Proyecto EL SMEd: English Learner Science & Math Education 

Attention Elementary Teachers! Improve your practice with scholarships for a TTU Graduate Certificate or Masters Degree. Earn Doctorate Credit Hours.

Proyecto English Learner (EL), Science and Math Education (Proyecto EL SMEd) is a federally funded project that supports on-going and intensive professional development activities aimed at improving classroom practice for English Learners (ELs) in science and mathematics education (SMEd). Mainstream and bilingual teachers serving ELs will be required to complete five courses designed to develop their pedagogical content knowledge in science and mathematics in relation to ELs. These courses, based on research-based methods to develop academic literacy, will serve as the basis for obtaining a TTUs degree.

Access the English Learner Strategy Rubric Training Manual

The Goals of Proyecto EL SMEd Are to:

  • Promote science, technology, engineering, and mathematics (STEM) education;
  • Increase opportunities for in-service teachers to engage in high-quality, sustained professional development in STEM subjects that benefit  ELs;
  • Improve EL learning opportunities and outcomes in elementary schools based on high quality data.

Proyecto EL SMEd is a collaborative research effort that involves Frenship ISD, Lubbock ISD, the TTU College of Education Center for Research on Leadership and Education, the TTU Mathematics and Statistics Department, as well as the TTU Physics Department.

Who Can Participate?

Mainstream and bilingual/ESL elementary teachers (K-6) who serve at least 1 EL student and who are employed in Frenship ISD or Lubbock ISD may participate.  These teachers must be committed to improving their instructional practices and improving the learning environments of all students, and in particular ELs.


  • Deadline for Proyecto Application submission: Has ended for Cohort 2
  • Notifications for scholarship acceptance: Has ended for Cohort 2 (via email)
  • Deadline for Graduate School Application : Has ended for Cohort 2

2013-2014 Conference

Proyecto El SMEd/LAABE Conference
February 15, 2014
Region 17 Service Center, Lubbock, Texas

Dr. Sylvia Celedon-Pattichis Co-Editor of Beyond Good Teaching: Advancing Mathematics Education for ELLs and associate professor at the University of New Mexico
Dr. Joanne Olson, associate professor at Iowa State University and president-elect of the Association for Science Teacher Education.

Presented by:
Proyecto EL SMEd Federal Grant
Region 17 Education Center Center
Lubbock Association of Bilingual Education

  • Language and Culture to Make Mathematial Meaning - Sylvia Pattichis
  • Scholarship News

    Download the Scholarship Application Form

    If you have any questions regarding the application and requirements please feel free to call:

    Delia Carrizales Coach/Research Associate
     Proyecto EL SMED Grant
    Texas Tech College of Education

    Sharon Parrott Research Associate
      Proyecto EL SMED grant
    Texas Tech College of Education


    Who May Receive Scholarships?

    TTU Graduate Certificate for three cohorts of teachers. This certificate requires 5 courses.*

    • Cohort 1 - Began Spring 2012
    • Cohort 2 - Began Spring 2014
    • Cohort 3 - Begins Spring 2016

    *For  cohorts 1 & 2, all courses are paid for by the grant. For cohort 3, funding  is limited. Only 3 courses will be paid by  the grant currently.

    Full Masters Degree for up to 5 Teachers.

    • Must be part of cohort 1 or 2
    • Must complete masters by Fall 2016

    Doctoral Credit Hours for up to 4 teachers.

    • Must be part of cohort 1 or 2

    Teachers Who Accept Scholarships Agree To:

    • Purchase Books
    • Participate in Research
    • Video Tape Implementation of Course Content & Strategies as Course Assignments
    • Use Web-Based Resources to Reflect on Practice with SMEd Coach as Course Assignments

    Required Courses

    MATH 5360 Advanced Mathematics for Teachers.

    This is an inquiry-based course in elementary school mathematics with a focus on conceptual algebraic functions and geometric concepts. Attention is also devoted to relationships to science content.

    EDCI 5373 Designing Project-Enhanced Environments for Science and Mathematics.

    This course introduces interdisciplinary pedagogies, technologies, tools, and instructional strategies for designing and developing project-enhanced environments in science and mathematics classrooms.

    PHYS 5371 Conceptual Physics for Teachers.

    This is an inquiry-based course in elementary physical principles of mechanics, heat, electricity, and magnetism. This course emphasizes the relationship between motion, forces, and simple physics. Attention is also devoted to the relationships between physical sciences and mathematics. Discussion of pedagogy is provided to facilitate the teaching of targeted concepts.

    EDBL 5306 Enhancing Academic Literacy in Science & Mathematics.

    This course introduces instructional approaches inspired by post-constructivist theories for developing academic literacy in elementary school science and mathematics. The  focus is on innovative approaches to maximizing diverse students’ learning growth potential, conceptual understanding, and academic language development.

    EDCI 5372 Assessment Issues in Science and Math Education.

      This course guides exploration of current issues related to assessment, multiple dimensions of assessment, and the processes of assessment in mathematics and science education. Attention is devoted to differentiated instruction, ways of knowing, and alternative assessments.

    All of these courses can be applied towards a Master’s Degree in Bilingual/ESL education, as well as a doctoral degree in Curriculum & Instruction.

    For Addtional Information Contact:

    Zenaida Muñoz
    Assistant Director, Center for Research on Leadership and Education