Total Major Requirements 51 - 52 Credits
Professional Education Requirements 45 Credits
Grades of B- or higher must be earned in all professional courses with the possibility of one exception for extenuating circumstances.
CORE Professional credits 21 Credits
Methods Course 3 Credits
Additional Education credits chosen from the following 6 Credits
Courses in Education, Special Education, Early Childhood Education, Elementary Education, education-themed Honors courses, education courses transferred from other institutions, and other faculty-approved courses.
Student Teaching 15 Credits
Supporting Courses
Content Area Requirements 32 Credits
In addition to the professional courses required of all secondary education majors, the following courses are required of this specific concentration:
A grade of B- average or better must be earned in Science courses OR passing score for Maine (150) on the Praxis Subject Test for Biology (test code 5235).
(Note: 8 credits taken in Sciences will count for General Education
4 Environmental Science credits chosen from:
Any 200-, 300- or 400-level ENV course, except for ENV 257 Soil Science
4 Life Science credits chosen from:
BIO 150 Human Anatomy and Physiology I
Any 200-, 300- or 400-level BIO course, cannot be the BIO equivalent of the 4 Environmental Science credits
4 Physical Science credits chosen from:
CHY 142 General Chemistry II Credits: 4
ENV 257 Soil Science Credits: 4
Any 200-, 300-, or 400-level CHY course
Any GEY
Any PHY, except for PHY 110 Elementary Physics:
Other Requirements
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
Additional Requirements:
Fingerprinting and Background Check
Students entering ALL UMF Teacher Education programs (ECH, ECS, ELE, SEC/Middle, SED, WLK-12, School Health, and School Health-PE) must be fingerprinted and have a Criminal History Record Check prior to their first practicum.
Minimum Total Credits for The Degree: 120
Candidacy, Student Teaching, & Graduation Requirements
Candidacy
Students are eligible to apply for Candidacy upon the completion of the Candidacy requirements. Only students who have been approved for Candidacy are eligible to continue in their professional education program. Candidacy requirements are:
- Completion of the Candidacy application
- Cumulative GPA of 2.750 or higher
- Grade of B- or better in all professional education courses. A student may have one exemption, although the student must earn a minimum grade of C- in that particular course. Practicum courses are not eligible for exemption.
- Grade of C or better in English 100
- Successful completion of practicum/practica with a grade of B- or higher
- Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment
Student Teaching
Prior to beginning student teaching, students must meet these criteria:
- Complete all required professional education courses with a grade of B- or higher. A student may have received one exemption for extenuating circumstances. Practicum courses cannot be considered for this exemption.
- Achieve a cumulative GPA of 2.750 or higher
Graduation
Students must have grades of B- or higher in all their professional education courses, with the possibility of one exemption for extenuating circumstances (although the student must earn a minimum grade of C- in that particular course), while attaining an accumulative GPA of 2.750 or higher to graduate. Practicum courses cannot be considered for this exemption.
Learning Goals and Assessment
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.
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