Secondary Education - Mathematics, Bachelor of Science in Education

In addition to University Requirements:

• 86 units of major requirements which includes at least 39 units of Teacher Preparation Coursework requirements 

• Up to 9 units of major prefix courses may be used to satisfy Liberal Studies requirements; these same courses may also be used to satisfy major requirements.

• For this major the liberal studies prefixes are MAT and STA

• Elective courses, if needed, to reach an overall total of at least 120 units.

Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements.

Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through student (or candidate) performance in all Major Requirement Courses.

Please note that students may be able to use some courses to meet more than one requirement. Students may transfer up to 69 units of credit from a Maricopa community college. Contact your advisor for details.

Minimum Units for Completion	120
Major GPA	2.5
Highest Mathematics Required	MAT 442
Additional Admission Requirements	Required
Student Teaching/Supervised Teaching	Required
University Honors Program	Optional
AZ Transfer Students complete AGEC-S	Recommended
Progression Plan Link	View Progression Plan
Licensure	This program may lead to licensure.

Purpose Statement
 
The NAUTeach program equips secondary mathematics and science students (or teacher candidates) with the knowledge and practices necessary to teach diverse learners in ways that are rigorous, equitable, and responsive to all students. Our program provides a challenging undergraduate progression plan solely designed to prepare mathematics and science teachers for grades 6-12. The program emphasizes the teacher candidates ability to develop research-based pedagogy through a STEM focused, field intensive, rigorous curriculum. Undergraduates are highly supported by Faculty who specialize in mathematics and science education research and who have years of professional classroom experience. Our program is designed for students, with strong skills in mathematics or science, seeking certification to teach biology, chemistry, physics, Earth sciences, general science, or mathematics at the secondary level. 
 
The NAUTeach program, modeled after the successful UTeach program at the University of Texas, provides opportunities for you to:

• graduate in four years. Students earn a Bachelor of Science in education in their field of study.
• earn dual degrees. Students have the ability to earn degrees both in specific fields of science or mathematics and in teaching science or math. 
• have early classroom teaching immersion. Students are in the K-12 mathematics or science classroom teaching and observing from the first semester and throughout the NAUTeach program to prepare for their capstone student teaching experience. 
• work cooperatively in a STEM focused center. Course of study partnered with the department of Mathematics, Biology, Chemistry, Geology, and Physics.
• experience “student-centered” instruction. Course structure supports deep student understanding of concepts related to teaching, science, and mathematics.
• develop numerous STEM based lessons and a full STEM based unit. Students teach numerous STEM lessons and a STEM unit at local secondary schools, which build towards a capstone student teaching experience that utilizes the full range of skills and experiences.
• engage in educational dialogue and planning. Students plan lessons that promote deep content knowledge, analytical reasoning, creative thought and use of appropriate teaching strategies.
• use technology to enhance learning. Students experience technology throughout NAUTeach courses and develop lessons that model technology use in 6-12 classrooms.
• earn scholarships, internships and loan forgiveness. Numerous financial opportunities exist for secondary mathematics and science education majors.
• inspire future scientists, engineers, and mathematicians to change the world. 

Student Learning Outcomes

• Knowledge of Problem Solving. Candidates know, understand and apply the process of mathematical problem solving.
• Knowledge of Reasoning and Proof. Candidates reason, construct, and evaluate mathematical arguments and develop as appreciation for mathematical rigor and inquiry.
• Knowledge of Mathematical Communication. Candidates communicate their mathematical thinking orally and in writing to peers, faculty and others.
• Knowledge of Mathematical Connections. Candidates recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding.
• Knowledge of Mathematical Representation. Candidates use varied representations of mathematical ideas to support and deepen students' mathematical understanding.
• Knowledge of Technology. Candidates embrace technology as an essential tool for teaching and learning mathematics.
• Dispositions. Candidates support a positive disposition toward mathematical processes and mathematical learning.
• Knowledge of Mathematics Pedagogy. Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning.
• Knowledge of Number and Operations. Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and the meaning of operations.
• Knowledge of Different Perspectives on Algebra. Candidates emphasize relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change.
• Knowledge of Geometries. Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties.
• Knowledge of Calculus. Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in techniques and application of the calculus.
• Knowledge of Discrete Mathematics. Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems.
• Knowledge of Data Analysis, Statistics and Probability. Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability.
• Knowledge of Measurement. Candidates apply and use measurement concepts and tools.

Core Knowledge in Teaching/Learning

• Design instruction that develops all students’ abilities to meet academic standards
• Reflect on teaching practices including the creation of a classroom environment based on respect and rapport that fosters a positive climate for learning, equity, and excellence.
• Create and maintain a learning climate that supports the development of all students’ abilities to meet academic standards.
• Implement and manage instruction that develops all students’ abilities to meet academic standards.
• Assess learning and communicate results to all students, parents and other appropriate professionals with respect to all students’ abilities to meet academic standards.
• Collaborate with colleagues, parents the community and other appropriate agencies to design, implement, and support learning that supports all students’ abilities to meet academic standards.
• Review and evaluate personal performance in order to improve teaching practices through reflection.
• Develop and nurture current professional knowledge of the teaching/learning process.
• Provide evidence of student learning through the design and implementation of instruction that makes use of effective communication techniques, is based on student prior knowledge, actively engages students in the learning process, and provides timely high-quality feedback.
• Reflect on the roles and responsibilities and adhere to legal and ethical requirements of the profession.
• In collaboration with other professionals, participate in the design, implementation, and assessment of individual education programs.
• Provide evidence of meeting the Arizona Professional Teaching Standards by taking the AEPA Secondary Professional Knowledge exam.

Additional Admission Requirements

• Individual program admission requirements over and above admission to NAU are required.

• • To receive Professional Education Programs (PEP) approval, candidates must:
    • Be a declared Secondary Education major in this program.
    • Completed Teacher Preparation Course TSM 101 with a Grade of "C" or better.
    • Program Mathematics Foundations requirement with a Grade of "C" or better.
    • The English foundations requirement (ENG 105 or equivalent) with a minimum GPA of 3.0. (If your English GPA is below 3.0, you may take an approved writing course to achieve the 3.0 GPA).
    • A minimum cumulative GPA of 2.5
    • Complete and submit IVP Fingerprint Clearance Card; Youth Suicide Prevention Training; Professional Dispositions Modules; Equity Survey; and a Professional Responsibility Survey

Transfer Block

• Students may transfer up to 69 units of credit from a Maricopa community college.

Major Requirements

• This major requires 86 units distributed as follows:

  • Content Courses: 47 units
  • Teacher Preparation Courses: 39 units

  
  Take the following 86 units:

  • A minimum NAU cumulative GPA of 2.5 is required.
  • For all Major Requirement coursework, a passing grade is required and a grade of "C" or better is required for courses evaluated on an A-F scale.
  • Additionally, to be cleared for student teaching a GPA of 2.5 in Major Requirement courses and a grade of “B” or better in at least one of the following two courses is required: TSM 350, TSM 450. (Note: TSM 350 and TSM 450 may be repeated with a grade of “C”).

• • Content Courses (47 units)
    The following courses must be completed with at Grade of "C" or better.

    • CS 122, CS 122L (If you complete a minor or major in computer science, you may add 3 units to your general electives instead of taking this course.) (3 units)
    • MAT 136, MAT 137, MAT 226, MAT 285, MAT 320, MAT 318, MAT 365, MAT 401, MAT 402, MAT 442 (29 units)  
    • MAT 411 or MAT 431 (3 units)
    • STA 275 (3 units)
    • Select additional units from MAT 232, MAT 238, MAT 239 and/or MAT and STA courses numbered 300 or above (6 units)

    
    Teacher Preparation Courses (39 units)
    The following courses must be completed with at Grade of "C" or better.

    • BME 437 (3 units)
    • ENG 302W or ENG 305W which meets the junior-level writing requirement (3 units)
    • ESE 330 (3 units)
    • POS 220 (3 units)
    • TSM 101, TSM 201, TSM 301 (8 units)
    • TSM 350, TSM 450 with a grade of “B” or better in at least one of the two (6 units)
    • TSM 495C - together with TSM 496 meets the senior capstone requirement (12 units)
    • TSM 496 - together with TSM 495C meets the senior capstone requirement  (1 unit)

Teacher Preparation

• Teacher education programs require a student teaching or internship experience. A minimum number of practicum units are also required, which involves supervised field experience with a practicing teacher. These required experiences are embedded in the major requirements courses.
  
  Before being accepted to student teaching, the following criteria must be met:

  • Admission to the Professional Education Programs (PEP)
  • GPA and course grade requirements for degree program as stated in Additional Admission and Major Requirements
  • Complete all BSED requirements
  • Pass the appropriate AEPA or NES Subject Knowledge test prior to student teaching.
  • Completed online Student Teaching application one year prior to student teaching
  • All major coursework, with the exception of TSM 101, must be completed within six years prior to student teaching (TSM 495C and TSM 496).
  • Fingerprint Clearance Card issued by DPS with expiration date no earlier than the end of the student teaching term must be on file in the Professional Education Programs (PEP) (copy of front and back)
  • Successful completion of required state and university training modules
  • All candidates must demonstrate professional and ethical standards of practice as described in the Model Code of Ethics for Educators and adhere to NAU’s and PEP’s Student Code of Conduct
  • All outstanding NAUTeach and PEP Alerts must be resolved per improvement plan
  • Attend mandatory Student Teaching Orientation
  • Candidates who are enrolling in TSM 495C and TSM 496 must take and provide proof of enrollment for the appropriate APEA or NES Mathematics Subject Knowledge Exam. 

• The NAU Teach program was intentionally designed to lead to licensure or certification in the state of Arizona. As part of that program design, you must pass the Secondary Professional Knowledge Exam that aligns with certification requirements in the state of Arizona. 

General Electives

• Additional coursework is required if, after you have met the previously described requirements, you have not yet completed a total of 120 units of credit.

  You may take these remaining courses from any of the academic areas, using these courses to pursue your specific interests and goals. You may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements.
  
  We encourage you to consult with your advisor to select the courses that will be most advantageous to you.

Additional Information

• Be aware that Arizona state teacher certification requirements leading to an Institutional Recommendation may change at any time, and may impact program of study requirements.

• This degree plan is supported through the NAUTeach program.

• Be aware that some courses may have prerequisites that you must also take. For prerequisite information, see course information contained in the catalog or your advisor.   
   

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