Student Name Date Cooperating Teacher School University Supervisor Semester Evaluator MIDTERM EVALUATION Additional Evaluation Items for Secondary Mathematics To this point in the student teaching experience, the student teacher has demonstrated that they (mark one for each row): Standard Unacceptable Acceptable Target Specific Comments that Support the Rating Apply knowledge of curriculum standards for secondary mathematics and their relationship to student learning within and across mathematical domains. (3a) Candidate rarely appropriately applies their knowledge of curriculum standards. Candidate applies knowledge of curriculum standards in ways that support student learning both within and across mathematical domains most of the Candidate applies knowledge of curriculum standards in ways that support student learning both within and across mathematical domains almost
communicate about mathematics. mathematics. Provide students with opportunities to make connections among mathematics, other content areas, everyday life, and the workplace. (3d) Candidate rarely provides students with opportunities to make connections among mathematics, other content areas, everyday life, and the workplace. Candidate consistently provides students with opportunities to make connections among mathematics, other content areas, everyday life, and the workplace. Candidate almost always provides students with opportunities to make connections among mathematics, other content areas, everyday life, and the workplace. Implement techniques related to student engagement and communication including: selecting high tasks (3e) Candidate rarely demonstrates Candidate consistently demonstrates Candidate almost always demonstrates guiding mathematical discussions (3e) Candidate rarely demonstrates Candidate consistently demonstrates Candidate almost always demonstrates identifying key mathematical ideas (3e) Candidate rarely demonstrates Candidate consistently demonstrates Candidate almost always demonstrates identifying and addressing student misconceptions (3e) Candidate rarely demonstrates Candidate consistently demonstrates Candidate almost always demonstrates employing a range of questioning strategies (3e) Candidate rarely demonstrates Candidate consistently demonstrates Candidate almost always demonstrates Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. (3f) Candidate rarely reflects on mathematical proficiencies essential for all students as they plan and implement assessments. Candidate consistently reflects on mathematical proficiencies essential for all students as they inform instructional decisions through planning, selecting, Candidate almost always reflects on mathematical proficiencies essential for all students as they inform instructional decisions through planning, selecting,
implementing, and interpreting formative and summative assessments. implementing, and interpreting formative and summative assessments. Monitor students’ progress, make instructional decisions, and measure students’ mathematical understanding and ability using formative and summative assessments. (3g) Candidate rarely uses formative and summative assessments to inform instructional decisions. Candidate consistently uses both formative and summative assessments to inform instructional decisions, measure students’ understandings, and monitor students’ progress. Candidate almost always uses both formative and summative assessments to inform instructional decisions, measure students’ understandings, and monitor students’ progress. Criteria Unacceptable Acceptable Target Ratings of Unacceptable Must Include Specific Improvements to be Made
Exhibit knowledge of adolescent learning, development, and behavior. (4a) Candidate rarely exhibits understandings of adolescent behavior or appropriate responsiveness to adolescent behavior; AND/OR candidate rarely exhibits knowledge of adolescent learning and development. Candidate frequently exhibits an understanding of and appropriate responsiveness to adolescent behavior, and candidate also frequently exhibits knowledge of adolescent learning and development. Candidate almost always exhibits an understanding of and appropriate responsiveness to adolescent behavior, and candidate also almost always exhibits knowledge of adolescent learning and development. Demonstrate a positive disposition toward mathematical processes and learning. (4a) Candidate rarely demonstrates Candidate consistently demonstrates Candidate almost always demonstrates
Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge from prior knowledge and experiences. (4b) Though almost all of the candidate’s planned and implemented student learning opportunities include at least one of the following elements, rarely does the candidate’s instruction plan for and create learning opportunities that are all of the following: developmentally appropriate, sequential, challenging, grounded in mathematics education research, and that actively engage students in building new knowledge. Consistently plans and creates developmentally appropriate (which means appropriately scaffolded and sequenced), challenging learning opportunities that are based in mathematics education research (which supports student active engagement in constructing knowledge from prior experiences and understandings). Almost always plans and creates developmentally appropriate (in terms of scaffolding and sequencing) learning opportunities that are challenging and based in the research in mathematics education that supports student active engagement in constructing new knowledge from prior experiences and understandings.
Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms. (4c) Candidate is aware of individual differences and multiple diversities that exist within classrooms. Candidate frequently explicitly values individual differences and cultural and linguistic diversity, among other diversities. Candidate almost always demonstrates a positive disposition towards and a valuing of individual differences and multiple diversities, including cultural and linguistic diversities, in their classrooms. Includes culturally relevant perspectives as a means to motivate and engage students. (4c) Candidate occasionally incorporates culturally relevant perspectives to motivate and engage students. Candidate frequently incorporates a variety of culturally relevant perspectives to motivate and engage students. Candidate almost always seeks out culturally relevant perspectives as a means to motivate and engage students’ enthusiasm for learning. Demonstrate equitable and ethical treatment of and high expectations for all students. (4d) Rarely demonstrates equitable and ethical treatment of and high expectations for all students. Consistently demonstrates equitable and ethical treatment of and high expectations for all students. Almost always demonstrates equitable and ethical treatment of and high expectations for all students. Apply mathematical content and pedagogical knowledge to select and use instructional tools such as manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and mathematics-specific technologies (e.g., graphing tools, interactive geometry software, computer algebra systems, and statistical packages. (4e) Rarely applies content and pedagogical knowledge to select and use instructional tools and technologies. Consistently applies content and pedagogical knowledge to select and use instructional tools and technologies. Almost always applies content and pedagogical knowledge to select and use instructional tools and technologies.
Make sound decisions about when such tools enhance teaching and learning, recognizing both the insights to be gained and possible limitations of such tools. (4e) Candidate rarely recognizes ways in which instructional tools and technologies enhance student learning. AND/OR candidate rarely recognizes the limitations of such tools. Candidate frequently makes sound decisions about when instructional tools and technologies enhance learning, thereby demonstrating that they frequently recognize both the potential insights to be gained from such tools as well as the limitations of the tools. Candidate almost always makes sound decisions about when instructional tools and technologies enhance learning, thereby demonstrating that they almost always recognize both the potential insights to be gained from such tools as well as the limitations of the tools. Criteria Unacceptable Acceptable Target Ratings of Unacceptable Must Include Specific Improvements to be Made
Engage students in developmentally appropriate mathematical activities and investigations that require active engagement and include technology in building new knowledge. (5b) Rarely engages students in developmentally appropriate mathematical activities and investigations that require active engagement and include technology in building new knowledge. Consistently engages students in developmentally appropriate mathematical activities and investigations that require active engagement and include technology in building new knowledge. Almost always engages students in developmentally appropriate mathematical activities and investigations that require active engagement and include technology in building new knowledge. Collect, organize, analyze, and reflect on diagnostic, formative, and summative assessment evidence. (5c) Consistently collects, organizes, analyzes, and reflects on assessment evidence. Consistently collects, organizes, analyzes, and reflects on diagnostic, formative, and summative assessment evidence. Almost always collects, organizes, analyzes, and reflects on diagnostic, formative, and summative assessment evidence. Determines the extent to which students’ mathematical proficiencies have increased as a result of their instruction. (5c) Rarely determines the extent to which students’ mathematical proficiencies have increased as a result of their instruction. Consistently determines the extent to which students’ mathematical proficiencies have increased as a result of their instruction. Almost always determines the extent to which students’ mathematical proficiencies have increased as a result of their instruction. Take an active role in their professional growth by participating in professional development experiences that directly relate to the learning and teaching of mathematics. (6a) Rarely takes an active role in their professional growth by participating in professional development experiences that directly relate to the learning and teaching of mathematics. Consistently takes an active role in their professional growth by participating in professional development experiences that directly relate to the learning and teaching of mathematics. Almost always takes an active role in their professional growth by participating in professional development experiences that directly relate to the learning and teaching of mathematics.
Engage in continuous and collaborative learning that draws upon research in mathematics education to inform practice; enhance learning opportunities for all students’ mathematical knowledge development; involve colleagues, other school professionals, families, and various stakeholders; and advance their development as a reflective practitioner. (6b) Consistently engages in continuous and collaborative learning that draws upon research in mathematics education to inform practice; enhance learning opportunities for all students’ mathematical knowledge development; involve colleagues, other school professionals, families, and various stakeholders; OR advance their development as a reflective practitioner. Consistently engages in continuous and collaborative learning that (1) draws upon research in mathematics education to inform practice; (2) enhances learning opportunities for all students’ mathematical knowledge development; (3) involves colleagues, other school professionals, families, and various stakeholders; AND (4) advances their development as a reflective practitioner. Almost always engages in continuous and collaborative learning that (1) draws upon research in mathematics education to inform practice; (2) enhances learning opportunities for all students’ mathematical knowledge development; (3) involves colleagues, other school professionals, families, and various stakeholders; AND (4) advances their development as a reflective practitioner. Utilize resources from professional mathematics education organizations such as print, digital, and virtual resources/collections. (6c) Rarely utilizes resources from professional mathematics education organizations such as print, digital, and virtual resources/collections. Consistently utilizes resources from professional mathematics education organizations such as print, digital, and virtual resources/collections. Almost always utilizes resources from professional mathematics education organizations such as print, digital, and virtual resources/collections.
Examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics. (7c) Instructional implementation indicates a superficial examination of how mathematics should be taught. Instructional implementation evidences a thorough examination of how mathematics should be taught and how students learn mathematics. Implementation of instruction and assessment evidences a connected perspective of the nature of mathematics, how mathematics should be taught, and how students learn mathematics. Observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment (7c) Observed primarily one approach to mathematics teaching. Observed an analyzed a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment. Observed an analyzed a range of approaches to teaching and learning in mathematics and other disciplines, focusing on tasks, discourse, environment, and assessment