Alignment with SPA Standards and Final TWS Scoring Sheet
Name of Person Aligning SPA Standards and TWS:
Content Area: NCTM
LouAnn Lovin and Kyle Shultz
Date Assessed: 11-11-09
Note that you must earn a minimum of 80% on each section and an overall score of 80% on the TWS.
You may not receive any “indicator not met” classifications for any section of the TWS.
If you do not meet the minimum competency, you will not pass the course.
Section I: Contextual Factors
Spa Standards
1. Required Elements
2. Community, District, School Factors
3. Classroom Factors
4. Student Characteristics
5. Instructional Implications
7.1: Attention to equity.
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.
7.1: Attention to equity.
7.2: Use of stimulating curricula
7.4: Commitment to learning with understanding.
7.5: Use of various assessments, 7.6: Use of various teaching tools
including technology.
6. Writing Quality
Total Pts. Possible = 60; Passing Score > 48
Section II: Learning Goals
Spa Standards
1. Required Elements
2. Appropriate Nature of LGs
3. Alignment of LGs w/ Standards
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.
8.4: Plans lessons, units and courses that address appropriate learning
goals, including those that address local, state, and national
mathematics standards and legislative mandates.
4. Significance, Challenge, & Variety
7.4: Commitment to learning with understanding.
5. Appropriate for Students
7.4: Commitment to learning with understanding.
6. Writing Quality
Total Pts. Possible = 60; Passing Score > 48
Section III: Assessment Plan
Spa Standards
1. Required Elements
2. Validity: Assessments Aligned w/ LGs
3. Clarity
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4. Multiple Modes & Approaches
7.5: Use of various assessments.
8.3: Uses multiple strategies, including listening to and understanding
the ways students think about mathematics, to assess students’
mathematical knowledge.
5. Adaptations Based on Needs
7.5: Use of various assessments.
6. Writing Quality
Total Pts. Possible = 60; Passing Score > 48
Section IV: Design for Instruction
Spa Standards
1. Required Elements
2. Alignment w/ LGs & AP
3. Unit & Lesson Structure
4. Use of Varied Activities, Assignments, etc.
5. Use of CFs and Data to Influence Design
6. Use of Technology
8.7: Uses knowledge of different types of instructional strategies in
planning mathematics lessons.
8.1: Selects, uses, and determines suitability of the wide variety of
available mathematics curricula and teaching material 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.
8.7: Uses knowledge of different types of instructional strategies in
planning mathematics lessons.
8.1: Selects, uses, and determines suitability of the wide variety of
available mathematics curricula and teaching material for all students
including those with special needs such as the gifted, challenged and
speakers of other languages.
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.
7.6: Use of various teaching tools including technology.
7. Writing Quality
Total Pts. Possible = 70; Passing Score > 56
Section V: Instructional Decision Making
Spa Standards
1. Required Elements
2. Mods. Grounded in ASL
3. Congruence b/t Mods. & LGs
4. Sound Professional Practice
5. Writing Quality
Total Pts. Possible = 50; Passing Score > 40
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Section VI: Analysis of Student
Learning
Spa Standards
1. Required Elements
2. Quality of Visual Presentation of Data
3. Rationale for Subgroups & Individuals
4. Description/Discussion of Whole Group
5. Description/Discussion of Subgroups
6. Description/Discussion of Individuals
16.3: Demonstrate the ability to increase students’ knowledge of
mathematics.
16.3: Demonstrate the ability to increase students’ knowledge of
mathematics.
16.3 Demonstrate the ability to increase students’ knowledge of
mathematics.
7. Writing Quality
Total Pts. Possible = 70; Passing Score > 56
Section VII: Reflection & Self-Evaluation
Spa Standards
1. Required Elements
2. Interpretation: Most Successful LG
3. Interpretation: Least Successful LG
4. Insights about Effective Instruction
7.3: Effective teaching.
8.6: Demonstrates knowledge of research results in the
teaching and learning of mathematics.
5. Ideas for Redesign
6. Implications for PD
7. Writing Quality
Total Pts. Possible = 70; Passing Score > 56
Section VIII: Appendices
Spa Standards
Lesson Plan 1 + Instructional Materials
Lesson Plan 2 + Instructional Materials
Lesson Plan 3 + Instructional Materials
Lesson Plan 4 + Instructional Materials
Lesson Plan 5 + Instructional Materials
Inventory Instrument (used for CF section)
Student 1 Assessments (Pre/Post/Formative)
Student 2 Assessments (Pre/Post/Formative)
Reference List (for all sections; APA format)
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Total Pts. Possible = 45; Passing Score > 36
Overall Organization & Presentation
Spa Standards
Professional Presentation:
3-ring binder utilized; cover page follows specified
guidelines
Section Organization:
Table of Contents included; tabs utilized; sequential page
numbers used throughout
APA Formatting:

Double-spaced text

12 pt. easily-readable font (Times New Roman,
Arial, Helvetica, Tahoma, Palatino, etc.)

Consistent & appropriate margins (generally 1
inch; 1 ½ inch top margin preferred for first page
of each section
Total Pts. Possible = 15; Passing Score > 12
TOTAL POINTS POSSIBLE: 500
Other Alignments
Grading Scale:
A
468 – 500 pts.
A-
448 – 467 pts.
B+
433 – 447 pts.
B
418 – 432 pts.
B-
398 – 417 pts.
C
397 pts. and below
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