1. (a) A candidate for licensure as a specialist in elementary mathematics K-pre-algebra shall meet the following entry level requirements:

   1. (1) Qualify for licensure under one of the pathways outlined in Ed 505.05-505.07;
   2. (2) The general education requirements specified in Ed 505.02;
   3. (3) The professional education requirements specified in Ed 505.03; and
   4. (4) Completed at least 3 years of teaching.

2. (b) A candidate for licensure as a specialist in elementary mathematics K- pre-algebra shall have the following skills, competencies, and knowledge:

   1. (1) All of the mathematics requirements outlined in Ed 507.11 for an elementary teacher;
   2. (2) All of the requirements outlined in Ed 507.26 for a middle school math teacher;

   3. (3) In the area of mathematical practices, the ability to:

      1. a. Make sense of problems and persevere in solving them;
      2. b. Communicate and demonstrate the importance of problem solving and its use in developing conceptual understanding;
      3. c. Represent and model mathematical ideas;
      4. d. Reason abstractly, reflectively, and quantitatively, including constructing viable arguments and proofs;
      5. e. Attend to precision;
      6. f. Identify elements of structure and express regularity in patterns of mathematical reasoning;
      7. g. Use appropriate mathematical vocabulary and symbols to communicate mathematical ideas; and
      8. h. Demonstrate the interconnectedness of mathematical ideas including making connections across various content areas and real-world contexts;

   4. (4) In the area of mathematical pedagogy and assessment as a specialist, the ability to:

      1. a. Apply knowledge of curriculum standards for elementary mathematics and their relationship to student learning within and across mathematical domains in teaching students and coaching and mentoring classroom teachers;
      2. b. Coach and mentor teachers in planning instruction, incorporating developmentally appropriate mathematical activities, and investigations that require active engagement and include mathematics-specific technology in building new knowledge;
      3. c. Analyze and consider research in planning for mathematics instruction;

      4. d. Implement and promote techniques related to student engagement and communication, including:

         1. 1. Selecting high quality tasks;
         2. 2. Guiding mathematical discussions;
         3. 3. Identifying key mathematical ideas;
         4. 4. Identifying and addressing student misconceptions; and
         5. 5. Employing a range of questioning strategies;
      5. e. Use mathematical content and pedagogical knowledge to select, use, adapt, and determine the suitability of mathematics curricula and teaching materials for particular learning goals;
      6. f. Analyze students’ development in mathematics using holistic, analytical, and diagnostic tools;
      7. g. Select and implement developmentally appropriate formative and summative assessments in their practice and train classroom teachers to administer and interpret assessment results to inform instruction by reflecting on mathematical proficiencies essential to all students;
      8. h. Provide students and teachers with opportunities to communicate about mathematics and make connections among mathematics, other content areas, everyday life, and the workplace;
      9. i. Monitor students’ progress and assist others including teachers, family members, and administrators, in making instructional decisions and in measuring and interpreting student assessment results;
      10. j. Recognize, evaluate, and respond to multiple, often non-standard, solutions to problems; and
      11. k. Use questions to effectively probe students’ understanding and make productive use of responses;

   5. (5) In the area of mathematical learning environments and its impact on students, the ability to:

      1. a. Exhibit knowledge of learning and demonstrate a positive disposition toward mathematical processes and learning;
      2. b. Recognize cultural differences among learners and use this knowledge to motivate and extend learning opportunities in which students are actively engaged in building new knowledge from prior knowledge and experiences;
      3. c. Create social learning contexts that engage learners in discussions and mathematical explorations among peers to motivate and extend learning opportunities;
      4. d. Plan, create, and coach and mentor teachers in creating developmentally appropriate, sequential, and challenging learning opportunities in which students are actively engaged in building new knowledge from prior knowledge and experiences;
      5. e. Apply mathematical content and pedagogical knowledge in the selection and use of instructional tools and promote and make sound decisions about when such tools enhance teaching and learning, recognizing both the insights to be gained and possible limitations of such tools;

      6. f. Verify that students can demonstrate:

         1. 1. Conceptual understanding;
         2. 2. Procedural fluency;
         3. 3. The ability to formulate, represent, and solve problems;
         4. 4. Logical reasoning and continuous reflection of that reasoning;
         5. 5. Productive disposition toward mathematics; and
         6. 6. The application of mathematics in a variety of contexts; and
      7. g. Collect, organize, analyze, and reflect on diagnostic, formative, and summative assessment evidence and determine the extent to which students’ mathematical proficiencies have increased as a result of their instruction or their efforts in coaching and mentoring teachers; and

   6. (6) In the area of professional knowledge and skills, the ability to:

      1. a. Demonstrate mathematics-focused instructional leadership through actions such as coaching, mentoring, and analyzing and evaluating educational structures and policies that affect students’ equitable access to high quality mathematics instruction;
      2. b. Plan, develop, implement, and evaluate mathematics-focused professional development programs;
      3. c. Evaluate the alignment of state mathematical standards, district curricula, and state and local assessments and recommend appropriate adjustments;
      4. d. Support teachers in systematically reflecting on and learning from their mathematical practice;
      5. e. Collaborate with school-based professionals to develop evidence-based interventions for high-and low-achieving students; and
      6. f. Analyze and interpret mathematics assessment data and communicate results to appropriate and varied audiences.

Source. #10506, eff 1-17-14; ss by #13102, eff 10-5-20 (formerly Ed 507.251) (see Revision Note at part heading for Ed 508); ss by #14367, eff 9-11-25, EXPIRES: 9-11-35