Learning Goals and Assessment
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. 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
- Contribute to and lead in diverse societies
Maine Standards for Initial Teacher Certification
Our essential goals and purposes are embodied in Maine’s Common CoreTeaching 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 an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach their 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) they teach 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 ongoing 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 a 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 their 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
UMF programs are designed to meet requirements of the Maine State Department of Education, the university, and accrediting agencies. Specific requirements vary depending upon the year a student enters the program. Students must consult carefully with their advisors to make certain that the courses they take fulfill requirements. To enroll in professional courses at the 200-level or above, students must pass: EDU 125 with a grade of B- or higher with a grade of B- or higher, and the Praxis Core Academic Skills for Educators Tests at or above the level established by the State of Maine.
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