Master’s Degree Program

3-Year Master of Arts in Liberal Studies (MA. LIB) in Advanced Teaching and Learning of Mathematics

in partnership with Vermont State University

Program Overview

The VMI Master’s Program is a comprehensive mathematics professional development program for current educators and mathematics leaders. The mission of the VMI Master’s program is to significantly improve the teaching and learning of mathematics in grades PreK-12.

Since its inception in 1999, the VMI has partnered with local school districts, the Vermont Agency of Education, business representatives and Vermont colleges and universities to ensure the VMI Master’s Program stays relevant to current school and district needs. During the three years, VMI Master’s Program participants:

  • deeply examine the mathematics content central to high-quality mathematics instruction and meaningful leadership.
  • study effective mathematics instructional practices, skills and concepts.
  • read, understand and interpret current educational research and conduct individual action research
  • develop leadership knowledge and skills needed to support systemic change

Most importantly, VMI participants are encouraged and supported as they apply their learning in their own classrooms, and at the school or district level to improve student learning for all students.

The VMI Masters experience is dedicated to supporting highly effective mathematics instruction so that all children can learn the rigorous mathematics needed for success in higher education and the workplace. 

Cohort 26 TLL Whiteboard
Cohort 26 TLL Group Discussion
Cohort 26 TLL Group Discussion2
Cohort 25 EMPG Game
Cohort '25 Tile Names

Yearly Schedule, Format & Location

Summer Immersion: Each year of the 3-year program begins with a 2-week immersion on the VTSU campus in Williston, VT with new cohorts entering the program each year. Summer 2027 courses will be held Monday through Friday during the weeks of July 12 and July 19, 2027. 

Academic Year: 6 weekend sessions (3 fall, 3 spring) held Friday/Saturday at VTSU Williston, combined with classroom visits from your VMI mentor and online discussion forums.

Double-occupancy hotel rooms provided at no cost for participants commuting 45 minutes or more. Single rooms are available by request with particpants expected to pay half the room rate. 

Interested in Joining the Next Master’s Cohort?

Apply online here
Download the application here


Priority Deadline for next cohort: March 30, 2027

Tuition & Funding Options

Tuition for 2027-28 has been set at $706 per credit ($8,472 per year for 12 credits/year). VMI is committed to keeping that rate constant while you are enrolled in the three-year program. 

Of those 12 credits, it is customary for the participant’s school district to pay for at least a portion. (This is a contractual benefit for teachers in many districts.) The overall goal of the VMI is to improve the teaching and learning of mathematics in the VMI teacher’s school/district. The VMI teacher and school/district leadership will work together to help achieve that goal. For that reason, we encourage schools/districts to work creatively with VMI applicants to increase school/district share of tuition and correspondingly reduce teachers’share. A number of strategies have been suggested for doing so, including the following:

A district develops an MOU with the teacher in which it agrees to pay for one or two courses over and above the Master Agreement in exchange for an agreement by the VMI teacher that they will not request any course tuition for a given time frame (e.g., three years) following completion of the VMI. The teacher further agrees to reimburse the district a prorated amount in the event the teacher chooses to depart the district during the life of the MOU period. In brief, such an agreement would give the teacher added tuition funding and at the same time would provide assurance to the district and school that their financial support would benefit the school in the long term. Both the school and the teacher benefit from this arrangement

Federal grant funds can be allocated toward VMI tuition, provided an appropriate plan is developed and approved by officials. This has been a very successful strategy for many VT administrators as they strive to build leadership capacity in their district. 

Districts often compensate educators who take on coaching or curriculum roles through VMI coursework. In this strategy, VMI participants would be able to “earn” additional tuition funding by fulfilling such roles in their schools/districts. This arrangmenet has the advantage that the teacher’s participation in the VMI is tired directly to school impact. 

 

Teachers who are interested in applying should not be deterred by questions about cost. The VMI is committed to creating access to VMI coursework and programs. Please contact us if you have questions related to financing your VMI tuition.

Frequently Asked Questions

Applying to the VMI is a two-step process:

(1) completing the VMI portion of the application. This can be accessed at vmimathematics.com or by emailing the VMI Director, Kathryn Delay ([email protected]).

(2) Once enrolled, applicants will complete the VTSU portion of the application. VTSU will require submission of a transcript and a few other items. You will receive further correspondence once you are fully enrolled in the VMI program. 

In addition to coursework in mathematics content, pedagogy and leadership, the VMI provides support for participants in their schools. Throughout the program, VMI participants:

  • Receive ongoing support from a VMI mentor who will help one transfer new and growing understandings to classroom instruction. In addition, the VMI mentor supports teacher leadership initiatives and provides advice and guidance for the research aspect of the program. Through regular contact, both in person and online, the VMI mentor offers a professional relationship that enables the participant to maximize the VMI experience.
  • Have immediate access to increased mathematics content expertise through the VMI staff, which includes mathematicians, mathematics educators, and master elementary and middle level teachers experienced in professional development.
  • Receive ongoing professional development for enhancing their teaching effectiveness and for preparing to take on expanded leadership roles in their schools or districts.
  • Have opportunities to form partnerships with VMI staff and other participants resulting in the continuous improvement of learning opportunities for students and support for the school or district mathematics goals.

One should also note that the VMI program evaluation, conducted annually from 2004-2018, has shown that VMI teachers have attained a high degree of mathematics content knowledge and have made significant contributions to mathematics teaching and learning in their schools and across the state.

All PreK-12 educators, including classroom teachers, special educators, interventionists, math coaches, and administrators are eligible for the program. Specifically, applicants must be:

  • Dedicated to enhancing mathematics teaching and learning for all students. 
  • Enthusiastic about increasing their mathematics content knowledge in a supportive environment.
  • Willing to share their increased knowledge of mathematics content and effective teaching with their colleagues through mentoring, peer coaching or other forms of professional development.
  • Interested in supporting the development and implementation of their school’s mathematics curriculum as well as their school’s mathematics goals.
  • Committed to serving as mathematics teacher leaders in their schools and to the appropriate use of local assessment results to improve instruction.

Please note many VMI assignments and projects require participants to incorporate new learning into their teaching, reflect on the effectiveness of their instruction, and modify approaches. Thus, all participants need ongoing opportunities to work directly with students in mathematics classes throughout their VMI experience.

Yes. Each year a limited number of high school teachers are admitted to the program. Interested high school teachers should contact Kathryn Delay ([email protected]) or Susan Ojala ([email protected]) to discuss details.

While participating as part of a continuous cohort offers the greatest collaborative value, VMI offers flexible options to accommodate your personal professional goals and schedule:

  • Extended Pacing: While most educators complete the program in 3 years, you can extend your studies to 4 years (or more) if you need to space out coursework or take a break.
  • Individual Courses: You can enroll in individual VMI courses for standalone graduate credit or professional development without committing to the full Master’s degree.
  • Stackable Credits: Any credits earned through individual master’s courses can be applied toward the full Master’s degree if you decide to pursue it later. 

If you have questions about custom pacing or flexible enrollment, feel free to reach out to Kathryn Delay ([email protected]) to discuss your options.

VMI brings together like minded educators that are ready to stretch their thinking and bring about mathematical changes in their schools. The cohort structure allows participants to build lasting relationships that are beneficial far past the ending of the program.
VMI Alum
My experience with VMI has been transformative. It has been one of the most impactful and relevant professional development experiences I have participated in. The content is directly applicable to my everyday teaching, the cohort of educators has been supportive and welcoming, and the instructors are highly knowledgeable.
Cohort '23 Participant
It has been a life changing experience for me and the way I teach and view my profession today.
Cohort '23 Participant