In Oregon, a system of multiple measures is used to determine the status of program completers, who can then be recommended to the Teacher Standards and Practices Commission (TPSC) for licensure. One component of this system requires the educator to pass a basic skills test, subject matter tests, and a civil rights knowledge test. For information on Oregon testing requirements please refer to the Teacher Standards and Practices Commission website.

Because passing tests is required for program completion in Oregon, the state pass rate is 100%. Those who do not pass the required tests are not considered program completers and are not eligible for licensure recommendation.

Elementary Mathematics Instructional Leader Specialization

Graduate Teacher Education Program

Inclusive Elementary Educator Program (IEEP)

Secondary Dual Educator Program (SDEP)

International Teacher Education Program

Bilingual Teacher Pathway (BTP) Program

Initial K-12 Teaching License in Library Media


ESOL/Bilingual endorsement

Library Media Endorsement

Educational Administration

Literacy Education/Reading Endorsement

School Counseling Licensing

Special Education Licensure Programs

Special Educator Initial License Program

Added Special Educator Endorsement (AddSPED)

Visually Impaired Learner Initial License or Endorsement Program

Early Intervention Special Education Initial License or Endorsement Program

Continuing Education Graduate School of Education (CE/ED)

Elementary Mathematics Instructional Leader Specialization

The Mathematics Instructional Leader Program in the Graduate School of Education consists of graduate mathematics content, pedagogy, and leadership courses and a practicum specifically designed for K-8 teachers, teacher leaders, and coaches. The goals of the program are to offer a comprehensive mathematics education experience that:

  • Deepens mathematical content knowledge including the specialized knowledge needed for teaching mathematics and the development of mathematical ideas across the grades.

  • Attends to both content and pedagogy and the ways that teaching supports the learning of content.
  • Develops expertise in using and helping others use effective instructional practices centered on students’ mathematical thinking.
  • Increases ability to support school and district efforts that help all K-8 students learn important mathematics.


Mathematics Content-Focused Methods Courses

(choose five of the seven)
CI 511Examining Base Ten Numeration and Operations


CI 512Examining Operations with Whole Numbers and Fractions


CI 513Enhancing Algebraic Thinking: Generalization about Operations


CI 514Enhancing Algebraic Thinking: Patterns and Functions


CI 515Developing Geometric Thinking and Concepts


CI 516Exploring Measurement Concepts


CI 517Developing Concepts of Data Analysis


Advanced Mathematics Methods Course

(recommended after completing at least two courses)

CI 518Implementing Mathematics Reform


Educators seeking the 21-credit Certification of Completion in Deepening Understanding of Elementary Mathematics may choose to either complete CI 519 or select a sixth Mathematics Content-Focus Methods Course. Those seeking the 24-credit Elementary Mathematics Instructional Leader Specialization complete both CI 519 and CI 521.

Mathematics Leadership Focused Courses

CI 519Mathematics Leadership: Influencing and Facilitating Improvement


CI 521Practicum: Mathematics Leadership


If desired, the graduate credit received can be applied toward an M.A., M.S., or Ed. D. in the Department of Curriculum and Instruction in the Graduate School of Education.

For more information see: