Section 1: Personal Profile

Part 1: Teaching Philosophy (K&L)

Answer the following questions in a personal and professional manner:What led you to become a teacher?What do you hope to accomplish as a teacher?What major concepts guide or shape your views on being a good teacher?

Evidence resources: readings from Knowing and Learning readings from Classroom Interactions reading from Perspectives

Part 2: Cover Letter (CI)

State your future goals for employment in the form of a letter that accompanies a résumé to a potential employer. This letter should be tailored to the job you are seeking, making clear to a future employer that you have specific information about his or her organization that makes you a good fit.

Your cover letter may be addressed to a school at which you have had a field experience or a school where you would like to seek future employment. Even if you’re unsure about whether or not you want to teach, the cover letter should be as professional as possible.

Evidence resources: UTD Career Center Faculty Mentor teachers

Part 3: Résumé (CI)

This is a presentation of your work and educational background. The audience is a principal or other professional who hires teachers.

Evidence resources: Career Center Faculty mentor teachers

Include teaching experiences in the UTeach Program with a statement of how you have taught lessons at varying grade levels and schools to get a full view of the educational system.

State also that you have taught on teams as well as individually in these experiences.

Section 2: Subject Matter Knowledge (RM/F&M)

Mathematics 1Apply both informal and formal mathematical reasoning in problem solving and state the importance of being able to apply both reasoning to the same problem.

Evidence suggestions: an example of a challenging proof from a

specific mathematics course from Functions and Modeling: showing versus

proving statements relating to the triangle inequality, specifically for complex numbers

from Functions and Modeling: proving different field properties of the complex number system

Science 1State a question about the natural world and outline how to develop it into a specific inquiry that answers the question in whole or in part.

Evidence suggestions: inquiry from research methods courses taught

through UTeach, evidence from a laboratory course (biology, chemistry, physics, etc.)

paper from independent research course

Mathematics 2Describe the connections between multiple representations of a mathematical concept.

Evidence suggestions: from Functions and Modeling: connecting the

distance formula, equation of a circle, and the Pythagorean Theorem – pictorially, verbally, and algebraically

evaluation of student artifacts from CI

Science 2Evaluate the strength of a scientific explanation or hypothesis using scientific evidence and methodology.

Evidence suggestions: an analysis of experimental data that makes

use of statistical hypothesis testing a discussion of a mathematical model you

designed yourself and its comparison with the phenomenon it represents.

All Contents 1Generate a model of a natural phenomenon and evaluate how well the model represents the situation.

Evidence suggestions: an analysis of an inquiry from Research Methods an analysis of a model you designed yourself Functions and Modeling: using data to find a model of a physical characteristic of our universe

All Contents 2Describe a topic in the subject area and describe the connections with prerequisite topics, future topics, and other subjects.

Evidence suggestions: an essay in which you explain how material in a lesson plan you have prepared depends upon material in

previous years, or lays the foundation for material in the following years. K&L generative lessons CI Knowledge Package paper from Perspectives lesson plan from Perspectives an essay in which you explain how material in a lesson plan you have prepared depends upon material in

previous years, or lays the foundation for material in the following years, and connects to other subjects other than mathematics.

from Functions and Modeling: exponential growth and decay from a differential perspective – connections between Algebraic manipulation, exponential/logarithms, rules/calculus, concepts/integration techniques

All Contents 3Connect a state and a national standard to a lesson taught in the secondary schools. Explain how you assessed those standards to demonstrate student mastery.

Evidence suggestions: Step 1 and Step 2 lesson plans Teach 1 & Teach 2 lesson plans in CI Commentary on a lesson plan you have written. PBI Unit

All Contents 4Illustrate how to bring out the historical importance of your subject material, its contribution to large ideas, and its significance in today’s society.

Evidence suggestions: paper from Perspectives lesson plan from Perspectives other relevant lesson plans Teach 1 &Teach 2 lesson plans in CI from Functions and Modeling: the relationship of complex numbers and cosmology and physics

(background discussion of the applications of complex numbers) from Functions and Modeling: function rate of change relating to the works of Newton and Kepler paper from Perspectives lesson plan from Perspectives other relevant lesson plans CI video

Section 3: Equity and Inclusive Design

Part 1 (CI)Demonstrate an awareness of student diversity while preparing lessons, presenting lessons, and assessing students. Include evidence of how you create an inclusive and assessable learning environment for students from different backgrounds, students who have different interests, students of different genders, students for whom English is not their first language and students who legally require accommodations and/or modifications.

Evidence suggestions: lesson plan with comments from Step 1, Step 2, CI, PBI discussion based on reading from a specific UTeach course K&L clinical interviews CI lesson plans, written analyses, poster presentations, responses to forum prompts, video clips PBI — modifications for special populations in the lesson plans and formative assessments CI, annotated video permission CI word chart video footage - CI

Section 4: Teaching Preparation

Part 1 (CI/PBI)Describe and document your process for developing a learning experience. Illustrate the connection between the state/national standards, the selection and evaluation of resources and technologies, the creation of student activities, the adjustments and modifications for students with individual needs, and the development of student assessments.

Evidence suggestions: CI lesson plans in draft, intermediate, and final stages, with discussion Unit Project Lessons - PBI Inquiry unit project of 5 5E reading Lesson Plans-Reading Classroom activities and discussion-Functions and Modeling Videos and reflections of field teaching experience - PBI Unit Project - PBI Students demonstrate by gathering data that they know how to operate probes and computers, and

understand the importance of calibrating scientific instruments- Research Methods Written papers, oral presentations-Perspectives Lesson Plans, including essays justifying them and responses to review comments - CI

Part 2 (PBI)Explain and provide evidence about how you design lessons that encourage all students to participate, that connect the content to the interests and experiences of your students, and that make learning assessable and meaningful for students of all ability levels. Include in your reflection a discussion of your ability to assess the value and reliability of information on this topic from print and online sources.

Evidence suggestions: CI lesson plans PBI – project development PBI – lesson plan for field experience and project

Section 6: Instruction and Delivery

Part 1 (PBI)Describe and provide evidence of how you teach and engage all students in meaningful learning experiences.

Evidence suggestions: Step 1 or Step 2 field experience CI lesson plans CI video lesson plans for PBI standards-based project and videos of teaching

Part 2 (PBI)Describe and provide evidence of your questioning and assessment techniques. Include evidence of how you use assessment to respond flexibly to students during instruction.

Evidence suggestions: CI analysis of questioning effectiveness in the major analysis assignments and article-prompted forum

posts CI - Teach 1 and Teach 2 analyses lesson plans for PBI with multiple formative assessments weekly calendar for PBI project

Part 3 (PBI)Describe and provide evidence of how you have used technology to enhance the learning experiences of your students.

Evidence suggestions: CI lesson plans PBI – video production use of Probeware in PBI syllabus from PBI highlighting time spent during the semester on technologies

Section 7: Professional Responsibilities

Part 6 (CI)Read the “Code of Ethics and Standard Practices for Texas Educators” and reflect on a specific standard as it pertains to your classroom.

Evidence suggestions: PBI project requirements for Driving Questions and the ethical properties of the Driving Questions