Portfolio Guide. Program: Middle School: Language Arts and Mathematics (Undergraduate) MoStep / Conceptual Framework

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1 Portfolio Guide Program: Middle School: Language Arts and Mathematics (Undergraduate) Quality Indicators Performance Indicators Artifact and Course The preservice teacher knows the discipline applicable to the certification area(s) (as defined by Missouri State Subject Area Competencies) - rule number to be determined; MoStep The preservice teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) within the context of a global society, and creates learning experiences that make these aspects of subject matter meaningful for students. 1.Foundations 2.Subject Matter 6. Professional Skills MoStep The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students. 3.Learning and Development MoStep The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 3.Learning and Development 9.Diversity MoStep The preservice teacher recognizes the importance of longrange planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards. MoStep / The preservice teacher presents the subject matter in multiple ways; The preservice teacher uses students prior knowledge; The preservice teacher engages students in the methods of inquiry used in the subject(s) The preservice teacher creates interdisciplinary learning The preservice teacher knows and identifies child/adolescent development; The preservice teacher strengthens prior knowledge with new ideas; The preservice teacher encourages student responsibility; The preservice teacher knows theories of learning The preservice teacher identifies prior experience, learning styles, strengths, and needs; The preservice teacher designs and implements individualized instruction based on prior experience, learning styles, strengths, and needs; The preservice teacher knows when and how to access specialized services to meet students needs; The preservice teacher connects instruction to students prior experiences and family, culture, and community The preservice teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problemsolving, building new skills from those previously acquired); The preservice teacher creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance; 2. Subject Matter 3.Learning and Development 4.Reflective Skills 9.Diversity The preservice teacher evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning. * Updated on 9/26/01 1

2 MoStep The preservice teacher uses a variety of instructional strategies to encourage students development of critical thinking, problem-solving, and performance skills. 2. Subject Matter 3. Learning and Development 4.Reflective Skills 5. Technology 9.Diversity The preservice teacher selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs; The preservice teacher engages students in active learning that promotes the development of critical thinking, problem-solving, and performance capabilities. MoStep The preservice teacher The preservice teacher knows motivation theories and uses an understanding of individual behavior management strategies and techniques; and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation. 3.Learning and Development 4.Reflective Skills MoStep The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 5.Technology 9. Diversity MoStep The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 4.Reflectice Skills The preservice teacher manages time, space, transitions, and activities effectively; The preservice teacher engages students in decision making The preservice teacher models effective verbal/nonverbal communication skills; The preservice teacher demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students communications; The preservice teacher supports and expands learner expression in speaking, writing, listening, and other media; The preservice teacher uses a variety of media communication tools The preservice teacher employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor her or his knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies; The preservice teacher uses assessment strategies to involve learners in self-assessment activities to help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning; The preservice teacher evaluates the effect of class activities on both the individual student and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work; * Updated on 9/26/01 2

3 MoStep The preservice teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally, and utilizes assessment and professional growth to generate more learning for more students. 1. Foundation 4.Reflective Skills MoStep The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and wellbeing. 10. Collaboration and Leadership MoStep The preservice teacher understands the theory and application of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students. 2. Subject Matter 3. Learning & Development 5. Technology 7. Assessment Skills The preservice teacher maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues The preservice teacher applies a variety of selfassessment and problem-solving strategies for reflecting on practice, their influences on students growth and learning, and the complex interactions between them; The preservice teacher uses resources available for professional development The preservice teacher practices professional ethical standards The preservice teacher participates in collegial activities designed to make the entire school a productive learning environment; The preservice teacher talks with and listens to students, is sensitive and responsive to signs of distress, and seeks appropriate help as needed to solve students problems; The preservice teacher seeks opportunities to develop relationships with the parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being; The preservice teacher identifies and uses the appropriate school personnel and community resources to help students reach their full potential The preservice teacher demonstrates an understanding of technology operations and concepts The preservice teacher plans and designs effective learning environments and experiences supported by The preservice teacher implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning The preservice teacher applies technology to facilitate a variety of effective assessment and evaluation strategies The preservice teacher uses technology to enhance personal productivity and professional practice The preservice teacher demonstrates an understanding of the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and applies that understanding in practice. * Updated on 9/26/01 3

4 Specialty Area: Language Arts The beginning (preservice) Language Arts Teacher will demonstrate a knowledge of and/or competency in the following areas of Strands Competencies Artifact and Course 1.1 Using standard spoken and written English 1.2 Applying a variety of strategies to comprehend, interpret, and evaluate diverse texts, including, but not limited to, prior experiences, interactions with other readers and writers, knowledge of word meaning, word identification strategies, and understanding of textual features 1.3 Participating in developing, leading, and listening to presentations and discussions for a variety of purposes and audiences 1.4 Identifying diversity in language use and dialects 1.5 Using texts and prior experiences to generate ideas, to develop questions, to pose problems, and to formulate solutions 1.6 Gathering, evaluating, and synthesizing information using a variety of technological and informational resources to create and communicate knowledge effectively 1.7 Identifying developmental stages of language acquisition 1.8 Understanding the history and dynamic nature of the English language 1.9 Employing a variety of writing strategies and writing process elements to communicate with different audiences for a variety of purposes 1.10 Building an understanding of the many dimensions of human experience by reading a variety of literature from different periods, genres, and cultures 1.11 Reading, viewing, and creating a variety of texts to respond to the evolving needs and demands of society, the workplace, and the individual * Updated on 9/26/01 4

5 Specialty Area: Mathematics The beginning (preservice) mathematics teacher will demonstrate a knowledge of and/or competency in the following areas of study: Strands Competencies Artifact and Course 1. Mathematical Processes and Tools: The beginning teacher of mathematics understands 1.1 Use problem-solving to investigate and understand mathematical content (G 1.2, 3.5-6; ACEI 2c; NCTM P1.1.1, M1.1.1, S1.1.1; MAA I.2) mathematical process and tools, and 1.2 Communicate mathematical ideas in writing and orally, makes these aspects of subject using mathematical language and symbols (G2.1, 4.1; ACEI matter meaningful for students c; NCTM P1.2.1, M1.2.1, S1.2.1; MAA I.2, I.3) SSC: 1; CR 1-4, a-h 1.3 Develop and evaluate mathematical conjectures and arguments to explain and validate mathematical reasoning (ACEI 2c; NCTM P1.3, M1.3, S1.3; MAA I.1, IV.2, IV.7) 1.4 Use mathematical modeling to simulate events and occurrences (G 1.8, 3.2; ACEI 2c; NCTM M1.5, S1.5.4, S1.5.11; MAA I.4) 1.5 Analyze and articulate connections within mathematics (G 1.6; ACEI 2c; NCTM P1.4.2, M1.4.2, S1.4.2; MAA I.2) 1.6 Analyze and articulate connections of mathematics to other disciplines through applications (G 2.4, ACEI 2c; NCTM P1.4.2, M1.4.2, S1.4.2; MAA I.2) 1.7 Understand the historical development of mathematics including the contributions of underrepresented groups and diverse cultures (G 2.3, 2.4; ACEI 2c; NCTM P1.7, M1.8, S1.7; MAA I.6, II.2, IV.1, IV.2) 1.8 Use manipulatives to model and explain mathematical concepts (G 1.4, 4.1; ACEI 2c; NCTM P1.7, M1.8, S1.7; MAA I.6, III.2, IV.1, IV.2) 1.9 Articulate the dynamic nature of mathematics and its significant role in social, cultural, and economic development (G 1.6, 1.10, 4.1; ACEI 2c; NCTM S1.4.1; MAA I.3, I.6) 1.10 Use calculators and computers as tools to generate multiple representations of mathematical concepts (ACEI 2c; MAA I.5) 1.11 Demonstrate facility with technological tools to support geometric construction/investigation, graphing, matrix exploration, and data investigation (G 2.7; ACEI 2c; NCTM P2.3, M2.2, S2.2; MAA I.5) 1.12 Understand and articulate the role of technology in supporting the development of mathematical understanding (G 1.4; ACEI 2c; NCTM P1.6.1, P1.6.2, M 1.7.2, S1.6.1, S1.6.2) * Updated on 9/26/01 5

6 Strands Competencies Artifact and Course 2. Number Operation: The beginning teacher of mathematics understands numbers and their operations and makes these aspects of subject matter meaningful for students 1007 SSC: 2; CR 1 2, b, c 3. Geometry and Measurement: The beginning teacher of 2.1 Understand properties of real and complex numbers, including equivalent representations of numbers (M 1, 5; ACEI 2c; NCTM P2.2.2, M1.6.1, S1.5.1; MAA II.1, III.1, IV.1) 2.2 Analyze the effect of and relationships among operations on real and complex numbers (M.1; NCTM P1.5.4; MAA II.1) 2.3 Use estimation in working with quantities, measurement, computation, and problem-solving (M.1; ACEI 2c; NCTM P1.5.10; MAA II.1) 2.4 Develop, use, model, and explain computational algorithms, including multi-digit calculations involving standard algorithms, mental math, and non-standard methods commonly created by students, the reasoning behind the procedures, how the base-10 structure of a number is used in these calculations (M.1; ACEI 2c; NCTM P1.5.10; MAA II.1) 2.5 Understand and apply numerical computation techniques (mental, paper/pencil, calculator) and extend them to algebraic expressions (M 2; ACEI 2c; NCTM P1.5.3, M1.6.2, S1.5.3) 2.6 understand a large repertoire of interpretations of addition, subtraction, multiplication, and division and of ways they can be applied 3.1 Understand and apply various systems and tools of measurement and the process of measurement (e.g., mathematics understands the central understanding the idea of a unit and the need to select a unit concepts, tools of inquiry, and structures of geometry and the measurement and makes these appropriate to the attribute being measured, knowing the standard [English and metric] systems of units, understanding that measurements are approximate and that aspects of subject matter meaningful different units affect precision, comparing units and for students 1997 SSC: 3; CR 3 converting measurements from one unit to another (M 2; ACEI 2c; NCTM P1.5.5, M1.6.3, S1.5.3) 3.2 Understand and apply Euclidean geometric concepts, properties, and relationships to describe and model mathematical ideas in real-world constructs, including technical vocabulary and the role of mathematical definition (M 2; ACEI 2c; NCTM P1.5.6, M1.6.4, S1.5.4; MAA III.2) 3.3 Identify, describe, measure, compare, classify, and represent two- and three-dimensional figures (M 2; ACEI 2c; MAA II.2) 3.4 Understand and apply trigonometric concepts, properties, and relationships (M 2; ACEI 2c; MAA III.2) 3.5 Understand and apply concepts of motion in two- and three-dimensional space through transformations, including familiarity with projections, cross-sections, and decompositions of common two- and three- dimensional shapes; representing three-dimensional objects in two dimensions and construction three-dimensional objects from two-dimensional representations (M 2; ACEI 2c; MAA II.2) 3.6 Perform geometric constructions using straight-edge and compass, and prove that the constructions yield the desired results (M 2; ACEI 2c; NCTM M1.6.4, P1.5.4; MAA II.2) * Updated on 9/26/01 6

7 Strands Competencies Artifact and Course 4. Data Analysis, Probability, and Statistics: The beginning teacher of mathematics understands the central concepts, tools of inquiry, and structures of data analysis, probability, and statistics and makes these aspects of subject matter meaningful for students 1997 SSC:4; CR e 5. Patterns, Functions, and Relationships: The beginning teacher of mathematics understands patterns, functions, and relationships and makes these aspects of subject matter meaningful for students 1997 SSC:5; CR 1-4, a-h 4.1 Collect, organize, and display data in meaningful form(s) by describing data (e.g., understanding shape, spread, and center; using different forms of representation; comparing two sets of data) (M 3, 1.8, 2.1; ACEI 2c; NCTM P1.5.7, M1.6.5, S1.5.5; MAA II.4, III.4, IV.4) 4.2 Use experimental and theoretical probabilities as appropriate to formulate and solve problems involving uncertainty (M 3, 1.8, 2.1; ACEI 2c; NCTM P1.5.8, M1.6.5, S1.5.6; MAA II.4, III.4, IV.4) 4.3 Use descriptive statistics (e.g., measures of central tendency and dispersion) and inferential statistics (e.g., hypothesis testing) to analyze data and to make predictions and estimations; choose among representations and summary statistics to communicate conclusions; understand variability; understand some of the difficulties arising in sampling and inference (M 3, 3.5; ACEI 2c; NCTM M1.6.5, S1.5.5; MAA III.4, IV.4) 4.4 Understand the kinds of questions that can be addressed by data, create data sets, and move back and forth between the question (i.e., the purpose of the study) and its design 5.1 Identify and describe patterns and relations (M 4, 1.6; ACEI 2c; NCTM P1.3; MAA II.3) 5.2 Represent and justify patterns and functions in multiple ways, including reading and creating graphs of functions; reading and creating formulas (in closed and recursive forms) and tables; and understanding the characteristics of particular classes of functions on integers (M 4, 1.6, 2.2, 3.4; ACEI 2c; NCTM P1.5.9, M1.6.6, S1.5.6; MAA I.3, II.3, IV.3, III.3) 5.3 Discover and analyze functional relations which arise from diverse problem situations (ACEI 2c; NCTM E1.4.1) 5.4 Represent and justify general arithmetic claims, using a variety of representations including algebraic notation; understand different forms of argument; and devise deductive arguments 5.5 Use algebraic notation to represent calculation, to express identities, and to solve problems (M 4; ACEI 2c; MAA II.3) 5.6 Use basic trigonometric relations including the graphic representation and real-world application (M 4) 5.7 N/A (For Grades 9-12 Only) 6. Mathematical Systems: The 6.1 Construct logical proofs to validate or refute beginning teacher of mathematics mathematical conjectures (M 4) undertsands the central concepts, tools 6.2 Understand the nature and purpose of axiomatic systems, of inquiry, and structures of including field axioms (e.g., recognizing commutativity, mathematical systems and makes these associativity, distributivity, identifies, and inverses as aslpects of subject matter meaningful properties of operations on a given domain; seeing for students 1997 SSC:6; CR 2, 3, h computation algorithms as applications of particular axioms; and appreciating that a small set of rules governs all of arithmetic) (M 5; NCTM M1.6.7, S1.5.8) 6.3 N/A for Grades 9-12 Only * Updated on 9/26/01 7

8 Strands Competencies Artifact and Course 7. Discrete Mathematics: The beginning teacher of mathematics understands the central concepts, tools of inquiry, and structures of discrete mathematics and makes these aspects of subject matter meaningful for students 1997 SSC:7; CR 1-4, b, d-f 7.1 Use a variety of counting techniques and principles (e.g., permutations and combinations) (M 6; ACEI 2c; NCTM S1.5.10; MAA IV.6) 7.2 Identify, model, and analyze situations represented by discrete and continuous data (M 6; ACEI 2c; NCTM P, M, S1.5.10) 7.3 Represent problem situations using discrete structures (e.g., sets, finite graphs, matrices, sequences, and recurrence relations) (M 6; NCTM S1.5.10; MAA IV.6) 7.5 N/A for Grades 9-12 Only 7.4 N/A for Grades 9-12 Only 8. Concepts of Calculus: The 8.1 Understand and apply basic calculus concepts and beginning teacher of mathematics techniques (e.g., evaluation of limits) to solve a variety of understands the central concepts, applied problems tools of inquiry, and structures of the calculus and makes these aspects of subject matter meaningful for 8.2 N/A for Grades 9-12 Only students 1997 SSC:8; CR 1, d 8.3 N/A for Grades 9-12 Only * Updated on 9/26/01 8

9 The Professional Preparation Portfolio Successful completion of a Professional Preparation Portfolio is required of all teacher education candidates at SMSU in order to be recommended for initial certification to teach. This portfolio is a graphic anthology of a student s progress and performance in all coursework, practicum placements and student teaching experiences. The Professional Preparation Portfolio is also a medium by which the academic programs are evaluated for accreditation by the Missouri Department of Elementary and Secondary Education and the National Council for the Accreditation of Teacher Education. Teacher education students will receive guidance throughout their program from the instructors of their courses to help answer questions and maintain quality of the portfolio. There are three checkpoints scheduled throughout the sequence of courses taken in the teacher education program. The checkpoints are individual conferences held between students and instructors to assure that everything is in order and progressing satisfactorily toward meeting the Missouri Standards for Teacher Education Program (MoSTEP) quality indicators and subject area competencies. The first checkpoint occurs in SEC 302. PED 200, or MUS 200. The second will occur during the special methods courses or designated point in the degree program. The third and final checkpoint occurs during the student teaching semester. At that time the portfolio will be reviewed to determine if there is sufficient evidence to meet MoSTEP quality indicators and subject area competencies. Portfolio Checkpoint 1: ELE302/SEC 302/PED 200/MUS 200* These artifacts are required and must be included within the portfolio at checkpoint 1: Professional Resume Clinical Placements Log Artifacts with cover sheets as assigned minimum of lesson plan and appropriate artifact cover sheet Evaluation of uploaded materials by faculty Portfolio Checkpoint 2: Special Methods Courses or Designated Point in Program A summary of general expectations for Portfolio Checkpoint 2 follows: Artifacts and artifact cover sheets required by the specialty area that reflect knowledge, skills and professional dispositions aligned with standards Professional Resume further developed Clinical Placement form completed to reflect additional experiences and outcomes Educational Philosophy Portfolio Checkpoint 3: Supervised Student Teaching Artifacts may be required and reviewed by the specialty area faculty, University Student Teaching Supervisor and cooperating teacher. A summary of expected content follows: Additional artifacts and artifact cover sheets as required in order to meet MoSTEP quality indicators and subject area competencies Professional resume completed Clinical placement form completed to reflect culminating experiences and outcomes Complete section IV of your portfolio (Student Teaching Evaluations) For additional help log on to the SMSU PEU Website at *Students must consult with their departmental advisors concerning special requirements for artifact cover sheets. Limited examples follow.

10 Appendix 1: Portfolio Content and Requirements Access the portfolio website for further details at: Candidates (students) starting the program in fall 2001 semester will be expected to develop the portfolio in an electronic format (web-based and/or zip disk or CD). There are four sections to the portfolio as noted below. Candidates that wish to maintain a hard copy of the portfolio, along with a copy in an electronic format, may purchase tabs that correspond to the following section at the University bookstore (Spring, 2002). The number and type of artifacts will correspond to the program assessment plan. See program faculty for guidance. Candidates should record progress toward meeting professional standards on the Portfolio Guide (see downloadable forms). Section I. Introduction Portfolio Sections Section I contains the professional education candidate s: Educational Philosophy Resume' Log of Clinical Placements assigned during the program (downloadable form) Section II. Professional Practice Section II includes artifacts that represent performances aligned to the (CF) MoSTEP and specialty area standards. Download a copy of the Portfolio Guide (replaces the old Table of Contents) specific to your area of study. The Portfolio Guide should be kept in Section II of the portfolio with artifacts reflecting the required standards placed after the guide. Candidates are expected to monitor progress toward standards on the Portfolio Guide (downloadable form). Artifacts that reflect the SMSU (CF) Learner Outcomes, the MoSTEP Standards and the specialty area standards will be placed in Section II of the portfolio. Artifacts must be accompanied by an Artifact Cover Sheet that documents the nature of the project as well as performances related to standards. (See downloadable forms to access the Artifact Cover Sheet and corresponding Directions for the Artifact Cover Sheet. Section III. Showcase Section III is the student Showcase Section. This is optional for students who elect to include items that will further illustrate their experiences in the professional education program as well as showcase mastery of professional standards and the general outcomes. Section IV. Field Evaluations This section should include practicum and student teaching field evaluations. See your program faculty for guidance regarding practicum materials and evaluations. For student teaching, include the evaluation of the cooperating teacher and the University supervisor of all placements in the student teaching semester.

11 APPENDIX 2: ABOUT THIS ARTIFACT DIRECTIONS FOR THE ARTIFACT COVER SHEET Cover sheets should be attached to artifacts within the Professional Preparation Portfolio as directed by program faculty. The purpose of the cover sheet is to ensure reflection and review regarding performances related to the SMSU Professional Education Unit (PEU) (CF), the MoSTEP standards and your Specialty Area standards. Information provided on the cover sheet yields evidence of your progress in meeting professional education standards.. Directions for completing the sections of the cover sheet follow. 1. Title of artifact : Typically, an artifact will have a designated title. If it does not, provide a brief description or name. 2. Date this artifact was collected : When was the item completed, graded, or made available for inclusion in the portfolio? If necessary, give a more general time, e.g. Fall Semester Course or experience where the artifact was developed : Provide both the course code and course title. If the item was not developed for a course, describe the experience corresponding to development. 4. Quality indicators addressed by this artifact : Identify the quality indicators/learner outcomes that are represented within the artifact. Example: CF (add learner outcome and #) MoSTEP (add # and description) Specialty Area: Science Education (add # and description) Since there is commonality between the CF, the MoSTEP, and the Specialty Area Standards, it is typically appropriate to reference all three sets of standards on the cover sheet. See your program faculty for guidance if you have questions. 5. Reflective Narrative : This section includes a summary of candidate performances that correspond to the quality indicator and learner outcomes listed. Use the performance indicators corresponding to each quality indicator as a guide. This section requires analysis and synthesis of performances related to standards and should be written as a narrative summary rather than a list. The narrative should document that you have demonstrated performances consistent with the CF Learner Outcomes, the MoSTEP and the Specialty Area standards noted above. Examples of completed Artifact Cover Sheets follow; however, you must seek guidance from program faculty regarding requirements specific to your area of study. (Attach examples from IMT 365)

12 MIDDLE SCHOOL MATHEMATICS ARTIFACT COVER SHEET ABOUT THIS ARTIFACT Student Name: Title of the Artifact: Magic Square Major/Certification Area: Middle School Math and History Date this artifact was collected: Spring 2003 Course or experience where artifact was developed: Reading 479 Quality indicators addressed by this artifact Include MoSTEP and Specialty Area Indicator(s) as well as PEU CF Learner Outcome(s) as appropriate: Specialty Area Indicators: 1. Mathematical Processes and Tools 1.2 Communicate mathematical ideas in writing and orally, using mathematical language and symbols 5. Patterns, Functions, and Relationships 5.1 Identify and describe patterns and relations Reflective narrative How this artifact reflects performances specific to MoSTEP, PEU CF Learner Outcomes and/or Specialty Area performance indicators as appropriate. What do I know and what am I able to do? A magic square is depicted as matching terms and definitions into a square that when added up across or down is the exact same number. This is the magic number. A magic square can be used within the mathematics classroom as well as used by many other disciplines. By creating this magic square about mathematics the students have to use their knowledge of math terminology and computation to complete the assignment. The students are in return using mathematical language and symbols to complete the project. By using a magic square as an activity, the students are building their knowledge of mathematical terms. The students may not know all of the terminology, but by finding patterns and relations, can produce the magic square. The students are also asked to create their own magic square, using terms and definitions from their math text. The students are further expanding their knowledge of mathematics by creating their own magic square. The students must also check their world by completing the magic square to get the magic number. The magic square is reinforcing connections in mathematics. Through finishing this assignment the students are writing, using mathematical language and symbols, and recognizing patterns and relations.

13 Appendix 3: CF General Learning Outcomes The curricula of professional education programs at Southwest Missouri State University reflect our commitment to these beliefs. Further, they reflect and are aligned with the professional standards specified by state, national and professional accreditation organizations. Our initial and advanced programs are designed to develop candidate knowledge, skills, and dispositions associated with successful professional educational practice. SMSU professional education graduates will demonstrate competence in: 1. Foundations : knowledge of the historical development of the profession, and foundational issues and arguments underlying its practices, as well as understanding of the importance of integrated learning across disciplines. 2. Subject Matter: knowledge of subject matter discipline content and the ability to integrate content with pedagogy appropriate to the candidate s field of study. 3. Learning and Development: knowledge of human development and motivation, theories of learning, pedagogy and assessment. 4. Reflective skills: communication skills, critical and creative thinking abilities and other skills crucial to reflective decision-making. 5. Technology: knowledge and skills in the use of technology appropriate to the candidate s field of study. 6. Professional Skills: the practical abilities to implement the skills, techniques, and strategies associated with student learning and development in the educational context in which they practice. 7. Assessment Skills: the skills to conduct valid and reliable assessments of their students learning, and use that assessment to improve learning and development for their students. 8. Dispositions: the intellectual, social, ethical, and other personal attributes and beliefs previously ascribed to reflective decision-makers in a variety of professional settings, including a commitment to their own lifelong learning and professional development. 9. Diversity: the ability to skillfully facilitate and promote the learning of all students, including those from diverse cultural, racial and economic backgrounds, and those with disabilities. 10. Collaboration and Leadership: the ability and skills to foster and maintain collaborative, empowering relationships with other professionals within schools and the community.