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.
For those requiring hotel accommodations for in-person classes, the deadline to sign up for in-person classes is two weeks before the first day of class. All others, please sign up at least 2 days before the first day.
Online & hybrid courses
This course builds upon the prior 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.
Functions & Algebra I begins with the ideas of constant rate, ratio, proportion, and graph of the
proportion. The central idea 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 open to anyone who has taken Mathematics as a Second Language, but that is not
a requirement. Any teacher interested in learning more about the topics listed above is welcome
to join.
This course is being offered fully online with a combination of synchronous and asynchronous sessions, running from mid-September to December. Click here for full course information.
Synchronous Dates:
9am-1pm on Saturday, September 12 and October 10
4pm-7pm on Wednesday, September 16 & 30, October 21, November 4 & 18, December 2 & 16
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 13-14)
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.
