TOWSON UNIVERSITY MASTER OF ARTS IN TEACHING SECONDARY EDUCATION: Mathematics EVALUATION OF INTERNSHIP

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1 TOWSON UNIVERSITY MASTER OF ARTS IN TEACHING SECONDARY EDUCATION: Mathematics EVALUATION OF INTERNSHIP The College of Education uses the 2011 Interstate Teacher Assessment and Support Consortium (InTASC) principles and the 2003 National Council of Teachers of Mathematics (NCTM) program standards to guide and assess Mathematics teacher candidates' performance. Please use the attached guidelines to evaluate your intern's performance, relative to what a competent beginning teacher should know and be able to do. Name of person completing this form: Position (Circle One): Mentor Teacher University Supervisor Name of University Supervisor: (Only if you are a mentor teacher) Name of school where intern is placed: Which rotation are you evaluating? (Circle One): Rotation 1 Rotation 2 Intern s Name: Grade level taught: Part I. InTASC STANDARDS Please assess your intern s performance level and indicate your rating on each of the InTASC Standards using the rating scale found below. 5 - Distinguished (Consistently demonstrated) 4 - Proficient (Frequently demonstrated) 3 - Satisfactory (Generally demonstrated) 2 - Basic/Needs Improvement (Seldom demonstrated) 1 - Unsatisfactory (Failed to demonstrate) The Learner and Learning InTASC 1: Learner Development The intern demonstrated understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designed and implemented developmentally appropriate and challenging learning experiences. InTASC 2: Learning Differences The intern demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enabled each learner to meet high standards. Revised on

2 InTASC 3: Learning Environments The intern worked with others to create environments that supported individual and collaborative learning, and that encouraged positive social interaction, active engagement in learning, and self motivation. Content InTASC 4: Content Knowledge The intern demonstrated understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she taught and created learning experiences that made the discipline accessible and meaningful for ALL learners to assure mastery of the content. InTASC 5: Application of Content The intern demonstrated understanding of how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Instructional Practice InTASC 6: Assessment to Prove and Improve Student Learning The intern demonstrated understanding and used multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. InTASC 7: Planning for Instruction The intern planned instruction that supported every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. InTASC 8: Instructional Strategies The intern demonstrated understanding and used a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Professional Responsibility InTASC 9: Professional Learning and Ethical Practice The intern engaged in ongoing professional learning and used evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapted practice to meet the needs of each learner. InTASC 10: Leadership and Collaboration The intern sought appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Technology The intern used available technology not as an end in itself, but as a tool for learning and communication, integrating its use in all facets of professional practice, and for adapting instruction to meet the needs of each learner. Revised on

3 Part II. Other Performance Factors Please assess your intern s demonstrated ability, using the rating scale found below: 5 Distinguished (Consistently) 4 Proficient (Frequently) 3 Satisfactory (Generally) 2 Basic/Needs Improvement (Seldom) 1 Unsatisfactory (Failed to) NA Not Applicable [if placement did not provide opportunity] 1. The intern differentiated instruction and worked effectively with learners from diverse backgrounds (ex., socio-economic, racial, ethnic). 2. The intern differentiated instruction and worked effectively with learners with special needs. 3. The intern differentiated instruction and worked effectively with English Language Learners (ELL). 4. The intern differentiated instruction and worked effectively with gifted and talented learners. 5. The intern collaboratively planned and/or taught with specialized resource personnel (ex., guidance counselor, resource teacher, special educator, reading specialist, media specialist, speech pathologist). Revised on

4 Part III. NCTM STANDARDS Please assess your intern s performance on the NCTM Standards using the following criteria to evaluate the mathematical subject matter knowledge of your intern and the criteria found in pages Distinguished: The intern consistently demonstrates strong knowledge with respect to the standard. 4 Proficient: The intern consistently demonstrates proficient knowledge with respect to the standard. 3 Satisfactory: The intern usually demonstrates proficient knowledge with respect to the standard) 2 Basic/Needs Improvement: The intern demonstrates some deficits in knowledge with respect to the standard. 1 Unsatisfactory: The intern demonstrates serious deficits in knowledge with respect to the standard. Interns in mathematics should possess the knowledge, capabilities, and dispositions to organize and provide instructional experiences which are indicative of. 1. Knowledge of Mathematical Problem Solving Interns know, understand, and apply the process of mathematical problem solving. 2. Knowledge of Reasoning and Proof Interns reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry. 3. Knowledge of Mathematical Communication Interns communicate their mathematical thinking orally and in writing to peers, faculty, and others. 4. Knowledge of Mathematical Connections Interns recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding. 5. Knowledge of Mathematical Representation Interns use varied representations of mathematical ideas to support and deepen students mathematical understanding. 6. Knowledge of Technology Interns embrace technology as an essential tool for teaching and learning mathematics. 7. Dispositions Interns support a positive disposition toward mathematical processes and mathematical learning. 8. Knowledge of Number and Operation Interns demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and meanings of operations. 9. Knowledge of Different Perspectives on Algebra Interns emphasize relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change. 10. Knowledge of Geometries Interns use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties. 11. Knowledge of Calculus Interns demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in the techniques and application of the calculus. 12. Knowledge of Discrete Mathematics Interns apply the fundamental ideas of discrete mathematics in the formulation and solution of problems. 13. Knowledge of Data Analysis, Statistics, and Probability Interns, demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability. Revised on

5 14. Knowledge of Measurement Interns apply and use measurement concepts and tools. Revised on

6 Summarizing statements regarding the intern s classroom experiences during this placement and ability to assume the role of classroom teacher: Final Rating: Satisfactory Unsatisfactory SIGNATURE: DATE: Revised on

7 The 2011 InTASC Standards are performance-based standards for a common core of professional performances, knowledge, and dispositions that should be demonstrated by all teachers. Please evaluate your intern s performance by the following criteria. 1 The intern demonstrated understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designed and implemented developmentally appropriate and challenging learning experiences. Consistently designed and implemented developmentally appropriate and challenging learning experiences. Frequently designed and implemented developmentally appropriate and challenging learning experiences. Generally designed and implemented developmentally appropriate and challenging learning experiences. Seldom designed and implemented developmentally appropriate and challenging learning experiences. Was unable to design and implement developmentally appropriate and challenging learning experiences. 2 The intern demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enabled each learner to meet high standards. Consistently demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards Frequently demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments Generally demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments Seldom demonstrated understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments Lacked understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments 3 The intern worked with others to create environments that supported individual and collaborative learning, and that encouraged positive social interaction, active engagement in learning, and self motivation. Consistently created an environment that supported individual and collaborative learning. Frequently created an environment that supported individual and collaborative learning. Generally created an environment that supported individual and collaborative learning. Seldom created an environment that supported individual and collaborative learning. Failed to create an environment that supported individual and collaborative learning. 4 The intern demonstrated understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she taught and created learning experiences that made the discipline accessible and meaningful for ALL learners to assure mastery of the content. Consistently demonstrated understanding and created learning experiences. Frequently demonstrated understanding and created learning experiences. Generally demonstrated understanding and created learning experiences.. Seldom demonstrated understanding and created learning experiences.. Failed to demonstrate understanding and created learning experiences.. Revised on

8 5 The intern demonstrated understanding of how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Consistently demonstrated understanding engage learners in critical thinking, creativity. Frequently demonstrated understanding engage learners in critical thinking, creativity. Generally demonstrated understanding engage learners in critical thinking, creativity. Seldom demonstrated understanding engage learners in critical thinking, creativity. Failed to demonstrate demonstrated understanding engage learners in critical thinking. 6 The intern demonstrated understanding and used multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. Consistently demonstrated understanding and used multiple methods of assessment Frequently demonstrated understanding and used multiple methods of assessment Generally demonstrated understanding and used multiple methods of assessment Seldom demonstrated understanding and used multiple methods of assessment. Failed to demonstrate understanding and use multiple methods of assessment 7 The intern planned instruction that supported every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Consistently planned instruction that supported every student in meeting. Frequently planned instruction that supported every student in meeting.. Generally planned instruction that supported every student in meeting. Seldom planned instruction that supported every student in meeting.. Failed to plan instruction that supported every student in meeting. 8 The intern demonstrated understanding and used a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Consistently demonstrated understanding and used a variety of instructional strategies Frequently demonstrated understanding and used a variety of instructional strategies Generally demonstrated understanding and used a variety of instructional strategies Seldom demonstrated understanding and used a variety of instructional strategies Lacked understanding of and failed to use a variety of instructional strategies. Revised on

9 9 The intern engaged in ongoing professional learning and used evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapted practice to meet the needs of each learner. Consistently engaged in ongoing professional learning and used evidence to continually evaluate his/her practice, and adapted practice to meet the needs of each learner. Frequently engaged in professional learning evaluate practice and adapted practice. Generally engaged in professional learning evaluate practice and adapted practice. Seldom engaged in professional learning evaluate practice and adapted practice. Failed to engage in professional learning evaluate practice and adapted practice. 10 The intern sought appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Consistently sought...leadership roles to ensure learner growth advance the profession. Frequently sought leadership roles to ensure learner growth advance the profession. Generally sought leadership roles to ensure learner growth advance the profession. Seldom sought leadership roles to ensure learner growth advance the profession. Failed to seek leadership roles to ensure learner growth advance the profession. 11 The intern used available technology not as an end in itself, but as a tool for learning and communication, integrating its use in all facets of professional practice, and for adapting instruction to meet the needs of each learner. Consistently used available technology as a tool for learning and communication, integrating its use in all facets of professional practice, and for adapting instruction to meet the needs of each learner. Frequently used available technology.. Generally used available technology. Seldom used available technology. Failed to use available technology Revised on

10 NCTM Process and Content Standards Indicators (as appropriate for placement) The following indicators delineate the expectations of the NCTM Standards (Part III). All indicators may not apply, nor need to be taken into account when evaluating an intern. 1.1 Apply and adapt a variety of appropriate strategies to solve problems. 1.2 Solve problems that arise in mathematics and those involving mathematics in other contexts. 1.3 Build new mathematical knowledge through problem solving. 1.4 Monitor and reflect on the process of mathematical problem solving. 2.1 Recognize reasoning and proof as fundamental aspects of mathematics. 2.2 Make and investigate mathematical conjectures. 2.3 Develop and evaluate mathematical arguments and proofs. 2.4 Select and use various types of reasoning and methods of proof. 3.1 Communicate their mathematical thinking coherently and clearly to peers, faculty, and others. 3.2 Use the language of mathematics to express ideas precisely. 3.3 Organize mathematical thinking through commutation. 3.4 Analyze and evaluate the mathematical thinking and strategies of others. 4.1 Recognize and use connections among mathematical ideas. 4.2 Recognize and apply mathematics in contexts outside of mathematics. 4.3 Demonstrate how mathematical ideas interconnect and build on one another to produce a coherent whole. 5.1 Use representations to model and interpret physical, social, and mathematical phenomena. 5.2 Create and use representations of mathematical ideas to support and deepen students mathematical understanding. 5.3 Select, apply, and translate among mathematical representations to solve problems. 6.1 Use knowledge of mathematics to select and use appropriate technological tools, such as but not limited to, spreadsheets, dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-collection devices, and presentation software. 7.1 Attention to equity. 7.2 Use of stimulating curricula. 7.3 Effective teaching. 7.4 Commitment to learning with understanding. 7.5 Use of various assessments. 7.6 Use of various teaching tools including technology. 8.1 Analyze and explain the mathematics that underlies the procedures used for operations involving integers, rational, real, and complex numbers. 8.2 use properties involving integers, rational, real, and complex numbers. 8.3 Provide equivalent representations of fractions, decimals, and percents. 8.4 Create, solve, and apply proportions. 8.5 Apply the fundamental ideas of number theory. 8.6 Make sense of large and small numbers and use scientific notation. 8.7 Compare and contrast properties of numbers and number systems. 8.8 Represent, use, and apply complex numbers. 8.9 Recognize matrices and vectors as systems that have some of the properties of the real number system. Revised on

11 8.10 Demonstrate knowledge of the historical development of number and number systems including contributions from diverse cultures. 9.1 Analyze patterns, relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change. 9.2 Apply fundamental ideas of linear algebra. 9.3 Apply the major concepts of abstract algebra to justify algebraic operations and formally analyze algebraic structures. 9.4 Use mathematical models to represent and understand quantitative relationships. 9.5 Use technological tools to explore algebraic ideas and representations of information and in solving problems. 9.6 Demonstrate knowledge of the historical development of algebra including contributions from diverse cultures Demonstrate knowledge of core concepts and principles of Euclidean and non-euclidean geometries in two and three dimensions from both formal and informal perspectives Exhibit knowledge of the role of axiomatic systems and proofs in geometry Analyze characteristics and relationships of geometric shapes and structures Build and manipulate representations of two-and three- dimensional objects and visualize objects from different perspectives Specify locations and describe spatial relationships using coordinate geometry, vectors, and other representational systems Apply transformations and use symmetry, similarity, and congruence to analyze mathematical situations Use concrete models, drawings, and dynamic geometric software to explore geometric ideas and their applications in real-world contexts Demonstrate knowledge of the historical development of Euclidean and non-euclidean geometries including contributions from diverse cultures Demonstrate a conceptual understanding of and procedural facility with basic calculus concepts Apply concepts of function, geometry, and trigonometry in solving problems involving calculus Use the concepts of calculus and mathematical modeling to represent and solve problems taken from real-world contexts Use technological tools to explore and represent fundamental concepts of calculus Demonstrate knowledge of the historical development of calculus Demonstrate knowledge of basic elements of discrete mathematics such as graph theory, recurrence relations, finite difference approaches, linear programming, and combinatorics Apply the fundamental ideas of discrete mathematics in the formulation and solution of problems arising from real-world situations Use technological tools to solve problems involving the use of discrete structures and the application of algorithms Demonstrate knowledge of the historical development of discrete mathematics including contributions from diverse cultures Design investigations, collect data, and use a variety of ways to display data and interpret data representations that may include bivariate data, conditional probability and geometric probability Use appropriate methods such as random sampling or random assignment of treatments to estimate population characteristics, test conjectured relationships among variables, and analyze data Use appropriate statistical methods and technological tools to describe shape and analyze spread and center Use statistical inference to draw conclusions from data Identify misuses of statistics and invalid conclusions from probability Draw conclusions involving uncertainty by using hands-on and computer-based simulation for estimating probabilities and gathering data to make inferences and conclusions Determine and interpret confidence intervals Demonstrate knowledge of the historical development of statistics and probability including contributions from diverse cultures Recognize the common representations and uses of measurement and choose tools and units for measuring Apply appropriate techniques, tools, and formulas to determine measurements and their application in a variety of contexts Completes error analysis through determining the reliability of the numbers obtained from measures Demonstrate knowledge of the historical development of measurement and measurement systems including contributions from diverse cultures. Revised on