Learning Goals:
Philosophy, purposes and goals
Our candidates will become the educational leaders of the 21st century who are caring teachers, competent educators and confident professionals (C3TEP). These guiding principles and beliefs reflect the ideals we hold for ourselves, our candidates, and the students and communities with whom they will work.
Caring Teachers
o Build respectful relationships
o Create communities of learners
o Support and encourage successful learning for all students
o Honor and respond to differences
o Utilize knowledge of human development
Competent Educators
o Design, plan, implement and evaluate instruction
o Use best practices for instruction and assessment
o Know content and strategies for integration
o Communicate clearly and effectively
o Solve problems creatively and constructively
o Use the tools of a changing world
Confident Professionals
o Collaborate effectively with families, communities, and colleagues
o Practice reflective, self-directed, life-long learning
o Demonstrate a commitment to ethical and legal responsibilities
o Contribute to and lead in diverse societies
Our essential goals and purposes are embodied in the Maine Standards for Initial Teacher Certification. Beginning teachers should be able to:
o Demonstrate knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
o Demonstrate the ability to integrate the concepts, tools of inquiry, and structures among the disciplines.
o Demonstrate knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social and cultural development.
o Plan instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
o Understand and use a variety of instructional strategies and appropriate technology to meet students? needs.
o Create and maintain a classroom environment which supports and encourages learning.
o Demonstrate the ability to support students? learning and well-being by engaging students, home, school, colleagues, and community.
o Understand and use a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
o Demonstrate an awareness of and commitment to ethical and legal responsibilities of a teacher.
o Demonstrate a strong professional ethic and a desire to contribute to the education profession.
Assessment Criteria:
Within the context of each program, candidates are evaluated based on important knowledge, skills and dispositions in the areas of:
o Content Knowledge
o Effective Planning
o P-12 Learning
o Diversity
o Dispositions
o Technology
o Student Teaching or Internship
o Achievement of Standards
o One or more area identified by program faculty and linked to specific program goals
PROFESSIONAL REQUIREMENTS IN EDUCATION
EDU 101 Introduction to Secondary/Middle Education 2
SED 101 Education Exceptional Children at the
Middle/Secondary Levels 2
EDU 221 Secondary/Middle Block: Curriculum,
Instruction, Classroom Management,
Instructional Media, and Practicum 12
EDU 301 Content Literacy in the Secondary/Middle
School 4
EDU 330 Young Adult Literature 4
SED 361 Teaching Students with Disabilities and
At-Risk Conditions in the Secondary General
Classroom 4
EDU 363 Teaching English in Secondary/Middle Schools 4
EDU 402 Philosophy and History of Education 4
EDU 460 Student Teaching and Seminar in
Secondary/Middle Education 16
Subtotal: 52
NOTE: grades of C- or higher in all education courses are required
Additional Courses
PSY 225S Child and Adolescent Development 4
NOTE: PSY 225S must be passed with a grade of C- or higher. PSY 225S will count toward Social Science General Education requirements. Some concentration courses may also count for General Education requirements - check course number and description in the course catalogue for details.
Subtotal: 4
Total credits for the Major: 56
Concentration and/or Certificate requirements
English
ENG 121 Introduction to Linguistics 4
OR
ENG 123 Grammar: A Linguistic Approach 4
ENG 181 Literary Analysis and Interpretation 4
ENG 230 Writing/Teaching of Writing 4
ENG 250H Shakespeare 4
ENG 251H British Texts and Contexts I or
ENG 252H British Texts and Contexts II 4
ENG 272H American Texts and Contexts 4
Two 300-level literature courses 8
One 400-level literature course 4
One additional elective course in literature
at any level 4
Total credits for the concentration: 40
Distribution requirements:
1) Of the three elective 300-level and 400-level courses, one must be in American literature, and one must be in British literature. For students who take ENG 251 to satisfy the British Texts and Contexts requirement, the advanced British course must be post-1798. For students who take ENG 252 to satisfy the British Texts and Contexts requirement, the advanced British course must be pre-1798.
2) Of the four elective courses in literature, one must be a course in multicultural literature.
Each semester at preregistration, an official list of courses meeting these distribution requirements will be circulated to advisors and students.
NOTE: grades of C- or higher in all arts and sciences courses are required
GENERAL EDUCATION REQUIREMENTS
For specific information about general education requirements and expectations, see the General Education Requirements in the Academic Programs section of this catalog.
MINIMUM TOTAL OF CREDITS FOR THE DEGREE 128
General Information on Professional Requirements
In order to take 200-level education courses, Secondary/Middle Education majors must have passed all three Praxis I tests and have a 2.0 grade point average. To continue in the Secondary Education (School Health Concentration) program and take 300- and 400-level courses, students must achieve Professional Standing. Students who fail to meet the required standards of Professional Standing in Education will not be eligible to enroll in any 300- and 400-level courses until all the criteria have been met.
PRAXIS I
Praxis I is a standardized test of basic skills required by the State of Maine for teacher certification. The test consists of three parts (reading, writing, mathematics) and may be taken in paper and pencil (PPST) or computerized (CBT) form. PPST may be taken at UMF on specified days throughout the year; CBT may be taken at commercial testing centers at any time by appointment. Students must pass all three parts of Praxis I at the level established by the state of Maine in order to enroll in professional education courses at the 200-level or above. Transfer students with more than 30 credits must provide proof of passing all three Praxis I exams, have a GPA of 2.5 or higher, and complete the change of major form by the appropriate deadline.
PROFESSIONAL STANDING IN EDUCATION
Students must submit an application for Professional Standing in Education (PSE) once they have met the criteria listed below. The form is available in the Department of Secondary/Middle Education. Students who fail to meet the required standards of PSE will not be eligible to enroll in most 300- and 400-level professional education courses.
To be eligible for Professional Standing, students must meet the following criteria:
1) complete a minimum of 38 credits;
2) pass Praxis I at the level established by the State of Maine;
3) pass ENG 100 with a grade of C or higher;
4) pass EDU 221; and
5) earn an accumulative GPA of 2.5 or higher.
PRAXIS II
Students must pass the Praxis II test for their concentration area at or above the level set by the state of Maine prior to pre-registration for the semester they anticipate Student Teaching.
STUDENT TEACHING
Prior to beginning student teaching or an internship, students must meet the following criteria:
1) admission to Professional Standing in Education;
2) an accumulative GPA of 2.5 or higher;
3) completion of 80% of required course work in the arts and sciences major, with a grade of C- or higher in each course;
4) completion of Child and Adolescent Development (PSY 225S) with a grade of C- or higher;
5) completion of all professional requirements in education except Philosophy of Education (EDU 402);
6) grades of C- or higher in all education courses; and
7) passing score on the appropriate Praxis II exam.
GRADUATION
In order to graduate, students must have an accumulative GPA of 2.5 or higher, must have grades of C- or higher in all education and arts and sciences courses in their major, and must have passed the appropriate Praxis II exam.
PROFESSIONAL LICENSURE AND CERTIFICATION NOTICE
Students who are pursuing degrees leading to application for professional licensure or certification, and/or who will be participating in clinical placements, internships, or practica through their UMF program should be aware that their host facility may require a criminal background check, finger printing, and/or drug screening. In such situations, each student is responsible for obtaining and paying for the background check or other screening process and for delivering required documentation to the facility. Although the university will make reasonable efforts to place admitted students in field experiences and internships, it will be up to the host facility to determine whether a student will be allowed to work at that facility. Students should further be aware that a criminal record may jeopardize licensure by the state certification body. Students may consult the certification body corresponding to their intended occupation for more details. Successful completion of a program of study at UMF does not guarantee licensure, certification, or employment in the relevant occupation.
