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The mission of the Education programs 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 Education programs have four guiding principles that are used in the 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 Education programs 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.

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. É«ÏãÊÓƵ has reciprocity with the majority of states in the United States including New England.

Elementary-MIDDLE Education K–8 Certification

You must take a minimum of 6 credits of ENG, MAT, HIS/POL, and SCI in order to teach and receive state certification. These courses can be a part of the CORE or taken as an elective. Consult with your academic advisor when choosing electives.

Students pursuing the Physical Education Concentration should see the Concentration Tab below for the course list.

Field Experience

The faculty in the Education programs are committed to ongoing and frequent observation and involvement in schools. The teacher education programs at É«ÏãÊÓƵ 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, administering assessments, etc.). Transportation to and from schools is the responsibility of the student.

Internship

Without specific permission from the Education 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 and students must have reached Advanced Standing to apply.

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 É«ÏãÊÓƵ is a consideration. É«ÏãÊÓƵ 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 Education programs, 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.

Professional Educator Review Board (PERB)

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 É«ÏãÊÓƵ 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 is recommended to the Maine State Department of Education for teacher licensure.

Advanced Standing

All students in education certification programs must apply for admission to advanced standing when they have completed approximately 60 credit hours. To apply for advanced standing, students must develop a portfolio demonstrating how they have met proficiency in the following areas: a) teaching skills, knowledge, and disposition aligned with the Maine Common Core Teaching Standards; b) basic academic skills and c) professional skills. This portfolio is evaluated by a committee of education faculty and a pass/fail determination is made based on a holistic rubric. Students meeting these criteria create a development plan ensuring they will continue meeting require criteria and are prepared to student teach their final semester.

Students not meeting these criteria do not remain enrolled in a certification program; however, students do not have the option of changing their major to a non-certification major such as Educational Studies. Students can reapply for advanced standing upon completion of each additional semester up until their second to last semester (i.e., students graduating in Spring must meet advanced standing by the beginning of the previous Fall semester.

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 ongoing 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. 

The Education programs, within the 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 then add this concentration to allow the student to obtain certification in one discipline and conditionally certified in a second discipline. The student would need to choose which area they are planning on pursuing initial certification by the time they get to student teaching. A student can only get certified in the discipline in which the student completes the 15-week student teaching requirement unless the student chooses to teach for ​two semesters in different certification areas.

Curricular Requirements

Transfer Credit

Courses completed at another accredited college can be transferred to this degree program. Transferred courses must be reasonably close in scope and content to the required courses offered at É«ÏãÊÓƵ in order to count as exact equivalents. Otherwise, they may transfer as general electives.

All courses completed must be no older than five years. Other restrictions apply. 

See Undergraduate Admissions for more information.

Beginning Fall 2023 É«ÏãÊÓƵ is no longer accepting students into the Bachelor of Science in Bachelor of Science in Elementary-Middle Education Major with K-8 certification.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

Completion Requirements

All coursework, including the internship, should be completed within a five-year time frame. A delay beyond the five years might warrant the retaking of coursework. Furthermore, if state certification requirements change prior to your completion even within the five-year timeframe, those changes must be incorporated into a revised program plan, in order to meet state certification regulations.

See Undergraduate Admissions for more information.

Completing Student Teaching Post-Graduation

Recent É«ÏãÊÓƵ graduates can enroll as Continuing Education students to complete student teaching in the Department of Education to achieve State of Maine’s Elementary or Secondary teacher certification.

In order to be admitted to student teaching through Continuing Education, students must:

• Have a minimum overall GPA of 3.0 upon graduation from É«ÏãÊÓƵ;
• Apply to student teach within 2 years of graduation;
• Be recommended by a É«ÏãÊÓƵ Education advisor;
• Provide contact information for three references;
• Have completed the State of Maine recommended certification courses prior to student teaching.

Application deadlines for Student Teaching are October 1 for the following Spring semester and April 1 for the following Fall semester.

Once students are approved, the Education Chair will forward the approval paperwork to the Continuing Education program. The student will be eligible to register for the 12-credit student teaching experience.