Fillable Form 1: M.S.Ed. in Mathematics Education Recommendation Form (University of Maine at Farmington)

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Form 1: M.S.Ed. in Mathematics Education Recommendation Form (University of Maine at Farmington)

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N 1 2 3
Establish mathematics goals to focus learning. Effective teaching of
mathematics establishes clear goals for the mathematics that students are
learning, situates goals within learning progressions, and uses the goals to
guide instructional decisions.
Implement tasks that promote reasoning and problem solving. Effective
teaching of mathematics engages students in solving and discussing tasks that
promote mathematical reasoning and problem solving and allow multiple entry
points and varied solution strategies.
Use and connect mathematical representations. Effective teaching of
mathematics engages students in making connections among mathematical
representations to deepen understanding of mathematics concepts and
procedures and as tools for problem solving.
Facilitate meaningful mathematical discourse. Effective teaching of
mathematics facilitates discourse among students to build shared understanding
of mathematical ideas by analyzing and comparing student approaches and
arguments.
Pose purposeful questions. Effective teaching of mathematics uses purposeful
questions to assess and advance students’ reasoning and sense making about
important mathematical ideas and relationships.
Build procedural fluency from conceptual understanding. Effective
teaching of mathematics builds fluency with procedures on a foundation of
conceptual understanding so that students, over time, become skillful in using
procedures flexibly as they solve contextual and mathematical problems.
Support productive struggle in learning mathematics. Effective teaching of
mathematics consistently provides students, individually and collectively, with
opportunities and supports to engage in productive struggle as they grapple
with mathematical ideas and relationships.
Elicit and use evidence of student thinking. Effective teaching of
mathematics uses evidence of student thinking to assess progress toward
mathematical understanding and to adjust instruction continually in ways that
support and extend learning.
UMF Teacher Education Conceptual Framework (C3TEP)
1
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring
mathematics success for all. Reston, VA: NCTM.
M.S.Ed. in Mathematics Education Recommendation Form
Applicant’s Name: _____________________________________________________________________________________________
Name of Person Providing Reference: _______________________________________ Position: _______________________________
How long have you known this person? _____ In what capacity? _________________________________________________________
Professional Knowledge and Practice:
Please indicate the applicant’s capacity across the following research-based teaching principles
1
:
(N = Not Observed/Not Enough Information to Evaluate; 1 = Area for Growth; 2 = Meets
Expectations; 3 = Area of Strength)
This is a fillable form. You may need to download it to enable the form.
Please indicate the applicant’s capacity across the following:
(N = Not Observed/Not Enough Information to Evaluate; 1 = Area for Growth; 2 = Meets
Expectations; 3 = Area of Strength)
N 1 2 3
Caring Teachers
Examine educational cultures from multiple perspectives.
Create shared visions for teaching and learning; build mutually beneficial
partnerships, and engage with colleagues, families, and communities to
address educational needs.
Use knowledge of child and adult development to create respectful,
inclusive, supportive, and challenging learning environments.
Competent Educators
Translate knowledge of learning theory into practices that demonstrate
cultural competence and values of inclusive education Design and
differentiate curriculum, instruction, and assessment for all learners.
Leverage digital tools to support teaching and learning.
Investigate practices through engagement with educational research.
Challenge themselves and colleagues to expand and enrich their
professional development.
Collaborative Professional Leaders
Communicate effectively with diverse audiences.
Demonstrate leadership skills of strategic thinking, collaboration, consensus
building, and the ability to create change while sustaining effective
practices.
Understand politics and organizations and advocate for students, colleagues,
and the profession.
Create positive outcomes for children, families, and the profession while
sustaining evidenced-based practices.
Incorporate ethical practices into a reflective and responsible leadership
style.
Capacity for graduate level course work:
Please indicate the applicant’s capacity across the following areas:
(N = Not Observed; 1 = Needs Improvement; 2 = Area of Strength; 3 = Area of exceptional
Strength)
N 1 2 3
Written Communication
Oral Communication
Receptivity to Feedback
Ability to Meet Deadlines
Commitment to Lifelong Learning in the Profession
Comments: Please provide additional information about the applicant which may be
helpful for the graduate admissions committee to consider when making an admissions
decision.
______________________________ ______________
Signature Date
Please send completed forms by email, fax, or mail to:
Email: gradstudies@maine.edu
Fax: 207-778-8134
Mail: Office of Graduate Studies
University of Maine Farmington
186 High Street
Farmington, ME 04938
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Form 1: M.S.Ed. in Mathematics Education Recommendation Form (University of Maine at Farmington)

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Completed 2 February 2021

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