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EMIL Specialization curriculum overview:
The TSPC approved EMIL Specialist program is designed to meet the requirements for the TSPC Specialization: Elementary Mathematics Instructional Leader (EMIL). To be eligible for recommendation for this specialization, candidates must complete all required coursework (24 credits) including a practicum that requires work with a range of students and teachers.
Upon completion of this program and recommendation to TSPC, EMIL Specialists will be equipped with advanced and specialized content knowledge for the teaching of K8 mathematics with particular emphasis on the teaching of the Common Core State Standards for Mathematics. They will demonstrate knowledge of a broad set of resources necessary to support mathematical instruction and professional growth. Candidates will have the skills necessary to train, coach and lead other school personnel in effective mathematics instruction.
Primary demonstration of leadership skills will be assessed in ED 673 Elementary Mathematics Leadership Practicum I and ED 609 Elementary Mathematics Leadership Practicum II. Candidates will complete a professional portfolio and upon exit, exhibit their professional skills and develop a plan for ongoing professional development. TSPC approval of the EMIL Specialization further requires three complete years of teaching mathematics and a passing score on the Commissionapproved multiple subjects exam.
EMIL Learning Outcomes:
Content Knowledge: EMIL professionals will know and understand deeply the mathematics of elementary school as well as how mathematics concepts and skills develop through middle school including specialized knowledge that teachers need in order to understand and support student learning of elementary mathematics as specified by the AMTE Standards for Elementary Math Specialists.
Pedagogical Knowledge for Teaching Mathematics: EMIL professionals will have a foundation in pedagogical content knowledge as specified by the NCATE/NCTM Standards for Elementary Mathematics Specialists.
Leadership Knowledge and Skills: EMIL professionals will be prepared to take on collegial nonevaluative leadership roles within their schools and districts. They will have a broad view of many aspects and resources needed to support and facilitate effective instruction and professional growth.
Your plan of study:
Once admitted to EMIL Specialization program, you will work with an advisor to plan the courses you will take and how you will complete the academic requirements of the program. By filing this Program Plan (PDF form), you have a road map for completing your degree and clarity on what to expect.
► Courses for the EMIL Specialization program
(24 credits)
 MTH 611 Counting and Whole Number Operations: K8 Learning and Teacher Practices (3)
 MTH 612 Fractions and Proportions: K8 Learning and Teacher Practices (3)
 MTH 613 Geometry and Measurement: K8 Learning and Teacher Practices (3)
 MTH 614 Statistics and Probability: K8 Learning and Teacher Practices (3)
 ED 637 Advanced Content Pedagogy: Mathematics (3)
 ED 673 Elementary Mathematics Leadership Practicum I (3)
 ED 609 Elementary Mathematics Leadership Practicum II (3)
Choose one:
 MTH 615 Patterns and Algebraic Thinking K8 Learning and Teacher Practices (3)
 MTH 616 Algebra and Functions: K8 Learning and Teacher Practices (3)
► Course Descriptions
Advanced Mathematics Pedagogy and Leadership Classes
Math 611: Counting and Whole Number Operations: K – 8 Learning and Teacher Practices (3 credits)
This course is a deep exploration into the teaching and learning of counting, whole numbers, and whole number operations. Investigation of the learning trajectory of number and operations throughout the K8 curriculum, and instruction and activities based on effective standards for mathematical practice will be emphasized. Attention will also be given to deepening the candidates understanding of the mathematics and specialized content knowledge related to the teaching of number and operations as outlined in the Common Core State Standards for grades K – 8.
Math 612: Fractions and Proportions: K – 8 Learning and Teacher Practices (3 credits)
This course is a deep exploration into the teaching and learning of number and operations with fractions and proportions. Investigation of the learning trajectory of fractions and proportions throughout the K8 curriculum, and instruction and activities based on effective standards for mathematical practice will be emphasized. Attention will also be given to deepening the candidates understanding of the mathematics and specialized content knowledge related to the teaching of fractions and proportions as outlined in the Common Core State Standards for grades K8.
Math 613: Geometry and Measurement: K – 8 Learning and Teacher Practices(3 credits)
This course is a deep exploration into the teaching and learning of geometry and measurement in grades K8. Investigation of the learning trajectory of geometry and measurement throughout the K8 curriculum, and instruction and activities based on effective standards for mathematical practice will be emphasized. Attention will also be given to deepening the candidates understanding of the mathematics and specialized content knowledge related to the teaching of geometry and measurement as outlined in the Common Core State Standards for grades K8.
Math 614: Statistics and Probability: K – 8 Learning and Teacher Practices(3 credits)
This course is a deep exploration into the teaching and learning of elementary statistics and probability in grades K8. Investigation of the learning trajectory of elementary statistics and probability throughout the K8 curriculum, and instruction and activities based on effective standards for mathematical practice will be emphasized. Attention will also be given to deepening the candidates understanding of the mathematics and specialized content knowledge related to the teaching of statistics and probability as outlined in the Common Core State Standards for grades K8.
Math 615: Patterns and Algebraic Thinking: K – 8 Learning and Teacher Practices (3 credits)
This course is a deep exploration into the teaching and learning of patterns and algebraic thinking in grades K8. Investigation of the learning trajectory of patterns and algebraic thinking throughout the K8 curriculum, and instruction and activities based on effective standards for mathematical practice will be emphasized. Attention will also be given to deepening the candidates understanding of the mathematics and specialized content knowledge related to the teaching of algebraic thinking as outlined in the Common Core State Standards for grades K8.
Math 616: Algebra and Functions: K – 8 Learning and Teacher Practices (3 credits)
This course is a deep exploration into the teaching and learning of algebraic thinking with an emphasis on functions in grades K8. Investigation of the learning trajectory of algebra and functions throughout the K8 curriculum, and instruction and activities based on effective standards for mathematical practice will be emphasized. Attention will also be given to deepening the candidates understanding of the mathematics and specialized content knowledge related to the teaching of algebra and functions as outlined in the Common Core State Standards for grades K8.
ED 637 Advanced Content Pedagogy: Mathematics (3 credits)
Students will analyze mathematics assessment and instructional practices, including content area literacy, diversity, and technology as they relate to improving learning. Students will examine and critique current issues, research and implications for classroom practice.
ED 673 Elementary Mathematics Leadership Practicum I (3 credits)
Examines the role of the elementary mathematics instructional leader as recommended and outlined by research and recommendations from professional organizations. Special focus will include role definitions, program options, training and supervision of support staff, budgeting, and materials needed to meet state requirements in mathematics instruction. Prerequisite: This should be one of the last courses taken in the Elementary Mathematics Instructional Leader program.
ED 609 Elementary Mathematics Leadership Practicum II (3 credits)
This course integrates current research and approaches to teaching mathematics by implementing models of teacherconducted action research. Participants must demonstrate proficiency with the Association of Mathematics Teacher Educators Standards for Elementary Mathematics Specialists. Prerequisite: This should be one of the last courses taken in the Elementary Mathematics Instructional Leader program.
► Math Course Availability Schedule (three year rotation)
Your EMIL advisor will help you set up a plan

ED 637 fall terms

ED 609/ED673 winter terms
 Course Availability Schedule