University of Maine at Farmington 2020-2021 Catalog

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Secondary Education Mathematics
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Degree Earned
Bachelor of Science: Secondary Education Mathematics

The heart of your experience in UMF’s Secondary/Middle Teacher Education Program is empowerment.  By forming learning communities with your professors and peers, you will cultivate creative approaches to teaching, clarify your vision and identity as a teacher, and engage the promises and challenges of your profession to work toward social justice in schools and society.

Learning Goals, Assessment and Requirements


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
SED 361 Teaching Students with Disabilities and At-Risk Conditions in the Secondary General Classroom 4
EDU 224 Practicum Field Experience 4
EDU 361 Methods for Teaching Secondary/Middle Mathematics 4
EDU 460  Student Teaching and Seminar in Secondary/Middle Education 16

12 credits of electives in education. These may include education-themed Honors courses and up to four credits in Special Education.  A variety of electives will be offered each semester, and will vary from semester to semester. Electives at the 200 level may be taken before or after candidacy is achieved, while electives at the 300 and 400 level may be taken only after candidacy is achieved. 

NOTE: Courses from other institutions are not automatically equivalent to the major.

Psychology Requirement
PSY 225* Child and Adolescent Development                                                                             4
Data Analysis Requirement
MAT 220* Data Analysis                                                                                                                      4
  1. PSY 225S and MAT 120M will count toward General Education requirements
  2. A grade of C or higher must be earned in PSY 225S and MAT 120M.
Total Credits for the Major:  56                     


MAT 141M Calculus I                                                                                                                                           4
MAT 142 Calculus II 4
MAT 151M Mathematical Proof   4
MAT 220 Data Analysis 4
MAT 241 Calculus III 4
MAT 251 Linear Algebra 4
MAT 304 College Geometry 4
MAT 320 History of Mathematics 4
MAT 352 Abstract Algebra 4
MAT 363 Mathematical Problem Solving                   4
MAT 371 Mathematical Probability 4
Note: Some concentration courses may also count for General Education requirements - check course number and description in the course catalogue for details.
For specific information about general education requirements and expectations, see the  General Education Requirements in the Academic Programs section of this catalog.
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.

PRAXIS Subject Assessment
Students must pass the Praxis Subject Assessment 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.


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. Passing Praxis Core with scores determined by the state of Maine (certification programs only)
  3. Cumulative GPA of 2.750 or higher
  4. 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.)
  5. 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.)
  6. Successful completion of practicum/practica with a grade of B- or higher
  7. Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment                                                                                                                             
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. Pass the appropriate Praxis Subject Assessment at the level established by the State of Maine

4. Complete 80% of all required coursework



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 2.750 or higher



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Learning Goals, Assessment, and Requirements
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 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

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