Clinical practice provides the structure, foundation, and context for all coursework where the theoretical frame for learning how to teach colleagues, both novice and experienced mathematics or science practitioners, how to coach, mentor, co-teach and articulate master practice becomes the lens for analyzing and evaluating effective mathematical or scientific teaching, co-teaching, coaching, mentoring practices.

MAST TL Courses combine theory, academic content and methodology into classroom learning and teaching. Collaborative learning dialogues are designed to address the following focus areas:

FALL I: Teaching Mathematics or Science in Urban Schools

• Expert professional practice in assessment for learning within a MAST classroom and school site
• Expert professional practice in cognitively engaging all students in learning mathematics/science
• Expert professional practice in universal design, response to intervention, and developing an action research plan
• Expert professional practice in conducting action research
• Expert MAST Practitioner

SPRING I: Mentorship in Math and Science Education

• Teaching adult colleagues through creating and communicating a vision
• Teaching adult colleagues through data-informed planning
• Teaching adult colleagues through questioning, the art of communication
• Teaching through Assessment, Leadership as an Art
• Teaching through Problem Solving

FALL II: Leadership in Math and Science Education

• Leading adult colleagues by establishing an action research collaborative learning community
• Leading adult colleagues through systematic, intensive, and critical review of achievement data
• Leading adult colleagues through balancing individual accountability as a practitioner with collective accountability as a teacher leader
• Leading adult colleagues through visionary professional practice
• Sustaining institutional change through leadership

SPRING II: Collaboration in Math and Science Education  

• Collaborative analysis of math/science learning progression recommendations and implications for practice
• Collaborative analysis of current research in STEM Education and implications for practice
• Connecting parents to MAST as co-collaborators in student engagement and learning
• Connecting STEM professionals to MAST as co-collaborators in student engagement and learning
• MAST System as a complex dynamic system that embraces innovation

Within MAST TL courses, teachers will engage in the following activities/assignments:

• Active apprenticeship (fieldwork) where course content will be related and applied to strengthening professional teaching practice
• Active apprenticeship (fieldwork) where course content will be related and applied to teaching, coaching, and leading adult colleagues
• Design individual action plans for yourself, colleagues and develop collaborative action plans with colleagues
• Classroom video taping, analysis, and refinement of your practice and colleague practice
• Script analysis and MAST rubric analysis of professional practice
• Meta-cognitive coaching pencasts
• Defense of Instruction
• Defense of Leadership
• Application of MAST System in structural design for teaching
• Customization of MAST components into teaching
• Connection of best-practices to MAST system