C&I 303:
Course Requirements and Grading Procedures

Professional Sequence Requirements:

There are three components in the teacher preparation program that continue throughout the entire course sequence, 301 through 304. The components are: These requirements are cumulative across the four semesters and are to be integrated into all of the courses of the professional sequence. While course grades in C&I 301-303 will be based (primarily) upon within those individual courses, grades in the C&I 304 course will be based (primarily) upon the cumulative performance across semesters and your ability to pull together your growth in a culminating fashion.

Evaluation:

    Illinois (ISBE), NCTM, INTASC, and NCATE/ISTE standards and criteria and research findings form the basis for evaluation and assessment.  Rubrics will guide assessment and in many cases; specific rubrics for assessment will be collaboratively designed by members of the class.  Assignments must be received on time to receive full credit.  Late assignments will lose one letter grade for each weekday past the due date.  Revisions may be necessary to receive a passing grade for an assignment.  Cooperating teachers in the field will contribute to the instructors' assessment of professionalism and participation in field activities.  An overall C&I 303 letter grade that takes into account readiness for student teaching will be assigned.  If a final overall assessment indicates a lack of readiness for student teaching, a recommendation for student teaching will be withheld.
 
Category: Description: Percentage

Class and Field Participation

 Attend all classes and field assignments.  Be punctual. Be prepared (Have assignments complete, bring necessary materials including binder and journal.)  Communicate through participation in large group, small group, and individual investigations, discussions, writings, presentations, and assessments.
20%

Professionalism

 Dress, speak, and act professionally at all times.  Take initiative and help others.  Focus on the positive qualities of classmates and teachers and contribute to a positive working climate.  Periodically (at least monthly) update instructors about your progress as well as obstacles to your professional development.  Meet with field-based teacher/mentor weekly to discuss progress.
10%

Journals/Reflector List/Webboard

 Provide novel and positive insights into knowing oneself, diverse cultures, mathematics, teaching, learning, classroom and school contexts, and classroom and behavioral management.  Respond constructively to others' comments.  Write biweekly journal entries.
10%

Papers/Projects/ Presentations/ Teaching/Binder

 Submit typed or easily readable papers in the specified form (elctronic or hardcopy or both).  Include references (APA style 4th ed.) Keep hardcopies in a binder.  Assignments, graded high school student work, and other artifacts from your fieldwork will contribute to your binder and portfolios.  We expect your writing to reflect not only progress but your readiness for mathematics teaching.  Your planned and spontaneous teaching will be used as indicators of your readiness to teach.
50%

Portfolio:

 Complete (allow for C&I 304 insertions) hardcopy and electronic presentation portfolios & organizae working porfolio
10%
Total = 100%