University of Maine at Farmington 2021-2022 Catalog

Major Requirements:

Students may choose among three options:

 

1. Early Childhood Special Education (Non-Certification) option prepares students for work with young children with special needs and their families across a range of early childhood settings.
2. Early Childhood Special Education - Birth to 5 Certification option leads to Maine Teacher Certification a) Endorsement 282: Teacher of Children with Disabilities (Birth to School-age five) and b) Endorsement 081: Birth to Age Five.
3. Early Childhood Special Education - Birth to 5 Certification and Early Childhood Education K-3 Certification leads to Maine Teacher Certification a) Endorsement 282: Teacher of Children with Disabilities (Birth to school-age five), b) Endorsement 081: Birth to Age Five, and c) Endorsement 029: Early Elementary (Kindergarten through grade 3).  The 029 and 081 Endorsements are for general education, not special education.

 

Professional Education Courses

Students must have grades of B- or higher in all professional education courses, with the possibility of one exemption for extenuating circumstances, in order to achieve Candidacy and to graduate. Practica courses cannot be considered for exemption.

Teacher Disposition Assessment

All students are regularly assessed on essential dispositions and professional characteristics as a part of each practicum as well as internship/student teaching. Successful completion of teacher dispositions is clearly defined in practica/internship/student teaching syllabi and is necessary to achieve Candidacy.

Students entering ALL UMF Teacher Education programs ( ECH, ECS, ELE, SEC/Middle, SED, WLK-12 and School Health, School Health-PE) must be fingerprinted and have a Criminal History Record Check prior to their first practicum.

 

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.

 

Graduation

Students must attain a cumulative GPA of 2.75 or higher to graduate.

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Option 1: Early Childhood Special Education, Birth to Age 5 (Non-Certification)

 

MAJOR REQUIREMENTS (74 credits)

         

Entry Level Professional Courses (8 credits)

ECS 103	Introduction to Teaching Inclusive Early Childhood Special Education	4
ECH 150	Introduction and Observation in Early Childhood Education	4

Mid-Level Professional Courses (22 credits)

ECS 205	Addressing Developmental Differences of Young Children	4
ECS 207	Supporting Social/Emotional Development in Inclusive Settings	4
ECS 275	Beginning Practicum in Early Childhood Special Education	4
ECH 201	Language Development, Early Literacy, and Children’s Literature	6
ECH 232	Social Science for the Young Child	4

Advanced Level Professional Courses (36-40 credits)

ECS 372	Instructional Strategies in ECSE Settings I	4
ECS 374	Instructional Strategies in ECSE Settings II	4
ECS 380	Collaboration and Teaming within the ECSE Field	4
ECS 373	Advanced Practicum in Early Intervention	4
OR
ECS 375	Advanced Practicum in Early Childhood Special Education	4
ECS 404	Supporting the Development of Infants, Toddlers and Their Families in Natural Environments	4
ECS 476	Assessment for Young Children At-Risk for Disability	4
SED 450	Special Education Regulations and Practice	4

ECS 479

Internship in Early Childhood Special Education

8, 10, 12

 

Electives (4 credits)

*Choose One Course:

ECH 256	Creative Arts and Technology for the Young Child	4
ECH 336	Development of Mathematical Concepts in Young Children	4
ECH 384	Science Education for Young Children	4

 

Other Requirements (4 Credits)

PSY 225S

Child and Adolescent Development (C- or better required)

4

 

Electives (14-18 credits)

Students must take elective courses of their choosing selected from the UMF catalog.

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128

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    Option 2: Early Childhood Special Education, Endorsement 282: Teacher of Children with Disabilities (Birth to School-age five); - Endorsement 081:Teacher of Children Birth to Five

 

MAJOR REQUIREMENTS (82 credits)

Entry Level Professional Courses (8 credits)

ECS 103	Introduction to Teaching Inclusive Early Childhood Special Education	4
ECH 150	Introduction and Observation in Early Childhood Education	4

Mid-Level Professional Courses (22 credits)

ECS 205	Addressing Developmental Differences of Young Children	4
ECS 207	Supporting Social/Emotional Development in Inclusive Settings	4
ECS 275	Beginning Practicum in Early Childhood Special Education	4
ECH 201	Language Development, Early Literacy, and Children’s Literature	6
ECH 232	Social Science for the Young Child	4

Advanced Level Professional Courses (44- 52 credits)

ECS 372	Instructional Strategies in ECSE Settings I	4
ECS 374	Instructional Strategies in ECSE Settings II	4
ECS 380	Collaboration and Teaming within the ECSE Field	4
ECS 373	Advanced Practicum in Early Intervention	4
Or
ECS 375	Advanced Practicum in Early Childhood Special Education	4
ECS 476	Assessment for Young Children At-Risk for Disability	4
ECS 404	Supporting the Development of Infants, Toddlers and Their Families in Natural Environments	4
ECH 336	Development of Mathematical Concepts in Young Children	4
ECH 384	Science Education for Young Children	4
SED 450	Special Education Regulations and Practice	4

ECS 479

Internship in Early Childhood Special Education

8 or 16

Other Requirements (8 Credits)

PSY 225S	Child and Adolescent Development (C- or better required)	4
MAT 103M	Mathematical Content for Elementary School Teachers I	4
	(or approved equivalent)

 

Electives (6 or 14 credits)

Students must take elective courses of their choosing selected from the UMF catalog.

 

Maine State Certification Requirements:

These credits can be earned through general education requirements.

1.     Three credits in ENG courses in ENG 100 or an English course with an H designation

2.     Three credits in mathematics courses, typically MAT 103M

3.     Three credits in social studies from the following disciplines: anthropology, geography, history, economics, or political science (psychology, sociology, and women’s studies courses do NOT fulfill this State requirement).

 

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128

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Option 3: Early Childhood Special Education, Endorsement 282: Teacher of Children with Disabilities (Birth to School-Age Five); - Endorsement 081: Teacher of Children Birth to Five; Endorsement 029: Early Elementary (Kindergarten through Grade 3)

In addition to the standard certification program, students may elect to take courses leading to an additional teaching endorsement. If students elect the K-3 option, they take specific professional courses that prepare them to teach in (inclusive) regular education classrooms, kindergarten through third grade.

 

MAJOR REQUIREMENTS (108 credits)

Entry Level Professional Courses (8 credits)

ECS 103	Introduction to Teaching Inclusive Early Childhood Special Education	4
ECH 150	Introduction and Observation in Early Childhood Education	4

Other Requirements (12 credits)

Maine State Certification Requirements:

1.     Six credits in ENG courses (typically ENG 100 and one additional ENG course).  Graduates must have a humanities course (H) to meet a General Education Requirement.  Students may fulfill both requirements with a single ENG “H” course. Alternately, students may take two courses: (1) an ENG writing or grammar (non-H) course and (2) a philosophy, religion, honors, or foreign language course with an H designation.

2.     Six credits in mathematics courses, typically MAT 103 and MAT 104

3.     Six credits in science courses

4.     Six credits in social studies from two of the following disciplines: : anthropology. geography, history, economics, or political science (psychology, sociology, and women’s studies courses do NOT fulfill this State requirement).

 

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128 for 282 Endorsement and 081 Endorsement; 144 with the 029 Endorsement

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All Options

Candidacy

Students are eligible to apply for Candidacy upon the completion of Candidacy requirements. Applications for Candidacy are completed in Tk20. Only students who have been approved for Candidacy are eligible to continue in their professional education program. Candidacy requirements are:

 

1. Completion of the Candidacy application.

2. Cumulative GPA of 2.75 or higher

3. Grade of B- or better in all professional education courses. ( A student may have one exemption, although the student must earn a grade of C- or higher in that particular course. Practicum courses are not eligible for exemption.)

4. Grade of C or better in English 100 (AP credit is accepted, as is an equivalent English course transferred with a grade of C or higher.)

5. Successful completion of practicum/practica with a grade of B- or higher

6. Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment

 

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Options 1 and 2

Internship 

Prior to beginning Internship (ECS 479), student must meet these additional criteria:

1.     Completed all required professional education courses (see Major Requirements) with grades of B- or higher with the possibility of one exemption for extenuating circumstances (not including practicum courses).

2.     Earn a cumulative GPA of 2.75 or higher.

Students must pass ECS 479 with a B- or better

Option 3

Student Teaching

Prior to beginning student teaching, students must meet these additional criteria:

1.     Complete all required professional education courses with a grade of B- or higher.  A student may receive one exemption for extenuating circumstances. Practicum courses cannot be considered for exemption.

2.     Achieve a cumulative GPA of 2.75 or higher

 

 

Learning Goals, Assessment, and Requirements

 

Philosophy, Purposes and Goals:

 

Our candidates will become the educational leaders of the 21st century who are caring teachers, competent educators and collaborative professional leaders (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

 

Collaborative Professional Leaders:

 

•    Collaborate effectively with families, communities, and colleagues
•    Practice reflective, self-directed, life-long learning
•    Demonstrate a commitment to ethical and legal responsibilities
•   C ontribute 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

 

 

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