Sixth-Year Certificate in Mathematics Education Leadership
Program Rationale
The overall objective of the Sixth Year Certificate Degree in Mathematics Education Leadership is to develop highly skilled and knowledgeable educators who can play leadership roles in their schools and districts to improve student learning in mathematics. There are two tracks within this degree to meet the objectives of our graduates. One track leads to the department chair certification (DCC). The other track leads to the intermediate administrator certification (IAC).
Program Learning Outcomes
When students complete this program they will be effective leaders in mathematics and as such will have the following abilities:
- Effective leaders in mathematics education possess deep content knowledge of the mathematics that is taught in the school, with a focus on grades K-12, and are able to analyze any mathematics curriculum in terms of its logical, psychological, and sociological sources.
- Effective leaders in mathematics education are knowledgeable about research on the learning and teaching of mathematics and its impact in the classroom.
- Effective leaders in mathematics education examine cultural connections with mathematics and mathematics education and are aware of equity issues, such as gender, race, ethnicity, social class, language acquisition, access to technology, and achievement.
- Effective leaders in mathematics education understand how to use assessment as a tool for continued program improvement.
- Effective leaders in mathematics education apply their deep understanding of curriculum, learning, teaching, the social context of education, and assessment issues to the challenges of improving teaching and learning in their school and district.
Admission Requirements
This is a cohort program. The new cohorts begin summer session of odd years.
Admission to the program requires that the candidate meet the following requirements.
- Master’s degree, preferably in mathematics or mathematics education. Applicants with master’s degrees in other fields may be asked to successfully complete additional mathematics courses as a condition for admission.
- Minimum of three years experience teaching mathematics within grades K-12.
- Praxis II (secondary mathematics-Exam 0061) for applicants without secondary certification. Students who have not taken Praxis II may be conditionally admitted. Such students will be able to enroll in a one-credit review course (MATH 440) in order to prepare for this examination. For spring 2009 applicants, this course will be offered during the Spring 2009 semester and again in the Summer 2009 semester.
Applicants will be expected to have passed STAT 453 (Applied Statistical Inference) or its equivalent with a B or higher. Applicants who do not meet this requirement may be admitted on condition that they successfully complete STAT 453 within the first year, earning a B or higher.
Students who are admitted to this sixth year program are guaranteed acceptance into the Department Chair Certification Track and may, upon completion of EDL 655, apply for candidacy for the Intermediate Administrator Track to the Department of Educational Leadership through the School of Graduate Studies.
The application deadline is March 1 for summer matriculation of odd numbered years. Students who do not have the required prerequisites of STAT 453 and Praxis II may consider applying by November 1 for Spring admission. These students will be considered for admission on a conditional basis for spring; all other admitted students will start in summer. Review of applications will begin prior to the established deadline; early applications are encouraged. Applicants will be notified of admission decisions before the summer session begins.
Course and Capstone Requirements
Department Chair Certification (DCC) Track:
August of first year
| EDL 656 | Leadership and Supervision in Teaching and Learning | 3 |
Fall of first year
| MATH 611 | Mathematics Curriculum K-8 Theory and Implementation | 3 |
Spring of first year
| MATH 612 | Mathematics Curriculum 7-14 Theory and Implementation | 3 |
| MATH elective | 3 |
Summer of second year
| MATH 615 | The Cultural Context of Mathematics Education | 3 |
| STAT 453 | Applied Statistical Inference | 3 |
Fall of second year
| MATH 613 | Research on the Learning of Mathematics | 3 |
| MATH elective | 3 |
Spring of second year
Summer of third year
| MATH 616 | Assessment in Mathematics Education | 3 |
Fall of third year
| MATH 622 | Internship in Mathematics Education Leadership | 3 |
Intermediate Administrator Certification (IAC) Track:
August of first year
| EDL 656 | Leadership and Supervision in Teaching and Learning | 3 |
Fall of first year
| MATH 611 | Mathematics Curriculum K-8 Theory and Implementation | 3 |
| Students notified of acceptance to IAC track | |
Spring of first year
| MATH 612 | Mathematics Curriculum 7-14 Theory and Implementation | 3 |
Summer of second year
| MATH 615 | The Cultural Context of Mathematics Education | 3 |
| STAT 453 | Applied Statistical Inference | 3 |
Fall of second year
| MATH 613 | Research on the Learning of Mathematics | 3 |
| EDL 610 | School Leadership I | 3 |
Spring of second year
| MATH 614 | Research on the Teaching of Mathematics | 3 |
| EDL 611 | School Leadership II | 3 |
Fall of third year
| EDL 615 | Understanding External Environments of School Leadership I | 3 |
| EDL 690 | Internship in Educational Leadership I | 2 |
Spring of third year
| EDL 616 | Understanding External Environments of School Leadership II | 3 |
| EDL 691 | Internship in Educational Leadership II | 2 |
Summer of third year
| MATH 616 | Assessment in Mathematics Education | 3 |
| Prepare for Connecticut Administrators Test | |