MST in Adolescence Education: Mathematics
Don Straight, Program Coordinator
216A Satterlee, (315) 267-2553 (email@example.com)
The Adolescence Education Program with Middle Childhood Extension for teaching mathematics is designed to meet changes based on The New York State Education Department’s new regulations on Teacher Education, the National Council of Accreditation for Teacher Education (NCATE) standards, the National Council of Teachers of Mathematics (NCTM) standards, along with Advisory Board recommendations and alumni feedback. The Mathematics Education MST program is nationally recognized by the National Council of Teachers of Mathematics (NCTM). The program leads to Initial/Professional Adolescence Education, Mathematics (grades 7–12) with an extension for Middle Childhood Mathematics Education (grades 5–6) certification.
Requirements for Admission
- This program is intended for candidates who do not hold a teaching certificate and seek to earn certification for teaching Mathematics in Adolescence Education (grades 7–12) with an extension for Middle Childhood Mathematics Education (grades 5–6). Candidates will undergo a transcript review in order to determine the completion of prerequisites.
- An undergraduate major equivalent to a SUNY Potsdam undergraduate major in mathematics, as well as six hours of a foreign language, is required for admission.
- A minimum grade point average of 2.75 (A=4.0) in the most recent 60 semester hours of undergraduate study.
- A minimum undergraduate grade point average of 2.75 in the mathematics major.
- Submission of three letters of recommendation from persons who can provide information about the academic and teaching potential of the applicant (e.g., former or current professors, school administrators, etc.).
- Candidates may begin enrollment in the summer term only.
Additional Degree Information
Candidates are strongly encouraged to review the Policies and Procedures in the Graduate Catalog focusing on the specific information related to education programs.
All degree candidates are required to create a comprehensive portfolio, modeled after the National Board for Professional Teaching Standards Certification process. The purpose of this culminating experience is to give students an opportunity to document and synthesize their professional development, as well as to lay the foundation for future development. The Portfolio/Culminating Experience may be taken for 0 or 3 credits and used to fulfill elective credit hours with prior approval of the adviser.
While not required for degree completion, candidates are required to complete all New York State teaching requirements to earn certification. This will include enrollment in HLTH 230 School Health (CA, SAVE) (2 credits) and successful passing of all applicable New York State Teacher Certification Exams: Liberal Arts and Sciences Test (LAST), Assessment of Teacher Skills–Written (ATS–W), and the Content Specialty Test: Mathematics (CST).
Student progress is carefully monitored throughout the program based on demonstration of appropriate knowledge, skills and dispositions. Students are provided with information on program expectations in their first semester. Students not making satisfactory progress will be counseled by their advisor and may be dropped from the program.
A minimum of 48 credit hours with an overall grade point average of 3.0 or higher is required for the granting of the Master of Science in Teaching, Mathematics, Adolescence Education degree. Additionally, candidates will complete HLTH 230 (2 credits) to satisfy certification requirements for a total of 50 credit hours. The 50 credit hours are divided as follows:
|GRED 556 Reading in the Middle and Secondary School ||3|
|GRED 557 Writing in the Middle and Secondary School ||3|
|GRED 568 Teaching Mathematics in the Middle School ||3|
|GRED 569 Teaching Mathematics in the Secondary |
|GRED 578 Practicum in Middle School Mathematics||2|
|GRED 579 Practicum in Secondary School Mathematics||2|
|GRED 600 Philosophical Foundations of Education||3|
|GRED 667 Topics and Research in Mathematics Education||3|
|GRED 677* Development and Learning in Adolescence||3|
|SPED 505 Introduction to Special Education||3|
|* GRED 677 is required if the candidate’s undergraduate work does not include a course in developmental, adolescent or educational psychology. If a candidate has previously satisfied the GRED 677 requirement, then a second elective will be selected with prior advisor approval.|
|GRED 534 Teaching Math in a Technological World|
|OR another technology course selected with prior advisor approval||3|
|One graduate education course selected with prior advisor approval|
|HLTH 230 School Health (CA, SAVE)||2|
|GRED 676 Student Teaching Seminar: Policies and Practice in American Education||2|
|GRED 694 Student Teaching in the Middle/Jr. High School (7–9)||6|
|GRED 697 Student Teaching in the Senior High School (10–12)||6|
|Total credit hours||50|
|Full-time Sample Schedule for MST Adolescence, Mathematics|
|*These courses are prerequisites for courses taken in the fall and must be completed in the summer. Candidates considering part-time study should contact the advisor.|