University of Maine at Farmington 2015-2016 Catalog
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Secondary Education English
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Degree Earned
Bachelor of Science: Secondary Education English

The heart of your experience in UMF’s Secondary/Middle Teacher Education Program is empowerment.  By forming learning communities with your professors and peers, you will cultivate creative approaches to teaching, clarify your vision and identity as a teacher, and engage the promises and challenges of your profession to work toward social justice in schools and society.

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
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.


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.


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


EDU 101 Introduction to Secondary/Middle Education and Technology for the Learner 2
SED 101 Introduction to Educating Students with Diverse Learning Needs at the Middle/Secondary Levels 2
EDU 221 Secondary/Middle Block: Curriculum, Instruction, Assessment, Classroom Management, Technology Integration, and Practicum/Seminar 12
EDU 301 Texts and Teaching 2
EDU 307 Teaching English Language Learners in Secondary/Middle Schools 2
SED 361 Teaching Students with Disabilities and At-Risk Conditions in the Secondary General Classroom 4
EDU 363 Teaching English in Secondary/Middle Schools 4
EDU 402 Philosophy and History of Education 4
EDU 460 Student Teaching and Seminar in Secondary/Middle Education 16

Psychology Requirement

PSY 225S* Child and Adolescent Development                                                       4
Data Analysis Requirement
MAT 120 M* Introductory Statistics                                                                                                 4


       1. PSY 225S and MAT 120M will count toward General Education requirements.

       2. A grade of C or higher must be earned in MAT 120 and PSY 225.

Total Credits for the Major: 56



ENG 121H Introduction to Linguistics 4
ENG 123H Grammar: A Linguistic Approach 4
ENG 181 Literary Analysis and Interpretation                        4
Two 200-level literature courses                                            8
Two 300-level literature courses 8
One 400-level literature course 4
One additional ENG elective 4
ENG 230 Writing and the Teaching of Writing            4
EDU 330 Young Adult Literature 4
Distribution requirements:
Of the [five] ENG literature courses, there must be at least one in each of the following fields:
  • American literature
  • British literature
  • Pre-1800 literature
  • Post-1800 literature
*Note: Some concentration courses may also count for General Education requirements - check course number and description in the course catalogue for details.
For specific information about general education requirements and expectations, see the  General Education Requirements in the Academic Programs section of this catalog.
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.


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 any time 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 with more than 30 credits 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.


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


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.
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



To graduate with a secondary education major, students must have:

1. Grades of B- or higher in all professional education courses, with the possibility of one exemption for extenuating circumstances

2.Grades of B- or higher in all concentration courses, with the possibility of one exemption for extenuating circumstances

3. A cumulative GPA of 2.75 or higher

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