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. Besides 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 at least 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 upgraded 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
Odd Years - indicates courses offered when the Fall Quarter is an odd-numbered year
Even Years - indicates courses offered when the Fall Quarter is an even numbered year
Secondary Education Emphasis Elective - electives chosen around a possible second teaching field
Fall (First Year)
| MATH110 | Calculus I | 5 |
| ENGL101 | English Composition I | 3 |
| NASD101 | History of Indians in the United States | 3 |
| MATH 103 | Contemporary Math | 5 |
| Total Credit Hours: | 16 |
Winter (First Year)
Spring (First Year)
Fall (Second Year)
| MATH235 | Multivariable Calculus | 5 |
| EDUC240 | Human Growth and Development | 4 |
| MATH201 | Introduction to Abstract Mathematics | 5 |
| Secondary Education Emphasis Elective | |
| Total Credit Hours: | 17 |
Winter (Second Year)
Spring (Second Year)
Fall (Third Year)
Note: EDUC 308 is offered in years in which the student's entry academic quarter is even.
Winter (Third Year)
Spring (Third Year)
Fall (Fourth Year)
Note: EDUC 313 is offered in years in which the student's entry academic quarter is even.
Winter (Fourth Year)
Spring (Fourth Year)
| EDUC491 | Student Teaching in Secondary Education | 12 |
| EDUC495 | Reflective Practice and Research in Education | 2 |
| Total Credit Hours: | 14 |
Note: Licensure in a second teaching area will require coursework beyond this degree.
Total Credit Hours: 189