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 [10%]

   (includes attendance and promptness as well as sharing ideas)

2. Leadership/Initiative [5%]
3. Cooperation/Collaboration [5%]
4. Professionalism [5%]
5. Demonstration of specific skills [10%]

   (includes mathematics problem posing & solving, mathematics applications, technology, speaking/lecturing, organization, use of overhead and marker boards, etc.)

Course Products

* = mandatory; others are for graduate students and/or all if instructor feels that time permits

1. Electronic Scrapbook (working) Portfolio [10%] *

   Extend or create your "scrapbook portfolio." The scrapbook portfolio needs to include all mathematics and teaching related materials (assignments, reading lists, projects, reflections, philosophy statements, etc) from all coursework and experiences including your work and your students’ work and your grading of it from C&I 303. Use HTML format and stay organized and up-to-date. Make sure that you provide evidence of professional knowing in all areas relevant to the UIUC Common Assessment Plans (CAPs).

2. Presentation Portfolios [10%] *

   Select representative materials to establish both an electronic and a hardcopy presentation portfolio. Design the format in relation to include clear indications of connections to individual IL teaching standards, IL learning standards, IL technology standards, IL mathematics standards, the four pillars of the UIUC teacher education program, and the NCTM principles and standards. Include your vita, listing and description of courses taken, and appropriate assignments with prefaces and reflections added.

3. Reflective papers {10%] *

   Keep semiweekly reflections in a hardcopy journal/folder and bring to class DAILY.(Both instructor and classmates will be reading these.) If a focus area is not requested, choose your own. The reflection should provide evidence of depth and breadth of thought related to the topics at hand AND your professional growth. Transfer to electronic folders at appropriate times. Once a week, during field experiences, place both one set of team reflections on your own experiences and also your team comments on the reflections of classmates and/or mentor teachers in the designated area of the community inquiry lab.

4. Team Teaching Unit [10%] *

   Collaborate with mentor teacher and teammates to design, teach, assess, and reflect upon a one-week teaching unit. Keep "questioning for mathematics understanding" in focus. Use technology to enhance your lesson(s). Include notes on ALL of the following: collaborative activities throughout the project, drafts of early plans, final plans, adjusted final plans, student work, teacher comments on student work, reflections on daily teaching and student learning, student outcomes, and student, mentor teacher, and self-evaluation of unit design, teaching practices, and student learning. These will be placed in your inquiry unit in the Community Inquiry Lab.

5. Special Focus Study in Education [5%]

   Partner or singly read a book on a topic of special interest in the broad field of education and write a summary and critique ( 1 page). Using appropriate communications tools, facilitate discussion about your special area of study. [Design rubric and forms for assessment by classmates immediately afterward.] Deposit at least 3 references pertaining to the topic with an annotated bibliography and critique for each on the community inquiry lab.

6. Special Focus Study in Mathematics Education [5%]

   Investigate a specific mathematical concept that is part of the secondary curriculum and related to the mathematics standards. Conduct Inquiry and prepare an Inquiry unit for future students and fellow teachers. Deposit iin Community Inquiry Lab (CIL) for Mathematics Education.

7. Goal-Setting; Action Research Plans; Progress Reports [5%] *

   Report on the establishment and work toward two major 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 in education). 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. Work toward your goal and describe your journey, what you learn, how you adapt, and how you assess your progress. Place all documents pertaining to this activity in a Maths action research community inquiry lab

8. Formal Evaluation According to Standards [5%] *

   Develop assessment instruments and pilot them.

   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 self and classmates and assess their effectiveness.
   3. Write a self-evaluative report. Deposit in electronic folder

9. Assessment of Products [5%] *

   Assist in assessing/ evaluating products of class members. Include comments (use alternate colors of 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 appropriate reflective journal entries.