Cooperating Teacher NCTM Evaluation of Student Teacher in Math Education
Student Teacher:
Cooperating Teacher:
Grade/Subject:
Placement : Six Week
Seven Week
Eight Week
Fourteen Week
Use evidence from a variety of sources such as lesson observations, lesson plans, student artifacts, teaching materials, conferences, and other interactions. All evidence since
the last observation should be considered. On the final Summative Evaluation, Proficient indicates that all sub principles have been adequately demonstrated at some time
during the student teaching experience. In order to receive a passing grade, the final Summative Evaluation ratings for each NCTM Standard (for each placement) must be at
the Developing, Basic, or Proficient level. Not more than two principles can be Developing. A Candidate may NOT receive an unsatisfactory rating and still pass student
teaching.
Step 1: Performance Indicators
Start your evaluation by rating each performance indicator, either checking the box
or leaving it unmarked


An “X” in the performance box signifies the performance was adequately
demonstrated
Leaving the box blank indicates that the student teacher did not demonstrate
the performance even though the opportunity was presented

Draw a line through the box if there was NO opportunity to observe the subStep 2:
NCTM Standard Ratings
principle
Count the Indicators “X’s” to determine the INTASC Principle rating
NCTM Standards
NCTM 1: Content Knowledge
NCTM 2: Mathematical Practices
NCTM 3: Content Pedagogy
NCTM 4: Mathematical Learning Environment
 Proficient - all performance indicators listed below each NCTM standard must contain an “X”
NCTM 5: Impact on Student Learning
 Basic – three performance indicators listed below each NCTM standard must contain an “X”
NCTM 6: Professional Knowledge and Skills
 Developing - two performance indicators listed below each NCTM standard must contain an “X”
 Unsatisfactory - one or no performance indicators listed below each NCTM standard contains an “X”
 Not Observed - no opportunity was presented to demonstrate the performance for that standard
Instructions: Complete the form electronically using Microsoft Word (or print to complete by hand). Share your assessment(s) with the student teacher and university supervisor
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after each observation. Record your final summative ratings at the end of the placement after receiving the email link for Chalk and Wire. Please send your completed form as an
email attachment to fieldoffice@graceland.edu (or a printed copy to Field Office - Graceland University, 1 University Place, Lamoni, IA 50140).
4 - 6 Weeks
Date:
NCTM Math Standards
Performance Indicators
Summative
(Culmination of previous evals)
Date:
Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NCTM 1: Content Knowledge
Effective teacher candidates demonstrate and apply knowledge of major
mathematics concepts, algorithms, procedures, connections, and applications
within and among mathematical content domains
10 Weeks
Date:
K12 Teaching Standard: 2; Conceptual Framework: Leads; CAEP Standard: .11; InTASC: 4
The candidate demonstrates and applies solid knowledge of mathematical content
areas. (Number, Algebra, Geometry, Trigonometry, Statistics, Probability, Calculus, Evidence:
and Discrete Mathematics)
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
The candidate demonstrates and applies knowledge of mathematic procedures.
The candidate demonstrates and applies knowledge of mathematic applications.
The candidate demonstrates and applies knowledge of mathematic connections.
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Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NCTM 2: Mathematical Practices
Effective teacher candidates solve problems, represent mathematical ideas,
reason, prove, use mathematical models, attend to precision, identify elements of
structure, generalize, engage in mathematical communication, and make
connections as essential mathematical practices. They understand that these
practices intersect with mathematical content and that understanding relies on
the ability to demonstrate these practices within and among mathematical
domains and in their teaching
Performance Indicators
K12 Teaching Standard:3; Conceptual Framework: Reflects; CAEP Standard: 1.1; InTASC: 7
The candidate creates learning experiences that include problem solving for a
wide variety of problems and use of a wide variety of strategies to solve problems Evidence:
confronted within the field of mathematics and other contexts. Learning
experiences include formulating and testing conjectures in order to frame
generalizations.
Evidence:
Evidence:
The candidate creates learning experiences to engage students in formulating,
representing, analyzing, and interpreting mathematical models derived from real- Evidence:
world contexts or mathematical problems.
Evidence:
Evidence:
The candidate creates learning experiences to engage students in organizing
mathematical thinking and using the language of mathematics to express ideas
precisely, both orally and in writing to multiple audiences.
Evidence:
Evidence:
Evidence:
The candidate creates learning experiences that enable learners to make
connections between mathematical ideas and how they build on one another and Evidence:
to recognize and apply mathematical connections among mathematical ideas and
across various content areas and real-world contexts.
Evidence:
Evidence:
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Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NCTM 3: Content Pedagogy
Effective teacher candidates apply knowledge of curriculum standards for
mathematics and their relationship to student learning within and across
mathematical domains. They incorporate research-based mathematical
experiences and include multiple instructional strategies and mathematics-specific
technological tools in their teaching to develop all students’ mathematical
understanding and proficiency. They provide students with opportunities to do
mathematics – talking about it and connecting it to both theoretical and realworld contexts. They plan, select, implement, interpret, and use formative and
summative assessments for monitoring student learning, measuring student
mathematical understanding, and informing practice.
Performance Indicators
K12 Teaching Standard:3; Conceptual Framework: Leads; CAEP Standard: 1.1; InTASC: 6
The candidate implements learning experiences that incorporate curriculum
standards for secondary mathematics within and across mathematical domains
Evidence:
Evidence:
Evidence:
The candidate plans lessons and units that incorporate a variety of strategies,
differentiated instruction for diverse populations, and mathematics-specific and
instructional technologies to build all students’ conceptual understanding and
procedural proficiency.
Evidence:
Evidence:
Evidence:
The candidate engages students in high quality tasks, mathematical discussions,
responding to key mathematical ideas, examination of misconceptions, and
response to a range of questioning strategies.
Evidence:
Evidence:
Evidence:
The candidate provides evidence of planning, selecting, implementing,
interpreting, and using formative and summative assessments to inform
instruction by reflecting on mathematical proficiencies essential for all students.
Evidence:
Evidence:
Evidence:
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Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NCTM 4: Mathematical Learning Environment
Effective teachers of secondary mathematics exhibit knowledge of adolescent
learning, development, and behavior. They use this knowledge to plan and create
sequential learning opportunities grounded in mathematics education research
where students are actively engaged in the mathematics they are learning and
building from prior knowledge and skills. They demonstrate a positive disposition
toward mathematical practices and learning, include culturally relevant
perspectives in teaching, and demonstrate equitable and ethical treatment of and
high expectations for all students. They use instructional tools such as
manipulatives, digital tools, and virtual resources to enhance learning while
recognizing the possible limitations of such tools.
Performance Indicators
K12 Teaching Standard 4, 6, 7; Conceptual Framework: Cares, Collaborates, Reflects; CAEP Standard: 1.1; InTASC: 2, 3, 9
The candidate exhibits knowledge of adolescent learning, development, and
behavior and demonstrates a positive disposition toward mathematical processes Evidence:
and learning.
Evidence:
Evidence:
The candidate plans and creates developmentally appropriate, sequential, and
challenging learning opportunities grounded in mathematics education research in Evidence:
which students are actively engaged in building new knowledge from prior
knowledge and experiences.
Evidence:
Evidence:
The candidate incorporates knowledge of individual differences and the cultural
and language diversity that exists within classrooms and includes culturally
relevant perspectives as a means to motivate and engage students.
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
The candidate applies mathematical content and pedagogical knowledge to select
and use instructional tools such as manipulatives and physical models, drawings, Evidence:
virtual environments, spreadsheets, presentation tools, and mathematics-specific
technologies (e.g., graphing tools, interactive geometry software, computer
algebra systems, and statistical packages); and makes sound decisions about when
such tools enhance teaching and learning, recognizing both the insights to be
gained and possible limitations of such tools.
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Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NCTM 5: Impact on Student Learning
Effective teachers of secondary mathematics provide evidence demonstrating that
as a result of their instruction, secondary students’ conceptual understanding,
procedural fluency, strategic competence, adaptive reasoning, and application of
major mathematics concepts in varied contexts have increased. These teachers
support the continual development of a productive disposition toward
mathematics. They show that new student mathematical knowledge has been
created as a consequence of their ability to engage students in mathematical
experiences that are developmentally appropriate, require active engagement,
and include mathematics-specific technology in building new knowledge.
Performance Indicators
K12 Teaching Standard 1, 2b, 5, 7; Conceptual Framework: Cares, Leads Reflects; CAEP Standard: 1.1; InTASC: 1, 6, 9
The candidate verifies that secondary students demonstrate conceptual
understanding; procedural fluency; the ability to formulate, represent, and solve Evidence:
problems; logical reasoning and continuous reflection on that reasoning;
productive disposition toward mathematics; and the application of mathematics in
a variety of contexts within major mathematical domains.
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
The candidate collects, organizes, analyzes, and reflects on diagnostic, formative,
and summative assessment evidence and identifies the extent to which students’ Evidence:
mathematical proficiencies have increased as a result of their instruction.
Evidence:
Evidence:
Evidence:
Evidence:
The candidate engages students in developmentally appropriate mathematical
activities and investigations that require active engagement and include
mathematics-specific technology in building new knowledge.
The candidate plans and implements lessons that are accessible to a diverse
audience.
Evidence:
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Proficient
Proficient
Proficient
Basic
Basic
Basic
Developing
Developing
Developing
Unsatisfactory
Unsatisfactory
Unsatisfactory
Not Observed
Not Observed
Not Observed
NCTM 6: Professional Knowledge and Skills
Effective teachers of secondary mathematics are lifelong learners and recognize
that learning is often collaborative. They participate in professional development
experiences specific to mathematics and mathematics education, draw upon
mathematics education research to inform practice, continuously reflect on their
practice, and utilize resources from professional mathematics organizations.
Performance Indicators
K12 Teaching Standard 7, 8; Conceptual Framework: Reflects, Collaborates; CAEP Standard: 1.1; InTASC: 9, 10
Does the candidate demonstrate the ability and willingness to stay current in their
field of study through a variety of avenues (i.e. conferences, publications,
Evidence:
technology)
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Evidence:
Does the candidate demonstrate collaborating with other professionals to further
their own understanding.
Evidence:
Evidence:
Evidence:
Does the candidate belong to professional organizations
Does the candidate participate appropriately in professional development
activities?
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Overall Comments:
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