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
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Build respectful relationships
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Create communities of learners
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Support and encourage successful learning for all students
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Honor and respond to differences
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Utilize knowledge of human development
Competent Educators
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Design, plan, implement and evaluate instruction
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Use best practices for instruction and assessment
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Know content and strategies for integration
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Communicate clearly and effectively
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Solve problems creatively and constructively
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Use the tools of a changing world
Confident Professionals
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Collaborate effectively with families, communities, and colleagues
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Practice reflective, self-directed, life-long learning
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Demonstrate a commitment to ethical and legal responsibilities
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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:
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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.
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Demonstrate the ability to integrate the concepts, tools of inquiry, and structures among the disciplines.
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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.
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Plan instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
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Understand and use a variety of instructional strategies and appropriate technology to meet students? needs.
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Create and maintain a classroom environment which supports and encourages learning.
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Demonstrate the ability to support students learning and well-being by engaging students, home, school, colleagues, and community.
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Understand and use a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
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Demonstrate an awareness of and commitment to ethical and legal responsibilities of a teacher.
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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:
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Content Knowledge
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Effective Planning
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P-12 Learning
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Diversity
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Dispositions
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Technology
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Student Teaching or Internship
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Achievement of Standards
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One or more area identified by program faculty and linked to specific program goals
MAJOR REQUIREMENTS (34 Credits)
|
HEA 120 |
Emergency Medical Response/Principles and Practices |
4 |
|
HEA 123 |
Introduction to Community Health |
4 |
|
HEA 218 |
Health Communications and Theory |
4 |
|
HEA 231 |
Child and Adolescent Health |
2 |
|
HEA 244 |
Nutrition Care for Children |
2 |
|
HEA 262 |
Human Sexuality |
2 |
|
HEA 310 |
Principles of Disease Prevention and Health Promotion |
4 |
|
HEA 350 |
Principles of Epidemiology |
4 |
|
HEA 410 |
Resource Management and Grant Writing |
4 |
|
HEA 411 |
Health Education Planning |
4 |
NOTE: A minimum grade of C- is required in all Major Requirements.
PROFESSIONAL REQUIREMENTS IN EDUCATION (44 Credits):
|
SHE 330 |
Foundations of School Health |
4 |
|
SHE 433 |
Curriculum and Methods in Health Education |
4 |
|
EDU 221 |
Middle/Secondary Block:Curriculum, Instruction, |
|
|
|
Classroom Management,Instructional Media, and Practicum |
12 |
|
EDU 402 |
History and Philosophy of Education |
4 |
|
EDU 490 |
Student Teaching and Seminar in Middle/Secondary Education |
16 |
|
SED 360 |
Teaching Children with Learning and Behavior Problems |
|
|
|
in the Regular Classroom or |
|
|
SED 361 |
Teaching Students with Disabilities and At-Risk Conditions |
|
|
|
in the Secondary General Classroom |
4 |
NOTE: A minimum grade of C- is required in all Professional Requirements.
Required Supporting Courses (12 Credits):
|
BIO 150N Human Anatomy and Physiology* |
4 |
PSY 225S Child and Adolescent Development
(C- or higher required)
|
4
|
|
MAT 120M Introductory Statistics* |
4 |
|
*May be used to satisfy general education requirements |
|
Total Credits for the Major: 90
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
General Information on Professional Requirements
In order to take 200-level education courses, School Health Education majors must have passed all three Praxis I tests and have a 2.0 grade point average. To continue in the 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.
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
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:
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complete a minimum of 38 credits;
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pass Praxis I at the level established by the State of Maine;
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pass ENG 100 with a grade of C or higher;
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pass EDU 221; and
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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:
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admission to Professional Standing in Education;
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an accumulative GPA of 2.5 or higher;
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completion of 80% of required course work in the arts and sciences major, with a grade of C- or higher in each course;
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completion of Child and Adolescent Development (PSY 225S) with a grade of C- or higher;
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completion of all professional requirements in education except Philosophy of Education (EDU 402);
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grades of C- or higher in all education courses; and
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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.
