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. 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 Standards for Initial Teacher Certification. Beginning teachers should be able to:

• 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.
• Demonstrate the ability to integrate the concepts, tools of inquiry, and structures among the disciplines.
• 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.
• Plan instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
• Understand and use a variety of instructional strategies and appropriate technology to meet students' needs.
• Create and maintain a classroom environment that supports and encourages learning.
• Demonstrate the ability to support students' learning and well-being by engaging students, home, school, colleagues, and community.
• Understand and use a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
• Demonstrate an awareness of and commitment to ethical and legal responsibilities of a teacher.
• 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:

• Content Knowledge
• Effective Planning
• P-12 Learning
• Diversity
• Dispositions
• Technology
• Student Teaching or Internship
• Achievement of Standards
• One or more areas identified by program faculty and linked to specific program goals

UMF programs are designed to meet requirements of the Maine State Department of Education, the university and accrediting agencies. Specific requirements vary depending upon the year a student enters the program. Students must consult carefully with their advisors to make certain that the courses they take fulfill requirements. To enroll in professional courses at the 200-level or above, students must pass: EDU 125 with a grade of C- or higher, SED 125 with a grade of C- or higher, and Praxis I at or above the level established by the State of Maine.

PROFESSIONAL REQUIREMENTS IN EDUCATION

Required Professional Courses (60 credits)

As a 4-credit block (typically in the first year):

EDU 125	Introduction to Theory & Practice in K-8 Education	2
SED 125	Educating Exceptional Learners	2

As a 16-credit block (typically in the sophomore year):

EDU 202	Practicum & Seminar in K-8 Education	4
EDU 280	Diversity Issues & Social Justice Education K-8	2
EDU 302	Computers in K-8 Education	4
EDU 388	Reading, Language Arts & Children's Literature in Grades 4-8	6

Together or separately in the junior or senior year (professional standing required):

EDU 304	Science Education K-8	4
EDU 332	Social Science & Multicultural Education K-8	4
EDU 331	Mathematics Education K-8	4
SED 360	Teaching Children with Learning and	4
	Behavior Problems in the Regular Classroom K-8

Concentration Requirements  (24 credits)

Most students identify their intended concentration during their first year of study after consultation with their advisor. Some concentration courses also fulfill General Education Requirements although credit is not given twice. Every student majoring in Elementary Education must complete a 24 credit concentration in one of the following areas:  French, Language Arts, Mathematics, Science, Social Science, Spanish, or Visual and Performing Arts.

Visual and Performing Arts

This concentration consists of 24 credits chosen from any of the following: Art, Art History, Dance, Music, Music History, Photography, and Theater.

GENERAL EDUCATION REQUIREMENTS

For information about general education requirements and expectations, see the General Education Requirements in the Academic Programs section of this catalog.

GENERAL EDUCATION REQUIREMENTS SPECIFIC TO ELEMENTARY EDUCATION MAJORS (16 CREDITS)

When selecting courses to meet General Education requirements, Elementary Education majors should consider which general education courses will also meet Maine teacher certification requirements. Careful selection of courses can minimize the total number of credits that will need to be earned. Here are guidelines for the selection of certain courses.

    1. When choosing a course to meet the humanities "H" requirement, selection an English "H" course will also count toward the state certification requirement of at least 6 credits in English.

    2. When choosing two courses to meet the social sciences "S" requirement, select courses from two of the following five social sciences, anthropology, economics, geography, history, political science. Other areas, including psychology, sociology, women's studies do not count toward the Main teacher certification requirement of at least six credits in social sciences.

    3. When choosing a course to meet the mathematics "M" requirement, select MAT 103M Mathematical Content for Elementary School Teachers I.

ADDITIONAL REQUIREMENTS IN THE ARTS AND SCIENCES (8 Credits)

MAT 104M	Mathematical Content for Elementary School Teachers II	4
PSY 225S	Child and Adolescent Development	4

Total Credits for Major: 100

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128

FINGERPRINTING:

Students entering ALL UMF Teacher Education programs (ECH, ECS, ELE, Middle/SEC, SPED, and School Health) beginning with the fall of 2011 must be fingerprinted and have a Criminal History Record Check prior to their first practicum.

PRAXIS I: Required for Teacher Certification
The Praxis I Pre-Professional Skills Tests (PPST) are standardized tests of basic skills required by the State of Maine for teacher certification. The PPST consists of three parts: reading, writing, and mathematics. The paper and pencil PPST may be taken at UMF on specified days; the computerized PPST may be taken at UMF or commercial testing centers at any time by appointment. In order to enroll in EDU 202, EDU 280, EDU 302and EDU 388, students must pass Praxis I at or above the level established by the State of Maine. The qualifying scores on the PPST are as follows: