Evaluation consists of both high quality participation and the production of high-quality products. Listed are basic categories and their relative weight in determining grades.

Course Participation

(in class and in field oral and written work)

1. Daily Participation [5%]

   (includes attendance and promptness as well as sharing ideas)

2. Leadership/Initiative [5%]
3. Cooperation/Collaboration [5%]
4. Professionalism [5%]

Course Products

1. Electronic Notebooks [10%]

   Extend the "notebook" you began in C&I 302 to include all C&I 303 assignments. Use HTML format and stay organized and up-to-date.

2. Presentation Portfolios [10%]

   Establish both an electronic and a hardcopy presentation portfolio. Design the format in relation to the IL teaching standards, the IL learning standards, the four pillars of the program, and the NCTM principles and standards. Include your vita, description of courses taken, and appropriate assignments with prefaces and reflections added.

3. Meta-Lessons [10%]

   Continue daily meta-lessons. During field experiences, place your meta-lessons on a community webboard and also review and comment on meta-lessons of classmates and/or mentor teachers once a week.

4. Team Teaching Unit [10%]

   Collaborate with mentor teacher and teammates to design, teach, assess, and reflect upon a one-week teaching unit. Keep "promoting learning through questioning" in focus. Include notes on collaborative activities throughout the project, drafts of early plans, final plans, adjusted final plans, reflections on daily teaching and student learning, student outcomes, and student, mentor teacher, and self-evaluation of unit design, teaching practices, and student learning.

5. Special Focus Study [10%]

   Partner or singly read a book on a topic of special interest and write a summary and critique. Using appropriate communications tools, educate other about your special area of study. [Need rubric on forms for assessment by classmates immediately afterward.

6. Goal-Setting; Action Research Plans; Progress Reports [10%]

   Establish two goals, one with respect to promoting learning through questioning and the other with respect to a professional development topic of your choice (possibly related to your special focus area). Create a goal-setting map for each as well as a written narrative that describes the map and includes explanations. Illustrate the path that you will take as you move toward your goal. Include the supports you will use along the way and explain how you will use them, as well as the challenges you might confront on the way and explain how you will overcome them. Add other features that you believe will help you envision your journey and explain their influence. Explain how you will assess your progress each step of the way, and how you will know when you have reached your goal.

7. Formal Evaluation According to Standards [10%]
   1. Develop and record strategies to assess one's proficiency with respect to
      1. mathematics content knowledge ( an inquiring and reflective disposition, use of technology),
      2. pedagogical content knowledge (how to teach so that diverse learners make sense of mathematics and acquire or strengthen an inquiring and reflective disposition
      3. professional knowledge (how one establishes oneself as a professional and promotes a sense of community and life-long learning in classrooms and school communities - promotes community),
      4. service to community, (fosters communities of learners) and
      5. technology (how one communicates and enhances instruction and learning through technologies - awareness of inappropriate and appropriate use of technology and its influences).
   2. Pilot evaluation strategies with classmates and assess their effectiveness.
   3. Write a self-evaluative report.
8. Assessment of Products [10%]

   Assess/ evaluate products of class members. Include comments (use green ink or type) about outstanding aspects of the work and constructive criticism that will help the author in the future. Grade the assignment according to the class-designed rubric. Include what you learned from separate assessment assignments in at least two meta-lessons.