The VMI is offering several professional development opportunities this fall in-person, hybrid, and online. Courses are open to those enrolled in the VMI Master’s program as well as those interested in taking courses for professional development and recertification purposes. Many of these courses will support relicensing and endorsement in elementary, middle, and secondary mathematics as well as Vermont’s Math Specialist endorsement and carry 3 graduate credits through Vermont State University (VTSU).
In-person classes are held on the VTSU campus in Williston, VT. Double-occupancy hotel rooms are available at no additional charge for those commuting more than 45 minutes to class. Additional details can be found below.
The deadline to sign up for in-person classes is September 3rd, and September 10th for online and hybrid classes.
Online & hybrid courses
This course builds upon VMI’s signature course Mathematics as a Second Language and extends and reinforces the learning from that course. Participants will obtain a deep understanding of the concept of a function, appreciate the pervasiveness of the function idea in everyday life, and engage in a variety of problem solving activities that hone arithmetic and algebra skills. Topics include functions, graphs, inverse functions, linear functions, the algebra and geometry of straight lines, linear inequalities, solving linear equations, and an introduction to nonlinear functions.
Mathematics as a Second Language and Functions & Algebra I are seamlessly related, with the latter course starting from where the former left off, building from the ideas of constant rate, ratio, proportion, and graph of the proportion. The central idea in this course is the notion of a function, which is an extremely powerful concept that provides an overarching umbrella for the study of patterns, tables, formulas, and graphs.
This course is being offered fully online with a combination of synchronous and asynchronous sessions, running from mid-September to December. Exact dates coming soon.
In this course, we will explore routines and structures for intervention. We will use research and evidence-based practices to design learning environments that support engagement and student understanding to maximize student learning. This will be done through the use of various models and strategies that support mathematical reasoning and sense-making. We will review additive, multiplicative, and proportional reasoning to deeply reflect on how these are incorporated into setting goals and planning for intervention. This course will explore methods to gather evidence of student mastery in math content and practice standards. Participants will learn to implement a variety of assessment strategies to monitor progress, evaluate skills, and target future instructional steps.
This course spans the 2026-2027 school year (October-April) with a combination of in-person, virtual, and asynchronous sessions. Click here for additional information or view the course syllabus here.
In-Person Courses (Sept 18-19, oct 23-24, nov 20-21)
This course is the first in VMI’s multi-course sequence focusing on mathematics teaching and learning. It is designed to introduce and examine concepts that form the foundation of highly effective instruction across grades K-8. Within the master’s degree program, the courses Essential Mathematics of the Primary Grades and Essential Mathematics of the Elementary Grades follow and build on this course by providing a deep and specific exploration of how the concepts examined in this course apply to highly effective math instruction at specific grade spans.
This course is being offered as a 3-credit standalone class and includes a classroom lab component in which participants apply and reflect on their learning within their setting. Additional information about the classroom lab can be found here.
These two courses build teacher knowledge about the ways in which students construct essential mathematical understanding of the major, overarching themes of early number, additive, multiplicative, and fractional reasoning. Participants will explore the learning progressions associated with these critical mathematical ideas and understand the models and strategies that students use to build a deep understanding of the associated concepts.
While a deep understanding of foundational numeracy concepts and additive reasoning is of critical importance for classroom teachers, this course is equally helpful to interventionists, special educators, math specialists and coaches, and administrators.
These two courses are designed to be a 6-credit experience spanning the full academic year and include a classroom lab component in which participants apply and reflect on their learning within their setting. While participants are highly encouraged to enroll in all 6 credits, alternatives may be available.
Additional information about the classroom lab can be found here.
This course builds upon prior courses in arithmetic, algebra, and geometry. It is designed to introduce teachers to the branch of mathematics known as calculus in a way that relates calculus to the mathematics taught in the K-8 classroom. Topics include the idea of a limit, the concept of instantaneous change and the derivative of a function, calculation of area, the definite integral and, the Fundamental Theorem of Calculus. Course goals include reinforcing and extending arithmetic, algebra, and geometry knowledge and skills through problem solving involving calculus, and empowering teachers with a deep understanding of how capability in K-8 arithmetic and algebra is foundational for success in higher-level mathematics.
*Functions and Algebra I & II or prior coursework in mathematics is required. Please reach out to Kathryn ([email protected]) to ensure pre-requisites are met.
Additional information here.
