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Graduate Programs

Elementary Mathematics Instructional Leader Specialization
Preparing teachers to become Elementary Mathematics Specialists
  1. About
  2. Admission
  3. Courses
  4. Cost
  5. Faculty

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 K-8 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 Commission-approved 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 non-evaluative 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

 Courses for the EMIL Specialization program

(24 credits)

  • MTH 611 Counting and Whole Number Operations: K-8 Learning and Teacher Practices (3)
  • MTH 612 Fractions and Proportions: K-8 Learning and Teacher Practices (3)
  • MTH 613 Geometry and Measurement: K-8 Learning and Teacher Practices (3)
  • MTH 614 Statistics and Probability: K-8 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 K-8 Learning and Teacher Practices (3)
  • MTH 616 Algebra and Functions: K-8 Learning and Teacher Practices (3)
 

 Course Descriptions

 Course Descriptions

New! 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 K-8 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.

New! 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 K-8 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 K-8.


New! 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 K-8. Investigation of the learning trajectory of geometry and measurement throughout the K-8 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 K-8.


New! 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 K-8. Investigation of the learning trajectory of elementary statistics and probability throughout the K-8 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 K-8.


New! 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 K-8. Investigation of the learning trajectory of patterns and algebraic thinking throughout the K-8 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 K-8.


New! 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 K-8. Investigation of the learning trajectory of algebra and functions throughout the K-8 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 K-8.

Advanced Mathematics Pedagogy and Leadership Classes


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.


New! 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.

New! ED 609 Elementary Mathematics Leadership Practicum II (3 credits)
This course integrates current research and approaches to teaching mathematics by implementing models of teacher-conducted 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.

ED 611 Theories of Teaching and Learning (3) - Course applies key concepts, models and strategies related to different theories of learning including behaviorist, cognitive and socio-cultural perspectives. Examine epistemological frameworks, issues of transfer, social and cultural influences, as well as motivation and engagement to design powerful learning experiences. Learn key concepts, models and strategies related to language acquisition and to cognitive, social and emotional development.

ED 626 Instructional Design (3) - The application of the instructional design approach to preparation of multimedia instructional products. Be guided through development of instructional materials, including application of the ID approach to the preparation of computer assisted instruction.

ED 632 Cultural, Social and Philosophical Issues in Education (3) - Examine issues of learning and culture from a variety of philosophical perspectives, linking practice to theory and ideology. Students will frame their teaching and learning experiences by examining the role of culture in schooling and lean ring, specifically addressing issues surrounding diversity and critical perspectives in education.

ED 633 Research and Writing (3) - Examine the traditions and theories of both quantitative and qualitative research and evaluate methods, findings, and implications of research studies. Produce and critique scholarly writing. Pre-requisite: ED 611.

LIB 680 Communication Theory (3) - Examine theoretical models of communication and their application to various technologies of communication (e.g., print, video, motion picture film, etc.) to enhance training and instruction.

LIB 686 Emerging Information Technology (3) - Study current and emerging information systems from a philosophical and practical perspective. Explore the origins, storage, transmission and retrieval of information, as well as the technologies that assist these activities.

 

 Course Offering Plan (three year rotation)

 Course Offering Plan (three year rotation)

 

Year One

Year Two

Year Three

 

2013 – 2014

2014 – 2015

2015 – 2016

Fall

MTH 611

MTH 614

ED 637

MTH 613

 

Winter

MTH 612

MTH 611

 

MTH 614

ED 637

Spring

MTH 613

MTH 615

 

MTH 616

ED 673
ED 609

Summer

 

MTH 612

 

MTH TBA

 

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