Sep 29, 2023  
2022-2023 Undergraduate Catalog 
2022-2023 Undergraduate Catalog [ARCHIVED CATALOG]

Elementary Education: Elementary Education, B.S.

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The University of Maine at Farmington prepares caring teachers, competent educators and collaborative professional leaders, grounded in the arts and sciences, who will become the educational leaders of the 21st century.

Due to changes in state teacher certification regulations, program requirements and grade spans are being revised. Hence, information in this catalog may not be fully updated to reflect the most current information. Please consult your advisor.

Requirements (88 Total Credits)

Professional Requirements in Education

Concentration or Minor

Elementary Education students must choose either a concentration or a minor. Concentrations can lead to a middle level endorsement in that area by passing the Middle School Praxis 2 in that particular content area. All UMF minors are open to Elementary Education students.

Specializations - A choice of:

  • a 24-credit concentration in mathematics, science, social studies, language arts. (This can lead to a middle level endorsement in that area.)
  • any minor.
  • a 20 credit General Knowledge Focus-for transfer students only

The 24-credit concentration is required by the State of Maine for a Middle School endorsement. 

Concentrations (24 Credits)

Most students identify their intended concentration during their first year of study after consultation with their advisors. Some concentration courses also fulfill General Education Requirements although credit is not given twice.

Language Arts

Required Courses

*ENG 181 - Literary Analysis and Interpretation  and Interpretation will count as a Humanities distribution course for Elementary Education Language Arts concentrators ONLY.


Required Courses


Elective Courses

  • Biology Elective Credits: 4
  • Chemistry Elective Credits: 4
  • Geology Elective Credits: 4
  • Physics Elective Credits: 4
  • Two natural science: Biology, Chemistry,Environmental,Geology,Physics Credits: 8
Social Science

Elective Courses

  • Two disciplines from: Anthropology, Economics, Geography, History, and Political Science Credits: 24

Students wanting an emphasis in a specific discipline may take 20 of their 24 credits in one of the following: anthropology, geography, history or political science.


General Knowledge Focus (20 credits)

  • English or Humanities elective Credits: 4
  • Mathematics elective Credits: 4
  • Science elective Credits: 4
  • Social Science elective Credits: 4
  • Arts elective Credits: 4

*Note that these courses are IN ADDITION to the courses that are required for General Education.

General Education Requirements

For information about general education requirements and expectations, see the General Education Requirements  in the Academic Programs section of this catalog.

Maine State Certification Requirements

When selecting courses to meet General Education requirements, Elementary Education majors should consider which general education courses will also meet Maine teacher certification requirements. Careful selection of courses can minimize the total number of credits that will need to be earned. Here are guidelines for the selection of certain courses.

  1. When choosing a course to meet the humanities “H” requirement, selecting an English “H” course will also count toward the state certification requirement of at least 6 credits in English
  2. When choosing two courses to meet the social sciences “S” requirement, select courses from two of the following five social sciences: anthropology, economics, geography, history, political science. (Other areas, including psychology, sociology, women’s studies do not count toward the Maine teacher certification requirement of at least six credits in social sciences)
  3. When choosing a course to meet the mathematics “M” requirement, select MAT 103M  Mathematical Content for Elementary School Teachers I

Additional Requirements in The Arts and Sciences (8 Credits)

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:

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

Student Teaching

Prior to beginning student teaching, students must meet these additional criteria:

  1. 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.
  2. 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
  3. 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.

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 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

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.

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