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’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.) Technology Standards for Teachers – (ISTE):

Effective teachers model and apply the International Society for Technology in Education (ISTE) as they design, implement, and assess learning experiences to engage students 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

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 the Praxis Core Academic Skills for Educators Tests at or above the level established by the State of Maine.

 

PROFESSIONAL REQUIREMENTS IN EDUCATION

Required Professional Courses (64 credits)

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

EDU 125	Introduction to Theory and Practice in K-8 Education	2
SED 125	Introduction to Educating Students with Diverse Learning Needs	2
	at the Elementary Level

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

EDU 202	Practicum and Seminar in K-8 Education	4
EDU 280	Diversity and Social Justice Education K-8	2
EDU 302	Technology in K-8 Education	2
EDU 370	Art in the Classroom	2
EDU 333	Reading, Language Arts, and Children's Literature for Grades K-3	6

 

EDU 304	Science Education K-8	4
EDU 331	Mathematics Education K-8	4
EDU 332	Social Science and Global Perspectives K-8	4
SED 360	Teaching Children with Learning and Behavior Problems
	in the Regular Classroom	4
EDU 422	Reading, Language Arts, and Children's Literature
	for Grades 4-8	6
EDU 389	Advanced Practicum and Seminar in K-8 Education	4
EDU 410	Teaching English Language Learners K-8	2
EDU 450	Student Teaching and Seminar in Education K-8	16

Mathematics Elective numbered 132M or higher (4 credits)

 

Science

Biology Elective	4 credits
Chemistry Elective	4 credits
Geology Elective	4 credits
Physics Elective	4 credits

Two natural science courses selected from any of the following disciplines (8 credits):

Biology, Chemistry, Environmental Science, Geology, Physics

 

Social Science

This concentration consists of 24 credits in a minimum of two disciplines from the following:

Anthropology, Economics, Geography, History, and Political Science.

Students wanting an emphasis in a specific discipline may take 20 of their 24 credits in one of the following: anthropology, geography, history or political science.

 

General Knowledge

This concentration consists of 20 credits* consisting of:

• One English or Humanities class
• One Mathematics class
• One Science class
• One Social Science class
• One class in any Arts and Science discipline

*Note that these courses are IN ADDITION to the courses that are required for General Education.

 

GENERAL EDUCATION REQUIREMENTS

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

MAINE STATE CERTIFICATION REQUIREMENTS

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 Maine 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: 88

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128

 

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 scheduled times 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 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.

 

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 Elementary Education. With the exception of EDU 302, EDU 333, and EDU 370, students must attain Professional Standing before enrolling in 300 and 400 level professional courses. To be eligible for Professional Standing, students must:

1. Pass the Praxis Core Academic Skills for Educators Tests at the level established by the State of Maine
2. Pass ENG 100 with a grade of C or higher
3. Pass EDU 202 with a grade of C- or higher
4. 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 Praxis II (Elementary Education: Multiple Subjects, #5031),  at or above the levels established by the State of Maine : Reading and Language Arts – 165, Mathematics – 164, Social Studies – 155, Science - 159

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 all professional education and all concentration courses while attaining an accumulative GPA of 2.5 or higher to graduate.