Mathematics Education · geometry. A teacher’s perspective of the mathematics of the elementary...

Document #2

Mathematics Education

A. Content Curriculum Section

a. Advising Information

i. Curriculum guide / Program sheet

b. Course Descriptions

B. Content Standards Matrix Section C. Assessment Data Section

D. Faculty Section E. Summary of Unit Reflection

Note: You may navigate throughout this document by using the pdf bookmarks, paging, scrolling, or clicking the links provided.

Alice Merz

Highlight

Program Information The B.S. in Education with a secondary focus is intended to prepare students for successful careers as teachers of children in junior high and high school classroom settings. With additional course work and field experiences, students may also add additional content and grade level teaching specialty areas to their license. Upon satisfactory completion of the program, students are eligible to apply for an Indiana teaching license through the Indiana State Department of Education. Teaching majors are available in the following subjects: language arts, French, German, Spanish, mathematics, life science, chemistry, earth space science, physics, mathematics, physical science, and social studies (select three or more areas: economics, government and citizenship, psychology, historical perspectives, sociology). Students are encouraged to add teaching minors in any of the above categories. Students focusing on a teaching major in mathematics, biology, chemistry, or physics receive degrees from Purdue University and should contact these departments directly for advisement. All other teaching major areas receive degrees from Indiana University and are advised by the School of Education. A M.S.Ed. in Secondary Education is available and is designed to prepare candidates to be master teachers.

Mathematical SciencesCourse codes: MA, STAT

If you are majoring in this discipline, you may want to consider the Science and Engineering Research Semester.See information under Arts and Sciences (Part 3).

MA 009 Topics In Elementary Algebra Class 1, Cr. 0.P: consent of math department. A continuation of selected topics in elementary algebra. Offered pass/notpass only. Repeatable, maximum three times.

MA 013 Topics in Intermediate Algebra Class 1, Cr. 0.P: consent of math department. A continuation of selected topics in intermediate algebra. Offeredpass/not pass only. Repeatable, maximum three times.

MA 091 Professional Practicum I Cr. 0.P: Must be accepted for the program by the Cooperative Education coordinator. For Cooperative Educationstudents only.

MA 092 Professional Practicum II Cr. 0.P: 091. Authorized equivalent courses or consent of instructor may be used in satisfying course pre- andcorequisites.

MA 093 Professional Practicum III Cr. 0.P: 092. Authorized equivalent courses or consent of instructor may be used in satisfying course pre- andcorequisites.

MA 094 Professional Practicum IV Cr. 0.P: 93. Authorized equivalent courses or consent of instructor may be used in satisfying course pre- andcorequisites.

MA 095 Professional Practicum V Cr. 0.P: 94. Authorized equivalent courses or consent of instructor may be used in satisfying course pre- andcorequisites.

MA 101 Mathematics for Elementary Teachers I Cr. 3.P: 109 with a grade of C or higher or placement at or above the MA 113 level and one year of high schoolgeometry. A teacher’s perspective of the mathematics of the elementary school curriculum; in particular,mathematical problem solving, sets, numeration, and operations on the whole numbers.

MA 102 Mathematics for Elementary Teachers II Cr. 3.P: 101 with a grade of C or higher. A teacher’s perspective of the mathematics of the elementary schoolcurriculum, including operations on the integers and rationals, probability, and statistics.

MA 103 Mathematics for Elementary Teachers III Cr. 3.P: 102 with a grade of C or higher and one year of high school geometry. Geometry and measurementconcepts appropriate for the elementary school curriculum, including metric and nonmetric properties ofgeometric figures, measurement, coordinate geometry, graphs, and real-world applications of geometry.

MA 109 Elementary Algebra Cr. 3.Review of decimals, fractions, percents, and integers. Fundamentals of algebra, linear equations andinequalities, word problems, polynomials, factoring, graphs, exponents, quadratic equations, and rationalexpressions. No credit toward any degree at IPFW.

MA 113 Intermediate Algebra Cr. 3.P: 109 with a grade of C or higher or placement by departmental exam. Rational equations, functions,graphs of lines, slope, equations of lines, systems of equations in two variables, absolute value equationsand inequalities, distance formula and midpoint formula, radical expressions and equations, rationalexponents, quadratic equations and functions and their graphs, applications, and exponential andlogarithmic equations and functions and their graphs. No credit toward any degree at IPFW.

MA 149 Basic and College Algebra Cr. 5.P: 109 with a grade of B or higher, or placement by departmental exam. A onesemester version of 113 and153. Only 3 credits may be counted toward graduation in Arts and Sciences, Business and ManagementSciences, or Public and Environmental Affairs.

MA 153 Algebra and Trigonometry I Cr. 3.P: 113 with a grade of C or higher or placement by departmental exam. Review of algebraic operations,factoring, exponents, radicals and rational exponents, and fractional expressions. Linear and quadraticequations and modeling, problem solving, and inequalities. Graphs of functions and transformations,

including polynomial, rational, exponential, and logarithmic functions with applications.

MA 154 Algebra and Trigonometry II Cr. 3.P: 149 or 153 with a grade of C or higher or placement by departmental exam. Trigonometric functionsand graphs, vectors, complex numbers, conic sections, matrices, and sequences.

MA 159 Precalculus Cr. 5.P: 113 with a grade of B or higher or placement by departmental exam. Algebra and trigonometry topicsdesigned to prepare students for calculus.

MA 163H Honors Integrated Calculus and Analytic Geometry I Cr. 5.Honors equivalent of MA 165.

MA 164H Honors Integrated Calculus and Analytic Geometry II Cr. 5.P: 163H with a grade of C or higher. Honors equivalent of MA 166; continuation of MA 163H.

MA 165 Analytic Geometry and Calculus I Cr. 4.P: 154 or 159 with a grade of C or higher or placement by departmental exam. Introduction to differentialand integral calculus of one variable, with applications. Conic sections.

MA 166 Analytic Geometry and Calculus II Cr. 4.P: 165 with a grade of C or higher. Continuation of MA 165. Vectors in two and three dimensions.Techniques of integration, infinite series, polar coordinates, surfaces in three dimensions.

MA 168 Mathematics for the Liberal Arts Student Cr. 3.P: 113 with a grade of C or higher or placement by departmental exam. A course for liberal arts studentsthat shows mathematics as the language of modern problem solving. The course is designed aroundproblems concerning management science, statistics, social choice, size and shape, and computer science.Applications in quality control, consumer affairs, wildlife management, human decision making,architectural design, political practices, urban planning, space exploration, and more may be included inthe course.

MA 175 Introductory Discrete Mathematics Cr. 3.P: 165 or 153 and CS 160; or MA 153 and EET 264 with a grade of C or higher in each course. Sets, logicalinference, induction, recursion, counting principles, binary relations, vectors and matrices, graphs,algorithm analysis.

MA 213 Finite Mathematics I Cr. 3.P: 149 or 153 with a grade of C or higher or placement by departmental exam. Basic logic, set theory.Elementary probability, Markov chains. Vectors, matrices, linear systems, elementary graph theory.Applications to finite models in the managerial, social, and life sciences; and computer science.

MA 227 Calculus for Technology I Cr. 4.P: 154 or 159 with a grade of C or higher or placement by departmental exam. Functions, derivatives,integrals. Applications to problems in the engineering technologies.

MA 228 Calculus for Technology II Cr. 3.P: 227 with a grade of C or higher. Continuation of 227. Further topics in differentiation and integration.Introduction to infinite series, harmonic analysis, differential equations, and Laplace transforms.Applications to problems in the engineering technologies.

MA 229 Calculus for the Managerial, Social, and Biological Sciences I Cr. 3.P: 153 or 149 with a grade of C or higher or placement by departmental exam. Differential and integralcalculus of one variable. Applications to problems in business and the social and biological sciences.

MA 230 Calculus for the Managerial, Social, and Biological Sciences II Cr. 3.P: 229 with a grade of C or higher. A continuation of 229 covering topics in elementary differentialequations, calculus of functions of several variables, and infinite series.

MA 261 Multivariate Calculus Cr. 4.P: 166 with a grade of C or higher. Solid analytic geometry, vector calculus, partial derivatives, andmultiple integrals.

MA 263 Multivariate and Vector Calculus Class 4, Cr. 4.P: 166 with a grade of C or higher. This course is primarily for students majoring in mathematics, but isappropriate for students majoring in engineering and the physical sciences who want a stronger backgroundin vector calculus than is available in MA 261. Geometry of Euclidean space; partial derivatives, gradient;vector fields, divergence, curl; extrema, Lagrange multipliers; multiple integrals, Jacobian; line andsurface integrals; theorems of Green, Gauss, and Stokes.

MA 275 Intermediate Discrete Math Cr. 3.P: 261 or 263. Formal logic, proof techniques, elementary number theory, mathematical induction,functions, recurrence relations, sets, combinatorics, elementary graph theory, and applications. Studentsmay not count both MA 175 and MA 275 toward graduation.

MA 305 Foundations of Higher Mathematics Cr. 3.P: 166 and 175 with a grade of C or higher. Fundamental concepts used in higher courses, including logicand proof techniques, set theory, functions and relations, cardinality, number systems, the real numbersas a complete ordered field, and Epsilon-delta techniques.

MA 314 Introduction to Mathematical Modeling Cr. 3.P: One semester of calculus, and MA 175 or MA 275 with a grade of C or higher. This course is intended tobe accessible to students outside the mathematical and physical sciences. Formulation of mathematicalmodels for applications in the biological, physical, and social sciences. Discrete and continuous modelsemploying random and nonrandom simulation will be studied, with projects selected to fit the backgroundand interests of the students.

MA 321 Applied Differential Equations Cr. 3.P: 228 with a grade of C or higher. Designed primarily for EET majors. Ordinary differential equations withemphasis on linear equations and their applications. Laplace transforms. Fourier series, and anintroduction to partial differential equations and their applications. No credit for math majors.

MA 351 Elementary Linear Algebra Cr. 3.P: two semesters of calculus with grades of C or higher. Linear transformations, finite dimensional vectorspaces, matrices, determinants, systems of linear equations, and applications to areas such as linearprogramming. Markov chains and differential equations.

MA 363 Differential Equations Cr. 3.P: 261 or 263, and 351 with grades of C or higher. First order differential equations, higher order lineardifferential equations, systems of first order equations, series solutions, integral transforms, introductionto partial differential equations: separation of variables, Fourier series, Sturm-Liouville equations.

MA 417 Mathematical Programming Cr. 3.P: 261 or 263 and one of: 262, 351 or 511 with grades of C or higher. This course is appropriate for majorsin engineering, computer science, and mathematics. Construction of linear programming models; thesimplex methods and variants, degeneracy and uncertainty in linear programming, gradient methods,dynamic programming, integer programming, principles of duality; twoperson zero-sum, nonzero-sum, n-person, and cooperative games.

MA 418 Computations Laboratory for MA 417 Practice 2, Cr. 1.P: CS 160 or CS 114; C: or P: 417. Implementation on digital computer of those appropriate algorithmscreated in class to solve mathematical programming problems.

MA 441 Real Analysis Cr. 3.P: 305. The theory of functions of a real variable; continuity, theory of differentiation and Riemannintegration, sequences and series of functions, uniform convergence, interchange of limit operations.

MA 453 Elements of Algebra Cr. 3.P: 305 and 351. Fundamental properties of homomorphisms, groups, rings, integers, polynomials, fields.

MA 490 Topics in Mathematics for Undergraduates Cr. 1–5. (V.T.)Supervised reading and reports on approved topics in various fields.

Dual Level, Undergraduate-GraduateMA 510 Vector Calculus Cr. 3.

P: 261 or 263. Calculus of functions of several variables and of vector fields in orthogonal coordinatesystems; optimization problems; the implicit function theorem; Green’s, Stokes’, and the Divergencetheorems; applications to engineering and the physical sciences.

MA 511 Linear Algebra with Applications Cr. 3.P: 351. Real and complex vector spaces; linear transformations; Gram- Schmidt process and projections;least squares; QR and LU factorization; diagonalization, real and complex spectral theorem; Schurtriangular form; Jordan canonical form; quadratic forms.

MA 521 Introduction to Optimization Problems Cr. 3.P: 510, and 351 or 511. Necessary and sufficient conditions for local extrema in programming problems andin the calculus of variations. Control problems, statement of maximum principles, and applications.Discrete control problems.

MA 523 Introduction to Partial Differential Equations Cr. 3.P: 261 or 263 and 363. First-order quasi-linear equations and their application to physical and socialsciences; the Cauchy-Kovalevsky theorem; characteristics, classification, and canonical form of linearequations: equations of mathematical physics; study of the Laplace, wave, and heat equations; methods ofsolution.

MA 525 Introduction to Complex Analysis Cr. 3.P: 263, 441 or 510. Complex numbers and complex-valued functions of one variable; differentiation andcontour integration; Cauchy’s theorem; Taylor and Laurent series; residues; conformal mapping;applications.

MA 540 Analysis I Cr. 3.P: 441. Metric spaces, compactness and connectedness, sequences and series, continuity and uniformcontinuity, differentiability, Taylor’s Theorem, Riemann-Stieltjes integrals.

MA 541 Analysis II Cr. 3.P: 540. Sequences and series of functions, uniform convergence, equicontinuous families, the Stone-Weierstrass Theorem, Fourier series, introduction to Lebesgue measure and integration.

MA 553 Introduction to Abstract Algebra Cr. 3.P: 453. Group theory: Sylow theorems, Jordan-Holder theorem, solvable groups. Ring theory: uniquefactorization in polynomial rings, and principal ideal domains. Field theory: straightedge and compassconstructions, roots of unity, finite fields, Galois theory, and solubility of equations by radicals.

MA 554 Linear Algebra Cr. 3.P: 453. Review of basics: vector spaces, dimension, linear maps, matrices determinants, linear equations.Bilinear forms; inner product spaces; spectral theory; eigen values. Modules over a principal ideal domain;finitely generated abelian groups; Jordan and rational canonical forms for a linear transformation.

MA 556 Introduction to the Theory of Numbers Cr. 3.P: 263 or 261. Divisibility, congruences, quadratic residues, Diophantine equations, the sequence ofprimes.

MA 560 Fundamental Concepts of Geometry Cr. 3.P: 305. Foundations of Euclidean geometry, including a critique of Euclid’s Elements and a detailed studyof an axiom system such as that of Hilbert. Independence of the parallel axiom and introduction to non-Euclidean geometry.

MA 571 Elementary Topology Cr. 3.P. 441. Fundamentals of point-set topology with a brief introduction to the fundamental group and relatedtopics; topological and metric spaces; compactness and connectedness; separation properties; localcompactness; introduction to function spaces; basic notions involving deformations of continuous paths.

MA 575 Graph Theory Cr. 3.P: 305 or 351. Introduction to graph theory with applications.

MA 580 History of Mathematics Cr. 3.P: two semesters of calculus and MA 305 or permission of instructor. The origins of mathematical ideasand their evolution over time, from early number systems and the evolution of algebra, geometry, andcalculus to 20th-century results in the foundations of mathematics. Connections between mathematics andsociety, including the role of applications in the development of mathematical concepts.

MA 581 Introduction to Logic for Teachers Cr. 3.P: 351 or consent of instructor. Sentential and general theory of inference and nature of proof,elementary axiom systems.

MA 598 Topics in Mathematics Cr. 1–5. (V.T.)Supervised reading courses as well as dual-level special topics courses are given under this number.

StatisticsSTAT 125 Communicating with Statistics Cr. 3.

P: MA 109 with a grade of C or higher. An introduction to the basic concepts and methods in statisticalreasoning that are commonly referenced in the print media. Topics include data collection methods,descriptive statistics, basic techniques of estimation, and theory testing. Students will analyze andinterpret statistics relating to contemporary problems in politics, business, science and social issues.

STAT 240 Statistical Methods for Biology Cr. 3.P: MA 149 or MA 153 with a grade of C or higher. An introduction to the basic concepts and methods in astatistical analysis, with emphasis on applications in the life sciences. Descriptive statistics, discrete andcontinuous distributions, confidence interval estimation, hypothesis testing, and contingency tables.

STAT 301 Elementary Statistical Methods I Cr. 3.P: MA 149 or MA 153 or MA 168 with a grade of C or higher. Not open to majors in mathematics orengineering. Credit should be allowed in no more than one of STAT 301or 511. Introduction to statisticalmethods with applications to diverse fields. Emphasis on understanding and interpreting standardtechniques. Data analysis for one and several variables, design of samples and experiments, basic

URL: http://www.ipfw.edu/academics/courses/undergraduate/m/math.shtmlUpdated: December 31, 2069

© 2008 IPFW | 2101 E. Coliseum Blvd., Fort Wayne, IN 46805 260-481-IPFW Jobs Pandemic Contact Maps

probability, sampling distributions, confidence intervals and significance tests for means and proportions,correlation and regression. Software is used throughout.

STAT 340 Elementary Statistical Methods II Cr. 3.P: 240, 301, ECON 270, PSY 201 (or equivalent), one semester statistics course with a grade of C orhigher. Statistical methods of simple linear regression, multiple linear regression, experimental design,analysis of variance, and nonparametric analysis. One or more statistical computer programs will be used.Student projects required, typically using data from the student’s major. STAT 490 Topics in Statistics forUndergraduates Cr. 1–5. (V.T.) Directed study for students who wish to undertake individual reading onapproved topics.

Dual Level, Undergraduate-Graduate

STAT 511 Statistical Methods Cr. 3.P: two semesters of calculus with a grade of C or higher. Descriptive statistics; elementary probability;sampling distributions; inference, testing hypotheses, and estimation; normal, binomial, Poisson,hypergeometric distributions; one-way analysis of variance; contingency tables; regression.

STAT 512 Applied Regression Analysis Cr. 3.P: 511 or 517 or 528 with a grade of C or higher. Inference in simple and multiple linear regression,residual analysis, transformations, polynomial regression, model building with real data, nonlinearregression. One-way and twoway analysis of variance, multiple comparisons, fixed and random factors,analysis of covariance. Use of existing statistical computer programs.

STAT 514 Design of Experiments Cr. 3.P: 512 with a grade of C or higher. Fundamentals, completely randomized design; randomized completeblocks; latin square; multi-classification; factorial; nested factorial; incomplete block and fractionalreplications for 2n, 3n, 2m x 3n; confounding; lattice designs; general mixed factorials; split plot; analysisof variance in regression models; optimum design. Use of existing statistical programs.

STAT 516 Basic Probability and Applications Cr. 3.P: MA 261 or MA 263 with a grade of C or higher. A first course in probability intended to serve as abackground for statistics and other applications. Sample spaces and axioms of probability, discrete andcontinuous random variables, conditional probability and Bayes’ theorem, joint and conditional probabilitydistributions, expectations, moments and moment generating functions, law of large numbers and centrallimit theorem. (The probability material in Course 1 of the Society of Actuaries and the Casualty ActuarialSociety is covered by this course.)

STAT 517 Statistical Inference Cr. 3.P: 516 with a grade of C or higher. A basic course in statistical theory covering standard statisticalmethods and their application. Estimation including unbiased, maximum likelihood and moment estimation;testing hypotheses for standard distributions and contingency tables; confidence intervals and regions;introduction to nonparametric tests and linear regression.

STAT 519 Introduction to Probability Cr. 3.P: MA 510 with a grade of C or higher or C: MA 441. Algebra of sets, sample spaces, combinatorialproblems, independence, random variables, distribution functions, moment generating functions, specialcontinuous and discrete distributions, distribution of a function of a random variable, limit theorems.

STAT 528 Introduction to Mathematical Statistics Cr. 3.P: 519 with a grade of C or higher. Distribution of mean and variance in normal samples, samplingdistributions derived from the normal distribution, Chi square, t and F. Distribution of statistics based onordered samples. Asymptotic sampling distributions. Introduction to multivariate normal distribution andlinear models. Sufficient statistics, maximum likelihood, least squares, linear estimation, other methods ofpoint estimation, and discussion of their properties. Cramer-Rao inequality and Rao-Blackwell theorem.Tests of statistical hypotheses, simple and composite hypotheses, likelihood ratio tests, power of tests.

Bachelor of Science in Education SECONDARY EDUCATION

ADOLESCENCE/YOUNG ADULTHOOD (AYA) CONCENTRATION (Effective Fall 2004)

School Setting - High School (Rules 2002)

STUDENT___________________________________________

GENERAL EDUCATION REQUIREM ENTS: (45 Credits)

(Refer to the “Approved Courses for General EducationCredit” found in the front section of the Schedule of Classes)

I. Linguistic and Numerical Foundations (12 Crs.)

COM 114 Speech Communication 3

ENG W131 Elementary Composition 3

ENG W233 Expository Writing (P: W131) 3

Any College Level Math including:MA 153 Algebra and Trigonometry IMA 168 Math for the Liberal Arts StudentSTAT 125 Communicating with Statistics

3

II. Natural and Physical Sciences (9 Crs.)

Biology 3

Two of the following:ANTH B200 Bioanthropology, Astronomy,Chemistry, Geology, or Physics

3

3

III. The Individual, Culture, and Society (9 Crs.)

One of the following:American History or World History orHumanities (FWAS H201 or H202)

3

One of the following:Political Science or Sociology

3

One of the following:Anthropology, Business, Economics, Folklore,Journalism, Linguistics, Psychology, or Publicand Environmental Affairs

3

IV. Humanistic Thought (9 Crs.)

Literature (ENG L391 suggested) 3

One of the following: INTR 220 Architecture and Urban Form or FineArts or Music (MUS Z201 suggested)

3

One of the following: Film or Philosophy or Theatre

3

V. Creative and Artistic Expression (3 Crs.)

See complete list in the front of the Schedule ofClasses under “Courses Approved for GeneralEducation Credit” (ENG W103 suggested)

3

VI. Inquiry and Analysis (3 Crs.)

Refer to complete list in the front section of theSchedule of Classes under “Courses Approvedfor General Education Credit” Area VI.

3

Evaluator__________________________ Date_______________

STUDENT ID_________________________________________

SCHOOL OF EDUCATION REQUIREM ENTS: (34 credits)

INITIAL REQUIREMENTS (4 Crs.)

EDUA F300 Invitation to TeachingPortfolio Checkpoint

2

EDUC W200/M101Using Computers inEducation and Lab/Field Exp.

10

EDUC K201 Schools, Society andExceptionality

1

PPST (Pre-Professional Skills Test)

BLOCK 1: TEACHER EDUCATION (9 Crs.)

EDUC K206 Tch. Meth. for Students w/Spec.Needs-(P:EDUC K201)

3

EDUC H340 Education and American Culture 3

EDUC P250/M201 Gen. Ed. Psych. andLab/Field Exp.Portfolio Checkpoint

3

0

BLOCK 2: PROFESSIONAL EDUCATION (9 Crs.) (P:Block 1)

EDUC P253/M201 Psych. for Sec. Teachersand Lab/Field Experience

30

One methods course from your content major: EDUC M443 Social Studies EDUC M445 Foreign Language EDUC M447 English/Language Arts EDUC M448 Mathematics EDUC M449 Science

3

And EDUC M401 Lab/Field ExperiencePortfolio Checkpoint

0

EDUC X401 Critical Reading in the ContentArea

3

STUDENT TEACHING (12 Crs.)

EDUC M480 Student Teaching 12

EDUC M501 PortfolioExit Portfolio Checkpoint

0

optional: EDUC M470 Practicum(for middle school endorsement area)

4

TEACHING MAJOR: (variable credits) *majors listed on back

Content: 15 credits of total in major to enterprofessional education (BLOCK 2). See theSchool of Education for list of courses in major

Continued (over)

AYA

ELECTIVES (variable credits)

Total Credits = at least 124 credits for graduation

* Education Degree Teaching Majors: Earth Space Science,French, German, Language Arts (English), Social Studies, Spanish.* Education Certification-only M ajors: Chemistry, Earth SpaceScience, French, German, Language Arts (English), Life Science(Biology), Mathematics, Physical Science, Physics, Social Studies,Spanish.Teaching minors are also available in Theatre and all the abovesubjects except Social Studies and Physical Science.

SOE STUDENT CHECKPOINTS

1 Checkpoint in Semester 4/5: For Admission to Teacher Education (Block 1) st

_____ 1. Pass PPST. Recommendation: Take PPST after at least ENG W131 and at least one non-remedial math course.(Limit of three attempts per test. Additional attempts must be requested in writing to the Associate Dean of Education.)

Circle P (Passed) or N (Not Passed); Record test scores.

READING (176) WRITING (172) MATH (175)P N _________ P N _________ P N _________P N _________ P N _________ P N _________P N _________ P N _________ P N _________

_____ 2. Completion of at least 45 credit hours with a minimum 2.50 cumulative GPA including all coursework taken from previously attended institutions.

_____ 3. B or better in: ENG W131, COM 114, EDUC W200; C or better in a Quantitative Reasoning (math) course and EDUC K201; Pass EDUA F300.

_____ 4. 1 portfolio checkpoint (initial establishment of a portfolio in F300)st

_____ 5. Submit an Indiana State Police Limited Criminal History Report

2 Checkpoint in Semester 5/6: For Admission to Professional Education (Block 2) nd

_____ 1. Admitted to Teacher Education._____ 2. Junior Status. (60 credits completed, including at least half in each Gen. Ed. area, excluding Area VI, and 15 credits

completed in the teaching major.)_____ 3. Minimum 2.00 GPA in each General Education area._____ 4. 2.50 Cumulative GPA including all coursework taken from previously attended institutions._____ 5. 2 portfolio checkpoint (scoring assessment) in EDUC P250.nd

_____ 6. Completion of Block 1.

3 Checkpoint in Semester 6/7 : For Admission to Student Teachingrd

_____ 1. Complete a Limited Criminal History check._____ 2. Complete an application for student teaching one year before intended student teaching semester._____ 3. Schedule an appointment and meet with the Director of Field Services one year before intended student teaching

semester._____ 4. Completion of general education requirements, Block 1, Block 2 and teaching major (except 6 cr. hrs.)._____ 5. 3 portfolio checkpoint (scoring assessment) in Methods course.rd

4 Checkpoint in Semester 7/8: Final Assessmentth

_____ 1. 4 portfolio check point (scoring assessment).th

_____ 2. Completion of student teaching and all course requirements._____ 3. Completion of each course in Blocks 1and 2 with a grade of C or higher. In Block 2 you must have an overall GPA

of 2.50 or higher._____ 4. Grades earned in each teaching major and/or minor must average 2.50 or higher._____ 5. Pass Praxis II specialty area exam(s), required for license but not graduation.

5 Checkpoint: Verification for Completion of Degree/Certificationth

_____ 1. Apply for graduation/license._____ 2. Final Indiana University GPA of 2.5 or higher.

For an exception to any of the above requirements, a student should request permission for a waiver in writing from theAssociate Dean of the School of Education. All waiver requests must be submitted at least 10 days before classes begin.

jfbrevised 07-25-06

IPFW School of Education

Mathematics Teaching Major (46 credits)Certification Only

Rules 2002(Effective Fall 2003)

Student Name Student I.D.

Mathematics Core

Course Title Cr Sem Gr

CS 160 Introduction to Computer Science I 4 444

MA 153* Al ge br a a nd Tr ig on om et ry I 3

MA 154* Algebra and Trigonometry II 3

MA 165 Analytical Geometry and Calculus I 4

MA 166 Analytical Geometry and Calculus II 4

MA 175 Introduction to Discrete Mathematics 3

MA 263 Multivariate and Vector Calculus 4

MA 305 Foundations of Higher Mathematics 3

MA 351 Elementary Linear Algebra 3

MA 453 Elements of Algebra 3

MA 560 Fundamental Concepts of Geometry 3

STAT 511 orSTAT 516

Statistical Methods orBasic Probability and Application

3

Six additional credits in mathematics, statistics or computer science (200 level or above):

3

3

*May be waived based on math placement test scores.

Evaluated by: Date:

Bachelor of Science in Education SECONDARY EDUCATION

EARLY ADOLESCENCE (EA) CONCENTRATION (Effective Fall 2004)

School Setting - Middle School/Junior High (Rules 2002)

STUDENT___________________________________________

GENERAL EDUCATION REQUIREM ENTS: (45 Credits)

(Refer to the “Approved Courses for General EducationCredit” found in the front section of the Schedule of Classes)

I. Linguistic and Numerical Foundations (12 Crs.)

COM 114 Speech Communication 3

ENG W131 Elementary Composition 3

ENG W233 Expository Writing (P: W131) 3

Any College Level Math including:MA 153 Algebra and Trigonometry IMA 168 Math for the Liberal Arts StudentSTAT 125 Communicating with Statistics

3

II. Natural and Physical Sciences (9 Crs.)

Biology 3

Two of the following:ANTH B200 Bioanthropology, Astronomy,Chemistry, Geology, or Physics

3

3

III. The Individual, Culture, and Society (9 Crs.)

One of the following:American History or World History orHumanities (FWAS H201 or H202)

3

One of the following:Political Science or Sociology

3

One of the following:Anthropology, Business, Economics, Folklore,Journalism, Linguistics, Psychology, or Publicand Environmental Affairs

3

IV. Humanistic Thought (9 Crs.)

Literature (ENG L391 suggested) 3

One of the following: INTR 220 Architecture and Urban Form or Fine Arts or Music (MUS Z201 suggested)

3

One of the following: Film or Philosophy or Theatre

3

V. Creative and Artistic Expression (3 Crs.)

See complete list in the front of the Schedule ofClasses under “Courses Approved for GeneralEducation Credit” (ENG W103 suggested)

3

VI. Inquiry and Analysis (3 Crs.)

Refer to complete list in the front section of theSchedule of Classes under “Courses Approvedfor General Education Credit” Area VI.

3

Evaluator__________________________ Date_______________

STUDENT ID_________________________________________

SCHOOL OF EDUCATION REQUIREM ENTS: (34 credits)

INITIAL REQUIREMENTS (4 Crs.)

EDUA F300 Invitation to TeachingPortfolio Checkpoint

2

EDUC W200/M101Using Computers inEducation and Lab/Field Exp.

10

EDUC K201 Schools, Society andExceptionality

1

PPST (Pre-Professional Skills Test)

BLOCK 1: TEACHER EDUCATION (9 Crs.)

EDUC K206 Tch. Meth. for Students w/Spec.Needs-(P:EDUC K201)

3

EDUC H340 Education and American Culture 3

EDUC P250/M201 Gen. Ed. Psych. andLab/Field Exp.Portfolio Checkpoint

3

0

BLOCK 2: PROFESSIONAL EDUCATION (9 Crs.) (P:Block 1)

EDUC P253/M201 Psych. for Sec. Teachersand Lab/Field Experience

30

EDUC S405/M401 The Middle and Jr. HighSchool and Lab/Field Experience

30

EDUC X401 Critical Reading in the ContentArea

3

STUDENT TEACHING (12 Crs.)

EDUC M480 Student Teaching 12

EDUC M501 PortfolioExit Portfolio Checkpoint

0

optional: EDUC M470 Practicum(for additional concentration area)

4

CONTENT AREAS: (variable crs.) content area courses listed on next page

Must complete two of four content areas:

Language Arts, Mathematics, Science, Social Studies

ELECTIVES (variable credits)

Total Credits = at least 124 credits for graduation

Continued (over)

EA

SOE STUDENT CHECKPOINTS

1 Checkpoint in Semester 4/5: For Admission to Teacher Education (Block 1) st

_____ 1. Pass PPST. Recommendation: Take PPST after at least ENG W131 and at least one non-remedial math course.(Limit of three attempts per test. Additional attempts must be requested in writing to the Associate Dean of Education.)

Circle P (Passed) or N (Not Passed); Record test scores.

READING (176) WRITING (172) MATH (175)P N _________ P N _________ P N _________P N _________ P N _________ P N _________P N _________ P N _________ P N _________

_____ 2. Completion of at least 45 credit hours with a minimum 2.50 cumulative GPA including all coursework taken from previously attended institutions.

_____ 3. B or better in: ENG W131, COM 114, EDUC W200; C or better in a Quantitative Reasoning (math) course and EDUC K201; Pass EDUA F300.

_____ 4. 1 portfolio checkpoint (initial establishment of a portfolio in F300)st

_____ 5. Submit an Indiana State Police Limited Criminal History Report

2 Checkpoint in Semester 5/6: For Admission to Professional Education (Block 2) nd

_____ 1. Admitted to Teacher Education._____ 2. Junior Status. (60 credits completed, including at least half in each Gen. Ed. area, excluding Area VI, and 15 credits

completed in the teaching major.)_____ 3. Minimum 2.00 GPA in each General Education area._____ 4. 2.50 Cumulative GPA including all coursework taken from previously attended institutions._____ 5. 2 portfolio checkpoint (scoring assessment) in EDUC P250.nd

_____ 6. Completion of Block 1.

3 Checkpoint in Semester 6/7 : For Admission to Student Teachingrd

_____ 1. Complete a Limited Criminal History check._____ 2. Complete an application for student teaching one year before intended student teaching semester._____ 3. Schedule an appointment and meet with the Director of Field Services one year before intended student teaching

semester._____ 4. Completion of general education requirements, Block 1, Block 2 and teaching major (except 6 cr. hrs.)._____ 5. 3 portfolio checkpoint (scoring assessment) in Methods course.rd

4 Checkpoint in Semester 7/8: Final Assessmentth

_____ 1. 4 portfolio check point (scoring assessment).th

_____ 2. Completion of student teaching and all course requirements._____ 3. Completion of each course in Blocks 1and 2 with a grade of C or higher. In Block 2 you must have an overall GPA

of 2.50 or higher._____ 4. Grades earned in each teaching major and/or minor must average 2.50 or higher._____ 5. Pass Praxis II specialty area exam(s), required for license but not graduation.

5 Checkpoint: Verification for Completion of Degree/Certificationth

_____ 1. Apply for graduation/license._____ 2. Final Indiana University GPA of 2.5 or higher.

For an exception to any of the above requirements, a student should request permission for a waiver in writing from theAssociate Dean of the School of Education. All waiver requests must be submitted at least 10 days before classes begin.

jfbrevised 07-25-06

IPFW EARLY ADOLESCENCE (EA) CONTENT AREA MINORS(Effective Fall 2003) (Rules 2002)

Student Name:____________________________ Student ID:_____________________Secondary EA majors must complete two content areas. Each area must have a minimum 2.50 cumulative GPA.

LANGUAGE ARTS (24 credits)

Course Title Cr Sem GrENG L101, L102, or Multi-cultural Lit Western World Masterpieces I or II, or Multi-Cultural Lit 3

ENG L202 or ENG W233 Literary Interpretation or Intermediate Expository Writing 3

ENG G205, LING L103, or ENG G206 Intro to English Lang, Intro to Study of Lang, or Intro to the Study of Grammar 3

JOUR C200 or COM 250 Mass Communications or Mass Communication and Society 3

ENG L390 or ENG L391 Children’s Literature or Literature for Young Adults 3

EDUC X401 or EDUC E340 Critical Reading in the Content Area or Methods of Teaching Reading 3

ENG LIT elective (British 300 level) Elective 3

ENG LIT elective (American 300 level) Elective 3

MATHEMATICS (24 credits)

MA 101 Mathematics for Elementary Teachers I 3

MA 102 Mathematics for Elementary Teachers II 3

MA 103 Mathematics for Elementary Teachers III 3

STAT 125 (or higher) Communicating with Statistics 3

MA 153 (or placement test waiver) Algebra and Trigonometry I 3

MA 229 or MA 165 Calculus for Mgr/Soc/Bio Sciences I or Analytical Geometry & Calculus I 3-4

CS elective Computer Elective 3

MA elective* Elective 2-3

* Suggested elective could be MA 154, MA 168 (or placement test waiver). It could also include an elective in computers or statistics.

SCIENCE (24 credits)

BIOL 100 and BIOL L100 (lab) Introduction to the Biological World, and Lab 4

CHM 111 General Chemistry 3

GEOL G100 General Geology 3

BIOL 349, GEOL G300, or GEOG G315 Environment Science, Environment & Urban Geology, or Environment Conservation 3

PHYS 131 or PHYS 152 (5 credits) Concepts in Physics or Mechanics 3-5

EDUC Q200 or EDUC Q400 Intro to Scientific Inquiry or Man and Environment: Instructional Methods 3

AST A100 The Solar System 3

Science Elective (could include labcredits)

Elective 0-2

SOCIAL STUDIES (24 credits)

ECON E200 or ECON E201 Fundamentals of Economics or Introduction to Microeconomics 3

American History Elective 3

Sociology Elective 3

PSY 120 Elementary Psychology 3

Political Science Elective 3

HIST H232, FWAS H201, or FWASH202

The World in the 20 Century, Humanities I, or Humanities II 3th

Social Studies Elective Elective 3

Social Studies Elective Elective 3

For Elementary (EC and/or MC) or Secondary High School (AYA) Majors:EDUC M470 Junior High/Middle School Practicum 4

Evaluator:__________________________________ Date:_________________________________ JFB Revised 01-17-06

MA 101 MA 102 MA 103 MA 153 MA 165 MA 229 STAT 125

a. The teacher knows the history of mathematics, the dynamic nature of mathematics, and the changing ways we learn, teach, and do mathematics. 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 9

8, 10 (Gener-al

Course Inform-

ation given to

all MA 153 students) 3

b. The teacher understands the role of technology in mathematics. 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 9 2,3,5,7,8 3,9 310 graphing calculator

Problem Solving in Mathematics 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 2, 3, 9 3 3,4,9

Communication in Mathematics 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 3, 9 3 3,4,9

Reasoning in Mathematics 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 2, 3, 9 3 3,4

Mathematical Connections 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 2, 3, 9 3 3,4,9

Technology in Mathematics 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 3, 9 310 graphing calculator

Number Sense 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 3 3,4,9

Computation (Number Systems) 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 2, 3, 9 3 2,3,4

Algebra and Functions 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 2, 3, 9 3 2,3,4 Geometry 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 9 2,3,6,7,8 2, 3, 9

Measurement 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 Statistics and Probability 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 9 2,3,4

Problem Solving 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 92,3,5,6,7,

8 2, 3, 9 3 2,3,4d. The teacher understands how students' conceptual frameworks and their conceptions/misconceptions of mathematical knowledge can influence their learning. 4, 6 4, 6 4, 6

2,3,5,6,7,8

2,3,4,10 discussion

e. The teacher knows and understands relevant mathematical connections within the discipline, the real-world context, and other subject matter. 3, 4, 6, 9 3, 4, 6, 9 3, 4, 6, 9

2,3,5,6,7,8 2,3,9 3

Indiana's Academic Standards for Grades K-8 Mathematics (EC/MC/EA)

Critical Linkages (Processes)

Standard 1. Teachers of mathematics understand the key concepts and procedures of mathematics and have a broad understanding of the mathematics curriculum. Teachers of mathematics understand the appropriate structures within the discipline and its interaction with technology.

c. The teacher understands major concepts, assumptions, tools of inquiry (problem solving), and mathematical reasoning that are central to the discipline.

Mathematical Content

Please indicate how the standard indicators are assessed in your course. Use the following Performance Assessment Categories: 1. Paper; 2. Exam/Quiz: Multiple choice, T/F; 3. Exam/Quiz: Short answer, essay; 4. Project; 5. Lab/Report; 6. Journal Reflection; 7. Lesson Plan; 8. Teaching; 9. Homework 10. Other (SPECIFY)

MA 165 MA 166 MA 175 MA 263 MA 305 MA 351 MA 453 MA 560 STAT 511 STAT 516

a. The teacher knows the history of mathematics, the dynamic nature of mathematics, and the changing ways we learn, teach, and do mathematics. 1,3,9 1b. The teacher understands the role of technology in mathematics. 3,9 3,9 3,9 3, 4, 9 3, 9

Problem Solving in Mathematics 2,3,9 2,3,9 2,3,9 3 3,9 2,3,9 2,3,9 2,3,9 3,4,9 3,9 Communication in Mathematics 3,9 3,9 2,3,9 3 3,9 2,3,9 3,9 1,3,9 3,4,9 3,9 Reasoning in Mathematics 2,3,9 2,3,9 2,3,9 3 3,9 2,3,9 2,3,9 2,3,9 3,4,9 3,9 Mathematical Connections 2,3,9 2,3,9 2,3,9 3 3,9 2,3,9 2,3,9 2,3,9 3,4,9 3,9 Technology in Mathematics 3,9 3,9 2,3,9 2,3,9 3,4,9 3,9

Number systems, number theory, algebra, and linear algebra 2,3,9 2,3,9 2,3,9 1,3,9 2,3,9 2,3,9 2,3,9 Equations and Inequalities 2,3,9 2,3,9 2,3,9 3 3,9 2,3,9 2,3,9 2,3,9 Relations and Functions 2,3,9 2,3,9 2,3,9 3 3,9 2,3,9 2,3,9 2,3,9 Logarithmic and Exponential Functions 2,3,9 2,3,9 3 Sequences and Series 2,3,9 3,9 Geometry 2,3,9 2,3,9 3 2,3,9 2,3,9 1,2,3,9 Statistics and Probability 2,3,9 3,4,9 3,9 Calculus and Analysis 2,3,9 2,3,9 3 3,9 2,3,9 Discrete Mathematics 2,3,9 3,9 2,3,9

d. The teacher understands how students' conceptual frameworks and their conceptions/misconceptions of mathematical knowledge can influence their learning. 2,3,9 3,9 2,3,9

e. The teacher knows and understands relevant mathematical connections within the discipline, the real-world context, and other subject matter. 2,3,9 2,3,9 3 1,3,9 2,3,9 2,3,9 1,2,3,9 3,4,9 3,9

Please indicate how the standard indicators are assessed in your course. Use the following Performance Assessment Categories: 1. Paper; 2. Exam/Quiz: Multiple choice, T/F; 3. Exam/Quiz: Short answer, essay; 4. Project; 5. Lab/Report; 6. Journal Reflection; 7. Lesson Plan; 8. Teaching; 9. Homework Assignments 10. Other

Mathematical Content

c. The teacher understands major concepts, assumptions, tools of inquiry (problem solving), and mathematical reasoning that are central to the discipline.

Indiana's Academic Standards for High School Mathematics (AYA)

Critical Linkages (Processes)


Standards for Teachers of Mathematics -- Method Courses

N343

5, 6, 7

5, 6, 7

6, 7

1, 5, 6, 7

1, 6, 7

1, 5, 6, 7

Elementary Methods Secondary Methods

a. The teacher knows the history of mathematics, the dynamic nature of mathematics, and the changing ways we learn, teach, and do mathematics.b. The teacher understands the role of technology in mathematics.c. The teacher understands the major concepts, assumptions, tools of inquiry (problem solving), and mathematical reasoning that are central to the discipline.d. The teacher understands how students' conceputal frameworks and their conceptions/misconceptions of mathematical knowledge can influence their learning.

c. The teacher maintains an awareness of expected developmental progression and ranges of individual variation within each domain (physical, social, emotional, and cognitive), identifies levels of readiness in the learning of mathematics, and understands how development in any one domain may affect performance in others.

e. The teacher knows and understands relevant mathematical connections within the discipline, the real-world context, and other subject matter.

a. The teacher understands how the learning of mathematics occurs, how students construct mathematical knowledge, and how to use instructional strategies that promote student learning.b. The teacher understands how students' physical, social, emotional, and cognitive development influences the learning of mathematics.

Please indicate how the standard indicators are assessed in your course. Use the following Performance Assessment Categories: 1. Paper; 2. Exam/Quiz: Multiple choice, T/F; 3. Exam/Quiz: Short answer, essay; 4. Project; 5. Lab/Report; 6. Journal Reflection; 7. Lesson Plan; 8. Teaching; 9. Other (SPECIFY)

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9


Standard 2. Teachers of mathematics understand how students learn mathematics and provide learning opportunities that support their intellectual, social, and personal development.

M448

1, 4, 5, 6, 7, 8, 91, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

N343

1,5,6,7

1, 7

1, 7

7

71,5,6,7

1,5,6,7

1,5,6,7

1, 5, 7

1,5,6,71,5,6,7

1,5,6,7

a. The teacher understands differences in approaches to learning and performing mathematics, including different learning styles, multiple intelligences, and performance modes.b. The teacher knows about areas of exceptionality in learning, including learning disabilities, visual and perceptual difficulties, gifted and talented, and other physical/mental challenges.

1, 4, 5, 6, 7, 8, 9

c. The teacher understands the process of second language acquisition and strategies which support the learning of students whose first language is not English.

d. The teacher understands how students' learning of mathematics is influenced by individual experiences, talents, prior learning, language acquisition, culture, family, and community values.e. The teacher understands cultural and community diversity and knows how to incorporate students' experiences, culture, and community resources into mathematics instruction.f. The teacher understands that all children can learn mathematics successfully.

a. The teacher knows about human motivation, behavior, the nature of mathematics, and the way students learn mathematics individually and in groups.b. The teacher understands how diverse groups interact and influence individuals.c. The teacher understands the principles of effective classroom management which include the promotion of individual responsibility, positive relationships, and cooperation, all for purposeful learning in the mathematics classroom.


a. The teacher understands problem solving and the reasoning process as the basis for mathematical inquiry and knows a variety of instructional strategies (such as questioning techniques, tasks that elicit and challenge student discovery, and problem formulation) to encourage critical thinking.b. The teacher understands alternative strategies such as cooperative and team learning, whole group discussion, and constructive learning as a foundation to create a mathematical community of teacher/student or student/student discourse that engages students in reflective processes.

c. The teacher knows how to enhance learning through the use of a variety of resources such as computers, calculators, concrete materials, manipulatives, models, and other technological representations.

Standard 3. Teachers of mathematics understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

Standard 4. Teachers of mathematics understand and use a variety of instructional strategies to encourage students' development of critical thinking, problem-solving, and performance skills.

Standard 5. Teachers of mathematics use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement, in learning and self-motivation.

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

8

8

M448

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 91, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

N343

1,5,6,7

1, 5, 7

1, 5, 7

1,5,6,7

5, 7

5, 7

1,5,6,7

5, 6, 7

a. The teacher understands mathematics as a discipline of interconnected concepts, understands mathematical connections to other subject areas, and understands students' mathematical thinking and development, all as a basis for instructional planning.b. The teacher understands curriculum development in relation to instruction that aligns with curriculum standards, goals, and essential skills as outlined in the Indiana Department of Education Mathematics Proficiency Guide, National Council of Teachers of Mathematics Curriculum and Evaluation Standards of School Mathematics, Professional Standards for Teaching Mathematics, and Assessment Standards for c. The teacher knows the contextual considerations of instructional materials, individual student interests, needs, and aptitudes, and community resources that influence effective instructional planning connected to students' mathematical experience and daily living.

a. The teacher understands communication techniques (verbal and nonverbal), the development of the language of mathematics, and the role of language in learning mathematics concepts.

b. The teacher knows how cultural and gender differences can affect the communication of mathematics in the classroom.c. The teacher knows how to communicate mathematical concepts through the use of manipulatives, tools, models, symbols, graphic displays, and technology.

d. The teacher knows when and how to adjust plans based on student responses, leads, conjectures, discoveries, prior knowledge, and inquiry.e. The teacher knows how to plan cooperatively in order to develop effective mathematics curriculum and instruction.


Standard 6. Teachers of mathematics use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interactions in the classroom.

Standard 7. Teachers of mathematics plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

M448

N343

1, 7

1, 5, 7

1, 5, 7

1,5,6,7

1, 7

1

1

7

7

Please indicate how the standard indicators are assessed in your course. Use the following Performance Assessment Categories: 1. Paper; 2. Exam/Quiz: Multiple choice, T/F; 3. Exam/Quiz: Short answer, essay; 4. Project; 5. Lab/Report; 6. Journal Reflection; 7. Lesson Plan; 8. Teaching; 9. Math talk, math listening, or teacher math talk; 10. Other (specify)

a. The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments for evaluating what students know and are able to do.

Standard 8. Teachers of mathematics understand and use formal and informal assessment strategies to evaluate and ensure the ongoing intellectual, social, and personal development of the learner.

4, 6, 9

M448

4, 6, 9

b. The teacher understands a variety of assessment techniques to determine what mathematical tasks will support student growth and development.

c. The teacher understands how to select, construct, communicate, and use assessment strategies in alignment with curriculum standards, goals, and instruction so that what is being taught is being assessed.

d. The teacher understands assessment-related issues such as validity, reliability, bias, rubrics, portfolios, alternative assessments, and other formative and summative assessments.e. The teacher knows that ongoing assessment is essential to an instructional process which adapts to student needs, learning styles, and developmental readiness. 4, 6, 9

4, 6, 9

4, 6, 9

4, 6, 9

a. The teacher understands a variety of self-assessment and problem-solving strategies related to student success and his/her instructional practices.

b. The teacher knows current research and resources for professional learning in the teaching of mathematics.

Standard 9. Teachers of mathematics are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, families, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

c. The teacher understands and abides by laws and policies related to students' rights and teacher responsibilities.d. The teacher understands how to develop collegial relationships and create interdisciplinary learning within the school community.

c. The teacher knows his/her professional responsibility to be an ongoing, self-directed learner of mathematics so as to continually develop and refine practices that attend to the mathematical needs of students.

b. The teacher understands how factors in the students' environments outside of school may influence students' life and learning.

d. The teacher knows his/her professional responsibility to advocate improved practices for the teaching of mathematics among colleagues.

a. The teacher understands schools as organizations within the larger community and understands the operations of the relevant aspects of the system(s) within which s/he works.

Standard 10. Teachers of mathematics foster relationships with school colleagues, parents, families, and agencies in the larger community to support student learning and well being.

1, 4, 5, 6, 7, 8, 9

1, 4, 5, 6, 7, 8, 9

f. The teacher knows that assessment techniques may be used to promote and develop students' ability to reflect upon their own learning and become self-reliant learners.

4, 6, 7, 9

4, 6, 7, 9

4, 6, 7, 9

4, 6, 7, 9

Assessment Data Document

Program Name: Secondary Education with Mathematics Teaching Major

Element Assessed

Describe the Assessment

Activity

When is it assessed?

Title of the Instrument or Rubric (Attach copies)

Aggregated Summary

Data for last 3 years

Curriculum/ Program/Unit

operations modifications made based on this data

IN Math Content & Teaching Math

Standards addressed by this

Assessment Activity

Content Knowledge for

Teacher Candidates

1) Praxis II (required of programs where state requires test)

Before, during, or after student teaching (Click link to see more info)

Praxis II results

Click link to see attached


1

2) One other content assessment required: (Click link to see more info)

During the secondary methods course




1-7,9-10

Pedagogical

Content knowledge for

Teachers

3) Portfolio (H340 & INTASC standards) (Click link to see more info) Also See http://www.ipfw.edu/educ/assets/documents/PortfolioHandbookFl2004-6_wcksh.pdf

During student teaching




1-10

Professional and Pedagogical knowledge and

skills for teacher

candidates

4) Student teaching lesson eval by Univ. Sup. (Click link to see more info) Also See http://www.ipfw.edu/educ/assets/documents/studentteachinghandbook.pdf





1-10

Student Learning for

teacher candidates

5) Lesson Plan reflection on Conceptual Framework (Click link to see more info)





1, 2, 4, 7

1. Content Knowledge for Teacher Candidates Praxis II Scores

Secondary Education (Mathematics Major) Description: Praxis II is a national, standardized test produced by Educational Testing Services (ETS). The Secondary Subject Assessment measures knowledge of the specific subject that secondary educators will teach. Secondary Education Mathematics majors at IPFW are required to complete the following exam: Mathematics: Content Knowledge (Test code #10061) with a passing score of 136. The Middle School Subject Assessment measures knowledge of the specific subject that middle school educators will teach in mathematics. Middle School candidates at IPFW are required to complete the following exam: Middle School: Mathematics (Test code #20069) with a passing score of 156. Assessed: Candidates can take these tests before, during, or after student teaching. However, we strongly encourage them to take the tests during student teaching. They must have a passing score on the appropriate tests before being eligible to apply for a teaching license through the state of Indiana. Rubric: Information about the tests, including number of questions for each subcategory, can be found at: http://www.ets.org/Media/Tests/PRAXIS/taag/0069/glance.htm http://www.ets.org/Media/Tests/PRAXIS/pdf/0061.pdf Aggregated Summary Data: (see below)

http://www.ets.org/Media/Tests/PRAXIS/taag/0069/glance.htm

http://www.ets.org/Media/Tests/PRAXIS/pdf/0061.pdf

Mathematics: Content knowledge (10061) Cut-off score = 136 9/1/04 – 8/31/05 9/1/05 – 8/31/06 9/1/06 – 8/31/07 Total na (% pass)

High Score = Low Score = Median =

4/6 (67% pass) High Score = 158 Low Score = 114 Median = 142.5

5/5 (100% pass) High Score = 176 Low Score = 138 Median = 158

Average % Correct Average % Correct Average % Correct Subcategory IPFW IPFW National IPFW National I. Algebra and Number Theory

na 50 52 63 55

II. Measurement, geometry, and trigonometry

na 49 55 80 59

III. Functions and calculus

na 56 50 70 53

IV. Data analysis, statistics, and probability

na 48 55 83 61

V. Matrix algebra and discrete mathematics

na 50 51 72 53

Middle School Mathematics (20069) Cut-off score = 156 9/1/04 – 8/31/05 9/1/05 – 8/31/06 9/1/06 – 8/31/07 Total na (% pass)

High Score = Low Score = Median =

5/6 (83% pass) High Score = 192 Low Score = 145 Median = 164

17/18 (94% pass) High Score = 179 Low Score = 148 Median = 164.5

Average % Correct Average % Correct Average % Correct Subcategory IPFW IPFW National IPFW National I. Arithmetic and basic algebra

na 80 65 70 67

II. Geometry and measurement

na 68 60 63 62

III. Functions and their graphs

na 67 52 55 51

IV. Data, probability, statistical concepts; discrete mathematics

na 64 67 71 67

V. Problem solving exercises

na 51 45 49 46

Curriculum Modifications: The data from these tests have been used in a number of ways to improve the curriculum and instruction in our program.

• The pass rates on the Secondary Mathematics test have improved from 67% to a 100%. We attribute those changes to our commitment to incorporate more technology that illustrates mathematical concepts, such as Mathematica, Maple, statistical graphing calculators, web-based math applets, and other web-based math resources.

• In the Middle school mathematics, the pass rate has improved from 83-94%. The

mean scores have remained the same at a score of 164. Our candidates’ scores have consistently remained above the national average, with one exception in 2005-6 in the subcategory of data, probability, statistics and discrete math. However, the next year the same subcategory was much higher than the national average, along with all of the other subcategories. Again, the use of technology has made the mathematical concepts more visible and meaningful to our candidates.

Unit Modifications: Please see Summary of Unit Reflection for unit modifications. Content Standards: The Mathematics: Content Knoweldge Praxis II exam covers the IN State Academic Standards for Secondary Math Majors (Standard 1) and the IN Standards for Teachers of Mathematics (Standard 1). The Middle School: Mathematics Praxis II exam covers the IN State Academic Standards for K-8 (Standard 1) and the IN Standards for Teachers of Mathematics (Standard 1).

2. Content Knowledge Description: The assessment examines the candidates’ content knowledge through the lesson plans that they design around mathematical concepts and relationships for secondary students. (Click or scroll to see the guidelines or directions of the assignment.) Time Assessed: The assessments were made during the candidates’ secondary math methods course, which occurs the semester before their student teaching internship. The secondary math methods course occurs once a year in the Fall. Each year, for the past three years, the methods course has been taught by a different instructor.

Aggregated Data for 2007 Fall, 2007 N=11 students

Fall, 2007 N=11 students

Construct a Concept

Develop a Relationship Final grade average of

3.312 on a 4 point scale.

Final grade average of 3.2 on a 4 point scale.

Rubric: While no formal grading rubric was provided, the instructor graded the candidates on the following 7 criteria: 1. Candidates were graded on their understanding of key content knowledge and

relationships and the kinds of inquiry opportunities that they provided for student exploration, connections, discussion, and verification.

2. The grade included their being able to follow directions on the lesson plan format assigned.

3. The grade included their being able to anticipate student responses and to be prepared with multiple sets of examples and non-examples.

4. The grade included demonstrating an awareness of listening to students’ responses rather than always telling the student the answer or solution.

5. The grade included the appropriateness of the concept for high school students based on the state math standards.

6. The grade included their being able to provide an alternative if something did not work.

7. The grade included being able to judge the amount of time an activity would take and the organization of the lesson with regard to its implementation.

Curriculum Modifications based on data: The instructor has used the data from the candidates’ work to give feedback to the candidates so that they could revise their work during the course. Some candidates revised their work more than once. The goal was to show evidence of their learning rather than the achievement of a grade. The instructor is currently using the information to improve the next course for the candidates, which is their student teaching internship. Specifically, the instructor is continuing to meet with the candidates during their supervision time of student teaching and is giving the candidates additional, in-depth feedback about their new lessons plans

that they are designing for their student teaching, before they teach them. The goal is to help the candidates to be more successful in teaching the mathematical concepts and relationships during their student teaching, rather than relying on the cooperating teacher who has not known the candidate and their prior thinking and work. Unit Modifications: Please see Summary of Unit Reflection for unit modifications. Content Standards: The two assignments cover the INTASC Standards 1-7 and 9-10 which directly overlap with the IN Teaching Mathematics Standards and IN Academic Standards.

Effective Instructional Strategies for Teaching Mathematics Leading Students to CONSTRUCT A CONCEPT - The failure of many students to develop healthy attitudes towards mathematics is well documented. Many of these failures can be traced to conceptual gaps in their learning. Such gaps are hardly surprising considering that teachers don't often use appropriate instructional strategies. The following steps describe the stages to use in planning for students to construct a concept. (1) Sorting and categorizing - you present students with a task requiring them to sort and categorize specifics. While orchestrating the activity, managing the environment, and providing guidance, you allow students to complete the task themselves. (2) Reflecting and explaining - students explain their rationales for categorizing the specifics as they did. You raise leading questions, stimulate thought, and clarify students' expressions. (3) Generalizing and articulating - students describe the concept in terms of attributes (that is, what sets examples of the concept apart from nonexamples). They may also develop a definition for the concept; however, it isn't necessary for the conventional name of the concept to be used. (4) Verifying and refining - the description or definition is tested with additional specifics that the students already know to be examples and thus should fit, and with additional nonexamples which students know shouldn't fit. Further verification is pursued depending on your judgment of the situation. The description or definition of the concept is modified in light of the outcome of the tests. Prior stages are revisited as you judge necessary. Leading students to DISCOVER A RELATIONSHIP - A relationship is a particular association between 2 concepts (rational & irrational numbers), between a concept and a specific (13 is a prime number), or two specifics (3 > 1.1). Unlike concepts, which are expressed by a word or phrase (rational number) a relationship is expressed as a complete statement a2 + b2 = c2. A relationship is discoverable if one can use reasoning or experimentation to find out that the relationship exists. As with Construct A Concept lessons, students need to reason inductively to Discover Relationships. Note that in both cases, students form a hypothesis or formulate a proposition based on their experiments with specifics. The following stages are used to lead students to discover relationships. (1) Experimenting - students collect facts by experimenting with various specific situations, for example they measure the 3 angles of a variety of triangles. You orchestrate the activity, manage the environment, and provide guidance. (2) Reflecting and explaining - students analyze outcomes of their experiments as you raise questions leading them to explain their analyses and you get students to suggest possible general relationships. (3) Hypothesizing and articulating - students articulate propositions about possible relationships. With your guidance, they test, analyze further, and massage their stated hypotheses or conjectures (4) Verifying and refining - the students attempt to verify or disprove their statements about the relationship. The level of verification or proof may range from "seems intuitively clear" to a failure to produce a counter example to a formal deductive proof. If holes are found in the stated proposition, then the statement is modified until students agree on an acceptable proposition about the relationship. In both of the above types of planned instructional activities students are asked to think and reason for themselves and to use inductive reasoning, where they generalize from encounters with specifics. Inductive reasoning is the process by which students discover commonalities among specific examples, thus leading them to formulate abstract categories or to discover general relationships. (Note: the above Information is adapted from Teaching Mathematics (1996) by James Cangelosi)

Construct a Concept - Sample Lesson Plan

Concept: Prime numbers Grade level: 4th - 5th NCTM Standards Addressed: Problem-solving, Communication, Reasoning, Connections, Number Theory, Multiple Representations IN State Standards Addressed: Grade 5, Number Sense 5.1.6 I. Sorting and categorizing (can be considered a warm-up activity) Group students for the days lesson (pairs, 3’s or 4’s). Present students with a list of numbers containing both prime and composite numbers. Refer to task sheet with the following numbers: 5 7 12 18 23 30 36 37 Give students 3-5 minutes to decide how to sort the numbers into 2 groups and come up with a rule for organizing the numbers that way. (Note: incorporate special need student & partner into groups) II. Reflecting and Explaining Ask for volunteers to share their two groups and their rules for each group with the class. Anticipated or possible responses: 5 7 23 37 --> odd numbers 12 18 30 36 --> even numbers 12 18 30 36 --> multiples of 6 5 7 23 27 --> not multiples of 6 5 7 12 18 --> lower half 23 30 36 37 --> upper half 5 7 23 37 --> prime numbers 12 18 30 36 --> not prime (composite) As each group presents their solution to the task, ask the class if the numbers could be divided by those rules. If possible - praise them for finding an effective way to divide the set of numbers. If there is more than one response to the task, then add the following numbers (2,3,6,9,11,13,24,39) and ask them to go back to the original task and see if their rule is still a workable solution or if they had to change their rule. Odd and even number groups still works. Multiples of 6 or non-multiples of 6 groups still works. Prime and non-prime (composite) groups still works. If the class still has more than one way to divide the groups, it is time to present your version of how the numbers should be divided (but don’t tell your rule). Examples Non-examples 2 3 5 7 11 13 23 37 6 9 12 18 24 30 36 39 Now ask the students to check their rules and decide if their rule still works. If their rule doesn’t work - ask them to see if they can come up with a rule that does work. Give them all time to check their rules or come up with new ones.

III. Generalizing and Articulating Offer a number on the overhead (say 52) and ask students if that number goes in the example group or the non-example group. When they respond, ask them to tell the class exactly why they think they would put “52” in the examples (or non-examples) group. Ask if others agree or disagree with the placement of the “52”. At this point you are trying to get the students to give you a verbal definition of “prime” numbers and also a verbal explanation of why the other numbers are not prime. If students don’t know the word “prime”, but are articulating the rule for prime numbers you can ask if they have heard of the word prime, and if so, why does that word seem to fit the examples. Get several students to articulate the definition of prime and non-prime(composite) numbers. If they describe the rule by saying that prime numbers are only divisible by one and the number itself; ask them what they mean by divisible? If they mention factors (numbers with only 2 factors), ask them what they mean by factors? Be sure to get students to verbalize their own definitions and be sure that most of the class agrees with the correct definition of prime numbers and/or composite numbers (numbers with 3 or more factors). IV. Verifying and Refining (any part can be used as evaluation if students write down something that is visibly measurable as proof they understand the concept) This is where you can choose to do one of a number of things: (1) Provide the class with more examples or non-examples and ask them to tell you whether the number you give is prime or not and why? (2) Ask students to suggest other prime numbers and tell why they are prime. (3) Ask students to suggest other non-prime (composite) numbers and tell why they are not prime, but are composite. (4) Help students to make “connections” to geometry by asking them to make visual representations of prime or composite numbers. a) Use graph paper or color tiles b) Tell students they will try to represent the number they are given in a rectangular fashion and to try representing the number in as many rectangular formations as possible. c) Assign prime numbers to half of the class. d) Assign composite numbers to the other half of the class. e) Example: with 7 the only rectangle is a 1x7 or a 7x1 rectangle. f) Example: with 12 the possible rectangles are 1x12, 12x1, 2x6, 6x2, 3x4, or 4x3 g) Have students share their representations with color tiles on the overhead or on their graph paper. h) Once again ask students to explain what they notice about the rectangular representations for prime numbers and those for composite numbers. i)They should recognize that the rectangle dimensions represent the factors of the numbers they represent. (5) Assign several larger numbers as homework and ask students to investigate them and come with proof that they are either prime or composite. (to be used as assessment) V. Resources: Teaching Middle and Secondary Mathematics by James Cangelosi, (1996)

VI. Where will this lesson lead - possible extensions or lessons to follow: 1) factors, factor trees 2) prime factorization 3) greatest common devisor 4) multiples, least common multiple Task: Sort the following numbers into 2 sets and be able to explain the rationale behind your thinking. 2 5 7 12 18 23 30 36 37 Set #1 Set #2 ________________________ _______________________ Rule for membership in set #1 Rule for membership in set #2 ________________________ ________________________ Set #1 Set #2 ________________________ ________________________ Rule for membership in set #1 Rule for membership in set #2 ________________________ ________________________ Set #1 Set #2 ________________________ _________________________ Rule for membership in set #1 Rule for membership in set #2 ________________________ _________________________ Set #1 Set #2 ________________________ _________________________ Rule for membership in set #1 Rule for membership in set #2 ________________________ _________________________

3. Pedagogical Content Knowledge INTASC and

Philosophy Statement Scores

Description: Students complete a graduation portfolio which has two sections: Part 1 (resume, letters of recommendations, evaluations from field experiences, performance-based lesson reflection, and philosophy of education) and Part 2 (3 artifacts and reflections connecting their work for each of the 10 INTASC standards). The data reported here are for the Philosophy of Education and the INTASC Standards. When assessed: Students submit their portfolio towards the end of their student teaching semester, typically in November and April. Students must earn a passing score on the portfolio as a whole before being eligible to graduate from our program. Rubric: See following grading rubric, which is provided to each student upon enrollment in EDUA F300 – Invitation to Teaching. Aggregated Summary Data: Scroll for data.

Curriculum Modifications: The data from these assessments have been used to improve the curriculum, instruction, and support to students in our education program. The lowest averages appear most consistently for Standards 6 and 9. Students experience a great deal of challenge connecting their work (artifacts) to the various components of these standards. Students, for example, can explain how they have used media communications in the classroom or how they have reflected on their educational practices, yet they forget to explain how they fostered active inquiry, collaboration, and supportive interaction in the classroom and evaluated the effects of their choices and actions on others (students, parents, and other professionals in the learning community), respectively. Education faculty who evaluate portfolios at the four checkpoints prior to the submission of the graduation portfolio discussed ways to assist students with making such links. We have been more systematic in delivering strategies for addressing all components of the standards, rather than just each one’s gestalt. In 2005-2006, the average score on the philosophy statements decreased from previous years. During that year, we had hired an Adjunct Faculty member to teach one to two sections of the course. It was discovered that he had created different requirements for this assignment. Other Educational Leadership faculty members shared their assignment descriptions and explained how the

philosophy statements were assessed in the graduation portfolio. This increased communication was beneficial as the scores demonstrated an increase the next year.

Unit Modifications: Please see Summary of Unit Reflection for unit modifications. Content Standards: The Portfolio covers all 10 INTASC Standards and, thus, all IN Teaching Mathematics Standards.

Revised text for Portfolio Guidelines Fall 2004, p.20, in bold Fall 2007

20

2. Required Entries

Required pieces include: ____ Presentation or Cover Page ____ Table of Contents for Entire Portfolio ____ Table of Contents for each INTASC standard section, placed to introduce each

standard ____ Resume ____ Three Professional Letters of Recommendation ____ Evaluations from all field experiences ____ Mid-Term Student Teaching Evaluation required, other completed Student

Teaching evaluations encouraged ____ Certificates of completion or participation in workshops or programs related to

teaching or any additional material indicating exemplary teaching/learning performances that do not fall under one of the ten INTASC standards

and

____ (3 - PCK) Philosophy of Education (Theory-Based Statement first, as developed in the Social Foundations course, H340, Education and American Culture; updated philosophy statement, content, or developmental-level specific statements may follow)

____At least one performance-based assessment of a lesson taught during student

teaching, which should include: a) The lesson plan b) (4 - PROF. KNLG) Written assessment from supervisor or cooperating teacher (This may be on

the Student Teaching official assessment form.)

c) (5 - STUDENT LEARNING) Your written reflection about your own performance and its effectiveness for promoting student learning. Tie your performance and specific examples of student learning (include at least 3 examples of student work) to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (This should be in addition to your reflection on the Student Teaching official assessment form.)

3. Artifacts as Evidence of Meeting the INTASC Standard(s)

(3 - PCK) The remainder of the portfolio will consist of artifacts that demonstrate your competency and understanding of the INTASC standards. Each student’s artifacts will be different, portraying the unique development of that student. The artifacts will be divided into ten sections, one section for each of the INTASC standards. Each section should begin with a statement of the INTASC standard and a table of contents indicating the artifacts included. In the final, exit portfolio each of the ten INTASC standards sections of the portfolio should have three artifacts and three reflections, one introducing each of the three artifacts.

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

SCHOOL OF EDUCATION

260-481-6441

Student Name __________________________________________________________________________________ Student ID ____________________________________________________________________________________ Semester _____________________________________________________________________________________ (0-68 points) Total from boxes on other side of this page

Grand Total from evaluation page

_____59-68 points-Exemplary. Demonstrates proficiency in all areas. _____49-58 points-Satisfactory. Demonstrates proficiency in most areas, but needs

improvement in at least one area. _____ 0-48 points-Needs major improvements. Proficiency not sufficiently demonstrated.

Overall Comments

Examiner’s signature _____________________________________________ Date __________________ Examiner’s name (Print) __________________________________________ Examiner’s ID ___________

2101 E. COLISEUM BLVD. FORT WAYNE, INDIANA 46805-1499 WWW.IPFW.EDU

PORTFOLIO FINAL EVALUATION SHEET

Part I—Required Basic Entries Place a checkmark next to each item satisfied. (each worth 1 point) _____ Presentation or Cover Pager _____ Table of Contents for Entire Portfolio _____ Table of Contents for each INTASC standard, placed to introduce each standard _____ Resume _____ Three professional letters of recommendation _____ Evaluations from all field experiences _____ Mid-Term student teaching evaluation required; other completed student teaching evaluations encouraged _____ Certificates of completion or participation in workshops Total number of basic entries checked above (0-8 points) _____ Philosophy of Education: Theory-based statement developed in Social Foundations course, H340 (maximum 5 points) Performance-based assessment of student teaching (maximum 5 points)

1) Lesson plan __yes__no. 2) Assessment from supervisor or cooperating teacher (on the official Student Teaching assessment form) __yes__no. 3) Your reflection about your own performance and effectiveness related to P-12 student learning. Tie your performance

and specific examples of student learning (at least 3 examples of student work) to the Habits of Mind and Knowledge categories of the Conceptual Framework and at least one other category. a) Habits of Mind ___ (0-2) b) Knowledge ___ (0-2) c) Other CF Category:_____________ ___ (0-1)

______ Performance-based total (0-5)

Total Philosophy and Performance (0-10 points) INTASC Standards Assessments Write the score for each of the INTASC standards: (maximum 5 points each) The pre-service teacher: ___ 1. Knowledge of subject: Understands the central concepts, tools of inquiry and structures of the disciplines(s) he or she

teaches, and can create learning experiences that make these aspects of subject matter meaningful for students. ___ 2. Learning and Human Development: Understands how children learn and develop, and can provide learning

opportunities that support their intellectual, social and personal development. ___ 3. Adapting instruction: Understands how students differ in their approaches to learning and creates instructional

opportunities that are adapted to diverse learners. (P-12 work included: __yes __no) ___ 4. Instructional Strategies: Understands a variety of instructional strategies to encourage students’ development of critical

thinking, problem solving and performance skills. (P-12 work included: __yes __no) ___ 5. Motivation and Learning Environment: Uses an understanding of individual and group motivation and behavior to

create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

___ 6. Communication Skills: Models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (technology work included: __yes __ no)

___ 7. Planning: Understands and can plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

___ 8. Assessment: Understands how to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. (P-12 work included: __yes __no)

___ 9. Reflection and professional growth: Understands how to be a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

___ 10. Relationship with school and community: Fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Total INTASC standards (0-50 points)

P-12 work needs to be included in artifacts for two INTASC Standards; use of technology needs to be included in one artifact to receive full credit for a Standard.

INTASC RUBRIC - Part II - Evidence Documenting Achievement of INTASC Standards

All ten INTASC standards used as the major sections in the portfolio will be rated as follows: (5 points) a) All reflection statements clearly explain why these artifacts have been included in this

section of the portfolio and each clearly demonstrates the candidate’s understanding of the standard.

b) At least three artifacts are of high quality and indicate meaningful and convincing

evidence of the candidate’s understanding of the standard and its application to teaching. c) Writing is of high quality with no grammatical errors in the reflection statements.

Presentation and organization show good planning, execution, and selection. (3 points) a) Most reflection statements give reasons as to why they are included, but do not clearly

explain how the artifacts demonstrate the candidate’s proficiency or understanding of the standard.

b) At least two artifacts are of high quality and indicate meaningful and convincing evidence

of the candidate’s understanding of the standard and its application to teaching. c) Writing is of good quality with only minor grammatical errors in the reflection statements.

Presentation and organization show adequate planning, execution, and selection. (1 point) a) Most reflection statements give limited or no reasons why artifacts are included; weak

reflections indicate a candidate’s lack of proficiency or understanding of the standard. b) Only one artifact is of high quality and indicates meaningful and convincing evidence of

the candidate’s understanding of the standard. Other artifacts have limited applications to teaching.

c) Writing is generally of poor quality and may even contain a pattern of grammatical errors.

Presentation and organization show minimal planning, execution, and selection. (0 points) a) No reflection statements are present. b) There is either only one artifact present or there are no artifacts present for this standard. c) Writing is not acceptable for a teacher candidate.

24

Pedogogical Content Knowledge - Portfolio Scores EA/AYA Report

INTASC Standards Programs Year Num.

students Avg_Std1 Avg_Std2 Avg_Std3 Avg_Std4 Avg_Std5 Avg_Std6 Avg_Std7 Avg_Std8 Avg_Std9 Avg_Std10

Mathematics 2005-2006 2006-2007 2007-2008

12 28 6

4.29 4.65 4.75

4.25 4.44 4.63

4.38 4.49 4.38

4.46 4.46 4.25

4.21 4.17 4.39

4.44 4.13 4

4.58 4.6 4.63

4.08 4.26 4.13

4.33 4.58 3.88

4.04 4.54 4.5

1/25/2008

Pedagogical Content Knowledge _ Portfolio Scores H340 EA/AYA Report

Programs Year Num. students Average_score

Mathematics 2005-2006 2006-2007 2007-2008

12 28 6

4.25 4.76 4.56

4. Professional and Pedagogical Knowledge & Skills Student Teaching Lesson Evaluation by Supervisor

Description: Using the 10 INTASC Standards as a framework, this evaluation tool examines how well student teachers put into practice, during individual lessons, knowledge, skills, and dispositions that are valued by faculty in the School of Education. Behaviors are rated by the University Supervisor during each of their three observations conducted during Student Teaching. When assessed: Individual lessons are evaluated by University Supervisors three times during each Student Teaching placement. Rubric: See following Rubric. The student teaching handbook can be accessed on-line at http://www.ipfw.edu/educ/assets/documents/studentteachinghandbook.pdf Aggregated Summary Data: SCROLL for Data. Curriculum Modifications: The data suggest that our candidates are performing quite well on important behaviors during their Student Teaching experiences. They are able to transfer knowledge, skills, and dispositions gained in previous coursework and internships to their capstone experience. For example, the candidates demonstrated engaging in reflective practices and creating positive relationships with community members (2006-2007). In relation to Standard 3, Adapting Instruction, we are starting to address this in our program as we have done in the elementary program. Currently, our special education courses come at the very beginning of their educational program. Because of this sequence in our program, it makes it difficult for our students to make strong connections with their method courses. It was the belief of Special Education faculty that students cannot learn to adapt lessons before they have a firm grounding in how to plan curriculum. As such, we expect to follow our elementary program and propose a curricular change to increase the number of credits in special education from 4 to 6 and to require that these courses be taken after being admitted to the School of Education. We anticipate these changes will have a positive effect on this evaluation. Unit Modifications: Please see Summary of Unit Reflection for unit modifications. Content Standards: The Student Teaching Lesson Evaluation covers all 10 INTASC Standards which are directly overlapped with the IN Teaching Mathematics Standards.

http://www.ipfw.edu/educ/assets/documents/studentteachinghandbook.pdf


20

2. Required Entries





and

____ Philosophy of Education (Theory-Based Statement first, as developed in the Social Foundations course, H340, Education and American Culture; updated philosophy statement, content, or developmental-level specific statements may follow)


teaching, which should include: a) The lesson plan b) Written assessment from supervisor or cooperating teacher (This may be on


c) Your written reflection about your own performance and its effectiveness for promoting student learning. Tie your performance and specific examples of student learning (include at least 3 examples of student work) to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (This should be in addition to your reflection on the Student Teaching official assessment form.)


The remainder of the portfolio will consist of artifacts that demonstrate your competency and understanding of the INTASC standards. Each student’s artifacts will be different, portraying the unique development of that student. The artifacts will be divided into ten sections, one section for each of the INTASC standards. Each section should begin with a statement of the INTASC standard and a table of contents indicating the artifacts included. In the final, exit portfolio each of the ten INTASC standards sections of the portfolio should have three artifacts and three reflections, one introducing each of the three artifacts.

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

21

Indiana University-Purdue University Fort Wayne University Supervisor

Evaluating a Single Teaching Experiencewww.ipfw.edu/adlc/fielddownload.htm

Student Teacher: Lesson Observed: Date Observed:

School Name: Teacher: Observation #

Rubric Levels Defined:

Distinguished (4)–The student teacher has demonstrated an exemplary ability to create a community of learners that has studentshighly motivated and engaged and assuming considerable responsibility for their own learning.

Proficient (3)–The student teacher clearly understands the concepts and implements them well. This implementation is consistent andeffective.

Basic (2)–The student teacher appears to understand the underlying concepts and attempts to implement those elements.Implementation is intermittent and/or not entirely successful. Additional reading, observation, and experience (particularly supportedby a mentor) may enable the teacher to become proficient in this area.

Unsatisfactory (1)–The student teacher does not appear to understand the concepts underlying the component. Work on thefundamental practices associated with the elements is required to enable growth in this area.

NE–This does not apply at this time.

4=Distinguished 3=Proficient 2=Basic 1=Unsatisfactory NE=Not Evident

Standard 1 Knowledge of Subject Level Evidence/Comments

Demonstrates knowledge of subject matter

Uses questions that compare, interpret, analyze, synthesize

States directions/objectives clearly

Standard 2 Learning and Human Development Level Evidence/Comments

Appreciates individual learning styles

Shows respect for individual abilities/diverse learners

Responds to questions in a developmentally appropriate manner

Standard 3 Adapting Instruction Level Evidence/Comments

Adapts lesson for diverse learners

Modifies lesson as needed during instruction

Provides instruction sensitive to community and cultural norms

Standard 4 Instructional Strategies Level Evidence/Comments

Models expectations when necessary

Provides explicit directions for instruction/students

Connects student prior knowledge

Checks for understanding frequently

22

Clarifies and summarizes concepts for lesson closure

Uses effective instructional time and pace

Creates smooth transitions between lessons/activities

4=Distinguished 3=Proficient 2=Basic 1=Unsatisfactory NE=Not Evident

Standard 5 Motivation and Learning Environment Level Evidence/Comments

Maintains positive learning climate

Manages scheduled instructional time/use of physical space

Uses appropriate discipline and classroom management strategies

Standard 6 Communication Skills Level Evidence/Comments

Speaks clearly and effectively

Demonstrates correct use of language (grammar, slang)

Provides critical thinking/problem-solving questions

Standard 7 Planning Instruction Level Evidence/Comments

States student learning objectives clearly

Uses multiple resources

Prepares materials in advance

Standard 8 Assessment Level Evidence/Comments

Uses appropriate teaching strategies

Is aware of the learning objectives

Plans student learning and varied assessment strategies

Standard 9 Reflection and Professional Growth Level Evidence/Comments

Reflects to refine practices (teaching/student learning)

Accepts constructive criticism and acts on suggestions

Is appropriately attired

Standard 10 Relationship with the School and Community Level Evidence/Comments

Cooperates with school administration, staff, and teachers

Follows school policies

Maintains appropriate relationships with students

Student Teacher _____________________________________ Date: _________________________ (Signature)

University Supervisor _____________________________________ Date: _________________________ (Signature)

Student teaching office (White) Student copy (Yellow) University Supervisor (Pink)

Student Teaching Lesson Evaluation by Supervisor EA, AYA Report

Programs Mathematics

Year 2006-2007 2007-2008 Num. students 14 5

Standard 1 avg_min avg_max average

3.33 3.33 4 4 3.76 3.73


0 3 4 4 3.18 3.67


0 3.5 4 4 3.27 3.9


3.14 3.2 4 4 3.8 3.78


3 3 4 4 3.77 3.8


3 3 4 4 3.7 3.6


0 3.67 4 4 3.69 3.93


0 3.67 4 4 3.6 3.93


3.67 3.67 4 4 3.93 3.93


3.67 4 4 4 3.98 4

NB: Year 2006-2007 only contains scores for Spring 2007 Year 2007-2008 only contains scores for Fall 2007

5. Student Learning Description: Students have been asked to provide a lesson plan, an evaluation of their delivery of that lesson by either their Cooperating Teacher or their University Supervisor, and their reflection of the lesson. This reflection is to be connected to components of the School of Education’s Conceptual Framework. When assessed: This assessment is part of the graduation portfolio that candidates submit towards the end of their student teaching semester, typically in November and April. Students must earn a passing score on the portfolio as a whole before being eligible to graduate from our program. Rubric: See following grading rubric, which are provided to each student upon enrollment in EDUA F300 – Invitation to Teaching. Students who had enrolled in F300 prior to Fall 2007 were provided the revised grading rubric through BLOCK I or II or Student Teaching courses. Aggregated Summary Data: Scroll to See Data Curriculum Modifications: The data show that students performed well on this assessment. The primary focus of these reflections was found to be on the candidate’s teaching. While this met the specific directions of the assignment, students were not spontaneously including specific examples of student learning. Because we want to more about how students are using the data collected during lessons to inform their teaching and assess student learning, we revised this assessment to more directly assess these concepts. The data for 2007 demonstrated that our candidates can shift their thinking from focusing on their behaviors (i.e., teaching) to student outcomes (i.e., learning). However, this shift was not uniform across candidates. Methods faculty members have been discussing ways to incorporate, more systematically, assignments prior to student teaching that require candidates to focus on evaluating student learning. Thus, we will be facilitating the development of this way of thinking before they are expected to be able to use it in a final program assessment. In addition, because this was the first time using this grading rubric, faculty members have not yet reached census on how to score the reflections. Time will be spent on achieving reliability before the next set of graduation portfolios needs to be graded. Unit Modifications: Please see Summary of Unit Reflection for unit modifications.

Content Standards: This assessment covers student learning and the reflection on it; thus, covering INTASC and IN Teaching Mathematics Standards 1, 2, 4, and 7.


20

2. Required Entries





and

____ Philosophy of Education (Theory-Based Statement first, as developed in the Social Foundations course, H340, Education and American Culture; updated philosophy statement, content, or developmental-level specific statements may follow)


teaching, which should include: a) The lesson plan b) Written assessment from supervisor or cooperating teacher (This may be on


c) Your written reflection about your own performance and its effectiveness for promoting student learning. Tie your performance and specific examples of student learning (include at least 3 examples of student work) to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (This should be in addition to your reflection on the Student Teaching official assessment form.)


The remainder of the portfolio will consist of artifacts that demonstrate your competency and understanding of the INTASC standards. Each student’s artifacts will be different, portraying the unique development of that student. The artifacts will be divided into ten sections, one section for each of the INTASC standards. Each section should begin with a statement of the INTASC standard and a table of contents indicating the artifacts included. In the final, exit portfolio each of the ten INTASC standards sections of the portfolio should have three artifacts and three reflections, one introducing each of the three artifacts.

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

Alice Merz

Highlight

RUBRIC for Assessing Performance Based Assessment

Performance-based assessment of student teaching (maximum 5 points)

1. Lesson Plan __ yes __ no 2. Assessment from supervisor or cooperating teacher (This is on the official Student

Teaching assessment form.) __ yes __ no 3. Your written reflection about your own performance and its effectiveness for

promoting student learning. Tie your performance and specific examples of student learning (include at least 3 examples of student work) to the “Habits of Mind” and “Knowledge” categories of the Conceptual Framework. Then, select at least one other category of the Conceptual Framework to reflect on as well. (This should be in addition to your reflection on the Student Teaching official assessment form.) a) Habits of Mind __ (0-2) b) Knowledge __ (0-2) c) Other CF Category _______________ __ (0-1)

Exemplary Satisfactory Needs Major Improvement Student Learning with Conceptual Framework “Habits of Mind”

Candidates connect specific example(s) of their own behaviors, the lesson, and students’ learning with “Habits of Mind.” Candidates analyze specific examples of student learning in relation to their own teaching roles and responsibilities for engaging learners through strategies such as “investigating, inquiring, challenging, critiquing, questioning, and evaluating.”

Candidates describe their own or their students’ strategies for “Habits of Mind.” Candidates explain how the students’ learning was impacted or not impacted by the lesson. Little connection is made between the teacher, students and the lesson.

Candidates select examples of grades or scores on assessments (e.g., tests, quizzes) to justify effectiveness of teaching. Candidates recognize the specific strategies the students learned. No connection is made between the candidate, the student and the lesson.

2 pts 1 pt 0 pts Student Learning with Conceptual Framework “Knowledge”

Candidates connect specific examples of their teacher behaviors, their lesson, and students’ learning with Knowledge. Candidates analyze their planning and results of students’ learning to understand self, community, content, and learners.

Candidates describe the lesson and explain how the students’ learning was impacted or not impacted by the lesson, going beyond “I did this and the students got it.” Little connection is made between the teacher, students and the lesson.

Candidates select examples of grades or scores on assessments (e.g., tests, quizzes) to justify effectiveness of teaching. No connection is made between the candidate, the learner and the lesson, beyond “I did this and the students got it.”

2 pts 1 pt 0 pts

RUBRIC for Assessing Performance Based Assessment

Reflection on a third category of Conceptual Framework

Candidates include the following 3 components: make a claim, elaborate, and provide supporting evidence (e.g., examples not necessarily from student work provided) in relation to the Conceptual Framework category.

Candidates include 2 of the 3 components: make a claim, an elaboration, or provide supporting evidence of student learning in relation to the Conceptual Framework category.

Candidates make claim without providing an elaboration or evidence of student learning in relation to the Conceptual Framework category.

1pt .5 pt 0 pts

(0-5) Total Points: __________

Student Learning _Lesson Plan Reflection EA/AYA Report Fall 2005 - Spring 2007

Programs Year Num. students Average_score

Mathematics 2005-2006 2006-2007

12 28

3.92 4.26

Student Learning _Lesson Plan Reflection EA/AYA Report - Fall 2007

Programs Num. students

Average_Habitat of Mind_Score

Average_Knowledge_Score Average_Other_Score

Mathematics 5 1.2 1.4 0.6

SOE Faculty Member

Highest Degree

Specialty Course taught in program

Additional Responsibility in Program

Yrs Exp p-12

Full-time Faculty Phyllis Agness Ed.D. Special Education K206 5 Nancy Bangel Ph.D. Educ Psychology P251 12 Sheena Choi Educ Foundations H340 Janet Jordan M.S. Educ Computers W200 Dir. Curriculum

Lab

Il-Hee Kim ABD Literacy E341 >1 Jane Leatherman Ph.D. Special Education K206 Spec. Ed.

Program Director 7

Chue-Jey Lee Ph.D. Literacy E339 3 David Lindquist Ph.D. SS Methods E325 30 Alice Merz Ph.D. Math Methods E333, N343 <1 Kathleen Murphey Ed.D. Educ Foundations H340 Associate Dean 6 Jeffrey Nowak Ph.D. Sci Methods E328, Q200 Team II Leader 4 Sharon Parnin Ed.D. Educ Psychology P250, Q200 8* Anne Roberts M.A. French; Second

Language Acquisition

F300 Transition to Teaching Coordinator

4

LeeAnn Sinclair Literacy E340 Team I Leader 15 Terri Swim Ph.D. Early Childhood E337, P249 EC Program

Director 3

Bobbi Weikle Ed.D. Special Education K206 33 Part-time Faculty

Jeffrey Barney M.S. Literacy E341 Christine Broni M.S. Math/Sci Methods E333 Carolyn Cole M.S. Art Methods M333 Gena Hastings Music Methods M323 Carol Sebastian M.S. Special Education K201 22

Mary Widenhofer M.S. Early Childhood E336 Kirsten Ziembo M.S. Special Education K201 2+

Faculty & Staff http://www.ipfw.edu/math/about/faculty.shtml

Math Faculty Member

Highest Degree

Specialty in Math Courses taught

Safwan H. Akkari

Ph.D. matroid theory, graph theory. • Algebra/Geometry/Topology (351, 453, 511, 553, 554, 556, 560,

571) Discrete and Computational

Mathematics (168, 175, 213, 275, 305, 314, 417, 418, 575, 581)

Lowell W. Beineke

Ph.D. graph theory, combinatorics. Calculus (163, 164, 165, 166, 227, 228, 229, 230, 261, 263) Discrete and Computational

Mathematics (168, 175, 213, 275, 305, 314, 417, 418, 575, 581)

Betsy S. Berry ABD mathematics education. Elementary Concepts (101, 102, 103)

Chand K. Chauhan

Ph.D. applied statistics, design of experiments. Statistics (125, 240, 301, 340, 511, 512, 514, 516, 517, 519, 528)

Dianne Clark ABD Math Test Center Administrator. Precalculus

(109, 113, 149, 151, 153, 154, 159)

Adam Coffman Ph.D. geometry, complex analysis, topology. • Algebra/Geometry/Topology (351, 453, 511, 553, 554, 556, 560,

571)

Dan I. Coroian Ph.D. numerical analysis, applied mathematics, mathematical modeling.

Analysis (321, 363, 441, 510, 521, 523, 525, 534, 540, 541) Calculus (163, 164, 165, 166, 227, 228, 229, 230, 261, 263)

Yihao Deng Ph.D. statistics Statistics (125, 240, 301, 340, 511, 512, 514, 516, 517, 519, 528)

Peter Dragnev Ph.D. analysis, potential theory, approximation theory.

Analysis (321, 363, 441, 510, 521, 523, 525, 534, 540, 541) Calculus (163, 164, 165, 166, 227, 228, 229, 230, 261, 263)

William Frederick

Ph.D. mathematical modeling, game theory, operations research, optimization, and mathematics education.

James Hersberger

Ph.D. problem solving, mathematical giftedness, school mathematics curriculum.

Elementary Concepts (101, 102, 103)

John G. LaMaster

M.S. teaching with technology, math anxiety reduction, school mathematics curriculum.

Precalculus (109, 113, 149, 151, 153, 154, 159)

David A. Legg Ph.D. mathematical analysis, approximation theory.

Marc Lipman Ph.D. discrete mathematics. Sue Mau Ph.D. teachers' and students' mathematical Elementary Concepts

understanding, teachers' professional growth, learning styles vs. teaching styles.

(101, 102, 103)

Erwin Miña-Díaz Ph.D. analysis John Osowski teaching of statistics. Statistics

(125, 240, 301, 340, 511, 512, 514, 516, 517, 519, 528)

Yifei Pan Ph.D. complex analysis, partial differential equations, complex analytic dynamics.

Analysis (321, 363, 441, 510, 521, 523, 525, 534, 540, 541)

Marilyn A. Reba Ph.D. developmental mathematics, liberal arts mathematics, history of mathematics, graph theory.

David Redett Ph.D. complex analysis, functional analysis. Analysis (321, 363, 441, 510, 521, 523, 525, 534, 540, 541)

Douglas W. Townsend

Ph.D. approximation theory, complex analysis, statistics.

Precalculus (109, 113, 149, 151, 153, 154, 159)

Robert Vandell Ph.D. graph theory, graph connectivity, secondary math education.

Calculus (163, 164, 165, 166, 227, 228, 229, 230, 261, 263) Discrete and Computational

Mathematics (168, 175, 213, 275, 305, 314, 417, 418, 575, 581)

Joyce K. Vetter M.S. mathematics education - reading, writing, and using thinking frames'' in mathematics, curriculum development in precalculus mathematics.

Elementary Concepts (101, 102, 103) Precalculus (109, 113, 149, 151, 153, 154, 159)

Linda Wagner M.S. mathematics education and precalculus, especially graphical approaches to functions and problem-solving.

Discrete and Computational Mathematics

(168, 175, 213, 275, 305, 314, 417,

418, 575, 581) Precalculus (109, 113, 149, 151, 153, 154, 159)

Matthew Walsh Ph.D. graph theory, combinatorial design, discrete math in the social sciences.

Discrete and Computational Mathematics

(168, 175, 213, 275, 305, 314, 417, 418, 575, 581)

Cecilia A. Weakley

Ph.D. real analysis, psychological type and learning styles.

Douglas Weakley

Ph.D. coding theory, combinatorics, graph theory, algebra.

• Algebra/Geometry/Topology (351, 453, 511, 553, 554, 556, 560,

571)

Dianna L. Zook calculus and precalculus curriculum development, technology.

Calculus (163, 164, 165, 166, 227, 228, 229, 230, 261, 263) Precalculus (109, 113, 149, 151, 153, 154, 159)

Yvonne M. Zubovic;

Ph.D. biostatistics, survival analysis. Statistics (125, 240, 301, 340, 511, 512, 514, 516, 517, 519, 528)

* This experience was in informal science education settings, such as hands-on science museums.

Summary of Unit Reflection Initial Programs Unit-Wide Changes Over the course of the last three years the School of Education (SOE) has been impacted by changes external and internal to it. The Indiana University Purdue University Fort Wayne (IPFW) Faculty Senate’s Education Policy Committee (EPC) has articulated a pedagogical framework for the Baccalaureate degree (Senate Document 05-8) and the Senate General Education Subcommittee has articulated student learning outcomes for the General Education requirements of all Baccalaureate degrees. This affects mainly our Initial programs. As a school we have been required to align our Conceptual Framework with that of the Baccalaureate Framework. At the same time, with an impending North Central Association accreditation of the University in Spring of 2010, and with the thrust from the Report of the Commission on the Future of Higher Education (2006) under Secretary of Education Margaret Spellings to assess the learning of students in institutions of higher education, the University is in the process of inaugurating an electronic data assessment system, eLumen, that would allow for data to be gathered at the course level, but used at the school level and the University level for assessment purposes. While we in the SOE have developed our own Data Management System, we will soon be in the process of migrating some of our DMS data to eLumen.. The Indiana General Assembly has required Indiana University to reach articulation agreements with Ivy Tech Community College, effective with the freshman 2008 class. The mandated articulation with Ivy Tech Community College requires curricular changes in selected programs. This has mainly affected our Initial programs. During the 2007 calendar year SOE faculty in the Educational Studies Department revised the programs in the Early and Middle Childhood concentrations to be in alignment with the articulation agreement. Currently, in Spring 2008, faculty are working on the details of implementing these changes. We anticipate having to make adjustments in our secondary programs, as well. We have worked together with other Indiana University (IU) campuses through the Indiana University Education Council, with faculty representatives from all IU campuses, to coordinate a joint response to the articulation agreement. The School of Education formed two departments, Educational Studies and Professional Studies, in 2000. The Faculty Affairs Committee of the SOE is in the process of rewriting the Governance Document to reflect those changes, and the departments are developing their own governance documents. At the same time the University is promoting an initiative to have Chairs take additional decision-making responsibility for decisions currently made by Deans. Thus, the Governance Document will reflect a more clearly articulated division of rights and responsibilities between departments and the SOE, as well as, overall, more powers to departments than previously. This means that curricular authority is moving from the school level to the departmental level. We are currently, Spring 2008, reviewing all of our programs through the State, two years before our next NCATE Visit in 2010. Our Initial programs under review are Early and Middle Generalist, Computer Education, Mild Intervention, Visual Arts Music, Theater, World Languages, Language Arts, Mathematics, Life Sciences, Earth/Space Sciences, Chemistry, Physics, and Social Studies. We have been preparing for these reviews for the past two years. SOE Faculty members have all been involved in the process, and we have had opportunities to work more closely with colleagues in the Arts & Sciences. Further collaboration is planned. Preparation of the reviews has helped us look candidly at our programs and given us renewed understanding of and focus on meeting content standards. We also meet regularly with the Dean’s Community Advisory Council to give us feedback and recommendations for possible changes to

our programs, or the introduction of new programs. We convene our Teacher Education Council to facilitate communication between the SOE faculty and faculty in the Arts & Sciences about all of our teacher education programs for which we have joint responsibility. During the last three years we have been in the process of introducing electronic portfolios to our candidates. We chose TaskStream as our e-portfolio provider. While undergraduate candidates have had the e-portfolio as an option since we piloted it in 2005, as of Fall 2007 all candidates in the introductory course, EDUC F300, Invitation to Teaching, are required to use TaskStream. Because of the University’s impending use of eLumen for assessment purposes, we are not sure how, or if, TaskStream data can be migrated into it. In the course of the last three years the grades in certain courses (W131, COM 114 and EDUC W200) have been raised to a B for admission to the Initial programs. In the Exit Portfolio student work has been required in some artifacts to show competency in meeting the INTASC Standards, and use of technology has, also, been required. In Fall 2007 we initiated the inclusion of student work in the Performance-Based Assessment assignment in the Exit Portfolio. The candidate reflects on how his/her teaching of a lesson, and the student work that resulted from it, relate to two elements of the SOE Conceptual Framework, Habits of Mind and Knowledge, and one other category of the Conceptual Framework. In 2005 we revised the SOE Undergraduate Handbook which more clearly articulated the rights and responsibilities of Initial Licensure candidates. The Behavior Review Policy set firm guidelines in the area of professional dispositions. We have been continually responding to mandates from external agencies—the Secretary of Education, NCATE, the Indiana Department of Education—as well as IU, the IPFW senate, the IPFW Office of Academic Affairs, the IPFW Assessment Council, SOE colleagues, our program colleagues, our candidates, and our stakeholders, all with the purpose of improving our programs. The aggregated content program assessment data give us valuable feedback about the strengths and weaknesses of our programs as we make changes within the context of the multiple mandates that frame all of our work.

Date post:	25-Jul-2020
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

Mathematics Education · geometry. A teacher’s perspective of the mathematics of the elementary...

Documents