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

National Science Education Professional Teaching Standards (1996) (NSEPTS)
1. Teacher of science plan an inquiry-based science program for their students.
2. Teachers of science guide and facilitate learning.
3. Teachers of science engage in ongoing assessment of their teaching and of student learning.
4. Teachers of science design and manage learning environments that provide students with the time, space, and resources
needed for learning science.
5. Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and
the attitudes and social values conducive to science learning.
6. Teachers of science actively participate in the ongoing planning and development of the school science program.
Learning Objectives for this Course
My guiding question as I considered the development of this course was: What knowledge (content, pedagogy & curriculum),
inquiry or professional skills and dispositions are most needed for teacher candidates to be able to learn from their own practice
and teach effectively I believe the essential question for this course is: How do I teach math and science so that all students can
learn in meaningful ways I will set the stage with this single focus question, but hope that you will begin to develop your own
set of rich and important questions about the teaching and learning of math and science. Throughout this course you will be
developing intellectual habits of mind such as asking good questions, analyzing data, examining your values, making inferences,
evaluating evidence, making judgments, thinking metacognitively, and looking at the world in different ways along with specific
knowledge acquisition. The following specific goals and objectives will guide our work this semester. The overarching goal
statements underlined below are from the Elon Handbook for Early Field Experiences.
Goal 1: Candidates will demonstrate in-depth knowledge of subject matter.
Teacher Candidates will begin or continue to:
1. construct a conceptual basis of major concepts in mathematics (LO 1,3; NCPTS 3; NCTMPTS 6). We will be focusing on
one area of mathematics in a deeper way to help you grasp its connections to concepts that you might already know well.
This will provide a model for you as you continue in your early professional develop to more deeply explore other areas of
mathematics.
**It should be noted that this is NOT a math content course. If you are struggling with math content you should make
arrangements to meet with me to develop an individual growth plan for you to improve your mathematical skills.
2. construct knowledge of science and the nature of science, with a special emphasis on inquiry and reform-based instruction
(LO 1, 3; NCPTS 3).
3. Develop and foster positive attitudes about the aesthetic and utilitarian values of mathematics and science. (LO 1,3; NCPTS
3; NCTMPTS 5)
Goal 2: Candidates develop, implement, and assess lessons that reflect an understanding of pedagogical knowledge as well as
content knowledge.
Goal 3: Candidates investigate, evaluate and select content materials that reflect student-centered and equitable instruction.
Teacher Candidates will begin or continue to:
4. use a variety of data sources to guide their instructional practices that meet needs of individual students as well as the class
(LO 7, 10; NCPTS 1; NCTMPTS 4; NSEPTS 2,3)
5. select and integrate into instructional plans a variety of methods for assessment that represent multiple indicators of learning
(LO 2, 3, 7, 8; NCPTS 4; NCTMPTS 4; NSEPTS 3).
6. evaluate students‟ work using performance-based measures for diagnostic, formative and summative purposes as well as
student self-assessment (LO 2, 3, 7, 8; NCPTS 4; NCTMPTS 4; NSEPTS 2,3).
7. critically design, select, and/or adapt materials and resources for teaching the science and math curriculum to students with a
variety of ages, interests, developmental levels, cultural and linguistic backgrounds, and exceptionalities (LO 3, 4, 5; NCPTS
4; NCTMPTS 1; NSEPTS 2,4).
8. provide relevant and cognitively challenging learning experiences for all students (LO 1, 3, 4, 10; NCPTS 3; NSEPTS5)
9. plan, implement and evaluate a variety of appropriate instructional strategies that are consistent with the North Carolina
Standard Course of Study to assist elementary-aged children in constructing mathematical and science ideas (LO 3, 4;
NCPTS 3; NSEPTS 1).
10. evaluate student conceptual understanding of mathematics and select or develop appropriate differentiated classroom
instructional plans to strengthen or enhance this understanding to promote the exploration and growth of mathematical ideas
(LO 1, 2, 3, 4, 7, 11; NCPTS 4; NCTMPTS 2).
Goal 4: Candidates develop and implement a plan to communicate with students‟ families that includes their cultural perspectives.
Teacher Candidates will begin or continue to:
11. demonstrate knowledge of family and community cultures when selecting or developing learning experiences (LO 6, 7, 11;
NCPTS 2) .
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