The Adolescence Education Program with Middle Childhood Extension for teaching mathematics is designed to meet the certification regulations of the New York State Education Department, the Council for the Accreditation of Teacher Preparation (CAEP) standards, and the National Council of Teachers of Mathematics (NCTM) standards, along with Advisory Board recommendations and alumni feedback. The Mathematics Education MST program is nationally recognized by NCTM. The program leads to Initial/Professional certification in Adolescence Education, Mathematics (Grades 7-12) with an extension for Middle Childhood Mathematics Education (Grades 5-6).

Program Student Learning Outcomes:

Adolescence Education: Mathematics M.S.T. candidates will be able to:

   • demonstrate effective planning of classroom-based instruction.
   • demonstrate pedagogical and professional knowledge by planning and implementing developmentally appropriate materials, activities, and instructional strategies.
   • demonstrate positive effects on adolescent student learning.

Additional Degree Information

All degree candidates are required to create a comprehensive portfolio, modeled after the National Board for Professional Teaching Standards Certification process. The purpose of this culminating experience is to give students an opportunity to document and synthesize their professional development, as well as to lay the foundation for future professional growth. The Culminating Experience (GRED 670 ) may be taken for 0 or 3 credits and used to fulfill elective credit hours with prior approval of the adviser.

Candidates are required to complete all New York State teaching requirements to earn certification. This will include completion of @HLTH 530 - School Health (CA, SAVE, DASA)  (3 credits) and passing of all applicable New York State Teacher Certification Exams. These are subject to change.

Student progress is carefully monitored throughout the program based on demonstration of appropriate knowledge, skills and dispositions. Students are provided with information on program expectations in their first semester. Students not making satisfactory progress will be counseled by their adviser and may be dropped from the program.