University of Maine at Farmington 2015-2016 Catalog
 
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Catalog Program Academic Policies
Community Health Education: Teaching Concentration in School Health Education
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Degree Earned
Bachelor of Science: Community Health Education: Teaching Concentration in School Health Education

The University of Maine at Farmington prepares caring teachers, competent educators and confident professionals, grounded in the arts and sciences, who will become the educational leaders of the 21st century.

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:
  • 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
 
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 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

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 Planning for Health Promotion 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 Education 4
SHE 433 Curriculum and Methods in Health Education 4
EDU 221 Secondary/Middle 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 Community Health Education K-12 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 higer required)  
or    
PSY 226 Adulthood and Aging 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 
 
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
Praxis Core Academic Skills for Educators Test 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.
 
CANDIDACY

Students are eligible to apply for Candidacy upon the completion of candidacy requirements. Only students who have been approved for Candidacy are eligible to continue in their professional education program. Applications are available in Departmental Offices and will be considered upon submission. Candidacy requirements include:

  1. Complete a program-specific application

  2. Pass all three sections of the Praxis Core at the level established by the State of Maine

  3. Earn a cumulative GPA of 2.75

  4. Earn a grade of B- or better in all professional education courses

  5. Earn a grade of C or better in English 100

  6. Successfully complete practicum (EDU 221) with a grade of B- or better

  7. Successfully complete a disposition 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:
  1. Complete all required professional education courses with a minimum grade of B- or higher. A student may have received one exemption for extenuating circumstances

  2. Achieve a cumulative GPA of 2.75 or higher

  3. Pass the appropriate Praxis II exam at the level established by the State of Maine

  4. Complete 80% of all required coursework

 

GRADUATION

 

Students must have grades of B- or higher in their professional education courses, with the possibility of one exemption for extenuating circumstances (not including practicum courses), while attaining an accumulative GPA of 2.75 or higher to graduate.

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