Ideal for preservice mathematics teachers who are taking methods courses or are student teaching, this research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment. Highlighting inquiry-based, learner-centered teaching and grounded in a cognitive perspective, Becoming a Reflective Teacher of Mathematics, Third Edition features: Detailed observation instruments for observing other teachers Reflective activities that provide a structure for beginning teachers to think about their teaching Guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers The Third Edition of Becoming a Reflective Teacher of Mathematics is aligned with the latest standards for teaching mathematics including the Common Core State Standards-Mathematics, and the latest assessments for mathematics teacher certification which place a high priority on reflective practice. Thoroughly revised and updated throughout, the Third Edition continues to provide preservice and in-service mathematics teachers with practical ideas for developing and honing reflective and self-analytical skills needed to advance and improve instruction.

This volume reviews the background of mandated teacher performance assessment with an emphasis on policy, privatization, and professionalization. The authors discuss the potential impact of mandated teacher performance assessments on teacher education in the content areas of mathematics, English, and social studies. The perspectives and empirical research examined in this conceptual analysis illustrate the various ways in which the Stanford Center for Assessment, Learning, and Equity (SCALE) Teacher Performance Assessment (edTPA) promises to restructure teacher education in the United States. The authors consider both the affordances and the constraints that teacher performance assessments offer for teacher preparation programs, and conclude by discussing the implications of the intersections among policy, privatization, professionalization, and performance assessments of teachers, as well as the relationship between performance assessments and teacher education. The impact of the edTPA on the development of signature pedagogies in teacher education is also discussed.

Ideal for preservice mathematics teachers who are taking methods courses or are student teaching, this research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment. Highlighting inquiry-based, learner-centered teaching and grounded in a cognitive perspective, Becoming a Reflective Teacher of Mathematics, Third Edition features: Detailed observation instruments for observing other teachers Reflective activities that provide a structure for beginning teachers to think about their teaching Guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers The Third Edition of Becoming a Reflective Teacher of Mathematics is aligned with the latest standards for teaching mathematics including the Common Core State Standards-Mathematics, and the latest assessments for mathematics teacher certification which place a high priority on reflective practice. Thoroughly revised and updated throughout, the Third Edition continues to provide preservice and in-service mathematics teachers with practical ideas for developing and honing reflective and self-analytical skills needed to advance and improve instruction.

"Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment" offers what every mathematics teacher educator or supervisor has been looking for. Ideally suited for use with students who are taking a methods course or who are student teaching, this activity-oriented, research-based text:
*supplies detailed observation instruments that preservice teachers can use when they observe other teachers. Each instrument focuses on a critical aspect of instructional practice in mathematics (e.g., tasks, learning environment, discourse). In addition, it requires the observer to make conjectures regarding the teachers' underlying cognitions (e.g., knowledge, beliefs, goals) that might account for the instructional practice they observe.
*offers reflective activities that provide a structure through which beginning teachers can think about their teaching in an insightful, thorough, and productive manner. Students can work through the activities over the period of a year. The structured observations and reflective activities are modular, and the framework applies to all observations of teaching, no matter what the instructional content.
*includes guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers. The unique aspect of these guidelines and instruments is the link they make between teachers' cognitions and their instructional practice.
All instruments and suggested activities are couched within a highly effective framework for teacher reflection and self-assessment that was developed in the spirit of the NCTM professional teaching standards. This framework is grounded in a cognitive perspective on learner-centered teaching. In Part I, the framework is explained and its validity is documented. Part II shows how teachers can use the framework to observe other teachers' classroom work, and to reflect on their own teaching. Part III offers case studies to help readers see how the method works.