Education Database Online

Teachers develop their own understanding of foundational mathematics concepts by focusing on number and operations, including the base-ten numeration system, fractions, equivalence, and computational fluency. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are also included.

Teachers develop their own understanding of geometry and measurement, including such topics as measuring using nonstandard and standard units; classifying, defining, and comparing two- and three-dimensional geometric shapes; applying transformations and using symmetry to analyze mathematical situations; and exploring area, perimeter, and surface area of basic geometric shapes and solids. The NCTM Process Standards of problem-solving and communication are also included.

Teachers develop their own understanding of algebra, including topics such as geometric and numeric patterns, functions, invented and conventional symbolic notations, and basic equations. The NCTM Process Standards of connections between mathematic concepts, real-world applications, and other disciplines are also included.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and in life. This course takes a developmental approach to reading and literacy instruction in preschool through third grade. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of emergent, beginning, and transitional readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction, including effective use of current technologies. Effective planning and organization in the literacy classroom are emphasized.

The intermediate grades present new and unique challenges to literacy learning. This course takes a developmental approach to reading and literacy instruction for grades four through six. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of intermediate and advanced readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction. The course addresses text structures, specialized vocabulary, content area and interdisciplinary reading, literature, the reading-writing connection, critical thinking, comprehension, research and study skills, multiple literacies, and effective use of current technologies.

Today’s Inclusive Classrooms Require Teachers To Become Competent And Confident In Working With Students Who Struggle With Reading And Writing. This Course Focuses On Accelerating The Literacy Development Of Students With Reading Difficulties, Including Students Who Have Specific Learning Disabilities. It Also Addresses The Needs Of Students Considered Gifted. Teachers Use Diagnostic Assessments And Research-based Strategies And Work With Reading Specialists/coaches And Special Educators To Support Academically Diverse Needs Within The Larger Classroom Context. Topics Include Informal And Formal Assessment, Differentiating And Scaffolding Instruction, Progress Monitoring, Leveling Books, Intervention Strategies, And The Use Of Motivating Texts. Collaboration With Support Resources Is Emphasized. Request Information Now First Name Last Name Email Address Accreditationinside Waldencareersrefer A Friendlegal & Consumer Informationcontact Ussitemapprivacy Policy © 2010 Walden University Online Education •online Degree • Distance Education

Teachers develop their own understanding of foundational mathematics concepts by focusing on numbers and operations, including number relations, integers, fractions, decimals, and percentages. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are included.

Teachers develop their own understanding of geometry and measurement, including such topics as classifying, defining, and comparing two- and three-dimensional geometric shapes; measuring angles and using ratio and proportion to solve problems involving scaling and similarity; and exploring area, perimeter, surface area, and volume. The NCTM Process Standards of problem-solving and communication are also included.

Teachers develop their own understanding of algebra, focusing on topics such as patterns, relations, functions, coordinate pairs and graphing, and equations and inequalities. The NCTM Process Standards of making connections between mathematics concepts, real-world applications, and other disciplines is included.

Teachers develop their own understanding of data analysis and probability, focusing on such topics as collecting, organizing, and displaying data; using appropriate statistical methods to analyze data; and understanding and applying basic concepts of probability. The NCTM Process Standards of reasoning and proof are included, along with integrating technology and ensuring equity in a standards-based mathematics classroom.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Teachers learn how to adapt and/or modify curriculum, instruction, and assessment to maximize learning for students with special needs.

Teachers develop their own understanding of data analysis and probability, including such topics as collecting, organizing, and displaying data; using appropriate statistical methods to analyze data; and understanding and applying basic concepts of probability. The NCTM Process Standards of reasoning and proof are also included, along with integrating technology and ensuring equity in a standards-based mathematics classroom.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Teachers learn how to adapt and/or modify curriculum, instruction, and assessment to maximize learning for students with special needs.

Teachers develop their own understanding of foundational mathematics concepts by focusing on number and operations, including the base-ten numeration system, fractions, equivalence, and computational fluency. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are also included.

Teachers develop their own understanding of geometry and measurement, including such topics as measuring using nonstandard and standard units; classifying, defining, and comparing two- and three-dimensional geometric shapes; applying transformations and using symmetry to analyze mathematical situations; and exploring area, perimeter, and surface area of basic geometric shapes and solids. The NCTM Process Standards of problem-solving and communication are also included.

Teachers develop their own understanding of algebra, including topics such as geometric and numeric patterns, functions, invented and conventional symbolic notations, and basic equations. The NCTM Process Standards of connections between mathematic concepts, real-world applications, and other disciplines are also included.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

Teachers develop their own understanding of foundational mathematics concepts by focusing on number and operations, including the base-ten numeration system, fractions, equivalence, and computational fluency. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are also included.

Teachers develop their own understanding of geometry and measurement, including such topics as measuring using nonstandard and standard units; classifying, defining, and comparing two- and three-dimensional geometric shapes; applying transformations and using symmetry to analyze mathematical situations; and exploring area, perimeter, and surface area of basic geometric shapes and solids. The NCTM Process Standards of problem-solving and communication are also included.

Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and in life. This course takes a developmental approach to reading and literacy instruction in preschool through third grade. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of emergent, beginning, and transitional readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction, including effective use of current technologies. Effective planning and organization in the literacy classroom are emphasized.

The intermediate grades present new and unique challenges to literacy learning. This course takes a developmental approach to reading and literacy instruction for grades four through six. Using the “five pillars” of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers explore the characteristics of intermediate and advanced readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction. The course addresses text structures, specialized vocabulary, content area and interdisciplinary reading, literature, the reading-writing connection, critical thinking, comprehension, research and study skills, multiple literacies, and effective use of current technologies.

Today’s Inclusive Classrooms Require Teachers To Become Competent And Confident In Working With Students Who Struggle With Reading And Writing. This Course Focuses On Accelerating The Literacy Development Of Students With Reading Difficulties, Including Students Who Have Specific Learning Disabilities. It Also Addresses The Needs Of Students Considered Gifted. Teachers Use Diagnostic Assessments And Research-based Strategies And Work With Reading Specialists/coaches And Special Educators To Support Academically Diverse Needs Within The Larger Classroom Context. Topics Include Informal And Formal Assessment, Differentiating And Scaffolding Instruction, Progress Monitoring, Leveling Books, Intervention Strategies, And The Use Of Motivating Texts. Collaboration With Support Resources Is Emphasized. Request Information Now First Name Last Name Email Address Accreditationinside Waldencareersrefer A Friendlegal & Consumer Informationcontact Ussitemapprivacy Policy © 2010 Walden University Online Education •online Degree • Distance Education

Teachers develop their own understanding of algebra, including topics such as geometric and numeric patterns, functions, invented and conventional symbolic notations, and basic equations. The NCTM Process Standards of connections between mathematic concepts, real-world applications, and other disciplines are also included.

This course explores what it means to be a professional in today’s diverse and changing educational landscape. Teachers examine their values, beliefs, vision, and mission and explore their role in the larger context of the teaching profession, the importance of collaboration in a professional learning community, and the need to advocate for students, educators, and the field of education itself. Teachers learn how a professional stance influences student learning and serves as a driver of their own professional growth and development.

This course examines classroom curriculum, instruction, and assessment in the context of standards and accountability, emphasizing the importance of the alignment of these components and the resulting impact on student learning. Teachers explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting are discussed. Using their state or district standards, teachers engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.

This course explores teachers’ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today’s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored

This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-driven decisions and/or actions to improve student learning and enhance their professional growth.

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. The course also provides strategies for building positive relationships and engaging in effective communication and problem-solving with parents and families.

This course emphasizes the need for all students, including students with special needs, to achieve high academic standards. It examines the learning challenges of students who by definition of federal law have disabilities, as well as those of students who have significant difficulty with learning but do not qualify for special education services. Teachers learn how to adapt and/or modify curriculum, instruction, and assessment to maximize learning for students with special needs.

Teachers develop their own understanding of foundational mathematics concepts by focusing on numbers and operations, including number relations, integers, fractions, decimals, and percentages. The NCTM Process Standards of representation and the use of manipulatives in mathematics instruction are included.

Teachers develop their own understanding of geometry and measurement, including such topics as classifying, defining, and comparing two- and three-dimensional geometric shapes; measuring angles and using ratio and proportion to solve problems involving scaling and similarity; and exploring area, perimeter, surface area, and volume. The NCTM Process Standards of problem-solving and communication are also included.

Teachers develop their own understanding of algebra, focusing on topics such as patterns, relations, functions, coordinate pairs and graphing, and equations and inequalities. The NCTM Process Standards of making connections between mathematics concepts, real-world applications, and other disciplines is included.

Teachers develop their own understanding of data analysis and probability, focusing on such topics as collecting, organizing, and displaying data; using appropriate statistical methods to analyze data; and understanding and applying basic concepts of probability. The NCTM Process Standards of reasoning and proof are included, along with integrating technology and ensuring equity in a standards-based mathematics classroom.

The FTC4 is a comprehensive exam assessing the student’s knowledge of the subdomains listed above. The student may participate in a comprehensive review session with a mentor and peers to prepare for the assessment.

Specific Teaching Practices Content Focuses On The Effective Teaching Of Mathematics In Grades 5–9. Specific Teaching Practices: Mathematics Teaching Topics (dot1) Performance Assessment Specific Teaching Practices: Mathematics History & Contributions (dmt1) Performance Assessment Specific Teaching Practices: Mathematics Technology (dgt1) Performance Assessment Specific Teaching Practices: Mathematics Pedagogy (ayc1) Proctored, Computer-based Assessment Sample Learning Resources: Pearson Achievement: Teaching Mathematics In Grades 5–9. Posamentier, A. S., Smith, B. S., & Stepelman, J. (2006). Teaching Secondary Mathematics: Techniques And Enrichment Units (7th Ed.). Van De Walle, J. (2004). Elementary And Middle School Mathematics: Teaching Developmentally (5th Ed.). Eves, H. (1990). An Introduction To The History Of Mathematics (6th Ed.).

Performance assessment

Performance assessment

Proctored, computer-based assessment

Proctored, computer-based objective exam

The FTC4 is a comprehensive exam assessing the student’s knowledge of the subdomains listed above. The student may participate in a comprehensive review session with a mentor and peers to prepare for the assessment.

Specific Teaching Practices Content Focuses On The Effective Teaching Of Mathematics In Grades 5–9. Specific Teaching Practices: Mathematics Teaching Topics (dot1) Performance Assessment Specific Teaching Practices: Mathematics History & Contributions (dmt1) Performance Assessment Specific Teaching Practices: Mathematics Technology (dgt1) Performance Assessment Specific Teaching Practices: Mathematics Pedagogy (ayc1) Proctored, Computer-based Assessment Sample Learning Resources: Pearson Achievement: Teaching Mathematics In Grades 5–9. Posamentier, A. S., Smith, B. S., & Stepelman, J. (2006). Teaching Secondary Mathematics: Techniques And Enrichment Units (7th Ed.). Van De Walle, J. (2004). Elementary And Middle School Mathematics: Teaching Developmentally (5th Ed.). Eves, H. (1990). An Introduction To The History Of Mathematics (6th Ed.).

Performance assessment

Performance assessment

Proctored, computer-based assessment

You will be required to defend your professional portfolio. Your defense will consist of your doing a formal presentation using PowerPoint and answering questions about your Teacher Work Sample. A teleconference will be held where you present your defense. Your defense will include: 1. an effective introduction; 2. a description of each of the four classroom contextual factors; 3. a description of student skills and prior learning; 4. a description of the learning goals and objectives; 5. a description of your instructional strategies; 6. a discussion of how the learning goals and objectives you provided are aligned to your unit of instruction; 7. an overview of your assessment plan; 8. a discussion of how student skills and prior learning may influence your development of each of the following three components: learning goals, instruction, and assessment; 9. a discussion of pre- and post-assessment data for every student that summarizes the progress of your entire class for the defined learning goals; 10. a discussion of subgroups (e.g., girls vs. boys, high vs. middle vs. low performers) for the defined learning goals from pre- and post-assessment results; 11. examples of student work from the pre- and post-assessments for two students who demonstrate different levels of performance (you will provide a total of four student work examples); 12. a discussion of group characteristics (e.g., gender, performance level, socioeconomic status, language proficiency) in terms of one learning goal; 13. an effective conclusion; and 14. thorough responses to questions asked by the faculty.

Proctored, computer-based objective exam

Mathematics Content (K–6) (MYES) Contains 10 sections, each of which is a substantial portfolio assignment.

Students will be able to choose from two areas of emphasis, depending on personal and professional interests. These two areas include instructional design and research. If carefully planned in advance, the individual domain projects may serve as components of the capstone. For capstones with the instructional design emphasis, students will design, manage, and develop an instructional product for which there is an identified need. The product can be delivered via the medium of choice (e.g., print-based, computer-based, videobased, web-based, or a combination of these), but you must provide a rationale for the medium selected. The instructional product you develop for your capstone should be an exportable form of instruction designed to bring your target audience to a mastery of predetermined knowledge and skills. For capstones with the research emphasis, students will design and conduct a databased investigation of a conclusion-oriented question (decision-oriented investigations are most generally considered to be evaluation projects). The project report should be of publishable quality and may be submitted to an appropriate professional journal at the completion of the project. At the minimum you should plan to share your results with your school or organization.

The final master's exam will be a comprehensive oral defense. This exam may be faceto- face when possible but will most likely be held by telephone conference. Questions related to your work in the program will test your preparation and ability to synthesize and practically apply information obtained from your courses, self-directed study, and project experiences. The oral exam will include questions covering the mathematics content domain. The purpose of the exam is a checkpoint to ensure that you have acquired the critically required skills and knowledge specified in the program competencies.

Proctored, computer-based objective exam

Finite Mathematics This sub-domain focuses on the real number system, symbolic logic, number theory, set theory, graph theory and their applications. Finite Mathematics (GAC1) Proctored, computer-based objective assessment

Finite Mathematics This sub-domain focuses on the real number system, symbolic logic, number theory, set theory, graph theory and their applications. Finite Mathematics Applications (HHT1) Performance assessment

College Algebra This sub-domain focuses on equations, inequalities, polynomials, conic sections, and functional analysis including logarithmic, exponential, and inverse functions in problem solving. College Algebra (GBC1) Proctored, computer-based objective assessment

College Algebra This sub-domain focuses on equations, inequalities, polynomials, conic sections, and functional analysis including logarithmic, exponential, and inverse functions in problem solving. College Algebra Applications (GBT1) Performance assessment

Specific Teaching Practices Content Focuses On The Effective Teaching Of Mathematics In Grades 5–9. Specific Teaching Practices: Mathematics Teaching Topics (dot1) Performance Assessment Specific Teaching Practices: Mathematics History & Contributions (dmt1) Performance Assessment Specific Teaching Practices: Mathematics Technology (dgt1) Performance Assessment Specific Teaching Practices: Mathematics Pedagogy (ayc1) Proctored, Computer-based Assessment Sample Learning Resources: Pearson Achievement: Teaching Mathematics In Grades 5–9. Posamentier, A. S., Smith, B. S., & Stepelman, J. (2006). Teaching Secondary Mathematics: Techniques And Enrichment Units (7th Ed.). Van De Walle, J. (2004). Elementary And Middle School Mathematics: Teaching Developmentally (5th Ed.). Eves, H. (1990). An Introduction To The History Of Mathematics (6th Ed.).

Precalculus This sub-domain focuses on the complex number system and trigonometry. Precalculus (GCC1) Proctored, computer-based objective assessment

Precalculus This sub-domain focuses on the complex number system and trigonometry. Precalculus Applications (GCT1) Performance assessment

Probability & Statistics I This sub-domain focuses on applications of probability and statistics to solve problems, make predictions, data collection and analysis, and probability distributions. Probability and Statistics I (GEC1) Proctored, computer-based objective assessment

Probability & Statistics I This sub-domain focuses on applications of probability and statistics to solve problems, make predictions, data collection and analysis, and probability distributions. Probability and Statistics I Applications GET1) Performance assessment

College Geometry This sub-domain focuses on synthetic, analytic, and transformational geometry and modeling, measurement, spatial visualization and proofs of theorems in both Euclidean and non-Euclidean Geometries. College Geometry (GDC1) Proctored, computer-based objective assessment

College Geometry This sub-domain focuses on synthetic, analytic, and transformational geometry and modeling, measurement, spatial visualization and proofs of theorems in both Euclidean and non-Euclidean Geometries. College Geometry Applications (GDT1) Performance assessment

Specific Teaching Practices Content Focuses On The Effective Teaching Of Mathematics In Grades 5–9. Specific Teaching Practices: Mathematics Teaching Topics (dot1) Performance Assessment Specific Teaching Practices: Mathematics History & Contributions (dmt1) Performance Assessment Specific Teaching Practices: Mathematics Technology (dgt1) Performance Assessment Specific Teaching Practices: Mathematics Pedagogy (ayc1) Proctored, Computer-based Assessment Sample Learning Resources: Pearson Achievement: Teaching Mathematics In Grades 5–9. Posamentier, A. S., Smith, B. S., & Stepelman, J. (2006). Teaching Secondary Mathematics: Techniques And Enrichment Units (7th Ed.). Van De Walle, J. (2004). Elementary And Middle School Mathematics: Teaching Developmentally (5th Ed.). Eves, H. (1990). An Introduction To The History Of Mathematics (6th Ed.).

Proctored, computer-based assessment

Calculus I This sub-domain focuses on limits, derivatives, continuity, and applications of differential calculus to mathematics and the sciences Calculus I (GFC1) Proctored, computer-based objective assessment

Calculus I This sub-domain focuses on limits, derivatives, continuity, and applications of differential calculus to mathematics and the sciences Calculus I Applications (GFT1) Performance assessment

Proctored, computer-based objective exam

Probability & Statistics I This sub-domain focuses on applications of probability and statistics to solve problems, make predictions, data collection and analysis, and probability distributions. Probability and Statistics I (GEC1) Proctored, computer-based objective assessment

Probability & Statistics I This sub-domain focuses on applications of probability and statistics to solve problems, make predictions, data collection and analysis, and probability distributions. Probability and Statistics I Applications GET1) Performance assessment

College Geometry This sub-domain focuses on synthetic, analytic, and transformational geometry and modeling, measurement, spatial visualization and proofs of theorems in both Euclidean and non-Euclidean Geometries. College Geometry (GDC1) Proctored, computer-based objective assessment

College Geometry This sub-domain focuses on synthetic, analytic, and transformational geometry and modeling, measurement, spatial visualization and proofs of theorems in both Euclidean and non-Euclidean Geometries. College Geometry Applications (GDT1) Performance assessment

Performance assessment

Performance assessment

Proctored, computer-based assessment

Addresses information about schools (e.g., finance, law), professional behavior, and other common job-related expectations (committee work, reporting, etc.)

You will be required to defend your professional portfolio. Your defense will consist of your doing a formal presentation using PowerPoint and answering questions about your Teacher Work Sample. A teleconference will be held where you present your defense. Your defense will include: 1. an effective introduction; 2. a description of each of the four classroom contextual factors; 3. a description of student skills and prior learning; 4. a description of the learning goals and objectives; 5. a description of your instructional strategies; 6. a discussion of how the learning goals and objectives you provided are aligned to your unit of instruction; 7. an overview of your assessment plan; 8. a discussion of how student skills and prior learning may influence your development of each of the following three components: learning goals, instruction, and assessment; 9. a discussion of pre- and post-assessment data for every student that summarizes the progress of your entire class for the defined learning goals; 10. a discussion of subgroups (e.g., girls vs. boys, high vs. middle vs. low performers) for the defined learning goals from pre- and post-assessment results; 11. examples of student work from the pre- and post-assessments for two students who demonstrate different levels of performance (you will provide a total of four student work examples); 12. a discussion of group characteristics (e.g., gender, performance level, socioeconomic status, language proficiency) in terms of one learning goal; 13. an effective conclusion; and 14. thorough responses to questions asked by the faculty.

The FTC4 is a comprehensive exam assessing the student’s knowledge of the subdomains listed above. The student may participate in a comprehensive review session with a mentor and peers to prepare for the assessment.

Specific Teaching Practices Content Focuses On The Effective Teaching Of Mathematics In Grades 5–9. Specific Teaching Practices: Mathematics Teaching Topics (dot1) Performance Assessment Specific Teaching Practices: Mathematics History & Contributions (dmt1) Performance Assessment Specific Teaching Practices: Mathematics Technology (dgt1) Performance Assessment Specific Teaching Practices: Mathematics Pedagogy (ayc1) Proctored, Computer-based Assessment Sample Learning Resources: Pearson Achievement: Teaching Mathematics In Grades 5–9. Posamentier, A. S., Smith, B. S., & Stepelman, J. (2006). Teaching Secondary Mathematics: Techniques And Enrichment Units (7th Ed.). Van De Walle, J. (2004). Elementary And Middle School Mathematics: Teaching Developmentally (5th Ed.). Eves, H. (1990). An Introduction To The History Of Mathematics (6th Ed.).

Proctored, computer-based objective exam