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
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.) 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:
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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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Curriculum Planning, Instruction, and Assessment as demonstrated in Student Teaching or Internship
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Achievement of Standards
PROFESSIONAL REQUIREMENTS IN EDUCATION
|
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 360 |
Secondary/Middle Science Methods |
4 |
|
EDU 402 |
Philosophy and History of Education |
4 |
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EDU 460 |
Student Teaching and Seminar in Secondary/Middle Education |
16 |
Psychology Requirement
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PSY 225S* |
Child and Adolescent Development |
4 |
Data Analysis Requirement
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MAT 120M* |
Introductory Statistics |
4 |
NOTES:
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PSY 225S and MAT 120M will count toward General Education requirements
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A grade of C or higher must be earned in MAT 120 and PSY 225
Total Credits for Professional Education: 56
CONCENTRATION REQUIREMENTS (52 Credits)
|
CHY 141 |
General Chemistry I |
4 |
|
CHY 142 |
General Chemistry II |
4 |
|
ENV 110N |
Introductory Environmental Science |
|
|
or |
|
|
|
ENV 257 |
Soil Science |
4 |
|
GEY |
Any level |
4 |
|
PHY 101N |
Descriptive Astronomy |
4 |
|
PHY 112 |
Introductory Meteorology |
4 |
Pick one emphasis:
Emphasis 1: Physics/Chemistry
Emphasis 2: Earth Science
Physics/Chemistry
Earth Science
*Note: Some concentration courses may also count for General Education requirements - check course number and description in the course catalog for details.
Total Credits for the Major: 104
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: 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 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:
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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.
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 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
