Appendix E: IV. PROGRAM SPECIFIC ITEMS	Serious Concern	Developing	Proficient	Exemplary
Instructional strategies	Teacher Candidate (TC) has not mastered any type of instruction	TC used inappropriate method of instruction	TC uses appropriate method of instruction dependent on content	TC uses a variety of methods of instruction consistently and effectively
Making Connections	TC makes little or no connections of mathematical ideas or to contexts outside of mathematics.	TC missed opportunities to interconnect mathematical ideas and/or apply them in contexts outside of mathematics.	TC frequently interconnects mathematical ideas and applies them in contexts outside of mathematics.	TC consistently interconnects mathematical ideas and applies them in contexts outside of mathematics.
Content Precision	TC makes many serious mathematical errors or mistakes	TC makes some mathematical errors	TC demonstrates mathematical precision with minor exceptions	TC demonstrates consistent mathematical precision
Analysis of mathematical thinking	TC does not evaluate mathematical thinking or strategies used by students.	TC does not always accurately evaluate the mathematical thinking and/or strategies used by students, or gives a stereotypical response.	TC analyzes and evaluates the mathematical thinking and strategies used by students.	TC accurately analyzes and evaluates the mathematical thinking and strategies used by students.
Development of conceptual understanding and problem solving	TC does very little, if any, mathematical problem solving and focuses mostly on procedural understanding in his/her classes.	TC has some trouble leading classes in mathematical problem solving and in developing conceptual understanding,	TC leads classes in mathematical problem solving and in developing conceptual understanding, and helps students to develop and test generalizations.	TC uses problem solving to help students build new mathematical knowledge and develop in-depth conceptual understanding, and helps students to develop and test generalizations.

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