Teacher Education

MSEd in Teaching and Learning - Extended Teacher Education Program (ETEP)

The Master of Science in Education in Teaching and Learning degree  focuses on preparing professional teachers to understand the theory and practice of teaching and learning. During the Internship year, students complete all State of Maine requirements for initial teacher certification in elementary education, secondary education (in certification areas of English, mathematics, physical and/or life science, or social studies), K-12 foreign language. Students learn the practice of teaching through full or part-time internships that are simultaneous with university coursework. After the certification year, students have five years to complete the additional twelve credits for their MTL. Students graduating from these programs will have a strong liberal arts background; extended experiences with students in K-12 schools; and the ability to think reflectively and critically about schools, student learning and their pedagogical practice.

The task of preparing teachers to meet the needs of all learners in the 21st century is complex and demanding. The Teacher Education Department faculty is dedicated to instilling a commitment to equitable and engaging learning in its students and supporting students to be teachers who:

  • Continually examine beliefs and practices and act upon findings to improve teaching and learning
  • Provide a variety of accessible learning experiences that attend fairly to learners' strengths, needs, and interests
  • Establish and communicate clear, challenging, and attainable standards for all learners
  • Support and refine teaching and learning through sharing diverse perspectives and understandings
  • Integrate teaching knowledge and disciplinary knowledge to foster and support professional expertise
  • Use multiple sources of information, including performance-based assessments, to make valid inferences about student learning and informed instructional decisions
  • Provide feedback and adjust teaching based on growing understandings about learners and learning
  • Create, study, critique, and apply research related to teaching, learning, and schooling.

Students in all teacher education pathways must meet USM's 10 Teaching Standards to be recommended for certification:

  • Diversity of child / adolescent development, learner needs, and equitable and culturally responsive practices. The teacher demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students' intellectual, physical, emotional and social development.
  • Knowledge of subject matter and inquiry. The teacher understands the framework and standards of the subject matter she/he teaches. She/he uses the discipline's tools of inquiry, central concepts, and internal structure, and makes interdisciplinary connections to promote learners' inquiry.
  • Beliefs about teaching and learning. The teacher clearly communicates beliefs about teaching, learning, and the role of education in ensuring access and equity for all students.
  • Technology. The teacher understands the social, ethical and legal issues associated with the use of technology and tools of the discipline and uses technology and tools to support teaching practice and student learning.
  • Professionalism and collaboration. The teacher demonstrates professional ethical and legal behavior within school and community and works collaboratively with colleagues, parents, and community members to improve conditions of learning for all students and adults.
  • Positive classroom environment. The teacher creates a democratic learning environment that encourages positive social interaction, active engagement in learning, student responsibility, and self-motivation.
  • Instructional planning and implementation. The teacher constantly plans and evaluates instruction based on knowledge of the learner, subject matter, community, intended student standards and curriculum.
  • Instructional strategies. The teacher understands and uses a variety of appropriate instructional strategies and tools to promote learning and inquiry based on knowledge of the learner, subject matter, community, intended student standards and curriculum.
  • Assessment. The teacher understands and uses a variety of informal and formal assessment strategies to evaluate and support the development of the learner.
  • Professional development. The teacher is above all a learner who reflects on and evaluates choices and actions, and continually strives to improve practice.

Teacher Education Program Policy

The faculty of the School of Education and Human Development reserve the right to accept and retain only those students who, in the judgment of the faculty, satisfy the requirements of scholarship, maturity, and personal suitability for teaching. The program maintains the ability to change admission and/or Program Requirements as needed to meet changes in state certification standards.

Tk20 Subscription

All undergraduate and graduate students who matriculate into an educator preparation program or pathway in USM summer 2013 or later are required to subscribe to the Tk20 online data management system. The subscription allows students to use the system for assessment, advisement, field-experience and career portfolio management. The subscription fee of $103 covers some of the expenses related to the administration and assessment of the program. For loan purposes, it will be eligible for consideration as part of costs. The subscription is a one-time payment and must be made by each student during the first semester of program or pathway matriculation (check with individual programs and pathways for specific subscription timelines). Subscription instructions are posted on the Office of Educator Preparation web site: http://usm.maine.edu/educatorpreparation

The Office of Educator Preparation at USM will consider, on a limited basis, individual requests for financial support to assist in payment of this fee for students who have challenging and extenuating  financial circumstances (e.g. unexpected medical expenses; a sudden unforeseen life event that causes a dire financial burden). To apply for a subsidy, complete the application form on the Office of Educator Preparation web site under Tk20 (http://usm.maine.edu/educatorpreparation).  Submit the application to Colleen Pleau in the Office of Educator Preparation (8 Bailey Hall) or via email (cpleau@usm.maine.edu). Applications for this subsidy must be received no later than four weeks following the start of a student’s matriculation semester by Kim Warren, SEHD Director of Student Affairs.

The Extended Teacher Education Program (ETEP) consists of the internship and the master's degree in teaching and learning or applied literacy. The program offers two different options to meet the various needs of students.

  • Nine-Month Option (K-8 or 7-12)
  • Thirteen-Month Option (K-8 or 7-12)

This is an intensive experience that integrates both theory and practice in a school-based program. Interns progress through the program as part of a cohort of other teacher education candidates and complete two semesters with a mentor teacher in a public school classroom. This internship prepares students to teach in one of the following areas:

  • Elementary and Middle level (K-8)
  • English (7-12)
  • World Languages (K-12)
  • Life Science (7-12)
  • Mathematics (7-12)
  • Physical Science (7-12)
  • Social Studies (7-12)

Course Requirements

All courses are 3 credit hours unless otherwise noted. The exact sequence of courses will vary, depending on cohort, concentration, and program option.

Elementary (K-8) (33 - 36 credits)

EDU 505 Teaching Mathematics K-8
EDU 541 Seminar I: Understanding Diversity, Diverse Learners and Equitable Teaching Practices
EDU 542 Seminar II: Supporting Diverse Learners through Equitable Teaching and Assessment
EDU 544 Applied Pedagogy
EDU 545 Seminar III: Supporting Diverse Learners through Equitable Teaching and Assessment
EDU 551 Teaching Social Studies K-8
EDU 552 Teaching Science K-8
EDU 566 Introduction to the Writing Process
EDU 565 Teaching Reading
EDU 644 Professional Internship in Elementary Education (3-6 credits)
SED 540 Learners Who are Exceptional in General Education

Secondary (7-12) and World Language (K-12) (33 credits)

EDU 514 Improving Teaching in the Content Areas Through Literacy
EDU 541 Seminar I: Understanding Diversity, Diverse Learners and Equitable Teaching Practices
EDU 542 Seminar II: Supporting Diverse Learners through Equitable Teaching and Assessment
EDU 544 Applied Pedagogy
EDU 545 Seminar III: Supporting Diverse Learners through Equitable Teaching and Assessment
EDU 613 Professional Internship in Secondary Education (6 credits)
EDU 651 Instructional Strategies for Secondary Teaching
EDU 652 Curriculum Design
SED 540 Learners Who are Exceptional in General Education

Content Area Methods Courses: One of the following (3 credits)
     EDU 501 Secondary Science Methods
     EDU 502 Secondary English Methods
     EDU 503 Foreign Language Methods
     EDU 504 Secondary Social Studies Methods
     EDU 554 Secondary Mathematics Methods

Completion of the Master’s Degree

Masters of Science in Education in Teaching and Learning (MSEd-MTL)

ETEP candidates who have successfully completed their certification year may complete their Master’s degree by completing an additional 12 credit hours. Students have a full five years beyond the certification year to complete their degree.

EDU 600 Research Methods
EDU 624 Schools and Classrooms
EDU 642 Classroom Assessment
EDU 643 Inquiry in Education

Master of Science in Abilities and Disabilities Studies

Candidates who want to complete an initial certification in 282 Teacher of Students with Disabilities or 286 Teacher of Students with Severe Disabilities and receive the Master of Science in Abilities and Disabilities Studies may apply to the Educational Psychology and Exceptionality Department.  The initial certification requires 27 credit hours; an additional 12 credits is needed to complete the Master’s degree. FMI: http://www.usm.maine.edu/abilities-disabilities-studies

Master of Science in Education in Applied Literacy

ETEP candidates who have successfully completed their certification year may complete their master’s degree in Applied Literacy by applying to the Department of Literacy, Language and Culture. The program in Applied Literacy builds upon the curriculum and experiences of ETEP and gives novice teachers increased skill in literacy instruction.  This degree requires an additional 18-21 credit hours. FMI: http://www.usm.maine.edu/literacy-education/msed-applied-literacy

Master of Science in Education in Applied Literacy, ESL Concentration

ETEP candidates who have successfully completed their certification year may complete their Master’s degree in Applied Literacy by applying to the Department of Literacy, Language and Culture. Completion of the Master of Science in Education in Applied Literacy with a concentration in English as a Second Language leads to the ESL endorsement on the candidate’s teaching license for certified teachers who have passed the Praxis II exam (0361) for Teachers of English to Speakers of Other Languages. This degree requires an additional 24 credit hours. FMI: http://www.usm.maine.edu/literacy-education/msed-applied-literacy-concentration-english-second-language

Tk20 Subscription

All undergraduate and graduate students who matriculate into an educator preparation program or pathway in USM summer 2013 or later are required to subscribe to the Tk20 online data management system. The subscription allows students to use the system for assessment, advisement, field-experience and career portfolio management. The subscription fee of $103 covers some of the expenses related to the administration and assessment of the program. For loan purposes, it will be eligible for consideration as part of costs. The subscription is a one-time payment and must be made by each student during the first semester of program or pathway matriculation (check with individual programs and pathways for specific subscription timelines). Subscription instructions are posted on the Office of Educator Preparation web site: http://usm.maine.edu/educatorpreparation

The Office of Educator Preparation at USM will consider, on a limited basis, individual requests for financial support to assist in payment of this fee for students who have challenging and extenuating  financial circumstances (e.g. unexpected medical expenses; a sudden unforeseen life event that causes a dire financial burden). To apply for a subsidy, complete the application form on the Office of Educator Preparation web site under Tk20 (http://usm.maine.edu/educatorpreparation).  Submit the application to Colleen Pleau in the Office of Educator Preparation (8 Bailey Hall) or via email (cpleau@usm.maine.edu). Applications for this subsidy must be received no later than four weeks following the start of a student’s matriculation semester by Kim Warren, SEHD Director of Student Affairs.

ETEP Admission Requirements

For more detailed application information, please refer to the ETEP Application Guide:

http://usm.maine.edu/teacher-education  

Minimum Requirements: Academic Preparation

An earned bachelor's degree from an accredited college or university. A cumulative grade point average of 2.5 (on a 4.0 scale) in a baccalaureate degree program. Applicants who do not have a 2.5 overall GPA must enclose a letter asking for special consideration, in which they provide evidence of an ability to complete graduate studies successfully. Without such a letter, applicants who fail to meet eligibility requirements may be automatically denied.

Applicants must show completion of required academic content for the intended certification area (can be in progress at the time of application)

Praxis I scores that meet the state of Maine's certification requirements (see detail in Testing Requirements)

Relevant Experience and Professional Potential:
  • prior experiences working with school-aged children in instructional or leadership situations
  • a learner-centered educational philosophy
  • self-knowledge, maturity, and sensitivity toward others
  • ability to adapt to, and learn from, new and challenging situations
  • excellent written and oral communication skills
Application Deadlines

9-Month, full-time internship

  • January 9: First Round
  • March 8: Second Round

13-Month, part-time internship

  • October 1

Candidates should submit all application materials to the USM Office of Graduate Admissions, P.O. Box 9300, Portland, ME 04104-9300 by the application deadline.

Application must include
  • A submitted online graduate admission application.
  • The application fee of $65.00.
  • Two sets of official transcripts from all colleges or universities attended, including USM.
  • Praxis I Test report.
  • Three letters of recommendation attesting to the applicant's potential for pursuing graduate level academic work, experience working with child and youth, and dispositions for being a professional teacher. Recommendations are easily submitted using our online application form. You will simply need to provide the name and email address for each of your recommenders during the application process. Once you submit your application, an email will be automatically generated to your recommenders directing them to fill out the electronic letter of recommendation. The recommendations should be from persons able to comment from direct knowledge of the applicant's potential for success as a teacher and graduate student.
  • Resume showing history of employment, education, and community service.
  • Essay (see below).
  • ETEP Program Selection Sheet.
  • Catalog of Experiences (see below).
  • Certification of finances (international students only).
  • Submission of official TOEFL or IELTS scores (if English is not first language).
Special Essay Question

The essay applicants submit is a replacement to Question 17 in the Graduate School Application. It is a thoughtful response to the following prompt:

The Equity Framework explained on pages 4-5 of this ETEP Application Guide describes the Teacher Education Department's commitment to equity in the education of the students we serve. How do you see yourself providing equitable opportunities to learn for your students? Illustrate your thinking by using specific examples.

Catalog of Experiences

Select a range of personal, educational or professional experiences working with children or adolescents that have been particularly significant in your development as a learner and a prospective teacher.  Reflect carefully on each experience indicating what you learned about children, your content and yourself.

Testing Requirements

All individuals seeking Maine teacher certification must achieve minimum scores on a basic skills assessment in reading, writing, and math. Praxis I is therefore a requirement for admission into the MTL. To pass Praxis I applicants must have a composite score of 526 (or higher), including all scores within three points of passing. Passing scores: Reading: 176, Writing: 175. Mathematics: 175

For information about the application process and special admission requirements of the Extended Teacher Education Program, contact the USM Office of Graduate Admissions, 45 Exeter Street, Portland, ME 04104-9300, (207) 780-5306, and ask for a copy of the ETEP Application Guide; or find it on the Web at http://usm.maine.edu/teacher-education

Applicants whose native language in not English must have earned a score of at least 550 on the paper-based Test of English as a Foreign Language (TOEFL), 79 or higher on the Internet-based test, or 213 on the computer-based test, or an IELTS score of 6.5 or higher.

Professional Licensure and Certification Notice

Students who are pursuing degrees leading to application for professional licensure or certification, and/or who will be participating in clinical placements, internships, or practica through their USM program should be aware that their host facility may require a criminal background check, finger printing, or drug screening. In such situations, each student is responsible for obtaining and paying for the background check or other screening process and for delivering required documentation to the facility. Although the University will make reasonable efforts to place admitted students in field experiences and internships, it will be up to the host facility to determine whether a student will be allowed to work at that facility. Students should further be aware that a criminal record may jeopardize licensure by the state certification.