Current through Register Vol. 63, No. 3, March 1, 2024
(1) Candidates who
are prepared for the Mathematics Instructional Leader: 6-12 Specialization must
demonstrate the knowledge, skills, professional dispositions and cultural
competencies necessary to provide mentoring, resources, professional
development, leadership and support to improve teaching and learning in
secondary mathematics education learning environments.
(2) To receive state recognition of a
Mathematics Instructional Leader (MIL): 6-12 Specialization program, the
program must include:
(a)
Content: Content that will enable candidates to meet the program
standards set forth in this rule and the TSPC Program Review and Standards
Handbook;
(b)
Underlying
License: A requirement that candidates hold an active and valid
non-provisional teaching license with an Advanced Mathematics or Legacy
Advanced Mathematics endorsement from Oregon or another National Association of
State Directors of Teacher Education and Certification (NASDTEC)
jurisdiction;
(c)
Teaching
Experience: A requirement that candidates have three full-time, or six
part-time, years of verifiable experience teaching mathematics in the 6-12
grade levels;
(d)
Clinical
Experience: A requirement that candidates successfully complete a
supervised mathematics leadership practicum at the both the middle and high
school levels;
(e)
Cultural
and Equitable Practice: Integration of the principles of cultural
competency and equitable practice in each competency standard through the
entire Mathematics Instructional Leader: 6-12 Specialization program.
NOTE: Standard 1 is based on the Standards
for the Preparation of Teacher of Mathematics:Association of
Mathematics Teacher Educators (AMTE) 2017; Mathematics Education of
Teachers II: Conference Board of Mathematical Sciences 2012; and
Standards for Teachers for Secondary Middle GradesNational
Council of Teachers of Mathematics (NCTM)/ Council of Accreditation of Teacher
Educators (NCATE) 2012.
(3) Standard 1: Content knowledge for
Teaching Mathematics: Candidates must demonstrate deep understanding of the
mathematical concepts and skills from late elementary grades through early
college, as well as how these mathematics concepts develop over time.
Candidates must demonstrate the ability to:
(a) Acquire the habits of mind of a
mathematical thinker and to use mathematical practices such as precision in
language, construction and comparison of mathematical representations,
conjecturing, problem solving, reasoning, and proving, including the following
domains:
(A) Ratio and Proportional
Relationships;
(B) Algebra and
Functions;
(C) Geometry;
and
(D) Statistics and
Probability.
(b)
Understand how advanced mathematics such as calculus, linear algebra, proof,
and algebraic structures relate to these domains and the high school
classroom;
(c) Support the
development of mathematical proficiency as characterized by conceptual
understanding, procedural fluency, strategic competence, adaptive reasoning,
and productive disposition;
(d)
Create opportunities for learners to develop the Standards for Mathematical
Practice (National Governors Association Center for Best Practices &
Council of Chief State School Officers, 2010) and to critically evaluate
learners' selection and use of these practices;
(e) Diagnose mathematical misconceptions and
errors and design appropriate interventions;
(f) Decide whether, how and how far, to
utilize specific oral or written responses from learners;
(g) Recognize, evaluate, and respond to
multiple, often non-standard solutions to problems; and
(h) Select and/or design tasks to support the
learning of new mathematical ideas or methods, or to test learners'
understanding of them.
NOTE: Standards 2-4 are based on AMTE's
Standards for Elementary Mathematics Specialists: A Reference for
Teacher Credentialing and Degree Programs(2010, 2013) and the 2012
NCTM/CAEP Program Standards for Elementary Mathematics
Specialists.
(4) Standard 2: Learners and Learning:
Candidates must demonstrate pedagogical content knowledge. Candidates must
demonstrate the ability to:
(a) Utilize and
build upon learners' existing knowledge, skills, understandings, conceptions
and misconceptions to advance learning;
(b) Understand learning trajectories related
to particular topics in mathematics (e.g., Common Core Standards
Writing Team, 2013; Maloney & Confrey, 2013)and use this knowledge
to organize and deliver instruction that is developmentally appropriate and
responsive to individual learners;
(c) Understand cultural differences among
learners (e.g., algorithms or learning practices familiar to different groups
of learners) and utilize this knowledge to motivate and extend learning
opportunities for individuals and groups of learners; and
(d) Create social learning contexts that
engage learners in discussions and mathematical explorations among peers to
motivate and extend learning opportunities.
(5) Standard 3: Teaching: Candidates must
demonstrate the ability to:
(a) Design,
select and/or adapt worthwhile mathematics tasks and sequences of examples that
support a particular learning goal;
(b) Support students' learning of appropriate
technical language associated with mathematics, attending to both mathematical
integrity and usability by learners;
(c) Construct and evaluate multiple
representations of mathematical ideas or processes, establish correspondences
between representations, and understand the purpose and value of doing
so;
(d) Use questions to
effectively probe mathematical understanding and make productive use of
responses;
(e) Develop learners'
abilities to give clear and coherent public mathematical communications in a
classroom setting;
(f) Model
effective problem solving and mathematical practices-questioning, representing,
communicating, conjecturing, making connections, reasoning and proving,
self-monitoring and cultivate the development of such practices in
learners;
(g) Use various
instructional applications of technology, judiciously, in ways that are
mathematically and pedagogically grounded;
(h) Analyze and evaluate student ideas and
work, and design appropriate responses;
(i) Develop skillful and flexible use of
different instructional formats-whole group, small group, partner, and
individual-in support of learning goals; and
(j) Manage diversities of the classroom and
school-cultural, disability, linguistic, gender, socio-economic,
developmental-and use appropriate strategies to support mathematical learning
of all students.
(6)
Standard 4: Curriculum and Assessment: Candidates must demonstrate the ability
to:
(a) Know learning trajectories related to
mathematical topics and use this knowledge to sequence activities and design
instructional tasks;
(b) Use
multiple strategies, including listening to and understanding the ways students
think about mathematics, to assess students' mathematical knowledge;
(c) Understand the importance of careful
sequencing and development of mathematical ideas, concepts, and skills in the
late elementary grades through early college curriculum; be able to engage in
discussions and decision- making to establish appropriate benchmarks for
learning goals from grades 6 to 12;
(d) Select, use, adapt, and determine the
suitability of mathematics curricula and teaching materials (e.g., textbooks,
technology, manipulatives) for particular learning goals;
(e) Evaluate the alignment of local and state
curriculum standards, district textbooks and district and state assessments,
and recommend appropriate adjustments to address gaps;
(f) Know the different formats, purposes,
uses, and limitations of various types of assessment of student learning; be
able to choose, design, and/or adapt assessment tasks for monitoring student
learning;
(g) Use the formative
assessment cycle (administer a formative assessment task, analyze student
responses to the task, and design and reteach lessons based on this analysis)
and be able to find or create appropriate resources for this purpose;
and
(h) Analyze formative and
summative assessment results, make appropriate interpretations and communicate
results to appropriate and varied audiences.
NOTE: Standard 5 is based on AMTE's
Standards for Elementary Mathematics Specialists: A Reference for
Teacher Credentialing and Degree Programs(2010, 2013);
2012 NCTM/CAEP Program Standards for Elementary Mathematics
Specialists; and the Teacher Leader Model Standards (Teacher Leader Exploratory
Consortium, 2011).
(7) Standard 5: Leadership Knowledge and
Skills: Candidate must demonstrate the ability to employ collegial
non-evaluative leadership roles within their schools and districts and
understand the aspects and resources required to support and facilitate
effective instruction and professional growth. Candidates must demonstrate the
ability to:
(a) Actively participate in their
professional growth by participating in professional development experiences
that directly relate to the learning and teaching of mathematics and to their
development as a mathematics instructional leader; this may include using
professional organization networks, journals, and discussion groups to stay
informed about critical issues, policy initiatives, and curriculum
trends;
(b) Engage in and
facilitate continuous and collaborative learning that draws upon research in
mathematics education to inform practice; enhance learning opportunities for
all students' and teachers' mathematical knowledge development; involve
colleagues and other school professionals, families, and various stakeholders;
and advance the development in themselves and others as reflective
practitioners as they utilize group processes to collaboratively solve
problems, make decisions, manage conflict, and promote meaningful
change;
(c) Plan, develop,
implement, and evaluate professional development programs at the school and/or
district level; use and assist teachers in using resources from professional
mathematics education organizations such as teacher/leader discussion groups,
teacher networks, and print, digital, and virtual resources/collections; and
support teachers in systematically reflecting and learning from
practice;
(d) Evaluate educational
structures and policies that affect students' equitable access to high quality
mathematics instruction, and act professionally to assure that all students
have appropriate opportunities to learn important mathematics. e.g., evaluate
the alignment of mathematics curriculum standards, textbooks, and required
assessments and make recommendations for addressing learning and achievement
gaps; collaborate with school-based professionals to develop evidence-based
interventions for high and low-achieving students; advocate for the rights
and/or needs of all students and to secure additional resources as
needed;
(e) Use mathematics-focused
instructional leadership skills to improve mathematics programs at the school
and district levels, e.g., serve as coach/mentor/content facilitator -
providing feedback to colleagues to strengthen practice and improve student
learning; develop appropriate classroom- or school-level learning environments;
build relationships with teachers, administrators and the community;
collaborate to create a shared vision and develop an action plan for school
improvement; establish and maintain learning communities; partner with
school-based professionals to improve each student's achievement; mentor new
and experienced teachers to better serve students; and
(f) Select from a repertoire of methods to
communicate professionally about students, curriculum, instruction, and
assessment to educational constituents-parents and other caregivers, school
administrators, and school boards.
(8) Standard 6: Evidence of effectiveness:
Candidates demonstrate the ability to assemble a collection of evidence that
documents the candidate's knowledge, skills, and competencies. The collection
of evidence must include:
(a) Content
Knowledge for Teaching Mathematics (Standard 1)
(b) Pedagogical Knowledge for Teaching
Mathematics (Standards 2-4)
(c)
Leadership Knowledge and Skills (Standard 5)
Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS
342.120 - 342.430;
342.455-342.495 & 342.553
