Mathematics & Science

Description

This 6-course graduate sequence prepares individuals to work as mathematics and/or science teachers at the middle and high school levels. Qualified individuals may become licensed in both content areas by taking 1 additional course. Courses taken for graduate credit at Vermont State University may be eligible for transfer to a master’s program at the university.

Application and Admission Requirements

VT-HEC is committed to minimizing barriers to licensure in mathematics and science.

Depending on previous education and background, participants may not need to complete all courses or the Vermont Licensure Portfolio (VLP). Candidates required to complete the VLP will do so as part of their coursework.
All courses are offered online to accommodate individuals working across the state, with online synchronous meetings held at key points throughout the semester.
Courses are generally taken for graduate credit, but a no-credit option is also available at a lower cost.
Candidates without the mathematics or science content required for licensure in Vermont may need to take additional undergraduate courses. VT-HEC can provide guidance on available options.

New cohorts begin in the Fall, but applications are accepted on a rolling basis, and candidates may enter at any time.

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Eligibility

Earned bachelor’s degree (prerequisite)
Employment in a K–12 school in any role (co-requisite)

For more information, please contact us.

Program Timeline & Course Descriptions

Courses meet the competencies for educator licensure in Vermont. Each course in the sequence is worth 3 graduate credits; courses may be eligible for transfer to a master’s program at a later date.

A no-credit option is also available at a lower cost.

Candidates complete five core courses in addition to a math or science content-specific course in their final semester. Individuals with the appropriate content background may elect to complete both content-specific courses to earn licenses in both mathematics and science.

Year One

This course serves as an introduction to the middle and high school science and mathematics classroom. Participants plan, design, and implement lessons in a science or mathematics context, with a focus on inquiry-based learning. Cross-disciplinary connections, student engagement, and collaborative learning are introduced.

This course overviews pedagogical theory in the context of science and mathematics instruction, with a focus on application. Participants explore research-based best practices in STEM education, including addressing student misconceptions, teaching problem-solving strategies, and using technology to augment instruction.

This course focuses on situating learning science and mathematics within other disciplines, cultures, and historical contexts. Participants design equity-minded instruction for student collaboration, communication, and multiple means of representation and expression.

Year Two

This course explores the concepts of abstraction and representation within scientific and mathematical contexts. Participants explore the use of problem solving strategies and processes, such as modeling, formulating and testing hypotheses, and the use of manipulatives.

This course explores the role of the educator as a facilitator of student-centered learning within the social contexts of the classroom, local, and global communities. Participants focus on implementing individualized instruction and equity-based practices, including through the relevant use of technology.

This course addresses pedagogical strategies that target best practices in secondary-level science instruction. Participants focus on the implementation of inquiry-based instruction in science, including exploration through laboratory-based practices, application of the scientific method, and distinguishing scientific from non-scientific practices. Laboratory safety best practices are emphasized.

This course is required for those seeking a science endorsement; some participants may need to take both this and the math course depending on their licensure goals.

This course addresses pedagogical strategies that target best practices in secondary mathematics instruction. Participants focus on conceptualizing mathematics content through multiple representations, mathematical proof, and communicating mathematical knowledge both formally and informally.

This course is required for those seeking a math endorsement; some participants may need to take both this and the math course depending on their licensure goals.

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Course Instructors

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Gabe Hamilton

Gabe Hamilton

Gabe Hamilton, Director of Learning at Addison Northwest School District, is a transformative education leader with 18 years of experience in teaching science and photography in Middle and High School classrooms. As the former Proficiency-based Learning Coordinator for Mt. Abraham Unified School District, he reshaped assessment methods and student tracking, pioneering a regionally innovative approach. Gabe holds a Master’s degree in educational leadership and is a 2015 Rowland Foundation Fellow. Recognized for challenging traditional practices, Gabe is known for fostering high-quality, equitable education through initiatives like Personalized Learning Plans, MTSS, and innovative responses to COVID-19 challenges. Colleagues commend his engaging presentations and commitment to pushing boundaries in education.
Bradley Beth

Coordinator of Mathematics and Science Program

Bradley Beth

Bradley Beth is Coordinator of the Mathematics and Science Program and Associate Professor of Computer Science at Vermont State University, where he teaches courses in the Data Science, Software Engineering, and Information Technology programs. Earlier in his career as a high school educator, licensed through the innovative UTeach Program, he was recognized by the College Board in its Report to the Nation for his work engaging students from underrepresented groups in Advanced Placement computer science courses. While at The University of Texas at Austin, Bradley developed an NSF-funded high school computer science curriculum focused on broadening participation in the discipline. Endorsed by the College Board, this curriculum was later scaled nationally as part of the AP Computer Science Principles program.