Annual Report: 9953187 Annual Report for Period:04/2000 ... · during professional development...
Transcript of Annual Report: 9953187 Annual Report for Period:04/2000 ... · during professional development...
Annual Report: 9953187
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Annual Report for Period:04/2000 - 03/2001 Submitted on: 12/31/2000
Principal Investigator: Marder, Michael P. Award ID: 9953187
Organization: U of Texas Austin
Title:UTeach-A Secondary Pre-service Program in Science and Mathematics
Project Participants
Senior Personnel
Name: Marder, Michael
Worked for more than 160 Hours: Yes
Contribution to Project:
Name: Confrey, Jere
Worked for more than 160 Hours: Yes
Contribution to Project:
Name: Laude, David
Worked for more than 160 Hours: Yes
Contribution to Project: David Laude was the faculty member who taught a new course, Research Methods, that we developed this past semester. No NSF funding was needed to support him.
Name: Petrosino, Tony
Worked for more than 160 Hours: Yes
Contribution to Project: Tony Petrosino last spring taught Project-Based Instruction, one of the courses in the UTeach professional development sequence being developed under this grant.
Name: Stroup, Walter
Worked for more than 160 Hours: Yes
Contribution to Project: Walter Stroup taught Knowing and Learning, one of the UTeach courses under development in this proposal
Name: Brand, Jerry
Worked for more than 160 Hours: Yes
Contribution to Project: Jerry Brand began doing advance work this past summer for a conference we will hold to coordinate with community colleges.
Post-doc
Graduate Student
Undergraduate Student
Technician, Programmer
Other Participant
Status: Approved, User: , Date: 01/02/01
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Name: Dodson, Melissa
Worked for more than 160 Hours: Yes
Contribution to Project: Melissa Dodson has worked for UTeach full time in two capacities. She is the program evaluator, and has prepared a variety of surveys and other evaluation materials. She is also student advisor.
Name: Kaye, Forgione
Worked for more than 160 Hours: Yes
Contribution to Project: Kaye Forgione has been working for UTeach by assembling materials for dissemination and improvement, and representing us at conferences. She has prepared the materials on curriculum alignment that occupied many UTeach personnel throughout this past fall.
Name: Long, Mary
Worked for more than 160 Hours: Yes
Contribution to Project: In addition to teaching UTeach courses, Mary Long participated this semester in developing our model for student teaching.
Name: Walker, Mary
Worked for more than 160 Hours: Yes
Contribution to Project: Mary Walker assisted with the development of Research Methods, and also assisted in developing our model of student teaching.
Name: Carmack, Gail
Worked for more than 160 Hours: Yes
Contribution to Project: Gail Carmack was an instructor for Project-Based Instruction, one of the courses being developed under this grant.
Name: Evertson, Gayle
Worked for more than 160 Hours: Yes
Contribution to Project: In addition to teaching duties in UTeach, Gayle worked on developing a new degree plan for the Middle Grades.
Research Experience for Undergraduates
Organizational Partners
Other Collaborators or Contacts
Activities and Findings
Research and Education Activities:Our proposal was built around four thematic areas, with a set of activities described for each one. Although the grant has only been active for six months, we have progress to report on many of them, and
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I will recall them in turn, describing what has happened so far. ACTIVITIES for GOAL ONE--Continuous Field Experience. 1. Strengthen recruitment efforts at high schools by sending student ambassadors to recruitment fairs throughout the state. Has not happened yet, as grant began after current recruiting cycle. Nevertheless, all introductory courses are enrolled at capacity. 2. Develop and implement a structured framework for identifying, recruiting, and providing on-going staff development for mentor teachers. The UTeach Master Teachers meet regularly with mentor teachers and continue to acquire information on excellent area teachers who can serve as mentors for our students. 3. Develop electronic portfolio system to track the pre-teachers' progress toward meeting the State's Learner-Centered Proficiencies. We have drafted a portfolio document outlining students' progress towards meeting the Learner-Centered Proficiencies. Students use this document to gauge their progress, and portfolio reviewers use it to evaluate the students. We have not yet implemented an electronic system for monitoring progress. 4. Develop video resources for field-based courses on Classroom Interactions and : Project-Based Instruction in Science and Mathematics. Resources have been assembled for this task, largely from sources other than this grant, but it has not yet been carried out. ACTIVITIES for GOAL TWO-- Exemplary Undergraduate Education 1.Develop exemplary content courses that illustrate the best of Standards-based approaches in content and pedagogy at the undergraduate level. The domain course 'Functions and Modeling' continues to be taught and refined. A new course, 'Research Methods,' was first taught in spring 2000, and then in a completely different way in fall 2000. It continues to develop rapidly. A course on biotechnology is scheduled for development in spring 2001. 2.Use internet technology to refine and disseminate the instructional materials developed in these courses. Premature, as we will discuss later. 3.Offer sections of these undergraduate courses during evening and summer periods so they are accessible to practicing teachers. We are currently stretched to capacity offering our courses to undergraduate majors in UTeach. The College of Natural Sciences offered last summer a Master Teacher Summer Institute, a five-week institute giving graduate credit, and aimed at improving the content knowledge of 75 inservice secondary teachers. This summer the
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Institute hopes to expand to nearly double the size. The resources and staff for this Institute are separate from those supported by this grant. 4.Reform selected sections of large service courses in cooperation with parallel efforts in College of Natural Sciences. The College of Natural Sciences has established a list of constituencies for Small Classroom Experiences, which are relatively small sections of introductory service courses taught by the College's best instructors. Nine courses of this type are now being offered, and more are planned. UTeach students are among those eligible to take these classes. ACTIVITIES for GOAL THREE--Equity and Excellence in Mathematics and Science Education. 1.Continue early recruitment methods that have proven successful in attracting a diverse group of students to teacher preparation in math and science. Increase early recruitment by sending student ambassadors to urban and rural areas to promote UTeach. A letter to all incoming freshmen in Natural Sciences continues to be our most effective recruiting tool. Introductory courses are all filled to capacity. These improvements will be implemented in future recruiting cycles. 2.Relieve financial pressures by assisting in application for state funds supporting preteachers, and providing paid internships in the science and math community. We encourage students to apply for pay-back fellowships made available by the State, and have created an internship program. Each semester between 50 and 60 students work 10-20 hours per week for nonprofit educational organizations in the Austin area. This program has been very popular with area foundations, which have provided all the funding. In addition, we have been informed that a substantial new source of fellowship support will soon be made available, in cooperation with the Austin Independent School District. 3.Relieve academic pressures by providing special sections of service courses, tutoring services, and peer mentoring. This goal is partly being met through the Small Classroom Experiences provided by the College of Natural Sciences, and through cohort support within UTeach. 4.Address issues of equity within preservice courses, providing students with techniques and strategies for working with diverse student populations. These issues are addressed in the new courses Knowing and Learning and Classroom Interactions that have are under continuing development for UTeach. 5.Establish field-placement sites with mentor teachers who have been
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successful in promoting student success in a full range of urban settings. UTeach has a close connection to Travis high school, an urban high also linked to the University of Texas through co-PI Confrey's Systemic Research Center. Many student placements occur in this school, particularly those associated with the course Classroom Interactions. A range of excellent mentor teachers has been located throughout Austin, many of whom teach in the challenging urban conditions we allude to here. ACTIVITIES for GOAL FOUR-- Technology Integration: 1.Integrate technology into all innovative content courses and provide pedagogical support to participating faculty through ongoing faculty seminars and workshops. All the the new courses developed for UTeach weave educational technology use into the instruction. For example, Functions and Modeling makes use of motion detectors and Geometer's Sketchpad. Final projects for Project-Based Instruction involve creating a CD-ROM with interactive instructional material. Many of the courses have a web page with extensive resources that plays an important role in the instruction. 2.Model the use of technology in all subject-matter focused education courses both as demonstration device and learning tool. As mentioned above, educational technology is employed in this fashion in all the new courses we have created or are creating. 3.Update the technological skills of inservice and mentor teachers through enrollment in the program's new innovative courses. Strategies to implement this goal are still in the discussion stage. We note that one week of this past summer's Master Teacher Summer Institute was devoted to educational technology. 4.Create a set of focused videos that illustrate key concepts in the courses on Knowing and Learning and Classroom Interactions to support professional development. We have assembled resources needed to create these videos, but they have not yet been produced. 5.As part of portfolio review, evaluate all students against technology benchmarks. Draft technology benchmark standards can be found in Appendices 2 and 3.
Findings:As this grant has only been active for six months, it is somewhat premature to speak of major findings. We hope that we are establishing a national model for preservice education in science and mathematics,
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and that our program will help serve as a prototype for other institutions that share similar goals. We are making progress towards the goals we established for ourselves at the beginning of the grant. Total enrollment in UTeach is now over 270 science and mathematics majors. We graduated a first group of seven student teachers this fall, and will have another 30 students entering student teaching in the spring. All of the seven recent graduates will soon start to teach, many of them within the next few weeks. Most of these students have the level of skill in mathematics or science that would allow them to continue to graduate school if they chose. UTeach is being closely evaluated at a number of levels. The evaluations are arranged by Dr. Melissa Dodson, whom we have employed to oversee these efforts. We are working out a cooperative arrangement with the Southwest Texas CETP in which each program helps evaluate the other to improve objectivity. Another portion of the evaluation has been coordinated by Dr. Kaye Forgione. The progress of every student is carefully examined, during introductory field-experience course by Mentor and Master teachers, during professional development courses by Education faculty, during review of each student's portfolio, and during the student teaching semester. We have prepared five documents related to program evaluation so far during this grant. 1.) The progress of every UTeach course is evaluated through formative evaluations given to every student at mid-semester. The results of these evaluations are given to each instructor and to UTeach program directors. The results of these evaluations are confidential, so we will just report the results of two questions, without mentioning the course or instructor to which they apply. Responses to questions on Overall Course Value for courses developed especially for UTeach. (Average responses on scale of 1 to 5 with 1 disagree, and 5 strongly agree for 15 courses) Before this semester I thoughtAt this point in time I feel this this course would be of course will be (or already has been value to me.of value to me. ___________________________________________________________________ 4.04.5 4.24.7 4.54.5 4.24.6 3.94.2 3.84.4 3.84.0 4.04.2 4.24.2
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3.73.3 4.34.3 3.64.3 3.23.5 3.84.8 4.24.7 We include the survey document as Appendix 1. 2.) We have written a Holistic Program Evaluation plan. A good sense of the scope of this plan is provided by the table of contents, which is Holistic Model Diagram ii Mission Statement page 2 Desired Products Desired outcomes page 2 Desired outputs page 3 Portfolio standardspage 3 Technology benchmarks page 5 Desired behavioral objectives page 6 Desired Processes Process goals page 7 Process objectivespage 8 Data Collection Calendar page 12 Natural Language Questions from Stakeholderspage 14 The full report appears as Appendix 2 3.) We have prepared a portfolio review packet. It contains a detailed description of how each student must meet the Texas Learner-Centered Proficiencies in completing his or her portfolio. It appears as Appendix 3. 4.) We have been monitoring the retention and academic success of the UTeach students as a whole. Two statistics particularly worthy of note are that UTeach students have an average GPA of 3.1 versus a College average of 2.8 and University average of 2.9, and that we have so far retained over 60% of the students who began with us as freshmen, compared to a College six-year graduation rate of about 30%. A summary of the retention data appears as Appendix 4. 5.) We spent much of the semester mapping out the curriculum in the UTeach sequence. We examined the syllabus of each of the courses specifically created for UTeach, and had wide-ranging discussions on topics included and omitted. A summary of these discussions has been prepared by Kaye Forgione, and is included as Appendix 5.
Training and Development:The creation of UTeach involves the training and development of four separate groups of people 1.Faculty in the College of Education are developing a completely new professional development sequence for UTeach students. Generic Education courses have been eliminated, and they have been replaced
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with new courses specifically devoted to the problems of teaching, learning, and knowing science and mathematics. A recent alteration of certification requirements by the State of Texas requires us to create a new Middle Grades certification program, and this new program will involve two more courses, one on Reading, Writing, and Assessment in Mathematics and Science, and the other on Adolescent Development. 2.Faculty and staff in the College of Natural Sciences are developing a course on Research Methods, have assisted with domain courses on Functions and Modeling, Geometry and Visualization, and will develop additional courses including Biotechnology, and Biostatistics. They are also teaching Small Classroom Experience sections of introductory service courses to UTeach and other students. 3.UTeach students are working towards teaching certificates in secondary and middle grades mathematics and science. In addition, they have the opportunity to work as interns in a wide variety of nonprofit educational ventures throughout Austin. 4.Teachers in the Austin Independent School District have to opportunity to work with UTeach students when our students are interns, during early field-experience courses, and when they are student teachers. When UTeach students bring innovate projects into the classrooms, all parties benefit from the exchange of ideas. We can point to an increasing number of programs throughout Austin beginning to view UTeach interns as in important resource.
Outreach Activities:While UTeach does involve outreach --- particularly the internship program, which places between 50 and 60 students in educational programs each semester --- we feel that the preparation of skilled teachers of science and mathematics is our most important activity. The notion of outreach make most sense in the context of a basic research grant that has education as an auxiliary focus, rather than this one in which education and improvement of the educational system is the primary focus.
Journal Publications
Books or Other One-time Publications
Web/Internet Site
URL(s):http://www.utexas.edu/cons/uteach.htmlDescription:Our web site has not been updated much since we received the CETP award, and is not terribly complete. We are working to correct this situation.
Other Specific Products
Contributions
Contributions within Discipline:
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The principal discipline of our project is the preparation of secondary science and mathematics teachers. To the best of our knowledge, with 270 students enrolled, UTeach is now the largest program of this type at any research institution in the United States. We hope we can show other research institutions how colleges of Science and Education can work profitably together for a dramatic increase in the quantity and quality of the certified secondary teachers they prepare.
Contributions to Other Disciplines: Our project has no importance for the other disciplines of science and engineering, except that if there are no qualified teachers of science and mathematics, there will be few US citizens able to enter these fields in the future.
Contributions to Human Resource Development: UTeach is exclusively concerned with the development of human resources, the preparation and support of future secondary science and mathematics teachers, and the professional development of the teachers in the schools with whom they work. We have 270 students currently enrolled, have just graduated a group of 7 secondary teachers, and will have 30 in student teaching next semester.
Contributions to Resources for Research and Education: The materials for the UTeach courses constitute an information resource upon which it will eventually be possible to build similar programs at other institutions. We have developed detailed sets of materials for the following courses: STEP I (1 hour field course) STEP II (1 hour field course) Knowing and Learning in Science and Mathematics (3 hours) Classroom Interactions (3 hours) Project-Based Instruction (3 hours) Research Methods (3 hours) We have not yet decided how to make the materials for these courses available. There is concern, for example, that commercial publishers could take over our materials and then try to prevent us from using them without payment. This scenario would sound fantastic if one of the faculty associated with our program had not already experienced it. We intend to make course materials available in a form that can be disseminated, but whether we settle upon books, CD's, the web, or other media is still a matter of discussion within the faculty. The materials for some of these courses are far from polished, so it would be inappropriate to distribute the materials right now in any event.
Contributions Beyond Science and Engineering: I believe that the deficiencies of the US educational system pose the largest standing threat to the welfare of the country. Many national politicians appear to agree. The current economic expansion has been fueled by the development of the technology sector, which demands workers highly skilled in computer science, engineering, mathematics and science. Despite the generous salaries given these positions, there are not enough trained US citizens to fill them, and around
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85,000 skilled foreign workers obtain visas each year to take them. Many business leaders regard the hiring of foreign workers as a quick fix that relies on the relative strength of our economy compared to that of other countries, particularly India and China. While the dependence of the US economy upon knowledge workers increases, the educational infrastructure to prepare them is decaying. Every level of the educational system demands rapid improvement, but the greatest difficulties lie in the upper elementary and secondary grades. A large group of excellent teachers hired in the 50s and 60s is beginning to retire, and shortages of qualified science and mathematics teachers are widespread and growing. UTeach provides a model for how research universities can attempt to fight these dismaying trends. I hope that the lessons we learn will be of value beyond the boundaries of our campus, and that our efforts are not too little and too late.
Special Requirements
Special reporting requirements: None
Change in Objectives or Scope: None
Unobligated funds: $ 419,450.00
Animal, Human Subjects, Biohazards: None
Categories for which nothing is reported: Organizational Partners
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Tea
ch w
ill p
rovi
de a
hig
h−qu
alit
y te
ache
r ed
ucat
ion
that
wil
l inc
reas
e th
e nu
mbe
r an
d di
vers
ity
of c
ompe
tent
UT
mat
h, s
cien
ce a
nd c
ompu
ter
scie
nce
stud
ents
ent
erin
g th
e te
achi
ng f
ield
and
ass
umin
gpo
siti
ons
of e
duca
tion
al le
ader
ship
in th
eir
fiel
ds.
DE
SIR
ED
PR
OD
UC
TS
The
se a
re th
e de
sire
d ch
arac
teri
stic
s of
our
stu
dent
s as
they
mov
e th
roug
h va
riou
s st
ages
of o
ur p
rogr
am. T
hey
fall
into
thre
e ca
tego
ries
: de
sire
d ou
tcom
es (
for
stud
ents
who
hav
egr
adua
ted
and
are
teac
hing
in th
e sc
hool
s), d
esir
ed o
utpu
ts (
for
stud
ents
who
are
com
plet
ing
the
prog
ram
), a
nd d
esir
ed b
ehav
iora
l obj
ecti
ves
(for
stu
dent
s w
ho a
rem
ovin
g th
roug
h th
e pr
ogra
m).
DE
SIR
ED
OU
TC
OM
ES
: P
rofe
ssio
nal e
duca
tors
who
wer
e ce
rtif
ied
thro
ugh
the
UT
each
pro
gram
wil
l per
form
in a
man
ner
cons
iste
nt w
ith
the
foll
owin
g pr
ofes
sion
al d
evel
opm
ent s
tand
ards
est
abli
shed
by
the
Tex
as S
tate
Boa
rd f
or E
duca
tor
Cer
tifi
cati
on (
SB
EC
). T
hese
edu
cato
rs w
ill b
e ab
leto
:
1.de
sign
inst
ruct
ion
appr
opri
ate
for
all s
tude
nts
that
ref
lect
s an
und
erst
andi
ng o
fre
leva
nt c
onte
nt a
nd is
bas
ed o
n co
ntin
uous
and
app
ropr
iate
ass
essm
ent.
2.cr
eate
a c
lass
room
env
iron
men
t of
resp
ect a
nd r
appo
rt th
at f
oste
rs a
pos
itiv
e cl
imat
efo
r le
arni
ng, e
quit
y an
d ex
cell
ence
.
3.pr
omot
e st
uden
t lea
rnin
g by
pro
vidi
ng r
espo
nsiv
e in
stru
ctio
n th
at m
akes
use
of
effe
ctiv
e co
mm
unic
atio
n te
chni
ques
, ins
truc
tion
al s
trat
egie
s th
at a
ctiv
ely
enga
gest
uden
ts in
the
lear
ning
pro
cess
, and
tim
ely,
hig
h−qu
alit
y fe
edba
ck.
4.fu
lfil
l pro
fess
iona
l rol
es a
nd r
espo
nsib
ilit
ies
and
adhe
re to
lega
l and
eth
ical
requ
irem
ents
of
the
prof
essi
on.
5.un
ders
tand
the
cent
ral c
once
pts,
tool
s of
inqu
iry
and
stru
ctur
es o
f th
e di
scip
line
and
be a
ble
to c
reat
e le
arni
ng e
xper
ienc
es th
at m
ake
the
subj
ect m
atte
r m
eani
ngfu
l to
stud
ents
.
Dat
a so
urce
s (f
or E
valu
atio
n St
age
E):
•in
duct
ion
year
sel
f−as
sess
men
ts•
men
tor
eval
uati
ons
of in
duct
ion
year
stu
dent
s•
adm
inst
rato
r ev
alua
tion
s of
indu
ctio
n ye
ar s
tude
nts
•lo
ngit
udin
al r
eten
tion
dat
a
3
DR
AF
T
DE
SIR
ED
OU
TP
UT
SU
pon
com
plet
ion
of th
e pr
ogra
m, U
Tea
ch s
tude
nts
wil
l dem
onst
rate
pro
fici
ency
on
two
sets
of
stan
dard
s: t
he L
earn
er−
Cen
tere
d P
rofi
cien
cies
, whi
ch w
ere
esta
blis
hed
by S
BE
C,
and
the
Tec
hnol
ogy
Per
form
ance
Pro
file
s, w
hich
wer
e es
tabl
ishe
d by
the
Inte
rnat
iona
lS
ocie
ty f
or T
echn
olog
y in
Edu
cati
on (
IST
E).
The
se s
tand
ards
are
sum
mar
ized
in th
efo
llow
ing
port
foli
o an
d te
chno
logy
ben
chm
arks
est
abli
shed
by
the
UT
each
Pro
gram
:
Por
tfol
io B
ench
mar
ks:
UT
each
Gra
duat
es w
ill b
e ab
le t
o:
Des
ign
Lea
rner
−C
ente
red
Inst
ruct
ion,
as
evid
ence
d by
thei
r ab
ilit
y to
:1.
Act
ivel
y en
gage
stu
dent
s in
a v
arie
ty o
f in
tere
stin
g, c
hall
engi
ng a
nd w
orth
whi
leac
tivi
ties
.2.
Hel
p st
uden
ts c
onne
ct n
ew c
onte
nt w
ith
thei
r pr
ior
know
ledg
e an
d ga
in in
sigh
ts in
toth
eir
mis
conc
epti
ons.
3.D
evel
op c
lear
ly−
stat
ed o
bjec
tive
s th
at a
re a
ge−
appr
opri
ate
and
able
to b
e as
sess
ed.
4.G
uide
stu
dent
s in
usi
ng a
ppro
pria
te te
chno
logi
es to
gat
her,
org
aniz
e an
d di
spla
y da
ta.
5.S
elec
t or
desi
gn a
var
iety
of
wor
thw
hile
ass
essm
ent i
nstr
umen
ts, s
ome
of w
hich
invo
lve
stud
ent s
elf−
asse
ssm
ent.
Est
ablis
h a
Lea
rner
−C
ente
red
Cla
ssro
om, a
s ev
iden
ced
by th
eir
abil
ity
to:
1.M
odel
a r
espe
ct f
or d
iver
sity
and
enc
oura
ge a
ll s
tude
nts
to w
ork
toge
ther
coop
erat
ivel
y.2.
Dev
elop
lear
ning
act
ivit
ies
that
em
phas
ize
coll
abor
atio
n an
d te
amw
ork.
3.C
onsi
sten
tly
and
effe
ctiv
ely
enfo
rce
high
exp
ecta
tion
s fo
r st
uden
t beh
avio
r.4.
Res
pond
fle
xibl
y to
stu
dent
s in
the
clas
sroo
m, u
sing
on−
goin
g as
sess
men
t to
adju
stin
stru
ctio
n.5.
Em
ploy
saf
e pr
acti
ces
in d
esig
ning
, pla
nnin
g an
d im
plem
enti
ng a
ll in
stru
ctio
nal
acti
viti
es.
Fos
ter
Lea
rner
−C
ente
red
Com
mun
icat
ion,
as
evid
ence
d by
thei
r ab
ilit
y to
:1.
Ask
car
eful
ly−
fram
ed q
uest
ions
that
hel
p st
uden
ts d
evel
op h
ighe
r−or
der
thin
king
skil
ls a
nd lo
gica
l rea
soni
ng/p
robl
em s
olvi
ng a
bili
ties
.2.
Fac
ilit
ate
refl
ecti
on a
nd d
iscu
ssio
n be
twee
n st
uden
ts a
bout
thei
r in
quir
y ex
peri
ence
s.3.
Eng
age
stud
ents
in ta
sks
that
req
uire
them
to c
omm
unic
ate
thei
r re
ason
ing
usin
gap
prop
riat
e an
d pr
ecis
e te
rmin
olog
y.4.
Com
mun
icat
e th
e im
port
ance
of
the
inst
ruct
iona
l con
tent
and
his
/her
exp
ecta
tion
s fo
rhi
gh q
uali
ty w
ork.
5.
Pro
vide
stu
dent
s w
ith
tim
ely
feed
back
that
is a
ccur
ate,
con
stru
ctiv
e, s
ubst
anti
ve a
ndsp
ecif
ic.
Pra
ctic
e L
earn
er−
Cen
tere
d P
rofe
ssio
nalis
m, a
s ev
iden
ced
by th
eir
abil
ity
to:
1.E
ngag
e in
col
labo
rati
ve d
ecis
ion−
mak
ing
and
prob
lem
−so
lvin
g w
ith
othe
r ed
ucat
ors.
2.E
ngag
e st
uden
t fam
ilie
s in
thei
r ch
ildr
en’s
edu
cati
on a
nd r
espo
nd a
ppro
pria
tely
toth
eir
conc
erns
.3.
Eng
age
them
selv
es in
a v
arie
ty o
f ac
tivi
ties
to c
onti
nual
ly e
nhan
ce h
is/h
er c
onte
ntan
d pe
dago
gica
l kno
wle
dge
and
skil
ls.
4
DR
AF
T
4.R
efle
ct o
n ho
w h
is/h
er te
achi
ng im
pact
s ot
hers
and
enc
oura
ge f
eedb
ack
from
stu
dent
san
d co
llea
gues
.5.
Inte
ract
wit
h st
uden
ts in
a w
ay th
at is
con
sist
ent w
ith
the
lega
l and
eth
ical
gui
deli
nes
of th
e pr
ofes
sion
.
Dem
onst
rate
Exp
erti
se in
the
Dis
cipl
ine,
as
evid
ence
d by
thei
r ab
ilit
y to
:Sc
ienc
e C
andi
date
:1.
Iden
tify
a r
efin
ed a
nd f
ocus
ed q
uest
ion
for
an in
quir
y in
vest
igat
ion,
and
char
acte
rize
the
way
in w
hich
the
stud
y w
ould
be
cond
ucte
d.2.
Iden
tify
app
ropr
iate
tech
nolo
gy to
gat
her
and
anal
yze
data
for
a d
efin
ed ta
sk, a
ndex
plai
n th
e li
mit
s th
is te
chno
logy
wou
ld p
lace
on
the
know
ledg
e ac
quir
ed.
3.C
riti
call
y ev
alua
te a
sci
enti
fic
expl
anat
ion
or h
ypot
hesi
s us
ing
scie
ntif
ic e
vide
nce
and
met
hodo
logy
.4.
Gen
erat
e a
mod
el to
rep
rese
nt a
rea
l−w
orld
sit
uati
on a
nd e
valu
ate
how
wel
l the
mod
el r
epre
sent
s th
e si
tuat
ion.
5.Il
lust
rate
kno
wle
dge
of th
e hi
stor
y/ph
ilos
ophy
of
scie
nce;
spe
cifi
call
y, th
ech
angi
ng n
atur
e of
sci
enti
fic
know
ledg
e an
d th
eori
es.
Mat
hem
atic
s C
andi
date
:1.
App
ly b
oth
info
rmal
and
for
mal
mat
hem
atic
al r
easo
ning
in p
robl
em s
olvi
ng.
2.Id
enti
fy a
ppro
pria
te te
chno
logy
to e
xplo
re a
mat
hem
atic
al p
robl
em, a
nd e
xpla
in th
eli
mit
s th
at th
is te
chno
logy
wou
ld p
lace
on
the
know
ledg
e ac
quir
ed.
3.G
ener
ate
a m
athe
mat
ical
mod
el to
rep
rese
nt a
rea
l−w
orld
sit
uati
on a
nd e
valu
ate
how
wel
l the
mod
el r
epre
sent
s th
e si
tuat
ion.
4.U
nder
stan
d an
d us
e co
nnec
tion
s am
ong
mat
hem
atic
al c
once
pts,
pro
cedu
res,
and
repr
esen
tati
ons.
5.Il
lust
rate
kno
wle
dge
of th
e hi
stor
y an
d cu
ltur
al c
onte
xt o
f m
athe
mat
ics;
in p
arti
cula
r,th
e ev
olut
ion
of m
athe
mat
ical
con
cept
s.
Com
pute
r Sc
ienc
e C
andi
date
:1.
Iden
tify
an
area
in w
hich
tech
nolo
gy m
ay b
e us
ed to
impr
ove
an e
xiti
ng o
pera
tion
and
char
acte
rize
the
appr
oach
or
plan
of
acti
on y
ou w
ould
impl
emen
t.2.
Sel
ect a
ppro
pria
te s
oftw
are
to a
ccom
plis
h a
spec
ific
task
on
the
basi
s of
its
qual
ity,
effe
ctiv
enes
s an
d ef
fici
ency
.3.
Det
erm
ine
met
hods
for
eva
luat
ing
the
accu
racy
and
val
idit
y of
ele
ctro
nic
info
rmat
ion.
4.D
emon
stra
te k
now
ledg
e of
the
orga
niza
tion
al s
truc
ture
of
com
puti
ng s
yste
ms,
fro
mth
e m
ost b
asic
com
pone
nts
up to
a n
etw
ork.
5.
Illu
stra
te k
now
ledg
e of
the
hist
ory/
phil
osop
hy o
f co
mpu
ter
scie
nce;
spe
cifi
call
y, th
eim
pact
of
tech
nolo
gy o
n hu
man
soc
iety
.
5
DR
AF
T
Tec
hnol
ogy
Ben
chm
arks
UT
each
Gra
duat
es w
ill b
e ab
le t
o:
(a)
Ope
rate
bas
ic c
ompu
ter
syst
ems
and
trou
bles
hoot
, as
evid
ence
d by
thei
r ab
ilit
y to
:
1.us
e te
rmin
olog
y re
late
d to
com
pute
rs a
nd te
chno
logy
app
ropr
iate
ly in
com
mun
icat
ions
2.op
erat
e a
mul
tim
edia
com
pute
r sy
stem
wit
h a
peri
pher
al im
agin
g de
vice
, suc
h as
asc
anne
r or
dig
ital
/vid
eo c
amer
a3.
inst
all a
nd u
se a
n ed
ucat
iona
l sof
twar
e pa
ckag
e4.
crea
te a
mul
tim
edia
pre
sent
atio
n fo
r a
desi
gnat
ed a
udie
nce
5.de
mon
stra
te k
now
ledg
e of
bas
ic tr
oubl
esho
otin
g te
chni
ques
to s
olve
rou
tine
har
dwar
ean
d so
ftw
are
prob
lem
s th
at o
ccur
in th
e cl
assr
oom
(b)
Use
tec
hnol
ogy
to a
cces
s an
d or
gani
ze d
ata,
as
evid
ence
d by
thei
r ab
ilit
y to
:
1.us
e da
taba
se m
anag
emen
t and
spr
eads
heet
app
lica
tion
s on
the
com
pute
r2.
loca
te a
nd c
olle
ct in
form
atio
n fo
r le
sson
s us
ing
com
pute
r−ba
sed
tech
nolo
gies
3.us
e te
chno
logy
tool
s to
man
age
and
com
mun
icat
e st
uden
t inf
orm
atio
n (i
e sc
hedu
les,
grad
e bo
oks,
cor
resp
onde
nce,
etc
.)4.
oper
ate
a co
nten
t−sp
ecif
ic te
chno
logi
cal t
ool (
i.e. C
BL
, lab
orat
ory
sim
ulat
ion,
grap
hing
cal
cula
tor,
etc
.)5.
enga
ge in
an
onli
ne c
olla
bora
tion
wit
h pe
ers
and/
or p
rofe
ssio
nals
in y
our
fiel
d (c
) A
pply
cri
tica
l thi
nkin
g to
the
sel
ecti
on a
nd u
se o
f te
chno
logy
in t
he c
lass
room
, as
e
vide
nced
by
thei
r ab
ilit
y to
:
1.de
scri
be c
urre
nt in
stru
ctio
nal p
rinc
iple
s an
d pr
acti
ces
as th
ey r
elat
e to
the
use
ofco
mpu
ters
and
tech
nolo
gy r
esou
rces
in th
e cl
assr
oom
2.de
scri
be s
trat
egie
s fo
r us
ing
tech
nolo
gy to
aff
irm
div
ersi
ty a
nd p
rovi
de e
quit
able
acce
ss to
res
ourc
es3.
rese
arch
and
eva
luat
e th
e ac
cura
cy, r
elev
ance
, app
ropr
iate
ness
, and
com
preh
ensi
vene
ss o
f an
ele
ctro
nic
info
rmat
ion
reso
urce
use
d by
stu
dent
s4.
iden
tify
tech
nolo
gy r
esou
rces
ava
ilab
le in
a s
choo
l and
ana
lyze
how
acc
essi
bili
ty to
thos
e re
sour
ces
coul
d af
fect
pla
nnin
g fo
r in
stru
ctio
n 5.
dem
onst
rate
kno
wle
dge
of te
chno
logy
−re
late
d le
gal a
nd e
thic
al is
sues
, suc
h as
copy
righ
t, pr
ivac
y, a
nd s
ecur
ity
of te
chno
logy
sys
tem
s, d
ata
and
info
rmat
ion
(d)
App
ly t
echn
olog
y to
enh
ance
stu
dent
−ce
nter
ed le
arni
ng, a
s ev
iden
ced
by th
eir
abil
ity
to:
1.id
enti
fy te
chno
logy
res
ourc
es th
at a
re s
peci
fica
lly
desi
gned
for
use
by
stud
ents
tom
eet a
spe
cifi
ed le
arni
ng o
bjec
tive
2.
desi
gn, d
eliv
er a
nd a
sses
s a
stud
ent−
cent
ered
lear
ning
act
ivit
y in
whi
ch s
tude
nts
appl
y a
tech
nolo
gica
l too
l3.
dem
onst
rate
how
you
r te
chno
logy
−en
hanc
ed le
sson
fac
ilit
ates
hig
her
orde
r th
inki
ngsk
ills
, suc
h as
pro
blem
sol
ving
, inf
orm
ed d
ecis
ion
mak
ing
or c
reat
ivit
y
6
DR
AF
T
4.de
mon
stra
te k
now
ledg
e of
tech
nolo
gy−
base
d as
sess
men
t and
eva
luat
ion
stra
tegi
es5.
iden
tify
and
/or
use
assi
stiv
e te
chno
logi
es to
mee
t the
spe
cial
phy
sica
l nee
ds o
fst
uden
ts
Dat
a so
urce
s (f
or E
valu
atio
n St
age
D):
•St
uden
t tea
chin
g as
sess
men
ts•
Fin
al p
ortf
olio
rev
iew
s•
Fin
al te
chno
logy
ben
chm
ark
perf
orm
ance
•U
T fi
nal t
rans
crip
ts o
f cou
rse
grad
es/G
PA
•E
xCE
T te
st s
core
s
DE
SIR
ED
BE
HA
VIO
RA
L O
BJE
CT
IVE
S
The
beh
avio
ral o
bjec
tive
s fo
r U
Tea
ch s
tude
nts
wil
l be
set f
orth
in th
e sy
llab
i of
each
cour
se.
Cou
rse
grad
es w
ill b
e m
easu
res
of s
tude
nt p
rogr
ess
tow
ards
thes
e be
havi
oral
obje
ctiv
es.
In a
ddit
ion,
stu
dent
s m
ust m
aint
ain
an o
vera
ll G
PA
of
2.5
in th
eir
coll
ege
cour
sew
ork
and
sati
sfac
tori
ly c
ompl
ete
the
requ
irem
ents
of
thei
r re
spec
tive
maj
ors.
Dat
a so
urce
s (f
or E
valu
atio
n St
age
C):
•St
uden
t sel
f−as
sess
men
ts a
t the
end
of e
ach
cour
se•
Stud
ent t
each
ing
eval
uati
ons
•C
ours
e gr
ades
•C
olle
ge G
PA
•In
itia
l po
rtfo
lio
revi
ews
7
DR
AF
T
DE
SIR
ED
PR
OC
ESS
ES
The
se a
re th
e sp
ecif
ic s
trat
egie
s th
at w
e ar
e co
mm
itte
d to
impl
emen
ting
to a
chie
ve th
em
issi
on o
f the
UT
each
pro
gram
and
to d
evel
op te
ache
rs w
ith
the
char
acte
rist
ics
prev
ious
ly id
enti
fied
. T
he p
rogr
am s
trat
egie
s an
d ac
tivi
ties
are
list
ed b
road
ly a
s pr
oces
sgo
als
and
then
thes
e pr
oces
s go
als
are
brok
en d
own
into
mor
e sp
ecif
ic p
roce
ssob
ject
ives
.
PR
OC
ES
S G
OA
LS
To
incr
ease
the
num
ber
and
dive
rsit
y of
stu
dent
s se
ekin
g te
ache
r ce
rtif
icat
ion,
and
tode
velo
p th
ese
stud
ents
into
teac
her−
lead
ers
in th
eir
resp
ecti
ve d
isci
plin
es, U
Tea
chem
brac
es th
e fo
llow
ing
stra
tegi
es:
1.E
arly
and
act
ive
recr
uitm
ent o
f co
lleg
e st
uden
ts th
at b
egin
s as
ear
ly a
s th
e fr
eshm
anye
ar a
nd ta
rget
s st
uden
ts f
rom
div
erse
eth
nic,
soc
ioec
onom
ic, a
nd a
cade
mic
back
grou
nds.
2.M
aint
enan
ce o
f a
pers
onal
ly, a
cade
mic
ally
, soc
iall
y an
d pr
ofes
sion
ally
sup
port
ive
envi
ronm
ent t
hat p
rom
otes
stu
dent
ret
enti
on.
3.A
coh
esiv
e pr
ofes
sion
al d
evel
opm
ent s
eque
nce
that
foc
uses
on
the
chal
leng
e of
lear
ning
mat
h an
d sc
ienc
e, a
nd b
uild
s pe
dago
gica
l ski
lls
and
know
ledg
e at
prog
ress
ivel
y de
eper
leve
ls.
4.D
evel
opm
ent o
f do
mai
n cl
asse
s th
at p
rom
ote
a de
eper
−le
vel u
nder
stan
ding
of
the
subj
ect m
ater
ial a
nd d
emon
stra
te e
ffec
tive
app
roac
hes
for
tech
nolo
gy u
se in
the
lear
ning
pro
cess
.
5.U
tili
zati
on o
f ex
peri
ence
d m
aste
r an
d m
ento
r te
ache
rs w
ho m
odel
bes
t−pr
acti
ces
asth
ey te
ach
in c
olle
ge c
lass
room
s an
d gu
ide
stud
ents
in th
eir
fiel
d ex
peri
ence
s.
6.E
arly
and
on−
goin
g gu
ided
fie
ld e
xper
ienc
es in
a v
arie
ty o
f pu
blic
sch
ool s
etti
ngs
wit
h di
vers
e st
uden
t pop
ulat
ions
.
7.In
tegr
atio
n of
tech
nolo
gy c
ompe
tenc
ies
in a
ll a
spec
ts o
f th
e pr
ogra
m.
8.S
truc
ture
d as
sess
men
ts th
roug
hout
the
prog
ram
that
act
ivel
y in
volv
e st
uden
ts in
an
on−
goin
g se
lf−
asse
ssm
ent o
f th
eir
own
prof
essi
onal
gro
wth
and
dev
elop
men
t.
9.E
stab
lish
men
t of
a co
here
nt a
nd v
iabl
e ne
twor
k (e
lect
roni
c, p
erso
nal,
inst
itut
iona
l)fo
r co
ntin
uous
pro
fess
iona
l dev
elop
men
t of
prog
ram
gra
duat
es.
10.C
onti
nual
ref
inem
ent o
f th
e U
Tea
ch a
cade
mic
pro
gram
bas
ed o
n ev
alua
tion
dat
a an
ded
ucat
iona
l res
earc
h.
11. C
olla
bora
tive
gov
erna
nce
of th
e pr
ogra
m th
at is
com
mit
ted
to th
e m
anag
emen
t of
prog
ram
curr
icul
um, r
esou
rces
and
inst
ruct
ion.
8
DR
AF
T
PR
OC
ES
S O
BJE
CT
IVE
ST
o m
eet e
ach
of th
e pr
oces
s go
als
list
ed a
bove
, the
UT
each
Pro
gram
wil
l str
ive
to m
eet
the
foll
owin
g ob
ject
ives
:
Ear
ly a
nd a
ctiv
e re
crui
tmen
t of
stud
ents
that
beg
ins
as e
arly
as
the
fres
hman
yea
r an
dta
rget
s st
uden
ts f
rom
div
erse
eth
nic
and
soci
oeco
nom
ic b
ackg
roun
ds.
a) I
nvit
e al
l inc
omin
g C
NS
stu
dent
s (i
nclu
ding
tran
sfer
s) to
app
ly to
UT
each
.b)
Pub
lici
ze U
Tea
ch a
t cam
pus/
Col
lege
eve
nts,
incl
udin
g or
ient
atio
n se
ssio
ns.
c) M
aint
ain
a bo
okle
t of
dive
rse
and
mea
ning
ful i
nter
nshi
p op
port
unit
ies
for
stud
ents
.d)
Mai
ntai
n go
od r
elat
ions
hips
wit
h de
part
men
tal a
dvis
ors,
incl
udin
g re
gula
r up
date
s.e)
Mak
e pr
ogra
m r
equi
rem
ents
cle
arly
ava
ilab
le f
or a
ll m
ajor
s, in
clud
ing
post
bacs
.f)
Sen
d U
Tea
ch m
ater
ials
to T
exas
urb
an h
igh
scho
ols
wit
h hi
gh m
inor
ity
popu
lati
ons.
g) C
onti
nue
to p
ay tu
itio
n fo
r S
TE
P 1
and
ST
EP
2.
h) M
eet i
ndiv
idua
lly
wit
h in
tere
sted
stu
dent
s to
des
crib
e th
e pr
ogra
m a
nd it
s va
riou
sin
cent
ives
.i)
Mai
ntai
n op
en c
omm
unic
atio
n w
ith
Col
lege
, Uni
vers
ity
and
Cit
y/S
tate
pub
lica
tion
s.j)
Mai
ntai
n a
frie
ndly
web
pag
e w
ith
elec
tron
ic a
ppli
cati
ons
and
prog
ram
info
rmat
ion.
k) E
stab
lish
off
icia
l rel
atio
nshi
p w
ith
Off
ice
of A
dmis
sion
s to
ens
ure
inte
rest
ed s
tude
nts
are
guid
ed to
the
UT
each
off
ice.
Mai
nten
ance
of
a pe
rson
ally
, aca
dem
ical
ly, s
ocia
lly
and
prof
essi
onal
ly s
uppo
rtiv
een
viro
nmen
t tha
t pro
mot
es s
tude
nt r
eten
tion
.
a) P
rovi
de u
ser−
frie
ndly
mat
eria
ls th
at c
lear
ly d
escr
ibe
cour
se r
equi
rem
ents
, the
por
tfol
iore
view
pro
cess
, and
the
stud
ent t
each
ing
sem
este
r.b)
Kee
p pr
ogra
m r
equi
rem
ents
fle
xibl
e en
ough
to a
ccom
mod
ate
grad
uati
on in
fou
r ye
ars.
c) E
nsur
e th
at e
noug
h co
urse
sec
tion
s ar
e av
aila
ble
for
stud
ents
eac
h se
mes
ter.
d) H
ave
an a
dvis
or w
ho is
inti
mat
ely
fam
ilia
r w
ith
the
prog
ram
and
dep
artm
enta
l deg
ree
plan
s.e)
Ass
ist s
tude
nts
in s
elec
ting
pro
fess
ors
for
thei
r m
ath
and
scie
nce
cour
ses.
f) P
rovi
de p
aid
inte
rnsh
ip o
ppor
tuni
ties
for
any
and
all
inte
rest
ed s
tude
nts.
g) M
aint
ain
an a
ctiv
e st
uden
t gro
up a
nd p
rom
ote
part
icip
atio
n by
all
pro
gram
stu
dent
s.h)
Gui
de s
tude
nts
to c
ampu
s ar
eas
that
can
ass
ist w
ith
fina
ncia
l pro
blem
s or
oth
erpr
oble
ms.
i) M
aint
ain
an e
asil
y−ac
cess
ed r
esou
rce
libr
ary
for
stud
ents
.j)
Pro
vide
a s
uppo
rtiv
e co
mm
unic
atio
n st
ruct
ure
for
stud
ents
and
thei
r m
ento
r te
ache
rs.
k) I
dent
ify
com
mit
ted
men
tor
teac
hers
for
all
fie
ld e
xper
ienc
es.
l) M
onit
or c
ours
e ev
alua
tion
s an
d m
ake
impr
ovem
ents
whe
re n
eces
sary
.m
) M
aint
ain
a li
st o
f av
aila
ble
tuto
rs in
all
sub
ject
are
as.
n) F
ollo
w−
up w
ith
stud
ents
who
do
not e
nrol
l in
UT
each
cou
rses
in s
ubse
quen
tse
mes
ters
.o)
Est
abli
sh a
n in
duct
ion
year
pro
gram
that
mee
ts th
e ne
eds
of n
ew te
ache
rs.
9
DR
AF
T
A c
ohes
ive
prof
essi
onal
dev
elop
men
t seq
uenc
e th
at f
ocus
es o
n th
e ch
alle
nge
of le
arni
ngm
ath
and
scie
nce,
and
bui
lds
peda
gogi
cal s
kill
s an
d kn
owle
dge
at p
rogr
essi
vely
deep
er le
vels
.
a) S
elec
t fac
ulty
who
hav
e m
ath/
scie
nce
back
grou
nds
and
seco
ndar
y te
achi
ng e
xper
tise
.b)
Ali
gn c
ours
es w
ith
desi
red
stud
ent b
ehav
iora
l obj
ecti
ves.
c) M
ake
cour
se o
bjec
tive
s vi
sibl
e to
stu
dent
s by
iden
tify
ing
them
on
all c
ours
e sy
llab
i. d)
Mai
ntai
n m
ento
r−te
ache
r tr
aini
ng, w
ith
a fo
cus
on s
tude
nt o
bjec
tive
s.e)
Inv
olve
fac
ulty
in th
e po
rtfo
lio
revi
ew p
roce
ss s
o th
ey a
re a
war
e of
the
"big
pic
ture
".f)
Pro
vide
stu
dent
s w
ith
a su
mm
ary
of th
eir
cour
se e
valu
atio
n fe
edba
ck.
g) U
tili
ze s
elf−
asse
ssm
ent d
ata
to d
evel
op p
erso
nali
zed
stud
ent t
each
ing
prog
ram
s of
wor
k.h)
Rev
isit
cur
ricu
lum
map
ping
eac
h su
mm
er to
ens
ure
cour
se a
lign
men
t.
Dev
elop
men
t of
dom
ain
clas
ses
that
pro
mot
e a
deep
er−
leve
l und
erst
andi
ng o
f th
e su
bjec
tm
ater
ial a
nd d
emon
stra
te e
ffec
tive
app
roac
hes
for
tech
nolo
gy u
se in
the
lear
ning
proc
ess.
a) M
ake
stud
ents
aw
are
of th
e pu
rpos
e an
d th
e ob
ject
ives
of
thei
r do
mai
n co
urse
s.b)
Ide
ntif
y th
e te
chno
logy
ben
chm
arks
to b
e ad
dres
sed
in e
ach
of th
e do
mai
n co
urse
s.c)
Cre
ate
dom
ain
cour
ses
for
stud
ents
see
king
mat
h, s
cien
ce a
nd c
ompu
ter
scie
nce
cert
ific
atio
n. d
) E
stab
lish
dom
ain
cour
ses
that
can
cou
nt to
war
d de
gree
req
uire
men
ts.
e) O
btai
n gr
ant m
onie
s to
sup
port
the
deve
lopm
ent a
nd in
stru
ctio
n of
thes
e co
urse
s.
Uti
liza
tion
of
expe
rien
ced
mas
ter
and
men
tor
teac
hers
who
mod
el b
est−
prac
tice
s as
they
teac
h in
col
lege
cla
ssro
oms
and
guid
e st
uden
ts in
thei
r fi
eld
expe
rien
ces.
a) E
nsur
e th
at m
aste
r te
ache
rs te
ach
ST
EP
1 a
nd S
TE
P 2
.b)
Ass
ign
a m
aste
r te
ache
r as
co−
inst
ruct
or f
or a
ll U
Tea
ch s
emin
ar c
ours
es.
c) E
nsur
e th
at a
dequ
ate
fund
ing
and
hiri
ng s
truc
ture
s ar
e in
pla
ce f
or m
aste
r te
ache
rs.
d) E
nsur
e th
at a
dequ
ate
fund
ing
stru
ctur
es a
re in
pla
ce f
or p
ayin
g m
ento
r te
ache
rs.
e) E
nsur
e qu
alit
y of
men
tor
teac
hers
in a
ll f
ield
exp
erie
nces
.f)
Mai
ntai
n m
anda
tory
men
tor
teac
her
trai
ning
ses
sion
s ea
ch y
ear.
g) I
nvol
ve m
ento
r an
d m
aste
r te
ache
rs in
the
port
foli
o re
view
pro
cess
.h)
Use
mas
ter
teac
her
expe
rtis
e in
the
eval
uati
on o
f st
uden
t tea
cher
s.
Ear
ly a
nd o
n−go
ing
guid
ed f
ield
exp
erie
nces
in a
var
iety
of
publ
ic s
choo
l set
ting
s w
ith
dive
rse
stud
ent p
opul
atio
ns.
a) E
stab
lish
a f
orm
al li
ason
wit
hin
AIS
D to
hel
p id
enti
fy a
nd a
rran
ge f
ield
−ex
peri
ence
site
s.b)
Est
abli
sh a
fie
ld e
xper
ienc
e co
ordi
nato
r w
ithi
n th
e U
Tea
ch p
rogr
am.
c) M
ake
expe
ctat
ions
of
stud
ents
and
men
tor
teac
hers
cle
arly
und
erst
ood
by b
oth
part
ies.
d) S
elec
t wel
l−qu
alif
ied
and
com
mit
ted
men
tor
teac
hers
in s
choo
ls w
ith
dive
rse
stud
ent
popu
lati
ons.
10
DR
AF
T
e) P
rovi
de a
ssis
tanc
e to
CO
E f
acul
ty in
est
abli
shin
g fi
eld
expe
rien
ce s
ites
for
thei
rco
urse
s.f)
Mak
e su
re s
tude
nts
have
acc
ess
to te
achi
ng m
ater
ials
and
tran
spor
tati
on to
fie
ld s
ites
.g)
Mai
ntai
n op
en c
omm
unic
atio
n w
ith
scho
ol a
dmin
istr
ator
s to
mon
itor
qua
lity
/con
cern
s.h)
Kee
p re
cord
s of
stu
dent
att
enda
nce
and
perf
orm
ance
.
Inte
grat
ion
of te
chno
logy
com
pete
ncie
s in
all
asp
ects
of
the
prog
ram
.
a) E
stab
lish
a "
hom
e" f
or e
ach
tech
nolo
gy b
ench
mar
k in
one
or
mor
e of
the
UT
each
cour
ses.
b)
Mak
e st
uden
ts a
war
e of
the
tech
nolo
gy b
ench
mar
ks a
ssoc
iate
d w
ith
each
cou
rse
bypl
acin
g th
em o
n th
e co
urse
syl
labi
.c)
Mak
e te
chno
logy
ben
chm
arks
ava
ilab
le to
all
stu
dent
s ea
rly
in th
e pr
ogra
m.
d) E
nsur
e th
at b
ench
mar
ks a
re c
urre
nt w
ith
the
stat
e/na
tion
al s
tand
ards
.e)
Pro
vide
eas
y an
d w
ell−
mon
itor
ed s
tude
nt a
cces
s to
com
pute
rs, s
oftw
are
and
tech
nolo
gica
l too
ls.
f) S
et u
p a
note
book
lend
ing
libr
ary
for
stud
ents
.g)
Mai
ntai
n gr
ant−
wri
ting
eff
orts
to o
btai
n m
onie
s fo
r up
dati
ng U
Tea
ch te
chno
logy
labs
.
Str
uctu
red
asse
ssm
ents
thro
ugho
ut th
e pr
ogra
m th
at a
ctiv
ely
invo
lve
stud
ents
in a
n on
−go
ing
self
−as
sess
men
t of
thei
r ow
n pr
ofes
sion
al g
row
th a
nd d
evel
opm
ent.
a) O
btai
n st
uden
t sel
f−as
sess
men
ts o
n co
urse
obj
ecti
ves
at th
e en
d of
eac
h U
Tea
chco
urse
.b)
Mee
t ind
ivid
uall
y w
ith
each
stu
dent
pri
or to
stu
dent
teac
hing
to e
stab
lish
ape
rson
aliz
ed p
rofe
ssio
nal d
evel
opm
ent p
lan
base
d on
thei
r se
lf−
asse
ssm
ents
.c)
Dis
cuss
the
port
foli
o re
view
pro
cess
ear
ly a
nd o
ften
, inc
ludi
ng th
e im
port
ance
of
refl
ecti
ons.
d) L
ist a
nd d
iscu
ss th
e po
rtfo
lio
and
tech
nolo
gy c
ompo
nent
s as
soci
ated
wit
h ea
ch c
ours
e.e)
Inc
orpo
rate
ref
lect
ions
on
fiel
d−ex
peri
ence
s in
ST
EP
1 a
nd S
TE
P 2
.f)
Hav
e st
uden
ts a
sses
s ea
ch o
ther
’s te
achi
ng, e
spec
iall
y du
ring
the
stud
ent t
each
ing
sem
este
r.
Est
abli
shm
ent o
f a
cohe
rent
and
via
ble
netw
ork
(ele
ctro
nic,
per
sona
l, in
stit
utio
nal)
for
cont
inuo
us p
rofe
ssio
nal d
evel
opm
ent o
f pr
ogra
m g
radu
ates
.
a) D
o a
prel
imin
ary
asse
ssm
ent o
f ne
w−
teac
her
need
s to
hel
p fo
rmul
ate
the
indu
ctio
nye
ar p
rogr
am.
b) S
et u
p em
ail a
ccou
nts
and
tele
men
tori
ng r
elat
ions
hips
for
all
UT
each
gra
duat
es d
urin
gth
e in
duct
ion
year
.c)
Bri
ng a
ll U
Tea
ch g
radu
ates
bac
k to
cam
pus
for
a w
eeke
nd in
duct
ion
year
sem
inar
.d)
Fac
ilit
ate
disc
ussi
on b
etw
een
UT
each
gra
duat
es w
ho a
re in
thei
r in
duct
ion
year
.e)
Est
abli
sh a
"ca
reer
cen
ter"
for
UT
each
stu
dent
s th
at h
elps
them
iden
tify
pro
spec
tive
teac
hing
pos
itio
ns.
11
DR
AF
T
f) E
stab
lish
for
mal
rel
atio
nshi
ps w
ith
scho
ol d
istr
icts
acr
oss
Tex
as to
fac
ilit
ate
stud
ent
job
sear
ches
.g)
Pro
vide
lapt
op c
ompu
ters
for
all
UT
each
gra
duat
es w
ho b
egin
thei
r te
achi
ng c
aree
rs.
Con
tinu
al r
efin
emen
t of
the
UT
each
pro
gram
and
cur
ricu
lum
bas
ed o
n ev
alua
tion
dat
aan
d ed
ucat
iona
l res
earc
h.
a) E
stab
lish
an
inte
rnal
eva
luat
or p
osit
ion
for
the
UT
each
pro
gram
.b)
Set
up
a re
gula
r ev
alua
tion
sch
edul
e (s
emes
ter
and
annu
al a
sses
smen
ts).
c) E
valu
ate
data
exp
edie
ntly
and
pos
t stu
dent
eva
luat
ion
data
on
the
web
.d)
Do
a co
mpl
ete
inte
rnal
pro
gram
eva
luat
ion
each
sum
mer
.e)
Hir
e an
ext
erna
l pro
gram
eva
luat
or o
nce
ever
y 3
year
s.f)
Dis
cuss
eva
luat
ion
resu
lts
at s
teer
ing
com
mit
tee
mee
ting
and
pro
ceed
wit
hre
com
men
dati
ons.
11. C
olla
bora
tive
gov
erna
nce
of th
e pr
ogra
m th
at is
com
mit
ted
to th
e m
anag
emen
t of
prog
ram
curr
icul
um, r
esou
rces
and
inst
ruct
ion.
a)M
aint
ain
a re
pres
enta
tive
ste
erin
g co
mm
itte
e, c
ompo
sed
of m
embe
rs f
rom
CO
E,
CN
S, A
ISD
and
a s
tude
nt r
epre
sent
ativ
e.b)
Est
abli
sh r
egul
ar s
ched
ule
for
stee
ring
com
mit
tee.
c)E
stab
lish
the
resp
onsi
bili
ties
of
the
stee
ring
com
mit
tee,
incl
udin
g th
e ke
y le
ader
ship
role
in g
over
nanc
e an
d m
anag
emen
t of
curr
icul
um, q
uali
ty o
f pe
rson
nel,
and
impl
emen
tati
on o
f th
e as
sess
men
t sys
tem
and
its
resu
lts.
d)K
eep
prov
ost a
nd d
eans
up
to d
ate
on p
rogr
ess
of U
Tea
ch.
e)M
aint
ain
an a
ggre
ssiv
e gr
ant−
wri
ting
sch
edul
e to
ens
ure
fina
ncia
l sta
bili
ty o
fpr
ogra
m.
Dat
a so
urce
s (f
or E
valu
atio
n St
ages
A &
B):
•C
heck
list
of s
tate
d pr
oces
s ob
ject
ives
(by
UT
each
per
sonn
el)
•F
orm
ativ
e co
urse
eva
luat
ions
•U
T c
ours
e ev
alua
tion
s•
Ann
ual s
tude
nt p
rogr
am e
valu
atio
ns (
rand
om s
ampl
e)•
Adv
isor
rec
ords
of s
tude
nt g
rade
s/po
rtfo
lio
revi
ews
•U
Tea
ch b
udge
t and
exp
ense
acc
ount
s•
Stee
ring
com
mit
tee
min
utes
•A
nnua
l cur
ricu
lum
map
ping
•St
uden
t exi
t sur
veys
•St
uden
t gra
duat
e su
rvey
s•
Indu
ctio
n ye
ar e
valu
atio
ns
12
DR
AF
T
Dat
a C
olle
ctio
n C
alen
dar
Col
lect
ed E
ach
Sem
este
r:D
ata
Sour
ceW
hen
Ass
esse
dW
ho C
ompl
eted
By
Fie
ld te
achi
ng r
evie
ws:
Les
son
revi
ews
Sum
mat
ive
revi
ews
Stu
dent
teac
hing
rev
iew
s:
L
esso
n re
view
s
M
id−
sem
este
r re
view
End
of
year
rev
iew
Men
tor
Tea
cher
Sur
vey
For
mat
ive
cour
seev
alua
tion
sS
tude
nt s
elf−
asse
ssm
ents
UT
cou
rse
eval
uati
ons
Tec
hnol
ogy
benc
hmar
ksP
rogr
am g
radu
ate
surv
eys
Bud
get/
Exp
ense
Acc
ount
s
Ste
erin
g C
omm
itte
e M
inut
es
Aft
er e
ach
less
on (
5X)
End
of
sem
este
r
3X d
urin
g se
mes
ter
Mid
−se
mes
ter
End
of
sem
este
r
End
of
sem
este
r
Mid
−se
mes
ter,
eac
h co
urse
End
of
sem
este
r, e
ach
cour
seE
nd o
f se
mes
ter,
eac
h co
urse
End
of
sem
este
r, e
ach
cour
seE
nd o
f se
mes
ter
End
of
each
mon
th
Mon
thly
Men
tor
teac
her
Men
tor
teac
her
UT
sup
ervi
sor
Men
tor
teac
her
UT
sup
ervi
sor
Men
tor
Tea
cher
Stu
dent
sS
tude
nts
Stu
dent
sF
acul
tyS
tude
nts
Adm
inis
trat
ive
Ass
ocia
teIn
tern
al E
valu
ator
Col
lect
ed A
nnua
lly:
Dat
a So
urce
Whe
n A
sses
sed
Who
Com
plet
ed B
y
Por
tfol
io R
evie
ws
F
irst
por
tfol
io
Fin
al p
ortf
olio
Indu
ctio
n Y
ear
Rev
iew
s
Sel
f−as
sess
men
ts
Adm
in. A
sses
smen
t
Men
tor
Ass
essm
ent
Rev
iew
of
Cou
rse
Gra
des
Che
ckli
sts
of P
roce
sses
Stu
dent
exi
t sur
veys
ExC
ET
exa
m s
core
sF
acul
ty v
ita
Pro
gram
Eva
luat
ion
Ear
ly N
ovem
ber
or A
pril
Ear
ly N
ovem
ber
or A
pril
Lat
e sp
ring
Lat
e sp
ring
Lat
e sp
ring
Lat
e sp
ring
Sum
mer
Lat
e sp
ring
/fal
lW
hen
avai
labl
eS
umm
erF
ebru
ary
Por
tfol
io r
evie
w c
omm
itte
eP
ortf
olio
rev
iew
com
mit
tee
Pro
gram
gra
duat
esS
choo
l adm
inis
trat
ors
Indu
ctio
n ye
ar m
ento
rs
Adv
isor
UT
each
sta
ff/p
erso
nnel
Stu
dent
sT
exas
Edu
cati
on A
genc
yF
acul
ty25
% o
f st
uden
t pop
ulat
ion
13
DR
AF
T
Dat
a C
ompi
lati
ons
Rev
iew
ed E
ach
Sum
mer
:F
ocus
Sum
mar
izes
dat
a fr
omC
ompi
led
byS
tude
nt p
erfo
rman
ceS
tude
nt s
elf−
asse
ssm
ents
Stu
dent
teac
her
eval
uati
ons
Gra
duat
e su
rvey
sP
ortf
olio
rev
iew
sS
tude
nt c
ours
e gr
ades
ExC
ET
sco
res
Inte
rnal
eva
luat
or
Aca
dem
ic p
rogr
amC
ours
e ev
alua
tion
sS
tude
nt s
elf−
asse
ssm
ents
Por
tfol
io/t
echn
olog
yre
view
sC
urri
culu
m m
appi
ng
Inte
rnal
eva
luat
or
Pro
gram
man
agem
ent
Ste
erin
g co
mm
itte
em
inut
esR
eten
tion
data
/dem
ogra
phic
sP
roje
ctio
ns−
sche
duli
ngO
verv
iew
of
budg
et/s
pend
ing
Stu
dent
pro
gram
eval
uati
ons
Exi
t sur
veys
Inte
rnal
eva
luat
or
14
DR
AF
T
Nat
ural
Lan
guag
e Q
uest
ions
fro
m S
take
hold
ers
The
nat
ural
lang
uage
que
stio
ns b
elow
rep
rese
nt th
e sp
ecif
ic q
uest
ions
rai
sed
by th
ose
who
hav
e an
inte
rest
in th
e pr
ogra
m e
xpre
ssed
in e
very
day,
com
mon
sen
se la
ngua
ge.
Als
o in
clud
ed a
re th
e va
riab
les
to m
easu
re, t
he m
easu
rem
ent i
nstr
umen
ts, a
nd th
e da
taan
alys
is p
roce
dure
. Dat
a an
alys
is p
roce
dure
s re
pres
ent t
hose
qua
lita
tive
and
qua
ntit
ativ
em
etho
ds u
sed
to a
nsw
er e
ach
natu
ral l
angu
age
ques
tion
s. T
hese
pro
cedu
res
can
incl
ude
any
com
bina
tion
of
natu
rali
stic
(i.e
., ca
se s
tudy
, obs
erva
tion
s), d
escr
ipti
ve (
i.e.,
mea
n,va
rian
ce),
ass
ocia
tion
al (
i.e.,
corr
elat
ion,
mul
tipl
e re
gres
sion
), a
nd c
ause
and
eff
ect
(AN
OV
A, M
AN
OV
A)
tech
niqu
es.
Fut
ure
Par
ents
Q1.
Wil
l my
chil
d le
arn
mat
h an
d sc
ienc
e be
tter
wit
h th
is te
ache
r in
the
clas
sroo
m?
Q2:
Wil
l thi
s te
ache
r tu
rn m
y ch
ild
onto
mat
h an
d sc
ienc
e?Q
3: W
ill t
his
teac
her
com
e to
my
scho
ol a
nd r
emai
n th
ere
for
a w
hile
?
Stat
e of
Tex
as S
choo
l Dis
tric
ts
Q4:
Wil
l the
re b
e a
supp
ly o
f ne
w te
ache
rs to
fil
l Tex
as s
choo
l cla
ssro
oms?
Q5:
Wil
l the
se te
ache
rs h
elp
to r
aise
sta
te−
achi
evem
ent s
core
s in
mat
h an
d sc
ienc
e?Q
6: W
ill t
hese
teac
hers
hav
e th
e sk
ills
and
the
desi
re to
rem
ain
in th
e te
achi
ngpr
ofes
sion
?Q
7: W
ill t
hese
teac
hers
be
able
to te
ach
a va
riet
y of
sub
ject
s to
div
erse
pop
ulat
ions
?Q
8: W
ill t
hese
teac
hers
be
able
and
wil
ling
to a
ssum
e a
lead
ersh
ip p
osit
ion
in th
eir
scho
ols?
Acc
redi
tati
on S
BE
C/N
CA
TE
Q9:
Doe
s th
e pr
ogra
m m
eet s
tate
/nat
iona
l sta
ndar
ds a
dequ
atel
y to
mer
it s
tate
/nat
iona
lac
cred
itat
ion?
Q10
: Is
the
prog
ram
abl
e to
pro
duce
can
dida
tes
who
mee
t the
sta
te/n
atio
nal s
tand
ards
for
teac
hing
?Q
11:
Is th
e pr
ogra
m a
ble
to a
sses
s an
d do
cum
ent t
he p
repa
redn
ess
of c
andi
date
s fo
rce
rtif
icat
ion?
Con
trib
utin
g F
ound
atio
ns a
nd A
genc
ies
Q12
: Is
the
prog
ram
suc
cess
ful i
n ad
dres
sing
a g
oal t
hat I
val
ue?
Q13
: D
oes
the
prog
ram
hav
e th
e re
sour
ces
and
lead
ersh
ip n
eces
sary
to s
usta
in a
succ
essf
ul o
pera
tion
?
Uni
vers
ity
Pro
vost
/Pre
side
nt
Q14
: D
oes
the
UT
each
pro
gram
hav
e th
e re
sour
ces
and
lead
ersh
ip n
eces
sary
to s
usta
in a
succ
essf
ul o
pera
tion
?
15
DR
AF
T
CO
E, C
NS
and
AIS
D (
Col
labo
rati
ve P
artn
ers)
Q15
: Is
our
vis
ion
of w
hat i
t tak
es to
pro
duce
goo
d m
ath
and
scie
nce
teac
hers
bei
ngim
plem
ente
d in
the
prog
ram
?Q
16:
Do
we
have
suf
fici
ent r
esou
rces
to k
eep
our
part
of
the
prog
ram
run
ning
?Q
17:
Are
we
attr
acti
ng m
ore
mat
h an
d sc
ienc
e m
ajor
s to
teac
her
prep
arat
ion
wit
h th
ispr
ogra
m?
UT
each
Ste
erin
g C
omm
itte
e/A
dmin
istr
ator
sQ
18:
Do
we
have
a f
orum
for
voi
cing
con
cern
s ab
out t
he p
rogr
am a
nd w
orki
ng th
em o
utco
llab
orat
ivel
y?Q
19:
Is th
e pr
ogra
m e
ffec
tive
ly c
arry
ing
out o
ur r
ecom
men
dati
ons?
AIS
D M
ento
r T
each
ers
Q20
: D
oes
havi
ng a
UT
each
can
dida
te in
my
clas
sroo
m a
dd to
my
stud
ents
’ m
ath
and
scie
nce
educ
atio
n?Q
21:
Doe
s th
e pr
ogra
m r
un s
moo
thly
eno
ugh
that
wor
king
wit
h U
Tea
ch s
tude
nts
wil
l be
easy
for
me?
Q22
: W
ill I
fee
l pro
fess
iona
lly
enha
nced
by
havi
ng w
orke
d w
ith
the
UT
each
pro
gram
?
UT
each
Ins
truc
tors
Q23
: A
re U
Tea
ch s
tude
nts
gett
ing
wha
t the
y ne
ed in
thei
r ot
her
cour
ses
to b
e pr
epar
edfo
r m
ine?
Q24
: W
ill I
hav
e th
e re
sour
ces
I ne
ed to
teac
h m
y co
urse
?Q
25:
Is th
is c
ours
e th
at I
am
teac
hing
hel
ping
to p
repa
re b
ette
r te
ache
rs?
UT
each
Stu
dent
sQ
26:
Wil
l the
pro
gram
hel
p m
e de
cide
if te
achi
ng is
rea
lly
for
me?
Q27
: W
ill t
he p
rogr
am g
ive
me
the
tool
s th
at I
nee
d to
be
a go
od te
ache
r?Q
28:
Wil
l I b
e ab
le to
com
plet
e m
y ce
rtif
icat
ion
and
my
degr
ee in
a r
easo
nabl
e am
ount
of ti
me?
Q29
: W
ill m
y co
urse
s be
mea
ning
ful a
nd u
sefu
l?Q
30:
Aft
er c
erti
fica
tion
, wil
l I b
e ab
le to
get
the
job
that
I w
ant?
Var
iabl
e C
ateg
orie
s an
d M
easu
rem
ent
Inst
rum
ents
1.A
bilit
y of
the
Pro
gram
to
Pro
duce
Goo
d T
each
ers
(Q. 1
, 2, 5
, 7, 8
, 10,
27)
Var
iabl
es:
Inst
rum
ents
:a)
sec
onda
ry s
tude
nts’
mat
h an
d sc
ienc
e ab
ilit
yS
tate
Tes
t Sco
res/
TA
AS
b) s
econ
dary
stu
dent
s’ in
tere
st in
mat
h an
dsc
ienc
eM
ento
r T
each
er S
urve
ys
c) a
bili
ty o
f U
Tea
ch g
radu
ate
to te
ach
vari
ety
ofco
urse
sE
xCE
T, G
PA
, por
tfol
io,
foll
ow−
ups
d) a
bili
ty o
f U
Tea
ch g
radu
ate
to te
ach
dive
rse
popu
lati
ons
16
DR
AF
T
e) a
bili
ty o
f U
Tea
ch g
radu
ate
to a
ccep
tle
ader
ship
pos
itio
nsf)
abi
lity
of
UT
each
gra
duat
e to
mee
t all
sta
test
anda
rds
g) s
elf−
conf
iden
ce o
f U
Tea
ch g
radu
ates
to te
ach
wel
l
2.A
bilit
y of
the
Pro
gram
to
Att
ract
and
Kee
p St
uden
ts in
the
Tea
chin
g P
ipel
ine
(Q. 3
, 4, 6
, 17,
30)
vari
able
s:1
abil
ity
of p
rogr
am to
att
ract
mat
h an
d sc
ienc
e m
ajor
s2
abil
ity
of p
rogr
am to
kee
p m
ath
and
scie
nce
maj
ors
in th
e pr
ogra
m3
abil
ity
of p
rogr
am to
get
gra
duat
es in
to (
Tex
as)
scho
ols
4ab
ilit
y of
pro
gram
to g
et g
radu
ates
to s
tay
in (
Tex
as)
scho
ols
5ab
ilit
y of
pro
gram
to a
ssis
t gra
duat
es in
get
ting
teac
hing
jobs
they
wan
t
3.A
bilit
y of
the
Pro
gram
to
Pro
vide
Eff
ecti
ve a
ndM
eani
ngfu
l Ins
truc
tion
(Q. 9
, 15,
23,
25,
29)
vari
able
s:1.
abil
ity
of p
rogr
am to
mee
t goa
ls o
f C
OE
, CN
S in
the
clas
sroo
m2.
alig
nmen
t of
the
prof
essi
onal
dev
elop
men
t cou
rses
3.m
eani
ngfu
lnes
s an
d us
eful
ness
of
the
cour
ses
to s
tude
nts
4.im
pact
of
cour
ses
on th
e st
uden
ts’
abil
ity
to te
ach
5.ab
ilit
y of
cou
rses
to m
eet t
he s
tate
sta
ndar
ds f
or te
ache
r pr
epar
atio
n pr
ogra
ms
4.A
bilit
y of
the
Pro
gram
to
Mai
ntai
n a
Tru
eC
olla
bora
tion
(Q. 1
3, 1
4, 1
5, 1
8)
vari
able
s:A
.ab
ilit
y of
the
prog
ram
to m
eet v
isio
n of
CO
E, C
NS
and
AIS
DB
.ef
fect
ive
lead
ersh
ip th
at s
usta
ins
the
prog
ram
C.
effe
ctiv
e sh
arin
g of
res
ourc
es to
sus
tain
the
prog
ram
D.
effe
ctiv
enes
s of
ste
erin
g co
mm
itte
e fo
rum
17
DR
AF
T
5. A
bilit
y of
the
Pro
gram
to
Mai
ntai
n a
Smoo
thly
Fun
ctio
ning
Pro
gram
(
Q. 1
1, 1
3, 1
4, 1
6, 1
9, 2
0, 2
1, 2
2, 2
4, 2
6, 2
8)
vari
able
s:A
.ab
ilit
y of
pro
gram
to a
sses
s an
d do
cum
ent p
repa
redn
ess
of c
andi
date
sB
.ab
ilit
y of
pro
gram
to o
btai
n an
d sm
artl
y m
anag
e it
s re
sour
ces
C.
abil
ity
of p
rogr
am to
car
ry o
ut s
teer
ing
com
mit
tee
deci
sion
sD
.po
siti
ve im
pact
of
UT
each
stu
dent
s in
AIS
D c
lass
room
sE
.ea
se o
f w
orki
ng w
ith
UT
each
stu
dent
s in
AIS
D c
lass
room
sF
.de
sire
of
AIS
D te
ache
rs to
wor
k w
ith
the
prog
ram
G.
abil
ity
of p
rogr
am to
hel
p st
uden
ts d
ecid
e if
teac
hing
is f
or th
emH
.ab
ilit
y of
pro
gram
to m
ake
gett
ing
cert
ifie
d m
anag
eabl
e fo
r st
uden
ts
18
DR
AF
T
Inst
rum
ents
:N
atur
al L
angu
age
Que
stio
ns t
o in
clud
e:F
ield
teac
hing
rev
iew
s:•
Sec
onda
ry s
tude
nts
are
inte
rest
ed in
mat
h &
scie
nce?
•A
bili
ty o
f U
Tea
ch g
radu
ate
to te
ach
a va
riet
yof
topi
cs?
•A
bili
ty o
f U
Tea
ch s
tude
nts
to te
ach
dive
rse
popu
lati
ons?
Stu
dent
teac
hing
rev
iew
s:
L
esso
n re
view
s
M
id−
sem
este
r re
view
End
of
year
rev
iew
•S
econ
dary
stu
dent
s ar
e in
tere
sted
in m
ath
&sc
ienc
e?•
Abi
lity
of
UT
each
gra
duat
e to
teac
h a
vari
ety
of to
pics
?•
Abi
lity
of
UT
each
stu
dent
s to
teac
h di
vers
epo
pula
tion
s?
Men
tor
Tea
cher
Sur
veys
•P
osit
ive
impa
ct o
f U
Tea
ch s
tude
nts
in A
ISD
clas
sroo
ms?
•E
ase
of w
orki
ng w
ith
UT
each
stu
dent
s in
AIS
D c
lass
room
s?•
Des
ire
of A
ISD
teac
hers
to w
ork
wit
h th
epr
ogra
m?
For
mat
ive
cour
se e
valu
atio
ns•
Ali
gnm
ent o
f P
rofe
ssio
nal D
evel
opm
ent
cour
ses?
•M
eani
ngfu
lnes
s an
d us
eful
ness
of
the
cour
ses?
Stu
dent
sel
f−as
sess
men
ts•
Sel
f co
nfid
ence
of
UT
each
stu
dent
s to
teac
hw
ell?
•A
lign
men
t of
prof
essi
onal
dev
elop
men
tco
urse
s?•
Mea
ning
fuln
ess
and
usef
ulne
ss o
f th
e co
urse
s?•
In S
tep
1 &
2, a
bili
ty o
f th
e co
urse
s to
dec
ide
if te
achi
ng is
for
them
?U
T c
ours
e ev
alua
tion
sN
/AT
echn
olog
y be
nchm
arks
N/A
Pro
gram
gra
duat
e su
rvey
s
As
they
gra
duat
e
Fol
low
−up
•A
bili
ty o
f U
Tea
ch s
tude
nt to
acc
ept l
eade
rshi
ppo
siti
on?
•T
each
ing
in T
exas
sch
ools
?•
How
long
?•
Get
the
job
wan
ted?
Bud
get/
Exp
ense
Acc
ount
s•
Eff
ecti
ve s
hari
ng o
f re
sour
ces?
•A
bili
ty o
f pr
ogra
m to
obt
ain
and
man
age
reso
urce
s?
19
DR
AF
T
Ste
erin
g C
omm
itte
e M
inut
es•
Abi
lity
of
prog
ram
to m
eet v
isio
n of
col
lege
san
d A
ISD
?•
Eff
ecti
ve le
ader
ship
?•
Eff
ecti
vene
ss o
f S
teer
ing
Com
mit
tee
For
um?
•A
bili
ty o
f pr
ogra
m to
car
ry o
ut S
teer
ing
Com
mit
tee
deci
sion
s?P
ortf
olio
Rev
iew
sA
bili
ty to
teac
h a
vari
ety
of c
ours
es?
•A
bili
ty to
teac
h di
vers
e po
pula
tion
s?•
Abi
lity
to m
eet s
tate
sta
ndar
ds?
F
irst
por
tfol
io
Fin
al p
ortf
olio
Indu
ctio
n Y
ear
Rev
iew
s•
Abi
lity
of
UT
each
stu
dent
to a
ccep
t lea
ders
hip
posi
tion
?•
Tea
chin
g in
Tex
as s
choo
ls?
•H
ow lo
ng?
•G
et th
e jo
b w
ante
d?
S
elf−
asse
ssm
ents
A
dmin
. Ass
essm
ent
M
ento
r A
sses
smen
t
Rev
iew
of
Cou
rse
Gra
des
App
lica
tion
Abi
lity
of
the
prog
ram
to a
ttra
ct m
ath
and
scie
nce
maj
ors?
Che
ckli
sts
of P
roce
sses
Stu
dent
exi
t sur
veys
•W
hy?
•A
bili
ty o
f pr
ogra
m to
ret
ain
mat
h an
d sc
ienc
em
ajor
s?E
xCE
T e
xam
sco
res
Fac
ulty
vit
aS
tude
nt p
rogr
am e
valu
atio
ns•
Mea
ning
fuln
ess
and
usef
ulne
ss o
f th
e co
urse
s?•
Abi
lity
of
prog
ram
to h
elp
stud
ents
dec
ide
ifte
achi
ng is
for
them
?•
Abi
lity
of
prog
ram
to m
ake
cert
ifyi
ngm
anag
eabl
e?
Stu
dent
per
form
ance
Aca
dem
ic p
rogr
amP
rogr
am m
anag
emen
t
20
Ap
pen
dix
III
Por
tfol
io R
evie
w
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y ar
e in
clud
ed h
ere
for
your
info
rmat
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but a
re s
ubje
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cha
nge.
Q:
Wha
t is
a te
achi
ng p
ortf
olio
?
A:
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n w
ill I
sub
mit
my
port
foli
o fo
r re
view
?
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� o� YPQO PQUT Uk P�Z XYPQRSu PROT XU owS PUW[ QRPmXnYYPZ[ PROT XU� O mWPk QUk \WP[[ �
RS PRs PkÂÂÂ� QUk Q[[ \nWWXYOT2UVT O Pl\T2UXYk PY o¾ P\nYPQ[[T O Pl\QYPR[ PQY[ m[ Q� P[ Pk
QUk xTZ mXnT2UR[ nk PQUmkT \s \XYqTk PXO QWP\ xlQs P\nYPOS PmQYPZT Yl[ m\PRnYPk o
You
r N
ame
You
r M
ajor
Typ
e of
Cer
tifi
cati
onIn
side
you
r B
inde
r,
à res
ume
à tea
chin
g ph
ilos
ophy
(1−
2 pa
ragr
aphs
)
à off
icia
l UT
tran
scri
pt
à tec
hnol
ogy
chec
klis
t
The
n, b
egin
Sec
tion
1 .
. .
1) S
elec
t a 3
−R
ing
Bin
der
. . .
2) P
ut in
you
r pe
rson
al m
ater
ials
and
3)
Use
div
ider
s fo
r ea
ch s
ecti
on .
. .
4) I
n ea
ch S
ecti
on,
plac
e yo
ur it
ems
in th
e fo
llow
ing
orde
r:
IND
EX
Nam
e of
Sec
tion
For
exam
ple,
à Ref
lect
ion
à Tea
chin
g R
evie
w
à Stu
dent
Wor
k Sa
mpl
e
RE
FL
EC
TIO
N
TY
PED
!!
1−2
PA
GE
S !!
SPE
LL
−CH
EC
KE
D !
!
Eac
h It
em o
f W
OR
K
Sepa
rate
pag
e fo
r ea
chit
em.
Be
sure
that
the
item
is c
lear
ly la
bele
d (i
.e.
A le
sson
pla
n sh
ould
indi
cate
stu
dent
age
leve
l, da
te o
f le
sson
,U
Tea
ch c
ours
e, e
tc.)
Foll
owed
by
. . .
Foll
owed
by
. . .
2
Q:
Whe
n sh
ould
I s
tart
com
pili
ng m
y po
rtfo
lio?
A:
wS Pbz_dg b_xO
S P� POO PY� OT \� P\OO X� PVT2UOST2UsT2UVQ�2XnOmXnYWXYOZ X[T XPQY[mT2U
OS PWYXVYQl\XOS QOmXnRQU� PVT URX[[ PROT UVlQO PYT Q[ \Z YXlPQRS XZ mXnY�w PQRS
RXnY\P\ o½ PQk XqPYOS P� PQYUPY �� PUO PYPk� YXZT RT PURT P\UXtQUkWQmQOO PUOT XUOX
OS PO PRS UX[ XVm� PURS lQYs \OS QOtT[[� PP�WPRO Pk XZmXn o½ PlPl� PYOS QO QtP[[ �
RXU\O YnRO Pk WXYOZ X[T XtT[[S P[WmXnPQYUmXnYO PQRST2UVRPYOTZT RQO P xs PPWQYPRXYk XZ
mXnYZT UP\OtXYs xT lWYP\\mXnYZ nO nYPPlW[ XmPY\2xQUkS P[WWYPWQYPmXnZ XYmXnY
ZT Y\OO PQRST2UV¿ X� o
Q:
Do
you
have
any
hin
ts f
or s
ucce
ssfu
l por
tfol
ios?
A:
Ä �WPYT PURPS Q\\S XtUOS QO_bcd befg `ha QYPQUP\\PUOT Q[ RXlWXUPUO XZ \nRRP\\Z n[
WXYOZ X[T X\ oÄ QRS \PROT XUXZmXnYWXYOZ X[T XtT[[� PWYPRPPk Pk� mQ� �� WQVPYPZ[ PROT XU o
� OT \mXnYYPZ[ PROT XUOS QOP�W[ QT2U\i� �mXnS QqP\P[ PRO Pk PQRST O PlQUk� `imXn
� P[T PqPOS QOT O Plk PlXU\O YQO P\OS PYPrnT YPk WYXZT RT PURT P\ owS PlX\O \nRRP\\Z n[
WXYOZ X[T X\T UR[ nk PYPZ[ PROT XU\OS QOlPPOOS PZ X[[ XtT2UVRYT O PYT Q�
ÅwS PmRQYPZ n[[ mTk PUOTZ mtST RST O Plk PlXU\O YQO P\tST RSWYXZT RT PURm o
ÅwS Pmk P\RYT� PQ\R[ PQY[ mQ\WX\\T�[ PÆÇÈ QUT O Plk PlXU\O YQO P\OS QOWYXZT RT PURm o
ÅwS Pm\S QYPWPY\XUQ[T2UZ XYlQOT XUOS QOS P[W\OS PYPqT PtPYnUk PY\O QUk mXnYWXT2UO
XZqT PtQUk OS PRXUO P�O XZ mXnYP�WPYT PURP o
ÅwS Pm\S QYPP�QlW[ P\XZS XtmXnS QqPVYXtUQUk[ PQYUPkZ YXlmXnYP�WPYT PURP\ o
Q:
If I
hav
e pr
oble
ms
wit
h m
y po
rtfo
lio,
who
can
I s
ee f
or h
elp?
A:Ç U
RPmXnS QqPYPQk OS YXnVS OST2\WXYOZ X[T XWQRs QVP xmXnlQmtQUOOX\PPQ\QlW[ P
WXYOZ X[T XOS QOS Q\� PPUWnOOXVPOS PY� mQZ XYlPY�w PQRS \O nk PUO oN \smXnYQk qT \XY
TZ mXnRQUqT PtQUP�QlW[ PXZ Q\nRRP\\Z n[WXYOZ X[T X op XnYQk qT \XYtT[[ Q[ \X� PqT2\T OT2UV
mXnYuw� R[ Q\\P\[ QO PYT2UOS P\PlP\O PYO XO Q[s O XmXnQ� XnO nWRXlT2UVWXYOZ X[T XYPqT Pt\ o
ÈS PUPqPYmXnS QqPQrnP\OT XUQ�2XnO�w PQRS xZ PP[Z YPPO XPlQT[ XY\O XW� mOS P�w PQRS
XZZTRP oÈ PQYPS PYPO XS P[WÂ
3
Tec
hnol
ogy
Ben
chm
arks
� YXZT RT PURmT UO PRS UX[ XVmT \QUP\\PUOT Q[ RXlWXUPUO XZ O PQRS PYWYPWQYQOT XU2op XnY
�w PQRS RXnY\P\tT[[S P[WWYPWQYPmXnOXlPPOPQRS XZ OS PZ X[[ XtT2UVO PRS UX[ XVm
WYXZT RT PURT P\ op XnYWXYOZ X[T XtT[[T2UR[ nk POS PZ X[[ XtT UVRS PRs[T \O xT UkTRQOT UVtST RS
XZ OS PWYXZT RT PURT P\mXnS QqPlPO o� WXURXlW[ POTXUXZ OS PlQ[[ xmXntT[[ YPRPTqP
QRPYOTZT RQO POXk PlXU\O YQO PmXnYRXlWPO PURmO XZ nO nYPPlW[ XmPY\ o
(
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UT
each
Gra
duat
es w
ill b
e ab
le t
o:
4
ó�ôõö÷ ø ùú2ûü ôý÷2þù÷ ùþÿ ô��ùô� �
� ôùö ô�ô�
� ùýö ��õö÷ ø ù
PR
OF
ICIE
NC
Y:
T
he te
ache
r de
sign
s in
stru
ctio
n ap
prop
riat
e fo
r al
l stu
dent
s th
at r
efle
cts
an u
nder
stan
ding
of
rele
vant
con
tent
and
is b
ased
on
cont
inuo
us a
nd a
ppro
pria
te a
sses
smen
t.
PE
RF
OR
MA
NC
E O
BJE
CT
IVE
S:
Cho
ose
3−5
sam
ples
of
wor
k th
at d
emon
stra
te y
our
abil
ity
to m
eet a
ll o
f th
e fo
llow
ing
obje
ctiv
es. (
One
item
may
be
used
to s
atis
fy m
ulti
ple
obje
ctiv
es.)
Be
sure
to s
peci
fy h
ow e
ach
item
mee
ts a
par
ticu
lar
obje
ctiv
e in
you
r re
flec
tion
.
We
wil
l be
look
ing
for
evid
ence
that
. .
You
mig
ht d
emon
stra
te t
his
skil
l wit
h:
1.Y
ou e
ngag
e st
uden
ts i
n a
vari
ety
ofin
tere
stin
g, c
hall
engi
ng a
ndw
orth
wh
ile
acti
viti
es.
•L
esso
n pl
ans
that
inv
olve
han
ds−
onin
vest
igat
ion
•S
tud
ent
proj
ects
th
at r
equi
re c
reat
ive,
inde
pend
ent
rese
arch
2.Y
ou
help
stu
dent
s li
nk n
ew c
onte
nt
wit
h th
eir
prio
r kn
owle
dge
and
gain
insi
ghts
int
o th
eir
mis
conc
epti
ons.
•A
tra
nscr
ipt
of c
lass
room
dia
logu
e w
ith
stud
ents
abo
ut t
heir
mat
h/sc
ienc
eb
elie
fs•
A l
esso
n th
at c
onn
ects
new
con
ten
t to
conc
epts
fro
m s
tude
nts’
dai
ly l
ives
.
3.Y
ou
dev
elop
cle
arly
−st
ated
ob
ject
ives
for
you
r le
sson
s th
at a
re a
ge−
appr
opri
ate
and
able
to
be a
sses
sed.
•L
esso
n ob
ject
ives
you
hav
e w
ritt
en f
or
spec
ific
age
−g
rou
ps o
f st
uden
ts•
Ass
essm
ents
you
hav
e de
sign
ed t
o te
stst
uden
t un
ders
tand
ing
of y
our
less
on’s
obje
ctiv
e
4.Y
ou g
uide
stu
dent
s in
usi
ng a
ppro
pria
tete
chno
logy
to
gath
er o
rgan
ize,
an
ddi
spla
y da
ta.
•A
web
page
you
hav
e de
sign
ed f
orst
uden
ts t
o ex
plo
re m
ath/
scie
nce
con
cep
ts•
A d
escr
ipti
on o
f yo
ur i
nter
acti
ons
wit
hst
uden
t gr
oups
as
they
use
tec
hnol
ogy
(CB
Ls,
gra
phin
g ca
lcul
ator
s, e
tc.)
.
5.Y
ou s
elec
t or
des
ign
a va
riet
y of
wor
thw
hil
e as
sess
men
t in
stru
men
ts,
som
e of
whi
ch i
nvol
ve
stud
ent
self
−as
sess
men
t.
•Y
our
anal
ysis
of
a st
uden
t’s
perf
orm
ance
on
a te
st o
r qu
iz y
oude
sign
ed•
A d
escr
ipti
on o
f di
ffer
ent
way
s in
whi
ch y
ou a
sses
sed
stud
ents
bef
ore,
duri
ng a
nd a
fter
a p
arti
cula
r le
sson
���� ����
������� � �� � ���
� ������ �
� ��� ����
�� ���� �
PR
OF
ICIE
NC
Y:
T
he te
ache
r cr
eate
s a
clas
sroo
m e
nvir
onm
ent o
f re
spec
t and
rap
port
tha
t fos
ters
a p
osit
ive
clim
ate
for
lear
ning
, equ
ity
and
exce
llen
ce.
PE
RF
OR
MA
NC
E O
BJE
CT
IVE
S:
Cho
ose
3−5
sam
ples
of
wor
k th
at d
emon
stra
te y
our
abil
ity
to m
eet a
ll o
f th
e fo
llow
ing
obje
ctiv
es. (
One
item
may
be
used
to s
atis
fy m
ulti
ple
obje
ctiv
es.)
Be
sure
to s
peci
fy h
ow e
ach
item
mee
ts a
par
ticu
lar
obje
ctiv
e in
you
r re
flec
tion
.
We
wil
l be
look
ing
for
evid
ence
that
. .
You
mig
ht d
emon
stra
te t
his
skil
l wit
h:
1.Y
ou
mod
el r
esp
ect
for
stu
den
tdi
vers
ity
and
enco
urag
e al
l st
uden
ts t
ow
ork
to
get
her
coop
erat
ivel
y.
•A
men
tor
teac
her’
s ev
alua
tion
of
your
teac
hing
and
you
r re
spon
se t
o hi
s/he
rco
mm
ents
.•
A c
olle
ctio
n o
f yo
ur i
deas
for
how
to
man
age
gro
up w
ork
eff
ecti
vely
.
2.Y
ou c
reat
e le
arni
ng a
ctiv
itie
s th
atem
phas
ize
coll
abor
atio
n an
d te
amw
ork.
•L
esso
n pl
ans
that
inv
olve
gro
up w
ork
arou
nd a
com
mon
goa
l.•
Idea
s fo
r eq
uita
ble
grou
p gr
adin
g.
3.Y
ou
cons
iste
ntly
and
eff
ecti
vely
enfo
rce
high
exp
ecta
tio
ns f
or s
tude
nt
beha
vior
.
•A
vid
eota
pe o
f yo
ur t
each
ing
wit
h a
wri
tten
des
crip
tion
of
you
rpe
rfor
man
ce.
•Y
our
clas
sroo
m r
ules
and
a d
escr
ipti
onof
how
you
pla
n to
enf
orce
the
m.
4.Y
ou
resp
ond
flex
ibly
to
stud
ents
duri
ng a
les
son,
adj
usti
ng y
our
inst
ruct
ion
as n
eede
d de
pend
ing
onst
uden
t pr
ogre
ss.
•A
des
crip
tion
of
a le
sson
in
whi
ch y
ouha
d to
cha
nge
pace
or
dire
ctio
n to
addr
ess
stud
ent
nee
ds o
r pr
oble
ms.
•A
n en
gage
men
t ac
tivi
ty t
hat
you
cond
ucte
d be
fore
a l
esso
n, a
nd a
desc
ript
ion
of w
hat
it t
old
you
abou
tth
e st
uden
ts’
leve
l o
f un
der
stan
ding
.
5.Y
ou e
mpl
oy s
afe
prac
tice
s in
des
igni
ng,
plan
ning
and
im
plem
enti
ng a
llin
stru
ctio
nal
acti
viti
es (
i.e.
lab
, fi
eld,
dem
os).
•C
lass
room
str
ateg
ies
for
ensu
ring
safe
ty d
urin
g pa
rtic
ular
lab
s or
acti
viti
es.
•Y
our
idea
s fo
r ho
w t
o te
ach
stud
ents
abou
t cl
assr
oom
rul
es f
or h
ands
−on
acti
viti
es.
In th
is s
ecti
on, y
ou m
ust i
nclu
de a
tea
chin
g re
view
and
you
r re
spon
se t
o it
. (F
or f
inal
por
tfol
ios,
incl
ude
a st
uden
t te
achi
ng r
evie
w a
nd y
our
anal
ysis
of
it.)
� ��� �� �
�� ��� ������ �
���� ����
� ��!�� ��� �
PR
OF
ICIE
NC
Y:
T
he te
ache
r pr
omot
es s
tude
nt le
arni
ng b
y pr
ovid
ing
resp
onsi
ve in
stru
ctio
n th
at m
akes
use
of
effe
ctiv
eco
mm
unic
atio
n te
chni
ques
, ins
truc
tion
al s
trat
egie
s th
at a
ctiv
ely
enga
ge s
tude
nts
in th
e le
arni
ng p
roce
ss, a
ndti
mel
y hi
gh−
qual
ity
feed
back
.
PE
RF
OR
MA
NC
E O
BJE
CT
IVE
S:
Cho
ose
3−5
sam
ples
of
wor
k th
at d
emon
stra
te y
our
abil
ity
to m
eet a
ll o
f th
e fo
llow
ing
obje
ctiv
es. (
One
item
may
be
used
to s
atis
fy m
ulti
ple
obje
ctiv
es.)
Be
sure
to s
peci
fy h
ow e
ach
item
mee
ts a
par
ticu
lar
obje
ctiv
e in
you
r re
flec
tion
.
We
wil
l be
look
ing
for
evid
ence
that
. .
You
mig
ht d
emon
stra
te th
is s
kill
wit
h:
1.Y
ou a
sk c
aref
ull
y−fr
amed
qu
esti
ons
to
fost
er t
he
dev
elop
men
t o
f hi
gh
er−
orde
r th
inki
ng s
kill
s an
d lo
gica
lre
ason
ing/
pro
blem
sol
ving
.
•A
col
lect
ion
of q
uest
ions
you
des
igne
dto
pro
mpt
stu
dent
dis
cuss
ion.
•T
rans
crip
ts o
f yo
ur d
ialo
gue
wit
h a
grou
p of
stu
dent
s du
rin
g a
prob
lem
−so
lvin
g e
vent
.
2.Y
ou f
acil
itat
e re
flec
tion
and
dis
cuss
ion
betw
een
stud
ents
abo
ut t
heir
inq
uiry
exp
erie
nce
s.
•Y
our
stra
tegi
es f
or g
etti
ng
stud
ents
to
disc
uss
and
ques
tion
wha
t th
ey h
ave
lear
ned
.•
A v
ideo
tape
of
your
tea
chin
g an
d an
anal
ysis
of
the
stud
ent
disc
ussi
on.
3.Y
ou e
ngag
e st
uden
ts i
n ta
sks
that
requ
ire
them
to
com
mun
icat
e th
eir
reas
onin
g us
ing
appr
opri
ate
and
prec
ise
term
inol
ogy
.
•Y
our
stra
tegi
es f
or i
nclu
ding
rea
ding
and
wri
ting
in
your
con
tent
are
a.•
Sam
ples
of
stud
ent
assi
gnm
ents
or
pres
enta
tion
s th
at i
nvol
ve t
he u
se o
fvo
cabu
lary
.
4.Y
ou c
omm
unic
ate
the
impo
rtan
ce o
fyo
ur i
nstr
ucti
onal
con
tent
and
you
rex
pect
atio
ns f
or h
igh
qual
ity
wor
k.
•A
des
crip
tion
of
how
you
inf
orm
stu
den
ts o
f yo
ur
expe
ctat
ions
.•
Act
ivit
ies
that
ask
stu
dent
s to
con
side
ran
d co
mm
unic
ate
thei
r un
ders
tand
ing
ofth
e im
port
ance
of
mat
h/sc
ienc
ere
ason
ing
in t
heir
dai
ly l
ives
.
5.Y
ou p
rovi
de s
tude
nts
wit
h t
imel
yfe
edba
ck t
hat
is a
ccur
ate,
con
stru
ctiv
e,su
bsta
ntiv
e an
d sp
ecif
ic.
•S
ampl
es o
f yo
ur a
sses
smen
t to
ols.
•S
ampl
es o
f yo
ur v
erba
l fe
edba
ck t
ost
uden
ts d
urin
g an
d af
ter
less
ons.
For
fin
al p
ortf
olio
s, th
is s
ecti
on m
ust i
nclu
de a
vid
eota
pe o
f yo
ur t
each
ing
and
your
ana
lysi
s of
it.
���� �" �
# ���� ���
� ������ �
� ��� ����
# � $ ���� ��� � ��
PR
OF
ICIE
NC
Y:
T
he te
ache
r fu
lfil
ls p
rofe
ssio
nal r
oles
and
res
pons
ibil
itie
s an
d ad
here
s to
lega
l and
eth
ical
req
uire
men
ts o
fth
e pr
ofes
sion
.
PE
RF
OR
MA
NC
E O
BJE
CT
IVE
S:
Cho
ose
3−5
sam
ples
of
wor
k th
at d
emon
stra
te y
our
abil
ity
to m
eet a
ll o
f th
e fo
llow
ing
obje
ctiv
es. (
One
item
may
be
used
to s
atis
fy m
ulti
ple
obje
ctiv
es.)
Be
sure
to s
peci
fy h
ow e
ach
item
mee
ts a
par
ticu
lar
obje
ctiv
e in
your
ref
lect
ion.
We
wil
l be
look
ing
for
evid
ence
that
. .
You
mig
ht d
emon
stra
te th
is s
kill
wit
h:
1.Y
ou e
ngag
e in
col
labo
rati
ve d
ecis
ion
mak
ing
and
prob
lem
sol
ving
wit
h ot
her
edu
cato
rs.
•A
sum
mar
y of
you
r ex
peri
ence
sw
orki
ng w
ith
othe
r ed
ucat
ors
to d
esig
nle
sson
s.
•A
des
crip
tio
n of
how
yo
u in
tera
cted
wit
h a
scho
ol c
ouns
elor
abo
ut y
our
conc
erns
for
a s
tude
nt.
2.Y
ou e
ngag
e st
uden
t fa
mil
ies
in t
heir
chil
dren
’s e
duca
tion
and
res
pond
appr
opri
atel
y to
the
ir c
once
rns.
•A
les
son
that
req
uir
es p
aren
tal
inv
olve
men
t.•
Sam
ple
s o
f te
ach
er−
par
ent
com
mun
icat
ion
and
your
ana
lysi
s of
them
.
3.Y
ou e
ngag
e in
a v
arie
ty o
f ac
tivi
ties
to
con
tin
uall
y en
han
ce b
oth
yo
ur c
onte
nt
and
your
ped
agog
ical
kno
wle
dge
and
skil
ls.
•T
itle
s o
f ed
uca
tio
nal
or
con
ten
t−fo
cuse
d jo
urna
ls t
hat
you
regu
larl
yre
ad.
•C
onfe
renc
es o
r pr
ofe
ssio
nal
deve
lopm
ent
acti
viti
es t
hat
you
hav
eat
ten
ded
.
4.Y
ou e
ncou
rage
fee
dbac
k fr
om s
tude
nts
and
coll
eagu
es a
nd r
efle
ct o
n ho
w y
ou
can
impr
ove
your
tea
chin
gpe
rfo
rman
ce.
•A
dis
cuss
ion
of w
hat
you
have
lea
rned
fro
m y
our
men
tor
teac
her.
•T
each
ing
revi
ews
from
pee
rs,
men
tors
or s
tude
nts
and
a de
scri
ptio
n of
how
you
resp
ond
ed t
o th
em.
5.Y
ou i
nter
act
wit
h st
uden
ts i
n a
way
that
is
cons
iste
nt w
ith
the
lega
l an
det
hica
l gu
idel
ines
for
you
r pr
ofes
sion
.
•T
each
ing
revi
ews
that
add
ress
thi
spr
ofic
ienc
y.
•Y
our
know
ledg
e of
the
pro
fess
iona
lco
de
of
ethi
cs.
For
fin
al p
ortf
olio
s, th
is s
ecti
on m
ust i
nclu
de a
foc
used
obs
erva
tion
of
your
tea
chin
g an
d yo
urre
acti
on t
o it
.
� ��� �% �
� ����� ��� �� ������ �
� ��� ����
&'()*')
The
se p
rofi
cien
cies
mea
sure
you
r sk
ills
as
a pr
acti
tion
er o
f you
r di
scip
line
, abo
ve a
nd b
eyon
d th
e co
nten
tkn
owle
dge
mas
tere
d in
you
r co
lleg
e co
urse
s. T
he e
mph
asis
of t
his
sect
ion
is o
n yo
ur u
nder
stan
ding
of t
hedo
mai
n yo
u w
ill t
each
, not
on
the
teac
hing
pra
ctic
es y
ou w
ill e
mpl
oy.
PR
OF
ICIE
NC
Y:
T
he s
cien
ce te
ache
r un
ders
tand
s th
e ce
ntra
l con
cept
s of
sci
ence
, the
str
uctu
re o
f th
e di
scip
line
and
the
tool
sof
sci
enti
fic
inqu
iry,
and
is a
ble
to c
reat
e le
arni
ng e
xper
ienc
es th
at m
ake
the
subj
ect m
atte
r m
eani
ngfu
l to
stud
ents
.
PE
RF
OR
MA
NC
E O
BJE
CT
IVE
S:
Cho
ose
3−5
sam
ples
of
wor
k th
at d
emon
stra
te y
our
abil
ity
to m
eet a
ll o
f th
e fo
llow
ing
obje
ctiv
es. (
One
item
may
be
used
to s
atis
fy m
ulti
ple
obje
ctiv
es.)
Be
sure
to s
peci
fy h
ow e
ach
item
mee
ts a
par
ticu
lar
obje
ctiv
e in
your
ref
lect
ion.
We
wil
l be
look
ing
for
evid
ence
that
you
can
?Y
ou m
ight
dem
onst
rate
this
ski
ll w
ith:
1.Id
enti
fy a
ref
ined
and
foc
used
que
stio
n fo
ran
inqu
iry
inve
stig
atio
n, a
nd c
hara
cter
ize
the
way
in w
hich
the
stud
y w
ould
be
cond
ucte
d.
•A
sho
rt p
ropo
sal f
or a
n in
quir
y−ba
sed
acti
vity
that
you
cou
ld p
erfo
rm to
inve
stig
ate
a sc
ient
ific
phe
nom
enon
.•
A d
escr
ipti
on o
f a
rese
arch
pro
ject
you
help
ed d
esig
n an
d/or
con
duct
.
2.Id
enti
fy a
ppro
pria
te te
chno
logy
to g
athe
ran
d an
alyz
e da
ta f
or a
def
ined
task
, and
expl
ain
the
lim
its
this
tech
nolo
gy p
lace
s on
the
know
ledg
e yo
u ac
quir
e.
•Y
our
anal
ysis
of
the
tech
nolo
gy y
ou u
sed
toco
nduc
t a p
arti
cula
r la
b in
one
of
your
cour
ses.
•A
des
crip
tion
of
how
you
hav
e us
ed v
ario
uste
chno
logi
cal t
ools
in a
res
earc
hen
viro
nmen
t.
3.C
riti
call
y ev
alua
te a
sci
enti
fic
expl
anat
ion
or h
ypot
hesi
s us
ing
scie
ntif
ic e
vide
nce
and
met
hodo
logy
.
•A
cri
tiqu
e of
a r
ecen
tly
publ
ishe
d id
ea in
asc
ienc
e jo
urna
l or
new
spap
er.
•A
wel
l−ar
gued
and
sup
port
ed c
oncl
usio
nth
at y
ou d
rew
fro
m y
our
own
rese
arch
expe
rien
ces.
4.G
ener
ate
a m
odel
to r
epre
sent
a r
eal−
wor
ldsi
tuat
ion
and
eval
uate
how
wel
l the
mod
elre
pres
ents
the
situ
atio
n.
•A
des
crip
tion
of
a ve
rbal
, mat
hem
atic
al o
rpi
ctor
ial m
odel
you
cou
ld c
reat
e to
exp
lain
ana
tura
l phe
nom
enon
to o
ther
s.•
A m
odel
you
des
igne
d to
hel
p yo
urse
lf b
ette
run
ders
tand
som
ethi
ng y
ou w
ere
stud
ying
incl
ass.
5.Il
lust
rate
kno
wle
dge
of th
e hi
stor
y/ph
ilos
ophy
of
scie
nce;
spe
cifi
call
y, th
ech
angi
ng n
atur
e of
sci
enti
fic
know
ledg
ean
d it
s im
plic
atio
ns.
•A
n es
say
disc
ussi
ng y
our
know
ledg
e of
apa
rtic
ular
sci
enti
fic
theo
ry a
nd p
laus
ible
econ
omic
or
soci
al im
plic
atio
ns o
f it
sch
angi
ng n
atur
e.
���� �% �
� ����� ��� �� ������ �
� ��� ����
+,-.)+,-('&
The
se p
rofi
cien
cies
mea
sure
you
r sk
ills
as
a pr
acti
tion
er o
f you
r di
scip
line
, abo
ve a
nd b
eyon
d th
e co
nten
tkn
owle
dge
mas
tere
d in
you
r co
lleg
e co
urse
s. T
he e
mph
asis
of t
his
sect
ion
is o
n yo
ur u
nder
stan
ding
of t
hedo
mai
n yo
u w
ill t
each
, not
on
the
teac
hing
pra
ctic
es y
ou w
ill e
mpl
oy.
PR
OF
ICIE
NC
Y:
T
he m
athe
mat
ics
teac
her
unde
rsta
nds
the
cent
ral c
once
pts
of m
athe
mat
ics,
the
stru
ctur
e of
the
disc
ipli
ne a
ndit
s to
ols
of in
quir
y, a
nd is
abl
e to
cre
ate
lear
ning
exp
erie
nces
that
mak
e th
e su
bjec
t mat
ter
mea
ning
ful t
ost
uden
ts.
PE
RF
OR
MA
NC
E O
BJE
CT
IVE
S:
Cho
ose
3−5
sam
ples
of
wor
k th
at d
emon
stra
te y
our
abil
ity
to m
eet a
ll o
f th
e fo
llow
ing
obje
ctiv
es. (
One
item
may
be
used
to s
atis
fy m
ulti
ple
obje
ctiv
es.)
Be
sure
to s
peci
fy h
ow e
ach
item
mee
ts a
par
ticu
lar
obje
ctiv
e in
your
ref
lect
ion.
Be
sure
to s
peci
fy h
ow e
ach
item
mee
ts a
par
ticu
lar
obje
ctiv
e in
you
r re
flec
tion
.W
e w
ill b
e lo
okin
g fo
r ev
iden
ce t
hat y
ou c
an?
You
mig
ht d
emon
stra
te th
is s
kill
wit
h . .
1.A
pply
bot
h in
form
al a
nd f
orm
al r
easo
ning
in p
robl
em s
olvi
ng.
•A
logi
call
y pr
ecis
e m
athe
mat
ical
pro
of to
geth
erw
ith
an in
tuit
ive
expl
anat
ion
of w
hat i
s go
ing
onin
the
proo
f an
d ho
w it
mig
ht h
ave
been
disc
over
ed.
•A
logi
call
y pr
ecis
e ex
plan
atio
n of
a p
robl
em y
ouha
ve s
olve
d to
geth
er w
ith
a di
scus
sion
of
the
info
rmal
rea
soni
ng (
incl
udin
g th
e co
njec
turi
ngpr
oces
s) w
hich
led
you
to th
e so
luti
on.
2.Id
enti
fy a
ppro
pria
te te
chno
logy
to e
xplo
rea
mat
hem
atic
al p
robl
em a
nd e
xpla
in th
eli
mit
s th
is te
chno
logy
pla
ces
on th
ekn
owle
dge
you
acqu
ire.
•Y
our
anal
ysis
of
the
tech
nolo
gy y
ou u
sed
toco
nduc
t a m
athe
mat
ical
inve
stig
atio
n in
one
of
your
cou
rses
.•
A d
escr
ipti
on o
f ho
w y
ou h
ave
used
var
ious
tech
nolo
gica
l too
ls in
pro
blem
sol
ving
and
the
stre
ngth
s an
d li
mit
atio
ns o
f ea
ch to
ol.
3.G
ener
ate
a m
athe
mat
ical
mod
el to
repr
esen
t a r
eal−
wor
ld s
itua
tion
and
eval
uate
how
wel
l the
mod
el r
epre
sent
s th
esi
tuat
ion.
•A
mat
hem
atic
al m
odel
that
you
cou
ld d
evel
op to
assi
st o
ther
s in
und
erst
andi
ng a
nat
ural
or
hum
an−
mad
e ph
enom
enon
.•
A m
athe
mat
ical
mod
el y
ou d
evel
oped
in a
cou
rse,
inte
rnsh
ip, o
r jo
b to
ass
ist y
our
own
unde
rsta
ndin
g..
4.U
nder
stan
d an
d us
e co
nnec
tion
s am
ong
mat
hem
atic
al c
once
pts,
pro
cedu
re, a
ndre
pres
enta
tion
s.
•A
dis
cuss
ion
of v
ario
us r
epre
sent
atio
ns o
f a
part
icul
ar p
robl
em a
nd h
ow d
iffe
rent
repr
esen
tati
ons
lead
to d
iffe
rent
sol
utio
n,m
etho
ds, o
r bl
ind
alle
ys.
•A
dis
cuss
ion
of th
e co
nnec
tion
s be
twee
n tw
oar
eas
of m
athe
mat
ics.
5.Il
lust
rate
kno
wle
dge
of th
e hi
stor
y an
dcu
ltur
al c
onte
xt o
f m
athe
mat
ics;
inpa
rtic
ular
, the
evo
luti
on o
f m
athe
mat
ical
conc
epts
.
•A
n es
say
disc
ussi
ng y
our
know
ledg
e of
apa
rtic
ular
mat
hem
atic
al c
once
pt a
nd h
ow it
has
been
mod
ifie
d ov
er ti
me.
� ��� �% �
� ����� ��� �� ������ �
� ��� ����
'/+01-)2&'()*')
The
se p
rofi
cien
cies
mea
sure
you
r sk
ills
as
a pr
acti
tion
er o
f you
r di
scip
line
, abo
ve a
nd b
eyon
d th
e co
nten
tkn
owle
dge
mas
tere
d in
you
r co
lleg
e co
urse
s. T
he e
mph
asis
of t
his
sect
ion
is o
n yo
ur u
nder
stan
ding
of t
hedo
mai
n yo
u w
ill t
each
, not
on
the
teac
hing
pra
ctic
es y
ou w
ill e
mpl
oy.
PR
OF
ICIE
NC
Y:
T
he c
ompu
ter
scie
nce
teac
her
unde
rsta
nds
the
cent
ral c
once
pts
of c
ompu
ter
scie
nce,
the
stru
ctur
e of
the
disc
ipli
ne a
nd it
tool
s of
inqu
iry,
and
is a
ble
to c
reat
e le
arni
ng e
xper
ienc
es th
at m
ake
the
subj
ect m
atte
rm
eani
ngfu
l to
stud
ents
.
PE
RF
OR
MA
NC
E O
BJE
CT
IVE
S:
Cho
ose
3−5
sam
ples
of
wor
k th
at d
emon
stra
te y
our
abil
ity
to m
eet a
ll o
f th
e fo
llow
ing
obje
ctiv
es. (
One
item
may
be
used
to s
atis
fy m
ulti
ple
obje
ctiv
es.)
Be
sure
to s
peci
fy h
ow e
ach
item
mee
ts a
par
ticu
lar
obje
ctiv
e in
your
ref
lect
ion.
Be
sure
to s
peci
fy h
ow e
ach
item
mee
ts a
par
ticu
lar
obje
ctiv
e in
you
r re
flec
tion
.
We
wil
l be
look
ing
for
evid
ence
tha
t you
can
?Y
ou m
ight
dem
onst
rate
this
ski
ll w
ith
. .
1.Id
enti
fy a
n ar
ea i
n w
hich
tec
hnol
ogy
may
be
used
to
impr
ove
an e
xist
ing
oper
atio
n an
d ch
arac
teri
ze t
he a
ppro
ach
or p
lan
of a
ctio
n yo
u w
ould
im
plem
ent.
•A
sho
rt p
ropo
sal
of a
sof
twar
ere
quir
emen
ts a
naly
sis
and
your
reco
mm
enda
tion
s.•
A d
escr
ipti
on o
f a
cons
ulta
tion
w
hich
you
have
per
form
ed f
or a
n ou
tsid
egr
oup.
2.S
elec
t ap
pro
pria
te s
oft
war
e to
acco
mpl
ish
a sp
ecif
ic t
ask
on t
he b
asis
of i
ts q
uali
ty,
effe
ctiv
enes
s an
def
fici
ency
.
•A
sum
mar
y of
sof
twar
e yo
u se
lect
ed t
oso
lve
a pr
oble
m a
nd y
our
rati
onal
e fo
rea
ch c
hoic
e.•
A c
riti
que
of r
ecen
tly
dev
elo
ped
soft
war
e.
3.D
eter
min
e m
eth
ods
to e
val
uate
th
eac
cura
cy a
nd v
alid
ity
of e
lect
roni
cin
form
atio
n.
•Y
our
str
ateg
ies
for
effe
ctiv
ely
eval
uati
ng d
ata
sour
ces
on t
he w
eb.
•A
n ex
ampl
e of
an
inve
stig
atio
n yo
u di
dto
eva
luat
e el
ectr
oni
c in
form
atio
n.
4.D
emo
nst
rate
kno
wle
dge
of
the
orga
niza
tion
al s
truc
ture
of
com
puti
ngsy
stem
s fr
om t
he m
ost
basi
cco
mpo
nent
s up
to
a ne
twor
k.
•A
n an
alys
is o
f co
mpa
tibi
lity
iss
ues
such
as c
ross
−p
latf
orm
co
nnec
tiv
ity
. •
A c
ompa
riso
n/ c
ontr
ast
of a
nalo
gue
and
digi
tal
tech
nolo
gy s
yste
ms.
5.Il
lust
rate
kn
owle
dge
of t
he h
isto
ry/
phil
osop
hy o
f co
mpu
ter
scie
nce;
spec
ific
ally
, th
e im
pac
t of
tec
hnol
ogy
appl
icat
ions
on
hum
an s
ocie
ty.
•A
n es
say
disc
ussi
ng y
our
info
rmed
stan
ce o
n th
e fu
ture
eco
nom
ical
,ed
ucat
iona
l or
soc
ial
impl
icat
ions
of
tech
nolo
gy u
se.
Criterion 1: Designing Learner−Centered Instruction
1. Engages students in a variety of interesting, challenging, and worthwhile activities.
2. Helps students link new content with their prior knowledge and gain insights into their misconceptions.
3. Develops clearly−stated objectives that are age−appropriate and able to be
assessed.
4. Guides students in using appropriate technology to gather, organize and display
data.
5. Selects or designs a variety of worthwhile assessment instruments, some of which involve student self−assessment.
clearly dem
onstratedunclearnot
demonstrated
1. Models respect for student diversity and encourages all students to cooperate.
2. Creates learning activities that emphasize collaboration and teamwork.
3. Consistently and effectively enforces high expectations for student behavior.
4. Responds flexibly to students during a lesson, adjusting instruction as needed depending on student progress.
5. Employs safe practices in designing, planning and implementing all instructional activities.
clearly dem
onstratedunclear
not dem
onstrated
Criterion 2: Establishing a Learner−Centered Classroom
Progress Rating: ________Progress Rating: ________
Student Name:_______________________________ Type of Certification: ______________Review:FirstPortfolio
Final Portfolio
Rating 54321
Proficiencies Satisfied
5 out of 54 out of 53 out of 52 out of 51 out of 5
Required Passing Average:First Review: 3Final Review: 4
Criterion 3: Using Learner−Centered Communication
1. Asks carefully framed questions that foster the development of higher−order thinking skills and logical reasoning/problem
solving.
2. Facilitates reflection and discussion between
students about their inquiry experiences.
3. Engages students in tasks that require them to communicate their reasoning using appropriate and precise terminology.
4. Communicates the importance of their instructional content and their expectations for high quality work.
5. Provides students with timely feedback that is accurate, constructive, substantive and specific.
clearly dem
onstratedunclearnot
demonstrated
1. Engages in collaborative decision making and problem solving with other educators.
2. Engages student families in their children3s education and responds appropriately to their concerns.
3. Engages in a variety of activities to continually enhance their content and
pedagogical skills.
4. Encourages feedback from students and colleagues and reflects on how he/she can improve his/her teaching performance.
5. Interacts with students in a way that is consistent with the legal and ethical guidelines of the profession.
clearly dem
onstratedunclearnot
demonstrated
Criterion 4: Practicing Learner−Centered Professionalism
Progress Rating: ________Progress Rating: ________
Student Name: _______________________________ Type of Certificaion: ________________Review:First portfolio
FinalPortfolio
Rating 54321
Proficiencies Satisfied
5 out of 54 out of 53 out of 52 out of 51 out of 5
Required Passing Average:First Review: 3Final Review: 4
Criterion 5: Engaging in Learner−Centered Science
1. Identifies a refined and focused question for an inquiry investigation, and characterizes the
way in which the study would be conducted.
2. Identifies appropriate technology to gather and analyze data for a defined task, and explains the limits this technology places on the knowledge acquired.
3. Critically evaluates a scientific explanation or hypothesis using scientific evidence and methodology.
4. Generates a model to represent a real−world situation and evaluates how well the model represents the situation.
5. Illustrates knowledge of the history/ philosophy of science; specifically, the changing nature of scientific knowledge and theories.
clearly dem
onstratedunclearnot
demonstrated
Progress Rating: ________
Final Comments
Reviewer3s Signature ____________________________ Date: ________
Student Name: _______________________________ Type of Certification: ______________Review:First portfolio
Finalportfolio
Rating 54321
Average progress rating: ______ Portfolio is accepted. requires revision.
Proficiencies Satisfied
5 out of 54 out of 53 out of 52 out of 51 out of 5
Required Passing Average:First Review: 3Final Review: 4
Criterion 5: Engaging in Learner−Centered Mathematics
clearly dem
onstratedunclearnot
demonstrated
Progress Rating: ________
Final Comments
Reviewer3s Signature ____________________________ Date: ________
Student Name: _______________________________ Type of Certification: ______________Review:First portfolio
Finalportfolio
Rating 54321
Average progress rating: ______ Portfolio is accepted. requires revision.
Proficiencies Satisfied
5 out of 54 out of 53 out of 52 out of 51 out of 5
Required Passing Average:First Review: 3Final Review: 4
1. Applies both informal and formal mathematical reasoning in problem solving.
2. Identifies appropriate technology to explore a mathematical problem and explains the limits this technology places on the knowledge acquired.
3. Generates a mathematical model to represent a real−world situation and evaluate how well the model represents the situation.
4. Understands and uses connections among the mathematical concepts, procedures and representations.
5. Illustrates knowledge of the history and cultural context of mathematics; in particular, the evolution of mathematical concepts.
Criterion 5: Engaging in Learner−Centered Computer Science
1. Identifies an area in which technology may be used to improve an existing operation and characterize the approach or plan of action you would implement.
2. Selects appropriate software to accomplish a specific task on the basis of its quality, effectiveness, and efficiency.
3. Determines methods for evaluating the accuracy and validity of electronic information.
4. Demonstrates knowledge of the organizational structure of computing systems from the most basic components up to a network.
5. Illustrates knowledge of the history/philosophy of computer science; specifically, the impact of technology of human society.
clearly dem
onstratedunclearnot
demonstrated
Progress Rating: ________
Final Comments
Reviewer3s Signature ____________________________ Date: ________
Student Name: _______________________________ Type of Certification: ______________Review:First portfolio
Finalportfolio
Rating 54321
Average progress rating: ______ Portfolio is accepted. requires revision.
Proficiencies Satisfied
5 out of 54 out of 53 out of 52 out of 51 out of 5
Required Passing Average:First Review: 3Final Review: 4
Ap
pen
dix
IVR
eten
tion
Rep
ort
Sum
mar
y of
Ret
enti
on D
ata,
Coh
orts
F97
−F
99
A.
His
tory
of
Enr
ollm
ent i
n U
Tea
chT
he r
ecru
itm
ent o
f ou
tsta
ndin
g sc
ienc
e an
d m
athe
mat
ics
unde
rgra
duat
es a
nd p
ost−
bacc
alau
reat
esis
a to
p pr
iori
ty o
f th
e U
Tea
ch P
rogr
am.
In th
e F
all o
f 19
97, 2
8 C
olle
ge o
f N
atur
al S
cien
cefr
eshm
en e
nter
ed th
e U
Tea
ch p
rogr
am. S
ince
then
the
prog
ram
has
gro
wn
to in
clud
e ov
er 2
50st
uden
ts w
ith
a va
riet
y of
maj
ors
and
stan
ding
s w
ho a
re a
ll in
the
pipe
line
for
mat
h an
d sc
ienc
ese
cond
ary
cert
ific
atio
n. T
hese
stu
dent
s ar
e en
teri
ng th
e pr
ogra
m a
t var
ious
leve
ls in
thei
rco
urse
wor
k. S
ome
ente
r as
fre
shm
en w
hile
oth
ers
ente
r la
ter
in th
eir
unde
rgra
duat
e ca
reer
. In
the
Spr
ing
of 2
000,
the
firs
t tw
o U
Tea
ch s
tude
nts
grad
uate
d an
d co
mpl
eted
the
prog
ram
bot
hw
ith
Com
posi
te S
cien
ce C
erti
fica
tion
. For
the
fall
of
2000
, sev
en m
ore
stud
ents
wil
l com
plet
eth
eir
stud
ent t
each
ing
expe
rien
ce.
Pro
ject
ions
for
Spr
ing
2001
indi
cate
that
ove
r 30
UT
each
stud
ents
are
exp
ecte
d to
com
plet
e st
uden
t tea
chin
g an
d gr
adua
te w
ith
seco
ndar
y m
ath
& s
cien
cece
rtif
icat
ion.
B.
Ove
rall
Ret
enti
on:
The
ove
rall
ret
enti
on r
ate
of s
tude
nts
in th
e U
Tea
ch p
rogr
am is
71%
. T
his
is c
onsi
dera
bly
high
er th
an th
e ov
eral
l col
lege
(C
NS
) re
tent
ion
rate
of
30.0
%.
Ent
ered
As:
N E
nrol
led
N D
epar
ted
% D
epar
ted
% R
etai
ned
Fre
shm
en15
156
37%
63%
Sop
hom
ores
7424
32%
68%
Juni
ors
5710
18%
82%
Sen
iors
428
19%
81%
Pos
tBac
223
14%
86%
Ove
rall
346
101
29%
71%
C.
Whe
n S
tude
nts
Lea
ve th
e P
rogr
am:
Ove
rall
, 41%
of
all s
tude
nts
who
enr
oll i
n U
Tea
ch le
ave
afte
r S
TE
P 1
. Stu
dent
s w
ho g
o on
toth
e E
DC
cou
rses
are
mor
e li
kely
to s
tay
wit
h th
e pr
ogra
m.
Per
cent
age
of t
hose
ori
gina
lly e
nrol
led
who
dep
arte
d af
ter
taki
ng:
Ent
ered
As:
STE
P 1
(on
ly)
STE
P2
STE
P 1
& 1
ED
C c
ours
esST
EP
2 &
1E
DC
cou
rses
STE
P 2
& 2
ED
C c
ours
es
Fre
shm
en39
%32
%40
%14
.00%
11%
Sop
hom
ores
50%
13%
13%
17%
8%Ju
nior
s20
%20
%20
%10
%10
%S
enio
rs38
%25
%13
%0
25%
Pos
tBac
0%67
%0
033
%O
vera
ll41
%27
%8%
13%
12%
1.G
PA
Inf
orm
atio
nO
vera
ll G
PA
for
F99
UT
each
Stu
dent
s=
3.12
13O
vera
ll G
PA
for
F98
Col
lege
of
Nat
ural
Sci
ence
s
=2.
84*
Ove
rall
GP
A f
or F
98 T
otal
UT
Aus
tin
=2.
94*
*fro
m U
T O
ffic
e of
Ins
titu
tion
al S
tudi
es’
Sta
tist
ical
Han
dboo
k 19
99−
2000
Ap
pen
dix
VC
urri
culu
m M
appi
ng
Dis
cuss
ion
Dra
ft:
11/1
0/00
Cur
ricu
lum
Map
ping
of
UT
each
Cou
rses
The
pur
pose
of
the
UT
each
Cur
ricu
lum
Map
ping
Pro
ject
is to
:•
Def
ine
the
obje
ctiv
es o
f ea
ch U
Tea
ch c
ours
e;•
Coo
rdin
ate
the
obje
ctiv
es a
cros
s co
urse
s so
as
to a
void
dup
lica
tion
and
ens
ure
cont
ent c
over
age.
Con
tent
to b
e co
vere
d w
ill b
e de
fine
d, in
par
t, by
sta
test
anda
rds,
aug
men
ted
by a
ddit
iona
l con
tent
def
ined
by
the
UT
each
Exe
cuti
veC
omm
itte
e an
d U
Tea
ch f
acul
ty a
s im
port
ant;
•C
reat
e a
syst
em th
at a
lign
s co
urse
obj
ecti
ves,
inst
ruct
ion,
and
the
UT
each
port
foli
o sy
stem
;•
Cre
ate
a sy
stem
that
fac
ilit
ates
cle
ar c
omm
unic
atio
n ab
out t
he U
Tea
ch c
ours
est
ruct
ure
and
cont
ent;
•D
efin
e w
hat i
t mea
ns to
bec
ome
a te
ache
r.
STE
P 1
: I
nqui
ry A
ppro
ache
s to
Tea
chin
g
Cou
rse
Obj
ectiv
es −
Stu
dent
s w
ill:
1.A
sses
s w
heth
er th
ey w
ant t
o pu
rsue
teac
hing
as
a ca
reer
.2.
Inte
ract
wit
h ex
peri
ence
d an
d su
cces
sful
mas
ter
and
men
tor
teac
hers
who
ser
ve a
sm
odel
s of
teac
hers
who
hav
e su
rviv
ed a
nd e
xcel
led.
3.O
bser
ve c
lass
es ta
ught
by
mas
ter
and
men
tor
teac
hers
.4.
Use
com
pell
ing
lite
ratu
re in
the
fiel
d to
see
the
rich
ness
and
var
iety
of
stud
ent
thin
king
.5.
Dis
cuss
sta
te a
nd n
atio
nal m
athe
mat
ics
and
scie
nce
stan
dard
s an
d th
eir
impl
icat
ions
for
curr
icul
um d
ecis
ions
.6.
Pla
n an
d de
live
r fo
ur in
quir
y−ba
sed
hand
s−on
mat
hem
atic
s an
d sc
ienc
e le
sson
s (f
rom
such
cur
ricu
la a
s F
OS
S a
nd I
nves
tiga
tion
s) in
loca
l ele
men
tary
sch
ool c
lass
room
s.7.
Exp
erie
nce
dive
rse
stud
ent p
opul
atio
ns a
nd s
choo
l set
ting
s to
gai
n an
app
reci
atio
n of
the
vari
ety
and
rang
e of
stu
dent
thin
king
. 8.
Und
erst
and
the
chil
d de
velo
pmen
t iss
ues
that
exi
st a
t the
ele
men
tary
leve
l and
inco
rpor
ate
inst
ruct
iona
l str
ateg
ies
that
mee
t the
nee
ds o
f st
uden
ts w
ith
mul
tipl
ete
mpe
ram
ents
and
lear
ning
sty
les.
9.R
efle
ct o
n th
eir
prog
ress
as
teac
hers
and
use
thes
e re
flec
tion
s to
impr
ove
thei
rpr
acti
ce.
10.U
se f
eedb
ack
from
mas
ter
and
men
tor
teac
hers
to im
prov
e th
eir
teac
hing
.11
.Bec
ome
fam
ilia
r w
ith
teac
hing
cer
tifi
cati
on r
equi
rem
ents
, inc
ludi
ng c
ours
e se
quen
ce,
UT
each
por
tfol
io r
equi
rem
ents
, sta
te c
erti
fica
tion
exa
ms,
and
min
imum
gra
de p
oint
aver
age
to b
e el
igib
le f
or s
tude
nt te
achi
ng.
12.W
rite
per
form
ance
obj
ecti
ves
for
each
less
on, i
nclu
ding
mat
hem
atic
s an
d sc
ienc
eco
nnec
tion
s, a
nd a
ppro
pria
te a
sses
smen
ts f
or th
ose
obje
ctiv
es.
13.U
se te
chno
logy
to c
olla
bora
te a
nd c
omm
unic
ate
(e.g
., e−
mai
l, se
ndin
g an
d re
ceiv
ing
mes
sage
s, a
nd w
ord
proc
essi
ng).
14.U
se te
chno
logy
and
the
Inte
rnet
to e
nhan
ce c
lass
room
less
ons
(e.g
., in
form
atio
nex
chan
ges,
poo
led
data
ana
lysi
s, o
nlin
e co
llab
orat
ions
, and
info
rmat
ion
sear
ches
).
1
Dis
cuss
ion
Dra
ft:
11/1
0/00
STE
P 2
: I
nqui
ry L
esso
n D
esig
n
Cou
rse
Obj
ectiv
es −
Stu
dent
s w
ill:
1.Id
enti
fy c
omm
on c
ompo
nent
s of
the
mid
dle
scho
ol c
ultu
re.
2.U
se a
str
uctu
red
appr
oach
to o
bser
ve m
iddl
e sc
hool
cla
ssro
oms
3.D
isti
ngui
sh b
etw
een
inqu
iry−
base
d an
d ot
her
inst
ruct
iona
l app
roac
hes
and
deci
dew
hich
app
roac
h be
st f
its
inst
ruct
iona
l goa
ls.
4.Id
enti
fy a
nd u
se s
ourc
es o
f ex
cell
ent i
nqui
ry−
base
d m
athe
mat
ics
and
scie
nce
less
ons
(e.g
., C
onne
cted
Mat
hem
atic
s).
5.D
evel
op le
sson
pla
ns u
sing
the
"5−
E"
mod
el (
i.e.,
enga
gem
ent,
expl
orat
ion,
expl
anat
ion,
ela
bora
tion
, and
eva
luat
ion)
.6.
Iden
tify
thei
r co
nten
t wea
knes
ses
wit
hin
the
cont
ext o
f se
lect
ed le
sson
s, a
nd w
ork
wit
h m
aste
r an
d m
ento
r te
ache
rs a
nd p
eers
to e
nhan
ce th
at c
onte
nt k
now
ledg
e.7.
Par
tici
pate
in p
eer
coac
hing
in w
hich
they
pre
sent
less
ons
to th
eir
Ste
p 2
peer
s an
dof
fer
sugg
esti
ons
to o
ther
s w
ho a
lso
pres
ent l
esso
ns.
8.P
lan
and
deli
ver
thre
e in
quir
y−ba
sed
less
ons
in e
ithe
r m
athe
mat
ics
or s
cien
ce in
loca
lm
iddl
e or
juni
or h
igh
scho
ols.
9.U
se te
chno
logy
(e.
g., C
BL
s, in
tern
et s
earc
hers
, sof
twar
e pa
ckag
es)
in d
eliv
erin
gm
athe
mat
ics
or s
cien
ce le
sson
s.10
.Im
plem
ent a
var
iety
of
met
hods
to a
sses
s le
arne
r ou
tcom
es f
orm
ativ
ely,
sum
mat
ivel
y, a
nd in
form
ally
.11
.Ref
lect
on
teac
hing
exp
erie
nces
to r
evis
e le
sson
pla
ns a
nd im
prov
e te
achi
ng.
12.A
sses
s th
eir
com
mit
men
t to
purs
uing
a te
achi
ng c
aree
r.
Kno
win
g an
d L
earn
ing
Cou
rse
Obj
ectiv
es −
Stu
dent
s w
ill:
Lea
rnin
g1.
Bec
ome
know
ledg
eabl
e an
d cr
itic
al a
bout
var
ious
theo
ries
of
lear
ning
incl
udin
gbe
havi
oris
m, c
ogni
tive
sci
ence
(in
form
atio
n pr
oces
sing
/art
ific
ial i
ntel
lige
nce)
,co
nstr
ucti
vism
, and
dev
elop
men
tal t
heor
ies
incl
udin
g S
kinn
er, P
iage
t, V
ygot
sky,
And
erso
n, a
nd C
hi.
2.U
nder
stan
d th
e im
port
ance
of
and
be a
ble
to c
ondu
ct a
nd a
naly
ze c
lini
cal i
nter
view
sw
ith
lear
ners
to s
ee h
ow b
asic
con
cept
s ca
n be
und
erst
ood
diff
eren
tly
by y
oung
lear
ners
.3.
Obs
erve
and
ref
lect
on
thei
r ow
n le
arni
ng in
a w
ay th
at c
an in
form
thei
r in
tera
ctio
nsw
ith
topi
cs in
thei
r m
ajor
s.4.
Dev
elop
and
art
icul
ate
thei
r ow
n ev
olvi
ng e
pist
emol
ogie
s re
late
d to
teac
hing
and
lear
ning
.K
now
ing
5.E
xam
ine
the
deve
lopm
ent o
f fu
ndam
enta
l con
cept
s in
mat
hem
atic
s an
d sc
ienc
e.6.
Exp
lore
an
iter
ativ
e so
cio−
cogn
itiv
e cy
cle
of in
quir
y (p
robl
em f
orm
ulat
ion,
act
ivit
y,an
d th
e cr
eati
on o
f re
cord
s an
d re
flec
tion
). 2
Dis
cuss
ion
Dra
ft:
11/1
0/00
7.E
xam
ine
how
task
con
stru
ctio
n re
flec
ts u
nder
lyin
g th
eori
es o
f kn
owle
dge
and
lear
ning
.8.
Ana
lyze
thei
r ow
n en
gage
men
t in
acti
viti
es to
und
erst
and
and
illu
stra
te c
once
ptua
lde
velo
pmen
t.9.
Dev
elop
an
unde
rsta
ndin
g of
how
act
ivit
y an
d di
scou
rse
inte
ract
as
one
coor
dina
tes
mul
tipl
e fo
rms
of r
epre
sent
atio
n.10
.Exa
min
e th
e ro
le o
f ar
gum
enta
tion
and
pro
of in
the
proc
ess
of c
once
ptua
lde
velo
pmen
t.11
.Dev
elop
insi
ght i
nto
how
com
puta
tion
al a
nd te
chno
logi
cal m
edia
infl
uenc
e th
e ta
skan
d ac
tivi
ty.
Ass
essm
ent
12.L
earn
to id
enti
fy h
ow d
iffe
rent
for
ms
of a
sses
smen
t ref
lect
und
erly
ing
assu
mpt
ions
abou
t tea
chin
g an
d le
arni
ng.
13.E
xam
ine
how
hig
h st
akes
ass
essm
ent a
nd f
orm
ativ
e as
sess
men
t can
ref
lect
dif
fere
ntun
derl
ying
theo
ries
.
Com
mun
ity
14.E
xam
ine
how
theo
ries
of
lear
ning
and
kno
wle
dge
inte
ract
wit
h is
sues
of
equi
ty a
ndac
cess
.15
.Exa
min
e ho
w c
once
ptua
l dev
elop
men
t evo
lves
thro
ugh
expe
ctat
ions
and
soc
ial a
ndcu
ltur
al d
isco
urse
.
Cla
ssro
om I
nter
acti
ons
Cou
rse
Obj
ectiv
es −
Stu
dent
s w
ill:
1.U
nder
stan
d, d
iscu
ss, a
nd ju
dge
the
mer
its
of m
ulti
ple
mod
els
of te
achi
ng (
incl
udin
gdi
rect
inst
ruct
ion,
inqu
iry
teac
hing
and
use
of
smal
l gro
ups)
and
wha
t eac
h m
odel
requ
ires
of
teac
hers
.2.
Obs
erve
and
ref
lect
on
vide
otap
es o
f un
edit
ed in
stru
ctio
n in
mat
hem
atic
s an
d sc
ienc
eto
und
erst
and
how
teac
hers
can
set
the
task
, wha
t stu
dent
s un
ders
tand
abo
ut th
e ta
sk,
and
how
stu
dent
s’ c
once
ptua
l kno
wle
dge
can
be b
uilt
usi
ng a
var
iety
of
inst
ruct
iona
lst
rate
gies
.3.
Bec
ome
keen
obs
erve
rs a
nd a
naly
sts
of c
lass
room
inst
ruct
ion
alon
g th
e di
men
sion
of
cont
ent d
evel
opm
ent.
4.B
ecom
e ke
en o
bser
vers
and
ana
lyst
s of
cla
ssro
om in
stru
ctio
n al
ong
the
dim
ensi
on o
feq
uita
ble
and
dive
rse
part
icip
atio
n.5.
Pla
n an
d te
ach,
wit
h a
smal
l gro
up o
f pe
ers,
a 2
−da
y hi
gh s
choo
l mat
hem
atic
s/sc
ienc
ele
sson
on
an a
ssig
ned
topi
c.
6.S
ubm
it a
vid
eota
pe o
f th
e 2−
day
less
on f
or c
omm
unit
y re
view
by
peer
s an
din
stru
ctor
.7.
Use
con
tent
and
equ
ity
dim
ensi
ons
to a
naly
ze a
nd r
efle
ct o
n th
eir
own
teac
hing
and
thei
r ow
n le
arni
ng in
tera
ctio
ns.
8.U
se s
tude
nt w
ork
as e
vide
nce
of c
lass
room
res
ults
.9.
Exa
min
e da
ta o
n st
uden
t par
tici
pati
on a
nd p
erfo
rman
ce a
nd le
arn
to c
onsi
der
ava
riet
y of
lens
es (
incl
udin
g ps
ycho
logi
cal d
efic
it m
odel
s, th
e ro
le o
f cu
ltur
e, is
sues
of
3
Dis
cuss
ion
Dra
ft:
11/1
0/00
mul
ticu
ltur
al e
duca
tion
, and
the
role
of
fam
ily,
inst
itut
ion,
and
com
mun
ity)
use
d in
equi
ty d
ebat
es.
10.U
nder
stan
d an
d m
odel
how
cur
ricu
lum
and
tech
nolo
gy (
e.g.
, Geo
met
er’s
Ske
tchp
ad,
Inte
ract
ive
Phy
sics
, Fat
hom
) ar
e us
ed in
cla
ssro
om s
etti
ngs
to b
uild
inte
rrel
atio
nshi
psam
ong
teac
hers
and
stu
dent
s.
Pro
ject
−Bas
ed I
nstr
ucti
on
Cou
rse
Obj
ectiv
es −
Stu
dent
s w
ill:
The
oret
ical
Im
plic
atio
ns1.
Dis
cuss
the
impo
rtan
ce o
f pr
ojec
t−ba
sed
inst
ruct
ion
in te
rms
of s
tude
nts’
cogn
itiv
e de
velo
pmen
t, eq
uity
, and
mot
ivat
ion;
2.R
efle
ct o
n ap
plic
atio
ns o
f ed
ucat
iona
l the
ory
as it
rel
ates
to c
lass
room
pra
ctic
e in
the
area
of
proj
ect−
base
d in
stru
ctio
n;3.
Dis
ting
uish
bet
wee
n pr
ojec
t−ba
sed
and
othe
r in
stru
ctio
nal a
ppro
ache
s an
d de
cide
whi
ch a
ppro
ach
best
fit
s in
stru
ctio
nal g
oals
bas
ed o
n be
nefi
ts a
nd li
mit
atio
ns o
fea
ch;
4.E
valu
ate
the
usef
ulne
ss o
f te
chno
logy
in a
chie
ving
lear
ning
obj
ecti
ves
and
sele
ctap
prop
riat
e re
sour
ces
for
stud
ent u
se b
ased
on
the
rela
tion
ship
of
sali
ent f
eatu
res
of th
e te
chno
logy
to le
arni
ng o
bjec
tive
s;5.
Des
crib
e ex
ampl
es o
f pr
ojec
t−ba
sed
inst
ruct
ion
in m
ath
or s
cien
ce a
nd a
naly
zeth
ose
exam
ples
in te
rms
of K
rajc
ik’s
and
Mor
soun
d’s
mod
els
of p
roje
ct−
base
din
stru
ctio
n.
Fie
ld E
xper
ienc
es6.
Use
inqu
iry
met
hods
wit
h hi
gh s
choo
l stu
dent
s in
a p
roje
ct−
base
d se
ttin
g;7.
Com
pare
and
con
tras
t obs
erva
tion
s of
"re
al"
proj
ect−
base
d cl
assr
oom
s w
ith
thos
epr
esen
ted
in r
eadi
ngs
and
wit
h th
eore
tica
l mod
els;
8.D
emon
stra
te s
kill
in s
etti
ng u
p an
d m
anag
ing
wet
lab
and
fiel
d pr
ojec
t−ba
sed
envi
ronm
ents
incl
udin
g se
t up,
saf
ety,
and
ass
essm
ent.
Pra
ctic
al A
ppli
cati
on9.
Use
des
ign
prin
cipl
es to
dev
elop
inte
rdis
cipl
inar
y, tw
o to
thre
e−w
eek
proj
ect−
base
d un
its
for
high
sch
ool c
lass
es;
10.D
evel
op a
lter
nati
ve a
sses
smen
ts a
ppro
pria
te f
or p
roje
ct−
base
d in
stru
ctio
n;11
.Dis
cuss
lab
safe
ty a
nd li
abil
ity
issu
es r
elat
ed to
pro
ject
−ba
sed
inst
ruct
ion
and
wet
−la
b or
fie
ld e
nvir
onm
ents
(O
SH
A r
egul
atio
ns, h
ow to
rea
d m
ater
ials
saf
ety
data
she
ets,
saf
e di
spos
al o
f ch
emic
als,
etc
.).
Tec
hnol
ogic
al C
ompe
tenc
ies
12.U
se r
elev
ant t
echn
olog
y to
dev
elop
pro
ject
s (e
.g.,
web
liog
raph
er, c
once
ptm
appi
ng s
oftw
are,
vid
eo e
diti
ng s
oftw
are,
etc
.);
13.I
nteg
rate
rel
evan
t tec
hnol
ogy
into
cur
ricu
lar
unit
s (e
.g.,
Inte
rnet
, sim
ulat
ions
, dat
aan
alys
is p
acka
ges,
mod
elin
g so
ftw
are,
etc
.).
4
Dis
cuss
ion
Dra
ft:
11/1
0/00
Per
spec
tive
s on
Sci
ence
and
Mat
hem
atic
s
Cou
rse
Obj
ecti
ves
− S
tude
nts
wil
l:1.
Exa
min
e ep
isod
es in
the
hist
ory
of s
cien
ce a
nd m
athe
mat
ics
that
are
of
surp
assi
ngsi
gnif
ican
ce to
our
cul
tura
l her
itag
e by
rea
ding
and
dis
cuss
ing
wor
ks b
y an
d ab
out
som
e of
the
scie
ntis
ts a
nd m
athe
mat
icia
ns in
volv
ed.
(Dar
win
’s T
heor
y of
Evo
luti
onby
Nat
ural
Sel
ecti
on is
a r
equi
red
epis
ode;
oth
er e
xam
ples
mig
ht in
clud
e G
alil
eo a
ndth
e ph
ysic
s of
mot
ion,
New
ton
and
the
mat
hem
atiz
atio
n of
the
wor
ld, t
he m
akin
g of
the
atom
ic b
omb,
and
her
edit
y an
d ge
neti
cs).
2.U
nder
stan
d sc
ienc
e an
d m
athe
mat
ics
as a
pro
duct
of
hist
oric
al p
roce
sses
and
a f
acto
rin
fur
ther
his
tori
cal c
hang
e.3.
Pla
n an
d de
velo
p sc
ienc
e an
d/or
mat
hem
atic
s le
sson
s th
at in
clud
e th
e ap
plic
atio
n of
an
hist
oric
al p
ersp
ecti
ve to
enr
ich
and
supp
lem
ent c
urri
cula
r tr
eatm
ents
of
topi
cs.
4.U
nder
stan
d an
d ap
prec
iate
the
cult
ural
and
hum
anis
tic
aspe
cts
of s
cien
ce a
ndm
athe
mat
ics.
5.U
nder
stan
d an
d ex
plai
n th
e ge
nesi
s of
sci
enti
fic
idea
s by
trac
ing
thei
r ev
olut
ion
and
disc
ussi
ng c
ompe
ting
theo
ries
and
sch
ools
of
thou
ght.
6.U
nder
stan
d m
ulti
ple
pers
pect
ives
in d
iffe
rent
cul
ture
s ab
out s
cien
ce a
nd m
athe
mat
ics.
7.E
xam
ine
the
unde
rlyi
ng a
ssum
ptio
ns a
bout
the
natu
re o
f sc
ient
ific
rea
soni
ng, e
.g.,
Pop
per,
Kuh
n, L
akat
os.
Res
earc
h M
etho
ds
Cou
rse
Obj
ecti
ves
− S
tude
nts
wil
l:1.
Car
ry o
ut s
impl
e pr
ojec
ts, i
nqui
ries
, and
/or
inve
stig
atio
ns th
at il
lust
rate
the
proc
ess
that
tran
sfor
ms
curi
osit
y in
to s
cien
tifi
c re
sear
ch.
2.L
earn
abo
ut th
e va
riou
s fo
rms
of r
esea
rch
rang
ing
from
ded
ucti
ve to
indu
ctiv
e, f
rom
cont
roll
ed e
nvir
onm
ents
to o
bser
vati
ons,
fro
m p
ure
to a
ppli
ed, a
nd f
rom
theo
reti
cal t
oex
peri
men
tal a
nd c
ompu
tati
onal
. 3.
Em
ploy
sta
tist
ics
in a
res
earc
h se
ttin
g.4.
Des
ign
a sm
all−
scal
e re
sear
ch in
vest
igat
ion,
inte
ract
ing
wit
h in
stru
ctor
s, b
ut w
itho
utth
e ex
plic
it g
uida
nce
typi
call
y pr
ovid
ed b
y la
bora
tory
man
uals
.5.
Lea
rn a
bout
the
soci
al c
onte
xt o
f re
sear
ch, i
nclu
ding
the
rese
arch
lite
ratu
re, r
esea
rch
com
mun
itie
s, th
e fu
ndin
g pr
oces
s, th
e pu
blic
atio
n pr
oces
s, a
nd th
e w
ay s
cien
tifi
cco
mm
unit
ies
reac
t to
new
idea
s.6.
Inco
rpor
ate
know
ledg
e fr
om e
arli
er c
ours
es in
to f
lexi
ble,
inde
pend
ent,
scie
ntif
icpr
oble
m−
solv
ing
abil
ity.
5