January 4, 2017

Dear GPSEPC Chair Herkenhoff and Members of the GPSEPC,

Attached you will find a proposal for a new program for future secondary mathematics

teachers which provides a 4 + 1 path connecting the Department of Mathematics and Computer

Science (DOMACS) and the Single Subject Program in the KSOE.

Our program is called the Mathematics 4 + 1 Secondary Teacher Program. Our majors can

complete their mathematics through our Pure mathematics track within the first four years, have

yearly education experiences, start their credential program through the KSOE in their fourth year,

then finish their credential in the plus 1 year (fifth year) along with a Masters degree in Education,

all at Saint Mary’s College of California.

Each year we have several majors wanting to teach mathematics at the secondary level;

they often pursue their credential at a college other than Saint Mary’s due to the lack of a solid

connection with the KSOE at SMC Currently, a student would take six years to complete their

undergraduate degree and the credential program without this proposed program with the KSOE.

Our department has developed, discussed, and approved this program while working with

the Single Subject faculty in the KSOE over the last year and a half. We already have several

freshmen who are interested in the program. The deans of the School of Science and KSOE

approve and support the program (see letters/notes at the end of the proposal) as well as the

Single Subject faculty. The proposal also has the approval of the Academic Policy Committee of

the KSOE (letters attached). The proposal is on the January UEPC agenda.

We hope you will be as enthusiastic about our proposed proposal as we are. Please place

this proposal on the agenda of the GPSEPC as soon as you can fit it in. Thank you for your time

and consideration.

Prof. Jim Sauerberg

Chair, Department of Mathematics and Computer Science

Saint Mary’s College of California

Proposal for a Mathematics 4 + 1 Secondary Teachers Program

Description of the Proposed Program

The Mathematics 4 + 1 Secondary Teacher’s Program is designed for students at

Saint Mary’s College who are interested in becoming mathematics teachers at the

secondary level and also receiving a California Teaching Credential through the

Kalmanovitz School of Education (KSOE) at Saint Mary’s College. The student would

complete all courses to satisfy the mathematics major under the pure track in the

Department of Mathematics and Computer Science (DOMACS), and yearly teaching

experiences. In the senior year, the student would take four SSTE (Single Subject

Teaching) courses to begin the teaching credential program. The student would

complete the remaining requirements for the teaching credential in the fifth year at

SMC, along with the required courses for a Masters of Arts in Education if the student

desires.

At the end of four years, the student would earn her/his B.S. in mathematics and

at the end of the + 1 year the successful student would earn the California teaching

credential along with a Masters of Arts in Education if the student chooses that path.

Students in the 4 + 1 mathematics program will be advised by one of the full time

members of the DOMACS who will be the Director of the Program . Students will also

meet at least once with a member of the KSOE Single Subject Faculty member in the

first three years year to be advised.

To be eligible to begin the credential courses in the fourth year the student must

be in good academic standing (minimum 2.0 gpa overall and in the major). Students will

be required to apply to the KSOE to continue into the fifth year.

The Mathematics Major

The courses needed for the pure concentration in mathematics for the B.S degree that

will prepare the student to pass the required state tests (CBEST or equivalent, and

CSET) and be ready to teach secondary mathematics are: (all of these courses are full

credit courses)

Lower Division: Upper Division Math 27 (Calculus I) Math 103 (Introduction to Proofs) Math 38 (Calculus II) Math 111 (Abstract Algebra) Math 39 (Calculus III) Math 113 (Probability and Statistics) CS 21 (Introduction to Programming) Math 115 (Number Theory) Physics 1- 4 or Chemistry 8-11 Math 120 (Linear Algebra)

Math 131 (Topology) Math 150 (Advanced Calculus) Math 193 (Senior Seminar) two more upper division mathematics courses.

The required yearly undergraduate education experiences are:

• Math Games (Olympiad)• EDUC 020 Introduction to the Teaching Profession,• at least 2 semesters of tutorial facilitating• EDUC 122: Education Field Experience

The required courses towards the credential taken in the 4th year are:

• SSTE 211 Social and Psychological Foundations of Education• SSTE 254 Foundations of Literacy (.5)• SSTE 274 Universal Access to Education• SSTE 276 Health Education (.5)

The fifth year of the program: Students enter the Graduate Program, have a year-long

field experience, and complete their credential by completing these courses:

• SSTE 215 Foundations of Secondary Education• SSTE 225 Instructional Design• SSTE 226 PACT Preparation• SSTE 346 Teaching and Learning I• SSTE 356 Teaching and Learning II

The Masters coursework to be completed in the 5th if desired: • MATS 501 Great Ideas in Education• MATS 530 Introduction to Classroom Research• MATS 531 Classroom Research Projects• MATS 532 Classroom Research: Projects and Presentations

There are no new courses needed to implement the program. All of the mathematics and computer science courses, as well as the SSTE and MATS are already in existence.

Descriptions of the Four Education Experiences:

1. The first education experience the 4 + 1 student will have is in EDUC 020

Introduction to the Teaching Profession in the spring of the first year. This course

introduces prospective teachers to the teaching profession. Presenting both

historical and current views of teaching and education, EDUC 020 encourages

students to think more deeply, broadly, and more systematically about what

teaching is, what teachers do, and the complex relationship between society,

policy, and classroom and school culture. Providing a beginning foundation for

understanding learners in the teaching environment, students will develop

research and theory-based views of teaching and learning, various context of

teaching and teachers, and contemporary issues related to education. The legal,

ethical, and multicultural foundations of teaching will be discussed.

2. The next education experience the 4 + 1 student will engage in is the Jan Term

EDUC 122 Education Field Experience course in their sophomore year. This

course is an opportunity for undergraduates interested in a career in education to

participate in a middle school or high school classroom. Students are responsible

for arranging their placement in a local school; these placements are approved

by the instructor. Besides observing, assisting, and teaching in the classroom,

the course activities will also include readings and seminar discussions pertinent

to the education experience, as well as self-reflection and other written

assignments.

3. Also in the sophomore year, the 4 + 1 mathematics students will participate in the

Math Games. The Math Games is a Community Engagement experience that the

Saint Mary’s Math/CS Department has been running each spring since

2012. Through this program, Saint Mary’s invites local middle school or high

school students to visit the campus for fun math-themed activities biweekly for

about ten weeks. The SMC students work with educationally under-

served students who are under-represented in the mathematical sciences.

During the biweekly sessions, Saint Mary’s undergraduate students and faculty

mentors teach mathematical games and ideas to the students, expanding

their understanding of what mathematics is, and helping them develop

appreciation for and comfort with mathematics. The culminating event of this

project is an afternoon of fun mathematical challenges on our campus.

4. In the junior year, the 4 + 1 mathematics student will work as a tutorial leader for

one of the MA/CS Department’s lower division classes. The tutorial leader will be

guided by a mathematics faculty member to run two 60 minute laboratory

sessions to enhance the course it is aligned with. The tutorial leader will be

responsible for keeping attendance and quiz records for the course and for

guiding and helping the students in the course in these weekly sessions.

Activities that the tutorial leader will oversee include group work, individual seat

work, blackboard exercises, and giving and grading quizzes.

Motivation for the Development of the Program

According to multiple sources, including the state of California, there is a severe

teaching shortage in our country, especially in STEM areas. To encourage students to

explore their possible interest in teaching, the program offers early exposure to

educational/teaching experiences which continue throughout the four years of

undergraduate study. The program also allows these students to take four Single

Subject Teaching courses in their fourth year (rather than in their fifth year) to start the

process of earning their teaching credential at Saint Mary’s College.

In 2015, DOMACS was visited by several SSTE faculty in the KSOE who were

looking to establish a better connection between mathematics majors and the KSOE.

DOMACS decided it was time to pursue a pathway for mathematics majors who want to

teach to finish their undergraduate program and earn a credential and masters in five

years.

This year the Department of Mathematics and Computer Science has

collaborated with the Single Subject Teaching faculty in the Kalmanovitz School of

Education at Saint Mary’s College to design this program for a seamless five years of

study in mathematics and teacher preparation.

The benefits of this program for students include:

• early education/teaching opportunities through both the KSOE courses (EDUC

20, EDUC 122) and the DOMAC experiences (tutorial leadership and the Math

Games experience).

• an early start on the mathematics teaching credential (fourth year). This saves

money and time for students. When starting the credential courses as an

undergraduate, the student is paying undergraduate tuition (lower than graduate

tuition) for the first 4 courses. Time is also saved because the four courses could

be a semester’s worth of study at the Graduate level.

• rigorous, student-centered curriculum in both DOMACS and KSOE.

• The SSTE curriculum, which fulfills the California Standards for the Teaching

Profession, offers a cutting-edge curriculum that emphasizes critical pedagogy,

restorative justice, and culturally responsive pedagogy.

• curriculum with California Standards for the Teaching Profession emphasizing

critical pedagogy, restorative justice, and culturally responsive pedagogy

Saint Mary’s College’s KSOE will also benefit by the addition of well-prepared

undergraduates continuing onto graduate study, as well as having alumni well-

prepared to thrive in the teaching profession.

One possible schedule for a 4 + 1 student

Fall Year I January Term – Year 1

Spring Year 1

Math 27 Calculus I elective Math 38 Calculus II TRS 097 Bible & Its Interpretations EDUC 020 Introduction to Teaching English 4 Composition English 5 Argument & Research JCL 10 (AD, TCG, GP): Introduction to JCL (or another course covering these core areas)

Seminar 1 Critical Strategies & Great Questions

FYAC: First Year Advising Cohort (.25) FYAC First Year Advising Cohort (.25)

Take the required CBEST exam in the summer after year 1 If needed Fall Year 2 January Term –

Year 2 Spring Year 2

Math 39 Calculus III EDUC 122 Education Field Experience

Math 120 Linear Algebra

Math 103: Intro to Upper Division Math MA/CS 21 Intro to Programming or Math 115 Number Theory

Sem 2 Western Tradition I Physics 3 & 4 / Chem 10 & 11 Physics 1 & 2/ Chem 8 & 9 Core AA & CP

Math Games (Olympiad) After Math 39 Calculus is completed the student should take Math CSET subtest III Fall Year 3 January Term –

Year 3 Spring Year 3

Math 131 Topology (if offered)- Math elective if not

Mathematics Independent Study

Math 111 Abstract Algebra or Math 150 Advanced Calculus

Math 113 Probability and Statistics (if offered) -Math elective if not

Math 115 Number Theory or MA/CS 21 Intro to Programming

Sem 103 Western Tradition II Core- Theological Explorations & GP Core AA Core-HSCU Tutorial leader Tutorial leader If the student completes Math 113 in the fall, it is time to

take Math CSET subtest II

If the student completes Math 111 in the spring, it is time to take

Math CSET subtest I

Fall Year 4 January Term – Year 4

Spring Year 4

Math 131 Topology (if not taken yet)- or Math Elective

elective or Jan Term travel if desired

Math 150 Advanced Calculus or Math 111 Abstract Algebra

Math 113 Probability & Statistics (if not taken) - or Math elective

Math 193 Senior Seminar

SSTE 211 Social and Psychological Foundations of Education

Core- HSCU

SSTE 254 Foundations of Literacy (.5) SSTE 274 Universal Access to Education

Sem 104 The Global Conversation of the 20th & 21st Centuries

SSTE 276 Health Education (.5)

Take the CSET math subtest that was not taken last year, at the end of this year

This assumes student has completed Language req. in High School.

*

* In many cases students will have AP credit or will take a summer course, so a student may not need to take a mathematics independent study class in Jan Term.

The Catalog entry for the Department of Mathematics and Computer Science will be updated at the end of this academic year; the changes are highlighted in grey. No new courses are needed for the program

S MC MATHEMATICS 4 + 1 SECONDARY TEACHING PROGRAM

The Mathematics 4 + 1 Secondary Teacher’s Program is an accelerated program designed for students at Saint Mary’s College who are interested in becoming mathema tics teachers at the secondary level and also earn-ing a California Teaching Credential through the Kalmanovitz School of Education (KSOE) at Saint M ary’s College. The student completes all courses to satisfy the mathematics major under the pure tr ack in the Department of Mathematics and Computer Science (DOMACS), with a few specific choices of courses, the Core Curriculum requirements, and yearly teaching experiences. In the senior year, the student would then take four S ST (Single Subject Teaching) courses to begin the teaching credential program. The student completes the remaining requirements for the teaching credential in the fifth year at SMC. At the end of four years, the student earns her/his B.S. in mathematics and at the end of the + 1 year the successful student earns the California teaching cr edential.

The lower division mathematics and computer science courses required for this program are the same as for all mathematics majors.

The required upper division mathematics courses ar e: Math 103, 111, 113, 115, 120, 131, 150, 193, plus two more upper division mathematics co urses.

In addition, the student must complete the follow- ing: EDUC 020, 122, two semesters of tutorial leadership in DOMACS, and participation in one semester of the Math Games.

A suggested four-year program of study for this program is available from any department member. First year students should take Math 27, 38, and CS 21. Failure to take these courses in the first year may make it impossible to complete the pr ogram in 5 years.

SECONDARY TEACHING PREPARATION without participating in the SMC Mathematics 4 + 1 Secondary Teaching Program:

All students in California planning to enroll in a teaching credential program in mathematics after earning their undergraduate degree are required to demonstrate subject matter competency in mathematics prior to admission to a credential program. Students at Saint Mary’s College exhibit this competency by taking and passing the CSET (California Subject Exam for Teachers) in mathematics. Students interested in becoming a secondary mathematics teacher are advised to complete the following upper-division courses to prepare for the CSET while fulfilling the mathematics major. Math 103, 111, 113, 115, 120, 131, 150, 193.

The California Commission on Teacher Credentialing (CCTC) also requires students to obtain “pre-professional field experience” before entering a credential program. This requirement is satisfied by the course EDUC 122: Field Experience, offered in the January Term at SMC. Students are required to contact the School of Education in September of their sophomore or junior year to meet with the faculty member teaching EDUC 122. Students should also speak with a representative of the School of Education to learn of any other requirements of the state of California for prospective secondary teachers.

Minor in Mathematics The minor in mathematics requires Math 27, 28 or 38, Math 103 (Math 39 and/or Math 120 are recommended), and two more upper division courses in mathematics other than Math 101

The Catalog Descriptions of the other courses/experiences required in the program:

EDUC 020: Introduction to the Teaching Profession:

This course introduces prospective teachers as well as other interested undergraduate students (in all majors) to the teaching profession. Presenting both historical and current views of teaching and education, this course encourages students to think more deeply, broadly, and more systematically about what teaching is, what teachers do, and the complex relationship between society, policy, and classroom and school culture. Providing a beginning foundation for understanding learners in the teaching environment, students will develop research and theory-based views of teaching and learning, various context of teaching and teachers, and contemporary issues related to education. The legal, ethical, and multicultural foundations of teaching will be discussed.

EDUC 122: Education Field Experience

An opportunity for undergraduates interested in education to participate in a school or other education setting as tutors, aides, coaches, etc., depending on the students' interests and abilities. Students are responsible for arranging their own placements in the San Francisco Bay Area. Placements must be approved by the instructor. Course activities also include readings and seminar discussions pertinent to the education experience as well as completion of a journal and other written assignments.

Tutorial Leadership: The student will facilitate two tutorial sessions each semester for one of the courses in the Department of Mathematics and Computer Science which have a tutorial attached to it. These courses are Math 002 Mathematics Readiness, Math 012 Mathematics Readiness for Calculus, Math 13 Calculus with Elementary Functions I, and Math 014 Calculus with Elementary Functions II. The student will lead discussion, work with students in small group format, direct students at working problems at the board, administer quizzes, and other activities developed by the faculty member teaching the course. The student will be paid for this activity.

Math Games:

The Math Games is a program that the Saint Mary’s Math/CS Department has been running each spring since 2012. Through this program, Saint Mary’s invites local middle school or high school students to visit the campus for fun math-themed activities biweekly for about ten weeks. We work with educationally under-served students who are under-represented in the mathematical sciences.

During the biweekly sessions, the student, along with a faculty mentor teach mathematical games and ideas to the students, expanding their understanding of what mathematics is, and helping them develop appreciation for and comfort with mathematics. The culminating event of this project is an afternoon of fun mathematical challenges on our campus.

This experience satisfies the Community Engagement requirement under Engaging the World in the Core Curriculum.

The Credential Courses for the Fourth Year

SSTE 211: Social and Psychological Foundations of Education

This course is intended to provide the background for candidates to understand, evaluate and apply a variety of theories dealing with how children and adolescents learn and develop so that they can make well-informed decisions in the classroom. This course explores the philosophical, historical and cultural context of education and the resulting implication for teaching. Candidates will also examine the psychological, sociological, moral and cognitive processes in childhood and adolescence, and the resulting implications for teaching. Based on current knowledge of human development and behavior, candidates will learn about strategies that can be employed to enhance learning.

SSTE 254: Foundations of Literacy (.5)

This course is intended to assist candidates in becoming competent literacy instructors, incorporating literacy across the curriculum. Teaching reading and writing skills effectively is more than a matter of informed decision- making; it truly begins when teachers choose to transcend the traditional confines of their particular content area. This class will provide many opportunities to engage candidates in this dialogue in meaningful ways and, in the process, offer a rich personal and professional experience in learning ways to help students access important information through text and other print media.

SSTE 274: Universal Access to Education

This course is designed to prepare teacher candidates with the knowledge and skills to effectively organize and implement instruction for students with diverse backgrounds and with diverse learning needs, including English learners and special needs students. This course will examine federal and state laws that regulate programs and services for English Learners and students with special needs, including students with disabilities and gifted and talented students. Candidates will demonstrate skills in the use of differentiated instructional strategies that ensure that all students have access and achievement in relation to the academic content standards. Candidates will demonstrate the ability to create a positive, inclusive climate of instruction for all students in the general education classroom.

SSTE 276: Health Education (.5)

Health Education will examine concepts of health and health education in the schools. Emphasis will be placed on current health issues for children and adolescents viewed in the context of child development; on the responsibilities of teachers and the school community in promoting child health; and on curricular strategies that contribute to the healthful behavior of children

The Credential Courses in the 5th year:

SSTE 215: Foundations of Secondary Education

To catalyze quick growth into the practice and profession of teaching as well as orientation to the Saint Mary’s Single Subject Credential Program, this intensive course is intended to function as an extensive advance organizer (Advance Organizer: An overview or cognitive roadmap for the content to follow) as well as an immersion into gaining a critical foundation of the complex ecology of the classroom.

SSTE 346: Teaching & Learning I

(Includes field placement - 4 units for course and 4 units for field placement) This course is designed to prepare teachers to design lessons and units that are based on sound teaching and learning principles that are in accord with state frameworks and academic content standards, reflecting current knowledge about how to best teach adolescents from different cultural, linguistic, ethnic, and socioeconomic backgrounds and with different learning strengths. Candidates will select, assess, and use a variety of instructional strategies and techniques and there will be time to practice and reflect upon what they learn. Field Component: This course is connected to the 10 to 11 week field component. Candidates will have opportunities during every class session to reflect upon and debrief their learning and teaching experiences in the field in a seminar setting.

SSTE 226: PACT Preparation

This course is designed to prepare students to thoroughly understand the Teaching Event Handbook/Rubric for their subject area and the philosophical frame of reference for the Performance Assessment for California Teachers (PACT). The course will also provide training in the technologies needed to complete the PACT.

SSTE 225: Instructional Design

The purpose of this course is to lay a foundation for a successful fieldwork component of Teaching and Learning II field placement in which the candidate takes on increased teaching responsibilities. This course consists of an integration of coursework and fieldwork. Student teachers are asked to actively prepare for the responsibilities of the fieldwork component of Teaching and Learning II, which consists of teaching two periods and team-teaching a third period for an entire site semester. During this course, student teachers become familiar with the school site and the classes they will be teaching. Candidates must have subject matter competency before enrolling Instructional Design.

SSTE 356: Teaching & Learning II

(Includes field placement — 4 units for course and 7 units for field placement) This course provides support for the final fieldwork placement. Candidates must complete the Instructional Design course (SSTE 225), the Jan term or summer term prior to their Teaching and Learning II placement. Based upon state frameworks and content standards, candidates will learn how to become critically reflective teachers capable of making sound decisions regarding curriculum and instructional practices in subject -matter pedagogy. Reflection and thought as to how, what, and why one selects

and values a particular instructional material or strategy is seen as critical to the formation of teaching skills. Therefore, time will be allotted during each session for consideration and assessment of field classroom experience and instruction. Numerous issues of concern to beginning teachers (e.g. teaching methods, classroom management, planning, assessment, etc.) will be addressed. Field Component: This course is connected to the 16 – 18 week field component. The field placement for this course requires candidates to teach the entire semester (according to the school site calendar) at their field placement site. Candidates will have opportunities during every class session to reflect upon and debrief their learning and teaching experiences in the field in a seminar setting.

The Masters of Arts Courses in the 5th year:

MATS 501: Great Ideas in Education

This course is designed to introduce master’s students to some of the great ideas in education that have influenced the shape of education over the centuries. Students read and discuss, seminar fashion, primary texts that have been selected for their quality and importance. Assignments include daily responses to the readings, a short paper, and a philosophy of education.

MATS 530: Introduction to Classroom Research: The Teacher as Researcher

This course introduces students to basic concepts of research and to the nature and value of teacher-as-researcher. Students learn to use online sources to locate educational research sources, and they complete a brief review of literature in the area of their proposed classroom research.

MATS 531: Classroom Research Project: Design and Data Collection

This course helps students design and conduct their classroom research projects. Students examine different research methodologies, refine their research questions, prepare a proposal for review by the Institutional Review Board, and carry out the data collection phase in their classroom.

MATS 532: Classroom Research Project: Data Analysis and Presentation

In this course students analyze the data they have collected and report their findings in a) a formal presentation and b) a written thesis. Course work is largely independent; class sessions scheduled as needed.

P.O Box 4528 • Moraga, CA 94575-4528 Phone 925.631.4409 • Facsimile 925.631.7961

December 11, 2016 Kathy Porter, Chair Undergraduate Educational Policies Committee Dear Dr. Porter, The Department of Mathematics and Computer Science, in collaboration with the single subject credentialing program in the Kalmanovitz School of Education, is proposing a Mathematics 4 + 1 Secondary Teachers Program. The program will provide mathematics majors with an integrated path to high school teaching. The Council of Department Chairs and Program Directors in the School of Science discussed the proposal at its meeting on November 21, 2016 and agreed that the proposal should be forwarded to the UEPC. I support the approval of this program.

Sincerely,

Roy Wensley, Dean School of Science

Master of Arts in Leadership

Ken Otter, Ph.D. 1928 St. Mary’s Road Moraga, CA 94575

FAH-250-2 925-631-8692 ph 415-246-6648 cell

kotter@stmarys-ca.edu www.stmarys-ca.edu/leadership

December 1, 2016 To Whom It May Concern: On November 10, 2016 the Kalmanovitz School of Education (KSOE) Academic Policy Committee (APC) approved and supports the proposed 4+1 for the mathematics department to establish a pathway for a single subject (secondary education) credential in mathematics. The single subject program director presented the proposal to the APC and answered questions regarding proposal. After a discussion, a vote was taken and the proposal was approved. This program will provide future math teachers early fieldwork experiences in secondary classrooms as well as an early start during the senior year to take required courses toward the single subject credential in mathematics. This proposed model is very similar to the successful TFT program that has been in place for over 15 years at Saint Mary’s College. Please feel free to contact me should you have questions regarding the APC. Sincerely, Ken Otter, Ph.D. Chair, Academic Policy Committee Kalmanovitz School of Education

December 11, 2016 To Whom It May Concern, I have reviewed and fully support the proposal for the Mathematics 4+1 Secondary Teachers Program as approved by the KSOE Academic Policies Committee. Sincerely, Christopher Sindt Dean, Kalmanovitz School of Education