The USC Mathematics Instructional Added Authorization program is designed to prepare you to complete an advanced preparation in mathematics subject content knowledge and pedagogical content knowledge. The knowledge and skills that you will gain will prepare you to:

• Develop and coordinate mathematics curriculum.
• Coach mathematics teachers.
• Design and implement intensive mathematics interventions.
• Teach teachers to effectively intervene, accommodate, and differentiate their mathematics instruction to increase student engagement and proficiency in mathematics.
• Develop programs and deliver staff development for mathematics education programs.

A person with a USC Rossier Mathematics Instructional Added Authorization can work in these positions:

• Departmentalized Mathematics teacher (Any level from Kindergarten-Pre-algebra)
• Mathematics consultant
• Mathematics coach/coordinator
• Teacher on special assignment
• Intervention coordinator/specialist
• Resource specialist
• Private Mathematics consultant

Per CTC guidelines for the MIAA, “The MIAA would be an authorization beyond the preliminary, life, or clear multiple subject teaching credentials. It is anticipated that the holder of either MIAA authorization would play a major role in bridging the existing achievement gap as he or she would have expertise in curriculum design, coaching teachers, designing and implementing intensive interventions, and teaching teachers to effectively intervene, accommodate, and differentiate their mathematics instruction to increase student engagement and proficiency in mathematics from Kindergarten through Pre-Algebra…”

“The holder of either MIAA authorization would have the knowledge and skills needed to provide leadership in a comprehensive Kindergarten through Pre-Algebra mathematics program that addresses the instructional needs of English Learners, students with disabilities, gifted and talented students, and students at risk. Additionally, the holder of either MIAA authorization could potentially teach mathematics from Kindergarten through Pre-Algebra/Algebra I in a departmentalized setting. The impact of the holder of either MIAA authorization might include, but not be limited to, increasing:

• student proficiency in K-Pre-Algebra and closing the achievement gap by providing math instructional leadership to schools, districts, and counties in areas such as curriculum design, coaching, intensive interventions, accommodation, and differentiation
• expertise in teaching K-Pre-Algebra subject in either a departmentalized or self-contained setting to all students, including English Learners, students with disabilities, gifted and talented students and students at risk
• the number of highly qualified K-Pre-Algebra teachers in departmentalized settings.”

The USC Rossier Mathematics Instructional Added Authorization program will build your knowledge, skills, and dispositions to:

• Plan, evaluate and implement K-12 Mathematics  programs effectively.
• Diagnose math reading difficulties using a battery of diagnostic processes to identify students’ reading  math needs.
• Design comprehensive instructional plans to remediate mathematics instruction.
• Create a professional dossier that catalog your mathematical expertise.
• Develop lifelong access to USC. As part of the Trojan Network, you will have access to resources and support, even after program completion.

The program consists of five online courses taken over two semesters in one academic year. Each course highlights ideas and instructional strategies, tools, and representations you can employ in your teaching to foster students’ understanding and development of various aspects of mathematics proficiency.

Term 1 – Fall
Provides you with theoretical framings to diagnose, plan and select appropriate and effective mathematics instruction.

Content and Pedagogy for Teaching Probability, Data Analysis, & Statistics

This course is designed to help you develop the knowledge and skills you need to foster students’ development of probability, data analysis and statistics at the elementary and middle school levels. 

Our focus will be on the conceptual foundations of Data Science and their development across grade levels. Data Science consists of statistics, data analysis and probability. In addition, the course is designed to enhance your ability to plan K-8 lessons that incorporate pedagogical content knowledge, particularly by selecting and adapting instructional activities that will foster student success in mathematics. 

In this course, you will learn how to support students as they develop foundational knowledge and skills that will support them to use data as a tool for problem-solving. Key ideas will relate to Reasoning with Data and Exploring Changing Quantities by helping students to make sense of data, sort and describe data and represent data will be explored. 

You will design lesson plans to meet the diverse needs of the students you teach, and use formal and informal assessments to help you to plan lessons that reinforce students’ progress toward developing these ideas.

Content and Pedagogy for Teaching Number Concepts and Number Theory

This course is designed to help you develop the knowledge and skills you need to foster students’ development of number concepts and number theory at the elementary and middle school levels. 

Our focus will be on the fundamental concepts of numbers, place value, and operations, as well as their development across grade levels. 

In addition, the course is designed to enhance your pedagogical content knowledge, particularly by analyzing students’ thinking, identifying patterns in their understanding, and differentiating instruction to meet diverse students’ individual needs.

Content and Pedagogy for Teaching Geometry Reasoning

This course is designed to help you develop the knowledge and skills you need to foster students’ development of geometry and measurement at the elementary and middle school levels. 

We will focus on geometric conceptual, procedural, and reasoning foundations and their development across grade levels. 

In addition, the course is designed to enhance your pedagogical content knowledge, particularly by selecting and adapting instructional activities that will foster students’ understanding and by using formal and informal assessments to guide students’ progress toward developing these ideas.

Term 2 – Spring
Provides you with the skills and competencies to design and provide instruction tailored to students’ mathematical needs.

Content and Pedagogy for Teaching Rational Numbers & Proportional Reasoning

This course is designed to help you develop the knowledge and skills you need to foster students’ development of proportional reasoning at the elementary and middle school levels. 

In this course, you will also learn the ways to lead class discussions in which key ideas targeted in a lesson will be made explicit to your students.

Content and Pedagogy for Teaching Algebraic Reasoning

This course is designed to help you develop the knowledge and skills you need to foster students’ development of algebraic reasoning at the elementary and middle school levels. 

Our focus will be on the conceptual foundations of algebraic thinking and their development across grade levels. 

In addition, the course is designed to enhance your pedagogical content knowledge by covering key struggles students exhibit while learning algebraic concepts and by providing evidence-based practices to help your students overcome these struggles. 

Further, we will learn to use data to support informed decisions when designing and refining targeted instruction to promote equitable student learning outcomes.

CEU credits are available for this program if you complete all modules and requirements. CEUs are recognized nationwide as a standard measurement of an Individual’s continuing education activity and serve as a permanent documentation of your professional development coursework and are presented in the form of a University transcript.

Program fees: The tuition rate for 2025-2026 will be $6100.00.

**The new registration window will be open March 1, 2025 for the 2025-2026 academic year. Thank you*

Eligibility Requirements

If you are interested in applying to the Mathematics Instructional Added Authorization program, you must:

• Have a valid Multiple Subject Teaching or Designated Single Subjects Credential (in any subject).
• Hold English Learner Authorization.
• Submit verification of experience. When you apply, you must have a minimum of three years successful, full-time teaching experience in any grade or subject. Acceptable experience does not include student teaching, internship teaching, or teaching while holding an emergency permit. This experience may include teaching outside of California. You will be asked to submit your credential number on your application.
• Prior to admission into the MIAA program, verification of your level of mathematics content expertise (click here for elaboration of Mathematics subject requirements, pp.3-5) is required.  You have options for verifying your current Mathematical content knowledge.  You may submit a transcript or exam results.

1. Transcript
   Your transcript must provide sufficient information regarding course content, catalog descriptions, course syllabi, or a matrix identifying variations of course offerings across content areas and meet the minimum, “Elaboration of Mathematics Subject -matter Requirements…The following is the mathematics background the candidate is expected to know prior to admission to the Mathematics Instructional Added Authorization program.” as described by the CTC.  Please read pages 3-5 of the linked document to understand the Mathematics background requirements you must meet prior to admission to the program. If you choose to show Mathematics competency using a transcript, then you will be required to upload a digital copy of your transcript with your application.

2. Exam
   Examination results must verify the Mathematics competency of the candidate, based on the minimum established on pp. 3-5, here. National and state standardized assessment results can include passing scores on the GRE, CSET2, etc. in accordance with the CTC Mathematics subject requirements established here on pp. 3-5. If you choose to show Mathematics competency using an exam result, then you will be required to upload a digital copy of your exam results with your application.