When learners enter my class the first day of the semester, they typically see the following projected on the front board:

The previous post introduced the assessment used to evaluate Teacher Assistants' ability to supplement their curriculum with outside resources. Typically, this entry includes an NCTM article related to the content addressed in a TA's unit plan. Issues only arise when TAs select resources that are either unrelated to the mathematics in the unit or are not from NCTM.

Last week 17 GVSU math majors completed their Secondary Teacher Assisting placement.  The final activity of the semester is an individual exit interview during which we meet with each teacher in training to go over his or her professional portfolio. Each portfolio includes 14  entries: Introduction Letter; Resume; Teaching Philosophy; Equity Project; Technology Project; Unit Plan; Learning Objectives; Assessment Plan; Curriculum Evaluation; Outside Resources; Lesson Planning Memoir & Recount; Decision Making; Analysis of Student Work; and Reflection & Self-Evaluation.

Each month, a group of faculty members from the two colleges involved in teacher education at GVSU meet to discuss issues related to teacher preparation and professional development. Because of my joint appointment I am a member of this group known as the Professional Teacher Education Advisory Council (PTEAC). Two months ago, a colleague from the English Department brought up the results from the recent PISA (Program for International Student Assessment) for us to discuss.

A couple of years ago Kathy and I got our first hybrid car. When I sat in the driver's seat for the first time I was mesmerized by all the electronic gauges in front of me. Two gauges drew my attention. The first was a visual display representing my current miles per gallon (MPG) while the other provided a constantly updating MPG tank average. In no time, these gauges influenced my driving as I tried to keep the tank average above 40 MPG.