Appendix B

This appendix contains artifacts related to certain CLAS teaching criteria.

Careful course design, clearly articulated goals, and diligent class preparation.
Clear communication with students.

The following are representative samples that demonstrate my commitment to clear and coherent planning and assessment.

• Syllabi from courses in mathematical foundations (MTH 110),  mathematics for preservice elementary teachers (MTH 222),  mathematics for preservice secondary teachers (MTH 329), mathematics for inservice secondary teachers (MTH 629), and  graduate teacher training (EDG 680).
• Assessments examples:

• MTH 323 Midterm (Evaluating Student Responses) - Rubric and Exam
• MTH 329 Portfolio Project - Preparation, Workshops (DMW1, DMW2, DMW3, LMW, TMW1, TMW2), and Example of student work on a Doing Math Workshop

• Lesson plan from class observed on 2/27/12

Remaining current in the areas of teaching responsibility and revising coursework to reflect changes that emerge in those areas.
Continual course development to enhance learning.
Thoughtful and effective development of curriculum.

The following show how I have enhanced my courses by applying approaches from literacy instruction to teaching and learning mathematics.

• Learning Centers – Is mathematics about product or process?
• Workshop – ED 431 Math Pilot Project, second seminar lesson on assessment
• Gradual Release of Responsibility – What did you see/hear?