How to Become a High School Math Teacher in Indiana for 2025

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Indiana’s demand for high school math teachers is steady, with projected growth reflecting nationwide STEM education priorities, challenging assumptions about job scarcity in education fields.
The average salary for Indiana high school math teachers hovers around $53,748, balancing cost of living and compensation, prompting reflection on the value placed on educators.
Indiana offers diverse teaching environments and supportive licensure pathways, making it a strategic choice for aspiring educators seeking both stability and professional growth.

What are the educational requirements to become a high school math teacher in Indiana?
What colleges in Indiana offer high school math education programs?
How do I get certified to teach high school math in Indiana?
How do I renew my math teaching license in Indiana?
Are high school math teachers in high demand in Indiana?
How much do high school math teachers make in Indiana?
What are the financial considerations for obtaining a teaching credential in Indiana?
What professional development opportunities can enhance a high school math teacher’s effectiveness in Indiana?
How can interdisciplinary approaches enhance high school math teaching in Indiana?
What benefits do high school teachers receive in Indiana?
How can a high school math teacher advance their career in Indiana?
What are the common challenges for high school math teachers in Indiana?
How can I switch careers to become a high school math teacher in Indiana?
Other Things You Should Know About Becoming a High School Math Teacher in Indiana

What are the educational requirements to become a high school math teacher in Indiana?

Becoming a high school math teacher in Indiana requires meeting specific educational criteria that go beyond simply holding a degree. These requirements reflect the state's flexible yet rigorous approach to preparing educators who are both knowledgeable and effective. Understanding the bachelor degree requirements for Indiana math teachers is essential for those considering this career path.

Educational pathways to teaching secondary mathematics in Indiana include:

A bachelor's degree with a double major in education and mathematics, blending pedagogical theory with deep content expertise.
A bachelor's degree in mathematics complemented by completion of a teacher education program, emphasizing subject mastery alongside instructional skills.
A bachelor's degree in education supplemented with 18-24 semester hours of mathematics coursework, allowing for a focus on teaching methods with substantive math knowledge.
A master's degree or higher paired with a teacher education program, providing advanced academic preparation alongside certification requirements.

This diverse set of options challenges the conventional wisdom that a single educational route suffices, highlighting that effective teaching arises from varied academic experiences. For those exploring alternative or supplementary qualifications, understanding Indiana secondary mathematics teacher certification requirements underscores the importance of both content proficiency and pedagogical readiness.

Additionally, aspiring educators may find it helpful to explore what are the best online associate degrees in education as a foundational step toward entering the teaching profession. This flexibility in educational backgrounds encourages deeper reflection on how best to prepare for the challenges of the classroom while meeting Indiana’s standards.

What colleges in Indiana offer high school math education programs?

Becoming a high school math teacher in Indiana involves exploring diverse educational pathways offered by several institutions across the state. These programs equip future educators with the skills and credentials needed to thrive in secondary mathematics education.

Indiana universities with secondary mathematics education degrees include:

Indiana University: Indiana University School of Education offers a comprehensive Mathematics Education program through its Secondary Education track. Students may pursue a Master’s degree (M.S.Ed.) focused on Mathematics Education or advanced doctoral degrees (Ph.D. or Ed.D.) specializing in this field. The program emphasizes problem-based learning and effective technology integration, preparing educators to teach both middle and high school students.
Ball State University: Ball State University provides a Teaching Major in Mathematics concentrating on secondary education for grades 5-12. This program integrates content pedagogy with practical classroom experience, ensuring alignment with Indiana state licensure requirements and readiness for real-world teaching challenges.
Bethel University: Bethel University offers a Mathematics Education major designed for grades 5-12. It highlights critical thinking and mathematical fundamentals, supported by practicum experiences and modern teaching methods. Impressively, 100% of recent graduates passed all required certification exams, with Bethel students ranking in the top 3% nationally on the ETS Major Field Exam in Math in 2024.
Ivy Tech Community College: Ivy Tech Community College features a Secondary Education program focused on preparing educators to teach science and math at the middle and high school levels. The curriculum requires 63 credit hours, including 32 specialized courses tailored to this pathway.

Considering the variety of mathematics teaching certification programs in Indiana, prospective students should evaluate how each institution’s approach aligns with their career goals. For those interested in flexible learning options, exploring an online college for teaching may also be beneficial.

How do I get certified to teach high school math in Indiana?

Becoming a high school math teacher in Indiana demands more than mastering equations; it requires demonstrating teaching expertise and a commitment to continuous growth. The certification process is designed to evaluate not just your knowledge, but your ability to convey complex concepts effectively and adapt to diverse student needs.

To earn your teaching license in Indiana, you must navigate several essential steps:

State Exams: Successfully complete the Indiana Core Academic Skills Assessment (CASA), which tests your understanding of teaching methods, and pass the Indiana CORE content exam focused on mathematics.
Application Submission: File your initial licensure application through the Licensing Verification and Information System (LVIS), including documentation of CPR certification and training in suicide prevention.
Initial Practitioner License: Start your teaching career under this provisional license, which requires active participation in a mentorship program and the development of a professional portfolio during your first two years.

As you work toward certification, it's helpful to understand the broader context of the teaching profession. The illustration below highlights how challenging it has become for schools to hire qualified math teachers, underscoring the growing demand for educators in this field.

It is difficult to find good math teachers.

How do I renew my math teaching license in Indiana?

High school math teachers in Indiana renew their licenses every five years, choosing from several pathways that encourage intentional professional growth rather than mere compliance. This process invites educators to reflect on their development and select the renewal option that best aligns with their evolving practice.

Six semester hours of coursework: Teachers must complete six semester hours in education or their subject area, earned at a regionally accredited institution after the issue date of the current license. These credits can be undergraduate or graduate level, supporting deeper expertise in their field.
Completion of a Professional Growth Plan (PGP): This option involves documenting diverse professional learning experiences, often coordinated with the school district, allowing for a personalized approach to professional development.
National Board certification: Achieving certification from the National Board of Professional Teaching Standards (NBPTS) serves as an alternative pathway, recognizing advanced teaching proficiency.

Unlike stricter systems, Indiana does not penalize teachers for letting their license lapse; however, renewal requirements must be fulfilled before reactivation, with no shortcuts granted for high school math content alone.

For those exploring further qualifications, the list of degrees in education can provide valuable guidance on advanced study options. Reflecting on the professional growth plan for Indiana teachers reveals a flexible, thoughtful framework that prioritizes authentic development over bureaucratic checklists.

Are high school math teachers in high demand in Indiana?

Demand for high school math teachers in Indiana remains exceptionally high, reflecting a broader national trend but also revealing unique state-specific pressures. With over 1,400 teaching vacancies reported in early 2025, math educators, particularly in STEM subjects, are among the most sought-after professionals in the state’s education system.

Rising STEM Importance: As the economy becomes increasingly data-driven, proficiency in math is critical, intensifying the need for skilled math teachers to prepare students effectively.
Retention Difficulties: Indiana faces challenges in attracting and keeping certified math teachers, especially in urban and underserved districts, leading to persistent staffing gaps.
Aging Workforce and Attrition: Many veteran educators are retiring or leaving the profession, a trend accelerated by pandemic-related stresses, further shrinking the pool of qualified instructors.

Programs like "Investing in Indiana’s Math Teaching Pipeline," developed through partnerships among Purdue Global, the Lilly Foundation, and local school districts, emphasize creating new licensure pathways for paraeducators already embedded in schools. Such efforts aim to build and sustain a more robust supply of qualified math teachers moving forward.

When I spoke with a high school math teacher from Indiana about whether the demand truly feels urgent, she reflected on her journey candidly. “The shortage isn’t just statistics for me—it’s the daily reality of doubling up classes and mentoring new teachers who are still finding their footing,” she shared.

Her dedication, like that of many others, reflects a deeper reason why educators choose to stay despite the challenges. The chart below highlights the top five reasons K–12 teachers plan to remain in the classroom, offering insight into what motivates them to continue.

How much do high school math teachers make in Indiana?

The perception that teaching offers modest pay does not fully capture the financial landscape for Indiana's high school math teachers. Understanding the many factors influencing salaries reveals a more nuanced picture.

Experience: Starting salaries for first-year teachers hover around $48,129, increasing to an average of $52,268 after five years and $56,993 after ten years. Veteran teachers with over 30 years of service can earn approximately $78,613.
Salary Range: While the average salary is $53,748, top educators can earn up to $71,775 annually, demonstrating a wide earning spectrum.
Minimum Salary Law: Indiana mandates a minimum annual salary of $40,000, setting a baseline for all teachers.
Geographic Variation: Urban districts often offer higher pay to offset living costs, contributing to regional disparities in teacher compensation.
Supplemental Stipends: About 22% of teachers receive extra stipends averaging $1,619, though fewer districts offer these supplements now compared to previous years.
Contract and Funding Differences: District-specific contracts and funding formulas create a complex patchwork of compensation, requiring candidates to research carefully when considering positions.

For those examining the Indiana math teacher certification timeline, these salary variations are crucial to factor into career planning. Prospective teachers should also explore options for an online masters degree education to potentially enhance their earning potential. Becoming a math teacher in Indiana requirements extend beyond certification to understanding this diverse compensation environment.

What are the financial considerations for obtaining a teaching credential in Indiana?

Prospective math teachers must evaluate the full spectrum of costs associated with certification, including program fees, examination expenses, and ancillary study materials. Conducting a thorough cost-benefit analysis is essential to ensure that long-term career investments align with personal financial planning. Exploring funding opportunities such as state grants, scholarships, and loan forgiveness programs can ease the financial burden. Additionally, researching the cheapest way to get a teaching credential in Indiana can provide valuable insights that support a more affordable and sustainable path into the profession.

What professional development opportunities can enhance a high school math teacher’s effectiveness in Indiana?

High school math teachers in Indiana can access a variety of professional development programs designed to refine classroom strategies, enhance subject-matter expertise, and foster leadership skills. These opportunities include state-sponsored workshops, local and regional conferences, and specialized online training tailored to evolving curriculum standards. Educators also benefit from collaborative networks that promote peer learning and mentorship, all of which contribute to improved instructional methods and student outcomes. For educators seeking additional insights into certification pathways that complement professional growth initiatives, reviewing middle school math teacher requirements in Indiana may offer valuable guidance.

How can interdisciplinary approaches enhance high school math teaching in Indiana?

Integrating interdisciplinary methodologies can refine instructional strategies and promote real-world problem solving among students. Leveraging perspectives from fields such as finance creates opportunities to connect abstract mathematical theories with practical applications, thereby deepening student engagement. For instance, drawing parallels between mathematical concepts and financial models not only enriches curricular content but also prepares students for a diverse range of career paths. Teachers may consider exploring insights from institutions like the best accounting schools in Indiana to incorporate advanced quantitative and analytical techniques into their lesson plans.

What benefits do high school teachers receive in Indiana?

Indiana is actively enhancing its support for high school math educators, reflecting a broader recognition of the critical role these teachers play in shaping future innovators. The evolving compensation and benefits landscape challenges the assumption that teaching is undervalued in competitive job markets.

High school math teachers in Indiana enjoy a range of advantages that extend beyond basic pay, underscoring the state’s commitment to attracting and retaining skilled professionals in this high-demand field.

Increased Base Salary: Starting July 2025, teachers will receive a minimum salary of $45,000, marking a significant $5,000 increase designed to better reflect their expertise and dedication.
Specialized Stipends: Educators leading Dual Credit or Advanced Placement courses benefit from an additional $2,000 annual stipend, rewarding advanced instructional roles.
High Ability Certification Incentives: Teachers holding High Ability certification and working within designated programs gain extra compensation, highlighting the value of specialized skills.
Supplemental Pay for Coverage: Those who fill unassigned daily teaching slots receive further pay in alignment with established salary frameworks, recognizing their flexibility and commitment.
Comprehensive Benefits: Positions, such as those at Lanesville Community Schools, offer structured contracts with 184 working days and benefits tied to experience and education level, emphasizing stability and professional growth.
Funding Prioritization: Indiana’s policy now mandates that 65% of state education funds be allocated to teacher compensation, up from 62%, ensuring sustained investment in educators, particularly in critical subjects like mathematics.

Below illustrates the opinions of professional educators regarding the use of financial incentives for math teachers:

How can a high school math teacher advance their career in Indiana?

Becoming a high school math teacher in Indiana opens doors not only to impactful classroom work but also to varied career advancement pathways that challenge the traditional notion of teaching as a static profession. These opportunities demand ongoing professional growth and strategic planning to fully realize one’s potential within and beyond secondary education.

Leadership Roles within Schools: High school math teachers can advance by taking on roles such as department chair or curriculum coordinator. These positions usually require several years of teaching experience and demonstrated expertise in mathematics education, along with leadership skills to influence instructional practices school-wide.
Professional Development and Certification Programs: Indiana offers specialized training and endorsements in areas like STEM education and educational technology. Teachers pursuing these certifications often need to complete graduate-level coursework or state-approved professional learning modules, positioning themselves for higher salaries and expanded responsibilities.
Transitioning to Higher Education: With a master’s or doctoral degree, high school math teachers may move into college-level teaching or academic research roles. This path requires advanced degrees and often involves publishing scholarly work or participating in educational research projects.
Educational Administration: Teachers interested in shaping school policy and administration can pursue licensure as school principals or district administrators. This typically involves completing a principalship program and gaining leadership experience, reflecting a shift from classroom teaching to organizational management.
Teacher Mentorship and Coaching: Experienced teachers can become mentors or instructional coaches, guiding novice educators through their early career stages. This role requires strong communication skills and a deep understanding of pedagogical strategies, often supported by additional training or certifications in coaching.

What are the common challenges for high school math teachers in Indiana?

High school math teachers in Indiana face a uniquely complex set of challenges that go beyond the typical concerns of any educator. These hurdles demand creative strategies and unwavering dedication to sustain quality instruction amid ongoing difficulties.

Severe teacher shortage: With over 1,400 math teaching positions unfilled statewide, especially in STEM, educators often manage oversized classes and stretched resources, requiring them to be adaptable and resourceful.
Limited certification pathways: Many prospective teachers, particularly paraeducators already in schools, find traditional certification routes inaccessible, forcing Indiana to develop apprenticeship and degree programs that offer flexible, tuition-free training options.
Recruitment and retention struggles: Negative perceptions of low pay and high burnout rates discourage new teachers, compelling current educators to find motivation in their impact on students and community support to persevere.
Urban and rural inequities: Schools in these areas face the greatest difficulty attracting and retaining qualified math teachers, which perpetuates achievement gaps and demands targeted local interventions.

Despite the exhaustion, this teacher found purpose in witnessing small breakthroughs—like a student finally grasping a difficult concept or gaining confidence. Their story underscores how confronting these obstacles requires resilience and a deep commitment to transforming the teaching experience.

For those considering joining this field, exploring careers with online masters degree in education may provide valuable pathways to equip themselves for Indiana’s evolving math teaching pipeline challenges.

In light of these challenges, many teachers actively seek ways to grow and adapt through continued learning. The illustration below shows how many K–12 educators express a desire for professional development, reflecting a shared commitment to improving both instruction and student outcomes.

Nearly a third of teachers want to develop professionally

How can I switch careers to become a high school math teacher in Indiana?

Changing careers to become a high school math teacher in Indiana is not only possible but supported through structured pathways tailored for professionals with diverse backgrounds. This approach recognizes that expertise in a subject can be an asset, even without traditional teacher training.

Key steps for career changers include:

Alternative Certification Pathway: Engage in the Transition to Teaching program, designed for those holding a bachelor’s degree in a non-education field but with strong subject knowledge.
Teacher Preparation Coursework: Complete an accredited curriculum that combines educational theory with practical classroom experience under supervision, ensuring readiness for real-world teaching.
State-Mandated Examinations: Successfully pass the Indiana Core Academic Skills Assessment (CASA) along with developmental and content-specific exams, including the Indiana CORE math content exam and the Principles of Learning and Teaching test for grades 7-12.
Minimum Exam Scores: Achieve at least 159 on the Praxis 5165 math content exam and 157 on the pedagogy test, benchmarks that underscore the rigor expected of incoming teachers.
Licensing and Mentorship: Apply for the Initial Practitioner license and participate in the Beginning Teacher Mentorship Program during the first year, reinforcing professional growth and instructional skill development.

What High School Math Teachers in Indiana Say About Their Careers

“Teaching high school math in Indiana has given me incredible job stability and a rewarding salary that reflects my dedication. The support from local schools and communities makes every day fulfilling. I feel truly valued as an educator here.” – Linda
“Indiana’s diverse student population presents unique challenges that push me to innovate constantly. I love how this keeps my teaching fresh and meaningful, turning abstract math concepts into real-world problem solving. It’s a journey that keeps me passionate about education.” – Tina
“The professional development programs available for math teachers in Indiana are outstanding. They’ve allowed me to grow my skills and stay current with educational best practices, which directly benefits my students. Being part of this continuous learning culture is inspiring.” – Nelson

Other Things You Should Know About Becoming a High School Math Teacher in Indiana

What is the average class size for high school math in Indiana?

In Indiana, the average class size for high school math varies notably, typically ranging from 20 to 30 students. This number, however, is far from static, influenced heavily by factors such as geographic location—with urban schools often experiencing larger classes compared to rural ones—and the type of institution, including public versus private schools.

One must question the assumption that smaller classes universally lead to better outcomes; while many advocate for low student-to-teacher ratios, the quality of instruction and available resources play equally critical roles in shaping educational experiences in Indiana’s diverse high school math classrooms.

How many years does it take to be a high school math teacher in Indiana?

Becoming a high school math teacher in Indiana typically requires about four to five years, beginning with earning a bachelor’s degree in mathematics or education, which generally takes four years. Following this, candidates must complete a state-approved teacher preparation program, often integrated into their undergraduate studies, or pursue an additional year for licensure.

Interestingly, Indiana offers accelerated pathways that can shorten this timeline, such as combined degree and certification programs, allowing aspiring teachers to enter classrooms sooner while meeting rigorous standards.

These accelerated options challenge the traditional notion that teaching preparation is rigidly fixed in duration, prompting reflection on how efficiency and quality coexist in educator training.

Is it hard to teach math in Indiana?

Teaching high school math in Indiana is often perceived as challenging, yet this view deserves nuanced consideration. The state's adherence to the Indiana Academic Standards provides a clear, albeit rigorous, curricular framework that supports educators but demands precise content mastery across diverse mathematical domains.

While some schools boast robust resources and experienced faculty collaboration, disparities in funding and access to technology can complicate instruction, especially in under-resourced districts.

Moreover, the varying preparedness and engagement levels of students in Indiana high schools require teachers to adapt continuously, blending foundational skill-building with advanced problem-solving.

How many hours do math teachers work per week in Indiana?

High school math teachers in Indiana typically work around 40 to 50 hours per week, but this figure belies the complexity of their role. Beyond classroom instruction, which often spans 5 to 6 hours daily, teachers invest significant time in lesson planning, grading, and preparing assessments tailored to diverse student needs.

Administrative duties, including meetings, professional development, and parent communication, further extend their workload, challenging the notion that teaching hours are confined to scheduled class time.

This demanding schedule underscores the multifaceted nature of math teaching, where intellectual rigor meets organizational skill. Aspiring educators must consider that their impact stretches beyond the classroom, shaping student success through continuous engagement and reflection.