Spreadsheet: 3db55337-8cb0-412a-8089-15221b59d69b
Sheet: Math

 | Candidate Learning Outcome Data - Math
 | Purpose - This spreadsheet contains data on teacher candidates Field Experience Evaluation | n=2 | n=4 | n=1 | n=3
 | Form completed by University Supervisor / Cooperating Teacher | Fall 2012 | Sp 2013 | Fall 2013 | Sp 2014
 |  | FEE III | FEE III | FEE III | FEE III
 | Domain 1: Planning and Preparation
 | Component 1.1: Setting Instructional Outcomes ([NAME], 1c)
1.1.1 | Outcomes are interdisciplinary and represent high expectations and rigor. | 3.5 | 4 | 4 | 3.5
1.2.1 | Outcomes are clear, measurable, sequenced/scaffolded as appropriate, and written in terms of what students will learn rather than do. | 3.5 | 3 | 4 | 3.4
1.3.1 | Outcomes reflect different types of learning for coordination and integration | 4 | 3.5 | 4 | 3.5
1.4.1 | Outcomes are based on a compreshensive assessment of student learning and take into account indvidual's needs | 3.5 | 3.3 | 4 | 3.6
 | Mean | 3.6 | 3.5 | 4
 | Domain 2: The Classroom Environment
 | Component 2.1: Managing Classroom Procedures ([NAME], 2c)
2.1.1 | Students take the initiative to collaborate with classmates and use instructional time productively. | 3.5 | 3.5 | 4 | 3.5
2.1.2 | Transitions are seamless, with students assuming responsibility to ensure their efficient operation | 3.5 | 3.3 | 4 | 3.6
2.1.3 | Routines for handling materials and supplies are seamless | 4 | 3.8 | 4 | 3.4
2.1.4 | Systems for performing non-instructional duties are well established | 4 | 4 | 4 | 3.5
 | Mean | 3.7 | 3.7 | 4
 | Domain 2: Managing Student Behavior
 | Component 2.2: Managing Student Behavior ([NAME], 2c)
2.2.1 | Standards of conduct are clear to all students and are developed with student participation | 4 | 3 | 4 | 3.2
2.2.2 | Monitoring student bevavior is subtle and preventive. Students monitor their own behavior | 4 | 3 | 4 | 3.5
2.2.3 | Teacher response to misbehavior is effective and sensative to students needs | 4 | 3.8 | 4 | 3.4
 | Mean | 4 | 3.3 | 4 | 3.4
 | Domain 3: Instruction
 | Component 3.1: Using Questioning and Discussion Techniques ([NAME], 3b)
3.1.1 | Students initiate and pose higher-order thinking questions. | 4 | 3 | 4 | 3.3
3.1.2 | Student interactions extend and enrich the discussion with little to no teacher intervention. | 4 | 3.5 | 4 | 3.4
3.1.3 | Students invite and respond to comments from peers during discussion. | 3.5 | 4 | 4 | 3.2
 | Mean | 3.8 |  | 4 | 3.4
 | Component 3.2: Engaging Students in Learning ([NAME], 3c)
3.2.1 | All students are engaged intellectually in the lesson. | 3.5 | 3.3 | 4 | 3.4
3.2.2 | Students take initiative to modify a learning task to make it more meaningful or relevant to their needs | 3.5 | 3.3 | 4 | 3.5
3.2.3 | Instruction materials are suitable and students initiate the choice and adaptation of the materials | 4 | 3.8 | 4 | 3.6
3.2.4 | [NAME]'s stucture is highly coherent, allowing for reflection and closure | 4 | 3.3 | 4 | 3.4
 | Mean | 3.6 | 3.4 | 4 | 3.5
 | Component 3.3: Using Assessment in Instruction ([NAME], 3d)
3.3.1 | Evidence exists that students contributed to establishing evaluation criteria. | 4 | 3.3 | 4 | 3.3
3.3.2 | Teacher's actively and systematically elicits diagnostic information from individual students | 4 | 3.8 | 4 | 3.4
3.3.3 | Teacher's feedback to students is timely and consistently high quality | 4 | 4 | 4 | 3.5
3.3.4 | Students monitor the quality of their own work against assessment criteria | 4 | 3.5 | 4 | 3.6
 | Mean | 4 | 3.7 | 4 | 3.5
 | Domain 4: Professionalism
 | Component 4.1: Modeling Professional KSD (partially from [NAME], 4)
4.1.1 | Teacher's system for maintaining assignments is effective and preseted on time | 4 | 4 | 4 | 3.5
4.1.2 | Teacher seeks feedback and maintains an open mind. Accepts responsibility for actions and maintains a positive attitude | 4 | 4 | 4 | 3.6
4.1.3 | Teacher is honest and shows high integrity | 4 | 3 | 4 | 3.5
 | Mean | 4 | 3.7 | 4 | 3.5
 | Content
1 | Monitors and reflects on the process of mathematical problem solving. (NCTM 1.4) | 4 | 3.8 | 4 | 3.5
2 | Communicates their mathematical thinking coherently and clearly to peers, faculty, and others. (NCTM 3.1) | 4 | 3.8 | 4 | 3.4
3 | Uses the language of mathematics to express ideas precisely. (NCTM 3.2) | 4 | 3.6 | 4 | 3.5
4 | Analyzes and evaluates the mathematical thinking and strategies of others. (NCTM 3.4) | 4 | 3.8 | 4 | 3.6
5 | Uses knowledge of mathematics to select and use appropriate technological tools, such as but not limited to, spreadsheets, | 4 | 4 | 4 | 3.7
 | dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-collection
 | devices, and presentation software. (NCTM 6.1)
6 | Participates in professional mathematics organizations and uses their print and on-line resources. (NCTM 8.5) | 4 | 3.8 | 4 | 3.5
7 | Demonstrates knowledge of research results in the teaching and learning of mathematics. (NCTM 8.6) | 4 | 3.8 | 4 | 3.4
8 | Demonstrates the ability to lead classes in mathematical problem solving and in developing in-depth conceptual | 4 | 4 | 4 | 3.6
 | understanding, and help students develop and test generalizations. (NCTM 8.8)
9 | Demonstrates knowledge of the historical development of mathematics including contributions from diverse cultures. | 4 | 4 | 4 | 3.8
 | (NCTM 9.10, 10.6, 11.8, 12.5, 13.4, 14.8, 15.4)
10 | Demonstrates computational proficiency, including a conceptual understanding of numbers, ways of representing number, | 4 | 4 | 4 | 3.4
 | relationships among number and number systems, and meanings of operations. (NCTM 9)
11 | Emphasizes relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change. (NCTM 10) | 4 | 3.8 | 4 | 3.5
12 | Uses spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties.  (NCTM 11) | 4 | 4 | 4 | 3.3
13 | Demonstrates a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in | 4 | 4 | 4 | 3.5
 | the techniques and application of calculus. (NCTM 12)
14 | Applies the fundamental ideas of discrete mathematics in the formulation and solution of problems. (NCTM 13) | 4 | 4 | 4 | 3.5
15 | Demonstrates an understanding of concepts and practices related to data analysis, statistics, and probability. (NCTM 14) | 4 | 3.8 | 4 | 3.6
16 | Applies and uses measurement concepts and tools. (NCTM 15) | 4 | 4 | 4 | 3.7
 | Mean | 4 | 3.9 | 4 | 3.5