Major Topics

Guiding principles from Conceptual Framework

PR

HDD

CTA

T

CKS

C

Professionalism and reflection as they relate to teaching of mathematics

X

Human development and diversity; Cognitive science: How people learn mathematics

X

Connection of teaching experiences and assessment: formative and summative assessment

X

Infusing technology throughout mathematics learning and teaching

X

Content knowledge:  Process and content standards for k-6 mathematics

X

Mathematics related pedagogical content knowledge: teaching for understanding

X

Alignment with standards: Lesson planning; Unit planning; Integration

X

Collaboration in classroom and school environments

X

Learner Outcomes

(Those shown in italics pertain specifically to Professional Education Standards)

Related Assessment

KSDE Professional Education

KSDE Elementary Education Standards

Conceptual Framework Connections

(Guiding Principles)

The student is a reflective professional who

a)uses a variety of strategies for reflecting on his or her practice and the way that practice influences students’ learning and affects the interactions between student and educator.

Practice Teacher Work Sample (PTWS)

S9-K1

PR, CTA

b) is aware of the ethical standards that should guide the professional teacher’s interaction with all students, colleagues, parents, and members of the community.

S13-K4

PR

The student demonstrates the ability to use effective, developmentally appropriate instructional strategies to help all k-6 students learn and use their mathematical skills in many different situations and applications to solve real life problems.

PTWS

M Unit

Final

S2-P3

HDD

The student knows human development and promotes the ideals of human diversity by

a) understanding that students’ physical, social, emotional, moral, and cognitive development influences learning and knowing how to address these factors when making instructional decisions.

PTWS

S2-K3

HDD

b) understanding that diversity, exceptionality, and limited English proficiency affect learning.

S3-K2

HDD

c) knowing about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.

S3-K3

HDD, CKS

d)using a well-grounded framework for understanding cultural and community diversity and knowing how to learn about and incorporate students’ experiences, cultures, and community resources into instruction.

S3-K5

HDD, CKS

e) understanding how to promote self-motivation among all students.

S5-K5

HDD

f) understanding communication theory, language development, and the role of language in learning.

S6-K1

HDD

g) understanding how differences in culture, gender and exceptionality can affect communication in the classroom.

S6-K2

HDD

The student knows a variety of developmentally appropriate assessment tools that align with curriculum and instruction.

Math Unit

S2-K4

HDD
CTA

The student uses diverse and developmentally appropriate assessments that align with curriculum and instruction.

S2-P4

HDD
CTA

The student connects teaching experiences with assessment by

a) identifying differences in approaches to learning and performance and designing instruction that helps use students’ strengths as the basis for growth.

PTWS

S3-K1

CTA

b) knowing how to enhance learning by using a wide variety of materials, including human and technological resources, primary documents and artifacts, texts, reference books, literature, and other print resources.

S4-K3

CKS, T, HDD

c)  using knowledge about human motivation and behavior to develop strategies for organizing and supporting individual and group work.

S5-K1

HDD, CKS

d)  using data from building, district, state, and national assessments to guide program development.

S7-K4

CTA

e)  understanding the characteristics, uses, advantages, and limitations of different types of assessments for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.

S8-K1

CTA

f)  knowing how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.

S8-K2

CTA

The student is technologically skilled by knowing different kinds of technology tools and techniques and the roles these play

in enriching learning opportunities, enhancing professional development, and facilitating professional productivity.

PTWS

S12-K1 K2, K3

PR , T

The teacher knows and understands the mathematical concepts of number sense, number systems and their properties, computation, geometric figures and their properties, transformational geometry, measurement, data analysis, data representations, probability, patterns, functions, and representations of algebraic and geometric situations/solutions.

PTWS

Math Unit

S2-K1

CKS

T

The teacher understands the five process standards (problem solving, reasoning and proof, communication, connections and representations).

PTWS

MUnit

S2-K2

CKS

T

Appropriate to students' age and development, the teacher can use and apply, demonstrate, and teach the concepts of number sense, number systems and their properties, computation, geometric figures and their properties, transformational geometry, measurement, data analysis, data representations, probability, patterns, functions, representations of algebraic and geometric situations/solutions.

PTWS

MUnit

S2-P3

HDD

CKS

T

The teacher integrates the five process standards (problem solving, reasoning and proof, communication, connections and representations) into math instruction.

PTWS

MUnit

S2-P4

HDD
CKS, T

The student is knowledgeable about both content and pedagogy and how to align both with standards by

a) understanding major concepts, assumptions, debates, and processes of inquiry, and ways of knowing that are central to the discipline being taught and can create opportunities that make these aspects of subject matter meaningful for all students.

Practice Teacher Work Sample (PTWS)

S1-K1

CKS

b) understanding how learning occurs and knowing how to use instructional strategies that promote learning for all students.

S2-K1

HDD

CTEA

c)  understanding principles and techniques associated with various instructional strategies.

S4-K2

CKS

d)  knowing reading and thinking skills that pertain to learning a discipline and integrating that discipline into other content fields.

S4-K4 S7-K3 S11-K3

CKS

e)  understanding the principles of effective classroom management and knowing strategies to promote positive relationships, cooperation, purposeful learning, and student productivity.

S5, K3 K4

CKS

f)  knowing crises intervention strategies.

S5-K6

HDD

g)  knowing and using effective verbal and non-verbal communication techniques.

S6-K3, S6-K4

CKS

h)  understanding learning theory, subject matter, curriculum development, and student development and knowing how to use this knowledge in planning instruction to meet curriculum goals.

S7-K1

CTA

CKS HDD

i)  knowing how to plan instruction to create an effective bridge between curriculum goals and students’ experiences.

S7-K2

CTA, CKS

j)  knowing the importance of aligning standards, goals, instruction, outcomes, and assessments.

S8-K3

CKS, CTA

k)  having a depth of knowledge in his or her subject matter and knowing the importance of integrating knowledge from a discipline with other fields.

S11-K1, K4

 ST11-K2

CTA, CKS

The student works collaboratively to understand how schools are organized and function within the larger community context and the importance of collaboration

among all stakeholders to promote maximum learning.

PTWS

S10-K1, 2

C

Assignments

Assessment Tool and Points

Due Dates

Total Points

Attendance and participation

check list;
15 days x 5pt

ongoing

75

Lesson Plans

rubric;
2 entries x  25 pt

January 29; February 18

50

TICKLE Journal 

rubric;
2 entries x 25 pt

February 19
March 19

50

Self-Evaluations

check list;
3 entries x 15 pt

February 19;
March 19; April 16

45

Mathematics unit 

rubric; 30 pt

February 24

 30 

PTWS - Practice Teacher Work Sample  (paper copy)

with
Integrated Unit

and
PTWS presentation

rubric; 5 sections

May 5

195

rubric; 150 pt

May 5

60

rubric; 35 pt

May 5

18

Final exam 

rubric; 25

May 10 

25

TOTAL
*total may change to accommodate changes in course schedule

Reading Assignments are graded in a variety of ways: as part of the participation, reflections, self-evaluations, final exam ...

Grading

90% - 100%

A

80% - 89%

B

70% - 79%

C

60% - 69%

D

0% - 59%

F