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
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.
PRAXIS I
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, mathematics) and may be taken on specified days; the computerized PPST may be taken at commercial testing centers at any time by appointment. In order to enroll in EDU 202, EDU 280, EDU 302 and 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:
Reading 176
Writing 175
Mathematics 175
As an alternative, students must achieve a composite score of 526 on the three sections of the PPST, with no single score on any section being more than three points lower than the required score listed above.
PROFESSIONAL STANDING IN EDUCATION
Students must submit an application for Professional Standing in Elementary Education once they have met the criteria listed below. The form is available in the Department of Early Childhood and Elementary Education. With the exception of EDU 302 and EDU 388, students who apply and fail to meet the required standards of Professional Standing will not be eligible to enroll in 300- and 400-level professional education courses until all standards have been met. To be eligible for Professional Standing, students must:
1. pass Praxis I at the level established by the State of Maine ,
2. pass ENG 100 with a grade of C or higher,
3. pass PSY 225S with a grade of C- or higher,
4. pass EDU 202, and
5. earn an accumulative GPA of 2.5 or higher.
STUDENT TEACHING
Prior to beginning student teaching, students must meet these additional criteria:
1)Complete all required professional education courses with a grade of C- or higher.
2)Complete at least 16 credit hours of concentration courses with a grade of C- or higher.
3)Achieve an accumulative GPA of 2.5 or higher.
4)Pass the Praxis II 0014 test (Elementary Education: Content Knowledge)
at or above the level established by the State of Maine.
MIDDLE SCHOOL ENDORSEMENT (ELEMENTARY EDUCATION)
Elementary Education majors who are interested in earning a Middle Level Teacher Endorsement should consult with their advisors.
GRADUATION
Students must have grades of C- or higher in their professional education and concentration courses while attaining an accumulative GPA of 2.5 or higher to graduate.
PROFESSIONAL LICENSURE AND CERTIFICATION NOTIFICATION
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.
Professional Courses Required of All Elementary Education Majors
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
Subtotal: 4
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
Subtotal: 16
As an 8-credit block 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
Subtotal: 8
Together or separately in the junior or senior year (professional standing required):
EDU 331 Mathematics Education K-8 4
SED 360 Teaching Children with Learning and Behavior Problems
in the Regular Classroom K-8 4
Subtotal: 8
As an 8-credit block (typically in the junior or senior year; professional standing required):
EDU 433 Reading, Language Arts, & Children's Literature
in Grades K-3 6
One course in Arts Education chosen from the following: 2
EDU 370 Art in the Classroom K-8
EDU 371 Music in the Classroom K-8
EDU 374 Creative Dramatics in the Classroom K-8
EDU 375 Movement in the Classroom K-8
Subtotal: 8
In the senior year (Praxis II required):
EDU 450 Student Teaching and Seminar in Elementary
Education K-8 16
Subtotal: 16
Total credits for Professional requirements: 60
Concentration Requirements 24
See sections below for details on concentrations.
Additional Requirements
These courses typically are taken in the first or second year
MAT 103M Mathematical Content for Elementary School
Teachers I 4
MAT 104M Mathematical Content for Elementary School
Teachers II 4
PSY 225S Child and Adolescent Development 4
English elective (See following note) 4
Note: In order to receive State of Maine certification, graduates must earn six credits in ENG courses (typically ENG 100 and one additional ENG course). Graduates must have a humanities (H) to meet a General Education requirement. Students may fulfill both requirements with a single ENG "H" course. Alternatively, students may take two courses: (1) an ENG writing or grammar (non-"H") course and (2) a philosophy, religion, honors, or foreign language course with an "H" designation.
Total credits for Additional Requirements: 16
Total credits for Major: 100
Maine State Certification Social Science Course Requirements
Note: In order to receive State of Maine certification, graduates must earn at least six credits in social studies from two of the following disciplines: anthropology, geography, history, economics, or political science. These credits can be earned through general education requirements. (Psychology, sociology and women's studies courses do NOT fulfill this State requirement.)
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 CREDITS FOR THE DEGREE: 128
Elementary Education Concentrations
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
Visual and Performing Arts
French
FRE 101H Elementary French I or equivalent 4
FRE 102H Elementary French II 4
FRE 201H Intermediate French 4
FRE 320 Teaching French 4
Two of the following or equivalents taken abroad: 8
FRE 202H Readings and Composition
FRE 206H Oral Communication and Culture
FRE 301 French Film
FRE 304 Survey of French Literature I
FRE 305 Survey of French Literature II
FRE 306 Francophone Literature
FRE 377 Special Topics
*All students are strongly encouraged to study abroad. Students who spend a semester in France or a Francophone country may apply up to 12 credits from their study abroad to the concentration.
Language Arts
ENG 100 English Composition 4
ENG 181 Literary Analysis & Interpretation 4
Sixteen (16) credits of English electives 16
*ENG 181, Literary Analysis & Interpretation, will count as a Humanities distribution course with an "H" designation for Elementary Education Language Arts concentrators ONLY.
Mathematics
MAT 103M Mathematical Content for Elementary School Teachers I 4
MAT 104M Mathematical Content for Elementary School Teachers II 4
MAT 120M Introduction to Satistics 4
MAT 141M Calculus I 4
MAT 313 Introduction to Abstraction 4
Four (4) credit Mathematics Elective numbered 132M or higher 4
Science
PHY 101N Descriptive Astronomy 4
PHY 112N Introductory Meteorology 4
One of the following: 4
BIO 110N Introductory Biology
BIO 150N Human Anatomy and Physiology
One of the following: 4
CHY 110N Elementary Chemistry
CHY 141 General Chemistry
One of the following: 4
GEY 101N Environmental Geo-science
GEY 102N The Dynamic Earth
GEY 103N The Earth System
GEY 104N Oceans:Ancient and Modern
An Environmental Science Course (selections will vary)
One of the following: 4
PHY 110N Elementary Physics
PHY 116 Physics for the Life Sciences
Social Science
This concentration will consist of 24 credits in a minimum of two disciplines from those listed below. There are two options for the completion of this concentration.
Option 1: Emphasis Option
Choose one course from two of the following areas: 8
Anthropology
Economics
Geography
History
Political Science
and an additional sixteen (16) credits in one of the
following areas: 16
Anthropology
Geography, including the following:
GEO 103S Peoples and Environments;
or
GEO 104S Global Transitions and
GEO 205S Geography in Education
History
Political Science
Option 2: Multidisciplinary Option
Choose twenty-four (24) credits from two or more of
the following areas: 24
Anthropology
Economics
Geography
History
Political Science
Spanish
SPA 101H Elementary Spanish I 4
SPA 102H Elementary Spanish II 4
SPA 201 Intermediate Spanish 4
SPA 320 Teaching Spanish 4
Two of the following or equivalents taken abroad: 8
SPA 202H Readings and Composition
SPA 206H Oral Communication and Culture
SPA 301 Spanish Film
SPA 304 Peninsular Literature
SPA 305 Latin American Literature
SPA 377 Special Topics
All students are strongly encouraged to study abroad. Students who spend a semester in Spain or Latin America may apply up to 12 credits from their study abroad to the concentration.
Visual and Performing Arts
There are two options for the completion of this concentration:
Option 1: Emphasis Option
Working with advisors*, students may design a Visual and Performing Arts (VAPA) concentration of 24 credits in one or more of the following disciplines:
Art
Music
Theater
Option 2: Multidisciplinary Option
Working with advisors*, students may fulfill the requirements for this concentration by taking courses from several VAPA disciplines, including Dance, without a particular emphasis.
*The student will develop a concentration contract in conjunction with one faculty member from VAPA and the student's elementary education advisor.
