Minimum Total Credits for The Degree: 128
Professional Education Courses
Students must have grades of B- or higher in all professional education courses, with the possibility of one exemption for extenuating circumstances, in order toachieve Candidacy and to graduate. Practicum courses cannot be considered for exemption.
Teacher Disposition Assessment
All students are regularly assessed on essential dispositions and professional characteristics as a part of each practicum as well as internship/student teaching. Successful completion of teacher dispositions is clearly defined in practica/internship/student teaching syllabi and is necessary to achieve candidacy.
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.
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:
- 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 grade of C- or higher in that particular course. Practicum courses are not eligible for exemption.)
- 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.)
- Successful completion of practicum/practica with a grade of B- or higher
- Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment
Prior to beginning student teaching, students must meet these additional 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 exemption.
- Complete at least 16 credit hours of concentration courses with a grade of C- or higher or 16 credit hours toward an Arts & Science minor
- Achieve a cumulative GPA of 2.750 or higher
Middle School Endorsement (Elementary Education)
Elementary Education majors who are interested in earning a Middle Level Teacher Endorsement should consult with their advisors.
Students must have grades of B- or higher in their professional education courses, with the possibility of one exemption for extenuating circumstances, while attaining an accumulative GPA of 2.750 or higher to graduate. Practicum courses cannot be considered for exemption.
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.
- 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
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 the Maine’s Common Core Teaching Standards:
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.
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.
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.
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
- 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 and EDU 280 with a grade of Bor higher, and the Praxis Core Academic Skills for Educators Tests at or above the level established by the State of Maine.