Program Goals:
Learning Goals and Assessments will be the same as for all Teacher Education Programs, with one customized general overview statement.
Learning Goals:
Philosophy, Purposes and Goals
World Languages open the door to linguistic and cultural explorations of a global community. Through language, cultural, and pedagogical studies, the K-12 WL Education Major prepares students to introduce that community to new generations of global explorers.
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:
-
Build respectful relationships
-
Create communities of learners
-
Support and encourage successful learning for all students
-
Honor and respond to differences
-
Utilize knowledge of human development
Competent Educators:
-
Design, plan, implement and evaluate instruction
-
Use best practices for instruction and assessment
-
Know content and strategies for integration
-
Communicate clearly and effectively
-
Solve problems creatively and constructively
-
Use the tools of a changing world
Confident Professionals:
-
Collaborate effectively with families, communities, and colleagues
-
Practice reflective, self-directed, life-long learning
-
Demonstrate a commitment to ethical and legal responsibilities
-
Contribute to and lead in diverse societies
Maine Standards for Initial Teacher Certification
Our essential goals and purposes are embodied in the Maine’s Common Core Teaching Standards:
Learner Development
Standard 1.) Learner Development:
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2.) Learning Differences:
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his or her full potential.
Standard 3.) Learning Environments:
The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.
Content
Standard 4.) Content Knowledge:
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard 5.) Innovative Applications of Content:
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, and collaborative problem solving related to authentic local and global issues.
Instructional Practice
Standard 6.) Assessment:
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
Standard 7.) Planning for Instruction:
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Standard 8.) Instructional Strategies:
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Professional Responsibility
Standard 9.) Reflection and Continuous Growth:
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Standard 10.) Collaboration:
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Technology
Standard 11.) International Society for Technology in Education Standards for Teachers (ISTE Standards-T):
Effective teachers model and apply the International Society for Technology in Education for Students (ISTE standards-S) as they design, implement, and assess learning experiences to engage student and improve learning, enrich professional practice; and Provide positive models for students, colleagues, and the community.
Assessment Criteria:
Within the context of each program, candidates are evaluated based on important knowledge, skills and dispositions in the areas of:
-
Content Knowledge
-
Effective Planning
-
P-12 Learning
-
Diversity
-
Dispositions
-
Technology
-
Curriculum Planning, Instruction, and Assessment as demonstrated in Student Teaching or Internship
-
Achievement of Standards
Major Requirements:
|
EDU 102
|
Experiences of Schooling: Foundations of Diversity and Knowledge in American Education
|
2
|
|
EDU 103
|
Diversity and Social Justice Education 7-12
|
2
|
|
EDU 222
|
Learning with Technology in Secondary Education
|
2
|
|
EDU 223
|
Curriculum, Instruction, and Assessment
|
4
|
|
EDU 224
|
Practicum Field Experience/Seminar
|
4
|
|
EDU 379
|
Field Experience in World Language Education
|
1
|
|
EDU 402
|
Philosophy, History and Cultural Diversity of Education
|
4
|
|
EDU 480
|
Student Teaching and Seminar in World Language Education K-12
|
16
|
|
ENG 224
|
Teaching English as a Second Language
|
4
|
|
MAT 120M*
|
Introductory Statistics *counts towards Gen Ed
A grade of C or higher must be earned in MAT 120M
|
4
|
|
MLC 466 |
The Teaching of Modern Languages **taken at the University of Maine Orono |
3 |
|
PSY 225S*
|
Child and Adolescent Development *counts towards Gen Ed
A grade of C or higher must be earned in PSY 225S.
|
4
|
|
SED 220
|
Inclusive Schools and Special Education Services
|
2
|
|
SED 360
|
Teaching Students with Disabilities and At-Risk Conditions in the Secondary
General Classroom
|
4
|
|
|
OR
|
|
|
SED 361
|
Teaching Children with Learning and Behavior Problems in the Regular Classroom
|
4
|
NOTES:
-
All courses except the new methods course are offered every semester.
-
Most students who study abroad one semester generally still graduate in 4 years.
-
All of these requirements are the same as for Secondary Education majors except the methods course and student teaching are specialized and World Language majors will not take EDU 307 - Teaching English Language Learners in Secondary/Middle Schools (2 credits) and EDU 308 - Texts and Teaching (2 credits) but take ENG 224 - Teaching English as a Second Language instead.
French Concentration Course Requirements
Selected from FRE courses or approved courses taught in French (16 credits):
|
FRE 191
|
Conversation at French Table
|
4
|
|
FRE 206H
|
Oral Communication and Culture
|
4
|
|
FRE 301
|
French Film
|
4
|
|
FRE 302
|
People and Cultures of the Francophone World
|
4
|
|
FRE 303
|
People and Cultures of France
|
4
|
|
|
Other approved appropriate upper level courses
|
|
|
|
One 400-level French (FRE) course
|
4
|
|
|
|
|
|
Selected from FRE courses or approved courses taught in English related to French (4**credits)
|
|
|
|
|
|
INS 100H
|
Introduction to International & Global Studies -- Humanities
|
4
|
|
HTY 204S
|
Introduction to Caribbean History
|
4
|
|
HTY 310
|
Revolutions in the Atlantic World
|
4
|
|
POS 227S
|
African Politics
|
4
|
|
|
Other courses taught in English related to French may fulfill this requirement if the course is accepted by the Humanities Division as meeting the program goals.
**may count towards Gen Ed
|
|
Total for concentration: 40 credits
Spanish Concentration Course Requirements
|
SPA 101H
|
Elementary Spanish I
|
4
|
|
SPA 102H
|
Elementary Spanish II
|
4
|
|
SPA 201
|
Intermediate Spanish
|
4
|
|
SPA 300
|
Advanced Spanish for Communication
|
4
|
|
|
|
Selected from SPA courses or approved courses taught in Spanish (16 credits)
|
|
|
|
|
|
SPA 202
|
Readings and Composition
|
4
|
|
SPA 206
|
Oral Communication and Culture
|
4
|
|
SPA 301
|
Hispanic Film
|
4
|
|
SPA 302
|
Peoples and Cultures of Latin America
|
4
|
|
SPA 303
|
Peoples and Cultures of Spain
|
4
|
|
|
Other approved appropriate upper level courses
|
|
|
|
One 400-level Spanish (SPA) course
|
4
|
|
|
|
|
|
Selected from SPA courses or approved courses taught in English related to Spanish (4**)
|
|
|
|
|
|
ANT 210S
|
Latin American Cultures and Contexts
|
4
|
|
ANT 270S
|
Ancient Latin America
|
4
|
|
GEO 212S
|
Latin America: Peoples and Environments
|
4
|
|
HTY 214S
|
Spain from 1000-1700
|
4
|
|
HTY 224S
|
Cultural History of Spain (travel course).
|
4
|
|
HTY 259S
|
Colonial Latin America
|
4
|
|
HTY 260S
|
Modern Latin America
|
4
|
|
HTY 261S
|
History of Mexico
|
4
|
|
|
Other courses taught in English related to Spanish may fulfill this requirement if
|
|
|
|
the course is accepted by the Humanities Division as meeting the program goals.
|
|
|
|
**may count towards Gen Ed
|
|
Total concentration 52 credits total (8 of which are Gen Ed)
World Language majors will meet the same requirements as all secondary education majors including earning a B- or better in all concentration courses (with one possible exception).
FINGERPRINTING:
Students entering ALL UMF Teacher Education programs ( ECH, ECS, ELE, SEC/Middle, SED, and School Health) must be fingerprinted and have a Criminal History Record Check prior to their first practicum.
PRAXIS CORE ACADEMIC SKILLS FOR EDUCATORS TEST: REQUIRED FOR TEACHER CERTIFICATION
The Praxis Core Academic Skills for Educators Tests are standardized tests of basic skills required by the state of Maine for teacher certification. The Praxis Core Academic Skills for Educators Tests include reading, writing, and mathematics. These computerized tests may be taken at UMF or commercial testing centers at any time by appointment. Students must pass all three parts of the test at the level established by the State of Maine in order to enroll in professional education courses at the 200-level or above. Transfer applicants with more than 30 credits must also provide proof of passing all three Core Academic Skills for Educators Tests when applying for admission. The qualifying scores are as follows:
Reading 156
Writing 162
Mathematics 150
As an alternative, students may achieve a composite score of 468 on the three tests, with no single score on any section being more than three points lower than the required score listed above.
CANDIDACY
Students are eligible to apply for Candidacy upon the completion of Candidacy requirements. Applications for Candidacy are completed in Tk20. Only students who have been approved for Candidacy are eligible to continue in their professional education program. Candidacy requirements are:
-
Completion of the Candidacy application
-
Passing Praxis Core with scores determined by the state of Maine (certification programs only)
-
Cumulative GPA of 2.750 or higher
-
Grade of B- or better in all professional education courses. ( A student may have one exemption, although the student must earn a grade of C- or higher in that particular course. Practicum courses are not eligible for exemption.)
-
Grade of C or better in English 100 (AP credit is accepted, as is an equivalent English course transferred with a grade of C or higher.)
-
Successful completion of practicum/practica with a grade of B- or higher
-
Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment
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, students must meet these additional criteria:
-
Complete all required professional education courses with a minimum grade of B- or higher. A student may have received one exemption for extenuating circumstances
-
Achieve a cumulative GPA of 2.750 or higher
-
Pass the appropriate Praxis II exam at the level established by the State of Maine
-
Complete 80% of all required coursework
GRADUATION
To graduate with a world language education major, students must have:
-
Grades of B- or higher in all professional education courses, with the possibility of one exemption for extenuating circumstances
-
Grades of B- or higher in all concentration courses, with the possibility of one exemption for extenuating circumstances
-
A cumulative GPA of 2.750 or higher
