Standard P.5. Recruitment and Retention of Teacher Candidates
Standard P.5. Recruitment and Retention of Teacher Candidates |
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An effective mathematics teacher preparation program attracts, nurtures, and graduates high-quality teachers of mathematics who are representative of diverse communities. |
P.5.1. Recruit Strong Candidates |
Although the upper elementary grades may not appear to have the teacher shortage that middle and high schools experience, mathematics is the favorite subject for too few teachers at this level and too few feel confident in teaching the mathematics content at this level. Each and every student deserves teachers who are passionate about teaching mathematics. Given the increased rigor of mathematics in the upper grades (e.g., developing fluency with rational number concepts and operations), teacher preparation programs must recruit well-prepared beginners who have a passion for and deep understanding of mathematics.
- AMTE Standards for Preparing Teachers of Mathematics
- Preliminaries
- Chapter 1. Introduction
- Chapter 2: Candidate Knowledge, Skills, and Dispositions
- What Should Well-Prepared Beginning Teachers of Mathematics Know and Be Able to Do, and What Dispositions Should They Develop?
- Standard C.1: Knowledge of Mathematics for Teaching
- Indicator C.1.1. Know Relevant Mathematical Content
- Indicator C.1.2. Demonstrate Mathematical Practices and Processes
- Indicator C.1.3. Exhibit Productive Mathematical Dispositions
- Indicator C.1.4. Analyze the Mathematical Content of Curriculum
- Indicator C.1.5. Analyze Mathematical Thinking
- Indicator C.1.6. Use Mathematical Tools and Technology
- Standard C.2: Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Indicator C.4.1. Provide Access and Advancement
- Indicator C.4.2. Cultivate Positive Mathematical Identities
- Indicator C.4.3. Draw on Students’ Mathematical Strengths
- Indicator C.4.4. Understand Power and Privilege in the History of Mathematics Education
- Indicator C.4.5. Enact Ethical Practice for Advocacy
- Chapter 3. Program Characteristics to Develop Candidate Knowledge, Skills, and Dispositions
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Indicator P.3.1. Address Deep and Meaningful Mathematics Content Knowledge
- Indicator P.3.2. Provide Foundations of Knowledge About Students as Mathematics Learners
- Indicator P.3.3. Address the Social Contexts of Teaching and Learning
- Indicator P.3.4. Incorporate Practice-Based Experiences
- Indicator P.3.5. Provide Effective Mathematics Methods Instructors
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Chapter 4. Elaborations of the Standards for the Preparation of Early Childhood Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Chapter 5. Elaborations of the Standards for the Preparation of Upper Elementary Grades Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Chapter 6. Elaborations of the Standards for the Preparation of Middle Level Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Chapter 7. Elaborations of the Standards for the Preparation of High School Teachers of Mathematics
- Standard C.1. Mathematics Concepts, Practices, and Curriculum
- Standard C.2. Pedagogical Knowledge and Practices for Teaching Mathematics
- Standard C.3. Students as Learners of Mathematics
- Standard C.4. Social Contexts of Mathematics Teaching and Learning
- Standard P.1. Partnerships
- Standard P.2. Opportunities to Learn Mathematics
- Standard P.3. Opportunities to Learn to Teach Mathematics
- Standard P.4. Opportunities to Learn in Clinical Settings
- Standard P.5. Recruitment and Retention of Teacher Candidates
- Potential Pathways for Preparing High School Mathematics Teachers
- Chapter 8. Assessing Mathematics Teacher Preparation
- Chapter 9. Enacting Effective Preparation of Teachers of Mathematics
- References