2 May 2015

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Student Name: Cavanaugh, Amanda

Assignment: Student Teaching Evaluation Form for Secondary Mathematics Teachers

Submitted: A pr 25, 2015

Grade: S C
Course/Term: Stu. Teaching - General - 213 : Stu. Teaching - General ( Winter 2015 Assessed:Ricks, Johnnetta
)
(Apr 25, 2015)
Comments:
Student Teaching Evaluation Form for Secondary Mathematics Teachers Civilization, Cultures, Litera
Un accep t ab l e (1.000 p t )

Accep t ab l e (2.000 p t s)

Target (3.000 p t s)

Applies
Does not explicitly link
knowledge appropriate curriculum
of
standards to content to be
mathematicstaught
curriculum
standards
for
secondary
in their
teaching
within and
across
mathematics
domains
[3a1] L, O,
JSI (1.000,
4%)
NCTM2012.SEC.3a

Explicitly links appropriate

curriculum standards to the
content to be taught in one
of the following: lesson plan,
implementation, and
reflection

Explicitly links appropriate

curriculum standards to the
content to be taught in at
least two of the following:
lesson plan,
implementation, and
reflection

Relates
Does not explicitly link
mathematicalappropriate curriculum
curriculum standards to student
standards learning objectives
to student
learning
[3a2] L, O,
JSI (1.000,
4%)
NCTM2012.SEC.3a

Explicitly links appropriate

curriculum standards to
student learning objectives
in one of the following:
lesson plan,
implementation, and
reflection

Explicitly links appropriate

curriculum standards to
student learning objectives
in at least two of the
following: lesson plan,
implementation, and
reflection

***.

Standard 3: Content
Pedagogy The candidate

N/A

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Demonstrates
Does not demonstrate how
how
mathematics curriculum
mathematicsstandards and learning
curriculum progressions impact the
standards teaching of secondary
and
students at different
learning
developmental
progressions
impact the
teaching of
secondary
students at
different
developmental
levels [3a3]
L, O,
JSI (1.000,
4%)
NCTM2012.SEC.3a
****

Demonstrates how
mathematics curriculum
standards and learning
progressions impact the
teaching of secondary
students at different
developmental levels in one
of the following: lesson plan,
implementation, and
reflection

Demonstrates how
mathematics curriculum
standards and learning
progressions impact the
teaching of secondary
students at different
developmental levels in at
least two of the following:
lesson plan,
implementation, and
reflection

Implements strategies to
treat all students equitably
during all activities, is
ethical in all areas.

Plans for and implements

strategies to treat all
students equitably during all
activities and is ethical in all
areas.

Standard 4: Mathematical
Learning Environment The
candidate

Demonstrates
Does something inequitable
equitable
or unethical in any area.
(including
respect for
and
responsiveness
to the
cultural
backgrounds
and
differing
perspectives
of students)
and ethical
treatment
of all
students
[3c2, 4d1,
4d3, 7c1]
L,O (1.000,
4%)
NCTM2012.SEC.3c
NCTM2012.SEC.4d

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Has high
Interactions with students
Interactions with students
expectations do not communicate high
communicate high
for all
expectations for all students expectations for all of them
students
[4d2]
L,O (1.000,
4%)
NCTM2012.SEC.4d

Plans for and implements

strategies to interact with
students in ways that
communicate high
expectations for all of them

Persists in Does not give appropriate

helping
help to each student to
each
reach his/her full potential
student
reach
his/her full
potential
[4d2, 7c1]
O (1.000,
4%)
NCTM2012.SEC.4d
NCTM2012.SEC.7c

Uses one strategy to help

each student reach his/her
full potential

Uses multiple strategies to

help each student to reach
his/her full potential

Applies
Application of mathematical
mathematicalcontent and pedagogical
content and knowledge is not apparent
pedagogical in the selection and use of
knowledge any instructional tools
to select
and use
instructional
tools (e.g.,
manipulatives,
drawings,
spreadsheets,
presentation
tools,
mathematicsspecific
technology)
[4e1]
L,O (1.000,
4%)
NCTM2012.SEC.4e

Mathematical content and

pedagogical knowledge is
apparent in the selection
and use of one instructional
tool

Mathematical content and

pedagogical knowledge is
apparent in the selection
and use of multiple
instructional tools

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Makes
Does not make sound
sound
decisions about when
decisions
instructional tools enhance
about when teaching and learning
instructional
tools
enhance
teaching
and
learning
[4e2]
L,O (1.000,
4%)
NCTM2012.SEC.4e

Makes sound decision in

selecting one instructional
tool that enhances teaching
and learning

Makes sound decisions in

selecting multiple
instructional tools that
enhance teaching and
learning

Recognizes Does not recognize insights

both the
or limitations of
insights to instructional tools
be gained
and
possible
limitations
of
instructional
tools [4e2]
L, JSI (1.000,
4%)
NCTM2012.SEC.4e

Recognizes at least one

insight to be gained and
possible limitation to the
use of one instructional tool

Recognizes at least one

insight to be gained and
possible limitation to the
use of multiple instructional
tools

Participates No evidence that has

in learning participated in learning
opportunitiesopportunities that address
that
current and emerging
address
technologies in support of
current and mathematics learning and
emerging
teaching
technologies
in support
of
mathematics
learning
and
teaching
[4e3]JSI (1.000,
4%)
NCTM2012.SEC.4e

Evidence of participating in
one learning opportunity
that addresses current and
emerging technologies in
support of mathematics
learning and teaching

Evidence of participating in
at least two learning
opportunities that address
current and emerging
technologies in support of
mathematics learning and
teaching

****

Standard 6: Professional
Knowledge and Skills The
candidate

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Engages in Does not engage in either

continuous continuous or collaborative
and
learning as a means of
collaborativeenhancing students
learning as learning opportunities in
a means of mathematics
enhancing
students
learning
opportunities
in
mathematics
[6b1]
JSI (1.000,
4%)
NCTM2012.SEC.6b

Engages in either
continuous or collaborative
learning as a means of
enhancing students
learning opportunities in
mathematics

Engages in both continuous

and collaborative learning
as a means of enhancing
students learning
opportunities in
mathematics

Uses
No evidence of using
research in research in mathematics
mathematicseducation to inform practice
education in lesson planning or
to inform
reflections
practice
[6b2, 6c2] L,
JSI (1.000,
4%)
NCTM2012.SEC.6b
NCTM2012.SEC.6c

Evidence of using researchbased resource from a

professional mathematics
education organization to
inform practice in lesson
planning or reflections

Evidence of using researchbased resource from a

professional mathematics
education organization to
inform practice in lesson
planning and reflections

Enhances
No evidence that students
all students knowledge of mathematics
knowledge is enhanced as a result of
of
the candidates instruction
mathematics
[6b3]
JSI (1.000,
4%)
NCTM2012.SEC.6b

One assessment provides

evidence that students
knowledge of mathematics
is enhanced as a result of
the candidates instruction

Multiple assessments
provide evidence that
students knowledge of
mathematics is enhanced
as a result of the
candidates instruction

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Involves
Does not involve any of the
colleagues, following in the educational
other
process: colleagues, other
school
school professionals,
professionals,families, and various
families,
stakeholders
and various
stakeholders
in the
educational
process
[6b4] O,
JSI (1.000,
4%)
NCTM2012.SEC.6b

Involves one of the following

in the educational process:
colleagues, other school
professionals, families, and
various stakeholders

Involves at least two of the

following in the educational
process: colleagues, other
school professionals,
families, and various
stakeholders

Continues No evidence that is

to develop developing as a reflective
as a
practitioner
reflective
practitioner
[6b5] L, O,
JSI (1.000,
4%)
NCTM2012.SEC.6b

Evidence that is developing

as a reflective practitioner
in one of the following:
lesson plan,
implementation, and
reflection

Evidence that is developing

as a reflective practitioner
in at least two of the
following: lesson plan,
implementation, and
reflection

Uses
Does not use resources,
resources, analyses of instruction, or
analyses of professional development
instruction, experiences to enhance
and
student learning of
professional mathematics
development
experiences
to enhance
student
learning of
mathematics
[6b6] L,
JSI (1.000,
4%)
NCTM2012.SEC.6b

Uses one of the following to

enhance student learning of
mathematics: resources,
analysis of instruction, or
professional development

Uses at least two of the

following to enhance
student learning of
mathematics: resources,
analysis of instruction, or
professional development

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Uses
Does not use any resources
resources from a professional
from
mathematics education
professional organization
mathematics
education
organizations
such as
print,
digital, and
virtual
resources
and
collections
[6c1] L,
JSI (1.000,
4%)
NCTM2012.SEC.6c

Uses one resource (e.g.,

curriculum standards,
journal article, teaching
activity, java applet) from a
professional mathematics
education organization

Uses at least two resources

(e.g., curriculum standards,
journal article, teaching
activity, java applet) from a
professional mathematics
education organization

Demonstrates subject
matter and pedagogical
knowledge for teaching
mathematics

Demonstrates an integrated
knowledge of subject matter
and pedagogy for teaching
mathematics

Demonstrates
Dress and/or demeanor are Demonstrates
skills for
unprofessional
interpersonal skills with
teaching
students
mathematics
[7c1] O,
JSI (1.000,
4%)
NCTM2012.SEC.7c

Demonstrates interpersonal
skills with students and
teachers

Demonstrates
Dress and/or demeanor are Dress and demeanor are
professional unprofessional
professional
behaviors
for teaching
mathematics
[7c1]O,
JSI (1.000,
4%)
NCTM2012.SEC.7c

Dress and demeanor are

professional and interacts
with teachers in a
professional manner

****

Standard 7: Secondary
Mathematics Field
Experiences and Clinical
Practice The candidate

Demonstrates
Does not demonstrate
knowledge subject matter or
for teaching pedagogical knowledge for
mathematicsteaching mathematics
[7c1] L, O,
JSI (1.000,
4%)
NCTM2012.SEC.7c

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Examines
Does not examine the
the nature nature of mathematics, how
of
mathematics should be
mathematics,taught, and how students
how
learn mathematics
mathematics
should be
taught, and
how
students
learn
mathematics
[7c2] L, O,
JSI (1.000,
4%)
NCTM2012.SEC.7c

Examines the nature of

mathematics, how
mathematics should be
taught, and how students
learn mathematics in one of
the following: lesson plan,
implementation, and
reflection

Examines the nature of

mathematics, how
mathematics should be
taught, and how students
learn mathematics in at
least two of the following:
lesson plan,
implementation, and
reflection

Observes
Observes and analyzes 1
and
approach to mathematics
analyzes a teaching and learning
range of
approaches
to
mathematics
teaching
and
learning,
focusing on
tasks,
discourse,
environment,
and
assessment
[7c3]
JSI (1.000,
4%)
NCTM2012.SEC.7c

Observes and analyzes 2

different approaches to
mathematics teaching and
learning

Observes and analyzes 3 or

more different approaches
to mathematics teaching
and learning

2 May 2015

Participates Participates in none of the 3

in
related to the teaching of
innovative secondary mathematics: (1)
or
innovative or
transformative
transformative initiatives;
initiatives, (2) partnerships; or (3)
partnerships,research projects
or research
projects
related to
the
teaching of
secondary
mathematics
[7c4]
JSI (1.000,
4%)
NCTM2012.SEC.7c

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Participates in 1 of the 3
related to the teaching of
secondary mathematics: (1)
innovative or
transformative initiatives;
(2) partnerships; or (3)
research projects

Participates in 2 or more of
the 3 related to the teaching
of secondary mathematics:
(1) innovative or
transformative initiatives;
(2) partnerships; or (3)
research projects

67.000 pts 97.1%