CCRC+Charge+and+Parameters

Charge
Design a new course to fit with the existing set of courses so that the set of courses incorporates the content from the Geometry for Teachers course described by the state (in the process make sure that we are addressing the content of the Algebra for Teachers and Stats for Teachers courses).

Parameters

 * Organize the pedagogical content as well as the mathematical across all courses to assure a natural flow that will be best for students. Since assessment is not adequately addressed in the current 277 course, find a good home for this piece of pedagogical content among the flow of the other pedagogical content.
 * Broadly define the math content in the different courses to minimize redundancy and maximize individual faculty flexibility.
 * Seek to balance the strengths of the individual teacher against a model where everyone is able to teach every course – we probably need a hybrid between these two ideas.
 * In addition to the content of the new courses described by the state, some other topics to consider introducing are proof, problem solving, modeling, mathematical practices, and student mathematical thinking (this should likely be grouped with assessment).
 * Currently we have only restricted the math content in 177, 277, and 301 but not in 276, 308, and 377 other than requiring that transformation geometry be addressed in 308. Consider whether this content restriction should continue or whether we should restrict the math content across all courses or something in between.
 * We also want to look at the restrictions or sequencing of the pedagogical content. Design the courses to have a trajectory toward being a teacher. This may be captured in the literacies that are introduced in each class.
 * While there should be some sequencing required in these courses, we cannot add more courses to that sequence. Thus, the method of sequencing needs to be revisited.
 * Currently our minors do not have to take our 276 class. The content sequencing should not put the minors at a disadvantage in 277 or 377 for not taking our version of 276.
 * The state requires that students with a level 3 endorsement (our minors) have the Stats for secondary teachers, the Algebra for secondary teachers and either MthEd 362 or Geometry for teachers. The committee needs to recommend whether (1) the minors should replace MthEd 362 with the new course or (2) continue to take MthEd 362 and a subset of the existing courses. If we choose option 1, what would the prerequisites for MthEd 362 become? If we choose option 2, the content of the courses the minors take must contain the content of the algebra for teachers and stats for teachers.
 * Formalize the location of the discussion of the UPTOP (This will automatically address the UETS).