What are the requirements for teacher training and professional development in math?

State Kindergarten-Through-Third-Grade Policies

What are the requirements for teacher training and professional development in math?

June 2018


This information was collected from state statutes, rules and regulations. A profile was sent to each state for review and modification, as needed.
 

What are the requirements for teacher training for professional development in math? Citations
Alabama Not specified in statute, rules or regulations.
Alaska Not specified in statute, rules or regulations.
Arizona Not specified in statute, rules or regulations.
Arkansas Not specified in statute, rules or regulations.
California Not specified in statute, rules or regulations.
Colorado Not specified in statute, rules or regulations.
Connecticut Not specified in statute, rules or regulations.
Delaware Teacher Preparation: Includes instruction in mathematics for prospective elementary school teachers. 14 Code Del. Regs. 290 3.3
District of Columbia Not specified in statute, rules or regulations.
Florida Teacher Preparation: Includes content knowledge in math as part of teacher preparation programs. Fla. Admin. Code Ann. r. 6A-5.066
Georgia Teacher Preparation: Educator preparation rules outline requirements and content standards for an optional K-5 Mathematics endorsement program. Ga. Comp. R. & Regs. 505-3-.92
Hawaii Not specified in statute, rules or regulations.
Idaho Teacher preparation and Professional development: Not specified in statute, rules or regulations. Idaho Admin. Code r. 08.02.02.060
Illinois Teacher Preparation: Mathematics standards for elementary teachers address core content areas, foundational knowledge and instructional practices for elementary teachers.
Professional development: Not specified in statute, rules, or regulation.
Ill. Admin. Code tit. 23, § 20.120
Indiana Teacher Preparation: Any individual seeking a license must demonstrate proficiency in basic mathematics. Ind. Code Ann. § 20-28-5-12
511 Ind. Admin. Code 6.2-4-3
Iowa Teacher Preparation: Each teacher candidate must demonstrate the acquisition of core knowledge that includes mathematics. Iowa Admin. Code r. 281-79.15(256);
Iowa Admin. Code r. 281-83.6(284)
Kansas Not specified in statute, rules, or regulation. Kan. Admin. Regs. 91-1-230 through 236;
Kan. Admin. Regs. 91-1-217 through 218
Kentucky Professional development: The Kentucky Department of Education must provide assistance to schools and teachers to ensure student competency in mathematics. 16 Ky. Admin. Regs. 5:010 et. seq.;
Ky. Rev. Stat. Ann. § 158.840
Louisiana Not specified in statute, rules, or regulation. 28 La. Admin. Code Pt XLV, 709;
28 La. Admin. Code Pt CXLVII, 313
Maine Not specified in statute, rules, or regulation. Code Me. R. tit. 05-071 Ch. 114, § 2;
Code Me. R. tit. 05-071 Ch. 118,, § 2
Maryland Teacher Preparation: To receive certification in early childhood education (Pre-Kindergarten to Grade 3), applicant must earn a bachelor's or higher degree, which includes a minimum of 12 semester hours of coursework in both math and science.
Professional development: Tuition reimbursement is available for teacher retraining in math and science.
Md. Code Regs. 13A.12.02.03;
Md. Code Regs. 13A.07.07.01
Massachusetts Not specified in statute, rules, or regulation. 603 Mass. Code Regs. 7.04;
603 Mass. Code Regs. 44.04
Michigan Not specified in statute, rules, or regulation. Mich. Comp. Laws Ann. § 380.1531;
Mich. Comp. Laws Ann. § 380.1525
Minnesota Not specified in statute, rules, or regulation. Minn. Stat. Ann. § 122A.09 Subd. 4;
Minn. Stat. Ann. § 122A.18 Subd. 2;
Minn. Stat. Ann. § 122A.60
Mississippi Not specified in statute, rules, or regulation. Code Miss. R. 7-7;
Miss. Code. Ann. § 37-3-2 (West)
Missouri Teacher Preparation: Teacher candidates seeking an Elementary Education endorsement must demonstrate an understanding of early childhood principles in math. Mo. Code Regs. Ann. tit. 5, § 20-400.510
Montana Teacher Preparation: Early Childhood Education programs require that successful candidates demonstrate knowledge, understanding, and use of the major concepts, and procedures, and reasoning processes of mathematics that define number systems and number sense. Mont. Admin. R. 10.58.531
Nebraska Teacher Preparation: Teachers seeking an elementary education endorsement must complete 6 semester hours in mathematics. 92 Neb. Admin. Code Ch. 24, 006
Nevada Teacher Preparation: To receive an elementary license, teachers must take nine semester hours of credit in methods of teaching elementary mathematics, among other subjects such as science and social studies. Professional Development: Districts must ensure that teacher have access to high-quality, ongoing professional development in academic standards and curriculum as well as curriculum and instruction in mathematics. Nev. Admin. Code 391.095
Nev. Rev. Stat. Ann. § 391A.370
New Hampshire Teacher Preparation: Elementary education certification requires that candidates have skills, competencies, and knowledge in mathematics across content areas. Candidates must demonstrate conceptual and procedural knowledge in (i) Counting and cardinality; (ii) Operations and algebraic thinking; (iii) Number and operations; (iv) Measurement and data; (v) Geometry; (vi) Ratios and proportional relationships; (vii) Number systems; (viii) Expressions and equations; and (ix) Statistics and probability. Candidates must also demonstrate knowledge and understanding of mathematical practices including; (i) Solving to mastery; (ii) Abstract and quantitative reasoning; (iii) Constructing arguments and critiquing student reasoning; (iv) Modeling and strategic use of mathematical tools and manipulatives; (v) Attention to precision; (vi) Finding and making use of structure; and (vii) Expressing regularity in repeated reasoning.Professional Development: Teachers are required to develop and carry out individual professional development plans that focus on professional growth in a range of areas, including the development of knowledge with in content areas identified under the certification criteria. Areas of content development knowledge for elementary teachers includes mathematics, among other subjects. Professional Development: Teachers are required to develop and carry out individual professional development plans that focus on professional growth in a range of areas, including the development of knowledge with in content areas identified under the certification criteria. Areas of content development knowledge for elementary teachers includes english language arts, among other subjects. NH ADC ED 507.11
NH ADC ED 512.03
New Jersey Not specified in statute, rules, or regulation
New Mexico Teacher Preparation: Twenty-four to thirty-six semester hours in one teaching field including mathematics. Professional Development: Department of Education must provide professional development to K-3 Plus teachers in best practices in mathematics instruction. N.M. Admin. Code 6.61.5; N.M. Admin. Code 6.30.12
New York Teacher Preparation: Teacher candidates for Pre-K through grade 6 must complete six semester hours of college-level credit in mathematics. N.Y. Comp. Codes R. & Regs. tit. 8, § 80-2.12
North Carolina Teacher Preparation: Elementary teacher preparation programs must include adequate coursework in the teaching of mathematics. Prior to licensure teachers must pass an assessment to evaluate their knowledge in scientifically based mathematics instruction. N.C. Gen. Stat. Ann. § 115C-269.20
North Dakota Teacher Preparation: Elementary teachers must complete at least 12 semester hours of coursework in teaching a range of elementary content, including mathematics. N.D. Admin. Code 67.1-02-03-01
Ohio Not specified in statute, rules, or regulation. (References requirements for mathematics specialist. It appears the specialist support professional development activities rather than teaching students.) Ohio Admin. Code 3301-24-05
Oklahoma Teacher Preparation: Teacher candidates must have knoweldge of how young children think, process information, and develop concepts in mathematics, among other content areas. Professional Development: The Oklahoma Commission for Teacher Preparation must offer professional development, subject to the availability of funds, on mathematics content knowledge and methodology to kindergarten through third grade teachers. Okla. Admin. Code 210:20-9-172; Okla. Stat. Ann. tit. 70, § 6-195.2
Oregon Not specified in statute, rules, or regulation.
Pennsylvania Not specified in statute, rule, or regulation
Rhode Island Professional Development: If a school hits their performance targets in reading and they are not designated a school that needs improvement, they can use their funds under the Professional Development Investment fund for professional development in improving student performance in other subjects including mathematics. 16 R.I. Gen. Laws Ann. § 16-7.1-10
South Carolina Teacher Preparation: Training programs must ensure that teachers must have basic skills in mathematics. S.C. Code Ann. § 59-26-10
South Dakota Not specified in statute, rules, or regulations but mathematics is referenced as an emphasized content area on the SEA webpage http://www.doe.sd.gov/certification/documents/EC-Endorsement2.pdf
Tennessee Not specified in statute, rules, or regulation.
Texas Professional Development: Achievement Academies are provided to eligible teachers who provide mathematics instruction in K-3. Tex. Educ. Code Ann. § 21.4553
Utah Teacher Preparation: Teacher candidates who will teach core subjects in an elementary school must pass a state test demonstrating their knowledge and teaching skills in a range of subjects including mathematics. Utah Code Ann. § 53A-6-104.5; Utah Admin. Code r. R277-500-3
Vermont Teacher Preparation: Early childhood teachers must understand content knowledge in academic disciplines including mathematics. 7-1 Vt. Code R. § 13:5440-36
Virginia Teacher Preparation: Early/primary education teaching endorsements require canidates to complete 9 semester hours in mathematics Elementary education endorsement (preK-6) must graduate with a major in indterdisplinary studies focusing on a range of subjects including mathematics or major in a core subject area such as mathematics. Elementary education endorsement candidates must have an understanding of mathematics content identified in the Virginia Standards of Learning. 8 Va. Admin. Code 20-542-110; 8 Va. Admin. Code 20-542-110
Washington Teacher Preparation: Candidates for Teacher Residency Certification must be able to apply differentiated instruction, including theories of language aquisition, stages of language, and academic language development across content aresas, including mathematics.
Professional Development: Professional growth plans for teachers, in elementary eduaction through secondary education, seeking licensure renewal must include specific focus on the intigration fo science, mathematics, technology, and engineering instruction.
Wash. Admin. Code 181-78A-270; Wash. Admin. Code 181-85-075
West Virginia Teacher Preparation: Elementary teacher preparation programs require teacher canidates to complete 3 hours of college algebra or verify a college algebra equivalency and 6 hours of college-level matematics courses as well as three-hour course in mathematic methods. W. Va. Code R. 126-114-6.3.c
Wisconsin Teacher Preparation: General education programs for teacher preparation must demonstrate that all candiates completing the program and applying for an initial license have knowledge and understand of mathematics, among other subjects. Wis. Admin. Code PI § 34.15
Wyoming Not specified in statute, rules, or regulation.

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