Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice (PDE 430)
Secondary Mathematics Requirements
Category I: Planning and Preparation – Student teacher demonstrates thorough knowledge of content and pedagogical skills
in planning and preparation, student teacher makes plans and sets goals based on the content to be taught/learned, their
knowledge of assigned students and their instructional context.
Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H)
Descriptor
Items for
Evidence: Any lesson plan could be used to
Portfolio
demonstrate one or more of these indicators.
States specific learning goals that specify the
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Evidence in coursework – I&L 2746, 2476, 2742 (PTR,
mathematical ideas that students are to learn and what it
No reflection
TTL); 2477 (instructional sequence)
means for students to understand these ideas
Demonstrates the way in which the learning goals are
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Evidenced in the coursework - I&L 2746, 2476, 2742
aligned with state standards
No reflection
(PTR); 2477 (instructional sequence)
Builds lesson on students’ prior knowledge and
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Evidenced in coursework- I&L 2746, 2476, 2742 (PTR)
experience
No reflection
For MAT students: EDUC 2200 (Assessment entry)
Selects/creates a mathematical task that aligns with
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Evidenced in coursework – I&L 2746, 2476, 2742
the identified learning goals
No reflection
(PTR)
Selects/creates tasks that allow for multiple approaches
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Evidenced in coursework – I&L 2746, 2476, 2742
and anticipates different ways in which the task will be
No reflection
(PTR)
solved by students
Prepares questions that are intended to assess and
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Evidenced in coursework – I&L 2746, 2476, 2742
advance students’ understanding of the mathematical
No reflection
(PTR) ; 2477 (assessment assignment)
ideas they are to learn
Provides clear expectations for what students will do
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Evidenced in coursework - I&L 2746, 2476, 2742 (PTR)
and the resources they have with which to do it
No reflection
Develops ways of assessing student learning that align
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 Test, quiz, or other assessment. The
with the learning goals
Reflection Req’d
description/reflection should make clear the specific
learning goals are being assessed and how.
 Questions that will be asked during a specific lesson
that provide a formative assessment of what students
understand. The description/reflection should make
clear the insights into students’ understanding about
particular mathematical concept, idea, skill or process
that are to be gained.
 2477 assessment assignment
 [MATs -EDUC 2200 Portfolio entry: Using Formative
Assessment to Inform Instruction]
Adapts lessons for students with special needs
Uses time efficiently and effectively in plan for the
lesson
Designs homework that builds on the mathematical
goals of the lesson
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No reflection
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No reflection
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Reflection Req’d
Uses knowledge of educational psychological
principles/theories in designing lessons
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Reflection Req’d
Total Pieces of Evidence to add for Planning &
Preparation:
12 Attachments
3 Reflections
Evidenced in coursework - I&L 2502
Evidenced in coursework – I&L 2746 (PTR)
Lesson plan that highlights the homework students are
expected to complete in preparation for and following
the lesson. The description/reflection should include a
description of how the homework is intended to
contribute to students learning of the specific
mathematical goals that are targeted.
Lesson plan along with a description/reflection of
theory(ies) that underlie the planned lesson and how
these theories are manifest in the lesson.
For MAT students: EDUC 2200: Theory to practice
entry
PDE-430
1
Category II: Classroom Environment – Student teacher establishes and maintains a purposeful and equitable environment for
learning, in which students feel safe, valued, and respected, by instituting routines and by setting clear expectations for student
behavior.
Alignment: 354.33. (1)(i)(E), (B)
Descriptor
Items for
Evidence: Lesson plans and videotaped segments
Portfolio
Source: can be drawn from lessons videotaped for PTR
assignments (Methods 1, Technology Workshop); other
videotaped lessons.
Selects tasks and activities that provide access to
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Evidenced in Coursework – I&L 2476, 2742, 2746: PTR
all students
No reflection
assignments
Keeps all students engaged, involved, and on-task
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Evidenced in Coursework – I&L 2476, 2746, 2742: PTR
throughout the lesson
No reflection
assignments
Ensures that, over time, each student has the
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 A record of student contributions or participation over
opportunity to share their thinking and reasoning
Reflection
the course of a chunk of time (e.g., a week, unit) that
with their peers
Req’d
illustrates that each voice is being heard and that
students have sufficient opportunities to demonstrate
competence.
 Student work that was publicly shared on a task that
shows that a number of different students, with varying
levels of expertise, were involved in a discussion.
Provides students with clear expectations of what
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 Rubric (and related task or activity) that clearly
they need to do and how the quality of their work
Reflection
indicate what high level performance entails (e.g.,
will be evaluated
Req’d
IL2477 assessment assignment).
 Poster in the classroom that sends a message about the
characteristics of performance that are valued.
 Clear directions that appeared on a handout or were
given orally that make clear what students were
expected to do and the resources that were available to
doing it.
Deals with off-task student behavior in a clear and
Compose
Description of particular events that occurred during
effective manor, minimizing the loss of
No Reflection
instruction that had the potential to be disruptive and how
instructional time
the teacher dealt with the situation.
Employs effective routines for distributing and
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 Description of routines that are used to accomplish
collecting materials during class
Reflection
specific classroom “chores” (e.g., collecting
Req’d
homework, distributing and collecting calculators and
other tools or materials, handing out activity or task
sheets)
 Video clips that provide evidence of the routine in
action
Establishes and maintains rapport with students.
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Reflection
Req’d



Total Pieces of Evidence for Classroom
Environment:
Commentary from the mentor or supervisor which
describes the relationship between the teacher and
students, sighting specific examples of interactions that
demonstrate respect and rapport
Teacher reflection on conversation with individuals or
small groups that reflect their ability to communicate
with and relate to students.
Video clip from a lesson that shows an exchange of
ideas between students and the teachers. The
accompanying description/reflection should indicate
how the clip demonstrates a rapport between teacher
and students.
6 Attachments
1 Composition
4 Reflections
PDE-430
2
Category III – Instructional Delivery: Student teacher, through knowledge of content and their pedagogy and skill in delivering
instruction engages students in learning by using a variety of instructional strategies.
Alignment: 354.33. (1)(i)(D),(F),(G)
Descriptor
Items for
Evidence: must go beyond planned lessons and provide insight into
Portfolio
what actually happened
Source: field notes provided by mentor or supervisor, videotape,
student work (identifying labels removed)
Sets instructional goals for students that
highlight the key mathematical ideas that are
to be learned, are based on students’ prior
knowledge and experience, and that reflect the
PA standards.
Selects a mathematical task or activity that is
aligned with the instructional goal and
provides students with opportunity to engage
in thinking, reasoning, and problem solving.
Uses knowledge of mathematics content in
his/her instructional delivery
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Reflection Req’d
Uses knowledge of pedagogical theory in
his/her instructional delivery
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Reflection Req’d
Asks students a range of question types that
encourage engagement, participation,
explanation, justification, and reflection
Adapts lessons appropriately during
instruction, in order to better meet the needs of
students
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No reflection
Evidenced in Coursework - I&L 2746, I&L 2476 (PTR); I&L 2477
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No reflection
Evidenced in Coursework – I&L 2746; I&L 2476 (PTR)
Upload
No reflection
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Reflection Req’d
Provides feedback to students on their learning
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Reflection Req’d
Engages students in learning key mathematical
ideas
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Reflection Req’d
Uses formal and informal assessments to meet
learning goals and to monitor student learning
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Reflection Req’d
Total Pieces of Evidence for Instructional
Delivery:
9 Attachments
6 Reflections
(instructional sequence)
 A videotape of a classroom episode in which the teacher is actively shaping
students’ discussion of a key mathematical idea. The videotape would need
to be accompanied by commentary that makes salient the mathematical
content that is the target of instruction and the moves made by the teacher
to engage students in learning the content.
 A description or videotape of a teacher’s interaction with an individual or
small group where the teacher is pressing students’ mathematical
understanding.
A videotape of a classroom episode that highlights the use of a particular
theory in teaching. The videotape would need to be accompanied by
commentary that makes salient: the theory that is being used, how it is
operationalized in the particular instance, and how the theory promoted
student learning and engagement.
Evidenced in Coursework - EDUC 2200 Portfolio entry: Analysis of
Classroom Talk
 A videotape of a classroom episode that makes salient the specific types of
questions the teacher asked to promote students’ engagement in and
learning of mathematics (e.g., Classroom Talk Assignment– Methods 1).
 Lesson plan that indicates the questions the teacher plans to ask in order to
make sure that key mathematical ideas are made salient along with the
student responses that were elicited when the questions were actually asked.
 Any written material that students submit to the teacher (e.g., tests, quizzes,
homework, projects) on which the teacher has made comments that are
intended to help them improve their performance (e.g., open-ended tasks
that are scored with a rubric).
 Oral comments made to students during small or large group discussions
that are intended to help students clarify their thinking or redirect their
attention. These comments may be captured on video or may be hand
written by the teacher as she moves from group to group.
 Summary (or transcript) of a one-on-one meeting with a student in which
the focus was on the student’s learning
 Student responses to mathematical tasks that provide evidence that students
are grappling with important mathematical ideas (not just getting the right
answer to a question but actually making sense of the mathematics)
 Excerpts from classroom discussions, portrayed either as video clips or
transcripts that show students engaged in mathematical activity
 Examples of formal assessments (e.g., test & quizzes) along with a
description of what was being assessed and evidence (student responses)
that make clear that students understood the content.
 Video clips of instruction that show the teacher’s use of informal
assessment that provide information that is used for instructional guidance.
This could include questions the teacher asked and the responses provided
by students that helped the teacher determine the next step to take.
 IL 2477 assessment assignment
 [MATs -EDUC 2200 Portfolio entry: Using Formative Assessment to
Inform Instruction]
PDE-430
3
Category IV – Professionalism: Student teacher demonstrates qualities that characterize a professional person in aspects that
occur in and beyond the classroom/building.
Alignment: 354.33. (1)(i)(I),(J)
Descriptor
Items for
Evidence
Portfolio
Shows awareness of and interest in school and/or district
Compose
Description of a specific school event that you
events
No Reflection
attended and your role in the event (e.g., chaperoned
students; helped organize a field trip; participated in
tutoring program)
Participates in district or college’s professional growth
Compose
Description of PD session attended and what you
and development opportunities
No Reflection
learned
Demonstrates integrity and ethical behavior, professional
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 Letter from school personnel (e.g., mentor,
conduct as stated in “Pennsylvania Code for Professional
No Reflection
principal, department chair) attesting to integrity
Practice and Conduct for Educators” and local, state and
and ethical behavior
federal laws and regulations.
 Copy of PA clearances
Communicates effectively, both orally and in writing,
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 Email communications with school personnel
with students, colleagues, paraprofessionals, related
Reflection Req’d  Written feedback to students on homework,
service personnel and administrators
tests, quizzes, etc.
Cultivates professional relationships with school
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Oral or written communication in which a colleague
colleagues
Reflection Req’d invites you to participate in a curricular (e.g.,
planning an interdisciplinary lesson with members of
your instructional team) or extracurricular (e.g., help
coach a team or advise a student group) event,
compliments you on your work, or thanks you for
doing something for him (e.g., taking over
homeroom)
Exhibits knowledge of commonwealth requirements for
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Copy of the PA regulations and requirements
continuing professional development and licensure
No Reflection
regarding provisional and permanent certification.
Exhibits knowledge of school and district procedures
and regulations related to attendance, punctuality and the
like
Demonstrates knowledge of school or district
requirements for maintaining accurate records and
communicating with families
Total Pieces of Evidence for Professionalism:
Compose
No Reflection
Description of what you did (or would do) when ill
or taking a planned absence
Compose
No Reflection
Description of your understanding of the recordkeeping requirements
4 Attachments
4 Compositions
2 Reflections
PDE-430
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