Current through Register Vol. 50, No. 9, September 20, 2024
A. The teacher candidate builds and applies
knowledge within grade coherence and vertical alignment of mathematical topics
and relationships within and across mathematical domains to identify key
mathematical ideas and implement mathematically sound lesson sequences and
units of study within high-quality materials that develop student foundational
numeracy, conceptual understanding, procedural skill and fluency, and ability
to solve real-world and mathematical problems to prepare students for success
in Algebra I and beyond.
1. The teacher
candidate appropriately implements effective mathematics instruction using
high-quality instructional materials through planning appropriate scaffolding
to provide opportunities for students to access and master grade-level
standards.
2. The teacher candidate
anticipates student misconceptions or math difficulty which may arise during a
lesson or unit of study, identifies key points in the lesson or unit to check
for misconceptions, and identifies appropriate instructional strategies to
respond to misconceptions, including but not limited to questioning, whole
group discussion, problem sets, instructional tools, and representations that
make the mathematics of the lesson explicit.
3. The teacher candidate identifies and
implements standards-based tasks within high-quality instructional materials
using varied strategies, including but not limited to real-life applications,
manipulatives, models, and diagrams/pictures that present opportunities for
instruction and assessment.
4. The
teacher candidate customizes lessons and practice sets within high-quality
instructional materials that include scaffolding and differentiation of
mathematical content to provide opportunities for students to develop and
demonstrate mastery.
5. The teacher
candidate uses student data to identify appropriate student groupings, such as
pairs or small groups, to develop student conceptual understanding, skill, and
fluency with mathematical content as well as independent mathematical
thinking.
6. The teacher candidate
provides effective interventions for all students by using an accelerated
learning approach, connecting unfinished learning to new learning within
grade-level content, and utilizing high-quality materials to provide
just-in-time support, especially for students with difficulty in
mathematics.
B. The
teacher candidate applies understanding of student mathematical language
development to provide regular opportunities during instruction for students to
explain understanding both in writing and orally through classroom
conversations.
1. The teacher candidate
explains the connection between informal language to precise mathematical
language to develop student ability to use precise mathematical language in
explanations and discussions.
C. The teacher candidate applies
understanding of the intersection of mathematical content and mathematical
practices to provide regular, repeated opportunities for students to exhibit
the math practices while engaging with the mathematical content of the lesson,
including but not limited to the following:
1. using appropriate prompting and
questioning that allows students to refine mathematical thinking and build upon
understanding of the mathematical content of the lesson;
2. posing challenging problems that offer
opportunities for productive struggle and for encouraging reasoning, problem
solving, and perseverance in solving problems through an initial
difficulty;
3. facilitating student
conversations in which students are encouraged to discuss each other's thinking
in order to clarify or improve mathematical understanding;
4. providing opportunities for students to
choose and use appropriate tools when solving a problem; and
5. prompting students to explain and justify
work and providing feedback that guides students to produce revised
explanations and justifications.
D. The teacher candidate applies knowledge of
mathematical topics and relationships within and across mathematical domains to
select or design and use a range of ongoing classroom assessments, including
but not limited to diagnostic, formal and informal, formative and summative,
oral and written, which determine student mastery of gradelevel standards in
order to inform and adjust planning and instruction.
1. The teacher candidate identifies student
difficulties, errors, unfinished learning, and inconsistencies in student
knowledge, skills, and mathematical reasoning to accelerate or scaffold student
learning during lesson implementation, using, but not limited to, the following
strategies:
a. oral and written explanations
of the elements and structures of mathematics and the meaning of procedures,
analogies, and real-life experiences;
b. manipulatives, models, and pictures or
diagrams; and
c. problem
sets.
2. The teacher
candidate uses student data to address difficulty with mathematics and uses
trends in assessment results to plan, instructional strategies, learning
acceleration, and enrichment opportunities for students within adopted
high-quality instructional units of study.
3. The teacher candidate effectively uses
student data to make instructional decisions. Student data includes but is not
limited to classroom observation of discussion, oral reasoning, work samples,
formative assessment, and summative assessment.
4. The teacher candidate regularly monitors
student performance and student understanding.
AUTHORITY
NOTE: Promulgated in accordance with
R.S.
17:6(A)(10), (11), and (15),
R.S.
17:7(6),
R.S.
17:10,
R.S.
17:22(6),
R.S.
17:391.1-391.10,
R.S.
17:7.2, and
R.S.
17:411.
