Secondary Education – Mathematics, Bachelor of Science
(189 credits)
Program Description
The goal of the Bachelor of Science in Secondary Education – Mathematics (BSSEM) is to prepare graduates for successful careers as mathematics teachers in middle and high school levels. Graduates of the BSSEM will be eligible to apply for licensure as secondary mathematics teachers in the state of Montana. The majority of the BSSEM required coursework is advanced mathematics beginning with Calculus I. In addition to the mathematics course work additional courses are required in education as well as the general education course requirements. Graduates of the degree program will meet the state’s academic requirements for highly qualified secondary mathematics teachers and become one of the most sought after teaching candidates in Montana secondary schools. The program design emphasizes the development of teachers prepared to effectively meet the needs of middle and high school learners, particularly rural and American Indian learners. A key strength of the program is the requirement for students to participate in numerous clinical experiences in which they spend significant amounts of time observing and working in classrooms to help with their preparation as professional educators.
Career Opportunities
There is currently a shortage in the supply of licensed secondary mathematics teachers in the state of Montana as well as elsewhere. Accredited schools in Montana are required to hire state licensed mathematics teachers. Upon completion of the BSSEM degree program, graduates can apply for the Montana Secondary Mathematic teaching license through the Montana Office of Public Instruction (OPI) at www.opi.mt.gov. In addition to successful completion of the BSSEM degree program, Montana requires prospective secondary mathematics teachers to successfully complete the PRAXIS II Mathematical Content Test (5161) before being granted a teaching license. Because the BSSEM program is accredited by the Montana Board of Public Education licensed graduates may be hired to teach mathematics in any Montana public middle or high school. Licensure in other states may carry different or additional requirements. Graduates should contact the specific state to determine the process and requirements for obtaining a teaching license.
Program Objectives and Outcomes
The goal of the SKC BSSEM program, in alignment with the objectives of the SKC Division of Education, is to prepare professional mathematics educators who offer culturally responsive instruction and curriculum leading education to its promise of equity and opportunity. Additionally preparing professions who possess a reflective practice that leads to professional development and fosters learning communities for the construction of knowledge. And finally, creating future teachers who are effective communicators, critical thinkers and who possesses cultural understanding, citizenship and a strong understanding of mathematics. They recognize the unique contribution, learning style, and ability each learner brings to enrich the overall learning community.
Achievement of these goals is brought about by attention to the InTASC-based learner outcomes entrenched in SKC’s teacher preparation that follow:
- Learner Development. A math teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Learner Differences. A math teacher uses understanding of individual differences and diverse cultures and communities to ensure learning environments that enable each learner to meet high standards.
- Learning Environments. A math teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge. A math teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content. A math teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment. A math teacher understands and uses multiple methods of assessment to engage learners in their own growth to monitor learner progress, and to guide the teacher’s and learner’s decisions making.
- Planning for Instruction. A math teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.
- Instructional Strategies. A math teacher understands and uses a variety of instructional strategies to encourage learners to development deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- Professional Learning and Ethical Practice. A math teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), adapts practice to meet the needs of each learner.
- Leadership and Collaboration. A math teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Program Requirements
Students may declare the BSSEM as their major and may be conditionally accepted into the program any time after their acceptance into SKC as a student.
Before students can visit or work in K–12 classrooms they must submit to, and be approved through, a Federal Background Check and Fingerprinting. This should be completed immediately upon declaring the BSSEM as a major so it is complete before the first field experience. The first field experience typically occurs early in the program.
In addition to the background check, for students to be fully admitted to the BSSEM program and remain students in good standing within the program they must:
- complete the mathematics content courses required for an Associate of Science in Mathematics degree with a 2.5 overall GPA in those courses and no single content course grade below 2.0,
- complete a minimum of 60 quarter credits (40 semester credits) with a minimum cumulative GPA in all courses of not less than 2.5 and no single course grade below 2.0,
- and complete the Transition to Teacher Professional Disposition Seminar.
To graduate with a BSSEM degree, students must attain at least a 2.5 GPA in all mathematics content courses (prefix MATH) with no less than 2.0 in any single mathematics course, at least a 3.0 GPA in all education courses (prefix EDUC) courses with no less than a 2.0 in any single education course, and at least a 3.0 in their student teaching course (EDUC 491). Additionally, graduates must successfully complete Stage III of the TEP Portfolio.
TEP Portfolio Process
All BSSEM graduates are required to have a complete Teacher Education Program (TEP) Portfolio. The portfolio is a continually updated and upgrade work that reflects student professional growth as they progress through the BSSEM program. Each portfolio is assessed in three stages, the last being Stage III. Graduates of the BSSEM program must have a TEP Portfolio that has received an average overall rating of at least 1.5 with no single item being rated below a 1.
Professional Behavior
SKC teacher candidates are required to exhibit dispositions and behaviors befitting a professional educator. Any actions that indicate the candidate may be unfit to work with children and adolescents or perform in a school setting will not be tolerated and may lead to removal from the BSSEM program. These behaviors include, but are not limited to:
- substance abuse of any type,
- inappropriate disclosure or breach of confidential information,
- inappropriate physical contact or communication including digital communication through social networks, texting or emailing with a student, peer, instructor, or school personnel,
- and criminal activity of any class
Curriculum
Fall (First Year)
| MATH 110 | Calculus I | 5 |
| ENGL 101 | English Composition I | 3 |
ELECTIVE
| SS-INTRO (List C) | 5 |
| NASD 101 | History of Indians in the US HCT | 3 |
| Total Credit Hours: | 16 |
Winter (First Year)
| MATH 111 | Calculus II | 5 |
| ENGL 202 | English Composition II | 3 |
| MATH 101 | Art of Math | 5 |
| | |
ELECTIVE
| NAS-FAH/NASL (List A) | 3 |
| OR | |
| EDUC 221 | Parent Partnership and Community Collaboration | 2 |
| Total Credit Hours: | 15-16 |
ELECTIVE NAS FAH/NASL: even- indicates courses offered when the Fall Quarter is in an even numbered year
EDUC 221: odd- indicates courses offered when the Fall Quarter is in an odd numbered year
Spring (First Year)
Fall (Second Year)
| MATH 235 | Multivariable Calculus | 5 |
| EDUC 240 | Human Growth and Development | 4 |
| MATH 201 | Intro to Abstract Mathematic | 5 |
ELECTIVE
| Open Elective (Emphasis) | 3 |
| Total Credit Hours: | 17 |
ELECTIVE – Open Elective (emphasis) Elective choices should center on a possible second teaching area.
Winter (Second Year)
| MATH 223 | Linear Algebra | 5 |
| OR | |
| MATH 231 | Differential Equations | 5 |
| | |
| EDUC 235 | Introduction to Indian Education | 3 |
| MATH 241 | Statistics & Lab | 5 |
| | |
ELECTIVE
| NAS-FAH/NASL (List A) | 3 |
| OR | |
| EDUC 221 | Parent Partnership and Community Collaboration | 2 |
| Total Credit Hours: | 15-16 |
MATH 223, ELECTIVE: even- indicates courses offered when the Fall Quarter is in an even numbered year
EDUC 221: odd – indicates courses offered when the Fall Quarter is in an odd numbered year
Spring (Second Year)
| MATH 410 | Geometry | 5 |
| OR | |
| MATH 350 | Mathematics Modeling w/ Technology | 5 |
| | |
| EDUC 203 | Foundations of Education | 5 |
| EDUC 178 | Exploratory Field Experience | 1 |
| EDUC 210 | Intro to Teaching 2ndary Mathematic | 3 |
| EDUC 207 | Health Safety and Drug Awareness | 3 |
| Total Credit Hours: | 17 |
MATH 410: even- Indicates courses offered when the Fall Quarter is in an even numbered year
MATH 350: odd – indicates courses offered when the Fall Quarter is in an odd numbered year
Fall (Third Year)
| EDUC 250 | Educational Psychology | 3 |
| EDUC 307 | Curriculum, Planning and Assessment | 4 |
| | |
| EDUC 308 | Techno in the Secondary Classroom | 3 |
| OR | |
ELECTIVE
| NAS-OPEN | 3 |
| | |
| EDUC 313 | ClassroomManagementInSecndEducation | 3 |
| OR | |
ELECTIVE
| FA-OPEN/HUM-ADV (List G) | 3 |
| | |
ELECTIVE
| SCI-OPEN (List D) | 5 |
| Total Credit Hours: | 18 |
EDUC 308, EDUC 313: even- Indicates courses offered when the Fall Quarter is in an even numbered year
ELECTIVE FA-OPEN/HUM-ADV, ELECTIVE NAS-OPEN: odd – indicates courses offered when the Fall Quarter is in an odd numbered year
Winter (Third Year)
| MATH 223 | Linear Algebra | 5 |
| OR | |
| MATH 231 | Differential Equations | 5 |
| | |
| EDUC 337 | Introduction to Special Education | 5 |
| EDUC 343 | Lit Strat in Sec Educ Praticm | 1 |
| | |
| EDUC 397 | Teaching 2ndary Math Middle Grade | 3 |
ELECTIVE
| Open Elective (Emphasis) | 3 |
| Total Credit Hours: | 15-16 |
MATH 223, EDUC 337: even- Indicates courses offered when the Fall Quarter is in an even numbered year
MATH 231, EDUC 342, EDUC 343: odd – indicates courses offered when the Fall Quarter is in an odd numbered year
ELECTIVE – Open Elective (emphasis) Elective choices should center on a possible second teaching area.
Spring (Third Year)
| MATH 410 | Geometry | 5 |
| OR | |
| MATH 350 | Mathematics Modeling w/ Technology | 5 |
| | |
| EDUC 321 | Research Writing in Education | 3 |
| EDUC 311 | Cultures, Diversity and | 3 |
| EDUC 312 | Diversity in Education Practicum | 1 |
ELECTIVE
| Open Elective (Emphasis) | 3 |
| Total Credit Hours: | 15 |
ELECTIVE – Open Elective (emphasis) Elective choices should center on a possible second teaching area.
MATH 410: even – Indicates courses offered when the Fall Quarter is in an even numbered year
MATH 350: odd – indicates courses offered when the Fall Quarter is in an odd numbered year
Fall (Fourth Year)
| EDUC 398 | Teaching 2ndary Math High School | 3 |
| EDUC 399 | Teaching 2ndary Math HS Practicum | 1 |
| | |
| EDUC 308 | Techno in the Secondary Classroom | 3 |
| OR | |
ELECTIVE
| NAS-OPEN | 3 |
| | |
| EDUC 313 | ClassroomManagementInSecndEducation | 3 |
| OR | |
ELECTIVE
| FA-OPEN/HUM-ADV (List G) | 3 |
| | |
ELECTIVE
| EXPR-ART-OPEN (List B) | 3 |
ELECTIVE
| Open Elective (Emphasis) | 3 |
| Total Credit Hours: | 16 |
EDUC 308, EDUC 313: even – Indicates courses offered when the Fall Quarter is in an even numbered year
ELECTIVE NAS-OPEN, ELECTIVE FA-OPEN/HUM-ADV: odd – indicates courses offered when the Fall Quarter is in an odd numbered year
ELECTIVE – Open Elective (emphasis) Elective choices should center on a possible second teaching area.
Winter (Fourth Year)
| MATH 420 | Higher Mathematics for Teachers | 5 |
| | |
| EDUC 337 | Introduction to Special Education | 5 |
| OR | |
| EDUC 343 | Lit Strat in Sec Educ Praticm | 1 |
| AND | |
| EDUC 343 | Lit Strat in Sec Educ Praticm | 1 |
| | |
| HPED 125 | First Aid/CPR For NSG Only | 1 |
| EDUC 471 | Action Research In Education | 3 |
| Total Credit Hours: | 13-14 |
EDUC 337: even- Indicates courses offered when the Fall Quarter is in an even numbered year
EDUC 342, EDUC 343: odd – indicates courses offered when the Fall Quarter is in an odd numbered year
Spring (Fourth Year)
| EDUC 491 | Studnt Teach in Secdry Educ | 12 |
| EDUC 495 | Reflective Practice and Research in | 2 |
| Total Credit Hours: | 14 |
Note: Licensure in a second teaching area will require coursework beyond this degree.
Total Credit Hours: 189