Longwood Education Program SPA Assessment Plan
Longwood Educational Program: Secondary Mathematics
Program Coordinator: Rebecca Nelson
Program Coordinator e-mail
Address: nelsonrs@longwood.edu
Program Coordinator Office
Phone: 2187
National Council of Teacher of
SPA Name: Mathematics
SPA Website: http://www.nctm.org/
Date SPA Assessment Plan
Submitted:
Longwood SPA Assessment Plan – Secondary Mathematics
Date Plan Approved by AIR:
Page 1
R. Nelson 6/28/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
SPA Assessments
NCTM SECONDARY STANDARDS
Recommended Method of Assessment:
1. Knowledge of Problem Solving. Candidates know,
understand and apply the process of mathematical problem
solving.
2. Knowledge of Reasoning and Proof. Candidates
reason, construct, and evaluate mathematical arguments
and develop an appreciation for mathematical rigor and
inquiry.
3. Knowledge of Mathematical Communication.
Candidates communicate their mathematical thinking orally
and in writing to peers, faculty and others.
4. Knowledge of Mathematical Connections.
Candidates recognize, use, and make connections between
and among mathematical ideas and in contexts outside
mathematics to build mathematical understanding.
5. Knowledge of Mathematical Representation.
Candidates use varied representations of mathematical ideas
to support and deepen students’ mathematical
understanding.
6. Knowledge of Technology. Candidates embrace
technology as an essential tool for teaching and learning
mathematics.
7. Dispositions. Candidates support a positive
disposition toward mathematical processes and
mathematical learning.
8. Knowledge of Mathematics Pedagogy. Candidates
possess a deep understanding of how students learn
mathematics and of the pedagogical knowledge specific to
mathematics teaching and learning.
9. Knowledge of Number and Operations. Candidates
demonstrate computational proficiency, including a
conceptual understanding of numbers, ways of representing
number, relationships among number and number systems,
and the meaning of operations.
Longwood SPA Assessment Plan – Secondary Mathematics
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
State Test
3
Pedagogical
KSD
(Required)
Planning
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
4
Pedagogical
KSD
(Required)
Clinical
Evaluation
5
Effects on
Learning
(Required)
RC
RC
TWS
6
Program
Choice
(Required)
7
Program
Choice
(Optional)
8
Program
Choice
(Optional)
GPA
RC
Page 2
R. Nelson 6/28/2016
SPA Assessments
NCTM SECONDARY STANDARDS
10. Knowledge of Different Perspectives on Algebra.
Candidates emphasize relationships among quantities
including functions, ways of representing mathematical
relationships, and the analysis of change.
11. Knowledge of Geometries. Candidates use spatial
visualization and geometric modeling to explore and
analyze geometric shapes, structures, and their properties.
12. Knowledge of Calculus. Candidates demonstrate a
conceptual understanding of limit, continuity,
differentiation, and integration and a thorough background
in techniques and application of the calculus.
13. Knowledge of Discrete Mathematics. Candidates
apply the fundamental ideas of discrete mathematics in the
formulation and solution of problems.
14. Knowledge of Data Analysis, Statistics, and
Probability. Candidates demonstrate an understanding of
concepts and practices related to data analysis, statistics,
and probability.
15. Knowledge of Measurement. Candidates apply and
use measurement concepts and tools.
16.1 Field-Based Experiences Engage in a sequence of
planned opportunities prior to student teaching that
includes observing and participating secondary mathematics
classrooms under the supervision of experienced and highly
qualified teachers.
16.2 Field-Based Experiences Experience full-time
student teaching secondary-level mathematics that is
supervised by an experienced and highly qualified teacher
and a university or college supervisor with elementary
mathematics teaching experience.
16.3 Field-Based Experiences Demonstrate the ability to
increase students’ knowledge of mathematics.
Longwood SPA Assessment Plan – Secondary Mathematics
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
Page 3
3
Pedagogical
KSD
(Required)
4
Pedagogical
KSD
(Required)
5
Effects on
Learning
(Required)
6
Program
Choice
(Required)
7
Program
Choice
(Optional)
8
Program
Choice
(Optional)
R. Nelson 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards
SPA Assessments
NCTM SECONDARY STANDARDS
1. Knowledge of Problem Solving. Candidates know,
understand and apply the process of mathematical problem
solving.
1.1 Apply and adapt a variety of appropriate strategies to
solve problems.
1.2 Solve problems that arise in mathematics and those
involving mathematics in other contexts.
1.3 Build new mathematical knowledge through problem
solving.
1.4 Monitor and reflect on the process of mathematical
problem solving.
2. Knowledge of Reasoning and Proof. Candidates
reason, construct, and evaluate mathematical arguments
and develop an appreciation for mathematical rigor and
inquiry.
2.1 Recognize reasoning and proof as fundamental aspects
of mathematics.
2.2 Make and investigate mathematical conjectures.
2.3 Develop and evaluate mathematical arguments and
proofs.
2.4 Select and use various types of reasoning and methods
of proof.
3. Knowledge of Mathematical Communication.
Candidates communicate their mathematical thinking orally
and in writing to peers, faculty and others.
3.1 Communicate their mathematical thinking coherently
and clearly to peers, faculty, and others.
3.2 Use the language of mathematics to express ideas
precisely.
3.3 Organize mathematical thinking through
communication.
3.4 Analyze and evaluate the mathematical thinking and
strategies of others.
Longwood SPA Assessment Plan – Secondary Mathematics
1
Praxis
II
2
Mathematics
Course
Grades
3
Unit Plan
(MATH 451)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
6
Math
Content
Portfolio
(MCP)
7
8




CEXEVAL
SM 2
MATH 300

MATH 300
MATH 300

MATH 300
CEXEVAL
SM 3
MATH 300
IDM.1

IDM.1

ISDM.1
MATH 300
Page 4
R. Nelson 6/28/2016
SPA Assessments
NCTM SECONDARY STANDARDS
4. Knowledge of Mathematical Connections.
Candidates recognize, use, and make connections between
and among mathematical ideas and in contexts outside
mathematics to build mathematical understanding.
4.1 Recognize and use connections among mathematical
ideas.
4.2 Recognize and apply mathematics in contexts outside of
mathematics.
4.3 Demonstrate how mathematical ideas interconnect and
build on one another to produce a coherent whole.
5. Knowledge of Mathematical Representation.
Candidates use varied representations of mathematical ideas
to support and deepen students’ mathematical
understanding.
5.1 Use representations to model and interpret physical,
social, and mathematical phenomena.
5.2 Create and use representations to organize, record, and
communicate mathematical ideas.
5.3 Select, apply, and translate among mathematical
representations to solve problems.
6. Knowledge of Technology. Candidates embrace
technology as an essential tool for teaching and learning
mathematics.
6.1 Use knowledge of mathematics to select and use
appropriate technological tools, such as but not limited to,
spreadsheets, dynamic graphing tools, computer algebra
systems, dynamic statistical packages, graphing calculators,
data-collection devices, and presentation software.
7. Dispositions. Candidates support a positive
disposition toward mathematical processes and
mathematical learning.
7.1 Attention to equity.
7.2 Use of stimulating curricula.
Longwood SPA Assessment Plan – Secondary Mathematics
1
Praxis
II
2
Mathematics
Course
Grades
3
Unit Plan
(MATH 451)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
6
Math
Content
Portfolio
(MCP)
7
8
CEXEVAL
SM 4




CEXEVAL
SM 5




CEXEVAL
SM 6
X
DFI.6

CEXEVAL
SM 7
MATH 451
MATH 451
Page 5
CF.V.e
X
IDM.2
CF.2
DFI.4
DFI.5
R. Nelson 6/28/2016
SPA Assessments
NCTM SECONDARY STANDARDS
1
Praxis
II
2
Mathematics
Course
Grades
3
Unit Plan
(MATH 451)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
7.3 Effective teaching.
MATH 451
RSE.2
7.4 Commitment to learning with understanding.
MATH 451
RSE.4
7.5 Use of various assessments.
7.6 Use of various teaching tools including technology.
8. Knowledge of Mathematics Pedagogy. Candidates
possess a deep understanding of how students learn
mathematics and of the pedagogical knowledge specific to
mathematics teaching and learning.
8.1 Selects, uses, and determines suitability of the wide
variety of available mathematics curricula and teaching
materials for all students including those with special needs
such as the gifted, challenged and speakers of other
languages.
8.2 Selects and uses appropriate concrete materials for
learning mathematics.
8.3 Uses multiple strategies, including listening to and
understanding the ways students think about mathematics,
to assess students’ mathematical knowledge.
8.4 Plans lessons, units and courses that address
appropriate learning goals, including those that address
local, state, and national mathematics standards and
legislative mandates.
8.5 Participates in professional mathematics organizations
and uses their print and on-line resources.
8.6 Demonstrates knowledge of research results in the
teaching and learning of mathematics.
8.7 Uses knowledge of different types of instructional
strategies in planning mathematics lessons.
8.8 Demonstrates the ability to lead classes in mathematical
problem solving and in developing in-depth conceptual
Longwood SPA Assessment Plan – Secondary Mathematics
MATH 451
X
MATH 451
X
CF.V.a
CF.VII.c
CF.VII.d
CF.I.c
CF.VII.a
CF.VII.b
6
Math
Content
Portfolio
(MCP)
7
8
AP.3
DFI.4
CEXEVAL
SM 8
CF.II.d
CF.III.f
MATH 451
DFI.4
MATH 451
MAED 453
UP #5
DFI.4
MATH 451
UP #4
DFI.3
AP.5
MAED 453
UP # 1,2,3
MATH 451
MAED 453
Page 6
UP #5
CF.II.a
LG.4
DFI.4
Artifact 7
IDM.1
IDM.2
Artifact 7
CF.I.e
IDM.1
CF.IV.c
DFI.3
R. Nelson 6/28/2016
SPA Assessments
NCTM SECONDARY STANDARDS
understanding, and to help students develop and test
generalizations.
8.9 Develop lessons that use technology’s potential for
building understanding of mathematical concepts and
developing important mathematical ideas.
9. Knowledge of Number and Operations. Candidates
demonstrate computational proficiency, including a
conceptual understanding of numbers, ways of representing
number, relationships among number and number systems,
and the meaning of operations.
9.1 Develop the mathematics that underlies the procedures
used for operations involving whole numbers, integers, and
rational numbers.
9.2 Use properties involving number and operations,
mental computation, and computational estimation.
9.3 Provide equivalent representations of fractions,
decimals, and percents.
9.4 Create, solve, and apply proportions.
9.5 Apply the fundamental ideas of number theory.
9.6 Make sense of large and small numbers and use
scientific notation.
9.7 Compare and contrast properties of numbers and
number systems
9.8 Represent , use, and apply complex numbers
9.9 Recognize matrices and vectors as systems that have
some of the properties of the real number system.
9.10 Demonstrate knowledge of the historical development
and number systems including contributions from diverse
cultures.
10. Knowledge of Different Perspectives on Algebra.
Candidates emphasize relationships among quantities
including functions, ways of representing mathematical
relationships, and the analysis of change.
Longwood SPA Assessment Plan – Secondary Mathematics
1
Praxis
II
2
Mathematics
Course
Grades
MATH 451
MAED 453
3
Unit Plan
(MATH 451)
4
Clinical
Experience
Evaluation
(CEE)
X
5
Teacher
Work
Sample
(TWS)
6
Math
Content
Portfolio
(MCP)
7
8
DFI.6
CEXEVAL
SM 9







MATH 342

MATH 362

MATH 343


CEXEVAL
SM 10
Page 7
R. Nelson 6/28/2016
SPA Assessments
NCTM SECONDARY STANDARDS
10.1 Analyze patterns, relations, and functions of one and
two variables
10.2 Apply fundamental ideas of linear algebra.
10.3 Apply the major concepts of abstract algebra to justify
algebraic operations and formally analyze algebraic
structures.
10.4 Use mathematical models to represent quantitative
relationships.
10.5 Use technological tools to explore algebraic ideas and
representations of information and in solving problems.
10.6 Demonstrate knowledge of the historical development
of algebra including contributions from diverse cultures.
11. Knowledge of Geometries. Candidates use spatial
visualization and geometric modeling to explore and
analyze geometric shapes, structures, and their properties.
11.1 Demonstrate knowledge of core concepts and
principles of Euclidean and non-Euclidean geometries in
two and three dimensions from both formal and informal
perspectives.
11.2 Exhibit knowledge of the role of axiomatic systems
and proofs in geometry.
11.3 Analyze characteristics and relationships of geometric
shapes and structures.
11.4 Build and manipulate representations of two- and
three-dimensional objects and visualize objects from
different perspectives.
11.5 Specify locations and describe spatial relationships
using coordinate geometry, vectors, and other
representational systems
11.6 Apply transformations and use symmetry, similarity,
and congruence to analyze mathematical situations.
11.7 Use concrete models, drawings, and dynamic software
to explore geometric ideas and their applications in realworld contexts.
Longwood SPA Assessment Plan – Secondary Mathematics
1
Praxis
II
2
Mathematics
Course
Grades

MATH 361

MATH 343
3
Unit Plan
(MATH 451)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
6
Math
Content
Portfolio
(MCP)
7
8
MATH 342


MATH 261
MATH 262


CEXEVAL
SM 11
MATH 335
MATH 335

MATH 335

MATH 361


MATH 335
MATH 451
Page 8

R. Nelson 6/28/2016
SPA Assessments
NCTM SECONDARY STANDARDS
11.8 Demonstrate knowledge of the historical development
of Euclidean and non-Euclidean geometries including
contributions from diverse cultures.
12. Knowledge of Calculus. Candidates demonstrate a
conceptual understanding of limit, continuity,
differentiation, and integration and a thorough background
in techniques and application of the calculus.
12.1 Demonstrate a conceptual understanding of and
procedural facility with basic calculus concepts.
12.2 Apply concepts of function, geometry, and
trigonometry in solving problems involving calculus.
12.3 Use the concepts of calculus and mathematical
modeling to represent and solve problems taken from realworld contexts.
12.4 Use technological tools to explore and represent
fundamental concepts of calculus.
12.5 Demonstrate knowledge of the historical development
of calculus including contributions from diverse cultures.
13. Knowledge of Discrete Mathematics. Candidates
apply the fundamental ideas of discrete mathematics in the
formulation and solution of problems.
13.1 Demonstrate knowledge of the basic elements of
discrete mathematics such as graph theory, recurrent
relations, finite difference approaches, linear programming,
and combinatorics.
13.2 Apply the fundamental ideas of discrete mathematics
in the formulation and solution of problems arising from
real-world situations.
13.3 Use technological tools to solve problems involving
the use of discrete structures and the application of
algorithms.
13.4 Demonstrate knowledge of the historical development
of discrete mathematics including contributions from
diverse cultures.
Longwood SPA Assessment Plan – Secondary Mathematics
1
Praxis
II
2
Mathematics
Course
Grades
3
Unit Plan
(MATH 451)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
6
Math
Content
Portfolio
(MCP)
7
8

CEXEVAL
SM 12



MATH 261
MATH 262
MATH 261
MATH 262
MATH 261
MATH 262
MATH 371
MATH 261
MATH 262


CEXEVAL
SM 13

MATH 270
MATH 300
MATH 343

MATH 270
MATH 371
MATH 270


Page 9
R. Nelson 6/28/2016
SPA Assessments
NCTM SECONDARY STANDARDS
14. Knowledge of Data Analysis, Statistics, and
Probability. Candidates demonstrate an understanding of
concepts and practices related to data analysis, statistics,
and probability.
14.1 Design investigations, collect data, and use a variety of
ways to display data and interpret data representations that
may include bivariate data, conditional probability and
geometric probability.
14.2 Use appropriate methods such as random sampling or
random assignment of treatments to estimate population
characteristics, test conjectured relationships among
variables, and analyze data.
14.3 Use appropriate statistical methods and technological
tools to describe shape and analyze spread and center.
14.4 Use statistical inference to draw conclusions from data.
1
Praxis
II
Longwood SPA Assessment Plan – Secondary Mathematics
3
Unit Plan
(MATH 451)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
6
Math
Content
Portfolio
(MCP)
7
8
CEXEVAL
SM 14

MATH 270
MATH 371
MATH 270
MATH 270,
MATH 371
MATH 270
14.5 Identify misuses of statistics and invalid conclusions
from probability.
14.6 Draw conclusions involving uncertainty by using
hands-on and computer-based simulation for estimating
probabilities and gathering data to make inferences and
conclusions.
14.7 Determine and interpret confidence intervals.
14.8 Demonstrate knowledge of the historical development
of probability and statistics including contributions from
diverse cultures.
15. Knowledge of Measurement. Candidates apply and
use measurement concepts and tools.
15.1 Recognize the common representations and uses of
measurement and choose tools and units for measuring.
15.2 Apply appropriate techniques, tools, and formulas to
determine measurements and their application in a variety
of contexts.
15.3 Completes error analysis through determining the
2
Mathematics
Course
Grades
MATH 270
MATH 371

MATH 270
MATH 371

MATH 270
MATH 371

CEXEVAL
SM 15

MATH 262
MATH 361

MATH 262
MATH 361

Page 10
R. Nelson 6/28/2016
SPA Assessments
NCTM SECONDARY STANDARDS
1
Praxis
II
2
Mathematics
Course
Grades
3
Unit Plan
(MATH 451)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
6
Math
Content
Portfolio
(MCP)
7
8
reliability of the numbers obtained from measures.
15.4 Demonstrate knowledge of the historical development
of measurement and measurement systems including
contributions from diverse cultures.
16 Field-Based Experiences. Candidates complete fieldbased experiences in mathematics classrooms.
16.1 Field-Based Experiences Engage in a sequence of
planned opportunities prior to student teaching that includes
observing and participating in both middle and secondary
mathematics classrooms under the supervision of
experienced and highly qualified teachers.
16.2 Field-Based Experiences Experience full-time
student teaching secondary mathematics that is supervised
by a highly qualified teacher and a university or college
supervisor with secondary mathematics teaching
experience.
16.3 Field-Based Experiences Demonstrate the ability to
increase students’ knowledge of mathematics.

MAED 452
MAED 453
MATH 482
X
X
X
*NOTE: After completing this chart, you would be ready to complete your SPA Report Form/Template Section III-RELATIONSHIP OF ASSESSMENT TO
STANDARDS.
Longwood SPA Assessment Plan – Secondary Mathematics
Page 11
R. Nelson 6/28/2016
Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Name of Assessment
1
Praxis II
2 Course Grades
3 Unit Plan
4 Clinical Experience Evaluation (CEE)
5 Teacher Work Sample (TWS)
6 Mathematics Content Portfolio (MCP)
Type or
Form of Assessment1
When the Assessment
Is Administered2
State Licensure Test
Middle to End of Program
Mathematics Course Grades
End of Program
Unit Plan
During course MATH 451
Observation/Teaching Evaluation
During MATH 482 - Student Teaching
(final semester of program)
Performance Assessment/Data Report
Throughout Practicum MAED 452/453
and Student Teaching MATH 482
Portfolio
Throughout program – completed prior
to Student Teaching
7
8
1
Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course
title and numbers], or completion of the program).
2
Longwood SPA Assessment Plan – Secondary Mathematics
Page 12
R. Nelson 6/28/2016
APPENDIX:
Standard Aligned Assessment Rubrics
Longwood SPA Assessment Plan – Secondary Mathematics
Page 13
Final Clinical Experience Evaluation v062
(Assessment #4 – Secondary Mathematics Standards Highlighted)
*Average Score of “2.5” Considered Acceptable
INSTRUCTIONS: Below are essential knowledge and skills that the Longwood Professional
Education Community has determined as important for its candidates to develop during their
educational preparation. Using the available Conceptual Framework Standards Rubrics, please assess
this candidate's present ability to demonstrate these characteristics. If you are unable to evaluate a
candidate on a particular indicator (i.e., you did not have an opportunity to observe this behavior),
please choose "NA" for "Not Applicable/Not Observed." However, please use this option sparingly as
we desire your best judgment of the candidate's ability on as many of these indicators as possible.
Click here to view a copy of the Longwood Conceptual Framework Standards Rubrics.
CF Standard I: Content Knowledge
a. Demonstrates understanding of the subject being taught
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Helps learners understand the subject and its relationship to the student
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Uses variety of methods and materials to present subject content
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Communicates concepts, processes and knowledge
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates instructional strategies related to content and student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Secondary Mathematics
Page 14
f. Guides students to understand content from various perspectives and its relationship to the world at
large
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 3
CF Standard II: Planning
a. Develops outcomes aligned with standards
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses contextual data to design instruction relevant to students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Plans assessments to guide instruction and measure learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Plans instructional strategies, activities, and adaptations that address learning outcomes for all
students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Plans instructional strategies, activities, and adaptations that facilitate multiple levels of learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard III: Learning Climate
a. Communicates rules, procedures, and academic standards
{Choose one}
( ) Indicator Not Demonstrated
Longwood SPA Assessment Plan – Secondary Mathematics
Page 15
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Demonstrates fair and positive classroom management techniques
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Establishes a safe and supportive learning environment that encourages mutual cooperation and
respect
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Demonstrates an understanding of child development with respect to typical and atypical behaviors
of students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Communicates high expectations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Values and supports student diversity and addresses individual needs
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard IV: Implementation/Management
a. Uses effective lesson design to provide instruction appropriate to lesson objectives
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Facilitates high expectations for all learners through individual and group learning experiences
{Choose one}
Longwood SPA Assessment Plan – Secondary Mathematics
Page 16
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Stimulates and encourages critical thinking and creative problem solving as appropriate
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Implements planned instruction based on diverse student needs and assessment data
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Uses time effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Uses and arranges classroom space effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 4
CF Standard V: Evaluation/Assessment
a. Uses a variety of appropriate evaluation methods for each lesson objective
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses assessments that are aligned with learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Analyzes assessment data to guide instruction and learning and to measure learning progress
{Choose one}
Longwood SPA Assessment Plan – Secondary Mathematics
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( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Shares assessment results with students and parents
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Adapts assessments to accommodate diverse learning needs and situations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard VI: Communication
a. Demonstrates competence in oral communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Demonstrates competence in written communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Demonstrates the ability to communicate with students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Demonstrates the ability to communicate with school personnel
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates the ability to communicate with parents and families
{Choose one}
( ) Indicator Not Demonstrated
Longwood SPA Assessment Plan – Secondary Mathematics
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( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard VII: Technology
a. Uses media, technology, and available resources to design and plan instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses media, technology, and available resources to implement instruction and facilitate student
learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Uses media, technology, and available resources to assess and communicate student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Integrates student use of media, technology, and available resources into instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
For the candidate you are evaluating, please indicate his/her educational program of study:
{Choose one}
( ) Art Education
( ) Elementary Education
( ) History/Social Studies Education
( ) Secondary Mathematics
( ) Theatre Education
( ) Other
Below are additional standards for those who are pursuing a degree to work in Secondary
Mathematics education. Please assess this candidate's present ability to demonstrate these
characteristics.
Secondary Mathematics Education Standards
1. Knows, understands and applies the process of mathematical problem solving.
Longwood SPA Assessment Plan – Secondary Mathematics
Page 19
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2. Reasons, constructs, and evaluates mathematical arguments and develops an appreciation for
mathematical rigor and inquiry.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3. Communicates mathematical thinking orally and in writing to peers, faculty and others.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4. Recognizes, uses, and makes connections between and among mathematical ideas and in contexts
outside mathematics to build mathematical understanding.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5. Uses varied representations of mathematical ideas to support and deepen students' mathematical
understanding.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
6. Embraces technology as an essential tool for teaching and learning mathematics.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
7. Supports a positive disposition toward mathematical processes and mathematical learning.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
8. Possesses a deep understanding of how students learn mathematics and of the pedagogical
Longwood SPA Assessment Plan – Secondary Mathematics
Page 20
knowledge specific to mathematics teaching and learning.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
9. Demonstrates computational proficiency, including a conceptual understanding of numbers, ways of
representing number, relationships among number and number systems, and the meaning of
operations.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
10. Emphasizes relationships among quantities including functions, ways of representing mathematical
relationships, and the analysis of change.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
11. Uses spatial visualization and geometric modeling to explore and analyze geometric shapes,
structures, and their properties.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
12. Demonstrates a conceptual understanding of limit, continuity, differentiation, and integration and
a thorough background in techniques and application of the calculus.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
13. Applies the fundamental ideas of discrete mathematics in the formulation and solution of
problems.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
14. demonstrate an understanding of concepts and practices related to data analysis, statistics, and
probability.
{Choose one}
( ) Indicator Not Demonstrated
Longwood SPA Assessment Plan – Secondary Mathematics
Page 21
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
15. Applies and uses measurement concepts and tools.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Thank you for taking a moment to help us collect information about how well Longwood is preparing
teachers. Please click "finish" below to submit your responses.
Longwood SPA Assessment Plan – Secondary Mathematics
Page 22