University of Maine at Farmington 2021-2022 Catalog

PROFESSIONAL REQUIREMENTS IN EDUCATION

36 credits of required courses:

EDU 102	Experiences of Schooling: Foundations of Diversity and Knowledge in American Education	2
EDU 103	Diversity and Social Justice Education 7-12	2
EDU 222	Learning with Technology in Secondary Education	1
EDU 223	Curriculum, Instruction, and Assessment	3
EDU 224	Practicum Field Experience/Seminar	4
EDU 379	Field Experience in World Language Education	1
EDU 480	Student Teaching and Seminar in World Language Education K-12	16
ENG 224	Teaching English as a Second Language	4
EHD 466	The Teaching of Modern Languages  **taken at the University of Maine Orono	3
SED 361	Teaching Children with Learning and Behavior Problems in the Regular Classroom	4

 

Psychology Requirement

PSY 225S*

Child and Adolescent Development

4

Data Analysis Requirement

MAT 120M*

Introductory Statistics

4

 

NOTES*: 

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

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

NOTES:

• All courses except the new methods course are offered every semester.
• Most students who study abroad one semester generally still graduate in 4 years.
• World Language majors will not take EDU 307 - Teaching English Language Learners in Secondary/Middle Schools (2 credits) and EDU 308 - Texts and Teaching (2 credits) but take ENG 224 - Teaching English as a Second Language instead.

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French Concentration Course Requirements

FRE 101H	Elementary French I	4
FRE 102H	Elementary French II	4
FRE 201H	Intermediate French	4
FRE 300	Advanced French for Communication	4

Selected from FRE courses or approved courses taught in French (16 credits):

FRE 191	Conversation at French Table	1
FRE 206H	Oral Communication and Culture	4
FRE 301	French Film	4
FRE 302	People and Cultures of the Francophone World	4
FRE 303	People and Cultures of France	4
	Other approved appropriate upper level courses
	One 400-level French (FRE) course	4
Selected from FRE courses or approved courses taught in English related to French (4**credits)

INS 101H	Introduction to International & Global Studies -- Humanities	4
HTY 204S	Introduction to Caribbean History	4
HTY 310	Revolutions in the Atlantic World	4
POS 227S	African Politics	4

Other courses taught in English related to French may fulfill this requirement if the course is accepted by the Humanities Division as meeting the program goals. **may count towards Gen Ed

Total for concentration: 40 credits

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Spanish Concentration Course Requirements

SPA 101H	Elementary Spanish I	4
SPA 102H	Elementary Spanish II	4
SPA 201H	Intermediate Spanish	4
SPA 300	Advanced Spanish for Communication	4
Selected from SPA courses or approved courses taught in Spanish (16 credits)
SPA 202H	Readings and Composition	4
SPA 206H	Oral Communication and Culture	4
SPA 301	Hispanic Film	4
SPA 302	Peoples and Cultures of Latin America	4
SPA 303	Peoples and Cultures of Spain	4
	Other approved appropriate upper level courses
	One 400-level Spanish (SPA) course	4
Selected from SPA courses or approved courses taught in English related to Spanish (4**credits)
ANT 210S	Latin American Cultures and Contexts	4
ANT 270S	Ancient Latin America	4
GEO 212S	Latin America: Peoples and Environments	4
HTY 214S	Spain from 1000-1700	4
HTY 224S	Cultural History of Spain (travel course).	4
HTY 259S	Colonial Latin America	4
HTY 260S	Modern Latin America	4
HTY 261S	History of Mexico	4
	Other courses taught in English related to Spanish may fulfill this requirement if
	the course is accepted by the Humanities Division as meeting the program goals.
	**may count towards Gen Ed

Total for concentration: 40 credits

World Language majors will meet the same requirements as all secondary education majors including earning a B- or better in all concentration courses (with one possible exception).

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.

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FINGERPRINTING:

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.

 

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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 2.750 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

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 2.750 or higher
3. Complete 80% of all required coursework

GRADUATION

To graduate with a world language 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 2.750 or higher

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128

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Learning Goals, Assessment and Requirements

Learning Goals:

Philosophy, Purposes and Goals

World Languages open the door to linguistic and cultural explorations of a global community. Through language, cultural, and pedagogical studies, the K-12 WL Education Major prepares students to introduce that community to new generations of global explorers.

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.

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

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