Mathematics Instructional Added Authorization

• Valid California Teaching Credential(s) or CTE Clear Credential
• Evidence of three years of credentialed teaching experience (excluding student and intern teaching) by the time you finish the MIAA program (Letter from administrator on district letterhead)
• Copy of English learner authorization issued by the California Commission on Teacher Credentialing
• Basic Skills Requirement (Proficiency in reading, writing, and mathematics)

2023 FALL-START COHORT:

• First-Class: August 12, 2023
• Last-Class: June 8, 2024
• Class Schedule:
  • Tuesday evenings synchronous/online classes
  • Saturday synchronous/online classes (9 Saturdays throughout the 2023-24 school year)
• Applicants are accepted into the program on a “first-come, first-served” basis

View Schedule

• MIAA310 Teacher Action Research (1 unit) – MIAA candidates’ Demonstration of Advanced Practices and knowledge regarding the challenges of developing mathematics literacy among California’s diverse student population will be evidenced in their Teacher Action Research through their specialized mathematical knowledge for teaching and thinking as well as their pedagogical knowledge and practices for teaching mathematics. The candidates will gather evidence from each grade span and focus of each course (see Demonstration of Advanced Practices in each course description) included in the TCSJ MIAA program that will serve as proof of their expertise. Lessons, student work, and reflections will also be included from the candidates’ fieldwork lesson studies. The final research will be submitted in a format ready for publication, supported by a portfolio of evidence from the MIAA fieldwork that is embedded within course expectations, as well as the lesson studies. The candidates’ study is presented to program instructors and peers upon completion of the program.
• MIAA320 Mathematical Discourse (1 units) – Mathematical Discourse focuses on the challenges of developing mathematics literacy among California’s diverse student population and developing strategies for teachers that cultivate and advance positive attitudes among their students toward mathematics. The course is designed to attend to the specialized vocabulary embedded within mathematics and build understanding of effective pedagogical practices that enable teachers to facilitate meaningful discourse about mathematics, as well as, encourage and maintain the engagement of all learners. Content also includes how to analyze K-A1 students’ questions, how to develop questions that promote critical thinking, and strategies that maintain high levels of cognitive demand throughout lessons.
• MIAA330 Mathematics Assessment (1 units) – In MIAA 330, a variety of assessment types are explored and developed with particular attention to error analysis, learning trajectories, language assessments, formative and summative (site-based and California Common Core State Standards based) assessments. All discussions and assignments surrounding the varied assessments include the implications to instruction and how to help students use their results to improve their own understanding of mathematics.
• MIAA340 Equity in Mathematics: Intervention, Accomodation, and Differentiation (2 units) – Building directly from the information in the course, Mathematics Assessment, the expectations of the coursework in Equity in Mathematics: Intervention, Accommodation, and Differentiation require that the results of K-A1 students’ assessments inform MIAA candidates’ evaluation, modification, design, and implementation of interventions, accommodations, and differentiation based on California’s Common Core State Standards for Mathematics. MIAA teacher teams will design and implement targeted instruction appropriate for each grade span that promotes all students’ equitable access to learn high-level mathematics.
• MIAA350 Mathematics Instruction: Content, Representations, and Theories (3 units) – MIAA 350 addresses implications to instruction based on the rigorous skills, concepts, and ways of thinking that are essential to students’ success and engagement in doing mathematics. This course will provide the framework for mathematics instruction: content, representations, and theories, to increase the mathematical understanding of both the MIAA candidate and K-Algebra One/Integrated One students. Maintaining the collaborative philosophy of the program, participating teachers will be challenged to ensure that everyone in their class has a shared understanding of what the mathematics means as well as the proper sequencing and scaffolding of the content. This course prepares MIAA candidates for the capstone course, Designing Mathematics Instruction.
• MIAA 360/370 Designing Mathematics Instruction and Fieldwork (5 units) – With attention to the California Common Core State Standards for Mathematics and building on the knowledge gained within the previous courses, the MIAA candidates collaborate with peers (pre-service, novice, and experienced) through co-planning of instructional units and co-teaching to improve student learning. Participants learn to design effective mathematics lessons for each grade span (K – Algebra One/Integrated One) and to plan and implement lessons specified within their units of mathematics content/instruction. All planning attends to the mathematics content as well as the developmental and cultural needs of the diverse student population of California. The MIAA candidate’s demonstration of their ability to address the complex interplay of mathematics content and pedagogy for effective teaching for each grade span is the purpose of their capstone project.

Students earning their MIAA can transfer their units into the M.Ed. STEM Program at TCSJ by completing 24 additional units. View all coursework below!

M.Ed. STEM with MIAA Coursework (37 units):

CURR301 Foundations (1 unit) – As a result of this foundational course, students understand how the elements of the masters program will contribute to their development as a transformational leader. Students will gain the preliminary skills needed to successfully navigate all courses and be prepared for scholarly research and writing.

CURR302 Big Picture: Preparing Students for College, Career, and Community (3 units) – Exploration of equitable learning environments are researched, observed, and discussed. Students examine reforms and innovations in PK-12 education, especially focusing on college and career readiness initiatives and its implications to teaching and learning. Students utilize the Design Thinking model to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform-oriented classroom look like? What changes are needed in the school system? How does an educational leader change the system? What are the implications to teachers who need to prepare students to be engaged in their community through civics and global awareness? These issues are among the topics and questions considered in this course.

CURR303 Innovative Curriculum Development and Assessment (3 units) – Students extend their understanding of how to transition from conventional teaching practices to identifying strategies necessary to design innovative research-based learning environments that will best prepare students for their future. Students will create a Project Based learning unit that incorporates authentic assessments, universal design for learning, real-life applications, and opportunities for reflection. Over the duration of the course, students are challenged to critically reflect on current assessment practices and establish equitable and accurate progress monitoring methods.

CURR304 Applied Research Methodology (5 units) – Students enrolled in this course will deepen their understanding of research design techniques including, but not limited to, empirical research constructs, review of evaluation research and policy analysis, how to read quantitative and qualitative research reports, descriptive and inferential statistics, and basic understandings of the scientific method (problem, hypothesis, data collection, and data analysis). Students will develop, implement, and analyze a teacher action research project that includes the essential elements of effective research methodologies. The focus of the action research project will be defined by the student and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.

CURR305 Writing a Literature Review (2 units) – Analysis and synthesis of relevant scholarly research will be employed by the student regarding their topics for the development of the literature review. Specific attention will be paid to topic development, adequate sources, writing style, creation of an outline, and correct citing of research in accordance with the American Psychological Association (APA) Manual for the completion of a final literature review.

STEM331 Technology and Tools for the 21st Century Learner (3) – The course takes a wide lens on computer science by covering topics such as programming, physical computing, and data. Students are empowered to create authentic artifacts and engage with Computer Science as a medium for creativity, communication, problem solving, and fun. How to use technology and tools to advance learning, collaboration, creativity, data management, and problem solving in a STEM setting comprise most of the coursework. Infusion of the techniques and ideas learned in this course is expected within the subsequent STEM courses.

STEM351 Environmental Phenomenology (3) – Place-based investigations to discover and model local environmental phenomena provide opportunities to build capacity and non-deficit thinking. The Environmental Principles and Concepts (EPCs) are introduced and used to help design inquiry-based activities that take students outside the classroom. Useful community and everyday resources are identified which enhance the quality of environmental education, with emphasis placed on opportunities to participate in community science and impact local and global environments.

STEM352 Creative Risk-Taking and Design in STEM (3) – The development of integrated STEM experiences that utilize Design Thinking to solve real-world challenges aligned with the UNESCO Sustainable Development Goals provide the foundation for this course. Implementation of a sequence of lessons provide opportunities to observe PK – 12 students as they move from engaged to empowered problem solvers.

STEM360 STEM LAB (4) – The STEM Lab is a 21st century learning space that is designed to advance students’ knowledge of varied content within the STEM disciplines and challenge them to design, plan, and build their personal innovations within a STEM framework. Examples of some topics in the course include coding, robotics, App design, gaming, and virtual reality. Students will learn to use state of the art technology in the SJCOE FabLab. Students will also explore and develop understanding of current advancements in biotechnology.

MIAA310 Teacher Action Research (1) – MIAA candidates’ Demonstration of Advanced Practices and knowledge regarding the challenges of developing mathematics literacy among California’s diverse student population will be evidenced in their Teacher Action Research through their specialized mathematical knowledge for teaching and thinking, as well as their pedagogical knowledge and practices for teaching mathematics. The candidates will gather evidence from each grade span and focus of each course (see Demonstration of Advanced Practices in each course description) included in the TCSJ MIAA program that will serve as proof of their expertise. Lessons, student work, and reflections will also be included from the candidates’ fieldwork lesson studies. The final research will be submitted in a format ready for publication, supported by a portfolio of evidence from the MIAA fieldwork that is embedded within course expectations as well as the lesson studies. The candidates’ study is presented to program instructors and peers upon completion of the program.

MIAA320 Mathematical Discourse (1) – Mathematical Discourse focuses on the challenges of developing mathematics literacy among California’s diverse student population and developing strategies for teachers that cultivate and advance positive attitudes and critical thinking among their students in mathematics. The course is designed to attend to the specialized vocabulary embedded within mathematics and build understanding of effective pedagogical practices that enable teachers to facilitate meaningful discourse about mathematics as well as encourage and maintain the engagement of all learners while addressing the Mathematics Practice Standards. Content also includes how to analyze K-Algebra One/Integrated One students’ questions, how to develop questions that promote critical thinking and strategies that maintain high levels of cognitive demand throughout mathematics lessons.

MIAA330 Mathematics Assessment (1) – Understanding what K-Algebra One/Integrate One students know about mathematics and the implications to instruction is the focus of the course, Mathematics Assessment. A variety of assessment types are explored and developed with particular attention to error analysis, learning trajectories, language assessments, formative and summative (site-based and California Common Core State Standards based) assessments. All discussions and assignments surrounding the varied assessments include the implications to instruction and how to help students use their results to improve their own understanding of mathematics. Teachers work together to determine what K-Algebra One/Integrated One students’ demonstrations of understanding, fluency, or proficiency in mathematics look like and what type of assessment(s) are appropriate. Included in the coursework are techniques for communicating progress to parents, colleagues, and other appropriate service providers. This course prepares students for the course, Equity in Mathematics: Intervention, Accommodation and Differentiation.

MIAA340 Equity in Mathematics: Intervention, Accommodation, and Differentiation (2) – Building directly from the information in the course, Mathematics Assessment, the expectations of the coursework in Equity in Mathematics: Intervention, Accommodation and Differentiation require that the results of K-Algebra One/Integrated One students’ assessments inform MIAA candidates’ evaluation, modification, design and implementation of interventions, accommodations and differentiation based on the California Common Core State Standards for Mathematics. MIAA teacher teams will design and implement targeted instruction appropriate for each grade span that promotes all students’ equitable access to learn high-level mathematics.

MIAA350 Mathematics Instruction: Content, Representations, and Theories (3) – Implications to instruction based on the rigorous skills, concepts, and ways of thinking that are essential to students’ success and engagement in doing mathematics provide the framework for Mathematics Instruction: Content, Representations, and Theories. The coursework is meant to increase the mathematical understanding of both the MIAA candidate and K-Algebra One/Integrated One students. Maintaining the collaborative philosophy of the program, participating teachers are challenged to ensure that everyone in their class has a shared understanding of what the mathematics means as well as the proper sequencing and scaffolding of the content. This course prepares MIAA candidates for the capstone course, Designing Mathematics Instruction.

MIAA360/370 Designing Mathematics Instruction and Fieldwork (5) – With attention to the California Common Core State Standards for Mathematics and building on the knowledge gained within the previous courses, the MIAA candidates collaborate with peers (pre-service, novice, and experienced) through co-planning of instructional units and co-teaching to improve student learning. Participants learn to design effective mathematics lessons for each grade span (K – Algebra One/Integrated One) and to plan and implement lessons specified within their units of mathematics content/instruction. All planning attends to the mathematics content as well as the developmental and cultural needs of the diverse student population of California. The MIAA candidate’s demonstration of their ability to address the complex interplay of mathematics content and pedagogy for effective teaching for each grade span is the purpose of their capstone project.

Please visit the Tuition & Fees page for full details.

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