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Annual Report for Period:04/2000 - 03/2001 Submitted on: 12/31/2000

Principal Investigator: Marder, Michael P. Award ID: 9953187

Organization: U of Texas Austin

Title:UTeach-A Secondary Pre-service Program in Science and Mathematics

Project Participants

Senior Personnel

Name: Marder, Michael

Worked for more than 160 Hours: Yes

Contribution to Project:

Name: Confrey, Jere

Worked for more than 160 Hours: Yes

Contribution to Project:

Name: Laude, David

Worked for more than 160 Hours: Yes

Contribution to Project: David Laude was the faculty member who taught a new course, Research Methods, that we developed this past semester. No NSF funding was needed to support him.

Name: Petrosino, Tony

Worked for more than 160 Hours: Yes

Contribution to Project: Tony Petrosino last spring taught Project-Based Instruction, one of the courses in the UTeach professional development sequence being developed under this grant.

Name: Stroup, Walter

Worked for more than 160 Hours: Yes

Contribution to Project: Walter Stroup taught Knowing and Learning, one of the UTeach courses under development in this proposal

Name: Brand, Jerry

Worked for more than 160 Hours: Yes

Contribution to Project: Jerry Brand began doing advance work this past summer for a conference we will hold to coordinate with community colleges.

Post-doc

Graduate Student

Undergraduate Student

Technician, Programmer

Other Participant

Status: Approved, User: , Date: 01/02/01

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Name: Dodson, Melissa

Worked for more than 160 Hours: Yes

Contribution to Project: Melissa Dodson has worked for UTeach full time in two capacities. She is the program evaluator, and has prepared a variety of surveys and other evaluation materials. She is also student advisor.

Name: Kaye, Forgione

Worked for more than 160 Hours: Yes

Contribution to Project: Kaye Forgione has been working for UTeach by assembling materials for dissemination and improvement, and representing us at conferences. She has prepared the materials on curriculum alignment that occupied many UTeach personnel throughout this past fall.

Name: Long, Mary

Worked for more than 160 Hours: Yes

Contribution to Project: In addition to teaching UTeach courses, Mary Long participated this semester in developing our model for student teaching.

Name: Walker, Mary

Worked for more than 160 Hours: Yes

Contribution to Project: Mary Walker assisted with the development of Research Methods, and also assisted in developing our model of student teaching.

Name: Carmack, Gail

Worked for more than 160 Hours: Yes

Contribution to Project: Gail Carmack was an instructor for Project-Based Instruction, one of the courses being developed under this grant.

Name: Evertson, Gayle

Worked for more than 160 Hours: Yes

Contribution to Project: In addition to teaching duties in UTeach, Gayle worked on developing a new degree plan for the Middle Grades.

Research Experience for Undergraduates

Organizational Partners

Other Collaborators or Contacts

Activities and Findings

Research and Education Activities:Our proposal was built around four thematic areas, with a set of activities described for each one. Although the grant has only been active for six months, we have progress to report on many of them, and

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I will recall them in turn, describing what has happened so far. ACTIVITIES for GOAL ONE--Continuous Field Experience. 1. Strengthen recruitment efforts at high schools by sending student ambassadors to recruitment fairs throughout the state. Has not happened yet, as grant began after current recruiting cycle. Nevertheless, all introductory courses are enrolled at capacity. 2. Develop and implement a structured framework for identifying, recruiting, and providing on-going staff development for mentor teachers. The UTeach Master Teachers meet regularly with mentor teachers and continue to acquire information on excellent area teachers who can serve as mentors for our students. 3. Develop electronic portfolio system to track the pre-teachers' progress toward meeting the State's Learner-Centered Proficiencies. We have drafted a portfolio document outlining students' progress towards meeting the Learner-Centered Proficiencies. Students use this document to gauge their progress, and portfolio reviewers use it to evaluate the students. We have not yet implemented an electronic system for monitoring progress. 4. Develop video resources for field-based courses on Classroom Interactions and : Project-Based Instruction in Science and Mathematics. Resources have been assembled for this task, largely from sources other than this grant, but it has not yet been carried out. ACTIVITIES for GOAL TWO-- Exemplary Undergraduate Education 1.Develop exemplary content courses that illustrate the best of Standards-based approaches in content and pedagogy at the undergraduate level. The domain course 'Functions and Modeling' continues to be taught and refined. A new course, 'Research Methods,' was first taught in spring 2000, and then in a completely different way in fall 2000. It continues to develop rapidly. A course on biotechnology is scheduled for development in spring 2001. 2.Use internet technology to refine and disseminate the instructional materials developed in these courses. Premature, as we will discuss later. 3.Offer sections of these undergraduate courses during evening and summer periods so they are accessible to practicing teachers. We are currently stretched to capacity offering our courses to undergraduate majors in UTeach. The College of Natural Sciences offered last summer a Master Teacher Summer Institute, a five-week institute giving graduate credit, and aimed at improving the content knowledge of 75 inservice secondary teachers. This summer the

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Institute hopes to expand to nearly double the size. The resources and staff for this Institute are separate from those supported by this grant. 4.Reform selected sections of large service courses in cooperation with parallel efforts in College of Natural Sciences. The College of Natural Sciences has established a list of constituencies for Small Classroom Experiences, which are relatively small sections of introductory service courses taught by the College's best instructors. Nine courses of this type are now being offered, and more are planned. UTeach students are among those eligible to take these classes. ACTIVITIES for GOAL THREE--Equity and Excellence in Mathematics and Science Education. 1.Continue early recruitment methods that have proven successful in attracting a diverse group of students to teacher preparation in math and science. Increase early recruitment by sending student ambassadors to urban and rural areas to promote UTeach. A letter to all incoming freshmen in Natural Sciences continues to be our most effective recruiting tool. Introductory courses are all filled to capacity. These improvements will be implemented in future recruiting cycles. 2.Relieve financial pressures by assisting in application for state funds supporting preteachers, and providing paid internships in the science and math community. We encourage students to apply for pay-back fellowships made available by the State, and have created an internship program. Each semester between 50 and 60 students work 10-20 hours per week for nonprofit educational organizations in the Austin area. This program has been very popular with area foundations, which have provided all the funding. In addition, we have been informed that a substantial new source of fellowship support will soon be made available, in cooperation with the Austin Independent School District. 3.Relieve academic pressures by providing special sections of service courses, tutoring services, and peer mentoring. This goal is partly being met through the Small Classroom Experiences provided by the College of Natural Sciences, and through cohort support within UTeach. 4.Address issues of equity within preservice courses, providing students with techniques and strategies for working with diverse student populations. These issues are addressed in the new courses Knowing and Learning and Classroom Interactions that have are under continuing development for UTeach. 5.Establish field-placement sites with mentor teachers who have been

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successful in promoting student success in a full range of urban settings. UTeach has a close connection to Travis high school, an urban high also linked to the University of Texas through co-PI Confrey's Systemic Research Center. Many student placements occur in this school, particularly those associated with the course Classroom Interactions. A range of excellent mentor teachers has been located throughout Austin, many of whom teach in the challenging urban conditions we allude to here. ACTIVITIES for GOAL FOUR-- Technology Integration: 1.Integrate technology into all innovative content courses and provide pedagogical support to participating faculty through ongoing faculty seminars and workshops. All the the new courses developed for UTeach weave educational technology use into the instruction. For example, Functions and Modeling makes use of motion detectors and Geometer's Sketchpad. Final projects for Project-Based Instruction involve creating a CD-ROM with interactive instructional material. Many of the courses have a web page with extensive resources that plays an important role in the instruction. 2.Model the use of technology in all subject-matter focused education courses both as demonstration device and learning tool. As mentioned above, educational technology is employed in this fashion in all the new courses we have created or are creating. 3.Update the technological skills of inservice and mentor teachers through enrollment in the program's new innovative courses. Strategies to implement this goal are still in the discussion stage. We note that one week of this past summer's Master Teacher Summer Institute was devoted to educational technology. 4.Create a set of focused videos that illustrate key concepts in the courses on Knowing and Learning and Classroom Interactions to support professional development. We have assembled resources needed to create these videos, but they have not yet been produced. 5.As part of portfolio review, evaluate all students against technology benchmarks. Draft technology benchmark standards can be found in Appendices 2 and 3.

Findings:As this grant has only been active for six months, it is somewhat premature to speak of major findings. We hope that we are establishing a national model for preservice education in science and mathematics,

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and that our program will help serve as a prototype for other institutions that share similar goals. We are making progress towards the goals we established for ourselves at the beginning of the grant. Total enrollment in UTeach is now over 270 science and mathematics majors. We graduated a first group of seven student teachers this fall, and will have another 30 students entering student teaching in the spring. All of the seven recent graduates will soon start to teach, many of them within the next few weeks. Most of these students have the level of skill in mathematics or science that would allow them to continue to graduate school if they chose. UTeach is being closely evaluated at a number of levels. The evaluations are arranged by Dr. Melissa Dodson, whom we have employed to oversee these efforts. We are working out a cooperative arrangement with the Southwest Texas CETP in which each program helps evaluate the other to improve objectivity. Another portion of the evaluation has been coordinated by Dr. Kaye Forgione. The progress of every student is carefully examined, during introductory field-experience course by Mentor and Master teachers, during professional development courses by Education faculty, during review of each student's portfolio, and during the student teaching semester. We have prepared five documents related to program evaluation so far during this grant. 1.) The progress of every UTeach course is evaluated through formative evaluations given to every student at mid-semester. The results of these evaluations are given to each instructor and to UTeach program directors. The results of these evaluations are confidential, so we will just report the results of two questions, without mentioning the course or instructor to which they apply. Responses to questions on Overall Course Value for courses developed especially for UTeach. (Average responses on scale of 1 to 5 with 1 disagree, and 5 strongly agree for 15 courses) Before this semester I thoughtAt this point in time I feel this this course would be of course will be (or already has been value to me.of value to me. ___________________________________________________________________ 4.04.5 4.24.7 4.54.5 4.24.6 3.94.2 3.84.4 3.84.0 4.04.2 4.24.2

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3.73.3 4.34.3 3.64.3 3.23.5 3.84.8 4.24.7 We include the survey document as Appendix 1. 2.) We have written a Holistic Program Evaluation plan. A good sense of the scope of this plan is provided by the table of contents, which is Holistic Model Diagram ii Mission Statement page 2 Desired Products Desired outcomes page 2 Desired outputs page 3 Portfolio standardspage 3 Technology benchmarks page 5 Desired behavioral objectives page 6 Desired Processes Process goals page 7 Process objectivespage 8 Data Collection Calendar page 12 Natural Language Questions from Stakeholderspage 14 The full report appears as Appendix 2 3.) We have prepared a portfolio review packet. It contains a detailed description of how each student must meet the Texas Learner-Centered Proficiencies in completing his or her portfolio. It appears as Appendix 3. 4.) We have been monitoring the retention and academic success of the UTeach students as a whole. Two statistics particularly worthy of note are that UTeach students have an average GPA of 3.1 versus a College average of 2.8 and University average of 2.9, and that we have so far retained over 60% of the students who began with us as freshmen, compared to a College six-year graduation rate of about 30%. A summary of the retention data appears as Appendix 4. 5.) We spent much of the semester mapping out the curriculum in the UTeach sequence. We examined the syllabus of each of the courses specifically created for UTeach, and had wide-ranging discussions on topics included and omitted. A summary of these discussions has been prepared by Kaye Forgione, and is included as Appendix 5.

Training and Development:The creation of UTeach involves the training and development of four separate groups of people 1.Faculty in the College of Education are developing a completely new professional development sequence for UTeach students. Generic Education courses have been eliminated, and they have been replaced

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with new courses specifically devoted to the problems of teaching, learning, and knowing science and mathematics. A recent alteration of certification requirements by the State of Texas requires us to create a new Middle Grades certification program, and this new program will involve two more courses, one on Reading, Writing, and Assessment in Mathematics and Science, and the other on Adolescent Development. 2.Faculty and staff in the College of Natural Sciences are developing a course on Research Methods, have assisted with domain courses on Functions and Modeling, Geometry and Visualization, and will develop additional courses including Biotechnology, and Biostatistics. They are also teaching Small Classroom Experience sections of introductory service courses to UTeach and other students. 3.UTeach students are working towards teaching certificates in secondary and middle grades mathematics and science. In addition, they have the opportunity to work as interns in a wide variety of nonprofit educational ventures throughout Austin. 4.Teachers in the Austin Independent School District have to opportunity to work with UTeach students when our students are interns, during early field-experience courses, and when they are student teachers. When UTeach students bring innovate projects into the classrooms, all parties benefit from the exchange of ideas. We can point to an increasing number of programs throughout Austin beginning to view UTeach interns as in important resource.

Outreach Activities:While UTeach does involve outreach --- particularly the internship program, which places between 50 and 60 students in educational programs each semester --- we feel that the preparation of skilled teachers of science and mathematics is our most important activity. The notion of outreach make most sense in the context of a basic research grant that has education as an auxiliary focus, rather than this one in which education and improvement of the educational system is the primary focus.

Journal Publications

Books or Other One-time Publications

Web/Internet Site

URL(s):http://www.utexas.edu/cons/uteach.htmlDescription:Our web site has not been updated much since we received the CETP award, and is not terribly complete. We are working to correct this situation.

Other Specific Products

Contributions

Contributions within Discipline:

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The principal discipline of our project is the preparation of secondary science and mathematics teachers. To the best of our knowledge, with 270 students enrolled, UTeach is now the largest program of this type at any research institution in the United States. We hope we can show other research institutions how colleges of Science and Education can work profitably together for a dramatic increase in the quantity and quality of the certified secondary teachers they prepare.

Contributions to Other Disciplines: Our project has no importance for the other disciplines of science and engineering, except that if there are no qualified teachers of science and mathematics, there will be few US citizens able to enter these fields in the future.

Contributions to Human Resource Development: UTeach is exclusively concerned with the development of human resources, the preparation and support of future secondary science and mathematics teachers, and the professional development of the teachers in the schools with whom they work. We have 270 students currently enrolled, have just graduated a group of 7 secondary teachers, and will have 30 in student teaching next semester.

Contributions to Resources for Research and Education: The materials for the UTeach courses constitute an information resource upon which it will eventually be possible to build similar programs at other institutions. We have developed detailed sets of materials for the following courses: STEP I (1 hour field course) STEP II (1 hour field course) Knowing and Learning in Science and Mathematics (3 hours) Classroom Interactions (3 hours) Project-Based Instruction (3 hours) Research Methods (3 hours) We have not yet decided how to make the materials for these courses available. There is concern, for example, that commercial publishers could take over our materials and then try to prevent us from using them without payment. This scenario would sound fantastic if one of the faculty associated with our program had not already experienced it. We intend to make course materials available in a form that can be disseminated, but whether we settle upon books, CD's, the web, or other media is still a matter of discussion within the faculty. The materials for some of these courses are far from polished, so it would be inappropriate to distribute the materials right now in any event.

Contributions Beyond Science and Engineering: I believe that the deficiencies of the US educational system pose the largest standing threat to the welfare of the country. Many national politicians appear to agree. The current economic expansion has been fueled by the development of the technology sector, which demands workers highly skilled in computer science, engineering, mathematics and science. Despite the generous salaries given these positions, there are not enough trained US citizens to fill them, and around

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85,000 skilled foreign workers obtain visas each year to take them. Many business leaders regard the hiring of foreign workers as a quick fix that relies on the relative strength of our economy compared to that of other countries, particularly India and China. While the dependence of the US economy upon knowledge workers increases, the educational infrastructure to prepare them is decaying. Every level of the educational system demands rapid improvement, but the greatest difficulties lie in the upper elementary and secondary grades. A large group of excellent teachers hired in the 50s and 60s is beginning to retire, and shortages of qualified science and mathematics teachers are widespread and growing. UTeach provides a model for how research universities can attempt to fight these dismaying trends. I hope that the lessons we learn will be of value beyond the boundaries of our campus, and that our efforts are not too little and too late.

Special Requirements

Special reporting requirements: None

Change in Objectives or Scope: None

Unobligated funds: $ 419,450.00

Animal, Human Subjects, Biohazards: None

Categories for which nothing is reported: Organizational Partners

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that

wil

l inc

reas

e th

e nu

mbe

r an

d di

vers

ity

of c

ompe

tent

UT

mat

h, s

cien

ce a

nd c

ompu

ter

scie

nce

stud

ents

ent

erin

g th

e te

achi

ng f

ield

and

ass

umin

gpo

siti

ons

of e

duca

tion

al le

ader

ship

in th

eir

fiel

ds.

DE

SIR

ED

PR

OD

UC

TS

The

se a

re th

e de

sire

d ch

arac

teri

stic

s of

our

stu

dent

s as

they

mov

e th

roug

h va

riou

s st

ages

of o

ur p

rogr

am. T

hey

fall

into

thre

e ca

tego

ries

: de

sire

d ou

tcom

es (

for

stud

ents

who

hav

egr

adua

ted

and

are

teac

hing

in th

e sc

hool

s), d

esir

ed o

utpu

ts (

for

stud

ents

who

are

com

plet

ing

the

prog

ram

), a

nd d

esir

ed b

ehav

iora

l obj

ecti

ves

(for

stu

dent

s w

ho a

rem

ovin

g th

roug

h th

e pr

ogra

m).

DE

SIR

ED

OU

TC

OM

ES

: P

rofe

ssio

nal e

duca

tors

who

wer

e ce

rtif

ied

thro

ugh

the

UT

each

pro

gram

wil

l per

form

in a

man

ner

cons

iste

nt w

ith

the

foll

owin

g pr

ofes

sion

al d

evel

opm

ent s

tand

ards

est

abli

shed

by

the

Tex

as S

tate

Boa

rd f

or E

duca

tor

Cer

tifi

cati

on (

SB

EC

). T

hese

edu

cato

rs w

ill b

e ab

leto

:

1.de

sign

inst

ruct

ion

appr

opri

ate

for

all s

tude

nts

that

ref

lect

s an

und

erst

andi

ng o

fre

leva

nt c

onte

nt a

nd is

bas

ed o

n co

ntin

uous

and

app

ropr

iate

ass

essm

ent.

2.cr

eate

a c

lass

room

env

iron

men

t of

resp

ect a

nd r

appo

rt th

at f

oste

rs a

pos

itiv

e cl

imat

efo

r le

arni

ng, e

quit

y an

d ex

cell

ence

.

3.pr

omot

e st

uden

t lea

rnin

g by

pro

vidi

ng r

espo

nsiv

e in

stru

ctio

n th

at m

akes

use

of

effe

ctiv

e co

mm

unic

atio

n te

chni

ques

, ins

truc

tion

al s

trat

egie

s th

at a

ctiv

ely

enga

gest

uden

ts in

the

lear

ning

pro

cess

, and

tim

ely,

hig

h−qu

alit

y fe

edba

ck.

4.fu

lfil

l pro

fess

iona

l rol

es a

nd r

espo

nsib

ilit

ies

and

adhe

re to

lega

l and

eth

ical

requ

irem

ents

of

the

prof

essi

on.

5.un

ders

tand

the

cent

ral c

once

pts,

tool

s of

inqu

iry

and

stru

ctur

es o

f th

e di

scip

line

and

be a

ble

to c

reat

e le

arni

ng e

xper

ienc

es th

at m

ake

the

subj

ect m

atte

r m

eani

ngfu

l to

stud

ents

.

Dat

a so

urce

s (f

or E

valu

atio

n St

age

E):

•in

duct

ion

year

sel

f−as

sess

men

ts•

men

tor

eval

uati

ons

of in

duct

ion

year

stu

dent

s•

adm

inst

rato

r ev

alua

tion

s of

indu

ctio

n ye

ar s

tude

nts

•lo

ngit

udin

al r

eten

tion

dat

a

3

DR

AF

T

DE

SIR

ED

OU

TP

UT

SU

pon

com

plet

ion

of th

e pr

ogra

m, U

Tea

ch s

tude

nts

wil

l dem

onst

rate

pro

fici

ency

on

two

sets

of

stan

dard

s: t

he L

earn

er−

Cen

tere

d P

rofi

cien

cies

, whi

ch w

ere

esta

blis

hed

by S

BE

C,

and

the

Tec

hnol

ogy

Per

form

ance

Pro

file

s, w

hich

wer

e es

tabl

ishe

d by

the

Inte

rnat

iona

lS

ocie

ty f

or T

echn

olog

y in

Edu

cati

on (

IST

E).

The

se s

tand

ards

are

sum

mar

ized

in th

efo

llow

ing

port

foli

o an

d te

chno

logy

ben

chm

arks

est

abli

shed

by

the

UT

each

Pro

gram

:

Por

tfol

io B

ench

mar

ks:

UT

each

Gra

duat

es w

ill b

e ab

le t

o:

Des

ign

Lea

rner

−C

ente

red

Inst

ruct

ion,

as

evid

ence

d by

thei

r ab

ilit

y to

:1.

Act

ivel

y en

gage

stu

dent

s in

a v

arie

ty o

f in

tere

stin

g, c

hall

engi

ng a

nd w

orth

whi

leac

tivi

ties

.2.

Hel

p st

uden

ts c

onne

ct n

ew c

onte

nt w

ith

thei

r pr

ior

know

ledg

e an

d ga

in in

sigh

ts in

toth

eir

mis

conc

epti

ons.

3.D

evel

op c

lear

ly−

stat

ed o

bjec

tive

s th

at a

re a

ge−

appr

opri

ate

and

able

to b

e as

sess

ed.

4.G

uide

stu

dent

s in

usi

ng a

ppro

pria

te te

chno

logi

es to

gat

her,

org

aniz

e an

d di

spla

y da

ta.

5.S

elec

t or

desi

gn a

var

iety

of

wor

thw

hile

ass

essm

ent i

nstr

umen

ts, s

ome

of w

hich

invo

lve

stud

ent s

elf−

asse

ssm

ent.

Est

ablis

h a

Lea

rner

−C

ente

red

Cla

ssro

om, a

s ev

iden

ced

by th

eir

abil

ity

to:

1.M

odel

a r

espe

ct f

or d

iver

sity

and

enc

oura

ge a

ll s

tude

nts

to w

ork

toge

ther

coop

erat

ivel

y.2.

Dev

elop

lear

ning

act

ivit

ies

that

em

phas

ize

coll

abor

atio

n an

d te

amw

ork.

3.C

onsi

sten

tly

and

effe

ctiv

ely

enfo

rce

high

exp

ecta

tion

s fo

r st

uden

t beh

avio

r.4.

Res

pond

fle

xibl

y to

stu

dent

s in

the

clas

sroo

m, u

sing

on−

goin

g as

sess

men

t to

adju

stin

stru

ctio

n.5.

Em

ploy

saf

e pr

acti

ces

in d

esig

ning

, pla

nnin

g an

d im

plem

enti

ng a

ll in

stru

ctio

nal

acti

viti

es.

Fos

ter

Lea

rner

−C

ente

red

Com

mun

icat

ion,

as

evid

ence

d by

thei

r ab

ilit

y to

:1.

Ask

car

eful

ly−

fram

ed q

uest

ions

that

hel

p st

uden

ts d

evel

op h

ighe

r−or

der

thin

king

skil

ls a

nd lo

gica

l rea

soni

ng/p

robl

em s

olvi

ng a

bili

ties

.2.

Fac

ilit

ate

refl

ecti

on a

nd d

iscu

ssio

n be

twee

n st

uden

ts a

bout

thei

r in

quir

y ex

peri

ence

s.3.

Eng

age

stud

ents

in ta

sks

that

req

uire

them

to c

omm

unic

ate

thei

r re

ason

ing

usin

gap

prop

riat

e an

d pr

ecis

e te

rmin

olog

y.4.

Com

mun

icat

e th

e im

port

ance

of

the

inst

ruct

iona

l con

tent

and

his

/her

exp

ecta

tion

s fo

rhi

gh q

uali

ty w

ork.

5.

Pro

vide

stu

dent

s w

ith

tim

ely

feed

back

that

is a

ccur

ate,

con

stru

ctiv

e, s

ubst

anti

ve a

ndsp

ecif

ic.

Pra

ctic

e L

earn

er−

Cen

tere

d P

rofe

ssio

nalis

m, a

s ev

iden

ced

by th

eir

abil

ity

to:

1.E

ngag

e in

col

labo

rati

ve d

ecis

ion−

mak

ing

and

prob

lem

−so

lvin

g w

ith

othe

r ed

ucat

ors.

2.E

ngag

e st

uden

t fam

ilie

s in

thei

r ch

ildr

en’s

edu

cati

on a

nd r

espo

nd a

ppro

pria

tely

toth

eir

conc

erns

.3.

Eng

age

them

selv

es in

a v

arie

ty o

f ac

tivi

ties

to c

onti

nual

ly e

nhan

ce h

is/h

er c

onte

ntan

d pe

dago

gica

l kno

wle

dge

and

skil

ls.

4

DR

AF

T

4.R

efle

ct o

n ho

w h

is/h

er te

achi

ng im

pact

s ot

hers

and

enc

oura

ge f

eedb

ack

from

stu

dent

san

d co

llea

gues

.5.

Inte

ract

wit

h st

uden

ts in

a w

ay th

at is

con

sist

ent w

ith

the

lega

l and

eth

ical

gui

deli

nes

of th

e pr

ofes

sion

.

Dem

onst

rate

Exp

erti

se in

the

Dis

cipl

ine,

as

evid

ence

d by

thei

r ab

ilit

y to

:Sc

ienc

e C

andi

date

:1.

Iden

tify

a r

efin

ed a

nd f

ocus

ed q

uest

ion

for

an in

quir

y in

vest

igat

ion,

and

char

acte

rize

the

way

in w

hich

the

stud

y w

ould

be

cond

ucte

d.2.

Iden

tify

app

ropr

iate

tech

nolo

gy to

gat

her

and

anal

yze

data

for

a d

efin

ed ta

sk, a

ndex

plai

n th

e li

mit

s th

is te

chno

logy

wou

ld p

lace

on

the

know

ledg

e ac

quir

ed.

3.C

riti

call

y ev

alua

te a

sci

enti

fic

expl

anat

ion

or h

ypot

hesi

s us

ing

scie

ntif

ic e

vide

nce

and

met

hodo

logy

.4.

Gen

erat

e a

mod

el to

rep

rese

nt a

rea

l−w

orld

sit

uati

on a

nd e

valu

ate

how

wel

l the

mod

el r

epre

sent

s th

e si

tuat

ion.

5.Il

lust

rate

kno

wle

dge

of th

e hi

stor

y/ph

ilos

ophy

of

scie

nce;

spe

cifi

call

y, th

ech

angi

ng n

atur

e of

sci

enti

fic

know

ledg

e an

d th

eori

es.

Mat

hem

atic

s C

andi

date

:1.

App

ly b

oth

info

rmal

and

for

mal

mat

hem

atic

al r

easo

ning

in p

robl

em s

olvi

ng.

2.Id

enti

fy a

ppro

pria

te te

chno

logy

to e

xplo

re a

mat

hem

atic

al p

robl

em, a

nd e

xpla

in th

eli

mit

s th

at th

is te

chno

logy

wou

ld p

lace

on

the

know

ledg

e ac

quir

ed.

3.G

ener

ate

a m

athe

mat

ical

mod

el to

rep

rese

nt a

rea

l−w

orld

sit

uati

on a

nd e

valu

ate

how

wel

l the

mod

el r

epre

sent

s th

e si

tuat

ion.

4.U

nder

stan

d an

d us

e co

nnec

tion

s am

ong

mat

hem

atic

al c

once

pts,

pro

cedu

res,

and

repr

esen

tati

ons.

5.Il

lust

rate

kno

wle

dge

of th

e hi

stor

y an

d cu

ltur

al c

onte

xt o

f m

athe

mat

ics;

in p

arti

cula

r,th

e ev

olut

ion

of m

athe

mat

ical

con

cept

s.

Com

pute

r Sc

ienc

e C

andi

date

:1.

Iden

tify

an

area

in w

hich

tech

nolo

gy m

ay b

e us

ed to

impr

ove

an e

xiti

ng o

pera

tion

and

char

acte

rize

the

appr

oach

or

plan

of

acti

on y

ou w

ould

impl

emen

t.2.

Sel

ect a

ppro

pria

te s

oftw

are

to a

ccom

plis

h a

spec

ific

task

on

the

basi

s of

its

qual

ity,

effe

ctiv

enes

s an

d ef

fici

ency

.3.

Det

erm

ine

met

hods

for

eva

luat

ing

the

accu

racy

and

val

idit

y of

ele

ctro

nic

info

rmat

ion.

4.D

emon

stra

te k

now

ledg

e of

the

orga

niza

tion

al s

truc

ture

of

com

puti

ng s

yste

ms,

fro

mth

e m

ost b

asic

com

pone

nts

up to

a n

etw

ork.

5.

Illu

stra

te k

now

ledg

e of

the

hist

ory/

phil

osop

hy o

f co

mpu

ter

scie

nce;

spe

cifi

call

y, th

eim

pact

of

tech

nolo

gy o

n hu

man

soc

iety

.

5

DR

AF

T

Tec

hnol

ogy

Ben

chm

arks

UT

each

Gra

duat

es w

ill b

e ab

le t

o:

(a)

Ope

rate

bas

ic c

ompu

ter

syst

ems

and

trou

bles

hoot

, as

evid

ence

d by

thei

r ab

ilit

y to

:

1.us

e te

rmin

olog

y re

late

d to

com

pute

rs a

nd te

chno

logy

app

ropr

iate

ly in

com

mun

icat

ions

2.op

erat

e a

mul

tim

edia

com

pute

r sy

stem

wit

h a

peri

pher

al im

agin

g de

vice

, suc

h as

asc

anne

r or

dig

ital

/vid

eo c

amer

a3.

inst

all a

nd u

se a

n ed

ucat

iona

l sof

twar

e pa

ckag

e4.

crea

te a

mul

tim

edia

pre

sent

atio

n fo

r a

desi

gnat

ed a

udie

nce

5.de

mon

stra

te k

now

ledg

e of

bas

ic tr

oubl

esho

otin

g te

chni

ques

to s

olve

rou

tine

har

dwar

ean

d so

ftw

are

prob

lem

s th

at o

ccur

in th

e cl

assr

oom

(b)

Use

tec

hnol

ogy

to a

cces

s an

d or

gani

ze d

ata,

as

evid

ence

d by

thei

r ab

ilit

y to

:

1.us

e da

taba

se m

anag

emen

t and

spr

eads

heet

app

lica

tion

s on

the

com

pute

r2.

loca

te a

nd c

olle

ct in

form

atio

n fo

r le

sson

s us

ing

com

pute

r−ba

sed

tech

nolo

gies

3.us

e te

chno

logy

tool

s to

man

age

and

com

mun

icat

e st

uden

t inf

orm

atio

n (i

e sc

hedu

les,

grad

e bo

oks,

cor

resp

onde

nce,

etc

.)4.

oper

ate

a co

nten

t−sp

ecif

ic te

chno

logi

cal t

ool (

i.e. C

BL

, lab

orat

ory

sim

ulat

ion,

grap

hing

cal

cula

tor,

etc

.)5.

enga

ge in

an

onli

ne c

olla

bora

tion

wit

h pe

ers

and/

or p

rofe

ssio

nals

in y

our

fiel

d (c

) A

pply

cri

tica

l thi

nkin

g to

the

sel

ecti

on a

nd u

se o

f te

chno

logy

in t

he c

lass

room

, as

e

vide

nced

by

thei

r ab

ilit

y to

:

1.de

scri

be c

urre

nt in

stru

ctio

nal p

rinc

iple

s an

d pr

acti

ces

as th

ey r

elat

e to

the

use

ofco

mpu

ters

and

tech

nolo

gy r

esou

rces

in th

e cl

assr

oom

2.de

scri

be s

trat

egie

s fo

r us

ing

tech

nolo

gy to

aff

irm

div

ersi

ty a

nd p

rovi

de e

quit

able

acce

ss to

res

ourc

es3.

rese

arch

and

eva

luat

e th

e ac

cura

cy, r

elev

ance

, app

ropr

iate

ness

, and

com

preh

ensi

vene

ss o

f an

ele

ctro

nic

info

rmat

ion

reso

urce

use

d by

stu

dent

s4.

iden

tify

tech

nolo

gy r

esou

rces

ava

ilab

le in

a s

choo

l and

ana

lyze

how

acc

essi

bili

ty to

thos

e re

sour

ces

coul

d af

fect

pla

nnin

g fo

r in

stru

ctio

n 5.

dem

onst

rate

kno

wle

dge

of te

chno

logy

−re

late

d le

gal a

nd e

thic

al is

sues

, suc

h as

copy

righ

t, pr

ivac

y, a

nd s

ecur

ity

of te

chno

logy

sys

tem

s, d

ata

and

info

rmat

ion

(d)

App

ly t

echn

olog

y to

enh

ance

stu

dent

−ce

nter

ed le

arni

ng, a

s ev

iden

ced

by th

eir

abil

ity

to:

1.id

enti

fy te

chno

logy

res

ourc

es th

at a

re s

peci

fica

lly

desi

gned

for

use

by

stud

ents

tom

eet a

spe

cifi

ed le

arni

ng o

bjec

tive

2.

desi

gn, d

eliv

er a

nd a

sses

s a

stud

ent−

cent

ered

lear

ning

act

ivit

y in

whi

ch s

tude

nts

appl

y a

tech

nolo

gica

l too

l3.

dem

onst

rate

how

you

r te

chno

logy

−en

hanc

ed le

sson

fac

ilit

ates

hig

her

orde

r th

inki

ngsk

ills

, suc

h as

pro

blem

sol

ving

, inf

orm

ed d

ecis

ion

mak

ing

or c

reat

ivit

y

6

DR

AF

T

4.de

mon

stra

te k

now

ledg

e of

tech

nolo

gy−

base

d as

sess

men

t and

eva

luat

ion

stra

tegi

es5.

iden

tify

and

/or

use

assi

stiv

e te

chno

logi

es to

mee

t the

spe

cial

phy

sica

l nee

ds o

fst

uden

ts

Dat

a so

urce

s (f

or E

valu

atio

n St

age

D):

•St

uden

t tea

chin

g as

sess

men

ts•

Fin

al p

ortf

olio

rev

iew

s•

Fin

al te

chno

logy

ben

chm

ark

perf

orm

ance

•U

T fi

nal t

rans

crip

ts o

f cou

rse

grad

es/G

PA

•E

xCE

T te

st s

core

s

DE

SIR

ED

BE

HA

VIO

RA

L O

BJE

CT

IVE

S

The

beh

avio

ral o

bjec

tive

s fo

r U

Tea

ch s

tude

nts

wil

l be

set f

orth

in th

e sy

llab

i of

each

cour

se.

Cou

rse

grad

es w

ill b

e m

easu

res

of s

tude

nt p

rogr

ess

tow

ards

thes

e be

havi

oral

obje

ctiv

es.

In a

ddit

ion,

stu

dent

s m

ust m

aint

ain

an o

vera

ll G

PA

of

2.5

in th

eir

coll

ege

cour

sew

ork

and

sati

sfac

tori

ly c

ompl

ete

the

requ

irem

ents

of

thei

r re

spec

tive

maj

ors.

Dat

a so

urce

s (f

or E

valu

atio

n St

age

C):

•St

uden

t sel

f−as

sess

men

ts a

t the

end

of e

ach

cour

se•

Stud

ent t

each

ing

eval

uati

ons

•C

ours

e gr

ades

•C

olle

ge G

PA

•In

itia

l po

rtfo

lio

revi

ews

7

DR

AF

T

DE

SIR

ED

PR

OC

ESS

ES

The

se a

re th

e sp

ecif

ic s

trat

egie

s th

at w

e ar

e co

mm

itte

d to

impl

emen

ting

to a

chie

ve th

em

issi

on o

f the

UT

each

pro

gram

and

to d

evel

op te

ache

rs w

ith

the

char

acte

rist

ics

prev

ious

ly id

enti

fied

. T

he p

rogr

am s

trat

egie

s an

d ac

tivi

ties

are

list

ed b

road

ly a

s pr

oces

sgo

als

and

then

thes

e pr

oces

s go

als

are

brok

en d

own

into

mor

e sp

ecif

ic p

roce

ssob

ject

ives

.

PR

OC

ES

S G

OA

LS

To

incr

ease

the

num

ber

and

dive

rsit

y of

stu

dent

s se

ekin

g te

ache

r ce

rtif

icat

ion,

and

tode

velo

p th

ese

stud

ents

into

teac

her−

lead

ers

in th

eir

resp

ecti

ve d

isci

plin

es, U

Tea

chem

brac

es th

e fo

llow

ing

stra

tegi

es:

1.E

arly

and

act

ive

recr

uitm

ent o

f co

lleg

e st

uden

ts th

at b

egin

s as

ear

ly a

s th

e fr

eshm

anye

ar a

nd ta

rget

s st

uden

ts f

rom

div

erse

eth

nic,

soc

ioec

onom

ic, a

nd a

cade

mic

back

grou

nds.

2.M

aint

enan

ce o

f a

pers

onal

ly, a

cade

mic

ally

, soc

iall

y an

d pr

ofes

sion

ally

sup

port

ive

envi

ronm

ent t

hat p

rom

otes

stu

dent

ret

enti

on.

3.A

coh

esiv

e pr

ofes

sion

al d

evel

opm

ent s

eque

nce

that

foc

uses

on

the

chal

leng

e of

lear

ning

mat

h an

d sc

ienc

e, a

nd b

uild

s pe

dago

gica

l ski

lls

and

know

ledg

e at

prog

ress

ivel

y de

eper

leve

ls.

4.D

evel

opm

ent o

f do

mai

n cl

asse

s th

at p

rom

ote

a de

eper

−le

vel u

nder

stan

ding

of

the

subj

ect m

ater

ial a

nd d

emon

stra

te e

ffec

tive

app

roac

hes

for

tech

nolo

gy u

se in

the

lear

ning

pro

cess

.

5.U

tili

zati

on o

f ex

peri

ence

d m

aste

r an

d m

ento

r te

ache

rs w

ho m

odel

bes

t−pr

acti

ces

asth

ey te

ach

in c

olle

ge c

lass

room

s an

d gu

ide

stud

ents

in th

eir

fiel

d ex

peri

ence

s.

6.E

arly

and

on−

goin

g gu

ided

fie

ld e

xper

ienc

es in

a v

arie

ty o

f pu

blic

sch

ool s

etti

ngs

wit

h di

vers

e st

uden

t pop

ulat

ions

.

7.In

tegr

atio

n of

tech

nolo

gy c

ompe

tenc

ies

in a

ll a

spec

ts o

f th

e pr

ogra

m.

8.S

truc

ture

d as

sess

men

ts th

roug

hout

the

prog

ram

that

act

ivel

y in

volv

e st

uden

ts in

an

on−

goin

g se

lf−

asse

ssm

ent o

f th

eir

own

prof

essi

onal

gro

wth

and

dev

elop

men

t.

9.E

stab

lish

men

t of

a co

here

nt a

nd v

iabl

e ne

twor

k (e

lect

roni

c, p

erso

nal,

inst

itut

iona

l)fo

r co

ntin

uous

pro

fess

iona

l dev

elop

men

t of

prog

ram

gra

duat

es.

10.C

onti

nual

ref

inem

ent o

f th

e U

Tea

ch a

cade

mic

pro

gram

bas

ed o

n ev

alua

tion

dat

a an

ded

ucat

iona

l res

earc

h.

11. C

olla

bora

tive

gov

erna

nce

of th

e pr

ogra

m th

at is

com

mit

ted

to th

e m

anag

emen

t of

prog

ram

curr

icul

um, r

esou

rces

and

inst

ruct

ion.

8

DR

AF

T

PR

OC

ES

S O

BJE

CT

IVE

ST

o m

eet e

ach

of th

e pr

oces

s go

als

list

ed a

bove

, the

UT

each

Pro

gram

wil

l str

ive

to m

eet

the

foll

owin

g ob

ject

ives

:

Ear

ly a

nd a

ctiv

e re

crui

tmen

t of

stud

ents

that

beg

ins

as e

arly

as

the

fres

hman

yea

r an

dta

rget

s st

uden

ts f

rom

div

erse

eth

nic

and

soci

oeco

nom

ic b

ackg

roun

ds.

a) I

nvit

e al

l inc

omin

g C

NS

stu

dent

s (i

nclu

ding

tran

sfer

s) to

app

ly to

UT

each

.b)

Pub

lici

ze U

Tea

ch a

t cam

pus/

Col

lege

eve

nts,

incl

udin

g or

ient

atio

n se

ssio

ns.

c) M

aint

ain

a bo

okle

t of

dive

rse

and

mea

ning

ful i

nter

nshi

p op

port

unit

ies

for

stud

ents

.d)

Mai

ntai

n go

od r

elat

ions

hips

wit

h de

part

men

tal a

dvis

ors,

incl

udin

g re

gula

r up

date

s.e)

Mak

e pr

ogra

m r

equi

rem

ents

cle

arly

ava

ilab

le f

or a

ll m

ajor

s, in

clud

ing

post

bacs

.f)

Sen

d U

Tea

ch m

ater

ials

to T

exas

urb

an h

igh

scho

ols

wit

h hi

gh m

inor

ity

popu

lati

ons.

g) C

onti

nue

to p

ay tu

itio

n fo

r S

TE

P 1

and

ST

EP

2.

h) M

eet i

ndiv

idua

lly

wit

h in

tere

sted

stu

dent

s to

des

crib

e th

e pr

ogra

m a

nd it

s va

riou

sin

cent

ives

.i)

Mai

ntai

n op

en c

omm

unic

atio

n w

ith

Col

lege

, Uni

vers

ity

and

Cit

y/S

tate

pub

lica

tion

s.j)

Mai

ntai

n a

frie

ndly

web

pag

e w

ith

elec

tron

ic a

ppli

cati

ons

and

prog

ram

info

rmat

ion.

k) E

stab

lish

off

icia

l rel

atio

nshi

p w

ith

Off

ice

of A

dmis

sion

s to

ens

ure

inte

rest

ed s

tude

nts

are

guid

ed to

the

UT

each

off

ice.

Mai

nten

ance

of

a pe

rson

ally

, aca

dem

ical

ly, s

ocia

lly

and

prof

essi

onal

ly s

uppo

rtiv

een

viro

nmen

t tha

t pro

mot

es s

tude

nt r

eten

tion

.

a) P

rovi

de u

ser−

frie

ndly

mat

eria

ls th

at c

lear

ly d

escr

ibe

cour

se r

equi

rem

ents

, the

por

tfol

iore

view

pro

cess

, and

the

stud

ent t

each

ing

sem

este

r.b)

Kee

p pr

ogra

m r

equi

rem

ents

fle

xibl

e en

ough

to a

ccom

mod

ate

grad

uati

on in

fou

r ye

ars.

c) E

nsur

e th

at e

noug

h co

urse

sec

tion

s ar

e av

aila

ble

for

stud

ents

eac

h se

mes

ter.

d) H

ave

an a

dvis

or w

ho is

inti

mat

ely

fam

ilia

r w

ith

the

prog

ram

and

dep

artm

enta

l deg

ree

plan

s.e)

Ass

ist s

tude

nts

in s

elec

ting

pro

fess

ors

for

thei

r m

ath

and

scie

nce

cour

ses.

f) P

rovi

de p

aid

inte

rnsh

ip o

ppor

tuni

ties

for

any

and

all

inte

rest

ed s

tude

nts.

g) M

aint

ain

an a

ctiv

e st

uden

t gro

up a

nd p

rom

ote

part

icip

atio

n by

all

pro

gram

stu

dent

s.h)

Gui

de s

tude

nts

to c

ampu

s ar

eas

that

can

ass

ist w

ith

fina

ncia

l pro

blem

s or

oth

erpr

oble

ms.

i) M

aint

ain

an e

asil

y−ac

cess

ed r

esou

rce

libr

ary

for

stud

ents

.j)

Pro

vide

a s

uppo

rtiv

e co

mm

unic

atio

n st

ruct

ure

for

stud

ents

and

thei

r m

ento

r te

ache

rs.

k) I

dent

ify

com

mit

ted

men

tor

teac

hers

for

all

fie

ld e

xper

ienc

es.

l) M

onit

or c

ours

e ev

alua

tion

s an

d m

ake

impr

ovem

ents

whe

re n

eces

sary

.m

) M

aint

ain

a li

st o

f av

aila

ble

tuto

rs in

all

sub

ject

are

as.

n) F

ollo

w−

up w

ith

stud

ents

who

do

not e

nrol

l in

UT

each

cou

rses

in s

ubse

quen

tse

mes

ters

.o)

Est

abli

sh a

n in

duct

ion

year

pro

gram

that

mee

ts th

e ne

eds

of n

ew te

ache

rs.

9

DR

AF

T

A c

ohes

ive

prof

essi

onal

dev

elop

men

t seq

uenc

e th

at f

ocus

es o

n th

e ch

alle

nge

of le

arni

ngm

ath

and

scie

nce,

and

bui

lds

peda

gogi

cal s

kill

s an

d kn

owle

dge

at p

rogr

essi

vely

deep

er le

vels

.

a) S

elec

t fac

ulty

who

hav

e m

ath/

scie

nce

back

grou

nds

and

seco

ndar

y te

achi

ng e

xper

tise

.b)

Ali

gn c

ours

es w

ith

desi

red

stud

ent b

ehav

iora

l obj

ecti

ves.

c) M

ake

cour

se o

bjec

tive

s vi

sibl

e to

stu

dent

s by

iden

tify

ing

them

on

all c

ours

e sy

llab

i. d)

Mai

ntai

n m

ento

r−te

ache

r tr

aini

ng, w

ith

a fo

cus

on s

tude

nt o

bjec

tive

s.e)

Inv

olve

fac

ulty

in th

e po

rtfo

lio

revi

ew p

roce

ss s

o th

ey a

re a

war

e of

the

"big

pic

ture

".f)

Pro

vide

stu

dent

s w

ith

a su

mm

ary

of th

eir

cour

se e

valu

atio

n fe

edba

ck.

g) U

tili

ze s

elf−

asse

ssm

ent d

ata

to d

evel

op p

erso

nali

zed

stud

ent t

each

ing

prog

ram

s of

wor

k.h)

Rev

isit

cur

ricu

lum

map

ping

eac

h su

mm

er to

ens

ure

cour

se a

lign

men

t.

Dev

elop

men

t of

dom

ain

clas

ses

that

pro

mot

e a

deep

er−

leve

l und

erst

andi

ng o

f th

e su

bjec

tm

ater

ial a

nd d

emon

stra

te e

ffec

tive

app

roac

hes

for

tech

nolo

gy u

se in

the

lear

ning

proc

ess.

a) M

ake

stud

ents

aw

are

of th

e pu

rpos

e an

d th

e ob

ject

ives

of

thei

r do

mai

n co

urse

s.b)

Ide

ntif

y th

e te

chno

logy

ben

chm

arks

to b

e ad

dres

sed

in e

ach

of th

e do

mai

n co

urse

s.c)

Cre

ate

dom

ain

cour

ses

for

stud

ents

see

king

mat

h, s

cien

ce a

nd c

ompu

ter

scie

nce

cert

ific

atio

n. d

) E

stab

lish

dom

ain

cour

ses

that

can

cou

nt to

war

d de

gree

req

uire

men

ts.

e) O

btai

n gr

ant m

onie

s to

sup

port

the

deve

lopm

ent a

nd in

stru

ctio

n of

thes

e co

urse

s.

Uti

liza

tion

of

expe

rien

ced

mas

ter

and

men

tor

teac

hers

who

mod

el b

est−

prac

tice

s as

they

teac

h in

col

lege

cla

ssro

oms

and

guid

e st

uden

ts in

thei

r fi

eld

expe

rien

ces.

a) E

nsur

e th

at m

aste

r te

ache

rs te

ach

ST

EP

1 a

nd S

TE

P 2

.b)

Ass

ign

a m

aste

r te

ache

r as

co−

inst

ruct

or f

or a

ll U

Tea

ch s

emin

ar c

ours

es.

c) E

nsur

e th

at a

dequ

ate

fund

ing

and

hiri

ng s

truc

ture

s ar

e in

pla

ce f

or m

aste

r te

ache

rs.

d) E

nsur

e th

at a

dequ

ate

fund

ing

stru

ctur

es a

re in

pla

ce f

or p

ayin

g m

ento

r te

ache

rs.

e) E

nsur

e qu

alit

y of

men

tor

teac

hers

in a

ll f

ield

exp

erie

nces

.f)

Mai

ntai

n m

anda

tory

men

tor

teac

her

trai

ning

ses

sion

s ea

ch y

ear.

g) I

nvol

ve m

ento

r an

d m

aste

r te

ache

rs in

the

port

foli

o re

view

pro

cess

.h)

Use

mas

ter

teac

her

expe

rtis

e in

the

eval

uati

on o

f st

uden

t tea

cher

s.

Ear

ly a

nd o

n−go

ing

guid

ed f

ield

exp

erie

nces

in a

var

iety

of

publ

ic s

choo

l set

ting

s w

ith

dive

rse

stud

ent p

opul

atio

ns.

a) E

stab

lish

a f

orm

al li

ason

wit

hin

AIS

D to

hel

p id

enti

fy a

nd a

rran

ge f

ield

−ex

peri

ence

site

s.b)

Est

abli

sh a

fie

ld e

xper

ienc

e co

ordi

nato

r w

ithi

n th

e U

Tea

ch p

rogr

am.

c) M

ake

expe

ctat

ions

of

stud

ents

and

men

tor

teac

hers

cle

arly

und

erst

ood

by b

oth

part

ies.

d) S

elec

t wel

l−qu

alif

ied

and

com

mit

ted

men

tor

teac

hers

in s

choo

ls w

ith

dive

rse

stud

ent

popu

lati

ons.

10

DR

AF

T

e) P

rovi

de a

ssis

tanc

e to

CO

E f

acul

ty in

est

abli

shin

g fi

eld

expe

rien

ce s

ites

for

thei

rco

urse

s.f)

Mak

e su

re s

tude

nts

have

acc

ess

to te

achi

ng m

ater

ials

and

tran

spor

tati

on to

fie

ld s

ites

.g)

Mai

ntai

n op

en c

omm

unic

atio

n w

ith

scho

ol a

dmin

istr

ator

s to

mon

itor

qua

lity

/con

cern

s.h)

Kee

p re

cord

s of

stu

dent

att

enda

nce

and

perf

orm

ance

.

Inte

grat

ion

of te

chno

logy

com

pete

ncie

s in

all

asp

ects

of

the

prog

ram

.

a) E

stab

lish

a "

hom

e" f

or e

ach

tech

nolo

gy b

ench

mar

k in

one

or

mor

e of

the

UT

each

cour

ses.

b)

Mak

e st

uden

ts a

war

e of

the

tech

nolo

gy b

ench

mar

ks a

ssoc

iate

d w

ith

each

cou

rse

bypl

acin

g th

em o

n th

e co

urse

syl

labi

.c)

Mak

e te

chno

logy

ben

chm

arks

ava

ilab

le to

all

stu

dent

s ea

rly

in th

e pr

ogra

m.

d) E

nsur

e th

at b

ench

mar

ks a

re c

urre

nt w

ith

the

stat

e/na

tion

al s

tand

ards

.e)

Pro

vide

eas

y an

d w

ell−

mon

itor

ed s

tude

nt a

cces

s to

com

pute

rs, s

oftw

are

and

tech

nolo

gica

l too

ls.

f) S

et u

p a

note

book

lend

ing

libr

ary

for

stud

ents

.g)

Mai

ntai

n gr

ant−

wri

ting

eff

orts

to o

btai

n m

onie

s fo

r up

dati

ng U

Tea

ch te

chno

logy

labs

.

Str

uctu

red

asse

ssm

ents

thro

ugho

ut th

e pr

ogra

m th

at a

ctiv

ely

invo

lve

stud

ents

in a

n on

−go

ing

self

−as

sess

men

t of

thei

r ow

n pr

ofes

sion

al g

row

th a

nd d

evel

opm

ent.

a) O

btai

n st

uden

t sel

f−as

sess

men

ts o

n co

urse

obj

ecti

ves

at th

e en

d of

eac

h U

Tea

chco

urse

.b)

Mee

t ind

ivid

uall

y w

ith

each

stu

dent

pri

or to

stu

dent

teac

hing

to e

stab

lish

ape

rson

aliz

ed p

rofe

ssio

nal d

evel

opm

ent p

lan

base

d on

thei

r se

lf−

asse

ssm

ents

.c)

Dis

cuss

the

port

foli

o re

view

pro

cess

ear

ly a

nd o

ften

, inc

ludi

ng th

e im

port

ance

of

refl

ecti

ons.

d) L

ist a

nd d

iscu

ss th

e po

rtfo

lio

and

tech

nolo

gy c

ompo

nent

s as

soci

ated

wit

h ea

ch c

ours

e.e)

Inc

orpo

rate

ref

lect

ions

on

fiel

d−ex

peri

ence

s in

ST

EP

1 a

nd S

TE

P 2

.f)

Hav

e st

uden

ts a

sses

s ea

ch o

ther

’s te

achi

ng, e

spec

iall

y du

ring

the

stud

ent t

each

ing

sem

este

r.

Est

abli

shm

ent o

f a

cohe

rent

and

via

ble

netw

ork

(ele

ctro

nic,

per

sona

l, in

stit

utio

nal)

for

cont

inuo

us p

rofe

ssio

nal d

evel

opm

ent o

f pr

ogra

m g

radu

ates

.

a) D

o a

prel

imin

ary

asse

ssm

ent o

f ne

w−

teac

her

need

s to

hel

p fo

rmul

ate

the

indu

ctio

nye

ar p

rogr

am.

b) S

et u

p em

ail a

ccou

nts

and

tele

men

tori

ng r

elat

ions

hips

for

all

UT

each

gra

duat

es d

urin

gth

e in

duct

ion

year

.c)

Bri

ng a

ll U

Tea

ch g

radu

ates

bac

k to

cam

pus

for

a w

eeke

nd in

duct

ion

year

sem

inar

.d)

Fac

ilit

ate

disc

ussi

on b

etw

een

UT

each

gra

duat

es w

ho a

re in

thei

r in

duct

ion

year

.e)

Est

abli

sh a

"ca

reer

cen

ter"

for

UT

each

stu

dent

s th

at h

elps

them

iden

tify

pro

spec

tive

teac

hing

pos

itio

ns.

11

DR

AF

T

f) E

stab

lish

for

mal

rel

atio

nshi

ps w

ith

scho

ol d

istr

icts

acr

oss

Tex

as to

fac

ilit

ate

stud

ent

job

sear

ches

.g)

Pro

vide

lapt

op c

ompu

ters

for

all

UT

each

gra

duat

es w

ho b

egin

thei

r te

achi

ng c

aree

rs.

Con

tinu

al r

efin

emen

t of

the

UT

each

pro

gram

and

cur

ricu

lum

bas

ed o

n ev

alua

tion

dat

aan

d ed

ucat

iona

l res

earc

h.

a) E

stab

lish

an

inte

rnal

eva

luat

or p

osit

ion

for

the

UT

each

pro

gram

.b)

Set

up

a re

gula

r ev

alua

tion

sch

edul

e (s

emes

ter

and

annu

al a

sses

smen

ts).

c) E

valu

ate

data

exp

edie

ntly

and

pos

t stu

dent

eva

luat

ion

data

on

the

web

.d)

Do

a co

mpl

ete

inte

rnal

pro

gram

eva

luat

ion

each

sum

mer

.e)

Hir

e an

ext

erna

l pro

gram

eva

luat

or o

nce

ever

y 3

year

s.f)

Dis

cuss

eva

luat

ion

resu

lts

at s

teer

ing

com

mit

tee

mee

ting

and

pro

ceed

wit

hre

com

men

dati

ons.

11. C

olla

bora

tive

gov

erna

nce

of th

e pr

ogra

m th

at is

com

mit

ted

to th

e m

anag

emen

t of

prog

ram

curr

icul

um, r

esou

rces

and

inst

ruct

ion.

a)M

aint

ain

a re

pres

enta

tive

ste

erin

g co

mm

itte

e, c

ompo

sed

of m

embe

rs f

rom

CO

E,

CN

S, A

ISD

and

a s

tude

nt r

epre

sent

ativ

e.b)

Est

abli

sh r

egul

ar s

ched

ule

for

stee

ring

com

mit

tee.

c)E

stab

lish

the

resp

onsi

bili

ties

of

the

stee

ring

com

mit

tee,

incl

udin

g th

e ke

y le

ader

ship

role

in g

over

nanc

e an

d m

anag

emen

t of

curr

icul

um, q

uali

ty o

f pe

rson

nel,

and

impl

emen

tati

on o

f th

e as

sess

men

t sys

tem

and

its

resu

lts.

d)K

eep

prov

ost a

nd d

eans

up

to d

ate

on p

rogr

ess

of U

Tea

ch.

e)M

aint

ain

an a

ggre

ssiv

e gr

ant−

wri

ting

sch

edul

e to

ens

ure

fina

ncia

l sta

bili

ty o

fpr

ogra

m.

Dat

a so

urce

s (f

or E

valu

atio

n St

ages

A &

B):

•C

heck

list

of s

tate

d pr

oces

s ob

ject

ives

(by

UT

each

per

sonn

el)

•F

orm

ativ

e co

urse

eva

luat

ions

•U

T c

ours

e ev

alua

tion

s•

Ann

ual s

tude

nt p

rogr

am e

valu

atio

ns (

rand

om s

ampl

e)•

Adv

isor

rec

ords

of s

tude

nt g

rade

s/po

rtfo

lio

revi

ews

•U

Tea

ch b

udge

t and

exp

ense

acc

ount

s•

Stee

ring

com

mit

tee

min

utes

•A

nnua

l cur

ricu

lum

map

ping

•St

uden

t exi

t sur

veys

•St

uden

t gra

duat

e su

rvey

s•

Indu

ctio

n ye

ar e

valu

atio

ns

12

DR

AF

T

Dat

a C

olle

ctio

n C

alen

dar

Col

lect

ed E

ach

Sem

este

r:D

ata

Sour

ceW

hen

Ass

esse

dW

ho C

ompl

eted

By

Fie

ld te

achi

ng r

evie

ws:

Les

son

revi

ews

Sum

mat

ive

revi

ews

Stu

dent

teac

hing

rev

iew

s:

L

esso

n re

view

s

M

id−

sem

este

r re

view

End

of

year

rev

iew

Men

tor

Tea

cher

Sur

vey

For

mat

ive

cour

seev

alua

tion

sS

tude

nt s

elf−

asse

ssm

ents

UT

cou

rse

eval

uati

ons

Tec

hnol

ogy

benc

hmar

ksP

rogr

am g

radu

ate

surv

eys

Bud

get/

Exp

ense

Acc

ount

s

Ste

erin

g C

omm

itte

e M

inut

es

Aft

er e

ach

less

on (

5X)

End

of

sem

este

r

3X d

urin

g se

mes

ter

Mid

−se

mes

ter

End

of

sem

este

r

End

of

sem

este

r

Mid

−se

mes

ter,

eac

h co

urse

End

of

sem

este

r, e

ach

cour

seE

nd o

f se

mes

ter,

eac

h co

urse

End

of

sem

este

r, e

ach

cour

seE

nd o

f se

mes

ter

End

of

each

mon

th

Mon

thly

Men

tor

teac

her

Men

tor

teac

her

UT

sup

ervi

sor

Men

tor

teac

her

UT

sup

ervi

sor

Men

tor

Tea

cher

Stu

dent

sS

tude

nts

Stu

dent

sF

acul

tyS

tude

nts

Adm

inis

trat

ive

Ass

ocia

teIn

tern

al E

valu

ator

Col

lect

ed A

nnua

lly:

Dat

a So

urce

Whe

n A

sses

sed

Who

Com

plet

ed B

y

Por

tfol

io R

evie

ws

F

irst

por

tfol

io

Fin

al p

ortf

olio

Indu

ctio

n Y

ear

Rev

iew

s

Sel

f−as

sess

men

ts

Adm

in. A

sses

smen

t

Men

tor

Ass

essm

ent

Rev

iew

of

Cou

rse

Gra

des

Che

ckli

sts

of P

roce

sses

Stu

dent

exi

t sur

veys

ExC

ET

exa

m s

core

sF

acul

ty v

ita

Pro

gram

Eva

luat

ion

Ear

ly N

ovem

ber

or A

pril

Ear

ly N

ovem

ber

or A

pril

Lat

e sp

ring

Lat

e sp

ring

Lat

e sp

ring

Lat

e sp

ring

Sum

mer

Lat

e sp

ring

/fal

lW

hen

avai

labl

eS

umm

erF

ebru

ary

Por

tfol

io r

evie

w c

omm

itte

eP

ortf

olio

rev

iew

com

mit

tee

Pro

gram

gra

duat

esS

choo

l adm

inis

trat

ors

Indu

ctio

n ye

ar m

ento

rs

Adv

isor

UT

each

sta

ff/p

erso

nnel

Stu

dent

sT

exas

Edu

cati

on A

genc

yF

acul

ty25

% o

f st

uden

t pop

ulat

ion

13

DR

AF

T

Dat

a C

ompi

lati

ons

Rev

iew

ed E

ach

Sum

mer

:F

ocus

Sum

mar

izes

dat

a fr

omC

ompi

led

byS

tude

nt p

erfo

rman

ceS

tude

nt s

elf−

asse

ssm

ents

Stu

dent

teac

her

eval

uati

ons

Gra

duat

e su

rvey

sP

ortf

olio

rev

iew

sS

tude

nt c

ours

e gr

ades

ExC

ET

sco

res

Inte

rnal

eva

luat

or

Aca

dem

ic p

rogr

amC

ours

e ev

alua

tion

sS

tude

nt s

elf−

asse

ssm

ents

Por

tfol

io/t

echn

olog

yre

view

sC

urri

culu

m m

appi

ng

Inte

rnal

eva

luat

or

Pro

gram

man

agem

ent

Ste

erin

g co

mm

itte

em

inut

esR

eten

tion

data

/dem

ogra

phic

sP

roje

ctio

ns−

sche

duli

ngO

verv

iew

of

budg

et/s

pend

ing

Stu

dent

pro

gram

eval

uati

ons

Exi

t sur

veys

Inte

rnal

eva

luat

or

14

DR

AF

T

Nat

ural

Lan

guag

e Q

uest

ions

fro

m S

take

hold

ers

The

nat

ural

lang

uage

que

stio

ns b

elow

rep

rese

nt th

e sp

ecif

ic q

uest

ions

rai

sed

by th

ose

who

hav

e an

inte

rest

in th

e pr

ogra

m e

xpre

ssed

in e

very

day,

com

mon

sen

se la

ngua

ge.

Als

o in

clud

ed a

re th

e va

riab

les

to m

easu

re, t

he m

easu

rem

ent i

nstr

umen

ts, a

nd th

e da

taan

alys

is p

roce

dure

. Dat

a an

alys

is p

roce

dure

s re

pres

ent t

hose

qua

lita

tive

and

qua

ntit

ativ

em

etho

ds u

sed

to a

nsw

er e

ach

natu

ral l

angu

age

ques

tion

s. T

hese

pro

cedu

res

can

incl

ude

any

com

bina

tion

of

natu

rali

stic

(i.e

., ca

se s

tudy

, obs

erva

tion

s), d

escr

ipti

ve (

i.e.,

mea

n,va

rian

ce),

ass

ocia

tion

al (

i.e.,

corr

elat

ion,

mul

tipl

e re

gres

sion

), a

nd c

ause

and

eff

ect

(AN

OV

A, M

AN

OV

A)

tech

niqu

es.

Fut

ure

Par

ents

Q1.

Wil

l my

chil

d le

arn

mat

h an

d sc

ienc

e be

tter

wit

h th

is te

ache

r in

the

clas

sroo

m?

Q2:

Wil

l thi

s te

ache

r tu

rn m

y ch

ild

onto

mat

h an

d sc

ienc

e?Q

3: W

ill t

his

teac

her

com

e to

my

scho

ol a

nd r

emai

n th

ere

for

a w

hile

?

Stat

e of

Tex

as S

choo

l Dis

tric

ts

Q4:

Wil

l the

re b

e a

supp

ly o

f ne

w te

ache

rs to

fil

l Tex

as s

choo

l cla

ssro

oms?

Q5:

Wil

l the

se te

ache

rs h

elp

to r

aise

sta

te−

achi

evem

ent s

core

s in

mat

h an

d sc

ienc

e?Q

6: W

ill t

hese

teac

hers

hav

e th

e sk

ills

and

the

desi

re to

rem

ain

in th

e te

achi

ngpr

ofes

sion

?Q

7: W

ill t

hese

teac

hers

be

able

to te

ach

a va

riet

y of

sub

ject

s to

div

erse

pop

ulat

ions

?Q

8: W

ill t

hese

teac

hers

be

able

and

wil

ling

to a

ssum

e a

lead

ersh

ip p

osit

ion

in th

eir

scho

ols?

Acc

redi

tati

on S

BE

C/N

CA

TE

Q9:

Doe

s th

e pr

ogra

m m

eet s

tate

/nat

iona

l sta

ndar

ds a

dequ

atel

y to

mer

it s

tate

/nat

iona

lac

cred

itat

ion?

Q10

: Is

the

prog

ram

abl

e to

pro

duce

can

dida

tes

who

mee

t the

sta

te/n

atio

nal s

tand

ards

for

teac

hing

?Q

11:

Is th

e pr

ogra

m a

ble

to a

sses

s an

d do

cum

ent t

he p

repa

redn

ess

of c

andi

date

s fo

rce

rtif

icat

ion?

Con

trib

utin

g F

ound

atio

ns a

nd A

genc

ies

Q12

: Is

the

prog

ram

suc

cess

ful i

n ad

dres

sing

a g

oal t

hat I

val

ue?

Q13

: D

oes

the

prog

ram

hav

e th

e re

sour

ces

and

lead

ersh

ip n

eces

sary

to s

usta

in a

succ

essf

ul o

pera

tion

?

Uni

vers

ity

Pro

vost

/Pre

side

nt

Q14

: D

oes

the

UT

each

pro

gram

hav

e th

e re

sour

ces

and

lead

ersh

ip n

eces

sary

to s

usta

in a

succ

essf

ul o

pera

tion

?

15

DR

AF

T

CO

E, C

NS

and

AIS

D (

Col

labo

rati

ve P

artn

ers)

Q15

: Is

our

vis

ion

of w

hat i

t tak

es to

pro

duce

goo

d m

ath

and

scie

nce

teac

hers

bei

ngim

plem

ente

d in

the

prog

ram

?Q

16:

Do

we

have

suf

fici

ent r

esou

rces

to k

eep

our

part

of

the

prog

ram

run

ning

?Q

17:

Are

we

attr

acti

ng m

ore

mat

h an

d sc

ienc

e m

ajor

s to

teac

her

prep

arat

ion

wit

h th

ispr

ogra

m?

UT

each

Ste

erin

g C

omm

itte

e/A

dmin

istr

ator

sQ

18:

Do

we

have

a f

orum

for

voi

cing

con

cern

s ab

out t

he p

rogr

am a

nd w

orki

ng th

em o

utco

llab

orat

ivel

y?Q

19:

Is th

e pr

ogra

m e

ffec

tive

ly c

arry

ing

out o

ur r

ecom

men

dati

ons?

AIS

D M

ento

r T

each

ers

Q20

: D

oes

havi

ng a

UT

each

can

dida

te in

my

clas

sroo

m a

dd to

my

stud

ents

’ m

ath

and

scie

nce

educ

atio

n?Q

21:

Doe

s th

e pr

ogra

m r

un s

moo

thly

eno

ugh

that

wor

king

wit

h U

Tea

ch s

tude

nts

wil

l be

easy

for

me?

Q22

: W

ill I

fee

l pro

fess

iona

lly

enha

nced

by

havi

ng w

orke

d w

ith

the

UT

each

pro

gram

?

UT

each

Ins

truc

tors

Q23

: A

re U

Tea

ch s

tude

nts

gett

ing

wha

t the

y ne

ed in

thei

r ot

her

cour

ses

to b

e pr

epar

edfo

r m

ine?

Q24

: W

ill I

hav

e th

e re

sour

ces

I ne

ed to

teac

h m

y co

urse

?Q

25:

Is th

is c

ours

e th

at I

am

teac

hing

hel

ping

to p

repa

re b

ette

r te

ache

rs?

UT

each

Stu

dent

sQ

26:

Wil

l the

pro

gram

hel

p m

e de

cide

if te

achi

ng is

rea

lly

for

me?

Q27

: W

ill t

he p

rogr

am g

ive

me

the

tool

s th

at I

nee

d to

be

a go

od te

ache

r?Q

28:

Wil

l I b

e ab

le to

com

plet

e m

y ce

rtif

icat

ion

and

my

degr

ee in

a r

easo

nabl

e am

ount

of ti

me?

Q29

: W

ill m

y co

urse

s be

mea

ning

ful a

nd u

sefu

l?Q

30:

Aft

er c

erti

fica

tion

, wil

l I b

e ab

le to

get

the

job

that

I w

ant?

Var

iabl

e C

ateg

orie

s an

d M

easu

rem

ent

Inst

rum

ents

1.A

bilit

y of

the

Pro

gram

to

Pro

duce

Goo

d T

each

ers

(Q. 1

, 2, 5

, 7, 8

, 10,

27)

Var

iabl

es:

Inst

rum

ents

:a)

sec

onda

ry s

tude

nts’

mat

h an

d sc

ienc

e ab

ilit

yS

tate

Tes

t Sco

res/

TA

AS

b) s

econ

dary

stu

dent

s’ in

tere

st in

mat

h an

dsc

ienc

eM

ento

r T

each

er S

urve

ys

c) a

bili

ty o

f U

Tea

ch g

radu

ate

to te

ach

vari

ety

ofco

urse

sE

xCE

T, G

PA

, por

tfol

io,

foll

ow−

ups

d) a

bili

ty o

f U

Tea

ch g

radu

ate

to te

ach

dive

rse

popu

lati

ons

16

DR

AF

T

e) a

bili

ty o

f U

Tea

ch g

radu

ate

to a

ccep

tle

ader

ship

pos

itio

nsf)

abi

lity

of

UT

each

gra

duat

e to

mee

t all

sta

test

anda

rds

g) s

elf−

conf

iden

ce o

f U

Tea

ch g

radu

ates

to te

ach

wel

l

2.A

bilit

y of

the

Pro

gram

to

Att

ract

and

Kee

p St

uden

ts in

the

Tea

chin

g P

ipel

ine

(Q. 3

, 4, 6

, 17,

30)

vari

able

s:1

abil

ity

of p

rogr

am to

att

ract

mat

h an

d sc

ienc

e m

ajor

s2

abil

ity

of p

rogr

am to

kee

p m

ath

and

scie

nce

maj

ors

in th

e pr

ogra

m3

abil

ity

of p

rogr

am to

get

gra

duat

es in

to (

Tex

as)

scho

ols

4ab

ilit

y of

pro

gram

to g

et g

radu

ates

to s

tay

in (

Tex

as)

scho

ols

5ab

ilit

y of

pro

gram

to a

ssis

t gra

duat

es in

get

ting

teac

hing

jobs

they

wan

t

3.A

bilit

y of

the

Pro

gram

to

Pro

vide

Eff

ecti

ve a

ndM

eani

ngfu

l Ins

truc

tion

(Q. 9

, 15,

23,

25,

29)

vari

able

s:1.

abil

ity

of p

rogr

am to

mee

t goa

ls o

f C

OE

, CN

S in

the

clas

sroo

m2.

alig

nmen

t of

the

prof

essi

onal

dev

elop

men

t cou

rses

3.m

eani

ngfu

lnes

s an

d us

eful

ness

of

the

cour

ses

to s

tude

nts

4.im

pact

of

cour

ses

on th

e st

uden

ts’

abil

ity

to te

ach

5.ab

ilit

y of

cou

rses

to m

eet t

he s

tate

sta

ndar

ds f

or te

ache

r pr

epar

atio

n pr

ogra

ms

4.A

bilit

y of

the

Pro

gram

to

Mai

ntai

n a

Tru

eC

olla

bora

tion

(Q. 1

3, 1

4, 1

5, 1

8)

vari

able

s:A

.ab

ilit

y of

the

prog

ram

to m

eet v

isio

n of

CO

E, C

NS

and

AIS

DB

.ef

fect

ive

lead

ersh

ip th

at s

usta

ins

the

prog

ram

C.

effe

ctiv

e sh

arin

g of

res

ourc

es to

sus

tain

the

prog

ram

D.

effe

ctiv

enes

s of

ste

erin

g co

mm

itte

e fo

rum

17

DR

AF

T

5. A

bilit

y of

the

Pro

gram

to

Mai

ntai

n a

Smoo

thly

Fun

ctio

ning

Pro

gram

(

Q. 1

1, 1

3, 1

4, 1

6, 1

9, 2

0, 2

1, 2

2, 2

4, 2

6, 2

8)

vari

able

s:A

.ab

ilit

y of

pro

gram

to a

sses

s an

d do

cum

ent p

repa

redn

ess

of c

andi

date

sB

.ab

ilit

y of

pro

gram

to o

btai

n an

d sm

artl

y m

anag

e it

s re

sour

ces

C.

abil

ity

of p

rogr

am to

car

ry o

ut s

teer

ing

com

mit

tee

deci

sion

sD

.po

siti

ve im

pact

of

UT

each

stu

dent

s in

AIS

D c

lass

room

sE

.ea

se o

f w

orki

ng w

ith

UT

each

stu

dent

s in

AIS

D c

lass

room

sF

.de

sire

of

AIS

D te

ache

rs to

wor

k w

ith

the

prog

ram

G.

abil

ity

of p

rogr

am to

hel

p st

uden

ts d

ecid

e if

teac

hing

is f

or th

emH

.ab

ilit

y of

pro

gram

to m

ake

gett

ing

cert

ifie

d m

anag

eabl

e fo

r st

uden

ts

18

DR

AF

T

Inst

rum

ents

:N

atur

al L

angu

age

Que

stio

ns t

o in

clud

e:F

ield

teac

hing

rev

iew

s:•

Sec

onda

ry s

tude

nts

are

inte

rest

ed in

mat

h &

scie

nce?

•A

bili

ty o

f U

Tea

ch g

radu

ate

to te

ach

a va

riet

yof

topi

cs?

•A

bili

ty o

f U

Tea

ch s

tude

nts

to te

ach

dive

rse

popu

lati

ons?

Stu

dent

teac

hing

rev

iew

s:

L

esso

n re

view

s

M

id−

sem

este

r re

view

End

of

year

rev

iew

•S

econ

dary

stu

dent

s ar

e in

tere

sted

in m

ath

&sc

ienc

e?•

Abi

lity

of

UT

each

gra

duat

e to

teac

h a

vari

ety

of to

pics

?•

Abi

lity

of

UT

each

stu

dent

s to

teac

h di

vers

epo

pula

tion

s?

Men

tor

Tea

cher

Sur

veys

•P

osit

ive

impa

ct o

f U

Tea

ch s

tude

nts

in A

ISD

clas

sroo

ms?

•E

ase

of w

orki

ng w

ith

UT

each

stu

dent

s in

AIS

D c

lass

room

s?•

Des

ire

of A

ISD

teac

hers

to w

ork

wit

h th

epr

ogra

m?

For

mat

ive

cour

se e

valu

atio

ns•

Ali

gnm

ent o

f P

rofe

ssio

nal D

evel

opm

ent

cour

ses?

•M

eani

ngfu

lnes

s an

d us

eful

ness

of

the

cour

ses?

Stu

dent

sel

f−as

sess

men

ts•

Sel

f co

nfid

ence

of

UT

each

stu

dent

s to

teac

hw

ell?

•A

lign

men

t of

prof

essi

onal

dev

elop

men

tco

urse

s?•

Mea

ning

fuln

ess

and

usef

ulne

ss o

f th

e co

urse

s?•

In S

tep

1 &

2, a

bili

ty o

f th

e co

urse

s to

dec

ide

if te

achi

ng is

for

them

?U

T c

ours

e ev

alua

tion

sN

/AT

echn

olog

y be

nchm

arks

N/A

Pro

gram

gra

duat

e su

rvey

s

As

they

gra

duat

e

Fol

low

−up

•A

bili

ty o

f U

Tea

ch s

tude

nt to

acc

ept l

eade

rshi

ppo

siti

on?

•T

each

ing

in T

exas

sch

ools

?•

How

long

?•

Get

the

job

wan

ted?

Bud

get/

Exp

ense

Acc

ount

s•

Eff

ecti

ve s

hari

ng o

f re

sour

ces?

•A

bili

ty o

f pr

ogra

m to

obt

ain

and

man

age

reso

urce

s?

19

DR

AF

T

Ste

erin

g C

omm

itte

e M

inut

es•

Abi

lity

of

prog

ram

to m

eet v

isio

n of

col

lege

san

d A

ISD

?•

Eff

ecti

ve le

ader

ship

?•

Eff

ecti

vene

ss o

f S

teer

ing

Com

mit

tee

For

um?

•A

bili

ty o

f pr

ogra

m to

car

ry o

ut S

teer

ing

Com

mit

tee

deci

sion

s?P

ortf

olio

Rev

iew

sA

bili

ty to

teac

h a

vari

ety

of c

ours

es?

•A

bili

ty to

teac

h di

vers

e po

pula

tion

s?•

Abi

lity

to m

eet s

tate

sta

ndar

ds?

F

irst

por

tfol

io

Fin

al p

ortf

olio

Indu

ctio

n Y

ear

Rev

iew

s•

Abi

lity

of

UT

each

stu

dent

to a

ccep

t lea

ders

hip

posi

tion

?•

Tea

chin

g in

Tex

as s

choo

ls?

•H

ow lo

ng?

•G

et th

e jo

b w

ante

d?

S

elf−

asse

ssm

ents

A

dmin

. Ass

essm

ent

M

ento

r A

sses

smen

t

Rev

iew

of

Cou

rse

Gra

des

App

lica

tion

Abi

lity

of

the

prog

ram

to a

ttra

ct m

ath

and

scie

nce

maj

ors?

Che

ckli

sts

of P

roce

sses

Stu

dent

exi

t sur

veys

•W

hy?

•A

bili

ty o

f pr

ogra

m to

ret

ain

mat

h an

d sc

ienc

em

ajor

s?E

xCE

T e

xam

sco

res

Fac

ulty

vit

aS

tude

nt p

rogr

am e

valu

atio

ns•

Mea

ning

fuln

ess

and

usef

ulne

ss o

f th

e co

urse

s?•

Abi

lity

of

prog

ram

to h

elp

stud

ents

dec

ide

ifte

achi

ng is

for

them

?•

Abi

lity

of

prog

ram

to m

ake

cert

ifyi

ngm

anag

eabl

e?

Stu

dent

per

form

ance

Aca

dem

ic p

rogr

amP

rogr

am m

anag

emen

t

20

Ap

pen

dix

III

Por

tfol

io R

evie

w

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n ea

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plac

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exam

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chin

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Whe

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UT

each

Gra

duat

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ill b

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o:

4

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� ùýö ��õö÷ ø ù

PR

OF

ICIE

NC

Y:

T

he te

ache

r de

sign

s in

stru

ctio

n ap

prop

riat

e fo

r al

l stu

dent

s th

at r

efle

cts

an u

nder

stan

ding

of

rele

vant

con

tent

and

is b

ased

on

cont

inuo

us a

nd a

ppro

pria

te a

sses

smen

t.

PE

RF

OR

MA

NC

E O

BJE

CT

IVE

S:

Cho

ose

3−5

sam

ples

of

wor

k th

at d

emon

stra

te y

our

abil

ity

to m

eet a

ll o

f th

e fo

llow

ing

obje

ctiv

es. (

One

item

may

be

used

to s

atis

fy m

ulti

ple

obje

ctiv

es.)

Be

sure

to s

peci

fy h

ow e

ach

item

mee

ts a

par

ticu

lar

obje

ctiv

e in

you

r re

flec

tion

.

We

wil

l be

look

ing

for

evid

ence

that

. .

You

mig

ht d

emon

stra

te t

his

skil

l wit

h:

1.Y

ou e

ngag

e st

uden

ts i

n a

vari

ety

ofin

tere

stin

g, c

hall

engi

ng a

ndw

orth

wh

ile

acti

viti

es.

•L

esso

n pl

ans

that

inv

olve

han

ds−

onin

vest

igat

ion

•S

tud

ent

proj

ects

th

at r

equi

re c

reat

ive,

inde

pend

ent

rese

arch

2.Y

ou

help

stu

dent

s li

nk n

ew c

onte

nt

wit

h th

eir

prio

r kn

owle

dge

and

gain

insi

ghts

int

o th

eir

mis

conc

epti

ons.

•A

tra

nscr

ipt

of c

lass

room

dia

logu

e w

ith

stud

ents

abo

ut t

heir

mat

h/sc

ienc

eb

elie

fs•

A l

esso

n th

at c

onn

ects

new

con

ten

t to

conc

epts

fro

m s

tude

nts’

dai

ly l

ives

.

3.Y

ou

dev

elop

cle

arly

−st

ated

ob

ject

ives

for

you

r le

sson

s th

at a

re a

ge−

appr

opri

ate

and

able

to

be a

sses

sed.

•L

esso

n ob

ject

ives

you

hav

e w

ritt

en f

or

spec

ific

age

−g

rou

ps o

f st

uden

ts•

Ass

essm

ents

you

hav

e de

sign

ed t

o te

stst

uden

t un

ders

tand

ing

of y

our

less

on’s

obje

ctiv

e

4.Y

ou g

uide

stu

dent

s in

usi

ng a

ppro

pria

tete

chno

logy

to

gath

er o

rgan

ize,

an

ddi

spla

y da

ta.

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web

page

you

hav

e de

sign

ed f

orst

uden

ts t

o ex

plo

re m

ath/

scie

nce

con

cep

ts•

A d

escr

ipti

on o

f yo

ur i

nter

acti

ons

wit

hst

uden

t gr

oups

as

they

use

tec

hnol

ogy

(CB

Ls,

gra

phin

g ca

lcul

ator

s, e

tc.)

.

5.Y

ou s

elec

t or

des

ign

a va

riet

y of

wor

thw

hil

e as

sess

men

t in

stru

men

ts,

som

e of

whi

ch i

nvol

ve

stud

ent

self

−as

sess

men

t.

•Y

our

anal

ysis

of

a st

uden

t’s

perf

orm

ance

on

a te

st o

r qu

iz y

oude

sign

ed•

A d

escr

ipti

on o

f di

ffer

ent

way

s in

whi

ch y

ou a

sses

sed

stud

ents

bef

ore,

duri

ng a

nd a

fter

a p

arti

cula

r le

sson

���� ����

������� � �� � ���

� ������ �

� ��� ����

�� ���� �

PR

OF

ICIE

NC

Y:

T

he te

ache

r cr

eate

s a

clas

sroo

m e

nvir

onm

ent o

f re

spec

t and

rap

port

tha

t fos

ters

a p

osit

ive

clim

ate

for

lear

ning

, equ

ity

and

exce

llen

ce.

PE

RF

OR

MA

NC

E O

BJE

CT

IVE

S:

Cho

ose

3−5

sam

ples

of

wor

k th

at d

emon

stra

te y

our

abil

ity

to m

eet a

ll o

f th

e fo

llow

ing

obje

ctiv

es. (

One

item

may

be

used

to s

atis

fy m

ulti

ple

obje

ctiv

es.)

Be

sure

to s

peci

fy h

ow e

ach

item

mee

ts a

par

ticu

lar

obje

ctiv

e in

you

r re

flec

tion

.

We

wil

l be

look

ing

for

evid

ence

that

. .

You

mig

ht d

emon

stra

te t

his

skil

l wit

h:

1.Y

ou

mod

el r

esp

ect

for

stu

den

tdi

vers

ity

and

enco

urag

e al

l st

uden

ts t

ow

ork

to

get

her

coop

erat

ivel

y.

•A

men

tor

teac

her’

s ev

alua

tion

of

your

teac

hing

and

you

r re

spon

se t

o hi

s/he

rco

mm

ents

.•

A c

olle

ctio

n o

f yo

ur i

deas

for

how

to

man

age

gro

up w

ork

eff

ecti

vely

.

2.Y

ou c

reat

e le

arni

ng a

ctiv

itie

s th

atem

phas

ize

coll

abor

atio

n an

d te

amw

ork.

•L

esso

n pl

ans

that

inv

olve

gro

up w

ork

arou

nd a

com

mon

goa

l.•

Idea

s fo

r eq

uita

ble

grou

p gr

adin

g.

3.Y

ou

cons

iste

ntly

and

eff

ecti

vely

enfo

rce

high

exp

ecta

tio

ns f

or s

tude

nt

beha

vior

.

•A

vid

eota

pe o

f yo

ur t

each

ing

wit

h a

wri

tten

des

crip

tion

of

you

rpe

rfor

man

ce.

•Y

our

clas

sroo

m r

ules

and

a d

escr

ipti

onof

how

you

pla

n to

enf

orce

the

m.

4.Y

ou

resp

ond

flex

ibly

to

stud

ents

duri

ng a

les

son,

adj

usti

ng y

our

inst

ruct

ion

as n

eede

d de

pend

ing

onst

uden

t pr

ogre

ss.

•A

des

crip

tion

of

a le

sson

in

whi

ch y

ouha

d to

cha

nge

pace

or

dire

ctio

n to

addr

ess

stud

ent

nee

ds o

r pr

oble

ms.

•A

n en

gage

men

t ac

tivi

ty t

hat

you

cond

ucte

d be

fore

a l

esso

n, a

nd a

desc

ript

ion

of w

hat

it t

old

you

abou

tth

e st

uden

ts’

leve

l o

f un

der

stan

ding

.

5.Y

ou e

mpl

oy s

afe

prac

tice

s in

des

igni

ng,

plan

ning

and

im

plem

enti

ng a

llin

stru

ctio

nal

acti

viti

es (

i.e.

lab

, fi

eld,

dem

os).

•C

lass

room

str

ateg

ies

for

ensu

ring

safe

ty d

urin

g pa

rtic

ular

lab

s or

acti

viti

es.

•Y

our

idea

s fo

r ho

w t

o te

ach

stud

ents

abou

t cl

assr

oom

rul

es f

or h

ands

−on

acti

viti

es.

In th

is s

ecti

on, y

ou m

ust i

nclu

de a

tea

chin

g re

view

and

you

r re

spon

se t

o it

. (F

or f

inal

por

tfol

ios,

incl

ude

a st

uden

t te

achi

ng r

evie

w a

nd y

our

anal

ysis

of

it.)

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PR

OF

ICIE

NC

Y:

T

he te

ache

r pr

omot

es s

tude

nt le

arni

ng b

y pr

ovid

ing

resp

onsi

ve in

stru

ctio

n th

at m

akes

use

of

effe

ctiv

eco

mm

unic

atio

n te

chni

ques

, ins

truc

tion

al s

trat

egie

s th

at a

ctiv

ely

enga

ge s

tude

nts

in th

e le

arni

ng p

roce

ss, a

ndti

mel

y hi

gh−

qual

ity

feed

back

.

PE

RF

OR

MA

NC

E O

BJE

CT

IVE

S:

Cho

ose

3−5

sam

ples

of

wor

k th

at d

emon

stra

te y

our

abil

ity

to m

eet a

ll o

f th

e fo

llow

ing

obje

ctiv

es. (

One

item

may

be

used

to s

atis

fy m

ulti

ple

obje

ctiv

es.)

Be

sure

to s

peci

fy h

ow e

ach

item

mee

ts a

par

ticu

lar

obje

ctiv

e in

you

r re

flec

tion

.

We

wil

l be

look

ing

for

evid

ence

that

. .

You

mig

ht d

emon

stra

te th

is s

kill

wit

h:

1.Y

ou a

sk c

aref

ull

y−fr

amed

qu

esti

ons

to

fost

er t

he

dev

elop

men

t o

f hi

gh

er−

orde

r th

inki

ng s

kill

s an

d lo

gica

lre

ason

ing/

pro

blem

sol

ving

.

•A

col

lect

ion

of q

uest

ions

you

des

igne

dto

pro

mpt

stu

dent

dis

cuss

ion.

•T

rans

crip

ts o

f yo

ur d

ialo

gue

wit

h a

grou

p of

stu

dent

s du

rin

g a

prob

lem

−so

lvin

g e

vent

.

2.Y

ou f

acil

itat

e re

flec

tion

and

dis

cuss

ion

betw

een

stud

ents

abo

ut t

heir

inq

uiry

exp

erie

nce

s.

•Y

our

stra

tegi

es f

or g

etti

ng

stud

ents

to

disc

uss

and

ques

tion

wha

t th

ey h

ave

lear

ned

.•

A v

ideo

tape

of

your

tea

chin

g an

d an

anal

ysis

of

the

stud

ent

disc

ussi

on.

3.Y

ou e

ngag

e st

uden

ts i

n ta

sks

that

requ

ire

them

to

com

mun

icat

e th

eir

reas

onin

g us

ing

appr

opri

ate

and

prec

ise

term

inol

ogy

.

•Y

our

stra

tegi

es f

or i

nclu

ding

rea

ding

and

wri

ting

in

your

con

tent

are

a.•

Sam

ples

of

stud

ent

assi

gnm

ents

or

pres

enta

tion

s th

at i

nvol

ve t

he u

se o

fvo

cabu

lary

.

4.Y

ou c

omm

unic

ate

the

impo

rtan

ce o

fyo

ur i

nstr

ucti

onal

con

tent

and

you

rex

pect

atio

ns f

or h

igh

qual

ity

wor

k.

•A

des

crip

tion

of

how

you

inf

orm

stu

den

ts o

f yo

ur

expe

ctat

ions

.•

Act

ivit

ies

that

ask

stu

dent

s to

con

side

ran

d co

mm

unic

ate

thei

r un

ders

tand

ing

ofth

e im

port

ance

of

mat

h/sc

ienc

ere

ason

ing

in t

heir

dai

ly l

ives

.

5.Y

ou p

rovi

de s

tude

nts

wit

h t

imel

yfe

edba

ck t

hat

is a

ccur

ate,

con

stru

ctiv

e,su

bsta

ntiv

e an

d sp

ecif

ic.

•S

ampl

es o

f yo

ur a

sses

smen

t to

ols.

•S

ampl

es o

f yo

ur v

erba

l fe

edba

ck t

ost

uden

ts d

urin

g an

d af

ter

less

ons.

For

fin

al p

ortf

olio

s, th

is s

ecti

on m

ust i

nclu

de a

vid

eota

pe o

f yo

ur t

each

ing

and

your

ana

lysi

s of

it.

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# ���� ���

� ������ �

� ��� ����

# � $ ���� ��� � ��

PR

OF

ICIE

NC

Y:

T

he te

ache

r fu

lfil

ls p

rofe

ssio

nal r

oles

and

res

pons

ibil

itie

s an

d ad

here

s to

lega

l and

eth

ical

req

uire

men

ts o

fth

e pr

ofes

sion

.

PE

RF

OR

MA

NC

E O

BJE

CT

IVE

S:

Cho

ose

3−5

sam

ples

of

wor

k th

at d

emon

stra

te y

our

abil

ity

to m

eet a

ll o

f th

e fo

llow

ing

obje

ctiv

es. (

One

item

may

be

used

to s

atis

fy m

ulti

ple

obje

ctiv

es.)

Be

sure

to s

peci

fy h

ow e

ach

item

mee

ts a

par

ticu

lar

obje

ctiv

e in

your

ref

lect

ion.

We

wil

l be

look

ing

for

evid

ence

that

. .

You

mig

ht d

emon

stra

te th

is s

kill

wit

h:

1.Y

ou e

ngag

e in

col

labo

rati

ve d

ecis

ion

mak

ing

and

prob

lem

sol

ving

wit

h ot

her

edu

cato

rs.

•A

sum

mar

y of

you

r ex

peri

ence

sw

orki

ng w

ith

othe

r ed

ucat

ors

to d

esig

nle

sson

s.

•A

des

crip

tio

n of

how

yo

u in

tera

cted

wit

h a

scho

ol c

ouns

elor

abo

ut y

our

conc

erns

for

a s

tude

nt.

2.Y

ou e

ngag

e st

uden

t fa

mil

ies

in t

heir

chil

dren

’s e

duca

tion

and

res

pond

appr

opri

atel

y to

the

ir c

once

rns.

•A

les

son

that

req

uir

es p

aren

tal

inv

olve

men

t.•

Sam

ple

s o

f te

ach

er−

par

ent

com

mun

icat

ion

and

your

ana

lysi

s of

them

.

3.Y

ou e

ngag

e in

a v

arie

ty o

f ac

tivi

ties

to

con

tin

uall

y en

han

ce b

oth

yo

ur c

onte

nt

and

your

ped

agog

ical

kno

wle

dge

and

skil

ls.

•T

itle

s o

f ed

uca

tio

nal

or

con

ten

t−fo

cuse

d jo

urna

ls t

hat

you

regu

larl

yre

ad.

•C

onfe

renc

es o

r pr

ofe

ssio

nal

deve

lopm

ent

acti

viti

es t

hat

you

hav

eat

ten

ded

.

4.Y

ou e

ncou

rage

fee

dbac

k fr

om s

tude

nts

and

coll

eagu

es a

nd r

efle

ct o

n ho

w y

ou

can

impr

ove

your

tea

chin

gpe

rfo

rman

ce.

•A

dis

cuss

ion

of w

hat

you

have

lea

rned

fro

m y

our

men

tor

teac

her.

•T

each

ing

revi

ews

from

pee

rs,

men

tors

or s

tude

nts

and

a de

scri

ptio

n of

how

you

resp

ond

ed t

o th

em.

5.Y

ou i

nter

act

wit

h st

uden

ts i

n a

way

that

is

cons

iste

nt w

ith

the

lega

l an

det

hica

l gu

idel

ines

for

you

r pr

ofes

sion

.

•T

each

ing

revi

ews

that

add

ress

thi

spr

ofic

ienc

y.

•Y

our

know

ledg

e of

the

pro

fess

iona

lco

de

of

ethi

cs.

For

fin

al p

ortf

olio

s, th

is s

ecti

on m

ust i

nclu

de a

foc

used

obs

erva

tion

of

your

tea

chin

g an

d yo

urre

acti

on t

o it

.

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The

se p

rofi

cien

cies

mea

sure

you

r sk

ills

as

a pr

acti

tion

er o

f you

r di

scip

line

, abo

ve a

nd b

eyon

d th

e co

nten

tkn

owle

dge

mas

tere

d in

you

r co

lleg

e co

urse

s. T

he e

mph

asis

of t

his

sect

ion

is o

n yo

ur u

nder

stan

ding

of t

hedo

mai

n yo

u w

ill t

each

, not

on

the

teac

hing

pra

ctic

es y

ou w

ill e

mpl

oy.

PR

OF

ICIE

NC

Y:

T

he s

cien

ce te

ache

r un

ders

tand

s th

e ce

ntra

l con

cept

s of

sci

ence

, the

str

uctu

re o

f th

e di

scip

line

and

the

tool

sof

sci

enti

fic

inqu

iry,

and

is a

ble

to c

reat

e le

arni

ng e

xper

ienc

es th

at m

ake

the

subj

ect m

atte

r m

eani

ngfu

l to

stud

ents

.

PE

RF

OR

MA

NC

E O

BJE

CT

IVE

S:

Cho

ose

3−5

sam

ples

of

wor

k th

at d

emon

stra

te y

our

abil

ity

to m

eet a

ll o

f th

e fo

llow

ing

obje

ctiv

es. (

One

item

may

be

used

to s

atis

fy m

ulti

ple

obje

ctiv

es.)

Be

sure

to s

peci

fy h

ow e

ach

item

mee

ts a

par

ticu

lar

obje

ctiv

e in

your

ref

lect

ion.

We

wil

l be

look

ing

for

evid

ence

that

you

can

?Y

ou m

ight

dem

onst

rate

this

ski

ll w

ith:

1.Id

enti

fy a

ref

ined

and

foc

used

que

stio

n fo

ran

inqu

iry

inve

stig

atio

n, a

nd c

hara

cter

ize

the

way

in w

hich

the

stud

y w

ould

be

cond

ucte

d.

•A

sho

rt p

ropo

sal f

or a

n in

quir

y−ba

sed

acti

vity

that

you

cou

ld p

erfo

rm to

inve

stig

ate

a sc

ient

ific

phe

nom

enon

.•

A d

escr

ipti

on o

f a

rese

arch

pro

ject

you

help

ed d

esig

n an

d/or

con

duct

.

2.Id

enti

fy a

ppro

pria

te te

chno

logy

to g

athe

ran

d an

alyz

e da

ta f

or a

def

ined

task

, and

expl

ain

the

lim

its

this

tech

nolo

gy p

lace

s on

the

know

ledg

e yo

u ac

quir

e.

•Y

our

anal

ysis

of

the

tech

nolo

gy y

ou u

sed

toco

nduc

t a p

arti

cula

r la

b in

one

of

your

cour

ses.

•A

des

crip

tion

of

how

you

hav

e us

ed v

ario

uste

chno

logi

cal t

ools

in a

res

earc

hen

viro

nmen

t.

3.C

riti

call

y ev

alua

te a

sci

enti

fic

expl

anat

ion

or h

ypot

hesi

s us

ing

scie

ntif

ic e

vide

nce

and

met

hodo

logy

.

•A

cri

tiqu

e of

a r

ecen

tly

publ

ishe

d id

ea in

asc

ienc

e jo

urna

l or

new

spap

er.

•A

wel

l−ar

gued

and

sup

port

ed c

oncl

usio

nth

at y

ou d

rew

fro

m y

our

own

rese

arch

expe

rien

ces.

4.G

ener

ate

a m

odel

to r

epre

sent

a r

eal−

wor

ldsi

tuat

ion

and

eval

uate

how

wel

l the

mod

elre

pres

ents

the

situ

atio

n.

•A

des

crip

tion

of

a ve

rbal

, mat

hem

atic

al o

rpi

ctor

ial m

odel

you

cou

ld c

reat

e to

exp

lain

ana

tura

l phe

nom

enon

to o

ther

s.•

A m

odel

you

des

igne

d to

hel

p yo

urse

lf b

ette

run

ders

tand

som

ethi

ng y

ou w

ere

stud

ying

incl

ass.

5.Il

lust

rate

kno

wle

dge

of th

e hi

stor

y/ph

ilos

ophy

of

scie

nce;

spe

cifi

call

y, th

ech

angi

ng n

atur

e of

sci

enti

fic

know

ledg

ean

d it

s im

plic

atio

ns.

•A

n es

say

disc

ussi

ng y

our

know

ledg

e of

apa

rtic

ular

sci

enti

fic

theo

ry a

nd p

laus

ible

econ

omic

or

soci

al im

plic

atio

ns o

f it

sch

angi

ng n

atur

e.

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The

se p

rofi

cien

cies

mea

sure

you

r sk

ills

as

a pr

acti

tion

er o

f you

r di

scip

line

, abo

ve a

nd b

eyon

d th

e co

nten

tkn

owle

dge

mas

tere

d in

you

r co

lleg

e co

urse

s. T

he e

mph

asis

of t

his

sect

ion

is o

n yo

ur u

nder

stan

ding

of t

hedo

mai

n yo

u w

ill t

each

, not

on

the

teac

hing

pra

ctic

es y

ou w

ill e

mpl

oy.

PR

OF

ICIE

NC

Y:

T

he m

athe

mat

ics

teac

her

unde

rsta

nds

the

cent

ral c

once

pts

of m

athe

mat

ics,

the

stru

ctur

e of

the

disc

ipli

ne a

ndit

s to

ols

of in

quir

y, a

nd is

abl

e to

cre

ate

lear

ning

exp

erie

nces

that

mak

e th

e su

bjec

t mat

ter

mea

ning

ful t

ost

uden

ts.

PE

RF

OR

MA

NC

E O

BJE

CT

IVE

S:

Cho

ose

3−5

sam

ples

of

wor

k th

at d

emon

stra

te y

our

abil

ity

to m

eet a

ll o

f th

e fo

llow

ing

obje

ctiv

es. (

One

item

may

be

used

to s

atis

fy m

ulti

ple

obje

ctiv

es.)

Be

sure

to s

peci

fy h

ow e

ach

item

mee

ts a

par

ticu

lar

obje

ctiv

e in

your

ref

lect

ion.

Be

sure

to s

peci

fy h

ow e

ach

item

mee

ts a

par

ticu

lar

obje

ctiv

e in

you

r re

flec

tion

.W

e w

ill b

e lo

okin

g fo

r ev

iden

ce t

hat y

ou c

an?

You

mig

ht d

emon

stra

te th

is s

kill

wit

h . .

1.A

pply

bot

h in

form

al a

nd f

orm

al r

easo

ning

in p

robl

em s

olvi

ng.

•A

logi

call

y pr

ecis

e m

athe

mat

ical

pro

of to

geth

erw

ith

an in

tuit

ive

expl

anat

ion

of w

hat i

s go

ing

onin

the

proo

f an

d ho

w it

mig

ht h

ave

been

disc

over

ed.

•A

logi

call

y pr

ecis

e ex

plan

atio

n of

a p

robl

em y

ouha

ve s

olve

d to

geth

er w

ith

a di

scus

sion

of

the

info

rmal

rea

soni

ng (

incl

udin

g th

e co

njec

turi

ngpr

oces

s) w

hich

led

you

to th

e so

luti

on.

2.Id

enti

fy a

ppro

pria

te te

chno

logy

to e

xplo

rea

mat

hem

atic

al p

robl

em a

nd e

xpla

in th

eli

mit

s th

is te

chno

logy

pla

ces

on th

ekn

owle

dge

you

acqu

ire.

•Y

our

anal

ysis

of

the

tech

nolo

gy y

ou u

sed

toco

nduc

t a m

athe

mat

ical

inve

stig

atio

n in

one

of

your

cou

rses

.•

A d

escr

ipti

on o

f ho

w y

ou h

ave

used

var

ious

tech

nolo

gica

l too

ls in

pro

blem

sol

ving

and

the

stre

ngth

s an

d li

mit

atio

ns o

f ea

ch to

ol.

3.G

ener

ate

a m

athe

mat

ical

mod

el to

repr

esen

t a r

eal−

wor

ld s

itua

tion

and

eval

uate

how

wel

l the

mod

el r

epre

sent

s th

esi

tuat

ion.

•A

mat

hem

atic

al m

odel

that

you

cou

ld d

evel

op to

assi

st o

ther

s in

und

erst

andi

ng a

nat

ural

or

hum

an−

mad

e ph

enom

enon

.•

A m

athe

mat

ical

mod

el y

ou d

evel

oped

in a

cou

rse,

inte

rnsh

ip, o

r jo

b to

ass

ist y

our

own

unde

rsta

ndin

g..

4.U

nder

stan

d an

d us

e co

nnec

tion

s am

ong

mat

hem

atic

al c

once

pts,

pro

cedu

re, a

ndre

pres

enta

tion

s.

•A

dis

cuss

ion

of v

ario

us r

epre

sent

atio

ns o

f a

part

icul

ar p

robl

em a

nd h

ow d

iffe

rent

repr

esen

tati

ons

lead

to d

iffe

rent

sol

utio

n,m

etho

ds, o

r bl

ind

alle

ys.

•A

dis

cuss

ion

of th

e co

nnec

tion

s be

twee

n tw

oar

eas

of m

athe

mat

ics.

5.Il

lust

rate

kno

wle

dge

of th

e hi

stor

y an

dcu

ltur

al c

onte

xt o

f m

athe

mat

ics;

inpa

rtic

ular

, the

evo

luti

on o

f m

athe

mat

ical

conc

epts

.

•A

n es

say

disc

ussi

ng y

our

know

ledg

e of

apa

rtic

ular

mat

hem

atic

al c

once

pt a

nd h

ow it

has

been

mod

ifie

d ov

er ti

me.

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The

se p

rofi

cien

cies

mea

sure

you

r sk

ills

as

a pr

acti

tion

er o

f you

r di

scip

line

, abo

ve a

nd b

eyon

d th

e co

nten

tkn

owle

dge

mas

tere

d in

you

r co

lleg

e co

urse

s. T

he e

mph

asis

of t

his

sect

ion

is o

n yo

ur u

nder

stan

ding

of t

hedo

mai

n yo

u w

ill t

each

, not

on

the

teac

hing

pra

ctic

es y

ou w

ill e

mpl

oy.

PR

OF

ICIE

NC

Y:

T

he c

ompu

ter

scie

nce

teac

her

unde

rsta

nds

the

cent

ral c

once

pts

of c

ompu

ter

scie

nce,

the

stru

ctur

e of

the

disc

ipli

ne a

nd it

tool

s of

inqu

iry,

and

is a

ble

to c

reat

e le

arni

ng e

xper

ienc

es th

at m

ake

the

subj

ect m

atte

rm

eani

ngfu

l to

stud

ents

.

PE

RF

OR

MA

NC

E O

BJE

CT

IVE

S:

Cho

ose

3−5

sam

ples

of

wor

k th

at d

emon

stra

te y

our

abil

ity

to m

eet a

ll o

f th

e fo

llow

ing

obje

ctiv

es. (

One

item

may

be

used

to s

atis

fy m

ulti

ple

obje

ctiv

es.)

Be

sure

to s

peci

fy h

ow e

ach

item

mee

ts a

par

ticu

lar

obje

ctiv

e in

your

ref

lect

ion.

Be

sure

to s

peci

fy h

ow e

ach

item

mee

ts a

par

ticu

lar

obje

ctiv

e in

you

r re

flec

tion

.

We

wil

l be

look

ing

for

evid

ence

tha

t you

can

?Y

ou m

ight

dem

onst

rate

this

ski

ll w

ith

. .

1.Id

enti

fy a

n ar

ea i

n w

hich

tec

hnol

ogy

may

be

used

to

impr

ove

an e

xist

ing

oper

atio

n an

d ch

arac

teri

ze t

he a

ppro

ach

or p

lan

of a

ctio

n yo

u w

ould

im

plem

ent.

•A

sho

rt p

ropo

sal

of a

sof

twar

ere

quir

emen

ts a

naly

sis

and

your

reco

mm

enda

tion

s.•

A d

escr

ipti

on o

f a

cons

ulta

tion

w

hich

you

have

per

form

ed f

or a

n ou

tsid

egr

oup.

2.S

elec

t ap

pro

pria

te s

oft

war

e to

acco

mpl

ish

a sp

ecif

ic t

ask

on t

he b

asis

of i

ts q

uali

ty,

effe

ctiv

enes

s an

def

fici

ency

.

•A

sum

mar

y of

sof

twar

e yo

u se

lect

ed t

oso

lve

a pr

oble

m a

nd y

our

rati

onal

e fo

rea

ch c

hoic

e.•

A c

riti

que

of r

ecen

tly

dev

elo

ped

soft

war

e.

3.D

eter

min

e m

eth

ods

to e

val

uate

th

eac

cura

cy a

nd v

alid

ity

of e

lect

roni

cin

form

atio

n.

•Y

our

str

ateg

ies

for

effe

ctiv

ely

eval

uati

ng d

ata

sour

ces

on t

he w

eb.

•A

n ex

ampl

e of

an

inve

stig

atio

n yo

u di

dto

eva

luat

e el

ectr

oni

c in

form

atio

n.

4.D

emo

nst

rate

kno

wle

dge

of

the

orga

niza

tion

al s

truc

ture

of

com

puti

ngsy

stem

s fr

om t

he m

ost

basi

cco

mpo

nent

s up

to

a ne

twor

k.

•A

n an

alys

is o

f co

mpa

tibi

lity

iss

ues

such

as c

ross

−p

latf

orm

co

nnec

tiv

ity

. •

A c

ompa

riso

n/ c

ontr

ast

of a

nalo

gue

and

digi

tal

tech

nolo

gy s

yste

ms.

5.Il

lust

rate

kn

owle

dge

of t

he h

isto

ry/

phil

osop

hy o

f co

mpu

ter

scie

nce;

spec

ific

ally

, th

e im

pac

t of

tec

hnol

ogy

appl

icat

ions

on

hum

an s

ocie

ty.

•A

n es

say

disc

ussi

ng y

our

info

rmed

stan

ce o

n th

e fu

ture

eco

nom

ical

,ed

ucat

iona

l or

soc

ial

impl

icat

ions

of

tech

nolo

gy u

se.

Criterion 1: Designing Learner−Centered Instruction

1. Engages students in a variety of interesting, challenging, and worthwhile activities.

2. Helps students link new content with their prior knowledge and gain insights into their misconceptions.

3. Develops clearly−stated objectives that are age−appropriate and able to be

assessed.

4. Guides students in using appropriate technology to gather, organize and display

data.

5. Selects or designs a variety of worthwhile assessment instruments, some of which involve student self−assessment.

clearly dem

onstratedunclearnot

demonstrated

1. Models respect for student diversity and encourages all students to cooperate.

2. Creates learning activities that emphasize collaboration and teamwork.

3. Consistently and effectively enforces high expectations for student behavior.

4. Responds flexibly to students during a lesson, adjusting instruction as needed depending on student progress.

5. Employs safe practices in designing, planning and implementing all instructional activities.

clearly dem

onstratedunclear

not dem

onstrated

Criterion 2: Establishing a Learner−Centered Classroom

Progress Rating: ________Progress Rating: ________

Student Name:_______________________________ Type of Certification: ______________Review:FirstPortfolio

Final Portfolio

Rating 54321

Proficiencies Satisfied

5 out of 54 out of 53 out of 52 out of 51 out of 5

Required Passing Average:First Review: 3Final Review: 4

Criterion 3: Using Learner−Centered Communication

1. Asks carefully framed questions that foster the development of higher−order thinking skills and logical reasoning/problem

solving.

2. Facilitates reflection and discussion between

students about their inquiry experiences.

3. Engages students in tasks that require them to communicate their reasoning using appropriate and precise terminology.

4. Communicates the importance of their instructional content and their expectations for high quality work.

5. Provides students with timely feedback that is accurate, constructive, substantive and specific.

clearly dem

onstratedunclearnot

demonstrated

1. Engages in collaborative decision making and problem solving with other educators.

2. Engages student families in their children3s education and responds appropriately to their concerns.

3. Engages in a variety of activities to continually enhance their content and

pedagogical skills.

4. Encourages feedback from students and colleagues and reflects on how he/she can improve his/her teaching performance.

5. Interacts with students in a way that is consistent with the legal and ethical guidelines of the profession.

clearly dem

onstratedunclearnot

demonstrated

Criterion 4: Practicing Learner−Centered Professionalism

Progress Rating: ________Progress Rating: ________

Student Name: _______________________________ Type of Certificaion: ________________Review:First portfolio

FinalPortfolio

Rating 54321

Proficiencies Satisfied

5 out of 54 out of 53 out of 52 out of 51 out of 5

Required Passing Average:First Review: 3Final Review: 4

Criterion 5: Engaging in Learner−Centered Science

1. Identifies a refined and focused question for an inquiry investigation, and characterizes the

way in which the study would be conducted.

2. Identifies appropriate technology to gather and analyze data for a defined task, and explains the limits this technology places on the knowledge acquired.

3. Critically evaluates a scientific explanation or hypothesis using scientific evidence and methodology.

4. Generates a model to represent a real−world situation and evaluates how well the model represents the situation.

5. Illustrates knowledge of the history/ philosophy of science; specifically, the changing nature of scientific knowledge and theories.

clearly dem

onstratedunclearnot

demonstrated

Progress Rating: ________

Final Comments

Reviewer3s Signature ____________________________ Date: ________

Student Name: _______________________________ Type of Certification: ______________Review:First portfolio

Finalportfolio

Rating 54321

Average progress rating: ______ Portfolio is accepted. requires revision.

Proficiencies Satisfied

5 out of 54 out of 53 out of 52 out of 51 out of 5

Required Passing Average:First Review: 3Final Review: 4

Criterion 5: Engaging in Learner−Centered Mathematics

clearly dem

onstratedunclearnot

demonstrated

Progress Rating: ________

Final Comments

Reviewer3s Signature ____________________________ Date: ________

Student Name: _______________________________ Type of Certification: ______________Review:First portfolio

Finalportfolio

Rating 54321

Average progress rating: ______ Portfolio is accepted. requires revision.

Proficiencies Satisfied

5 out of 54 out of 53 out of 52 out of 51 out of 5

Required Passing Average:First Review: 3Final Review: 4

1. Applies both informal and formal mathematical reasoning in problem solving.

2. Identifies appropriate technology to explore a mathematical problem and explains the limits this technology places on the knowledge acquired.

3. Generates a mathematical model to represent a real−world situation and evaluate how well the model represents the situation.

4. Understands and uses connections among the mathematical concepts, procedures and representations.

5. Illustrates knowledge of the history and cultural context of mathematics; in particular, the evolution of mathematical concepts.

Criterion 5: Engaging in Learner−Centered Computer Science

1. Identifies an area in which technology may be used to improve an existing operation and characterize the approach or plan of action you would implement.

2. Selects appropriate software to accomplish a specific task on the basis of its quality, effectiveness, and efficiency.

3. Determines methods for evaluating the accuracy and validity of electronic information.

4. Demonstrates knowledge of the organizational structure of computing systems from the most basic components up to a network.

5. Illustrates knowledge of the history/philosophy of computer science; specifically, the impact of technology of human society.

clearly dem

onstratedunclearnot

demonstrated

Progress Rating: ________

Final Comments

Reviewer3s Signature ____________________________ Date: ________

Student Name: _______________________________ Type of Certification: ______________Review:First portfolio

Finalportfolio

Rating 54321

Average progress rating: ______ Portfolio is accepted. requires revision.

Proficiencies Satisfied

5 out of 54 out of 53 out of 52 out of 51 out of 5

Required Passing Average:First Review: 3Final Review: 4

Ap

pen

dix

IVR

eten

tion

Rep

ort

Sum

mar

y of

Ret

enti

on D

ata,

Coh

orts

F97

−F

99

A.

His

tory

of

Enr

ollm

ent i

n U

Tea

chT

he r

ecru

itm

ent o

f ou

tsta

ndin

g sc

ienc

e an

d m

athe

mat

ics

unde

rgra

duat

es a

nd p

ost−

bacc

alau

reat

esis

a to

p pr

iori

ty o

f th

e U

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rogr

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In th

e F

all o

f 19

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8 C

olle

ge o

f N

atur

al S

cien

cefr

eshm

en e

nter

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e U

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ch p

rogr

am. S

ince

then

the

prog

ram

has

gro

wn

to in

clud

e ov

er 2

50st

uden

ts w

ith

a va

riet

y of

maj

ors

and

stan

ding

s w

ho a

re a

ll in

the

pipe

line

for

mat

h an

d sc

ienc

ese

cond

ary

cert

ific

atio

n. T

hese

stu

dent

s ar

e en

teri

ng th

e pr

ogra

m a

t var

ious

leve

ls in

thei

rco

urse

wor

k. S

ome

ente

r as

fre

shm

en w

hile

oth

ers

ente

r la

ter

in th

eir

unde

rgra

duat

e ca

reer

. In

the

Spr

ing

of 2

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the

firs

t tw

o U

Tea

ch s

tude

nts

grad

uate

d an

d co

mpl

eted

the

prog

ram

bot

hw

ith

Com

posi

te S

cien

ce C

erti

fica

tion

. For

the

fall

of

2000

, sev

en m

ore

stud

ents

wil

l com

plet

eth

eir

stud

ent t

each

ing

expe

rien

ce.

Pro

ject

ions

for

Spr

ing

2001

indi

cate

that

ove

r 30

UT

each

stud

ents

are

exp

ecte

d to

com

plet

e st

uden

t tea

chin

g an

d gr

adua

te w

ith

seco

ndar

y m

ath

& s

cien

cece

rtif

icat

ion.

B.

Ove

rall

Ret

enti

on:

The

ove

rall

ret

enti

on r

ate

of s

tude

nts

in th

e U

Tea

ch p

rogr

am is

71%

. T

his

is c

onsi

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bly

high

er th

an th

e ov

eral

l col

lege

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NS

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tent

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rate

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Ent

ered

As:

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nrol

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ted

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37%

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Sop

hom

ores

7424

32%

68%

Juni

ors

5710

18%

82%

Sen

iors

428

19%

81%

Pos

tBac

223

14%

86%

Ove

rall

346

101

29%

71%

C.

Whe

n S

tude

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Lea

ve th

e P

rogr

am:

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, 41%

of

all s

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nts

who

enr

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ave

afte

r S

TE

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ho g

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cou

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mor

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wit

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e pr

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m.

Per

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ori

gina

lly e

nrol

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ter

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Ent

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As:

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(on

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1.G

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Inf

orm

atio

nO

vera

ll G

PA

for

F99

UT

each

Stu

dent

s=

3.12

13O

vera

ll G

PA

for

F98

Col

lege

of

Nat

ural

Sci

ence

s

=2.

84*

Ove

rall

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or F

98 T

otal

UT

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tin

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m U

T O

ffic

e of

Ins

titu

tion

al S

tudi

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Sta

tist

ical

Han

dboo

k 19

99−

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Ap

pen

dix

VC

urri

culu

m M

appi

ng

Dis

cuss

ion

Dra

ft:

11/1

0/00

Cur

ricu

lum

Map

ping

of

UT

each

Cou

rses

The

pur

pose

of

the

UT

each

Cur

ricu

lum

Map

ping

Pro

ject

is to

:•

Def

ine

the

obje

ctiv

es o

f ea

ch U

Tea

ch c

ours

e;•

Coo

rdin

ate

the

obje

ctiv

es a

cros

s co

urse

s so

as

to a

void

dup

lica

tion

and

ens

ure

cont

ent c

over

age.

Con

tent

to b

e co

vere

d w

ill b

e de

fine

d, in

par

t, by

sta

test

anda

rds,

aug

men

ted

by a

ddit

iona

l con

tent

def

ined

by

the

UT

each

Exe

cuti

veC

omm

itte

e an

d U

Tea

ch f

acul

ty a

s im

port

ant;

•C

reat

e a

syst

em th

at a

lign

s co

urse

obj

ecti

ves,

inst

ruct

ion,

and

the

UT

each

port

foli

o sy

stem

;•

Cre

ate

a sy

stem

that

fac

ilit

ates

cle

ar c

omm

unic

atio

n ab

out t

he U

Tea

ch c

ours

est

ruct

ure

and

cont

ent;

•D

efin

e w

hat i

t mea

ns to

bec

ome

a te

ache

r.

STE

P 1

: I

nqui

ry A

ppro

ache

s to

Tea

chin

g

Cou

rse

Obj

ectiv

es −

Stu

dent

s w

ill:

1.A

sses

s w

heth

er th

ey w

ant t

o pu

rsue

teac

hing

as

a ca

reer

.2.

Inte

ract

wit

h ex

peri

ence

d an

d su

cces

sful

mas

ter

and

men

tor

teac

hers

who

ser

ve a

sm

odel

s of

teac

hers

who

hav

e su

rviv

ed a

nd e

xcel

led.

3.O

bser

ve c

lass

es ta

ught

by

mas

ter

and

men

tor

teac

hers

.4.

Use

com

pell

ing

lite

ratu

re in

the

fiel

d to

see

the

rich

ness

and

var

iety

of

stud

ent

thin

king

.5.

Dis

cuss

sta

te a

nd n

atio

nal m

athe

mat

ics

and

scie

nce

stan

dard

s an

d th

eir

impl

icat

ions

for

curr

icul

um d

ecis

ions

.6.

Pla

n an

d de

live

r fo

ur in

quir

y−ba

sed

hand

s−on

mat

hem

atic

s an

d sc

ienc

e le

sson

s (f

rom

such

cur

ricu

la a

s F

OS

S a

nd I

nves

tiga

tion

s) in

loca

l ele

men

tary

sch

ool c

lass

room

s.7.

Exp

erie

nce

dive

rse

stud

ent p

opul

atio

ns a

nd s

choo

l set

ting

s to

gai

n an

app

reci

atio

n of

the

vari

ety

and

rang

e of

stu

dent

thin

king

. 8.

Und

erst

and

the

chil

d de

velo

pmen

t iss

ues

that

exi

st a

t the

ele

men

tary

leve

l and

inco

rpor

ate

inst

ruct

iona

l str

ateg

ies

that

mee

t the

nee

ds o

f st

uden

ts w

ith

mul

tipl

ete

mpe

ram

ents

and

lear

ning

sty

les.

9.R

efle

ct o

n th

eir

prog

ress

as

teac

hers

and

use

thes

e re

flec

tion

s to

impr

ove

thei

rpr

acti

ce.

10.U

se f

eedb

ack

from

mas

ter

and

men

tor

teac

hers

to im

prov

e th

eir

teac

hing

.11

.Bec

ome

fam

ilia

r w

ith

teac

hing

cer

tifi

cati

on r

equi

rem

ents

, inc

ludi

ng c

ours

e se

quen

ce,

UT

each

por

tfol

io r

equi

rem

ents

, sta

te c

erti

fica

tion

exa

ms,

and

min

imum

gra

de p

oint

aver

age

to b

e el

igib

le f

or s

tude

nt te

achi

ng.

12.W

rite

per

form

ance

obj

ecti

ves

for

each

less

on, i

nclu

ding

mat

hem

atic

s an

d sc

ienc

eco

nnec

tion

s, a

nd a

ppro

pria

te a

sses

smen

ts f

or th

ose

obje

ctiv

es.

13.U

se te

chno

logy

to c

olla

bora

te a

nd c

omm

unic

ate

(e.g

., e−

mai

l, se

ndin

g an

d re

ceiv

ing

mes

sage

s, a

nd w

ord

proc

essi

ng).

14.U

se te

chno

logy

and

the

Inte

rnet

to e

nhan

ce c

lass

room

less

ons

(e.g

., in

form

atio

nex

chan

ges,

poo

led

data

ana

lysi

s, o

nlin

e co

llab

orat

ions

, and

info

rmat

ion

sear

ches

).

1

Dis

cuss

ion

Dra

ft:

11/1

0/00

STE

P 2

: I

nqui

ry L

esso

n D

esig

n

Cou

rse

Obj

ectiv

es −

Stu

dent

s w

ill:

1.Id

enti

fy c

omm

on c

ompo

nent

s of

the

mid

dle

scho

ol c

ultu

re.

2.U

se a

str

uctu

red

appr

oach

to o

bser

ve m

iddl

e sc

hool

cla

ssro

oms

3.D

isti

ngui

sh b

etw

een

inqu

iry−

base

d an

d ot

her

inst

ruct

iona

l app

roac

hes

and

deci

dew

hich

app

roac

h be

st f

its

inst

ruct

iona

l goa

ls.

4.Id

enti

fy a

nd u

se s

ourc

es o

f ex

cell

ent i

nqui

ry−

base

d m

athe

mat

ics

and

scie

nce

less

ons

(e.g

., C

onne

cted

Mat

hem

atic

s).

5.D

evel

op le

sson

pla

ns u

sing

the

"5−

E"

mod

el (

i.e.,

enga

gem

ent,

expl

orat

ion,

expl

anat

ion,

ela

bora

tion

, and

eva

luat

ion)

.6.

Iden

tify

thei

r co

nten

t wea

knes

ses

wit

hin

the

cont

ext o

f se

lect

ed le

sson

s, a

nd w

ork

wit

h m

aste

r an

d m

ento

r te

ache

rs a

nd p

eers

to e

nhan

ce th

at c

onte

nt k

now

ledg

e.7.

Par

tici

pate

in p

eer

coac

hing

in w

hich

they

pre

sent

less

ons

to th

eir

Ste

p 2

peer

s an

dof

fer

sugg

esti

ons

to o

ther

s w

ho a

lso

pres

ent l

esso

ns.

8.P

lan

and

deli

ver

thre

e in

quir

y−ba

sed

less

ons

in e

ithe

r m

athe

mat

ics

or s

cien

ce in

loca

lm

iddl

e or

juni

or h

igh

scho

ols.

9.U

se te

chno

logy

(e.

g., C

BL

s, in

tern

et s

earc

hers

, sof

twar

e pa

ckag

es)

in d

eliv

erin

gm

athe

mat

ics

or s

cien

ce le

sson

s.10

.Im

plem

ent a

var

iety

of

met

hods

to a

sses

s le

arne

r ou

tcom

es f

orm

ativ

ely,

sum

mat

ivel

y, a

nd in

form

ally

.11

.Ref

lect

on

teac

hing

exp

erie

nces

to r

evis

e le

sson

pla

ns a

nd im

prov

e te

achi

ng.

12.A

sses

s th

eir

com

mit

men

t to

purs

uing

a te

achi

ng c

aree

r.

Kno

win

g an

d L

earn

ing

Cou

rse

Obj

ectiv

es −

Stu

dent

s w

ill:

Lea

rnin

g1.

Bec

ome

know

ledg

eabl

e an

d cr

itic

al a

bout

var

ious

theo

ries

of

lear

ning

incl

udin

gbe

havi

oris

m, c

ogni

tive

sci

ence

(in

form

atio

n pr

oces

sing

/art

ific

ial i

ntel

lige

nce)

,co

nstr

ucti

vism

, and

dev

elop

men

tal t

heor

ies

incl

udin

g S

kinn

er, P

iage

t, V

ygot

sky,

And

erso

n, a

nd C

hi.

2.U

nder

stan

d th

e im

port

ance

of

and

be a

ble

to c

ondu

ct a

nd a

naly

ze c

lini

cal i

nter

view

sw

ith

lear

ners

to s

ee h

ow b

asic

con

cept

s ca

n be

und

erst

ood

diff

eren

tly

by y

oung

lear

ners

.3.

Obs

erve

and

ref

lect

on

thei

r ow

n le

arni

ng in

a w

ay th

at c

an in

form

thei

r in

tera

ctio

nsw

ith

topi

cs in

thei

r m

ajor

s.4.

Dev

elop

and

art

icul

ate

thei

r ow

n ev

olvi

ng e

pist

emol

ogie

s re

late

d to

teac

hing

and

lear

ning

.K

now

ing

5.E

xam

ine

the

deve

lopm

ent o

f fu

ndam

enta

l con

cept

s in

mat

hem

atic

s an

d sc

ienc

e.6.

Exp

lore

an

iter

ativ

e so

cio−

cogn

itiv

e cy

cle

of in

quir

y (p

robl

em f

orm

ulat

ion,

act

ivit

y,an

d th

e cr

eati

on o

f re

cord

s an

d re

flec

tion

). 2

Dis

cuss

ion

Dra

ft:

11/1

0/00

7.E

xam

ine

how

task

con

stru

ctio

n re

flec

ts u

nder

lyin

g th

eori

es o

f kn

owle

dge

and

lear

ning

.8.

Ana

lyze

thei

r ow

n en

gage

men

t in

acti

viti

es to

und

erst

and

and

illu

stra

te c

once

ptua

lde

velo

pmen

t.9.

Dev

elop

an

unde

rsta

ndin

g of

how

act

ivit

y an

d di

scou

rse

inte

ract

as

one

coor

dina

tes

mul

tipl

e fo

rms

of r

epre

sent

atio

n.10

.Exa

min

e th

e ro

le o

f ar

gum

enta

tion

and

pro

of in

the

proc

ess

of c

once

ptua

lde

velo

pmen

t.11

.Dev

elop

insi

ght i

nto

how

com

puta

tion

al a

nd te

chno

logi

cal m

edia

infl

uenc

e th

e ta

skan

d ac

tivi

ty.

Ass

essm

ent

12.L

earn

to id

enti

fy h

ow d

iffe

rent

for

ms

of a

sses

smen

t ref

lect

und

erly

ing

assu

mpt

ions

abou

t tea

chin

g an

d le

arni

ng.

13.E

xam

ine

how

hig

h st

akes

ass

essm

ent a

nd f

orm

ativ

e as

sess

men

t can

ref

lect

dif

fere

ntun

derl

ying

theo

ries

.

Com

mun

ity

14.E

xam

ine

how

theo

ries

of

lear

ning

and

kno

wle

dge

inte

ract

wit

h is

sues

of

equi

ty a

ndac

cess

.15

.Exa

min

e ho

w c

once

ptua

l dev

elop

men

t evo

lves

thro

ugh

expe

ctat

ions

and

soc

ial a

ndcu

ltur

al d

isco

urse

.

Cla

ssro

om I

nter

acti

ons

Cou

rse

Obj

ectiv

es −

Stu

dent

s w

ill:

1.U

nder

stan

d, d

iscu

ss, a

nd ju

dge

the

mer

its

of m

ulti

ple

mod

els

of te

achi

ng (

incl

udin

gdi

rect

inst

ruct

ion,

inqu

iry

teac

hing

and

use

of

smal

l gro

ups)

and

wha

t eac

h m

odel

requ

ires

of

teac

hers

.2.

Obs

erve

and

ref

lect

on

vide

otap

es o

f un

edit

ed in

stru

ctio

n in

mat

hem

atic

s an

d sc

ienc

eto

und

erst

and

how

teac

hers

can

set

the

task

, wha

t stu

dent

s un

ders

tand

abo

ut th

e ta

sk,

and

how

stu

dent

s’ c

once

ptua

l kno

wle

dge

can

be b

uilt

usi

ng a

var

iety

of

inst

ruct

iona

lst

rate

gies

.3.

Bec

ome

keen

obs

erve

rs a

nd a

naly

sts

of c

lass

room

inst

ruct

ion

alon

g th

e di

men

sion

of

cont

ent d

evel

opm

ent.

4.B

ecom

e ke

en o

bser

vers

and

ana

lyst

s of

cla

ssro

om in

stru

ctio

n al

ong

the

dim

ensi

on o

feq

uita

ble

and

dive

rse

part

icip

atio

n.5.

Pla

n an

d te

ach,

wit

h a

smal

l gro

up o

f pe

ers,

a 2

−da

y hi

gh s

choo

l mat

hem

atic

s/sc

ienc

ele

sson

on

an a

ssig

ned

topi

c.

6.S

ubm

it a

vid

eota

pe o

f th

e 2−

day

less

on f

or c

omm

unit

y re

view

by

peer

s an

din

stru

ctor

.7.

Use

con

tent

and

equ

ity

dim

ensi

ons

to a

naly

ze a

nd r

efle

ct o

n th

eir

own

teac

hing

and

thei

r ow

n le

arni

ng in

tera

ctio

ns.

8.U

se s

tude

nt w

ork

as e

vide

nce

of c

lass

room

res

ults

.9.

Exa

min

e da

ta o

n st

uden

t par

tici

pati

on a

nd p

erfo

rman

ce a

nd le

arn

to c

onsi

der

ava

riet

y of

lens

es (

incl

udin

g ps

ycho

logi

cal d

efic

it m

odel

s, th

e ro

le o

f cu

ltur

e, is

sues

of

3

Dis

cuss

ion

Dra

ft:

11/1

0/00

mul

ticu

ltur

al e

duca

tion

, and

the

role

of

fam

ily,

inst

itut

ion,

and

com

mun

ity)

use

d in

equi

ty d

ebat

es.

10.U

nder

stan

d an

d m

odel

how

cur

ricu

lum

and

tech

nolo

gy (

e.g.

, Geo

met

er’s

Ske

tchp

ad,

Inte

ract

ive

Phy

sics

, Fat

hom

) ar

e us

ed in

cla

ssro

om s

etti

ngs

to b

uild

inte

rrel

atio

nshi

psam

ong

teac

hers

and

stu

dent

s.

Pro

ject

−Bas

ed I

nstr

ucti

on

Cou

rse

Obj

ectiv

es −

Stu

dent

s w

ill:

The

oret

ical

Im

plic

atio

ns1.

Dis

cuss

the

impo

rtan

ce o

f pr

ojec

t−ba

sed

inst

ruct

ion

in te

rms

of s

tude

nts’

cogn

itiv

e de

velo

pmen

t, eq

uity

, and

mot

ivat

ion;

2.R

efle

ct o

n ap

plic

atio

ns o

f ed

ucat

iona

l the

ory

as it

rel

ates

to c

lass

room

pra

ctic

e in

the

area

of

proj

ect−

base

d in

stru

ctio

n;3.

Dis

ting

uish

bet

wee

n pr

ojec

t−ba

sed

and

othe

r in

stru

ctio

nal a

ppro

ache

s an

d de

cide

whi

ch a

ppro

ach

best

fit

s in

stru

ctio

nal g

oals

bas

ed o

n be

nefi

ts a

nd li

mit

atio

ns o

fea

ch;

4.E

valu

ate

the

usef

ulne

ss o

f te

chno

logy

in a

chie

ving

lear

ning

obj

ecti

ves

and

sele

ctap

prop

riat

e re

sour

ces

for

stud

ent u

se b

ased

on

the

rela

tion

ship

of

sali

ent f

eatu

res

of th

e te

chno

logy

to le

arni

ng o

bjec

tive

s;5.

Des

crib

e ex

ampl

es o

f pr

ojec

t−ba

sed

inst

ruct

ion

in m

ath

or s

cien

ce a

nd a

naly

zeth

ose

exam

ples

in te

rms

of K

rajc

ik’s

and

Mor

soun

d’s

mod

els

of p

roje

ct−

base

din

stru

ctio

n.

Fie

ld E

xper

ienc

es6.

Use

inqu

iry

met

hods

wit

h hi

gh s

choo

l stu

dent

s in

a p

roje

ct−

base

d se

ttin

g;7.

Com

pare

and

con

tras

t obs

erva

tion

s of

"re

al"

proj

ect−

base

d cl

assr

oom

s w

ith

thos

epr

esen

ted

in r

eadi

ngs

and

wit

h th

eore

tica

l mod

els;

8.D

emon

stra

te s

kill

in s

etti

ng u

p an

d m

anag

ing

wet

lab

and

fiel

d pr

ojec

t−ba

sed

envi

ronm

ents

incl

udin

g se

t up,

saf

ety,

and

ass

essm

ent.

Pra

ctic

al A

ppli

cati

on9.

Use

des

ign

prin

cipl

es to

dev

elop

inte

rdis

cipl

inar

y, tw

o to

thre

e−w

eek

proj

ect−

base

d un

its

for

high

sch

ool c

lass

es;

10.D

evel

op a

lter

nati

ve a

sses

smen

ts a

ppro

pria

te f

or p

roje

ct−

base

d in

stru

ctio

n;11

.Dis

cuss

lab

safe

ty a

nd li

abil

ity

issu

es r

elat

ed to

pro

ject

−ba

sed

inst

ruct

ion

and

wet

−la

b or

fie

ld e

nvir

onm

ents

(O

SH

A r

egul

atio

ns, h

ow to

rea

d m

ater

ials

saf

ety

data

she

ets,

saf

e di

spos

al o

f ch

emic

als,

etc

.).

Tec

hnol

ogic

al C

ompe

tenc

ies

12.U

se r

elev

ant t

echn

olog

y to

dev

elop

pro

ject

s (e

.g.,

web

liog

raph

er, c

once

ptm

appi

ng s

oftw

are,

vid

eo e

diti

ng s

oftw

are,

etc

.);

13.I

nteg

rate

rel

evan

t tec

hnol

ogy

into

cur

ricu

lar

unit

s (e

.g.,

Inte

rnet

, sim

ulat

ions

, dat

aan

alys

is p

acka

ges,

mod

elin

g so

ftw

are,

etc

.).

4

Dis

cuss

ion

Dra

ft:

11/1

0/00

Per

spec

tive

s on

Sci

ence

and

Mat

hem

atic

s

Cou

rse

Obj

ecti

ves

− S

tude

nts

wil

l:1.

Exa

min

e ep

isod

es in

the

hist

ory

of s

cien

ce a

nd m

athe

mat

ics

that

are

of

surp

assi

ngsi

gnif

ican

ce to

our

cul

tura

l her

itag

e by

rea

ding

and

dis

cuss

ing

wor

ks b

y an

d ab

out

som

e of

the

scie

ntis

ts a

nd m

athe

mat

icia

ns in

volv

ed.

(Dar

win

’s T

heor

y of

Evo

luti

onby

Nat

ural

Sel

ecti

on is

a r

equi

red

epis

ode;

oth

er e

xam

ples

mig

ht in

clud

e G

alil

eo a

ndth

e ph

ysic

s of

mot

ion,

New

ton

and

the

mat

hem

atiz

atio

n of

the

wor

ld, t

he m

akin

g of

the

atom

ic b

omb,

and

her

edit

y an

d ge

neti

cs).

2.U

nder

stan

d sc

ienc

e an

d m

athe

mat

ics

as a

pro

duct

of

hist

oric

al p

roce

sses

and

a f

acto

rin

fur

ther

his

tori

cal c

hang

e.3.

Pla

n an

d de

velo

p sc

ienc

e an

d/or

mat

hem

atic

s le

sson

s th

at in

clud

e th

e ap

plic

atio

n of

an

hist

oric

al p

ersp

ecti

ve to

enr

ich

and

supp

lem

ent c

urri

cula

r tr

eatm

ents

of

topi

cs.

4.U

nder

stan

d an

d ap

prec

iate

the

cult

ural

and

hum

anis

tic

aspe

cts

of s

cien

ce a

ndm

athe

mat

ics.

5.U

nder

stan

d an

d ex

plai

n th

e ge

nesi

s of

sci

enti

fic

idea

s by

trac

ing

thei

r ev

olut

ion

and

disc

ussi

ng c

ompe

ting

theo

ries

and

sch

ools

of

thou

ght.

6.U

nder

stan

d m

ulti

ple

pers

pect

ives

in d

iffe

rent

cul

ture

s ab

out s

cien

ce a

nd m

athe

mat

ics.

7.E

xam

ine

the

unde

rlyi

ng a

ssum

ptio

ns a

bout

the

natu

re o

f sc

ient

ific

rea

soni

ng, e

.g.,

Pop

per,

Kuh

n, L

akat

os.

Res

earc

h M

etho

ds

Cou

rse

Obj

ecti

ves

− S

tude

nts

wil

l:1.

Car

ry o

ut s

impl

e pr

ojec

ts, i

nqui

ries

, and

/or

inve

stig

atio

ns th

at il

lust

rate

the

proc

ess

that

tran

sfor

ms

curi

osit

y in

to s

cien

tifi

c re

sear

ch.

2.L

earn

abo

ut th

e va

riou

s fo

rms

of r

esea

rch

rang

ing

from

ded

ucti

ve to

indu

ctiv

e, f

rom

cont

roll

ed e

nvir

onm

ents

to o

bser

vati

ons,

fro

m p

ure

to a

ppli

ed, a

nd f

rom

theo

reti

cal t

oex

peri

men

tal a

nd c

ompu

tati

onal

. 3.

Em

ploy

sta

tist

ics

in a

res

earc

h se

ttin

g.4.

Des

ign

a sm

all−

scal

e re

sear

ch in

vest

igat

ion,

inte

ract

ing

wit

h in

stru

ctor

s, b

ut w

itho

utth

e ex

plic

it g

uida

nce

typi

call

y pr

ovid

ed b

y la

bora

tory

man

uals

.5.

Lea

rn a

bout

the

soci

al c

onte

xt o

f re

sear

ch, i

nclu

ding

the

rese

arch

lite

ratu

re, r

esea

rch

com

mun

itie

s, th

e fu

ndin

g pr

oces

s, th

e pu

blic

atio

n pr

oces

s, a

nd th

e w

ay s

cien

tifi

cco

mm

unit

ies

reac

t to

new

idea

s.6.

Inco

rpor

ate

know

ledg

e fr

om e

arli

er c

ours

es in

to f

lexi

ble,

inde

pend

ent,

scie

ntif

icpr

oble

m−

solv

ing

abil

ity.

5