Perspectives between the continuum of mathematics student teachers and those of other subject areas

This study tracts cooperating teachers' observations of the development of student teachers using INTASC standards to determine if there is a difference specific to student teachers of mathematics.
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  1. How familiar are you with INTASC standards? (one:not familiar, 9: very familiar)
    1 2 3 4 5 6 7 8 9


  1. After how many weeks were you confident that your student teacher demonstrate competency in the specific subject matter that they were to teach?
    1 2 3 4 5 6 7 8 9


  1. After how many weeks was your student teacher competent in providing communicating and incorporating a varity of learning opportunities that supported the child's intellectual, social and personal development?
    1 2 3 4 5 6 7 8 9


  1. After how many weeks did your student teacher deliver instruction to ensure that the varying needs of diverse learners were met?
    1 2 3 4 5 6 7 8 9


  1. After how many weeks did your student teacher integrate and use multiple instructional strategies to encourage student development of critical thinking and problem solving?
    1 2 3 4 5 6 7 8 9


  1. After how many weeks did your student teacher design and faciliatate lessons that provided a positive, risk-free classroom environment with active engagement?
    1 2 3 4 5 6 7 8 9


  1. After how many weeks did your student teacher use effective communication skills: verbal, non-verbal and other mediums such as technology in the classroom ?
    1 2 3 4 5 6 7 8 9


  1. After how many weeks did your student teacher plan instruction based upon knowledge of the curriculum goals, the students and their community?
    1 2 3 4 5 6 7 8 9


  1. After how many weeks did the student teacher use formal and informal assessments strategies to evaluate and ensure the continuous intellectual, social and physical development of their learners?
    1 2 3 4 5 6 7 8 9


  1. After how many weeks did your student teacher become a reflective practioner evaluate the effectiveness of their choices and actions on others (students, parents and other professionals in the learning community?)
    1 2 3 4 5 6 7 8 9


  1. After how many weeks did your student teacher create and foster relationships with school colleagues, parents and agencies in the larger community?
    1 2 3 4 5 6 7 8 9


  1. How did you become familiar with INTASC satandrds?


  1. How did the INTASC standards affect your role as a mentor in the continuum of mentor to a student-teacher?


  1. How did your level of support reflect where on the INTASC standards your student teacher was at a particular time?


  1. What type(s) of support did you offer your student teacher?


  1. What classroom moments were used to determine the level of support you gave your student teacher?





Ms. Crain
Team 6C
Community Middle School
Plainsboro, NJ