AYA Mathematics Program Curriculum Map

AYA Mathematics Program Curriculum Map

Ohio Board of Regents

Program Review and Development

30 East Broad St., 36 FL  Columbus, OH 43215

AYA Mathematics: Undergraduate and Post Baccalaureate

Teacher prepprogram Curriculum MAP
must accompany form a: new program proposal
[AYA Mathematics]
Identify how and when the educator preparation requirements, standards and mandates will be introduced, discussed,
applied, and/or assessed in the proposed or continuing education program.
All [and only] required courses within this program need to be included.
Describe and/or provide URLs that point to the specific information requested
Questions about the proposal process may be directed to Sheryl Hansen
UNTIL WE ARE ABLE TO CREATE A WEB VERSION OF THIS FORM, PLEASE PRINT
OUT THE CURRICULUM MAP AND FILL IN THE BOXES AS DESCRIBED
BY HAND, SCAN AND EMAIL With your FORM A or FORM C,TO

THANK YOU!!
PROGRAM NAME / Course # / Course # / Course # / Course # / Course # / Course # / Course # / Course # / Course # / Course # / Course # / Course # / Course # / Course # / Course # / Course #
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
OSTP Standards: / Show evidence that each standard and element is being addressed by 1) marking I [introduced]in every course where the element is introduced, D [discussed] in every course where the element is discussed and addressed and an A [assessed] in every course where it is assessed.
Standard 1: Teachers understand student learning and development and respect the diversity of the students they teach. / 1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups. / I
D / I
D
A / I
D
A / I
D
A / I
D
A / I
D / A / A / A
1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. / I
D / I
D
A / I
D
A / I
D
A / A
1.3 Teachers expect that all students will achieve to their full potential. / I
D / I
D / I
D
A / I
D
A
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences. / I
D / I
D / I
D
A / I
D
A / I
D
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention. / I
D / I
D
A / I
D
A / D
A
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Standard 2: Teachers know and understand the content area for which they have instructional responsibility. / 2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction. / I
D / I
D
A / I
D
A / A / A / A
2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. / I
D / I
D
A / I
D
A / I
D
A / A / A / A
2.3 Teachers understand school and district curriculum priorities and the Ohio academic content standards. / I
D / I
D
A / I
D
A / A / A / A
2.4 Teachers understand the relationship of knowledge within the discipline to other content areas. / I
D
A / I
D
A / I
D / A / A / A
2.5 Teachers connect content to relevant life experiences and career opportunities. / I
D / I
D / I
D
A / I
D
A / A / A / A
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Standard 3: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. / 3.1 Teachers are knowledgeable about assessment types, their purposes and the data they generate. / I
D / I
D / I
D
A / I
D
A / D
A / A / A / A
3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments. / I
D / I
D / I
D
A / I
D
A / A
3.3 Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction. / I
D / I
D / I
D / A
3.4 Teachers collaborate and communicate student progress with students, parents and colleagues. / I
D / A
3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential. / A
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Standard 4: Teachers plan and deliver effective instruction that advances the learning of each individual student. / 4.1 Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards. / I
D / I
D
A / I
D
A / A / A / A
4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap. / I
D / I
D
A / I
D
A / I
D
A / I
D
A / I
D
A / A
4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. / I
D / I
D
A / I
D
A / A / A / A
4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery. / I
D / I
D
A / I
D
A / I
D
A / I
D
A / A / A / A
4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students. / I
D / I
D / I
D
A / I
D / I
D
A / I
D
A / D
A / A / A / A
4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers. / I
D / I
D
A / I
D / D
A
4.7 Teachers use resources effectively, including technology, to enhance student learning. / I
D
A / D
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students. / 5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. / I
D / I
D / I
D
A / I
D / I
D / I
D
A / A / A / A
5.2 Teachers create an environment that is physically and emotionally safe. / I
D / I
D
A / I
D
A / A / A / A
5.3 Teachers motivate students to work productively and assume responsibility for their own learning. / I
D / I
D
A / I
D
A / I
D / A / A / A
5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class. / I
D / I
D
A / I
D
A / I
D
A / I
D / A / A / A
5.5 Teachers maintain an environment that is conducive to learning for all students. / I
D / A / A / A
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Standard 6: Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. / 6.1 Teachers communicate clearly and effectively (written or oral communication). / I
D / I
D
A / I
D
A / I
D
A / I
D
A / I
D
A / A / A / A / A
6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health. / I
D / I
D / A
6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff. / I
D / I
D / I
D / A / A / A
6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning. / I
D / I
D / A
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community / 7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct. / I
D / I
D / A / A / A
7.2 Teachers take responsibility for engaging in continuous, purposeful professional development. / I
D / I
D / I
D / A
7.3 Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement. / I
D / I
D / I
D / A
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
12 semester hour reading requirement / 12 semester-hour reading requirement for early childhood, middle childhood, & intervention specialist programs
OR 3 hour reading requirements / 3 semester-hour reading core for AYA programs, career-vocational and multi-age programs; / X
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
General Education Requirements / Provide a LINK to your university/
college catalog that describes and shows the Ohio Transfer Module and how its used for transfers.[publics only]
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Academic Content Standards [Common Core as applicable to specific programs] / Candidates’ understanding of the Ohio Academic Content Standards or national standards / I
D / I
D
A / I
D
A / A
Candidates’ understanding of the Common Core Standards / I
D / I
D
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Candidates understanding of the Value- Added growth measures as defined by the State Board of Education / Place a VI [value added introduced] in each course box in which you introduce, discuss, address candidate knowledge about the value-added growth measures as defined by the State Board of Education. Place a VA [value added assessed] in each course box in which you assess candidate ability to collect and analyze student value added data to and their ability to use those data for improving student learning. / V
I / V
A
Ohio Standards for Professional Development / Place a PDI professional development standards introduced] and the number of each professional development standard that is introduced, discussed and addressed within each course box. Place a PDA [professional development standards assessed] and the number of each professional development standard that is assessed within each course box. / P
D
I
1.2
1.4 / P
D
I
4.1 / PD
I
3.3 / P
D
I
3.2 / PD
I
2.1
2.2 / P
D
I
6.4 / P
D
I
1.1
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Resident Educator License and 4-tier system / Place a REI [resident educator info introduced and discussed] within the course boxes in which the Ohio Resident Educator and 4-tier system is addressed so that students know and understand the system in which they will be licensed.Place a REA [resident educator license info assessed] within the course boxes in which the Ohio Resident Educator licensure system knowledge is assessed. / R
E
I / R
E
A
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
Ohio Department of Education Licensure Program Standards / Place a PSand the Standard Number in the course boxes in which program standards have been integrated and are met. Ensure that all ODE approved standards are met within the program. / PS 2
PS 3
PS 4
PS 6
PS 7 / PS 1
PS 3
PS 4
PS 5 / PS 1
PS 3
PS 4
PS 5 / PS 1
PS 4
PS 4
PS 6
PS 7 / PS 2
PS 3
PS 4
PS 6 / PS 1
PS 2
PS 3
PS 4
PS 5
PS 6 / PS 1
PS 2
PS 4
PS 5
PS 6
PS 7 / ALL / ALL / ALL / ALL / ALL
Candidates understanding of Ohio School Operating Standards / Place a SOP [school operating standards] in each course box in which aspects of the Ohio School Operating standards are introduced and discussed. Place a SOPA {school operating standards knowledge is assessed] in the course box/es when assessments occur. / S
O
P
A / S
O
P
A
Dyslexia / [forthcoming, no specific requirements are available yet]
Gifted / [forthcoming, no specific requirements are available yet]
Candidate Technology Competencies / [no guidelines are available yet]
EDC 201 / EDC 225 / EDC 230 / EDC 330 / EDC 340 / EDA 331 / EDA 401 / EDP 310 / EDP 416 / EDA 312 / EDA 412 / EDA 440-43
KEY ASSESSMENTS / Describe each KEY ASSESSMENT and place an X within the course boxes in which the knowledge and skills are being obtained and an A when the Assessment takes place.
REQUIRED ASSESSMENTS:
Content knowledge / PRAXIS II-Content Test
GPA in content courses / x / x / x / x / x / x / A / A / A
Student learning, including value added measures / Students receive an understanding of what value added is and how it is applied in Ohio Schools as it pertains to the school report cards.
TPA / X / X / X / X / A / A / A
Student teaching / TPA / X / X / X / X / A / A / x/A
Lesson planning / Curriculum Unit / X
A / X / A / A / A
ADDITIONAL:

Ohio Board of Regents. DRAFT. TeacherPrep.CurriculumMap.6.1.12