I. Educational Background
II. Professional Experience
III. Professional Affiliations & Extra- Curricular Interests
IV.  Philosophy of Teaching
V. Statement on the Conceptual Framework & Mission
VI. Portfolio Entries

VII. NCATE/NCTM Standards & Matrix

School of Education Conceptual Framework  

National Council for Accreditation of Teacher Education  - NCATE
The School of Education Homepage
The City College of New York Homepage

 

I. Educational Background

Your picture or a 
representative graphic

Name

Degrees, Major, Dates, Institutions

Link to homepage (optional)


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II. Professional Experience  

 

Listing with descriptions of fieldwork and teaching experience. 

 

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III. Professional Affiliations & Extra-Curricular Interests  

 

Include memberships in professional organizations, conferences you have attended, staff development workshops you have participated in, and your particular extra-curricula interests and areas of expertise.

 

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IV. Philosophy of Teaching 

 


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V. Statement on the Conceptual Framework & Mission 

 

The School of Education of City College has ratified a conceptual framework with five themes for its professional education program, themes that permeate the Mathematics Education Program: diversity, knowledge of content, knowledge of pedagogy, leadership, and community. The Mathematics Education Program has adopted as its Mission "The Mathematics Education Program at City College seeks to prepare teachers who  know and understand deeply the mathematics they are teaching; who are able to draw on that knowledge with flexibility in their teaching tasks;  who understand and are committed to their students as learners of mathematics and as human beings; and who are skillful in choosing from and using a variety of pedagogical and assessment strategies."


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VI. Portfolio Entries
Entry 1 Title
Course Title  
Instructor  
Date of Entry  
Conceptual Framework

Which theme(s) from the Conceptual Framework does this assignment support?

NCATE/NCTM Standards Abstract

Entry 2 Title
Course Title  
Instructor  
Date of Entry  
Conceptual Framework

Which theme(s) from the Conceptual Framework does this assignment support?

NCATE/NCTM Standards Abstract

Entry 3 Title
Course Title  
Instructor  
Date of Entry  
Conceptual Framework

Which theme(s) from the Conceptual Framework does this assignment support?

NCATE/NCTM Standards Abstract

 

 

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VII. NCATE/NCTM Standards & MATRIX: Initial Programs for Secondary School Mathematics Teaching

Standards

Evidence: performance data, experiences, courses

1.0 Central Mathematical Themes: What evidence shows that you:  
1.1  Problem Solving:   have matured in your problem solving ability.  
1.2   Reasoning:  are able to  make and evaluate mathematical conjectures and arguments, and to validate your own mathematical thinking.  
1.3       Communication:   you have used oral and / or written discourse between your  teacher and yourself and/or among yourself and your peers to develop and extend your  mathematical understanding.  
1.4      Connections:  understand  mathematical relationships across disciplines and connections within mathematics.  

  1.5    What evidence shows that you were prepared to --

 

1.5.1  apply concepts of number, number theory, and number systems;

1.5.2  apply numerical computation and estimation techniques and extend them to algebraic expressions;

1.5.3 apply the process of measurement to two- and three-dimensional objects using customary and metric units;

1.5.4 use geometric concepts and relationships to describe and model mathematical ideas and real-world constructs

 

1.5.5 understand the major concepts of Euclidean and other geometries;

1.5.6 use both descriptive and inferential statistics to analyze data, make predications, and make decisions;  

1.5.7 understand the concepts of random variable, distribution functions, and theoretical versus simulated probability and apply them to real-world situations;

1.5.8 use algebra to describe patterns, relations, and functions, and to model and solve problems

1.5.9  understand the role of axiomatic systems and proofs in different branches of mathematics, such as algebra and geometry;

1.5.10 have a firm conceptual grasp of limit, continuity, differentiation and integration, and a thorough background in the techniques and application of calculus;

1.5.11 understand the major concepts of Euclidean geometry from a variety of perspectives including coordinate and transformational;

1.5.12 use mathematical modeling to solve real-world problems from fields such as natural sciences, social sciences, business, and engineering;

1.5.13 understand and apply the concepts of linear algebra.

 

1.5.14 understand and apply the concepts of abstract algebra

 

1.6 have a knowledge of historical development in mathematics that includes the contributions of underrepresented groups and diverse cultures.  

2.0 What evidence demonstrates that you :

2.1  use your knowledge of student diversity to affirm and support full participation and continued study of mathematics by all students;

2.2 use appropriate technology to support the learning of mathematics. 

2.3  use formative and summative methods to determine studentsí understanding of mathematics, to monitor your own teaching effectiveness and that you are careful to align your instructional and assessment practices.

2.4  identify, teach, and model problem solving in grades 7-12.

2.5  use a variety of physical and visual materials for exploration and development of mathematical concepts in grades 7-12.

2.6 use a variety of print and electronic resources.

2.7  know when and how to use student groupings such as collaborative groups, cooperative learning, and peer teaching.

2.8 use instructional strategies based on current research

 

2.9 can work on an interdisciplinary team and in an interdisciplinary environment.

2.10  know of and  are involved in the professional community of mathematics educators.

3.0  FIELD-BASED EXPERIENCES  Provide evidence that you:

3.1  have participated in a sequence of planned opportunities prior to student teaching to observe and participate in 7-12 mathematics classrooms with qualified teachers.  Experiences include observing, tutoring, mini-teaching, and planning mathematics activities and lessons for different mathematics courses.

 3.2  have participated in a full-time student teaching experience in 7-12 mathematics that was supervised by a qualified teacher and a university or college supervisor with a 7-12 mathematics teaching experience.

3.3 were provided time to confer with the supervising teacher and to do instructional planning.

 

3.4 were able to demonstrate your  positive impact on K-12 learning.

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School of Education Conceptual Framework

Themes of the Conceptual Framework
The School of Education focuses on five themes:

  • diversity
  • content core (general knowledge)
  • pedagogical knowledge
  • leadership, and
  • the building of caring communities.

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National Council for Accreditation of Teacher Education  - NCATE

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I. Educational Background | II. Professional Experience 

III. Professional Affiliations & Extra-Curricular Interests | IV. Philosophy of Teaching | V. Statement on the Conceptual Framework & Mission

VI. Portfolio Entries | VII. NCATE/NCTM Standards & MatrixSchool of Education Conceptual Framework | NCATE | The School of Education Homepage | The City College of New York Homepage


Designed by Doris Grasserbauer - Contact the Webmaster - Last modified on March 17, 2003