University of Maine at Farmington 2014-2015 Catalog
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Secondary Education Social Studies
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Degree Earned
Bachelor of Science: Secondary Education Social Studies


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.) Technology Standards for Teachers – (NETS-T):

Effective teachers model and apply the National Educational Technology Standards for Students (NETS-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 4
SED 361 Teaching Students with Disabilities and At-Risk Conditions in the Secondary General Classroom 4
EDU 362 Secondary/Middle Social Studies and Multicultural Education 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 120M* Introductory Statistics
1.   A C- or higher must be earned in all professional education courses.
2.   PSY 225S must be passed with a grade of C- or higher.  PSY 225S will count toward Social Science General Education requirements. 
Total Credits for the Major:  52
Social Studies Concentration
GEO 103S Peoples and Environments  
GEO 104S Global Transformations 4
INS 100 Introduction to International and Global Studies 4
POS 101 Introduction to American Government 4
ECO 101S Principles of Macroeconomics  
ECO 102S* Principles of Microeconomics 4
ANT 101S Introduction to Cultural Anthropology  
ANT 215S Social Problems and Social Change 4
HTY 110S Global History I 4
HTY 200 Approaches to History 4
HTY from Category I 4
HTY from Category II 4
HTY from Category III 4
Additional HTY course of choice 4

(Interdisciplinary history oriented courses, such as Honors courses, may fulfill this requirement if the particular interdisciplinary course is accepted by the Secondary/Middle Education Department as meeting their program requirements.)

*May be used to satisfy 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.
In order to take 200-level education courses, Secondary/Middle Education majors must have passed all three Praxis Core Academic Skills for Educators 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.
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 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:
  1. complete a minimum of 38 credits;
  2. pass the Praxis Core Academic Skills for Educators Test at the level established by the State of Maine;
  3. pass ENG 100 with a grade of C or higher;
  4. pass EDU 221; and
  5. earn an accumulative GPA of 2.5 or higher.
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 or an internship, students must meet the following criteria:
  1. an accumulative GPA of 2.5 or higher;
  2. admission to Professional Standing in Education;
  3. grades of C- or higher in all education courses;
  4. completion of Child and Adolescent Development (PSY 225S) with a grade of C- or higher;
  5. completion of 80% of required course work in the arts and sciences concentration with grades of C- or higher;
  6. completion of all professional requirements in education except Philosophy of Education (EDU 402); and
  7. a passing score on the appropriate Praxis II exam.
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 concentration courses, and must have passed the appropriate Praxis II exam.

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