University of Maine at Farmington 2021-2022 Catalog

Professional Requirements in Education (46 credits)

EDU 102	Experiences of Schooling	2
EDU 103	Foundations of Diversity/Knowledge in American Ed	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 490	Student Teaching and Seminar for Health Education K-12	16
SHE 330	Foundations of School Health	4
SHE 433	Methods in School Health Education	4
SED 360	Teaching Students with Learning and Behavior
	Problems in the Regular Classroom	4
OR
SED 361	Teaching students with Disabilities and At-Risk
	Conditions in the Secondary	4
PHE 267	Teaching Elementary PE (UMPI)	3
PHE 302	Teaching Secondary Physical Education   (UMPI)	3

Major Requirements (46 credits)

HEA 120	Emergency Medical Response	4
HEA 123	Introduction to Community Health Education	4
HEA 211	Substance Abuse Prevention	2
HEA 212	Stress Management	2
HEA 231	Child and Adolescent Health Education	2
HEA 241	Nutrition and Exercise	4
HEA 262	Human Sexuality	2
HEA 303	Physiology of Exercise	4
HEA 310	Disease Prevention and Health Promotion	4
PHE 265	Motor Learning (UMPI)	3
PHE 385	Adaptive Physical Education  (UMPI)	3
PHE 277	Topics in PE  (Students will take 3 2-credit skills courses)	6
PEC 100	Foundations of Coaching	2
PEC 225	Physical Training Theory and Biomechanics	4

Required Supporting Courses* (12 credits):

BIO 150N	Human Anatomy and Physiology I	4
MAT 120M	Introductory Statistics	4
PSY 225S	Child and Adolescent Development	4

*May be used to satisfy general education requirements

Total Credits for the Major:  104 credits

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 OF CREDITS FOR THE DEGREE: 128

 

     

1. Cumulative GPA of 2.750 or higher
2. 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.)
3. 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.)
4. Successful completion of practicum/practica with a grade of B- or higher
5. Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment. 

     

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 School Health Education: Physical Education Concentration major, students must have:

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

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

3. A cumulative GPA of 2.750 or higher.

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.

• 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

• 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

• 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

      Standard 11.) Technology Standards for Educators:

Educators model and apply the International Society for Technology in Education (ISTE) Standards for Educators as they leverage technology to explore best practices and evolving pedagogies to enrich professional practices, and support and deepen student learning.

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

All teacher education candidates must demonstrate that they meet Maine’s Standards for Initial Teacher Certification.