Post-Baccalaureate Mathematics Areas of Study
The content of the WGU Post-Baccalaureate Teacher PreparationMathematics derives from research on effective instruction as well as national and state standards. It provides the knowledge and skills that enable teachers to perform effectively in diverse classrooms. The Post-Baccalaureate Teacher PreparationMathematics program content and training processes are consistent with the accountability intent of the No Child Left Behind Act of 2001. The degree program is focused on the preparation of highly qualified teachers. As described in the federal legislation, a highly qualified teacher is one who not only possesses full state certification, but also has solid content knowledge of the subject(s) he or she teaches. The hallmarks of our program include: (a) appropriate and rigorous subject-matter preparation, (b) scientifically-based pedagogical course preparation, and (c) clinical field experiences in which teacher candidates are supervised by trained coaches.
Foundations of Teaching
Foundations of Teaching Practice Integration
This is a comprehensive exam assessing the student’s knowledge of the competencies for this course. The student may participate in a comprehensive review session with a mentor and peers to prepare for the assessment.
Instructional Planning and Presentation
Instructional Planning and Presentation for Mathematics
Students will continue to build instructional planning skills with a focus on selecting appropriate materials for diverse learners, selecting age- and ability- appropriate strategies for the content areas, promoting critical thinking, and establishing both short- and long- term goals.
Mathematics Learning and Teaching
In this course you will develop the knowledge and skills necessary for becoming a prospective and practicing educator. You will be able to use a variety of instructional strategies to effectively facilitate the learning of mathematics. The focus will be on selecting appropriate resources, using multiple strategies, and instructional planning. Methods will be based on research and problem solving. A deep understanding of the knowledge, skills, and disposition of mathematics pedagogy is necessary to become an effective secondary mathematics educator.
Mathematics History and Technology
In this course, you will learn about a variety of technological tools for doing mathematics, and you will develop a broad understanding of the historical development of mathematics. More importantly, you will learn to evaluate and apply technology and history in order to create a student-centered mathematical learning environment.
Preclinical Experiences in Mathematics
Students will observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. Students will reflect on and document at least 60 hours of in-classroom observations. Prior to entering the classroom for the observations, students will be required to meet several requirements including a cleared background check, passing scores on the state or WGU required basic skills exam, a completed resume, philosophy of teaching, and professional photo.
Supervised Demonstration Teaching in Mathematics
The Supervised Demonstration Teaching in Mathematics courses involve a series of classroom performance observations by the host teacher and clinical supervisor that develop comprehensive performance data about the teacher candidate’s skills.
Teacher Work Sample in Mathematics
The Teacher Work Sample is a culmination of the wide variety of skills learned during your time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, you will showcase a collection of your content, planning, instructional, and reflective skills in this professional assessment.
You will create an online teaching portfolio that includes professional artifacts (e.g. resume and Philosophy of Teaching Statement) that demonstrate the skills you have acquired throughout your Demonstration Teaching experience.
The Cohort Seminar provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills.