Grading
Professional Sequence Requirements: There are three components in this program that continue throughout the 301-304 sequence. The components are:
- Participation as an active member of a community of learners;
- Inquiry into teaching and learning; and
- Reflective writing about self, about self as a student of teaching, and as a student of students. Writings are intended to be cumulative across the four semesters and to be integrated with the other courses in the professional sequence. While grades in C&I 301 - 303 will be based (primarily) on performance in individual courses, grades in C&I 304 will be based (primarily) on the cumulative performance across semesters.
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. Revised assignments will be graded on a sliding scale. Seminar instructors from Chicago and District 214 will contribute to formative and summative evaluations. If a final overall assessment indicates a lack of readiness for teaching, a recommendation for teaching will be withheld.
*Evaluation:
| 20% |
Class Participation |
Be prepared for and participate in all class meetings. (If an emergency arises, inform an instructor beforehand).
Be punctual and attentive - promote the professionalism of all by modeling professional behavior. The make-up work for excused absences (illness, religious observance) will be the completion of case study analysis - a response to one question for each missed hour of class (the maximum of two). All make-up work must be completed satisfactorily within two weeks of the absence. |
| 10% |
Professionalism |
Dress, speak, and act professionally at all times. Take initiative and help others. Focus on the positive qualities of classmates and contribute to a positive working climate. Promote an ethic of caring as described by Noddings. During class time, address all members of the class by surname preceded by Mr., Ms., or Mrs. as appropriate.Take the initiative to regularly inform instructors (and appropriate people in the field) about your progress as well as obstacles to your professional development. |
| 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. |
| 50% |
Papers/Projects/Presentations/Enactments |
Submit typed or easily readable papers in the specified form (electronic or hardcopy or both). Include references (Chicago style as in MT). Collect and then incorporate samples of artifacts from your student teaching experience into your portfolios. (Student work, your comments on and grading of student work, handouts, and reflections are necessary but not sufficient.) We expect your writings to indicate not only progress but also your readiness for mathematics teaching. |
| 10% |
Portfolio |
Hardcopy and electronic professional presentation portfolios & a working portfolio organized in a way that will help you during your first years of teaching. |
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