Course+Outline

=OISE/UT Continuing Education Additional Qualification Course:= =Mathematics in Primary and Junior Education, Specialist (EAQ9763Y-S-7001)= =Honour Specialist Mathematics (EAQ2170Y-S-7001)= =Summer 2008=

Course Instructors: Sandra Fraser & Shawn Perry Class Seminars: July 2nd to July 24th; 8:00 am to 1:30 pm

The underlying purpose of the Additional Qualification course: Mathematics in Primary and Junior Education, Specialist is to extend the knowledge and skills from Part I and II, with a focus on leadership skills in mathematics in primary and junior education. This Additional Qualification course supports the expectations outlined in the Ministry of Education curriculum policy documents and other Ministry of Education policies.

The underlying purpose of the Additional Qualification course: Honour Specialist (K to 12) Mathematics is to focus on developing the capacity for curriculum leadership in candidates. This Additional Qualification course supports the expectations outlined in the Ministry of Education curriculum policy documents and other Ministry of Education policies.

These Additional Qualification courses are based on an in depth knowledge of the Ontario mathematics curriculum and focuses on curriculum leadership. Pedagogy, curriculum, assessment and evaluation, technology, and child and adolescent development related to program planning and implementation are also addressed. Candidates will have opportunities to reflect, communicate and apply their learning through practical experiences. The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession are the foundation for the development of these Additional Qualification courses and have been embedded in the learning expectations for the courses.

Learning Expectations
These Additional Qualification courses have the following learning expectations for candidates (see table) based on their understanding of and ability to apply the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession; theory and research; program planning, development, implementation, and review; student assessment and evaluation; legal and ethical issues; and leadership and ongoing professional learning.

Common Expectations:
 * • Understand the nature and context of mathematics in education and society
 * • Understand child/human development theories and research
 * • Reflect on practices of assessment, modifying to meet special needs, and use of technology
 * • Engage in dialogue for improving program based on curriculum and research
 * • Demonstrate knowledge of curriculum review, development and implementation
 * • Understand of Ministry of Education curriculum, K-12
 * • Design and implement professional development opportunities
 * • Demonstrate and inform stakeholders of policies, regulations, legal and ethical issues
 * • Build and sustain networks in and beyond schools
 * • Assist others with program planning and accessing resources
 * • Demonstrate, encourage and foster exemplary teaching and learning practices
 * • Promote participation in local, provincial and national subject organizations
 * • Model and lead in practices of modifying assessment based on special needs of students
 * • Connect theory to practice – investigate practical approaches for implementation
 * • Demonstrate awareness of board, provincial, and international developments in mathematics education
 * • Use assessment data to guide practice and plan for improving student achievement

Primary/Junior Specialist Expectations:
 * • Foster confidence among colleagues
 * • Promote assessment and evaluation practices that reflect the P/J curriculum
 * • Demonstrate fundamental knowledge and skills of P/J mathematics
 * • Develop strategies for communicating with parents
 * • Promote mathematics education and model collaboration within the community

Honour Specialist (K-12) Expectations:
 * •	Explore interdisciplinary applications of mathematics
 * •	Model strategies to initiate change
 * •	Encourage and support colleagues’ interests in professional growth
 * •	Assist new teachers to refine practice
 * •	Demonstrate team-building and collaborative decision-making strategies
 * •	Demonstrate skills of managing staffing, budgets, textbooks, etc.

(Adapted from Additional Qualification Course Guideline, Mathematics in Primary and Junior Education (Specialist), January 2005 and Additional Qualification Course Guideline, Honour Specialist Mathematics, April 2003.)

Candidate Expectations
Participants in these Additional Qualification courses are expected to work cooperatively by sharing experiences, knowledge, ideas and resources; and by providing support for each other in small and large group settings. In addition, each participant is expected to:
 * • Fully participate in class discussions
 * • Attend all classes
 * • Be punctual to all classes
 * • Complete all course assignments meeting all of the criteria outlined
 * • Complete all assignments independently unless otherwise indicated

Absences: If candidates miss a full day, they are required to complete an assignment and the principal of the Mathematics Additional Qualification courses will be contacted. Once candidates have missed a full day, they cannot miss any additional time or they will not be recommended as having met the Ontario College of Teachers requirements of the course, and will be deemed unsuccessful. Arriving 15 or more minutes late or leaving 15 or more minutes early counts as a half-day absence.

Lates: Classes begin at 8:00 am, and candidates are expected to be on time. If candidates accumulate 2 lates, they are required to complete an additional assignment and the principal of the Mathematics Additional Qualification courses will be contacted. Once candidates have been late two times, they cannot be late again or they will not be recommended as having met the Ontario College of Teachers requirements of the course, and will be deemed unsuccessful.

Readings/Textbook
Please Note Candidates will be required to purchase a copy of the text, How to Differentiate in Mixed-Ability Classrooms, 2nd Edition written by Carol Ann Tomlinson (2001); published in Alexandria, VA: ASCD.

Readings: The instructional leaders will assign readings from the course textbook, which will be further discussed during class time. Candidates will also take turns facilitating the book study process.

Course Time Allocations
These courses consist of a series of seminars, workshops, cooperative group activities, investigations, assignments, and presentations. These activities examine the student expectations of the curriculum, new trends in mathematics education, learning strategies, and strategies suitable for assessing and evaluating students and mathematics programs.

The time frame below indicates how your time is occupied in these courses and how it fits into the 125 hours required by the Ontario College of Teachers to obtain a credit in these courses.

Classroom Contact (80 h)
 * • Content awareness, K-12
 * • Data-driven support planning
 * • Theory, methodology, and assessment instruction, K-12
 * • Current research in mathematics education
 * • Facilitated book study
 * • Cooperative group activities
 * • Ministry-licensed software use
 * • Presentations
 * • Participation in professional learning
 * • Developing leadership strategies

Monitored Contact (20 h)
 * • Recall content: K-6 (P/J Spec) or K-12 (Hon Spec)
 * • Data-driven support plan development
 * • Preparation of methodology, assessment, and leadership assignments and presentations
 * • Library searches
 * • Internet use
 * • Ministry-licensed software use and presentation preparation

Non-Contact Time (25 h)
 * • Recall of mathematics content
 * • Data-driven support plan development
 * • Readings that focus on differentiated instruction, current trends, and leadership in math education
 * • Reflective practice
 * • Preparation of methodology, assessment, and leadership assignments and presentations
 * • Library searches
 * • Internet use & AV preparation
 * • Ministry-licensed software use and presentation preparation

Assignments and Grading
Each assignment has application to you, your division or department, and to your students. This means that you will want to produce a product of high caliber for use by students, teachers, administrators and/or board representatives. All assignments must be completed with a passing grade in order for candidates to be successful in this course.

1. Leadership Reflection a. Standards of Practice – Questions 10% b. Standards of Practice – Responses 5% 2. Facilitation: Continuum of Learning, K-12 5% 3. Data-driven Mathematical Literacy Support Plan Portfolio a. Support Planning Chart 10% b. Assessment – Part I: Summative 10% c. Assessment – Part II: Diagnostic/Formative 10% d. Lesson Design/Analysis 20% e. PD Plan 20% 4. Book Study: Differentiated Instruction a. Graphic Organizer Template and Participation 5% b. Facilitation 5%

The following table summarizes the generic framework that will be used by the instructors to guide assessment and evaluation of the assignments in this course.

Pass (90-100)
 * = A+

A (85-89)

A- (80-84) ||< Work of Exceptional Quality

The content delivery and organization are at a high level. The written work demonstrates an excellent understanding of the concepts and integrates current research and literature. The work also demonstrates critical thinking, innovative ideas, and personal understanding. || (77-79)
 * = B+

B (73-76)

B- (70-72) ||< Work of Good Quality

All of the required elements are included in the submission. The writing is clear and explicit. Demonstration of an understanding of the content and the concepts is shown. Some degree of critical thinking and literature inclusion is evident. There is evidence that existing theoretical knowledge is used. ||

Fail (67-69)
 * = C+

C (63-66)

C- (60-62) ||< Work is Adequate

All of the required elements are included in the submission, although some conceptual inadequacies are present. Some comprehension of the subject is demonstrated but some weakness in content, style, organization, critical awareness and/or literature are apparent. It is recommended that the candidate meet with the instructor to discuss the assignment. ||
 * = D (50-59) ||< Work is Incomplete

Some elements of the assignment are missing. Candidates may complete these elements and resubmit the assignment before the end of the course. It is recommended that the candidate meet with the instructor to discuss the assignment. || (0-49) ||< Failing work
 * = F

The candidate fails to meet the standards of a D grade and must meet with the instructor to discuss the assignment. ||