The next post-master’s cohort is scheduled to begin in October 2026. Applications are being accepted until September 20th, and can be downloaded or filled out online using the links above. If you’re considering joining, we encourage you to reach out early and let us know!
The VMI Post-Master’s Certificate Program is a five-semester, graduate-level leadership series that supports experienced educators who are committed to enhancing their effectiveness as leaders of mathematics and are committed to sharing their increased knowledge of mathematics content and pedagogy with colleagues. The program equips current and aspiring math coaches, math specialists, math interventionists and leaders in mathematics services for students who struggle in math with the specialized skills and knowledge needed to support systemic mathematics instructional excellence for all students.
The overarching goals of the series are to prepare mathematics instructional leaders to:
- Support the elimination of mathematics achievement gaps based on race, income, ethnicity and language.
- Increase the level and depth of mathematics learning for all students in their system.
- Engage all students in their system in meaningful, interesting and fulfilling mathematics content.
Each semester includes a 3-credit graduate course with integrated fieldwork, and VMI advisors support participants throughout the program. Coursework directly connects to real-world teaching and leadership, ensuring new learning is directly applicable to participants work in schools and districts.
Upon completion, participants earn 15 graduate credits and a Certificate of Graduate Study (CGS), which may be extended with additional credits to a Certificate of Advanced Graduate Study (CAGS) from Vermont State University (VTSU). Participants also join a network of committed educators driving lasting change in math education.
If you have questions or need more information please contact the VMI Director, Kathryn Delay ([email protected]).
FAQs
In addition to coursework in mathematics leadership, the VMI provides support for participants in their schools and districts. Throughout the program, participants:
- Receive ongoing support from VMI staff who will help one transfer new and growing understandings to mathematics leadership initiatives. Through regular contact, the VMI advisor offers a professional relationship that enables the participant to maximize the Post-Master’s experience.
- Learn in a supportive setting. Through engagement with VMI faculty, including mathematicians and mathematics education leaders, and with one’s cohort members, participants are part of a collaborative learning environment.
- Receive ongoing professional development for enhancing leadership skills and for preparing to take on expanded leadership roles in their schools or districts.
VMI courses take place in-person on the VTSU Williston Campus.
The series is cohort-based. The next cohort will be admitted on a rolling basis, to tentatively begin during the fall semester (October 2026) and continue over four additional semesters including summer 2027.
Courses during the academic year will be held full days on Friday/Saturday “weekends”: three during the fall semester and three during the spring semester. Summer semester takes place over one week in June or July.
Tuition for 2026-27 academic year has been set at $679 per credit; thus, each three-credit course is $2037. VMI is committed to keeping that rate constant while you are enrolled in the five-course program. There are no added fees assessed by VMI.
Teachers who are interested in applying should not be deterred by questions related to cost. Please contact us if you have questions related to covering your VMI tuition.
A master’s degree in a related field is required but prior VMI participation is not.
Courses in the Series
This seminar examines the key aspects of effective mathematics teaching and learning, with a particular focus on issues and implications for educational leadership. Seminar participants will study the foundational mathematics topics across grades K-8 with attention to the intimate connections among mathematical concepts that are often seen as disparate and how attention to these connections can improve mathematics instruction and student learning. Participants will examine related topics including the relationships among mathematics standards, student assessment and effective mathematics instruction for all students.
This seminar will explore accessible and equitable mathematics educational practices in Algebra. That is, teaching Algebra in a way that allows all students to engage, and which requires a minimum of prior knowledge. Seminar participants will review the history of Algebra, its representation in educational standards, associated educational technology, and contemporary utility. Participants will design a highly accessible Algebra lesson for middle or secondary grade students that relies on a minimum of prior knowledge.
This seminar will explore accessible and equitable mathematics-educational practices in teaching Geometry. That is, teaching Geometry in a way that allows all students to engage, and which requires a minimum of prior knowledge. Seminar participants will review the history of Geometry as a topic at the secondary level, its representation in educational standards, associated educational technology, and contemporary utility. Participants will design a highly accessible Geometry lesson for secondary level students that relies on a minimum of prior knowledge.
This seminar will explore accessible and equitable mathematics educational practices in teaching fractions. That is, teaching fractions in a way that allows all students to engage, and which requires a minimum of prior knowledge. Seminar participants will review the history of fractions, their representation in educational standards, associated educational technology, and contemporary utility. Participants will design a highly accessible lesson on fractions that relies on a minimum of prior knowledge.
This seminar examines specific characteristics of effective mathematics teaching and learning, with a particular focus on leadership issues related to common school and district mathematics education initiatives. Specifically, participants will study the attributes of effective school-based math professional development, assessment issues in mathematics including the history of student assessment, statistical concepts related to student assessment, accurate interpretation of both formative and summative assessment results, and strategies for acting on assessment findings. Participants will also study intervention systems in mathematics with a focus on both the structure of effective math intervention and considerations for instruction. Finally, participants will examine systemic teacher support systems such as teacher coaching and structuring and effectively using PLC meetings.
*Note the order of content courses will vary
