Algebra 1 Web Site {Mr. Isaacs} 2013-2014

  1. Home
  2. Algebra I-A Definied
  3. Academic Standards
    1. Student (Algebra I-A)
    2. Professional
  4. Lesson Plans
  5. Good of the Order
  6. Current Agenda
  7. Assignments
  8. AIA Notes
  9. Video iPod Cast @ Isaacs Mathematics
  10. Algebra I-A Textbook Online
  11. Algebra I Tutorials
  12. Algebra I Resources
  13. Illegal Move Technique
  14. Algebra I Tutorials
  15. Algebra I Answers
  16. Junior High Math
  17. Arithmetic
  18. Vocabulary (Math)
  19. Graph Paper (FREE)
  20. iPod Touch Math Apps
  21. Pi Day or the Highway
  22. Speaking Words of Wisdom
Home > Academic Standards > Professional

Professional

Teacher/Educator
OH- Ohio Curriculum Models
Grade: Grade Nine
Subject: Mathematics Education
Strand / Goal 5: Algebra
Standard 1: describe problem situations by using and relating numerical, symbolic, and graphical representations
Standard 2: use the language and notation of functions in symbolic and graphing settings
Standard 3: recognize, relate, and use the equivalent ideas of zeros of a function, roots of an equation, and solution of an equation in terms of graphical and symbolic representations
Standard 4: describe and use the logic of equivalence in working with equations, inequalities, and functions
Standard 5: develop graphical techniques of solution for problem situations involving functions
Standard 6: explore and describe characterizing features of functions
Standard 7: make arguments and proofs in algebraic settings
Standard 8: factor the difference of two squares
Standard 9: determine slope, midpoint, and distance
Standard 10: explore and combine rational functions
Standard 11: explore factoring techniques
Standard 12: solve quadratic equations by factoring and formula
Standard 13: set up and solve linear equations
Standard 14: solve systems of linear equations with two variables
OH- Performance Based Educator Licensure Standards
Standard A: Subject matter: The teacher has a thorough understanding and knowledge of subject matter and uses such knowledge to create effective learning experiences for students.
Standard B: Student learning:The teacher understands how students learn and develop, and creates opportunities for each student's academic development.
Standard C: Diversity of learners:The teacher understands differences in how students learn and provides instruction to accommodate such diversity.
Standard D: Planning instruction:The teacher plans instruction based on knowledge of subject matter, of students, and of curriculum goals and models.
Standard E: Instructional strategies: The teacher uses a variety of instructional strategies that encourage each student to develop critical-thinking and problem-solving skills.
Standard F: Learning environment: The teacher creates a learning environment that encourages active, engaged learning; positive interaction; and self-motivation for all students.
Standard G: Communication: The teacher effectively communicates in the classroom by using a variety of communication skills, including verbal and nonverbal techniques, technology, and media.
Standard H: Assessment:The teacher effectively uses formal and informal assessment strategies to evaluate student progress.
Standard I: Professional Development: The teacher analyzes past experience and pursues professional development opportunities to improve future performance.
Standard J: Student Support: The teacher works with parents/family members, school colleagues, and community members to support student learning and development.
USA- Bloom's Taxonomy
Domain: Cognitive
Objective 1: Knowledge
Objective 2: Comprehension
Objective 3: Application
Objective 4: Analysis
Objective 5: Synthesis
Objective 6: Evaluation
Domain: Affective
Objective 1: Receiving
Objective 2: Responding
Objective 3: Valuing
Objective 4: Organization
Objective 5: Characterisation by value
Domain: Psychomotor
Objective 1: Reflex movements
Objective 2: Basic fundamental movements
Objective 3: Perceptual abilities
Objective 4: Physical abilities
Objective 5: Skilled movements
Objective 6: Non-discursive movements
USA- Nat. Board for Professional Teaching Standards
Certification: Mathematics: Adolescence and Young Adulthood/Mathematics Standards Second Edition© 2002 National Board for Professional Teaching Standards. All rights reserved.
http://www.nbpts.org
Area: The Teaching of Mathematics
Standard: Standard VI: The Art of Teaching
Accomplished mathematics teachers stimulate and facilitate student learning by using a wide range of formats and procedures and by assuming a variety of roles to guide students’ learning of mathematics.
Standard: Standard VII: Learning Environment
Accomplished mathematics teachers help students learn mathematics by creat-ing environments in which students are active learners, show willingness to take intellectual risks, develop confidence and self-esteem, and value mathematics. This environment fosters students’ learning of mathematics.
Standard: Standard VIII: Ways of Thinking Mathematically
Accomplished mathematics teachers develop students’ abilities to reason and think mathematically—to investigate and explore patterns, to discover structures and establish relationships, to formulate and solve problems, to justify and communi-cate their conclusions, and to question and extend those conclusions.
Standard: Standard IX: Assessment
Accomplished mathematics teachers employ a range of formal and informal assessment methods that are ongoing and embedded to evaluate student learn-ing in light of well-defined goals. They employ multiple methods of assessment— including teacher-designed and external assessments, where appropriate—to diagnose learning; plan instruction; and provide opportunities for students to reflect on their strengths and weaknesses in order to revise, support, and extend their individual performance.
USA-Praxis III/Pathwise Teacher Performance Criteria
Copyright ©2003 Educational Testing Service. Used with permission of ETS. Also see Danielson, Charlotte (1996) "Enhancing Professional Practice: A Framework for Teaching" Alexandria, VA: ASCD.
Domain: Domain A - Organizing Content Knowledge for Student Learning
Criterion A1: Becoming familiar with relevant aspects of students' background knowledge and experiences
Criterion A2: Articulating clear learning goals for the lesson that are appropriate for the students
Criterion A3: Demonstrating an understanding of the connections between the content that was learned previously, the current content, and content that remains to be learned in the future
Criterion A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resource that are appropriate for the students and that are aligned with the goals of the lesson
Criterion A5: Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson
Domain: Domain B- Creating an Environment for Student Learning
Criterion B1: Creating a climate that promotes fairness
Criterion B2: Establishing and maintaining rapport with students
Criterion B3: Communicating challenging learning expectations to each student
Criterion B4: Establishing and maintaining consistent standards of classroom behavior
Criterion B5: Making the physical environment as safe and conducive to learning as possible
Domain: Domain C- Teaching for Student Learning
Criterion C1: Making learning goals and instructional procedures clear to students
Criterion C2: Making content comprehensible to students
Criterion C3: Encouraging students to extend their thinking
Criterion C4: monitoring students' understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands
Criterion C5: Using instructional time effectively
Domain: Domain D- Teacher Professionalism
Criterion D1: Reflecting on the extent to which the learning goals were met
Criterion D2: Demonstrating a sense of efficacy
Criterion D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students
Criterion D4: Communicating with parents or guardians about student learning
Author: John Isaacs
Last modified: 4/16/2014 5:30 PM (EST)