Postbaccalaureate Licensure in Mathematics, 1-6

This course covers current policy and practice related to English Learners (ELs) in schools with a special focus on Sheltered English Immersion (SEI) Settings. Topics will include diversity issues, content/academic vocabulary development and literacy skills (including listening, speaking, reading and writing) to provide teachers with the knowledge and strategies to support ELs in classrooms.

*May be waived with documented, state-approved sheltered English immersion (SEI) endorsement.

This course examines and unpacks contemporary issues in the field of education and provides prospective teachers with a beginning foundation for understanding the teaching profession and the U.S. education system, including policy and governance. The historical, legal, ethical, and pedagogical foundations for social justice education and democratic education will be explored, as well as the education reform context and emerging policies. The course will include an examination of professional ethics and standards.

Required field experience.

This course explores supportive, preventative, and proactive approaches to addressing the social and academic behaviors of students with disabilities and other diverse populations. Strategies for developing a positive classroom climate to support social and emotional development, including trauma and anxiety, will be central to the learning of the course. A variety of approaches, including the connection between communication & behavior, identifying contributing factors to challenging behavior, FBA, and behavior support plans will be explored.

This three-credit course provides an in-depth look at the teaching and learning of mathematics in elementary school. Students will deepen an understanding of the mathematical concepts taught in the elementary grades and practices of elementary school mathematics, along with highly effective instructional practices for teaching mathematics, broadly from grades 1-6. This course is centered around high leverage routines, problem-based learning, and authentic assessment for mathematics in elementary school.

This three-credit course provides an opportunity to unpack the perspective of various academic content areas through action/inquiry research. This course will assist teacher candidates in developing professional voice through the inquiry process. Inquiry and action research provides educators, administrators, and community leaders a method to study classroom challenges using an emic, or “insiders” perspective in order to investigate and improve their practice. This course will provide teacher candidates with the knowledge and skills needed to use action/inquiry research as a basis to make curricular and instructional decisions both school-wide and at the classroom level, and develop an action research project to address a school or classroom issue.

This three-credit course is designed for future teachers and covers algebra, functions, and fundamental concepts of calculus. It also explores the relationship of these concepts to the mathematics taught in elementary and middle school. The topics covered include the transition from arithmetic to algebra, exploration of expressions and equations, connecting algebra to functions, families of functions, sequences and series, limits, differentiation, and integration.

This three-credit course is designed for future teachers and delves into the fundamentals of Euclidean geometry to provide an in-depth understanding. It explores geometric concepts relevant to elementary and middle school mathematics, emphasizing an explorative approach supported by technological tools such as dynamic geometry software.

This three-credit course examines major mathematics concepts and applications of statistics and probability. It also explores the relationship of these concepts to the mathematics taught in elementary and middle school and explores effective teaching practices. The topics covered in this class include quantitative literacy, variability, statistical inference, probability, and statistical modeling.

In this course, teacher candidates will spend the semester within a fieldwork setting aligned with their area of licensure. Teacher candidates will design and implement cross-cutting lessons in their area of licensure and will also have experience evaluating and utilizing high-quality curricular materials, collaborating across the school setting, assessing students’ understanding, and designing individualized plans for students.  Teacher candidates will receive targeted feedback throughout the semester from a qualified supervising practitioner and Stonehill course instructor. 

The Reflective Seminar is a series of seminars taken concurrently with the practicum. Facilitated by Stonehill faculty and professional education practitioners, this capstone seminar will address current issues of best practice in education. Issues around assessment and evaluation of teaching as well as professional development and teacher support will be addressed.

Graduate clinical licensure capstone. Candidates spend a full semester in a grades 1-6 math placement to gain teaching experience while assuming gradual responsibility of the teaching role, culminating with a takeover of all responsibilities of a math teacher.