Overview
McDaniel College’s Elementary Mathematics Instructional Leader (EMIL) program was the first Maryland State Department of Education (MSDE) approved program for PreK-6 Mathematics Instructional Leader certification.
The EMIL program and related coursework is designed for practicing elementary or early childhood educators who seek positions as mathematics instructional leaders or specialists at the elementary school level. The program was developed in collaboration with a partnership between McDaniel College’s Elementary Mathematics Specialists and Teacher Leaders Project (EMS&TL) supported by The Brookhill Foundation.
Key Features of the EMIL program include:
• Become certified as a Mathematics Instructional Leader for grade PreK-6.
• Deepen mathematical knowledge in critical mathematics content areas.
• Develop an understanding of trends and issues related to the teaching and learning of mathematics.
• Complete an internship focusing on the role of the mathematics specialist/instructional leader.
• Develop skills related to diagnosis and intervention in mathematics.
• Extend the MSDE certification sequence into a M.S. in Elementary Education with three additional courses and a thesis (10 additional credits beyond certification).
Why McDaniel
• Connect with other mathematics specialists – locally and regionally.
• Interact with the Elementary Mathematics Specialists and Teacher Leaders Project (EMS&TL).
• Develop leadership skills.
• Complete an internship focusing on the role of the mathematics specialist/instructional leader.
• Prepare for your school or school district’s transition to and implementation of the Common Core State Standards.
• Balances full-time faculty with adjunct instructors who draw course content from best practices in the classroom.
• Offers convenient schedules to fit your busy schedule.
• Highly competitive tuition.
Admissions Requirements
Initial Admission
• Completed application for graduate study
• Submit the non-refundable application fee
• Official transcripts verifying completion of an undergraduate degree from an accredited college or university.
• Three letters of recommendation
• Passing Praxis II scores
• Initial Certification in elementary or early childhood education with 27 months of successful teaching experience
o Note: Your 27 months of experience must be completed by the end of the program
MSDE Certification Requirements
A. Hold a valid, professional certificate;
B. Complete a minimum of 21 semester hours of post-baccalaureate credit, or Department-approved Continuing Professional Development credits, which include the following areas:
(1) Content knowledge for teaching mathematics, including numbers and operations, algebra and functions, geometry and measurement, and data analysis and probability;
(2) Pedagogical knowledge for teaching mathematics, including learners and learning, teaching, curriculum, and assessment;
(3) Leadership knowledge and skills; and
(4) At least 3 semester hours or the equivalent in a supervised practicum or school-based internship in which the applicant works with a range of students in grades PreK—6 and adult learners in a variety of professional development settings; and
C. Present verification of 27 months of satisfactory teaching experience including mathematics.
Courses
Candidates should schedule a meeting with the program coordinator upon initial admission to develop their individual program of study.
Elementary Mathematics Specialization
This specialization offers candidates the opportunity to complete coursework and related experiences in the areas of mathematics education at the elementary school level. Program graduates will be positioned to qualify for positions as elementary mathematics teacher specialists or as an elementary mathematics specialist or coach.
Requirements for admission to the program include: Elementary classroom teaching experience and initial certification in elementary or early childhood education; Passing Praxis II scores, three references.
The program includes courses in mathematics, mathematics pedagogy, curriculum, assessment, supervision, research, and a school-based internship. The capstone project of the elementary mathematics specialization program is a thesis.
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MAT 501 |
Algebra – Elementary Teachers
An analysis of algebra concepts for Kindergarten-8th grade. Topics include number theory, properties of functions and graphs, linear and quadratic equations, polynomial functions, rational functions, exponential and logarithmic functions with applications, sequences and series. |
3.0 Credits |
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MAT 502 |
Geometry – Elementary Teachers
An investigation of geometric concepts for Kindergarten-8th grade. Topics include Euclidean and non-Euclidean geometry and their application to the classroom. This will include classification of shapes, investigation of basic properties of polygons and polyhedra, including symmetry and congruency, concepts of measurement, area and volume, and proof. |
3.0 Credits |
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MAT 520 |
Mathematical Foundations - Elementary Teachers
A study of the following topics in mathematics: number and numeration; operations and algorithms involving whole numbers, integers, and rational numbers; algebra; geometry; measurement; statistics; and probability. Connections to curriculum and instruction related to these mathematics content areas will be a course emphasis. |
3 Credits |
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MAT 566 |
Special Topics in Mathematics
This course will focus on various topics in mathematics. A different topic is chosen for any given semester and will be fully described in additional information on the section listing in Archway. |
3 Credits |
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(topics to vary, but will cycle among Statistics and Probablity, Problem Solving, and Discrete Mathematics)
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EDU 556 |
Teaching Standards for Mathematics in the Elementary School
Note Must also be registered for EDU 556P when taken by BEST students.
An analysis of reform-based issues in mathematics education at the elementary level. Methodology related to elementary mathematics is presented. Some of the topical areas are: learning and mathematics instruction, the remedial and enrichment student, geometry, problem solving, measurement, number sense, quantitative literacy and the use of technology in the curriculum. |
3 Credits |
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EDU 559 |
Intervention and Diagnosis in Math
Note EDU 556 preferred but not required
A study of intervention and diagnosis in school mathematics. The focus of the course will include an analysis of intervention programs. The course will also involve students in work with intervention, remediation, enrichment and acceleration issues in mathematics. Work will include the study of and use of formative and summative assessment and diagnostic assessments. Content foci will include number and operations, geometry and measurement, data analysis and probability and algebra.
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3 Credits |
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EDU 542 |
Trends and Issues in Mathematics Teaching
Trends and issues in mathematics teaching and learning examines educational policy as it relates to mathematics instruction. The study will include analysis of current issues in curriculum and assessment, equity in mathematics teaching and learning, the expanding role of technology, and leadership issues impacting the role of the mathematics specialist. |
3.0 Credits |
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MAT 598 |
Internship in Mathematics Leadership
This course in combination with the programs thesis serve as capstone to the masters degree program. Candidates will complete thirty hours of field experience shadowing a mathematics specialist and/or completing job-like activities. |
3.0 Credits |
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CUR 512 |
Curriculum Analysis and Planning
This course explores processes for monitoring and evaluating the effectiveness of a given curriculum to meet national, state, and local content standards. Candidates will reflect upon the curriculum they are assigned to teach and the effectiveness of their implementation of that curriculum. Consideration will also be given to the resources of the local educational community dedicated to support curriculum. At the completion of the course, candidates should be confident of their own ability to analyze the approved curriculum provided to them, adapt the curriculum for the student population they are assigned to teach, and determine the effectiveness of these adaptations. |
3 Credits |
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CUR 509 |
Monitoring and Aligning Curriculum, Instruction and Assessment
This course engages learners in evaluating and developing a comprehensive, valid and reliable assessment system to monitor student progress towards long term curricular outcomes and standards. Participants use selected response, essay/brief constructed response, performance and personal communications methods to design strategies that facilitate and assess student learning. Emphasis is placed on needs assessment including analysis of available data, collection and integration of formative and summative data and engagement of stakeholders, including students, in planning and decision making. |
3 Credits |
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EDU 550 |
Introduction to Research Methodology
This course is directed toward an understanding of how research is conducted. Includes the study of quantitative and qualitative strategies and their appropriate use. Reviews appropriate statistical tools and their use in data collection and interpretation. |
3 Credits |
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RSM 503 |
Planning a Thesis
This course is for the student who is strongly considering completing a thesis. The course would include discussions of the thesis process (via a Thesis Handbook), review of sample theses from a variety of programs, and articulation and writing of a thesis prospectus (including topic, rationale, research questions, brief literature review, brief description of methods, and analysis). |
1 Credits |
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SOC 508 |
Culture and Diversity
This course is designed to enhance understanding of the many different cultural perspectives existing in contemporary society. Students will analyze how culture impacts behavior and the role of cultural awareness and tolerance in facilitating interactions among diverse peoples. Special emphasis will be given to the influence of culture in formal educational settings and the workplace.
General Education Distribution Requirements Contemporary Society |
3 Credits |
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ADM 504 |
Supervision and Evaluation of School Personnel
Note Required for Matriculation.
This course presents a study of evolving supervision and evaluation practices that nurture, develop, and sustain the educational vision of what schools can and should be. Emphasis is placed on supervisory practices that enhance reflection about teaching and learning, teacher evaluation, and staff development. Learners will investigate supervisory strategies necessary to successfully lead schools through restructuring and change. There is a special focus on the Educational Leadership Constituent Council (ELCC) Standards as they apply to school leadership. |
3 Credits |
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EDU 590 |
Thesis in Education
Note Instructor permission required
The presentation of a research proposal and subsequent thesis acceptable to a committee of graduate faculty selected by the graduate program coordinator, faculty sponsor and student. |
3 Credits |
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Career Opportunities for Graduates
• Elementary level Mathematics Instructional Leader
• Elementary Math Specialist
• Elementary Math Curriculum Specialist
Important Dates
Application Deadlines:
Fall Semester – August 1
Spring Semester – December 15
Summer Sessions – May 1
FAQs
1. How do I apply?
Visit the How to Apply page for application procedures and forms.
2. I’m a first-year teacher, can I take the program if I don’t have 27 months of experience?
Yes, MSDE requires that you have 27 months of experience by the completion of the program which takes approximately two years.
3. Do I have to apply for Elementary Education if I want to transfer my credits into the full M.S. degree?
There are a couple of options for those pursuing the M.S. in Elementary Education:
a. If you already know that you want to pursue the M.S. degree, apply for the M.S. in Elementary Education from the start and let the advisor know that you wish to pursue the EMIL track.
b. If you’re unsure about whether you want to pursue the M.S. degree, apply for the EMIL program, complete it and then submit a second application for Elementary Education. Your application fees will be waived if you pursue this method.
