UTS1102017257740

Sep 2, 2026

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Course assignment requirements for a mathematics instructor, listing scheduled class time, instructor contact details, and office hours. The document defines a 100-point grading breakdown including attendance, lesson plan deliverables, teaching three required lessons with mentor-teacher feedback, multiple reflection entries, analysis of student work, and a final project combining a revised lesson plan and an accompanying rationale essay. It also maps activities to PPR standards, emphasizing TEKS-aligned planning, instructional objectives, assessment alignment, technology-supported instruction, and responsive differentiation.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages13

Reading Time5 min

AccessFree to download

Activities and Points

Attendance and participation

Lesson plans and teaching requirements

Reflections and student work analysis

Final project

PPR Standard Mapping

Instruction planning using TEKS

Instructional goals and objectives

Assessment and alignment

Technology and resources

Differentiation and student needs

| | \# 57740
Tuesday
2:00pm – 3:30pm | | --- | --- | | | Instructor: Mathematics
Daniel FitzPatrick
[dfitzpatrick@austin.utexas.edu](dfitzpatrick@austin.utexas.edu)[ ](dfitzpatrick@austin.utexas.edu)[Mobile](Mobile) (phone) : 512-905-8538
Office Hours: Friday 10:00AM-noon Or by appointment. | | | | | Activities | Points | | --- | --- | | Attendance and participation. | 25 | | Three complete Lesson Plans (8 points each) . Up to four points will be awarded for the rough draft, and up to 4 points will be awarded for the revised draft. | 24 | | Teaching the lessons, as evidenced by the Mentor Teacher Feedback Form (3 points each) .
Important: Teaching three lessons is a requirement of Step 2 . Regardless of your final average, failure to teach all three required lessons will result in a failing grade for the course. | 9 | | Four Reflections (5 points each) . These include: the Observation Reflection, Lesson 1 Reflection, Lesson 2 Reflection, and Lesson 3 Reflection. Reflection prompts will be posted on Canvas. | 20 | | Analysis of Student Work. After teaching your second or third lesson, you will analyze student work that you collect. Requirements will be outlined in class. | 4 | | Final Project. The final project will include a revised version of one lesson plan taught this semester and an essay analyzing your rationale for revising the lesson as you did. Requirements will be outlined in class. | 18 | | TOTAL | 100 | | PPR Standard | | Activity/Reading/Assignment | | --- | --- | --- | | Number | Description | | | 1.3k | Use effective approaches to address varied student learning needs and preferences | Classroom observations and reflection questions;
• S2_reflection questions_portfolio | | 1.6k | Use the Texas Essential Knowledge and Skills (TEKS) to plan instruction | Lesson planning for three middle school lessons;
• S2_ 5e_lesson_plan_template
• S2_ 5e_lesson directions | | 1.7k | The importance of the state content and performance standards as outlined in the Texas Essential Knowledge and Skills (TEKS) | Lessons modeled to demonstrate TEKS;
• S2_demo_worlds_strongest_snail
• S2_demo_bristlebots
• S2_demo_mysterybox | | 1.8k | Relevant content of the discipline being taught, including concepts, principle relationships, methods of inquiry, and key issues | Philosophy of teaching inquiry/5E;
• S2_about inquiry
• S2_ 5e_stages
• S2_Fall 2015_Syllabus | | 1.12k | The importance of developing instructional goals and objectives that are clear, relevant, meaningful, and age-appropriate | Lesson planning for three middle school lessons;
• S2_ 5e_lesson_plan_template
• S2_ 5e_lesson directions | | 1.13k | The importance of developing instructional goals and objectives that can be assessed | Writing clear objectives;
• S2_objective tips
• S2_ 5e_lesson_plan_template
• S2_Fall 2015_Syllabus | | 1.14k | The importance of developing instructional goals and objectives that are suitable for students with varied learning needs | Observing and working with mentor teacher, writing objectives;
• S2_objective tips
• S2_Mentor_feedback_form | | 1.15k | The importance of aligning instructional goals with campus and district goals | Observing and working with mentor teacher, writing objectives;
• S2_objective tips
• S2_Mentor_feedback_form | | 1.16k | The use of appropriate materials and resources for preparing instruction, presenting lessons, and assessing learning | Resource and materials listed in 5E lesson;
• S2_ 5e_lesson plan_template
• S2_Fall 2015_Syllabus | | 1.19k | The importance of designing instruction that reflects the TEKS | Lessons planned using standards:
• S2_ 5e_lesson_plan_template | | 1.22k | How materials, technology, and other resources may be used to support instructional goals and objectives and engage students in meaningful learning | Teaching with technology required;
• S2_demo_ 5e_walking_w_technology
• S2_phet_site | | 1.25

FAQs

What is the total grading structure and how are points allocated?

The document sets a 100-point total. Points cover attendance (25), lesson plans (24), teaching three lessons with mentor feedback (9), four reflections (20), analysis of student work (4), and a final project (18).

Why must the candidate teach three lessons, and what happens if they do not?

Teaching three lessons is required for Step 2. Failure to teach all three required lessons results in a failing grade for the course, regardless of the final average.

What does the final project include?

The final project includes a revised version of one lesson plan taught that semester plus an essay that analyzes the rationale for revising the lesson as done.

Sep 2, 2026

Upload by Mason