Secondary Education – Mathematics, Bachelor of Science
(183 credits)
Program Description
The goal of the Bachelor of Science in Education – Mathematics (BSSEM) program 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 and will meet the state's academic requirements for highly qualified secondary mathematics teachers, one of the most highly sought-after candidates in Montana's secondary schools.
The majority of the BSSEM-required coursework is advanced mathematics, beginning with Calculus I. Besides the mathematics coursework, additional courses are required in education as well as general education.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
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 implement culturally sustaining instruction and curriculum that leads their future students to an education of promise in equity and opportunity. The program embeds reflective practice throughout the coursework and field practicums to improve instruction and prepare them to participate in professional communities. Upon entering the field, the programs' educators recognize the need to continue to construct their knowledge and develop their pedagogy. Effective communication and critical thinking that deepens understanding in mathematics, diverse cultures, and citizenship are emphasized throughout the program. Through these teachings and experiences, these mathematics educators learn the importance of inviting each learner's uniqueness in all of its diverse forms into the classroom; hence, enriching the classroom learning community.
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 professionals 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 possess cultural understanding, citizenship and a strong understanding of mathematics. They recognize each learner's uniqueness when valued and invited in all its diverse forms, enriching the learning community.
Student progress in the BSSEM Program will be evaluated and documented according to outcomes associated with the Central Beliefs of SKC's Division of Education as ell as with the InTASC Model Core Teaching Standards.
Central Beliefs of SKC's Division of Education
Instruction and curriculum in the professional education programs at Salish Kootenai College are guided by five central principles and beliefs that respect and reflect the rich, holistic perspectives of the Séliš, Ql̓ispé and Ksanka people.
A. Culturally revitalizing and sustaining instruction and curriculum will lead education to its promise of opportunity and equity.
B. Creating connections with the larger community promotes the construction of knowledge.
C. Reflective practice leads to the continuous flourishing of both teacher and student.
D. Each learner's uniqueness, when valued and invited in all of its diverse forms, enriches the learning experience.
E. Demonstration and application of communication, critical thinking, cultural understanding, and the principles of citizenship cultivates teachers as community leaders.
InTASC Model Core Teaching Standards
-
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 develop 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 must submit to a multiple-level background check for this program.
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.
Students typically apply to be officially admitted into the BSSEM program during the fall quarter of the second year. 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 25 credits of 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 the TEP process.
Transfer Students
Students who have successfully finished the first two years of course work at an institution participating in an accepted SKC articulation agreement have the opportunity to complete the BSSEM program at SKC. All courses taken under this agreement are guaranteed to transfer completely. This ensures incoming transfer students a junior status in the program. Junior status means the student must earn the required 93-quarter credits to complete the BSSEM degree. The courses required are outlined in the Secondary Education – Mathematics – Transfer Student Curriculum section included in the following pages.
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. 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)
Winter (First Year)
| MATH111 | Calculus II | 5 |
| ENGL202 | English Composition II | 3 |
| IDST101 | SKC Seminar | 3 |
| ELECTIVE | Native American Studies General Education Open | 3 |
| Total Credit Hours: | 14 |
Native American Studies General Education Open - recommend a NASL course.
Spring (First Year)
| MATH103 | Contemporary Math | 5 |
| MATH112 | Calculus III | 5 |
| SPCH100 | Basic Communications | 3 |
| NASD101 | History of Indians in the United States | 3 |
| Total Credit Hours: | 16 |
Fall (Second Year)
| MATH235 | Multivariable Calculus | 5 |
| EDUC240 | Human Growth and Development | 4 |
| MATH201 | Introduction to Abstract Mathematics | 5 |
| | |
| NASL101 | Basic Salish I | 3 |
| OR | |
| NASL111 | Basic Kootenai I | 3 |
| Total Credit Hours: | 17 |
Secondary Education Emphasis Elective - recommend a second NASL course.
Winter (Second Year)
| NASD225 | American Indian Education and Federal Policy | 3 |
| MATH241 | Statistics | 5 |
| MATH231 | Differential Equations | 5 |
| EDUC221 | Parent Partnerships and Community Collaboration | 2 |
| Total Credit Hours: | 15 |
Spring (Second Year)
| EDUC178 | Exploratory Field Experience | 1 |
| EDUC203 | Foundations of Education | 5 |
| EDUC210 | Introduction to Teaching Secondary Mathematics | 3 |
| MATH350 | Mathematical Modeling with Technology | 5 |
| Total Credit Hours: | 14 |
Fall (Third Year)
| EDUC250 | Educational Psychology | 3 |
| EDUC307 | Curriculum, Planning and Assessment | 4 |
| EDUC313 | Classroom Management in Secondary Education | 3 |
| ELECTIVE | Secondary Education Emphasis Elective | 3 |
| Total Credit Hours: | 13 |
Winter (Third Year)
| EDUC321 | Research Writing in Education | 3 |
| EDUC337 | Introduction to Special Education | 5 |
| EDUC397 | Teaching Secondary Math in the Middle Grades | 3 |
| MATH223 | Linear Algebra | 5 |
| Total Credit Hours: | 16 |
Spring (Third Year)
| EDUC207 | Health, Safety and Drug Awareness | 3 |
| EDUC212 | Mathematics Instructional Intern | 5 |
| EDUC311 | Cultures, Diversity and Educational Ethics | 3 |
| EDUC312 | Diversity in Education Practicum | 1 |
| HMNT101 | Introduction to Humanities | 3 |
| Total Credit Hours: | 15 |
Fall (Fourth Year)
| EDUC398 | Teaching Secondary Math in the High School | 3 |
| EDUC399 | Teaching Secondary Math in the High School Practicum | 1 |
| MATH410 | Geometry | 5 |
| ELECTIVE | Natural Science General Education from List | 5 |
| | |
| NASL102 | Basic Salish II | 3 |
| OR | |
| NASL112 | Basic Kootenai II | 3 |
| Total Credit Hours: | 17 |
Recommended Science Elective is PHYS201, College Physics I
Secondary Education Emphasis Elective - recommend third NASL course.
Winter (Fourth Year)
| EDUC342 | Literacy Strategies in Secondary Education | 3 |
| EDUC343 | Literacy Strategies in Secondary Education Practicum | 1 |
| EDUC471 | Action Research In Education | 3 |
| HPED125 | First Aid/CPR | 1 |
| MATH420 | Higher Mathematics for Teachers | 5 |
| ELECTIVE | Secondary Education Emphasis Elective | 3 |
| Total Credit Hours: | 16 |
Secondary Education Emphasis Elective - recommend 4th NASL course.
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: 183