1 A grade of “C” or better is required in all Principles courses. Even if ...

collaborates effectively with other teachers and professionals to support the academic and social development of students
demonstrates enthusiasm and respect for the profession of teaching
communicates effectively with university supervisor and cooperating teacher regarding attendance, lesson/unit plans,
additional responsibilities, etc.
uses appropriate judgment regarding professional responsibilities
dresses appropriately
incorporates current research-based instructional practices into classroom practice
models and inspires a love of learning
consistently poses critical questions regarding teaching and learning before, during, and after lesson implementation
focuses primarily on student growth and achievement
addresses needs of diverse learners through culturally relevant/sensitive curricula and pedagogies
How does this course address the Elon Conceptual Framework
Effective teachers are knowledgeable. During this course teacher candidates will use relevant learning theories to decide on
appropriate math and science pedagogy to meet the needs of students in their field placement classroom. Teacher Candidates
must use an in-depth knowledge of math and science as well as an understanding of student learning processes to plan and carry
out classroom instruction in the form of two units of instruction: one in mathematics and one in science. Teacher candidates will
make pedagogical decisions that are sensitive to the diverse needs of a wide range of students and community cultures as they
develop multiple instructional strategies to promote optimal student learning. Midterm and Final exams will be used to measure
teacher candidate developing content and pedagogical knowledge.
Effective teachers inquire. Inquiry underlies the learning experiences associated with the all of the assignments for this methods
course. Beginning with the Child Interaction Analysis, teacher candidates will investigate the conceptual understandings, attitudes
and dispositions towards mathematics/science of the children in their field placement classrooms. The information from this type
of assessment will be used in two ways: (1) to shape the teacher candidates developing understanding of what it means to learn
and teach math/science, and (2) to inform their instructional plans for the math/science unit. During (and after) implementation of
both units (math and science), teacher candidates will use a variety of sources of evidence to analyze their practice and inform
their future instructional and professional decisions. They will continually reflect upon personal beliefs and the effectiveness of
instructional practices to enhance the learning of all students (Professionalism Growth Checkpoints).
Effective teachers are professional. Through self-analysis and reflection, student teachers grow professionally. They set
professional goals, work towards those goals and reevaluate their goals throughout and at the end of the semester (Professional
Growth Checkpoints). The dispositions of each teacher candidate are evaluated by the instructor and field placement cooperating
teacher. This evaluation includes professionalism. Through course work, teacher candidates will become familiar with two state
and national professional organizations (NSTA & NCTM).
STANDARDS ADDRESSED IN THIS COURSE
North Carolina Professional Teaching Standards 2007 (NCPTS)
1. Teachers demonstrate leadership.
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practice.
National Council of Teachers of Mathematics Professional Teaching Standards 2007 (NCTMPTS)
1. Teachers should design and implement mathematical experiences that stimulate students‟ interests and intellect.
2. Teachers should orchestrate classroom discourse in ways that promote the exploration and growth of mathematical ideas.
3. Teachers should use and help students use technology and other tools to pursue mathematical ideas.
4. Teachers should assess students‟ existing mathematical knowledge and challenge students to extend that knowledge.
5. Teachers should foster positive attitudes about the aesthetic and utilitarian values of mathematics.
6. Teachers should engage in opportunities to deepen their own understanding of the mathematics being studied and its
applications.
7. Teachers should reflect on the value of classroom encounters and taking action to improve their practice.
8. Teachers should foster professional and collegial relationships to enhance their own teaching performance.
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