Elementary-Middle Education Major with K-8 certification
Audrey Bartholomew (Chair)
abartholomew1@une.edu
Mission
The mission of the Department of Education is to develop reflective teachers and school leaders who are competent and caring lifelong learners. Our faculty members are dedicated to our students, university, and community through our research, service, and innovative teaching. In addition to the mission statement, the Department of Education has four guiding principles that are used in development and delivery of all courses and programs. These principles are:
- Rigorous mind
- Compassionate heart
- Competent demonstration
- Reflective stance
These guiding principles are integrated into all of our programs and align with our mission statement to define our commitment to our students. The programs in the Department of Education are aligned with state teacher certification standards, and only individuals who demonstrate that they possess the knowledge, skills, professional attitude, and commitment to future students will be recommended by the institution for certification.
Major Description
Elementary-Middle Education Major with K-8 certification: Students complete a four-year curriculum leading to a Bachelor of Science degree in elementary/middle education and earn Maine certification to teach in grades K - 8. ӰƵ has reciprocity with the majority of state in the United States including New England.
Curricular Requirements
| Elementary-MIDDLE Education K-8 Certification | Credits |
|---|---|
| CAS Core Requirements | 42-46 |
| Professional Core Courses | |
| EDU 105 - Exploring Teaching | 3 |
| EDU 110 - Supporting 21st Century Learning Through Technology | 3 |
| EDU 202 - Curriculum & Assessment | 3 |
|
SPE 220 - Exceptionalities in the Classroom |
3 |
| EDU 261 - Teaching Social Studies: K - 8 | 3 |
| EDU 267 - Teaching Science: K - 8 | 3 |
| EDU 373 -Teaching Mathematics: K - 8 | 3 |
| EDU 381 - Foundations of Literacy Development and Instruction | 3 |
| EDU 382 - Literacy Research-Based Instructional Methods | 3 |
| EDU 385 - Diversity Issues in Schools | 3 |
| SPE 405 - Inclusive Methods and Data-Based Decision Making | 3 |
| EDU 485 - Elementary Practicum | 3 |
| EDU 491 - Student Teaching Internship and Seminar | 12 |
| Electives or Physical Education Concentration | 6-26 |
|
|
| Electives to get to 120 credits | variable |
| Minimum Required Total Credits | 120-122 |
Field Experience
The faculty in the Department of Education are committed to ongoing and frequent observation and involvement in schools. The teacher education programs at ӰƵ have a specific competency-based focus to meet the Maine standards for teacher certification. All students engaged in teacher preparation will spend time in a field setting in each of the semesters for which they are registered for professional education courses. Involvement in the schools will be connected to specific, course-related tasks (e.g., observation, teaching lessons, conducting experiments, administratering assessments, etc.). Transportation to and from schools is the responsibility of the student.
Internship
Without specific permission from the Education Department Chair, courses may not be taken during the internship semester, so all required coursework must be completed the semester prior to the internship. Admission to the internship is not guaranteed (see section on “Admission requirements and successful progression in the program”). In addition, the student should have:
- Sufficient knowledge regarding the components of effective instruction.
- Sufficient knowledge of appropriate grade-level content and teaching methods.
- Sufficient knowledge of the developmental needs of students.
- Sufficient knowledge of how to establish and maintain effective cooperative relationships with school personnel, students, and parents.
- Understanding of and empathy for working with students.
- No serious reservations identified on the Student Assessment of Professional Attributes (SAPA) instrument.
The selection of individual internship sites will be made by the Certification and Placement Officer. Geographical location relative to ӰƵ is a consideration. ӰƵ has a collaborative relationship with many districts and selects both schools and teachers based on their interest in and ability to assist interns in demonstrating mastery of the Maine Common Core Teaching Standards. Placement in an internship is not guaranteed. The Department of Education, through its Certification and Placement Officer, will make a good faith effort to negotiate an appropriate placement. Schools have the right to refuse placement requests. The 15 week student teaching internship experience must be done in a local Maine Public School that is in an established internship protocol with the University of New England.
All students enrolled in the internship must demonstrate their teaching competence with respect to Maine Common Core Teaching Standards before the Professional Educator Review Board (PERB). The Board is comprised of professional educators from area schools as well as ӰƵ faculty. Students are required to develop a portfolio reflecting their proficiency in meeting these state standards and present and defend the portfolio in front of the Board. Passing PERB is a requirement for completion of the certification program and subsequently being recommended to the Maine State Department of Education for teacher licensure.
Learning Outcomes
Maine Common Core Teaching Standards
Standard One: 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 Two: 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/her full potential.
Standard Three: 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 Four: 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 Five: 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 Six: 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 Seven: 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 Eight: 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 Nine: 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 Ten: 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 Eleven: Technology Standards for Teachers - (NETS.T)
Effective teachers model and apply the National Educational Technology Standards for Students (NETS.S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers will meet the following standards and performance indicators.
Concentration
The Education Department in College of Arts and Sciences (CAS) along with the Exercise and Sport Performance Department in Westbrook College of Health Professions (WCHP) offers an academic concentration that leads to Maine State Certificate in Physical Education. This is NOT a full major but rather a concentration of courses that would lead to eligibility in K-12 Physical Education Certification. This 26 credit concentration needs to be added to either an Elementary/Middle or Secondary Education Major.
Content Courses: The Physical Education Concentration includes 26 credits offered through the Exercise and Sport Performance Department.
Education Courses: Students have two (2) options to complete this concentration:
- A student can major in Elementary/Middle and then add the 26 credit concentration enabling the student to be certified in Elementary/Middle and get a Conditional Certification in Physical Education.
- A student can major in Secondary Education with a discipline content area and th