Fall 2011 Update
The North Carolina Elementary Mathematics
Add-On License Roadmap
May 2008
December 2012 Goal
Design Conference/
Kickoff
Online Pilot
Complete
2008
2010
2012
May 2016 Goal
Statewide
Implementation Pilot
Complete
2014
2018
2016
2004- 2008
2011
2018 Goal
NC PIMS (239 K-5 Lead
Teachers serving 177
elementary schools
providing 12 hours of PD
annually for four years to
nearly 6000 teachers).
Curriculum
Development Pilot
Complete
Statewide implementation
Teacher impact: 1500 K-5
teachers earn the NC
EMAoL
The addition of elementary (K-6) mathematics and
science content areas as license areas was approved.
To receive credit, teachers must complete 18 hours
(six courses) of content-based graduate coursework
in mathematics and/or science designed for
elementary school teachers by approved North
Carolina universities.
Approved by November 5, 2009
The Elementary Mathematics Add-On License
 On July 9, 2009, the North
Carolina State Board of
Education approved a proposed
program of study for an
Elementary Mathematics AddOn License.
 The required program of study
(six graduate level courses
totaling 18 hours) focuses on the
mathematical knowledge
needed for successfully teaching
mathematics at the elementary
level.
 The graduate courses are offered
by approved UNC universities.
Based on specific masters degree
requirements at the universities,
some or all of the courses may
be applied towards existing
degree programs.
University Curriculum Development Partners
The Elementary Mathematics Add-On License
BACKGROUND
 The Elementary Mathematics Add-On License is a
coordinated effort between the North Carolina Department
of Public Instruction (NCDPI), the University of North
Carolina General Administration (UNCGA), statewide LEA
representation at the school and district levels, and university
faculty representation from colleges of education and arts
and science.
The Elementary Mathematics Add-On License
BACKGROUND
 The Elementary Mathematics Add-On License is a
coordinated effort between the North Carolina
Department of Public Instruction (NCDPI), the University
of North Carolina General Administration (UNCGA),
statewide LEA representation at the school and district
levels, and university faculty representation from colleges
of education and arts and science.
The Elementary Mathematics Add-On License
The Courses
 The program of study includes six courses. Each course is
distinguished by a focus on a high-leverage teaching practice, a
primary area of mathematics necessary for successfully teaching
elementary school mathematics and a secondary area of
mathematical content.
 The primary content area provides the context for exemplifying the
high-leverage teaching practice. The secondary content area
provides the context for demonstrating the transfer of the highleverage teaching practice to other content strands. Each course
also identifies the profound understanding of fundamental
mathematics teachers will develop and demonstrate through the
program of study.
SIX HIGH LEVERAGE
TEACHING PRACTICES
Helping Teachers Develop
as School-based Leaders
Understanding and
Applying Knowledge of
Learning Trajectories
Fostering Reasoning
through Discourse
and Questioning
Orchestrating
Classroom
Interactions
Assessing Student
Knowledge (Diagnosis
and Intervention)
Selecting, Designing, and
Using Mathematical Tasks
MATHEMATICAL KNOWLEDGE
FOR TEACHING
Number Systems and Operations (Place Value)
and Operations
Algebraic
Reasoning
Measurement
and Data Analysis
Spatial Orientation
and Visualization
Rational Numbers
Mathematical Modeling
The North Carolina Elementary
Mathematics Add-On License Project
The UNCGA plan for designing and
implementing the program of study required
for the Elementary Mathematics Add-On
License is divided into four phases.
The North Carolina Elementary
Mathematics Add-On License Project
PHASE ONE: DESIGNING THE PROGRAM OF STUDY
PHASE ONE (2009-2011) was supported through funding from
through an ECU K-5 Mathematics Quest Project, the UNC
General Administration and the North Carolina Model
Teacher Education Consortium.
This funding supported the development and pilot of the six
courses in the Elementary Mathematics Add-on License
Program of study.
The North Carolina Elementary
Mathematics Add-On License Project
Phase One: Designing the Program of Study
The Cumberland County School District and the Guilford
County School District were identified as High Need LEAs in
the Quest VII RFP. Both agreed to participate in the proposed
project by recruiting 22 teachers to participate, securing
locations for the classes, and administering the subcontract.
Each teacher completed two of the pilot courses the 20092010 academic year, two additional classes during summer
2010 and the final two classes during the 2010-2011 academic
year.
The North Carolina Elementary
Mathematics Add-On License Project
PHASE ONE: DESIGNING THE PROGRAM OF STUDY
Twelve faculty members from seven UNC universities
collaborated on the development and pilot of the six graduate
courses that make up the program-of-study and on the
development of the comprehensive content assessment
instrument, and a rubric for the portfolio assessment of
teaching practices.
The North Carolina Elementary
Mathematics Add-On License Project
Phase One: Designing the Program of
Study
The evaluation of the courses was provided by
the twelve ASU, ECU, NCSU, UNC, UNCC,
UNCG, and UNCW faculty members and by a
team of mathematics specialists from Asheboro
City Schools, Cumberland County Schools,
Randolph County Schools and the Department
of Public Instruction.
The North Carolina Elementary
Mathematics Add-On License Project
PHASE ONE: DESIGNING THE PROGRAM OF STUDY
The North Carolina Elementary
Mathematics Add-On License Project
PHASE TWO: Designing the Delivery System
PHASE TWO (2011-2012) is focused on designing the delivery
system for implementing the program of study statewide.
This includes the design of a DE model for offering the
courses and the creation of a consortium agreement for the
shared offering of the program of study by NC universities.
The DE model includes a blend of synchronous and
asynchronous online instruction.
The North Carolina Elementary
Mathematics Add-On License Project
PHASE TWO: Designing the Delivery System
Each course will be team taught by a graduate faculty
member and teacher leaders who can assist university faculty
in the offering of the graduate courses. The teacher leaders
will have completed a master's degree in an appropriate field
and hold a NC EMAoL.
The North Carolina Elementary
Mathematics Add-On License Project
PHASE TWO: Designing the Delivery System
All six courses will be offered via DE with at most two faceto-face classes and the remaining coursework online. The
synchronous online portion of these classes will be held
using Centra, Illuminate or a similar webinar presentation
system. In order to be successful in this graduate coursework,
teachers commit to working on the courses a total of nine
hours per course per week.
The North Carolina Elementary
Mathematics Add-On License Project
PHASE TWO: Designing the Delivery System
UNC, NCSU, UNCC and ECU are currently offering classes
piloting various components of the online delivery.
At ECU, for example, 26 teachers from 12 counties began
completing two graduate courses this fall. The teachers in the
ECU cohort will complete an additional two graduate courses
in Spring 2012 and the final two EMAoL courses in Fall 2012.
Wendy Rich (ACS), Ana Floyd (RCS) and Dawne Coker (CCS)
are serving as the teacher leaders. Courses are being offered
by faculty from ECU and UNCW.
The North Carolina Elementary
Mathematics Add-On License Project
PHASE THREE: PILOT OF A STATEWIDE IMPLEMENTATION OF
THE PROGRAM OF STUDY LEADING TO THE MATHEMATICS
ADD-ON LICENSE.
PHASE THREE (2012-2016) involves the pilot of a statewide
implementation of the Program of Study leading to the NC
Mathematics Add-on License. Pending the addition of new
university partners, the statewide implementation pilot will
include 600 K-5 teachers enrolled in DE courses at nine UNC
institutions.
The North Carolina Elementary
Mathematics Add-On License Project
PHASE FOUR: REPLICATION OF THE STATEWIDE
IMPLEMENTATION MODEL
PHASE FOUR (2016- ) involves the establishment of an
annual replication of the statewide implementation model.
The number of teachers completing the Program of Study
each year will be dependent on the university triads that will
offer the courses. Each year approximately 225 additional
teachers will earn the NC Elementary Mathematics Add-On
License.
The North Carolina Elementary
Mathematics Add-On License Project
For more information on EMAoL offerings contact:
ASU
Kathleen
Lynch-Davis
lynchrk@
appstate.edu
ECU
Sid Rachlin
NCSU
Paola Sztajn
UNC
Susan Friel
rachlins@
ecu.edu
papaola_sztajn@
ncsu.edu
sfriel@
email.unc.edu
UNCC
Drew Polly
UNCG
Kerri Richardson
UNCW
Tracy Hargrove
drew.polly@
uncc.edu
kerri_richardson
@uncg.edu
hargrovet@
uncw.edu