Licensure

In Oregon, a system of multiple measures is used to determine the status of program completers, who can then be recommended to the Teacher Standards and Practices Commission (TPSC) for licensure. One component of this system requires the educator to pass a basic skills test, subject matter tests, and a civil rights knowledge test. For information on Oregon testing requirements please refer to the Teacher Standards and Practices Commission website.

Because passing tests is required for program completion in Oregon, the state pass rate is 100%. Those who do not pass the required tests are not considered program completers and are not eligible for licensure recommendation.

Graduate Teacher Education Program

Elementary Mathematics Instructional Leader Specialization

Mathematics Instructional Leader - Grades 6-12 Specialization

Inclusive Elementary Educator Program (IEEP)

Secondary Dual Educator Program (SDEP)

Orientation and Mobility Stand Alone

Orientation and Mobility Add On

International Teacher Education Program

Bilingual Teacher Pathway (BTP) Program

READOregon

ESOL/Bilingual endorsement

Educational Administration

Literacy Education/Reading Endorsement

School Counseling Licensing

Special Education Licensure Programs

Special Educator Initial License Program

Added Special Educator Endorsement (AddSPED)

Visually Impaired Learner Initial License or Endorsement Program

Early Intervention Special Education Initial License or Endorsement Program

Mathematics Instructional Leader - Grades 6-12 Specialization

The Mathematics Instructional Leader Program in the College of Education consists of graduate mathematics content, pedagogy, and leadership courses and a practicum specifically designed for teachers, teacher leaders, and coaches. The goals of the program are to offer a comprehensive mathematics education experience that:

  • Deepens mathematical content knowledge including the specialized knowledge needed for teaching mathematics and the development of mathematical ideas across the grades.
  • Attends to both content and pedagogy and the ways that teaching supports the learning of content.
  • Develops expertise in susing and helping others use effective instructional practices centered on students' mathematical thinking.
  • Increases ability to support school district efforts that help all students learn important mathematics.

Degree Requirements

(choose three+)

Mathematics Content-Focused Methods Courses

CI 540 and CI 541 are designed specifically for 6-12 teachers, the others are for K-12 teachers. Choose three or more courses based on diagnostic assessment.
CI 540Modeling with and Using Representations in Mathematics

3

CI 541Reasoning and Proving Across Mathematics

3

CI 513Enhancing Algebraic Thinking: Generalization about Operations

3

CI 514Enhancing Algebraic Thinking: Patterns and Functions

3

CI 515Developing Geometric Thinking and Concepts

3

CI 516Exploring Measurement Concepts

3

Advanced Mathematics Methods Course

CI 518Implementing Mathematics Reform

3

Mathematics Leadership Focused Courses

CI 519Mathematics Leadership: Influencing and Facilitating Improvement

3

CI 521Practicum: Mathematics Leadership

1-3

If desired, the graduate credit received can be applied toward an M.A., M.S., or Ed.D. in the Department of Curriculum & Intruction in the Graduate School of Education.

For more information see: http://www.pdx.edu/ci/deepening-math