Professional Education Requirements: Mathematics Education

The professional program is a full-time, four-semester sequence of education courses and school-based field experiences. The four semesters of professional course work must be followed sequentially and taken in consecutive semesters. Students must enroll in all course work outlined in each semester of the program, even if similar course work was taken at another institution. Students begin the professional sequence in the fall.

Students are expected to have completed most of their major and liberal studies course work by the start of their professional sequence. The structure of the professional sequence allows very little time to pursue remaining course work in these areas. Many students elect to finish their remaining requirements during the summer or after the sequence has been completed.

Students admitted to two areas of certification follow the same four-semester sequence as single certification students; however, students should expect to complete additional requirements during the student teaching semesters. Students will be placed in each of the certification settings within the same school and must complete methods courses for each certification area. Specific combinations of subject areas may result in modifications of these additional requirements. Students admitted to multiple majors or minors must consult with program coordinators in both subject areas to arrange sequence requirements.

The professional program is full time and places heavy demands on students' time and energy. The professional sequence is particularly taxing for students completing certification in two subject areas. Students must make satisfactory progress in their program to continue. This professional judgment is made by faculty program coordinators in consultation with cooperating teachers and supervisors.

Semester 1
• Curriculum and Instruction 506 Strategies for Inclusive Schooling, 3
• Educational Policy Studies 300 School and Society, 3
• Educational Psychology 521 Adolescent Development in Educational Contexts, 3
• Curriculum and Instruction 361 Practicum in Mathematics in the Secondary School, 3. Students will be engaged in practicum activities MWF mornings in local schools.

Semester 2
• Curriculum and Instruction 313 Language and Literacy across the Secondary Curriculum, 3 (meets Comm B requirement).
• Curriculum and Instruction 537 Teaching Diverse Learners, 3
• Curriculum and Instruction 393 The Teaching of Secondary School Mathematics I, 3
• Curriculum and Instruction 361 Practicum in Mathematics in the Secondary School, 3. Practicum activities will occur MTWR in local schools. Students spend a minimum of two hours in the school each of the four days.

Semester 3
• Educational Psychology 301 Human Abilities and Learning, 3
• Curriculum and Instruction 395 Uses of Technologies in Secondary School Mathematics, 3
• Curriculum and Instruction 394 The Teaching of Secondary School Mathematics II, 3
• Curriculum and Instruction 494 Student Teaching in High School Mathematics OR 497 Student Teaching in Middle School Mathematics, 6. Student teaching this semester is a half-time commitment and encompasses an entire semester based on the school district calendar. (Fall semester extends from late August through mid-January; spring semester extends from mid-January through early June.) Students are placed within a 50-mile field experiences service area and may not necessarily be placed in the city of Madison.

Semester 4
• Curriculum and Instruction 494 Student Teaching in High School Mathematics OR 497 Student Teaching in Middle School Mathematics, 12. See the information under Semester 3 above. Student teaching this semester is a full-time, school district semester commitment that usually precludes part-time work or additional course work. See the information under Semester 3 above. This semester's student teaching placement will be in the opposite setting from that of the previous semester.
• Curriculum and Instruction 690 Independent Field Work, 1

Multicultural and Human Relations Requirement

This requirement consists of courses, workshops and experiences that broaden understanding of diversity as it relates to the practice of teaching and the field of education. Students meet this requirement in a variety of ways depending on the particular program. This requirement is met within the professional program. Consult the program advisor and the "Multicultural Education" link on the front page of this site for more information. Students will have multiple opportunities to learn about these topics through required course work. The required Multicultural Education and Human Relations content areas include:

• The history, culture, and tribal sovereignty of American Indian tribes and bands located in Wisconsin
• The history, culture and contributions of women and various racial, cultural, language and economic groups in the United States.
• The philosophical and psychological bases of attitude development and change.
• The psychological and social implications of discrimination, especially racism and sexism in the American society.
• Evaluating and assessing the forces of discrimination, especially racism and sexism on faculty, students, curriculum, instruction, and assessment in the school program.
• Minority group relations through direct involvement with various racial, cultural, language and economic groups in the United States. (This requirement was formerly Code Point 5 of the Human Relations program.)

Conflict Resolution Requirement

All students pursuing teacher certification must have formal training in conflict resolution. This teacher certification program includes conflict resolution training in its required course work. Students must demonstrate through performance-based assessment that they have successfully met the Conflict Resolution requirement. Students must demonstrate competency in:

• Resolving conflicts between pupils and between pupils and school staff.
• Assisting pupils in learning methods of resolving conflicts between pupils and between pupils and school staff, including training in the use of peer mediation to resolve conflicts between pupils.
• Dealing with crises, including violent, disruptive, potentially violent or potentially disruptive situations that may arise in school or activities supervised by school staff as a result of conflicts between pupils or between pupils and other persons.

Comments or Problems: easinfo@education.wisc.edu.
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