F.A.Q. of the ECE Program for Mathematics
- Where can I get
information about becoming a certified teacher?
Have a look at Getting Started
in the Math ECE Program for an outline of the procedure.
- What should letters
of nomination contain?
As the Getting Started document
mentions, a nominating letter from the teacher's principal and a
supporting letter from a teaching supervisor, vice principal in charge
of instruction, or other school official familiar with the nominee's
teaching are part of the certification process. Principal's letters
ordinarily describe the teacher's overall record at and contributions
to the school. The other letter should speak in specific detail about
the person's teaching ability and accomplishments, preferably including
first-hand observation and data about student achievement.
- What should the
résumé include?
The résumé should list the candidate's education in full,
including all degrees earned and major subjects. It should also set
forth, in chronological order, all positions held since earning the
(first) bachelor's degree. Be sure to include any honors, scholarship
or fellowship awards, programs of advanced study (whether or not they
led to a degree), publications, other creative work (such as software
or teaching aids) and summer contact information. No professional or
personal references are necessary, since the nomination packet includes
two letters of recommendation.
- What is the minimum
degree requirement (e.g., Masters)?
Normally, a Master's degree in Mathematics, or in a closely related
field such as Mathematics Education. In some cases, a strong Bachelor's
degree in Mathematics with evidence that a Master's program is in
progress may suffice. In others, a Bachelor's and/or Master's degree in
another field with follow-up work in Mathematics equivalent to an
undergraduate major may be considered.
- Is there a minimum
GPA for the college transcripts?
A grade point average of 3.0 or higher is highly desirable, but not an
absolute requirement.
- How vital is the
requirement of at least one course in Real Analysis with a grade of B
or better?
This requirement is essential for certification to teach calculus. It
reflects the rule that good teaching of any course in Mathematics
requires at least good mastery of the next level of theory. In this
case, the Department of Mathematics insists that all ECE teachers of
calculus demonstrate proficiency with the theoretical foundations of
the subject.
- How strict is the
requirement to use a book from the list of acceptable texts?
That is a vital part of assuring that the high-school version of every
mathematics course in the ECE program is fully equivalent to the UConn
course. The list of acceptable texts changes at least once a year, as
new editions and texts appear and older ones go out of print.
- Is use of technology
of a specific sort mandatory?
Teachers are expected to integrate some form of technology (usually,
computers or graphing calculators) into the teaching of their ECE
Mathematics courses, but there is no prescribed format or platform.
Assistance for certain platforms may be available from the Department
of Mathematics. See the Class Home Page for the current academic year
for information about the current technology in use at the University.
- Do you require any
specific commitments from the principal of the school?
Yes, there are two general types of commitment necessary for a school
to be certified as a provider of UConn ECE mathematics courses. First,
release of time for teachers to attend re-certification workshops at
least every two years. Second, agreement to provide a learning
environment as close as possible to that at the University. Part of
this involves adoption of a new textbook no later than eight years
after starting to teach from a given edition. Another part involves
commitment to provide instruction at an appropriate pace, one that
allows time for important concepts and skills to sink in and for real
understanding to grow. In particular, accelerated block-scheduling (in
which a school attempts to teach a semester of University content in a
few short weeks) is not consistent with replicating the experience of
the University courses in the ECE program. A full semester at the
University encompasses 14 weeks of classes, plus a week of final
examinations.
- Why do you require
attendance at a re-certification at least every other year?
One of the main culprits that calculus reformers identified as
producing the low quality of calculus instruction prior to the launch
of the calculus-reform movement in the late 1980s was the stagnant
nature of calculus courses across the country. That era is gone,
hopefully forever. Calculus is now evolving rapidly, at UConn and
nationally. There are exciting new developments, new approaches and new
texts constantly coming on the scene. Since the advent of calculus
reform, the nature of UConn's course has changed dramatically several
times. Keeping up with this process entails active communication with
University faculty who are constantly evaluating, experimenting,
reassessing, and altering the course. Being a certified UConn calculus
instructor involves more than recognition of past accomplishments and
distinguished teaching ability. It also demands a commitment to
continuing growth as a teacher of calculus, and to keeping up-to-date
with the UConn course to assure that the experience of students at the
high schools is fully equivalent to that at UConn.
In recognition of the significant extra burdens this imposes on
certified teachers, re-certification workshops strive to offer
Continuing Education Units (CEUs) at all workshops. In recognition of
the many different schedules and time demands that teachers face,
workshops are scheduled in mid-to-late May in even years, and in odd
years, late August.
- Is ECE the same as
the UConn Coop program?
Yes, the "Coop Program" at UConn has been renamed "Early College
Experience" in 2005.
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