This summary provides an overview of a performance review for a teacher, Matthew Owens, based on 5 dimensions of teaching. For Dimension 1 on content mastery, the teacher demonstrated a strong understanding of the mathematics content and how to address common student misconceptions. For Dimension 2 on instructional strategies, the teacher used varied approaches but could have provided more specifics. Dimension 3 on assessment was rated very good, though more detail on using assessments to improve teaching was needed. Dimension 4 on reflection was rated very good, with the teacher providing an honest evaluation. For Dimension 5 on leadership, the teacher received an excellent rating for mentoring other teachers and contributing to education at various levels. Overall, the review portrayed the teacher as having solid content knowledge

1. 2011 NSC Panel Review for Matthew Owens
Score For this indicator:
Excellent (4) The applicant demonstrated outstanding knowledge, skills or performance with no errors or limitations.
Very Good (3) The applicant demonstrated strong knowledge, skills or performance with no significant errors or limitations.
Good (2) The applicant demonstrated limited knowledge, skills or performance with some errors or limitations.
Fair (1) The applicant demonstrated limited knowledge, skills or performance with significant errors or limitations.
Dimension One: Mastery of Mathematics or Science Content Appropriate for the Grade Level Taught.
1a. Discuss the mathematical or scientific ideas that are fundamental to understanding the chosen topic or concept.
1b. Explain why this topic or concept is important for students to learn and how it relates to more complex concepts that students will encounter in
subsequent lessons, grades, or courses.
1c. Discuss the misconceptions or misunderstandings that students typically have with regard to this topic or concept.
Summary:
The applicant provides a sound basis for the mathematics content and its connections to other concepts.
The applicant provides appropriate misunderstandings and misconceptions related to the topic.
Score:
4 - Excellent
Dimension Two: Use of Instructional Methods and Strategies that are Appropriate for Students in the Class and that Support Student Learning.
2a. Describe the instructional approaches you used to help students understand the topic or concept chosen in Dimension One.
2b. Explain how you identify and build on students' prior knowledge, and how this knowledge is addressed in your video and in your general teaching
strategies.
2c. Discuss the instructional strategies and techniques you use to meet the learning needs of all students, challenging those with stronger knowledge
while ensuring learning for less accomplished students.
Summary:
The teacher used a variety of instructional approaches to deliver the lesson. The students appeared to be engaged, but they did need continual input from
the teacher.
The applicant used the clickers effectively to provide immediate feedback and for understanding where the students are and what they know.
In addition, the video demonstrates good use of student participation.
He also has a varied inventory of techniques to use to meet the various learning needs of his students.
Score:
3 - Very Good
Dimension Three: Effective Use of Student Assessments to Evaluate, Monitor, and Improve Student Learning.
3a. Describe how you assessed student learning and achievement for the topic discussed in Dimension One and shown on the video, and how you use
what you learned from the assessment to improve your teaching.
3b. Discuss other specific ways that you routinely assess and guide student learning. You may include examples of formative or summative techniques,
including student presentations, projects, quizzes, unit exams, or other methods.
3c. Provide evidence of your teaching effectiveness as measured by student achievement on school, district or state assessments, or other external
indicators of student learning or achievement.
Summary:
The applicant uses a wide range of assessment techniques. While there is considerable information about how this informs the teacher, more information
on how this is used to improve teaching would have been useful.
Score:
3 - Very Good
Dimension Four: Reflective Practice and Life-long Learning to Improve Teaching and Student Learning.
4a. Discuss the more successful and less successful aspects of the instructional activities shown in the video and discussed in the narrative, and describe
what you might do differently to improve student learning.
4b. Describe how reflection on your teaching practices helps you improve your classroom instruction. You may provide examples of lessons or activities
you revised based on this reflection.
4c. Using one or two of the professional development experiences cited in your résumé, describe how your participation in these activities has improved
your teaching and enhanced student learning.
Summary:

2. Summary:
The applicant undertook an honest evaluation of the lesson. More analysis of the use of the clickers would have added to the analysis.
Score:
3 - Very Good
Dimension Five: Leadership in Education Outside the Classroom.
5a. Describe how you have supported other teachers, student teachers or interns through activities such as induction, mentoring, leading professional
development activities, or co-teaching.
5b. Describe how you contribute to educational excellence at the school, district, state or national level.
Summary:
The application provides strong evidence of the teachers contributions to supporting peers and developing teachers. In addition the applicant has
contributed significantly to further excellence in mathematics education locally and nationally.
Score:
4 - Excellent

3. 2011 NSC Panelist #1 Review for Matthew Owens
Score For this indicator:
Excellent (4) The applicant demonstrated outstanding knowledge, skills or performance with no errors or limitations.
Very Good (3) The applicant demonstrated strong knowledge, skills or performance with no significant errors or limitations.
Good (2) The applicant demonstrated limited knowledge, skills or performance with some errors or limitations.
Fair (1) The applicant demonstrated limited knowledge, skills or performance with significant errors or limitations.
Dimension One: Mastery of Mathematics or Science Content Appropriate for the Grade Level Taught.
1a. Discuss the mathematical or scientific ideas that are fundamental to understanding the chosen topic or concept.
1b. Explain why this topic or concept is important for students to learn and how it relates to more complex concepts that students will encounter in
subsequent lessons, grades, or courses.
1c. Discuss the misconceptions or misunderstandings that students typically have with regard to this topic or concept.
Summary:
This teacher's discussion does well in addressing the mathematics knowledge that is fundamental to the concept of inequalities. The written description
includes ample discussion of the understandings necessary for the success of the lesson. He gives excellent examples of students' misunderstandings and
misconceptions.
Score:
4 - Excellent
Dimension Two: Use of Instructional Methods and Strategies that are Appropriate for Students in the Class and that Support Student Learning.
2a. Describe the instructional approaches you used to help students understand the topic or concept chosen in Dimension One.
2b. Explain how you identify and build on students' prior knowledge, and how this knowledge is addressed in your video and in your general teaching
strategies.
2c. Discuss the instructional strategies and techniques you use to meet the learning needs of all students, challenging those with stronger knowledge
while ensuring learning for less accomplished students.
Summary:
The applicant gives ample examples of instructional approaches that he uses, i.e, tiered assignments, peer editing, technology, etc.,most of which are
evidenced in the video. His familiarity with and infusion of technology as an instructional strategy are will prove invaluable for his students. His methods
of building upon and identifying students' prior knowledge are essential for furthering students' mathematical growth.
Score:
4 - Excellent
Dimension Three: Effective Use of Student Assessments to Evaluate, Monitor, and Improve Student Learning.
3a. Describe how you assessed student learning and achievement for the topic discussed in Dimension One and shown on the video, and how you use
what you learned from the assessment to improve your teaching.
3b. Discuss other specific ways that you routinely assess and guide student learning. You may include examples of formative or summative techniques,
including student presentations, projects, quizzes, unit exams, or other methods.
3c. Provide evidence of your teaching effectiveness as measured by student achievement on school, district or state assessments, or other external
indicators of student learning or achievement.
Summary:
The applicant's methods of assessing student's learning are as varied and thorough as were his instructional strategies. And here as well, technology plays
an intricate part. In addition to questioning as a type of formative assessment, the 'clickers' that he uses takes the formative assessment to another level.
Additional types of assessments utilized include interviews, pretests and an electronic portfolio. There exists ample data to support his positive impact on
increasing his studets' achievement in advanced mathematics.
Score:
3 - Very Good
Dimension Four: Reflective Practice and Life-long Learning to Improve Teaching and Student Learning.
4a. Discuss the more successful and less successful aspects of the instructional activities shown in the video and discussed in the narrative, and describe
what you might do differently to improve student learning.
4b. Describe how reflection on your teaching practices helps you improve your classroom instruction. You may provide examples of lessons or activities
you revised based on this reflection.
4c. Using one or two of the professional development experiences cited in your résumé, describe how your participation in these activities has improved
your teaching and enhanced student learning.
Summary:
The teacher was very honest and thorough in his reflections on the lesson. He felt one of the most successful portions was when the clickers were used. It

4. is refreshing to find a teacher who willingly and openly accepts full responsibility for the direction of his lesson. He is also a part of an online community
where he is able to reach out to his peers for professional assistance when looking for methods to favorably change pieces of lessons that he did not deem
to be as successful as he liked.
Score:
4 - Excellent
Dimension Five: Leadership in Education Outside the Classroom.
5a. Describe how you have supported other teachers, student teachers or interns through activities such as induction, mentoring, leading professional
development activities, or co-teaching.
5b. Describe how you contribute to educational excellence at the school, district, state or national level.
Summary:
The applicant extends himself far beyond his own classroom. He supports candidates for NBPTS certificationas well as organizes workshops to further
their advancement. At the school level he assisted in the development of an assessment database called the Viking Hub. He has also made contributions at
the state and national levels.
Score:
4 - Excellent

5. 2011 NSC Panelist #2 Review for Matthew Owens
Score For this indicator:
Excellent (4) The applicant demonstrated outstanding knowledge, skills or performance with no errors or limitations.
Very Good (3) The applicant demonstrated strong knowledge, skills or performance with no significant errors or limitations.
Good (2) The applicant demonstrated limited knowledge, skills or performance with some errors or limitations.
Fair (1) The applicant demonstrated limited knowledge, skills or performance with significant errors or limitations.
Dimension One: Mastery of Mathematics or Science Content Appropriate for the Grade Level Taught.
1a. Discuss the mathematical or scientific ideas that are fundamental to understanding the chosen topic or concept.
1b. Explain why this topic or concept is important for students to learn and how it relates to more complex concepts that students will encounter in
subsequent lessons, grades, or courses.
1c. Discuss the misconceptions or misunderstandings that students typically have with regard to this topic or concept.
Summary:
The applicant provides a strong rationale for how solving inequalities are useful in further mathematics and how this topic is connected to other content.
The applicant also highlights various misconceptions students have and highlights where some are seen in the video.
Score:
4 - Excellent
Dimension Two: Use of Instructional Methods and Strategies that are Appropriate for Students in the Class and that Support Student Learning.
2a. Describe the instructional approaches you used to help students understand the topic or concept chosen in Dimension One.
2b. Explain how you identify and build on students' prior knowledge, and how this knowledge is addressed in your video and in your general teaching
strategies.
2c. Discuss the instructional strategies and techniques you use to meet the learning needs of all students, challenging those with stronger knowledge
while ensuring learning for less accomplished students.
Summary:
The application includes some description of strategies used to help students understand. The use of cooperative learning and peer revision are key
elements being used. It was not clear to the reviewer what was meant by the differentiated instruction strategy and the technology strategy. More
specifics would be needed to understand why different colors support the visual learner. Lots of strategies are discussed but more is needed to understand
what they represent in the application.
More information would have been useful to understand how prior knowledge as used in the teaching video.
The application provides a range of ways that students of varying abilities have opportunities to achieve. Much of this is based on work with other
students or individualized experiences such as tiered assignments.
Score:
3 - Very Good
Dimension Three: Effective Use of Student Assessments to Evaluate, Monitor, and Improve Student Learning.
3a. Describe how you assessed student learning and achievement for the topic discussed in Dimension One and shown on the video, and how you use
what you learned from the assessment to improve your teaching.
3b. Discuss other specific ways that you routinely assess and guide student learning. You may include examples of formative or summative techniques,
including student presentations, projects, quizzes, unit exams, or other methods.
3c. Provide evidence of your teaching effectiveness as measured by student achievement on school, district or state assessments, or other external
indicators of student learning or achievement.
Summary:
It is clear from the application and video that students are assessed throughout the class via the questioning and use of the clickers. A bit more specificity
would have been helpful on how these assessments were used to improve the lesson. It seems the horizontal asymptote could have been discussed.
The applicant provides a wide range of assessment strategies for gauging the learning and understanding and growth of students.
Clearly the applicant shows evidence of impact on students.
Score:
3 - Very Good
Dimension Four: Reflective Practice and Life-long Learning to Improve Teaching and Student Learning.
4a. Discuss the more successful and less successful aspects of the instructional activities shown in the video and discussed in the narrative, and describe

6. what you might do differently to improve student learning.
4b. Describe how reflection on your teaching practices helps you improve your classroom instruction. You may provide examples of lessons or activities
you revised based on this reflection.
4c. Using one or two of the professional development experiences cited in your résumé, describe how your participation in these activities has improved
your teaching and enhanced student learning.
Summary:
They applicant gauges the success by student involvement. Suggestions for changes work to get more students involved. In addition a suggestion is to
modify problems to make them less repetitive and more interesting and to expand what is asked of the students.
Clearly the applicant works to reflect on his teaching and to build on successes and work to remove the negative times. The use of going online to find
and evaluate other strategies was a plus.
The use of the AP calculus training to differentiate instruction seemed to show and make an impact on teaching and student learning.
Score:
3 - Very Good
Dimension Five: Leadership in Education Outside the Classroom.
5a. Describe how you have supported other teachers, student teachers or interns through activities such as induction, mentoring, leading professional
development activities, or co-teaching.
5b. Describe how you contribute to educational excellence at the school, district, state or national level.
Summary:
The applicant clearly has taken an opportunity to mentor others and be involved in supporting the professional development of teachers whether it be
for NBPTS certification or initial certification (PRAXIS).
The work described supports educational excellence at the local and state levels as well as the national level.
Score:
4 - Excellent

7. 2011 NSC Panelist #3 Review for Matthew Owens
Score For this indicator:
Excellent (4) The applicant demonstrated outstanding knowledge, skills or performance with no errors or limitations.
Very Good (3) The applicant demonstrated strong knowledge, skills or performance with no significant errors or limitations.
Good (2) The applicant demonstrated limited knowledge, skills or performance with some errors or limitations.
Fair (1) The applicant demonstrated limited knowledge, skills or performance with significant errors or limitations.
Dimension One: Mastery of Mathematics or Science Content Appropriate for the Grade Level Taught.
1a. Discuss the mathematical or scientific ideas that are fundamental to understanding the chosen topic or concept.
1b. Explain why this topic or concept is important for students to learn and how it relates to more complex concepts that students will encounter in
subsequent lessons, grades, or courses.
1c. Discuss the misconceptions or misunderstandings that students typically have with regard to this topic or concept.
Summary:
The applicant noted that projectile motion with quadratic relationship a population limiting size as the mathematical ideas that are fundamental to
understanding the topic. He also outline why inequalities are important for students to learn because of its role in real life application.
He also outline misunderstanding that students do have such as how to apply inequalities signs but needed to say more how the misunderstanding were
tied to the lesson.
Score:
3 - Very Good
Dimension Two: Use of Instructional Methods and Strategies that are Appropriate for Students in the Class and that Support Student Learning.
2a. Describe the instructional approaches you used to help students understand the topic or concept chosen in Dimension One.
2b. Explain how you identify and build on students' prior knowledge, and how this knowledge is addressed in your video and in your general teaching
strategies.
2c. Discuss the instructional strategies and techniques you use to meet the learning needs of all students, challenging those with stronger knowledge
while ensuring learning for less accomplished students.
Summary:
The applicant with reference to the video use cooperative learning/group work as the instructional approach used to help students understand the topic.
The applicant noted that by use of warm up problems and classroom questioning plays a role in identifying student's prior knowledge and integrated the
concept learned before in the lesson.
The applicant stated to be using mixed ability grouping and peer editing to meet the need of all students. He also outline the use of ALEKS to meet the
needs of individual students but it was not clear how it is incorporated in classroom instruction. It was not also clear how gifted and talented students'
needs are met.
Score:
3 - Very Good
Dimension Three: Effective Use of Student Assessments to Evaluate, Monitor, and Improve Student Learning.
3a. Describe how you assessed student learning and achievement for the topic discussed in Dimension One and shown on the video, and how you use
what you learned from the assessment to improve your teaching.
3b. Discuss other specific ways that you routinely assess and guide student learning. You may include examples of formative or summative techniques,
including student presentations, projects, quizzes, unit exams, or other methods.
3c. Provide evidence of your teaching effectiveness as measured by student achievement on school, district or state assessments, or other external
indicators of student learning or achievement.
Summary:
The applicant used questioning as one way to assess student learning. Journal prompt, quizzes, interview notes were outlined as ways of he routinely
assess students. He also provided evidence of his teaching effectiveness by providing student pass rates.
Score:
3 - Very Good
Dimension Four: Reflective Practice and Life-long Learning to Improve Teaching and Student Learning.
4a. Discuss the more successful and less successful aspects of the instructional activities shown in the video and discussed in the narrative, and describe
what you might do differently to improve student learning.
4b. Describe how reflection on your teaching practices helps you improve your classroom instruction. You may provide examples of lessons or activities
you revised based on this reflection.
4c. Using one or two of the professional development experiences cited in your résumé, describe how your participation in these activities has improved

8. your teaching and enhanced student learning.
Summary:
The applicant noted that the most successful part of the lesson was the discussion on graphical and algebraic connections made with the aid of
technology. He also noted the problem with the bellwork presentation that only involved two student proposed to make changes next time. The applicant
cited AP calculus AB institute that provided him with opportunities to learn mathematical connection that he has used in improving his teaching.
Score:
3 - Very Good
Dimension Five: Leadership in Education Outside the Classroom.
5a. Describe how you have supported other teachers, student teachers or interns through activities such as induction, mentoring, leading professional
development activities, or co-teaching.
5b. Describe how you contribute to educational excellence at the school, district, state or national level.
Summary:
Mentoring of other teachers and giving support to national board for professional teaching standards candidates. The development of assessment data
base was cited one of his contributions to educational excellence.
Score:
4 - Excellent

9. 2011 NSC Panelist #4 Review for Matthew Owens
Score For this indicator:
Excellent (4) The applicant demonstrated outstanding knowledge, skills or performance with no errors or limitations.
Very Good (3) The applicant demonstrated strong knowledge, skills or performance with no significant errors or limitations.
Good (2) The applicant demonstrated limited knowledge, skills or performance with some errors or limitations.
Fair (1) The applicant demonstrated limited knowledge, skills or performance with significant errors or limitations.
Dimension One: Mastery of Mathematics or Science Content Appropriate for the Grade Level Taught.
1a. Discuss the mathematical or scientific ideas that are fundamental to understanding the chosen topic or concept.
1b. Explain why this topic or concept is important for students to learn and how it relates to more complex concepts that students will encounter in
subsequent lessons, grades, or courses.
1c. Discuss the misconceptions or misunderstandings that students typically have with regard to this topic or concept.
Summary:
The application demonstrates that the teacher has a good understanding of the needs students have coming into the chosen topic. The application also
shows that the teacher has a strong knowledge of where this concept fits into the bigger picture of the students' math education. In addition the teacher
has a clear understanding of the misconceptions the students generally have toward this topic. However, the application leads one to wonder if the
fundamental concepts of rational vs irrational numbers and factoring are also important to understanding the lesson.
Score:
3 - Very Good
Dimension Two: Use of Instructional Methods and Strategies that are Appropriate for Students in the Class and that Support Student Learning.
2a. Describe the instructional approaches you used to help students understand the topic or concept chosen in Dimension One.
2b. Explain how you identify and build on students' prior knowledge, and how this knowledge is addressed in your video and in your general teaching
strategies.
2c. Discuss the instructional strategies and techniques you use to meet the learning needs of all students, challenging those with stronger knowledge
while ensuring learning for less accomplished students.
Summary:
The application demonstrates that the teacher uses a variety of approaches to deliver the lesson to the students. In addition the application shows that the
teacher uses several strategies to evaluate his students' prior knowledge. However, the applicant neglects to go into depth how the clickers are used to
evaluate students' prior knowledge.
Score:
3 - Very Good
Dimension Three: Effective Use of Student Assessments to Evaluate, Monitor, and Improve Student Learning.
3a. Describe how you assessed student learning and achievement for the topic discussed in Dimension One and shown on the video, and how you use
what you learned from the assessment to improve your teaching.
3b. Discuss other specific ways that you routinely assess and guide student learning. You may include examples of formative or summative techniques,
including student presentations, projects, quizzes, unit exams, or other methods.
3c. Provide evidence of your teaching effectiveness as measured by student achievement on school, district or state assessments, or other external
indicators of student learning or achievement.
Summary:
The application shows that the teacher makes good use of technology and student interaction to evaluate learning in the classroom. Additionally, the
application presents various indicators of student learning tied into teacher effectiveness. The teacher clearly is making a positive impact on learning at
his school. However no discussion is provided as to how he would have used what he learned from the lesson on the video.
Score:
3 - Very Good
Dimension Four: Reflective Practice and Life-long Learning to Improve Teaching and Student Learning.
4a. Discuss the more successful and less successful aspects of the instructional activities shown in the video and discussed in the narrative, and describe
what you might do differently to improve student learning.
4b. Describe how reflection on your teaching practices helps you improve your classroom instruction. You may provide examples of lessons or activities
you revised based on this reflection.
4c. Using one or two of the professional development experiences cited in your résumé, describe how your participation in these activities has improved
your teaching and enhanced student learning.
Summary:
The application demonstrates that the teacher has effectively reflected on the lesson shown in the video and has thought through how he would approach

10. it in the future. The application also shows the teacher has a strong committement to making effective use of professional development to help out his
student and his school. However, the application does not seem to provide specific evidence of how he improved his AP Calculus lessons after the
reflecting process.
Score:
3 - Very Good
Dimension Five: Leadership in Education Outside the Classroom.
5a. Describe how you have supported other teachers, student teachers or interns through activities such as induction, mentoring, leading professional
development activities, or co-teaching.
5b. Describe how you contribute to educational excellence at the school, district, state or national level.
Summary:
The application demonstrates that the teacher has a strong committment to the teaching profession and to math education.
Score:
4 - Excellent