Every course meeting:
a) Complete integrated tasks
i. Discuss 1) approach, 2) concepts, 3) application to K-5 students, 4) preparing teachers to implement these tasks with classrooms
ii. connect to cognitive demand of tasks (build on course work)
iii. curriculum analysis
iv. assessment of mathematical concepts
v. PD, coaching aspects

I. Critical Issues in Mathematics
1) Foundations of Standards- PSSM, Focal Points and National issues (#2c)
Research-base (need an article that clearly explains research-based teaching)
discussion of national issues, NCLB, statewide testing
*Resources- NCTM Focal Points, Excerpts from PSSM, Kappan's Special Issue on the Math Wars

2) NCSCOS and state issues
tasks related to standards
work examining these essential standards, discussion on what they mean; essential standards vs clarifying objectives
work product- development of assessment prototypes based on the 2009 NCSCOS
Resources- Copy of the state standards
*Charles, R.I. (2008). Do state content standards promote excellence in teaching and learning mathematics? Teaching Children Mathematics, 15(5), 282-287.

3) Pacing, getting through the entire grade level's standards (curriculum)
work product- unit plan, pacing guide or some sort of document about pacing out

4) Comparison of state, national and international mathematics teaching
TIMSS, NAEP, EoG, PIZA
mention international standards


5) Leading teachers in an age of assessment
Data-driven instruction, summative assessment, formative assessment
Interpreting and use of data
Analysis of NAEP data-- looking at subgroups, common misconceptions (frequently missed) tasks

II. Facilitating Teacher Change
6) Models of coaching one teacher
co-planning, co-teaching, providing feedback, mentorship
Zone of Proximal development (Vygotsky)

7) Models of supporting multiple teachers
workshops, grade level planning
teacher change, CGI research (beliefs vs practice)

8) Grant writing (whole week or part of a week)

III. Exploring the Role of Curriculum
9) Curriculum Overview- types of curriculum

10) Curriculum alignment to standards
work product to be continued in #10-11:
examination of traditional and standards-based curriculum- ramping up tasks and explicitly mapping them to standards

11) Modifying and ramping up curriculum
word product- continued from #10

12) Supporting differentiated instruction

13) Preparing teachers to examine student work

IV. Integrating Mathematics Teaching in the Elementary School
14) Integrating mathematical concepts in high-level tasks

15) Tieing it all together
Integrating math across the curriculum (non-math concepts) such as ELA, science, social studies