Standards For Preparing Teachers Of Mathematics Av Association Of Mathematics Teacher Educators

AMTE, in the Standards for Preparing Teachers of Mathematics, puts forward a nationalvision of initial preparation for all Pre-K–12 teachers who teach mathematics.SPTM pertains not only to middle and high school mathematics teachers who mayteach mathematics exclusively but also to elementary school teachers teaching alldisciplines, special education teachers, teachers of emergent multilingual students,and all other teaching professionals and administrators who have responsibility forstudents’ mathematical learning. SPTM has broad implications for teacher preparationprograms, in which stakeholders include faculty and administrators in both educationand mathematics at the university level; teachers, principals, and district leaders inthe schools with which preparation programspartner; and the communities in whichpreparation programs and their school partners are situated.SPTM is intended as a national guide that articulates a vision for mathematics teacherpreparation and supports the continuous improvement of teacher preparationprograms. Such continuous improvement includes changes to preparation programcourses and structures, partnerships involving schools and universities and theirleaders, the ongoing accreditation of such programs regionally and nationally, andthe shaping of state and national mathematics teacher preparation policy. SPTM isalso designed to inform accreditation processes for mathematics teacher preparationprograms, to influence policies related to preparation of teachers of mathematics,andtopromotenational dialogue around preparing teachers of mathematics. Thevision articulated in SPTM is aspirational in that it describes a set of high expectationsfor developing a well-prepared beginning mathematics teacher who can supportmeaningful student learning. The vision is research-based and establishes a set of goalsfor the continued development and refinement of a mathematics teacher preparationprogram and a research agenda for the study of the effects of such a program.SPTM contains detailed depictions of what a well-prepared beginning teacher knowsand is able to do related to content, pedagogy, and disposition, and what a strongpreparation program entails with respect to learning experiences, assessments, andpartnerships. Stakeholders in mathematics teacher preparation will find messagesrelated to their roles.Standards for Preparing Teachers of Mathematics includes standards and indicators forteacher candidates and for the design of teacher preparation programs. SPTM outlinesassessment practices related to overall quality, program effectiveness, and candidateperformance. SPTM describes specific focal practices by grade band and providesguidance to stakeholders regarding processes for productive change.