeacherStudentteachersarerequiredtosubmittopicreflectionstotheiruniversitymentorandincludethemintheirportfolios.Themainpurposeofthesereflectionsisfortheuniversitymentorandstudentteachertoestablishatwo-waycommunication.Thestudentteachercanreflectontheweek’sevents,askindividualquestions,andupdatethementoronupcomingevents(e.g.,assemblies,tests).Thetopicsforreflectionsarelistedunder“PortfolioComponents”ofthishandbook.3.Mid-termandFinalEvaluation–Conferences

Theuniversitymentorwillscheduleamid-termandafinalevaluationconferencewiththementorteacher(s)andstudentteachertodiscusstheprogressandevaluationofthestudentteacher’sperformancebasedontheMid-termandFinalEvaluationoftheStudentTeacherPerformanceInstruments.

4.ClassroomObservationsandPostConferencesMentorsarerequiredtoscheduleobservationsandpostconferencesatleasteverytwoweeks.Theobservationwillbethelengthoftheclassperiodobserved.Generallythementorschedulesthepostconferenceduringtheperiodaftertheobservation.Howeverwhenthestudentteacherhasfullresponsibilitythementormayhavetodoareturnvisittopostconference.Itisimportanttopostconferencewiththestudentteacherassoonaspossible.

5.CheckemaildailyandrespondtoSMEPemails.


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StudentTeachingRecordCardStudentTeacherName SID StartDate

Jan.7,2019EndDateMay8,2019

EmailAddress SemesterSpring2019

CourseMATH494C

Units15

SchoolDistrict:School:Address:Telephone:

Specialization:SECONDARYMATHEMATICS

MentorTeacher:UniversityMentor:

Week MON TUES WED THURS FRITotal#DaysAttendanceCumulative

MTInitials

1 JAN7FirstDay 8 9

MTOrientation 10 11

2 14 15 16 17 18

3 21MLKDAY 22 23 24 25

4 28 29 30 31STSeminar FEB1

5 4 5 6 7 8

6 11 12 13 14 15WRNC

7 18 19 20 Rodeo Rodeo

8 25 26 27 28 MAR1

9 4 5 6 7STSeminar 8

10 11 12 13 14 15

11 18 19 20 21 22

12 25 26 27 28STSeminar 29

13 APRIL1 2 3 4 5

14 8 9 10 11 12

15 15 16 17 18STSeminar 19

16 22 23 24 25 26

17 29 30 MAY1 2 3

18 6 78

LastDaySTSeminar

9 10


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UAMentorObservations&PostTeachingConferences ST/MT/UAMentorThree-WayConferences

Date SupervisorInitials Date UAMentorInitials

InitialVisit

Mid-TermEvaluationConference

FinalEvaluationConference

Date Time Location Event UAMentor

October4,2018 4:00-5:30 406BClass StudentTeacherOrientation

January9,2019 5:15-7:00 UACampus MentorTeacherOrientation

January26,2019 8:00-2:00 THSAnnualMEADConferenceCenterforRecruitment&

Retention(CRR)

January31,2019 4:00-6:00 STSeminar1

February15,2019February16,2019February17,2019

5:00–8:008:00–5:308:00–2:00

UAStudentUnion

WesternRegionNoyceConference

March7,2019 4:00-6:00 STSeminar2

March28,2019 4:00-6:00 STSeminar3

April18,2019 4:00-6:00 STSeminar4

May8,2019 4:00-6:00 STSeminar5

Signaturescertifytheinformationonthiscardtrueandaccuratetothebestofyourabilities.StudentTeacher Date

MentorTeacher Date

UniversityMentor Date

ForOfficeUseOnlyFinalGrade:SPEIW


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SemesterPhase-InSchedule


CollegeofScience


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Phase-InScheduleOverviewThePhase-InScheduleisasuggestedsequenceforthestudentteacher’sassumptionofresponsibility.Itisanormfromwhichthementorteacher(s),studentteacher,anduniversitymentorwillworkwhenstructuringaspecificstudentteacher’ssemesterinvolvement.Itisessentialthatthementorteacher(s)remainsactivelyinvolvedintheinstructionalprogram,closelymonitoringthestudentteacher’sprogress.Theuniversitymentorwillworkwiththeteamtoensurethatthestudentteachermeetstheminimumfive-weekrequirementofprimaryteachingresponsibility.Studentteachersarerequiredtostudentteachatleast80days.Theproposeduseoftimeistobeagreeduponbythementorteacher,studentteacher,anduniversitymentor.Allstudentteachersarerequiredtohaveaplanofactionrelatingtothefourphasesbelowgeneratedbythementorteacherandstudentteacherandapprovedbytheuniversitymentor.Asthesemesterprogresses,adjustmentsmaybemadeasneeded.

FourPhasesPhaseI–Orientation–1-2WeeksStudentteachersarebecomingfamiliarwithallaspectsoftheclassroomandschoolenvironment.Theywillobserveclasses,learnprocedures,learnstudents’names,andbeactivelyinvolvedintheeducationalexperience.Inaddition,theyarerequiredtoobserveatleasttwoclassrooms,otherthanassignedclassrooms,duringthisperiodandwriteareflectionoftheirobservationsfortheportfolio.TheywillalsocreatetheirClassroomManagementPlan.PhaseII–AssumingPartialResponsibility–6WeeksStudentteacherswillbeassumingpartialresponsibilityofthementorteachers’classes.Partialresponsibilityshouldincludeco-planningandco-teachingwiththementorteacher(s).Itisrecommendedthattheworkloadbecumulative,leadinguptothegradualtakeoveroftheresponsibilitiesforfourclasses.PhaseIII–PrimaryResponsibility–5WeeksStudentteachershaveprimaryresponsibilityforplanning,teaching,grading,classroommanagement,recordkeeping,andallotheraspectsoftheinstructionalprogramforatleastfourclasses.Thementorteacher(s)shouldprovidefeedbackandsupportwithlessonplanning,teachingandclassroommanagement.Co-planningandco-teachingmayoccasionallyoccurinthisphaseifitisbeneficialforthestudentsand/orstudentteacher.5weeksshouldnotincludespringbreakortheweekofstateassessments.PhaseIV–TransferofResponsibility–2WeeksStudentteachersgraduallytransferclassesbacktothementorteachers.Additionally,studentteachersarerequiredtoobserveatleasttwoclassroomsotherthanassignedclassrooms.Boththestudentteacheranduniversitymentorwillmeettodiscusswhattolookforintheobservations,suchasfocusingontwothingsthestudentteacherneedstostrengthen(e.g.classprocedures,engagementofstudents,activeparticipation).Reflectionsonthesetwoobservationswillbewrittenandputintheportfolio.Theseadditionalobservationsmaybecompletedatadifferentschool(withpriorapproval).


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Phase-InScheduleResponsibilities

PhaseI–Orientation1-2Weeks

StudentTeachers

Mentorteachers

§ Becomefamiliarwithallaspectsoftheclassroomandschoolenvironment.

§ Observeinstruction,classprocedures,andclassroommanagement.

§ Observeatleasttwoclassroomsotherthanassignedclassrooms.

§ Becomeacquaintedwithandlearnnamesofstudents;becomeawareoffriendshipsandsub-groups;becomeacquaintedwithuniqueneedsofstudents.

§ Participateinclassroomroutines,e.g.,takeattendance,reviewhomework,bellwork…

§ Tutorindividualstudentsasassignedbythementorteacher(s).

§ Participateinschool-relatedactivities.

§ Maintainresponsibilityforplanningand

conductingclassbutinvolvethestudentteachersininstructionalplanningbothshortandlongterm.

§ Involvestudentteachersinobservation,routineprocedures,preparationofmaterials,andinteractionwithstudents.

§ Developon-goingcommunicationwithstudentteachers.

§ Modellessonswithemphasisonstudentengagement.

PhaseII–AssumingPartialResponsibility6-7Weeks

StudentTeachers

Mentorteachers

§ Assumepartialresponsibilityforinstruction;

addoneclasseverytwoweeksasteachingproficiencyincreases.

§ PlanlessonscooperativelywiththementorteacherusingthelessonoutlineinthisHandbookalongwithmentorteacher(s)’plans.

§ Developandcarryoutaclassroommanagementandproceduralplan.

§ Developanduseasignaltogetthestudents’attention.


§ Plancooperativelywiththestudentteacherto

executeinstruction,startingwithsmalltasks.§ Continuallyassessthestudentteacher’slevelof

competenceininstructionandclassroommanagementsothatthestudentteachercangainconfidencebeforeassumingadditionalresponsibilities.

§ Continuemodelinglessons.


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PhaseIII–PrimaryResponsibilityof4ClassesAllow5-7weeksinschedule(stateassessments&springbreak)

5Weeks

StudentTeachers

Mentorteachers

§ Assumeprimaryresponsibilityofatleast

fourclassesforplanning,classroommanagement,andinstructionalprogram.

§ Assumeprimaryresponsibilityfordevelopingtheinstrumentsofevaluation.

§ Recommendgradestomentorteacher(s).§ Participateinschool-relatedactivities.

§ Examine,critique,andprovidenecessary

approvalofstudentteachers’plansforinstructionandevaluation.

§ Observeandassessstudentteachers’lessonsandprovideappropriateoralandwrittenevaluation.

§ Contributetotheclassinstructioninwaysthatarecomplementarytothegeneralclasspresentationunderthedirectionofthestudentteacher.

§ Co-planningandco-teachingmayoccurifitisbeneficialforthestudentteacher.Keepinmindthatthestudentscanbenefitgreatlyfromtwoteachers.

PhaseIV–TransferofResponsibility(Phase-Out)2Weeks

StudentTeachers

Mentorteachers

§ Phaseoutoftotalresponsibilitybygradually

turningclassperiodsbacktothementorteacher(oneclassevery3daysorsointhe2-weekperiod).

§ Completerecordkeepingevaluationforportionofcurriculumtaught.

§ Visitatleasttwoclassroomsotherthanassignedclassrooms.Theseclassroomsmaybeinthesamecontentareaoroutsidethesubjectarea.


§ Createaphase-outplanforwhichyouboth

agree.Werecommendtransferringclassesbackintheorderinwhichthestudentteacherassumedprimaryresponsibility,butthisisnegotiable.

§ Thelessonplanningbecomesmoreofateameffortforaboutaweek,thenthementorteacherresumesfullinstructionalresponsibility.

§ Resumemajorinstructionalresponsibility.§ Modelteachingstrategiesstudentteachersmay

nothaveseenortried.§ Discusswithstudentteachersthetransition

frombeingastudentteachertobecomingafirstyearteacher.


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Student Teaching Semester at a Glance – 80 Days Required 2019 Spring Breaks

March 11 - 15 Sahuarita USD March 11 - 22 Vail USD March 18 - 22 Amphitheater USD, Marana USD, TUSD, TVUSD March 19 - 22 SUSD March 25 - 29 CFSD April 15 - 19 FWSD

Week MON TUES WED THURS FRI

1 JANUARY7FirstDay 8 9

MTOrientation 10 11

2 14 15 16 17 18

3 21MLKDAY 22 23 24 25

4 28 29 30 31STSeminar

FEBRUARY1

5 4 5 6 7 8

6 11 12 13 14 15WRNC

7 18 19 20 21Rodeo 22Rodeo

8 25 26 27 28 MARCH1

9 4 5 6 7STSeminar 8

10 11 12 13 14 15

11 18 19 20 21 22

12 25 26 27 28STSeminar 29

13 APRIL1 2 3 4 5

14 8 9 10 11 12

15 15 16 17 18STSeminar 19

16 22 23 24 25 26

17 29 30 MAY1 2 3

18 6 78

LastDaySTSeminar

9 10


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SemesterPhase-InPlan(Tobefilledoutbythementorteacherandstudentteacherpriortoinitialconference.)

Name_______________________________________ Date____________________________________School______________________________________ Semester_____________Year___________

PhaseI–Orientation–1-2WeeksBeginningDate:_________________________EndingDate:_________________________Thestudentteachersarebecomingfamiliarwithallaspectsoftheclassroomandschoolenvironment.Theywillobserveclasses,learnprocedures,learnstudents’names,andbeactivelyinvolvedintheeducationalexperience.

PhaseII–AssumingPartialResponsibility–6Weeks

BeginningDate:_________________________EndingDate:_________________________Studentteacherswillbeassumingpartialresponsibilityofthementorteachers’classes.Partialresponsibilityshouldincludeco-planningandco-teachingwiththementorteacher(s).Itisrecommendedthattheworkloadbecumulative,leadinguptothegradualtakeoveroftheresponsibilitiesforfourclasses.

PhaseIII–PrimaryResponsibility–4Classes–5WeeksAllow7weeksinscheduleduetotesting,fallorspringbreaks

BeginningDate:_________________________EndingDate:_________________________Studentteachershaveprimaryresponsibilityforplanning,instruction,classroommanagement,andgradingforatleastfourclasses.

PhaseIV–TransferofResponsibility-2Weeks

BeginningDate:_________________________EndingDate:_________________________Studentteachersgraduallytransferclassesbacktothementorteachers.

LastDayofStudentTeaching:Signatures:StudentTeacher:___________________________________UniversityMentor___________________________________MentorTeacher(s):________________________________________________________________________________________________


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SemesterPhase-InPlan–DetailedbyWeek(Tobefilledoutbythementorteacherandstudentteacherandapprovedbyuniversitymentor.)

Remembertoincorporateholidays(daysofffromschool)andtestingdays.Pleaseadapttheformbelowtofityoursemesterplan.

StudentTeacher________________________ MentorTeacher________________________

Weeks Dates Phase DetailedResponsibilities

1 Jan7-11 I

2 Jan14-18 I-II

3 Jan21-25 II

4 Jan28-Feb1 II

5 Feb4-8 II

6 Feb11-15 II

7 Feb18-22 II

8 Feb25-Mar1 II

9 Mar4-8 II-III

10 Mar11-15 II-III

11 Mar18-22 III

12 Mar25-29 III

13 Apr1-5 III

14 Apr8-12 III

15 Apr15-19 III

16 Apr22-26 IV

17 Apr29-May3 IV

18 May6-10 IV


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StudentTeachingPortfolio&LessonPlanDesign


CollegeofScience


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PortfolioOverview

§ Studentteachersaretocreateaprofessionalportfoliooftheirstudentteachingsemesterasculminatingdocumentationoftheirdevelopedprofessionalisminteaching.

§ TheE-Portfolioisarequiredcomponentofstudentteaching.

§ Itisimperativethatthestudentteachercompleteallworkontimeforeachgiventimeperiodand

keeptheportfolioupdatedthroughoutthesemester.

§ Theuniversitymentorwillprovideinputandguidanceonaspectsofthestudentteacher’sportfolioduringtheweeksindicatedinthefollowingpages.

§ Asasuggestion,foryourfinalportfolio,youmaywanttoincludespecificprojects,examplesofstudentwork,photographsofyourclassroom,andotherthingsforshowcasingyourteaching.

§ Thecompletedportfoliobecomesatoolforyoutohaveduringinterviewswhenyouareseeking

employmentasamathematicsteacher.

§ Oneofthestudentteacher’slessonsinhis/herportfoliomustbevideotaped.Itisimperativeattheonsetofthesemesterthatthestudentteacherdiscusseswiththementorteacher(s)theschool’spolicyregardingvideotapingintheclassroomastheremaybepaperworkthatneedstobecompletedpriortothedayofvideotaping.Astimegetsclosertovideotapingyourteaching,youwillneedtoschedulethevideotapingwiththevideographerintheSecondaryMathematicsEducationProgram.


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Portfolio&SemesterProgression-OverviewI. ProfessionalDocumentationII. ClassroomManagementPlanIII. LessonPlansandReflections-lessonsobservedbytheuniversitymentor

Emphasisinthelessonsshouldincludequestioning,hands-onactivities,technology,problemsolving,studentdiscussion/engagement/solutionsharing,andinformalassessment.

IV. FormalAssessmentV. TopicReflections

Progressontheportfoliowillbecheckedbytheuniversitymentor.

Dates DueDate PortfolioComponent

BegininMATH406BThroughoutSemester RésumédueWeek1 I.ProfessionalDocumentation

PhaseIOrientation

Week1 II.ClassroomManagementPlan

byWeek2 V.TopicReflectionA:Pre-StudentTeachingClassroomManagementObservations

PhaseIIPartialResponsibility

byWeek4 III.Lesson#1Reflection


byWeek6 III.Lesson#2Reflection


byWeek8 IV.FormalAssessment

PhaseIIIPrimaryResponsibility

byWeek10

III.Lesson#3Reflection


byWeek12III.Lesson#4(thislessonmaybevideotaped)Reflection


byWeek15III.Lesson#5(thislessonmaybevideotaped)Reflection

PhaseIVTransferofResponsibilityWeeks16-17

byWeek17 V.TopicReflectionB:Post-StudentTeachingClassroomManagementObservations

byWeek17 V.TopicReflectionC:YourStudentTeachingExperience(thissemester)

byWeek17V.TopicReflectionD:YourExperienceintheSecondaryMathematicsEducationProgram(overthepast2-4yearsattheUA)

byWeek17 UploadPortfoliotoclassgooglesite


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PortfolioOutlineI.ProfessionalDocumentation¨ Résumé

ListofthreereferencesNameTitleInstitutionAddressTelephonenumberEmailaddress

¨ ProfessionalDevelopmentIncludeanydocumentationthatshowsgrowthasaneducator.Documentationmaybecertificatesobtainedfromattendingconferencesoralistofactivities(withdates)suchasconferences,workshops,professionaldevelopmentmeetings,etc.

¨ Transcript(unofficialcopy)¨ ArizonaEducatorProficiencyAssessment(AEPA)/NationalEvaluationSeries(NES)-

documentationofpassingscores,ProfessionalKnowledgeSecondaryII.ClassroomManagementPlan

¨ PhilosophyofClassroomManagement(2–3paragraphsaddressingthefollowingquestions)§ Howshouldaclassroombemanaged?§ Howareroutinesandproceduresapartofclassroommanagement?§ Howshouldyourmanagementplanbecommunicatedtostudents?§ Howshouldyourmanagementplanbeimplementedintheclassroom?

¨ ClassroomProcedures(Describethestudentexpectationsfortheclassroomproceduresand

routines.Considerthoselistedbelow.)§ Startofclass§ Signalforgettingstudents’attention§ Classdiscussions,studentparticipation,questionasking§ Tardies,collectinghomework,passingoutpapers,pencilsharpening,useofbooks,calculators,

etc.§ Endofclass

¨ ClassroomRules(Listthespecificbehavior

expectationsfortheclassroom.Considerthoselistedbelow.)§ Beingprepared(materials,homework,

book,pencil,etc.)§ TimeExpectations§ RespectExpectations§ Honoreachother’slearningtime

¨ ActionPlan(ListbothpositiveandcorrectiveconsequencesforstudentbehaviorthataretiedtoClassroomRules.)


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III.ObservedLessonsandReflectionsLessonsobservedbyyouruniversitymentorwillbefollowedbyapost-teachingconferencebetweenthestudentteacheranduniversitymentor.Thementorteachershouldbeapartofthepost-teachingconferencewhenscheduleallows.Formalwrittenfeedbackshouldbesenttoboththestudentteacherandmentorteacherfollowingthepost-teachingconference.Thestudentteacherwillalsowriteareflectionontheobservedlesson,followingthepost-teachingconference.

ObservedLessons

Thelessonsobservedbyyouruniversitymentorshouldincorporateandunderscoresomeorallofthefollowingineachlesson:

§ Questioning-shouldbemeaningfulandwell-thoughtout;§ Hands-on–studentlearningshouldincludeconcretemodels;graphicalmodels,creativity;§ Technology–utilityofcomputersoftware(GeometerSketchpad,Geogebra,GoogleSketch-Up,

Excel,etc.),graphingcalculators,virtualmanipulatives(e.g.NCTMIlluminations),motiondetectors,interactivewhiteboards,etc.;

§ ProblemSolving/GuidedInquiry–includetask-based/problem-basedmotivatingactivitiesthatengageallstudents;

§ StudentEngagement–focusoneffectiveteachingstrategiesthatengageallofthestudentsthemajorityofthetime.

Inessence,thestudentteachersshouldbeabletocreatelessonplansthatincorporatemultipleeffectiveinstructionalstrategiesastheyprogressinthesemester.Lesson#1¨ LessonPlan¨ Mathtopic________________________________________________¨ Reflectiononteachinglesson#1shouldinclude:

§ Briefsummaryofthelessonobjective.§ Discussspecificexamplesofwhatwentwellinthelesson.§ Discussspecificexamplesofthingsthatdidnotgowell.§ Discusshowthelessoncouldbemodifiedforimprovement.§ Informalassessment:Whatdidthestudentslearn?Howdoyouknowwhattheylearned?§ Discussyourstudents’levelofengagement(activev.passive)withthemathematics.

Lesson#2¨ LessonPlan¨ Mathtopic________________________________________________¨ Reflectiononteachinglesson#2shouldinclude:



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Lesson#3¨ LessonPlan¨ Mathtopic________________________________________________¨ Reflectiononteachinglesson#3shouldinclude:


Lesson#4:¨ LessonPlan(maybevideotaped)¨ Mathtopic________________________________________________¨ Reflectiononteachinglesson#4shouldinclude:


Lesson#5¨ LessonPlan(maybevideotaped)¨ Mathtopic_______________________________________¨ Reflectiononteachinglesson#5

§ Briefsummaryofthelessonobjective.§ Whatdidyoulearnaboutyourselfasateacher?§ Discussspecificexamplesofwhatwentwellinthelesson.§ Discussspecificexamplesofthingsthatdidnotgowell.§ Ifyoucouldteachthislessonagain,whatwouldyouchange?§ Discussanythingthathappenedthatcausedyoutomodifyyourlessonorchangecourseduring

instruction.§ Discussyourstudents’levelofengagement(activev.passive)withthemathematics.§ Discussthepacingofthelesson.§ Informalassessment:Whatdidthestudentslearn?Howdoyouknowwhattheylearned?§ Whatdidyounoticeonthevideothatyouwerenotawareofwhileyouwereteaching?


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IV.FormalAssessment

¨ FormalAssessment(Examonaunitorchapter)§ Formalassessmentshouldbecreatedandadministeredbythestudentteacher.§ Formalassessmentcannotbeanexamfromthetextbook.§ Includeacopyoftheexam.§ Includeacopyofthescoringrubric.§ Includetheclassdistributionofgrades(agraph)andthemeanandrange.

¨ Reflectionoftheformalassessmentshouldinclude:§ Ananalysisofhowthetestitemsrelatedtotheobjectivesoftheunitorchapter.§ Ananalysisofthestudents’achievement(whethertheresultsaretypicalforthisparticular

classornot;youwillneedtodiscussthiswithyourmentorteacher).§ Auniquefeaturefromthestudentoutcomes,suchasadescriptionofabreakdownofscoresby

gender,specialeducation,oraspecificcaseofoneparticularstudentthatshowedagreatincrease(ordecrease)ingrade,etc.

§ Discusswhatyourexpectationswereforthestudentoutcomes.§ Discusswhatyoulearnedaboutassessmentbycreating,administering,andgradingtheexam,

andbygivingfeedbackandanalyzingtheoutcome.V.TopicReflections(A-D)Thesereflectionsareseparatefromthespecificlessonreflections.Theyshouldbe1-2pagesinlength.Youruniversitymentorwillgiveyouspecificduedatesforeachreflection.Labeleachreflectionbyitstitle.A:ClassroomManagement,Pre-StudentTeaching

§ Pre-StudentTeachingClassroomManagementObservations

DuringPhaseI,thestudentteacherisrequiredtoobserveinatleasttwootherclassrooms.Thementorteachershouldadviseastowhichclassroomthestudentteachershouldvisit.Whiledoingtheseobservations,thestudentteacheristofocuson:

§ Howtheteachersmanagestudents,space,time,andmaterialssothatinstructionandstudentlearningcantakeplace.

§ Howtheteachersaddressstudents.§ Howtheteachersgetthestudents’attention.§ Howtheteachersgetthestudentstofocusonthemathematicstasks.§ Whatkindsofquestionstheteachersask.§ Howtheteachersfacilitatediscussionaroundmathematics.§ Thedisciplineplanincludingrules,consequences,andrewards.§ Whatstrategiesdoyouplanonusingduringyourstudentteaching?


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B:ClassroomManagement,Post-StudentTeaching

§ Post-StudentTeachingClassroomManagementObservationsDuringPhaseIV,thestudentteacherisrequiredtoobserveinotherclassroomsatotherschools.Thiscanbearrangedthroughpeerstudentteachersorwiththehelpofthementorteacheroruniversitymentor.Whiledoingtheseobservations,thestudentteacheristofocuson:

§ Howteachersmanagestudents,space,time,andmaterialssothatinstructionandstudentlearningcantakeplace.

§ Howtheteachersaddressstudents.§ Howtheteachersgetthestudents’attention.§ Howtheteachersgetthestudentstofocusonthemathematicstask.§ Whatkindsofquestionstheteachersask.§ Howtheteachersfacilitatediscussionaroundmathematics§ Basedonyourstudentteachingexperience,discusshowinstructionalmanagementis

relatedtostudentmanagement.Howhaveyourviewsonclassroommanagementchangedasaresultofyourstudentteachingexperience?C:YourStudentTeachingExperience(thissemester)§ Describewhatyoulearnedaboutyourteaching/leadershipstyle,abilitytomanagetheclassroom,

organizeclassroomroutines,andstudentbehaviorduringyourstudentteachinginternship.§ Whatdidyoudiscovertobeyourgreateststrength(s)asateacher?Besuretoprovidespecific

examples.§ Whatdidyoudiscoveraboutyourselfasateacherthatstillneedsrefinement?Besuretoprovide

specificexamples.§ Inwhatwaysdidthementorteacheranduniversitymentorsupportyourgrowthasa

mathematicsteacher?D:YourExperienceinSMEP(overthecourseofthepast2-4yearsatUA)§ WhataretheareasofstrengthoftheSecondaryMathematicsEducationProgramthathelped

prepareyouinyourcareerasafuturemathematicsteacher?§ WhataresomeareasofrefinementfortheSecondaryMathematicsEducationProgram?§ Arethereparticularaspectsoftheteacherpreparationprogramthatyouthinkshouldbechanged

ormodified?Ifso,whataretheyandwhy?§ Howwelldoyoufeelpreparedforteachingmathematicsatthesecondarylevel?


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LessonPlanDesign

Therearetwomajortypesoflessonsthatthestudentteachersaretousethroughouttheirstudentteachingsemester:(1)DirectInstruction;and(2)GuidedInquiry/ProblemSolving.Generally,theapproachisdifferenttoeach,butbothcanbecomplimentarywhenemphasizingconceptualunderstandingofmathematics,proceduralfluency,andproblemsolvinginandapplicationofmathematics.I.DirectInstructionLessonIngeneral,directinstructionisfocusedonmasteryofskillsandprocedures,withlessemphasisonthedevelopmentofconceptualunderstandingandthenurturingofinquiringattitudes.Ideally,skillsandproceduresshouldbetaughtintandemwithreasoning.Thistypeoflessonisteacher-centeredandtypicallyhastheteachershowingexamplesofhowtosolvespecificproblems,andthestudents“mimic”asimilarprocedureonpracticeproblems.Muchoftheassessmentofthelearnerinthisapproachisfocusedontheimportanceofdevelopingprocedurestofindsolution.II.GuidedInquiry/ProblemSolvingLessonIncontrast,theguidedinquiry/problemsolvingapproachisfocusedonlearningcontentasameanstodevelopmetacognitiveawarenessandcriticalthinkingskills.Theinquirylessonisstudent-centeredfocusingonstudentreasoningandinquiry.Studentsaremoreinvolvedintheconstructionoftheirunderstandingofthecontentthroughactiveinvolvementontasks,problems,activities,andprojects.Assessmentisfocusedoncontentunderstandinginadditiontodeterminingtheprogressofskillsdevelopment.LessonDesign–PlanningforInstructionThelessondesign“template”onthefollowingpagewascreatedwiththeintentionofincorporatingthebestofboththedirectinstructionapproachwithguidedinquirycomponents.Whendesigningalesson,bemindfultofocusonstudentengagementwiththemathematics.

Keypointstokeepinmind…Advicefromanexperiencedteacher…

Whenplanningforinstruction,rememberto:

Plantofilleveryminute.Prepareforeveryminute.

Makeyourexpectationsclear:expecteveryone’sattention.Involveallstudents,expectparticipation.

Prepareinteractiveactivities.Useformativeassessmenttoensurethatstudentsunderstand.

Useproceduresandroutinesthatareestablished.Providestructure.

Useproperterminology.Beprepared.


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Guidance for Writing a Lesson Plan Lesson Organization

• Learning Target List the learning target of the lesson

• Motivation Describe the importance of the mathematics topic and how it fits in what they are learning

• Content Standards List the mathematics content standards by code and list the standard (copy and paste)

• Mathematical Practices (MPs) List by code and name (e.g., MP4-Model with mathematics)

• Mathematical Terms List mathematical terms that will be introduced or reinforced in the lesson

• Materials List materials for the lesson (e.g., tiles, calculators, rulers, lesson slides, handouts) and include copies with the lesson plan

Part I. Anticipatory Set – Introduction to the Lesson

• Describe what you will say to “hook” the students in, to pique their interest, to want to engage with the mathematics

• Note what you will do as the teacher and what the students will be doing along with student grouping Part II. The Mathematical Task, Exploration, Concepts, or Skills

• Put the mathematics problems/tasks here that the students will explore. • Note what you will do as the teacher and what the students will be doing along with student grouping • Write out the solution(s) that students are expected to share or that you will highlight • Note student expected use of multiple mathematical representations [concrete (blocks, tiles, rulers),

visual (graphs, charts, tables), symbolic (expressions and equations), language (mathematical descriptions), contexts (situations)]

• Formative Assessment - note how you will check for understanding; how will you know if students understand?

Part III. Students Share Reasoning • Describe how the students will share their thinking (e.g., whole group, pairs, small groups, share their

solutions on the board, document camera, verbally, etc.) • Formative Assessment - note how you will check for understanding; how will you know if students

understand? • Note what you will do as the teacher and what the students will be doing

Part IV. Student Summary of Learning • Describe the student generated closure for the lesson. Examples: • Students write something about what they learned • Students share with a partner something they learned • Collect individual index cards with responses to given prompts such as, “I learned….,” “I became stuck

when…,” or a solution to one brief mathematical problem or question • Note what you will do as the teacher and what the students will be doing

HW Assignment • Note what, if any, homework will be assigned. If class time is allowed to begin the assignment, be

purposeful - have students address specific problems before leaving and share thinking with peers.


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MATHEMATICS LESSON PLAN

Name:

Date of Lesson:

School/Mentor Teacher:

Mathematics Class:

Mathematics Topic:

Class Period:

LESSON ORGANIZATION Learning Target Motivation

CCSSM Content Standard(s)

Mathematical Practice(s)

Mathematical Terms Materials

THE LESSON Time Activity Notes

5 min Part I. Anticipatory Set – Introduction to the lesson

Note student grouping:

Share Learning Goals with students

25 min Part II. The Mathematical Task, Exploration, Concepts

Note student grouping:

List Questions that correspond with the mathematics task

Note formative assessment:

15 min Part III. Students Share Reasoning

Note formative assessment:

5 min Part IV. Student Summary of Learning

HW Assignment:


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EvaluationofStudentTeacher

Performance


CollegeofScience


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EvaluationOverviewThestudentteacherwhosuccessfullycompletesstudentteachingrequirementswillreceivethegradeofS(Superior)orP(Pass)indicatinghe/shehasreceivedunitsofcreditforMATH494C.Thestudentwho,inthejudgmentofthementorteacheranduniversitymentor,hasfailedtoprogresssufficientlyduringthestudentteachingexperiencewillreceivethegradeof“E.”AgradeofSorPisnotincludedinthecomputationofthestudentteacher’soveralluniversitygradepointaverage(GPA);however,agradeofEisincludedintheGPAcalculationwithaweightof15units.Thefinalgradewillbebasedon,butnotlimitedto,thequalityofthestudent’sworkasassessedthroughclassroomobservations,themidtermandfinalreports,theportfolio,andattendanceatrequiredseminars.ThecompletedMidtermandFinalEvaluationReports,RecordofStudentTeachingcards,andStudentTeachingSemesterGradeformsmustbereceivedintheOfficeoftheSecondaryMathematicsEducationProgrambeforeagradewillbepostedforastudentteacher.Thefinalgradewillbecalculatedonthefollowingpercentages.Requirement%ofFinalGradeClassroomRequirements 25%MidtermProgressEvaluation 15%FinalEvaluation 30%Portfolio 20%Seminars 10%

FinalCourseGradesS 92%-100%P 60%-91%F Below60%I Incomplete

1.STUDENTTEACHINGRESPONSIBILITIESThecriteriausedtoassessthestudentteachingresponsibilitiesare:

• CompletionofRecordofStudentTeachingCard• Attendance• Communicationwiththementorteacheranduniversitymentor• Preparationoflessonsandreadinessofmaterials• Flowofadministrativetaskssuchastakingattendance,completionofstudentreports,postingof

grades,preparationforsubstitute,etc.• Creatingasafe,comfortableenvironment• Involvementinschoolactivities• Thoroughness,depth,insightfulness,andtimelinessofweeklyreflections


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2.MID-TERMANDFINALEVALUATIONSBASEDONTHEINTASCPROFESSIONALTEACHINGSTANDARDS(2011)TheStudentTeachingEvaluationinstrumentisalignedwiththeInterstateTeacherAssessmentandSupportConsortium(InTASC)ProfessionalTeachingStandardsandisusedtoevaluatetheprogressofthestudentteacher.Theinstrumentisintendedtomeasuretheprogressofthestudentteacher’sperformanceatmid-semesterandattheendofthesemester.Thestudentteacher,mentorteacher(s),anduniversitymentorwillmeettodiscusstheMidtermProgressEvaluationReportandFinalEvaluationReport.3.PORTFOLIO

Aportfoliodocumentingallaspectsofthesemesterisrequiredforthesuccessfulcompletionofstudentteaching.StudentteachersfollowtheStudentTeacherPortfolioCriteriaandDeadlinesdocumentwhencompletingtheportfolio.Thestudentteacher’suniversitymentorwillchecktheportfolioforprogress,completeness,andqualityofwork.4.SEMINARS

Studentteachersarerequiredtoattendseminarsduringtheirstudentteachingsemester.Ifastudentteachercannotbeatoneoftherequiredseminars,s/hemustnotifytheuniversitymentorassoonaspossibleinadvanceoftheseminar.Absencesareallowedonlyatthediscretionoftheuniversitymentorwithanymakeupworktobedeterminedbytheuniversitymentoranddirectoroftheprogram.

REFLECTIVEPRACTICEASACONTINUOUSPROCESS

Feedbackandsupportfromtheuniversitymentorandmentorteacher(s)areessentialtothestudentteacher’sgrowth.Suggestions,ideas,andstrategieswillhelpstudentteacherscontinuetogrowthroughouttheirexperience.Conferencingisanessentialcomponentofthisevaluationprocess.

• Thetimeandlocationofconferencesshouldbeplannedinadvance.Thesettingshouldbeinformalandinalocationwherefewinterruptionsarelikelytooccur.

• Theconferencesshouldbecharacterizedbyafreeexchangeofideasseekinganswerstopedagogicalorcurricularconcerns.Alternativesolutionsshouldbeanalyzedwithboththestudentteacherandmentorteacher(s)offeringideas.

• Theconferencesshouldcontributetothestudentteacherbecomingincreasinglyself-directive,self-evaluative,andreflective.

• Conferencesshouldprovideanopportunityforthestudentteachertoanalyzethelesson.Analysisofthestudentteacher’sperformanceorpersonalqualitiesshouldachieveanappropriatebalancebetweenstrengthsandareasforrefinements.

Therearethreedifferentlevelsofconferencingthatareallequallyimportanttothestudentteacher’sexperience:daily,weekly,andformal.


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1.DAILYCONFERENCESThementorteacherandstudentteachershouldsetasideatimeeachdaytotalkabouttheday’sevents.Thesedailyconferencesareofcomparativelyshortdurationandgiveattentiontomattersofimmediateconsequence,suchasadjustmentofplans,coordinatingworkschedules,andidentifyingandsolvingdailyproblems.Thetimingofsuchconferencesmayvaryfromdaytoday.Mentorteacher(s)shouldshareinstructionalmaterials,bulletinboardideas,curriculumguides,diagnosticandassessmentinstruments,andeffectiveinstructionalstrategiesaspartofthementoringprocess.

2.WEEKLYCONFERENCESThementorteacherandstudentteachershouldsetasideatimeeachweektodiscusstheweek’seventsaswellasothertopicsastheyarise.Forexample,theseconferencesmaybeusedforlong-termplanning,cooperativeevaluationofthestudentteacher’sperformanceandgrowth,analysisoftheclassroomteacher’sinstructionalandclassroommanagementprocedures,anddevelopmentofin-depthunderstandingofpupilbehaviorandcommunityrelations.3.FORMALCONFERENCESTheinitialon-sitevisitusuallytakesplacethefirstorsecondweekthestudentteacherisintheclassroom.Thisconferenceincludestheuniversitymentor,mentorteacher(s),andstudentteacher.ThePhase-InScheduleshouldbecompletedandsignedbythestudentteacher,mentorteacher,anduniversitymentorduringthisconference.

n MidtermandFinalEvaluationConferencesTheSecondaryMathematicsEducationProgramhasofficialformstobeusedforthemidtermandfinalconferences.Theseconferencesmustincludetheuniversitymentor,mentorteacher(s),andstudentteacher.TheMidtermandFinalEvaluationFormsarebasedontheInTASCProfessionalTeachingStandards.

§ MidtermEvaluation:Theuniversitymentor,mentorteacher,andstudentteachereach

completetheMidtermProgressReportindependentlyofeachotherandinadvancepriortotheconferencemeeting.Duringtheconference,theratingsarediscussedandjustifiedwithevidencebytheindividuals.DeliberationshouldoccurtonegotiateacommonratingforeachitemontheMidtermProgressReportform.Onecommonreportistheoutcomeoftheconference.Signaturesfromallthreeindividualsarerequiredonthecommonreport.Inthefallsemester,themidtermconferencetakesplaceinearlyOctober,andinthespringsemester,inearlyMarch.

§ FinalEvaluation:TheFinalReportiscompletedbythementorteacherincollaborationwith

theuniversitymentorpriortothefinalevaluationconference.Thestudentteacherdoesnotparticipateincompletingtheevaluationform.Duringtheconference,eachitemisdiscussedandjustifiedwithevidence.TheMidtermReportisusedasareferenceforcomparisonanddocumentationofgrowthintheteaching.SignaturesfromallthreeindividualsarerequiredontheFinalEvaluationReport.Inthefallsemester,thefinalconferencetakesplaceinearlyDecember,andinthespring,inearlyMay.


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Teacher Candidate Midterm/Final Evaluation

I. LEARNING ENVIRONMENT

Rating Scale: 4 – Accomplished

(consistent, exemplary evidence)

3 – Proficient (consistent, proficient

evidence)

2 – Emergent (developing, limited

evidence)

1 – Not Evident (no evidence)

Midterm Final

Students Represented: Students are welcomed and represented in the instructional setting in a manner that values their work and presence in the environment (e.g., students are greeted when entered; student contributions are valued; student work displayed when possible)

Set-Up: Optimizes space in the room and student workstation set-ups to ensure physical safety, classroom management, and appropriate interactions among students and teacher

Procedures: Establishes and follows norms, procedures, and routines Behavior Expectations: Communicates clear expectations of student behavior and supports student self-regulation

Manages Behaviors Quickly: Monitors and responds appropriately to student behavior in a timely manner

Positive & Respectful: Uses and promotes civil discourse and non-verbal interactions that are positive, supportive, and respectful

Respects Backgrounds: Demonstrates and promotes respect and sensitivity for all students’ backgrounds

Total

Comments on Professionalism and Growth Midterm Final

Summary: Summary:

Plan of Action: Recommendations:

Teacher Candidate: Mentor Teacher: UA Mentor:

School: Classes: Midterm Date: Final Date:


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II. PLANNING AND PREPARATION




evidence)


evidence)


Midterm Final

Complete Submitted Plans: Creates complete, appropriately-formatted lesson plans and submits for review in a timely manner

Timing: Writes lesson plans and activities appropriate for the amount of time allotted/designated Data & Needs-Driven: Uses assessment data, professional judgment, and learners’ needs to guide planning

Standards-based: When writing objectives, uses Arizona standards, district academic standards/performance objectives, and/or any additional standards as required by the discipline to develop procedural and conceptual knowledge

Connects Content: Connects lesson content to: students’ experiences, previous lessons within the content area, other curricular areas, and real-life situations

Active Participation: Plans multiple instructional strategies that ensure active participation Materials/Technology: Chooses varied and appropriate materials and technologies and has them ready to teach the learning objective(s)

Higher-Level Thinking: Plans opportunities for higher-level thinking through questioning and student activities

Accommodations: Incorporates modifications or accommodations based on learner needs Sequencing: Develops meaningful sequencing of learning experiences Collaborates: Plans collaboratively with mentor teacher and/or other professionals who have specialized expertise

Total


Summary: Summary:



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III. INSTRUCTION AND ASSESSMENT




evidence)


evidence)


Midterm Final

States Expectations: Communicates expectations for learning at the beginning of the lesson and throughout

Content Accuracy: Provides clarity and accuracy of content which includes essential information Academic Language: Uses academic language of the discipline accurately and creates opportunities for students to use the academic language

Clear Instructions: Provides clear instructions verbally, in writing, and through modeling Flexibility: Demonstrates flexibility and sufficient content knowledge to allow for exploration of learner curiosities

Varied Materials: Uses varied materials, aids, models, representations (including technology), as appropriate

Varied Delivery: Varies instructional strategy and teacher role to address students’ diverse learning styles and needs (e.g., sheltered English instructional strategies, small groups, individual work, student-led learning, cooperative learning, direct instruction, investigation, facilitator, guide on the side, etc.)

Activities & Applications: Provides activities and choices for learners to demonstrate their knowledge, including creative/original ways and authentic applications

Student Engagement: Maximizes active participation and paces the lesson to optimize instructional time

Questioning: Effectively asks questions to serve different purposes (e.g., probing for learner understanding, promoting student discourse, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question)

Formative Assessments: Checks for understanding throughout lesson to monitor student learning Modifies Teaching: Adjusts lesson or content delivery based on student needs Summative Assessments: Designs summative assessments that match instruction in content, rigor, and format

Promotes Self-Assessment: Effectively implements methods for student self-assessment and self-improvement

Feedback: Provides timely, useful, specific, and respectful responses to learners during the lesson and on assessments

Total


Summary: Summary:



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IV. PROFESSIONALISM AND GROWTH




evidence)


evidence)


Midterm Final

On Time & Professional: Attends field experiences on time, prepared, and with a professional appearance

Responds Timely: Responds to communications in a timely manner and meets deadlines Communication: Communicates professionally with and about members of the learning community

Personal Issues: Separates personal and professional issues Professional Conduct: Conducts oneself professionally and ethically as an educator Families: Communicates with families about instruction and individual progress Legal Responsibilities: Describes and abides by laws related to learners’ rights and teacher

responsibilities (e.g., equity, appropriate education for learners with disabilities, confidentiality, privacy, reporting in situations related to possible child abuse)

Collaborates: Collaborates regularly with colleagues and members of the school community Receptive to Feedback: Accepts and acts upon constructive feedback from mentors, supervisors, and administrators

Growth: Participates in professional learning opportunities, as appropriate Self-Reflect: Demonstrates ability to self-reflect in a meaningful manner to improve teaching practice

Total


Summary: Summary:



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Teacher Candidate Midterm/Final Evaluation

Summary and Signatures

Domain Points Mid-term Evaluation Final Evaluation

Learning Environment 28

Planning and Preparation 44

Instruction and Assessment 60

Professionalism and Growth 44

Total 176

Midterm Evaluation By signing below, I acknowledge participation in the midterm assessment process. Printed Name Signatures Teacher Candidate:

Teacher Candidate: Date:

Mentor Teacher:

Mentor Teacher:

Date:

UA Mentor:

UA Mentor:

Date:

Final Evaluation By signing below, I acknowledge participation in the final assessment process. Printed Name Signatures Teacher Candidate:

Teacher Candidate: Date:

Mentor Teacher:

Mentor Teacher:

Date:

UA Mentor:

UA Mentor:

Date:


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RubricforAssessingPortfolio

Belowistherubricforassessingtherequiredelementsoftheportfolio.Usethisrubrictoassesseachrequirement.

4Excellent

3Good/Satisfactory

2BelowSatisfactory

1/0Unacceptable

CONTENTS Portfoliocontainsalloftherequiredmaterialandexceedsexpectationsinthoroughnessandquality.

Portfoliocontainsalloftherequiredmaterialwithsomehighquality.

Portfoliocontainsmostoftherequiredmaterialwithmediumtoweakquality.

Portfoliocontainspartialrequiredmaterialwithweakquality.

ORGANIZATION&COMPLETENESS

Portfolioiscompletelyandneatlyorganizedandexceedsexpectationsinorderliness.Areadercaneasilyfindthings.

Portfolioiscompletelyandneatlyorganized.Areadercaneasilyfindthings.

Portfolioissomewhatcompleteandneatlyorganized.Somewhatdifficulttoreadandfindthings.

Portfolioisnotcompleteandnotorganized.Difficulttoreadandfindthings.

QUALITYOFWRITING

Workispolished,refinedandconsistentlywell-crafted.

Fewerrorsinspelling,punctuationorgrammar.

Manyerrorsinspelling,punctuationorgrammar.

Majorerrorsinspelling,punctuation,andgrammarareevident.

PERSONALREFLECTION

Allreflectionsincludepersonalreactionsthataredescriptiveandinsightfulandrelatetothestatedprinciple.Reflectionsdemonstrateanin-depthunderstanding.

Mostorallreflectionsincludepersonalreactionsthataredescriptiveandinsightfulandrelatetothestatedprinciple.

Someofthereflectionsincludepersonalreactionsthataredescriptiveandinsightfulandrelatetothestatedprinciple.

Thereflectionsarenotinsightfulanddonotrelatetothestatedprinciple.

QUALITYOFLESSONPLANS

Alllessonsexceedexpectationsinallrequirements,andarethorough,wellthought-out,andincludeallrequiredcomponents.

Mostoralllessonsarethorough,wellthought-out,andincludeallrequiredcomponents.

Somelessonsarethorough,wellthought-out,andincludeallrequiredcomponents.

Fewlessonsarethorough,wellthought-out,andincluderequiredcomponents.

OVERALLPORTFOLIOIMPACT

Theportfoliodemonstratesexceptionallywellthestudentteacher’sskills,abilities,andknowledgetopotentialemployers.

Theportfoliodemonstrateswellthestudentteacher’sskills,abilities,andknowledgetopotentialemployers.

Theportfoliosomewhathelpstodemonstratethestudentteacher’sskills,abilities,andknowledgetopotentialemployers.

Theportfoliodoeslittletodemonstratethestudentteacher’sskills,abilities,andknowledgetopotentialemployers.


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Math494C:StudentTeachingSemesterGradeStudentTeacher: School: Semester:

Requirements

PointsWorth

Points/%Earned

%worthoffinalgrade(weighted)

Final%towardgrade

GeneralRequirements 45points(9items) _____/45=_____%

25%

Eachitembelowwillbeevaluatedwiththe5-pointscaleshownbelow.

5–Outstanding(thoughtful,creative,thorough,complete–ifappropriate)4–Good,complete3–Adequate,minorpiecesmissing2–Belowsatisfactory,incomplete,majorpiecesmissing1–Poor,lackofunderstandingofassignment,littleeffort0–Noeffort

Score(1-5)

1.Attendance,promptness,RecordCardupdateddaily/weekly.

2.AcceptanceofrecommendationsfromMT&UM.

3.EffectivecommunicationwithMT&UM.

4.Preparationoflessons,materials.

5.Administrativetasks(records,procedures,etc.).

6.Positiveinteractions,environment,management.

7.Professional&appropriatedress.

8.Involvementinschoolactivitiesoutsideofclassroom.

9.Deep,insightful,timelyassignments/reflections.

MidtermReport 176points /176=_____% 15%

FinalReport 176points /176=_____% 30%

Portfolio(ScoredwithRubric) 24points /24=_____% 20%

Orientations,MEAD,&Seminars(5pointseach)

40points /40=_____% 10%

FinalCourseGrade:S 92-100%P 60-91%F 0-59%WWithdrawalIIncomplete

100%Possible

TOTALFinalPercentage&Grade

UniversityMentorSignature: Date:


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PolicyforStudentTeacherDismissal/ReassignmentIncertainsituations,astudentteachermayneedtobemovedtoasecondteachingassignmentorremovedtotallyfromstudentteaching.Difficulties,whichthestudentteachercannotovercome,mightinclude:personalityconflicts,conflictingexpectations,excessiveabsences,inadequateperformance,andinsurmountabledisciplineproblems.Itisimperativethattheuniversitymentorandmentorteacher(s)identifythesedifficultiesearlyinthesemesterandnotifytheDirectoroftheprogramassoonaspossible.Ifastudentteacherishavingdifficulties,thefollowingshouldguidetheprocess:

1. DevelopmentofaplanforimprovementAdetailedplanforimprovementwithspecificmeasurableobjectivesisdevelopedbytheuniversitymentorandthementorteacher(s),whichissignedbytheuniversitymentor,mentorteacher(s),andstudentteacherataconference.Theimplementationofthisplanwillbemonitoredbythementorteacher(s)anduniversitymentor.

2. RecommendationforRemovalIftheplanforimprovementdoesnotresultinthenecessarychangesbythestudentteacher,thementorteacher(s)andtheuniversitymentorwillrecommendremovalfromtheplacementanddocumentreasonsforthisrecommendation.AconferencewillbeheldwiththementorandDirectortodeterminewhetheranalternateplacementisapossibility.

3. WithdrawalorReassignmentAconferenceisheldwiththestudentteacher,universitymentor,andtheDirectortodiscusstheneedsandresponsibilitiesofthestudentteacherandtoreviewalldocumentation.Thestudentteacher’suniversitymentorandDirectorwillmakeadecisionregardingwithdrawalfromstudentteachingorpossiblereassignmenttoanewplacement.Ifthereasonforremovalisjustified,andasecondplacementisanoption,awrittencontractwillbedrawnupoutliningtheprogramexpectations.Insomecases,remediationmayberequiredandthesecondplacementwillbedelayed.Ifasecondplacementisapproved,thisplacementwillbethefinalplacementforthestudentteacher.

4. RemovalIfastudentteacherisaskedtoleavetheplacementbyamentorteacherorschooladministrator,theplacementwillterminate.AconferencewillbeheldwiththementorandDirectortodeterminewhetheranalternateplacementisapossibility.


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GraduationandCertification


CollegeofScience


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DegreeCheckProcedures Priortothestudentteachingsemester,adegreecheckmustbedonewiththestudentteacher’sDepartmentofMathematicsfacultyadvisor.Tobegintheprocess,thestudentteachershouldpickupthecorrectformfromtheCollegeofScienceAdvisingOffice,GouldSimpson,Room1017.Anappointmentwiththestudent’sfacultyadvisorshouldthenbemadetoreviewthedegreerequirements.Theadvisorwillgoovertheserequirementsinconjunctionwiththestudentteacher’sacademicrecordsandwillsignoffifallrequirementshavebeenmet.Thedegreecheck(pinkform)isthenturnedbackintotheCollegeofScienceAdvisingOffice,GouldSimpson,Room1017.GRADUATION

DuringthefinalsemestertheOfficeofCurriculumandRegistrationwillsendane-mailmessagedetailinggraduationevents.Capsandgownsareavailable(forrentorpurchase)attheUABookstore.OneitemthatmaybeofparticularinteresttostudentteachersistheCollegeofSciencepre-commencementceremony(whichisusuallyheldafewdaysbeforetheuniversity-widecommencement).

ASSESSMENTFORAZCERTIFICATION

TobecertifiedtoteachinArizona,allthosewhocompletetheSecondaryMathematicsEducationProgrammustalsopasstheProfessionalKnowledge(NES)portionoftheArizonaEducatorProficiencyAssessment(AEPA).Formoreinformationaboutandregistrationfortheexam,visithttp://www.aepa.nesinc.com. TEACHERCERTIFICATION

(PROVISIONALTEACHINGCERTIFICATIONGRANTEDTONEWTEACHERS)

Requirementsforcertificationare:• Bachelor’sdegree• SuccessfulcompletionofS.M.E.P.• PassingscoreontheProfessionalKnowledge(NES)portionoftheArizonaEducatorProficiency

Assessment(AEPA)• U.S.andArizonaConstitutionscourseworkorpassingscoresonthetwoAEPAExaminations• SixunitsofStructuredEnglishImmersion(SEI)coursework• FingerprintClearancefromtheArizonaDepartmentofPublicSafety:

http://www.azdps.gov/Services/Fingerprint/ • Paymentofappropriatefees

AZTeachingCertification:1.CompletetheseniordegreecheckwithyourMathematicsDepartmentFacultyAdvisorthesemesterbeforegraduation.ThedegreecheckprocessallowstheCollegeofScienceAcademicAdvisortoverifythecompletionoforregistrationofallcoursesnecessarytomeetgraduationrequirements.

2.TheU.S.andArizonaConstitutionscourseisarequirement.3.TheFingerprintClearanceCardfromtheAZDepartmentofPublicSafetyisarequirement.4.PasstheProfessionalKnowledge(NES)ArizonaEducatorProficiencyAssessment(AEPA).StudentteachersareadvisedtotaketheappropriateAEPAtestaftercompletingmostorallcourseworkinthe


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programotherthanstudentteaching.Testingdatesandregistrationinformationareavailableonhttp://www.aepa.nesinc.com.

5.CompletetheInstitutionalRecommendation/ApplicationforCertificationForm.Theformswillbedistributedatamandatoryseminarforstudentteachersearlyinthesemester.ThesignedInstitutionalRecommendation/ApplicationforCertificationFormwillbeprocessedbytheCollegeofEducation.Forquestions,contact:

AZCertificationOfficerOfficeofStudentServices

CollegeofEducation,Room247Telephone:(520)621-7865

Email:[email protected] 6.MailordeliverthesignedInstitutionalRecommendation/ApplicationforCertificationForm,AEPAandNESresultsfortheProfessionalKnowledgeportionofthetest,acopyofthefingerprintcard,andthecorrectfeestotheArizonaDepartmentofEducation-CertificationUnit:

PhoenixOfficeP.O.Box6490

Phoenix,AZ85005-6490Telephone:602-542-4367

http://www.azed.gov/educator-certification/

VIOLATIONOFLAWS

Eligibilityforteachercertificationmaybeaffectedbysomeinfractionsofthelaw.EarlyprocessingoffingerprintsisadvisediftherearequestionsabouteligibilitytoteachinArizona.Forquestionsaboutthelegalaspectsofcertification,contacttheCollegeofEducation.

REQUIREMENTSFORCERTIFICATIONINOTHERSTATES

Itisusuallyeasiertoreceivecertificationinonestateiftheapplicantisalreadycertifiedinanotherstate.Therefore,applicationforanArizonaTeachingCertificateisrecommended.CertificationrequirementsinotherstatescanbefoundbygoingtotheWebsiteaddress,https://www.teach.org/teaching-certificationSUBSTITUTEANDEMERGENCYCERTIFICATION

PleaserefertotheArizonaDepartmentofEducationWebaddressforsubstitutecertificationandemergencycertification,http://www.azed.gov/educator-certification/certification-process/


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FeedbackForms


CollegeofScience


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Feedback from Grades 6-12 Students Please answer honestly and thoughtfully. This will help me learn and grow as a teacher. 1) What strengths do you feel I have as a teacher? 2) What do you feel I could do to be a more effective teacher? 3) What advice would you offer me for my first year of teaching? 4) Any comments, further suggestions or input? Thank you very much for your part in my student teaching experience. I enjoyed my time in your classroom.


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Secondary Mathematics Education Program Mentoring the Student Teacher: Giving Feedback

“Those having torches will pass them on to others.” -Plato

Mentors who are knowledgeable, informed, and supportive have the potential to have a significant impact on the beliefs and practices of aspiring teachers. Mentors can make a difference in attracting and retaining high-quality teachers. The primary responsibility of the mentor of a pre-service teacher is to help the individual bridge the gap between the theoretical knowledge of teaching and learning mathematics with the reality of working with students in a school setting (NCTM, 2009). Mentoring a pre-service teacher is a commitment to someone who has little to no experience in the classroom, and therefore it becomes the responsibility of the mentor to make real and tangible what was learned in pedagogy classes. The mentor coaches, guides, and supports the future teacher about best practice in and out of the classroom. The mentor functions as a bridge between a teacher preparation program and effective membership in the mathematics teaching community for the student teacher (NCTM, 2009). A special relationship should form and be founded on trust that is non-evaluative in nature. Building a relationship means listening, helping to create a safe environment for mathematics learning, and allowing the student teachers to communicate openly about their fears and successes in the classroom. The mentor should offer a smile and a comforting shoulder to lean on as the student transitions into a teacher. A student teacher will always remember the mentorship of an expert and professional teacher. In a positive and professional relationship, respect and communication have tremendous presence. The feedback is meant to promote communication on a daily basis. It is critical that we keep in mind that error followed by reflection and correction should be a fundamental process of becoming a teacher. Mentor teachers and student teachers need to remember that doing something ineffectively should promote rich discussion that becomes a normal part of the process of learning to teach effectively. Areas in which there should be substantial communication:

• Feedback on teaching, writing objectives, writing lesson plans, explaining, monitoring of learning, etc. • Reflections - on actions taken based on feedback • Teaching Ideas– while either the mentor teacher or the student teacher is teaching, the other can write comments,

things that stand out, questions, ideas, etc. regarding the observation of teaching and the interaction between the instructor and the students.

• Instructional Planning – questions, comments, feedback on written lesson plans can be discussed orally and in writing

• Classroom Management – ideas to help ease the demands of managing the classroom • Grading/Evaluation of Students’ Work - questions, comments, notes, etc. • Logistics - procedures or common tasks and responsibilities of a teacher. (ie., reminders, copies, mail, etc.) • Sharing of New Ideas – on anything related to the task of teaching • Weekly meetings – a brief summary of what was covered in your weekly meetings • General communication – on anything that is important to the success of the student teacher

Please enjoy the process of being a mentor and mentee because it can become a strong and powerful bond of friendship and collegiality for the future. *NCTM (2009). Empowering the Mentor of the Preservice Mathematics Teachers. Reston, VA: National Council of Teachers of Mathematics.


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ConductingEffectiveTeacherMentoring

Mentoringcanacceleratethedevelopmentofnewteachers’instructionalpractice.Mentorsneedcomprehensiveandongoingprofessionaldevelopmenttobeeffective.TheseconversationtipsprovideinsightintothebroadercurriculumofmentorprofessionaldevelopmentofferedbytheNewTeacherCenteratUniversityofCalifornia,SantaCruz,acontentcontributortoPBSTeacherLine.UseparaphrasingstatementstocommunicatethatyouHEAR,UNDERSTAND,andCARE.Somepossibleparaphrasingstemsinclude:

•So…•Inotherwords…•WhatI’mhearingis…•WhatIhearyousaying…•FromwhatIhearyousay…•I’mhearingmanythings…•AsIlistentoyou,I’mrealizingthat…

UseclarifyingstatementstoIMPROVEUNDERSTANDING,DEVELOPFOCUS,andSEEKCONNECTIONS.Somepossibleclarifyingstemsinclude:

•Wouldyoutellmealittlemoreabout…?•LetmeseeifIunderstand…•I’dbeinterestedinhearingmoreabout…•It’dhelpmeunderstandifyou’dgivemeanexampleof…•So,areyousuggestingthat…?•Tellmewhatyoumeanwhenyousay…•Tellmehowthatideaislike/differentfrom…•Towhatextent…?•I’mcurioustoknowmoreabout…•I’mintriguedby/interestedin/Iwonderabout…

UsemediationalquestionstohelpyourcolleaguetoHYPOTHESIZEwhatmighthappen,ANALYZEwhatworks,COMPAREplanswithoutcomes,andIMAGINEPOSSIBILITIES.Someexamplesofmediationalquestionsinclude:

•What’sanotherwayyoumight...?•Whatdoyouthinkwouldhappenif...?•Howwas….differentfrom/similarto...?•Whatsortofimpactdoyouthink...?•Whatcriteriadoyouuseto...?•Howdidyoudecide...?•Howdidyoucometotheconclusionthat...?•Whenhaveyoudonesomethinglike...before?


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OfferopensuggestionstoPROVIDECHOICE,ENCOURAGEwithoutoverwhelming,andENCOURAGEINDEPENDENCE.

Someopensuggestionstemsmightinclude:•OnethingI’venoticedis...•Acoupleofthingstokeepinmind...•Frommyexperience,I’velearned...•SometeachersIknowhavetriedacoupleofdifferentthingsinthissituationandmaybeonewouldworkforyou…

•WhatIknowabout____is…•Sometimesit’shelpfulif...

FollowsuggestionswithtaggingquestionstoINVITEateachertoIMAGINEorHYPOTHESIZE.

•Howmightthatideaworkinyourclassroom?•Whichofthoseideasmightworkbestwithyourstudent(s)?•Whatdoyouimaginewouldhappenifyouweretotrythat?•Towhatextentmightthatworkinyoursituation?

Offernon-judgmentalresponsestoBUILDTRUST,ENCOURAGESELF-ASSESSMENT,andFOSTERRISK-TAKING.Someexamplesofnon-judgmentalresponsesmightbe:

•Inoticedhowwhenyou...,thestudentsreally...•Itwillbeinterestingtoseewhichofyourideasworkoutthebest...•Howdoyouthinkthelessonwent,andwhy?•Whatdidyoudotomakethelessonsosuccessful?

ThetipsandstrategieswerecontributedbytheNewTeacherCenteratUniversityofCalifornia,SantaCruz.FormoreinformationontheNewTeacherCenteratUCSantaCruzvisitwww.newteachercenter.org.ThiscontentwasdevelopedunderagrantfromtheU.S.DepartmentofEducation.However,thecontentsdonotnecessarilyrepresentthepolicyoftheU.S.DepartmentofEducation,andyoushouldnotassumeendorsementbythefederalgovernment.


54

Mentor Teacher Feedback for the Student Teacher

Date: Class Period: Lesson Topic:

Observation notes during instruction: Summary

Strengths (what you did well):

Refinements (things to work on):

Try this next time:

Reminders (logistics)


55






Try this next time:



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Try this next time:



57






Try this next time:



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Try this next time:



59

UNIVERSITY MENTOR OBSERVATION & FEEDBACK to STUDENT TEACHER

Student Teacher: School: Date: Class period/time: University Mentor: Lesson Topic: I. Pre-Teaching Lesson plan prepared _____YES _____NO Description of lesson & objective(s): II. Observing the Teaching - Areas of focus

§ Teacher presence, eye contact, confidence § Classroom management § Student engagement § Questioning § Hands-on § Technology § Inquiry § Mathematical tasks § Formative assessment

III. Post-Teaching Conference Reflection -Student Teacher Perspectives § What went well?

§ What did not go well?

§ What changes would you make?

§ What did you learn about teaching from this lesson?

U-Mentor Share Highlights of the Lesson from Observation Notes Strengths observed (summary)

Consideration for refinement (summary)

Observation notes should be attached to this cover form.


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UNIVERSITY MENTOR - SUMMARY OF FEEDBACK to STUDENT TEACHER

Student Teacher: Mentor Teacher: University Mentor: School:

Observation & Post-Conference Date

Lesson Strengths (Things to keep doing)

Refinements (Things to work on)