M.S. in Adolescence Education: Mathematics TM3


The core program leads to a NYS Certification in Teaching in Adolescence Education (grades 7-12), specialist in mathematics (initial + professional).

Program Options/Extensions:
In addition to taking the core program outlined below, students may want to consider supplementing their program to achieve other goals and pursue additional certification. Each option enhancement has specific prerequisites and/or course requirements in addition to the requirements for the TM3 base program.

Additional Options & Certifications
  • Additional NYS extension to teach mathematics in grades 5-6 [NM3] (6 Additional Credits)
    • Extension to teach mathematics in grades 5-6
  • Additional NYS certification for Teaching Students with Disabilities in grades 7-12 [DM6] (9+ Additional Credits)
    • Teaching Students w/ disabilities in Adolescence (grades 7-12) as generalist (initial + professional)
    • Teaching students w/disabilities (grades 7-12), subject extension in math
  • Additional Advanced Certificate in Urban Teaching and Leadership [UT1] (3+ Additional Credits)
  • Additional Advanced Certificate in Digitally-Rich Teaching in K-12 Schools [OT3] (3+ Additional Credits)
  • Additional NYS certification in Teaching English to Speakers of Other Languages (ESOL) grades K-12 [NT1] (7+ Additional Credits)
    • Teaching English to Speakers of Other Languages (grades K-12) (initial + professional)


Primary program course requirements

The primary program includes a total of 39 credits of which 9 are field experiences.


Entry Level Courses   

Up to 10 credits in graduate-level coursework in education or related fields may be transferred in prior to matriculating into the Master’s degree program if approved by the faculty advisor. These transfer credits can fulfill an elective requirement or be a direct substitution of a required course. Required courses that are part of accreditation assessments cannot be substituted.

Pedagogical Core   
ED400 Topics in Teaching and Schooling, Part 1|Addresses a range of topics related to teaching and schooling that the Warner School has identified as important in preparing pre-service teachers to become successful, critically reflective educational professionals. The two-semester course is divided into workshop modules, each of which addresses a specific area of concern. Additionally, this course provides unique opportunities for candidates across Warner’s initial teacher certification programs to operate as a common intellectual community, and to make valuable connections to local networks of educational professionals and other key stakeholders.
ED400A Topics in Teaching and Schooling, Part 2|Like ED400, this course addresses a range of topics related to teaching and schooling that the Warner School has identified as important in preparing pre-service teachers to become successful, critically reflective educational professionals. This second semester of Topics is divided into workshop modules, each of which addresses a specific area of concern. Additionally, this course provides unique opportunities for candidates across Warner’s initial teacher certification programs to operate as a common intellectual community, and to make valuable connections to local networks of educational professionals and other key stakeholders.
EDU442 Race, Class, Gender, and Disability in American Education|Explores how and in what ways schools produce inequalities based on socially constructed conceptions of identity (e.g., race, class, gender, gender identity, ethnicity, sexual orientation, (dis)ability, and language). Students will critically analyze relevant literature and their own experiences as raced, classed, gendered, (dis)abled, etc. individuals to develop an understanding of how educational institutions serve as agents of the transmission of social injustice. Students will understand race, class, gender, (dis)ability and other identity markers as intersected and mutually constituted, not as isolated variables. Examines how human diversity shapes and is shaped by our lives, and how the transformation of social and educational practices might re-shape lives.
ED447 Disability and Schools|Prepares educators to understand and respond to the needs of students with disabilities. Examines the concept of disability in society and, more specifically, in education. Considers the historical context for special education and the institutional approach to disabilities, and utilizes that context to critically examine and discuss current educational practices, laws, and regulations for students with diverse learning abilities. Addresses the inclusion/standards debate, as well as the diagnosis, classification, and assessment of students. Introduces some strategies for working with students with diverse learning abilities in the typical classroom.

Literacy Requirement   
EDU498 Literacy Learning as Social Practice|Assists students in the construction of a comprehensive theoretical framework for understanding and examining the nature of literacy learning in the 21st century. Examines theories of literacy learning and learning more generally, while also addressing current debates in the field of literacy. Challenges students to rethink their definitions of what counts as literacy and their understanding of how people learn. This course is required by all master’s candidates seeking initial and professional certification and is recommended for doctoral students interested in language and literacy research. The course also develops competencies required by the International Literacy Association (ILA) Standards for Reading Specialist/Literacy Coach through assignments, readings, and class activities.
EDE476 Teaching English Learners in Content Classrooms|This course serves as an overview for in-service teachers and pre-service teacher candidates in a range of content areas who work with English language learners (ELLs) in their content classes. The course will introduce students to key concepts of language learning, cross-cultural communication, methods of teaching English, and language assessment. Students will engage in analysis, application and adaptation of teaching methods, materials, and strategies to support instruction for linguistically and culturally diverse students in their own content classes. (Meets content-pedagogy requirement for professional teaching certification).

Specialization Courses   
ED415 Adolescent Development and Youth Culture (ages 10 to 20)|Develops an understanding of what it means to be an adolescent in present day American culture. Explores adolescent development as an integral part of life-span development, employing cultural, psychological, social, and biological perspectives. Examines popular culture, the commodification of youth culture, and media practices that shape and influence adolescent development.
EDU436 Theory and Practice in Teaching and Learning Mathematics|Prepares teachers to make the learning of mathematics more meaningful and accessible to all students in secondary school. Examines the key questions of what mathematics should be taught, why, and how in light of relevant research on the learning and teaching of mathematics, state and national standards, and promising practices. Identifies and analyzes exemplary curricula and instructional materials for grades 7-12. Introduces and examines strategies to differentiate instruction so as to meet the needs of diverse students with a range of learning styles and abilities. (Meets content-pedagogy requirement for professional teaching certification).
EDU444 Implementing Innovation in Mathematics Education|Supports teachers in putting into practice what they learned in EDU 436 to enhance their understanding of key issues in the teaching and learning of mathematics. Introduces and critically examines innovative teaching methods, curricula, and resources to support the teaching of specific mathematical topics, consistent with the National Council of Teachers of Mathematics (NCTM) standards. Supports students in the planning and implementation of instructional units, the evaluation of specific implementations of such units in the classroom, and the assessment of what students are learning as a result of these experiences. (Meets content-pedagogy requirement for professional teaching certification).

Choose EDU483 or other technology course.
EDU483 Integrating Mathematics and Technology|Engages teachers and teacher candidates in a critical examination of the affordances and integration of technology in classroom practices, across the disciplines. Assists participants in developing guiding principles for designing instruction with technology and exploring the opportunities and constraints of various online spaces, software, applications, and other technology that can support the teaching in particular content areas. Provides opportunities for participants to practice designing with technology and develop a technology philosophy as part of this course. (Meets content-pedagogy requirement for professional teaching certification).

Electives   

Choose electives for a total of 3 credits. Courses include but are not limited to:
ED404 Teaching, Curriculum, and Change|Provides a critical understanding of the social, cultural, historical, and political context of contemporary schooling, including the realities of teaching and prevailing images of teachers’ work; student assessment and evaluation; standards and teacher accountability; the social organization of schools; and the influence of popular media, commercialization, and privatization on teaching and learning.
ED451 Teaching and Learning in Inclusive Classrooms|Assists teachers by providing critical understanding and skills to meet the needs of all students in inclusive classrooms. Provides an opportunity to critically examine policies and practices for students with disabilities. Focuses on promising practices in the context of general education and curricular reform and provides strategies to assist in collaborative practice and differentiating instruction.
EDE484A Digitally-Rich Teaching and Learning in K-12 Schools|Empowers participants to appreciate the transformative potential of digitally-rich teaching and learning and to use that potential to design effective “digitally-rich” learning experiences for K-12 students. Digitally-rich teaching and learning (DTL) is defined as creating student-centered learning activities that take full advantage of the learning opportunities offered by a combination of technologies leveraging digital learning, including most notably the use of personal computing devices, learning management systems, specialized software and apps, and a variety of digital resources. Explores the implications for K-12 schools of a coordinated and sustained use of DTL in the context of district-wide efforts toward “digital conversion.” This course is offered as a hybrid online course to enable students to personally experience several different types of synchronous and online learning activities outside of class, and how they can be integrated with in-class and other face-to-face activities.
EDE446 Introduction to Urban Education|The social and historical contexts of urban education in the United States place unique demands on teachers in America’s urban schools. Situated in communities affected by the steady withdrawal of social and economic capital from America’s inner cities, urban educators must acknowledge the impact of late-twentieth century urban decline while not losing sight of the agency and humanity of urban communities, families, and youth. This one-credit course offers an introduction to the political and economic contexts that shape the exigencies of urban schooling, and provides an opportunity for students to begin to consider how their work as educational stakeholders might improve the academic experiences and life chances of young people in urban schools.
ED440 Urban Teaching & Leadership Seminar 1A|Building upon the analysis of the sociohistorical contexts of urban education in EDE446, the fall Urban Teaching and Leadership (UTL) seminar delves more deeply into the institutional, pedagogical, developmental, and policy-related factors that shape life in urban educational spaces. Topics covered include: the experiences of students and educators in urban schools, the social context and systemic problems of school reform, and the insights of community stakeholders on the state of urban education. The course meets five times during fall semester, usually from 10 a.m. to 1 p.m. on Saturdays, with some seminars occasionally rescheduled for weeknights to accommodate guest speakers or special field trips.
ED441 Urban Teaching and Leadership Seminar 1B|Building upon the analysis of the current state of urban education in ED440, the spring Urban Teaching and Leadership (UTL) seminar considers conceptual frameworks and practical strategies that have the potential to address a range of dilemmas facing urban schools. Topics covered include: trauma, restorative practices, transformative pedagogies, and issues of equity and access in school improvement. The course meets five times during spring semester, usually from 10 a.m. to 1 p.m. on Saturdays, with some seminars occasionally rescheduled for weeknights to accommodate guest speakers or special field trips.
ED480 Second Language Acquisition and Bilingualism|Provides an understanding of how people learn a second language, as a foundation for examining effective ways to teach foreign languages and ESOL. Introduces theories and research on second language acquisition and bilingualism. Examines the major theories of second language acquisition (SLA) and considers developmental stages and individual differences within second language learning. Surveys models of bilingual education, typologies of bilingualism in individuals, societal contexts for bilingual education, as well as the history and politics of bilingual education in the United States. Explores the applicability of the research on second language learning and bilingualism to classroom instruction.

Internships   
EDF416M Field Experiences in Secondary Schools (Math)|
or EDF417M Field Experiences in Inclusive Secondary School Settings (Math)|
EDF418M Student Teaching in Secondary Schools A (Math)|
or EDF419M Student Teaching in Inclusive Secondary School Settings A (Math)|
EDF420M Student Teaching in Secondary Schools B (Math)|
or EDF421M Student Teaching in Inclusive Secondary School Settings B (Math)|
 

Notes:

1. This set of courses and internships is required for anyone who wants to obtain NYS teacher certification to teach Mathematics in grades 7-12, and must be completed before a degree is issued by Warner and you can obtain any of the additional NYS certifications, NYS extensions or Warner certificates identified later in this program of study form.

2. Candidates for teaching math are required by the State of New York to pass Content Specialty Tests (CST). Content Specialty Tests are a component of the New York State Teacher Certification Examinations (NYSTCE). The Warner School requires that degree candidates achieve a passing score on relevant CSTs before beginning their student teaching practica (not the Field Experience). The Associate Dean of Graduate Studies may waive these requirements after consultation with the Program Director and Chair of Teaching and Curriculum. ( This is a rare occurrence.)

3. Candidates interested in pursuing one of the Optional Enhancements should choose their electives strategically so as to reduce the number of additional credits needed to meet all the requirements of their chosen enhancement. However, the 6 credits for extension to grades 5-6 needs to be taken in addition to the electives.

4. If you also choose to pursue certification in Teaching Students with Disabilities, you must complete all the internships in inclusive settings (i.e., select EDF417M, EDF419M and EDF421M).

5. One of the mathematics methods courses can be used to meet the first specialization requirement for the Advanced Certificate in Digitally-Rich Teaching in K-12 Schools, and EDU483 - Integrating Mathematics and Technology can be used to meet the second specialization requirement.

5. Students interested in adding the UT1 certificate need to take Introduction to Urban Education in Summer A prior to student teaching, and the two UT1 seminars concurrent with their field experiences/student teaching.

Other Requirements:

In addition to the coursework indicated above, in order to graduate and to receive the certification(s)/licensure (if any) you are seeking this program has additional requirements. Please note that in some cases, while our program will provide you with all the academic experiences required for the certification you seek, there may be some additional requirements that you will have to complete independently and outside of our program in order to be granted that certification/licensure (ex: completing a certain number of years of mentored experiences or completing exams).

    Required for Program Completion
  • B.A. or B.S. Degree
  • Master's Portfolio (Teacher Candidates Comprehensive Portfolio)
  • Content Prerequisite 30 credits of coursework in mathematics, including 2 calculus courses (attach a completed Admissions Transcript Review Form: https://www.warner.rochester.edu/admissions/contentprep)
  • NYS-approved Workshop on Recognizing the Signs of Child Abuse
  • NYS-approved Workshop on School Violence Prevention and Intervention
  • Dignity for All Students (DASA) Training in Harassment, Bullying, Cyberbullying, & Discrimination Prevention and Intervention
    Required for Recommendation
  • Initiate NY State Teacher certification process with the Warner School Certification Officer
    Required for Certification (key items)
  • Finger-print Supported Background Check (to be completed and submitted directly to NYS at the beginning of the program)
  • NYS Exam - Educating all Students (EAS)
  • NYS Exam - Content Specialty Test (CST) for each area of specialization sought (Required for program completion with Spring 2019 admits)
  • 3 Years of Teaching Experience with the First One Conducted in a Mentored Situation (NOT a graduation requirement but needed before applying for professional certification)