The philosophy underlying the design of the MonarchTeach instructional program is that by combining individualized coaching, intensive teaching experiences in secondary classrooms, and relevant STEM content, students' knowledge and skills will develop at an accelerated rate. This approach translates into a curriculum, unique in content and sequence, that allows students to obtain a STEM field degree and secondary teaching certification in 120 to 128 hours.
Program Requirements
Freshman and sophomore students may start the first MonarchTeach course, STEM 103, any semester. Students should contact their departmental academic advisor to determine how the MonarchTeach courses will be integrated into the schedule of departmental courses. Additionally, the MonarchTeach advisor should be contacted.
Below is a potential sequence of courses, if starting the program as a freshman. However, please note that we recommend talking to an advisor, especially for those who are not freshman, because our courses can be taken in less semesters.
Fall
- STEM 103
Spring
- STEM 201
Fall
- STEM 202
Spring
- STEM 401
Fall
- SCI 468 W: Research Methods
Spring
- MATH 375: Functions & Modeling (For Mathematics Majors only)
Spring
- STEM 486: Apprentice Teaching/Seminar
- STEM 402: Perspectives and History of Science and Mathematics
Students complete the following MonarchTeach courses in order to obtain a Virginia State Licensure in secondary education in their chosen STEM content discipline. (Licensure are available in Biology, Chemistry, Earth Science, Mathematics, Physics, and Technology Education)
MonarchTeach Courses & Descriptions
In this introductory STEM teacher preparation course, students delve into the 5-E Model of inquiry-based lesson design within real classroom settings. Guided by mentors and experienced master teachers, students actively engage in authentic hands-on experiences in elementary and middle school classes.
Explores the implications of learning theories on individual learning, social (classroom) learning, and within the context of larger social justice issues. Students conduct clinical interviews to analyze individuals' reasoning about math and science problems.
Provides theoretical and practical frameworks for analyzing different instructional activities, focusing on content development through various classroom interactions. Issues of equity are explored throughout various activities and assignments, including the design, implementation, and analysis of a multi-day high school lesson sequence.
For Mathematics Majors only. Taught by a mathematics faculty member with working knowledge of secondary mathematics curricula and grade level expectations. This course emphasizes mathematical content knowledge and connections, as well as lab applications of mathematics topics. Student collaboration, problem solving, and presentation of findings is emphasized.
Focuses on problem- and project-based curricula and processes. Students develop project-based instructional units and plan, implement, and analyze three-day problem-based teaching experiences in high school classrooms. The course culminates in a day-long high school field experience specific to mathematics or science.
Taught by faculty in the history or philosophy of science or mathematics. This course promotes an understanding that science is dynamic and has been shaped by practical needs, social conflicts, and individual personalities. Students prepare lesson plans incorporating historical science and mathematics content.
In the apprentice teaching experience, students engage in 40 hours of classroom observation and on-site planning before assuming full teaching responsibilities in a secondary classroom. The experience, closely supervised by master teachers and university facilitators, promotes collaboration, reflection, and sharing. Students are observed a minimum of 10 times, each time receiving intensive feedback from a trained observer, master teacher, or the cooperating classroom teacher using a standardized MonarchTeach teacher development rubric. Students also attend a weekly seminar. Part of the time in the seminar is spent preparing and submitting a final teaching portfolio aligned with state standards and additional MonarchTeach program requirements.
Throughout their course of study, students are engaged in creating individual portfolios through which they demonstrate specific teaching proficiencies, as well as mastery of content knowledge. Using a Web-based portfolio system, students continually reflect on their experiences and select specific artifacts to support their conclusions about important concepts in secondary STEM education. A passing score on the preliminary version of the portfolio is one of the prerequisites for admission to Apprentice Teaching. There are no exceptions to this requirement. Requirements for the final portfolio, which is completed during the Apprentice Teaching semester, are more extensive, and there is an expectation of greater depth, maturity, and competence at this level as students are preparing to launch their teaching careers.
Internships
Students who have completed STEM 103 in the MonarchTeach program will be eligible to apply for internships during the summer.
Scholarships
Currently, GEMS scholarships funded by the National Science Foundation are available for those considering teaching middle or high school math or science. Please visit the for more information.