2015-16 Catalogs

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

The Master of Science in Education degree with a concentration in Teaching and Learning (MTL) 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), or 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 six 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 ETEP faculty are 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 InTASC Model Core Teaching Standards.  The ETEP program uses a rubric that aligns to these standards to assess students for program completion and certification recommendation.

Standard #1: Learner Development

The teacher understands how learners grow 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 enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage 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 to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, 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 monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

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 apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and 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.

ISTE Standards (Formerly NETS Standards for Teachers):

1. Facilitate and inspire student learning and creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments

2. Design and develop digital age learning and experiences and assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.

3. Model Digital Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

4. Promote and Model Digital Citizenship and Responsibility:  Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practice.

5. Engage in professional growth and leadership: Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

ETEP 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.


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. The 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) (36 credits)

EDU 505 Teaching Math K-8
EDU 562 Cultural and Linguistic Diversity
EDU 552 Teaching Science K-8
EDU 551 Teaching Social Studies K-8
EDU 565 Teaching Reading K-8
EDU 566 Teaching Writing K-8
EDU 644 Elementary Internship (6 credits)
EDU 646 Planning and Assessment for Proficiency-Based Learning – I
EDU 647 Planning and Assessment for Proficiency-Based Learning-II
SED 540 Learners who are exceptional in general education
SED 520 Multi-tiered Systems of Classroom Support

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

SED 540 Learners who are exceptional in general education
SED 520 Multi-tiered Systems of Classroom Support
EDU 514 Improving Teaching in Content Areas Through Literacy
EDU 521 Digital Literacy
EDU 562 Cultural and Linguistic Diversity
EDU 646 Planning and Assessment for Proficiency-Based Learning I
EDU 647 Planning and Assessment for Proficiency-Based Learning II
EDU 652 Curriculum Evaluation and Design for Secondary Education
EDU 613 Secondary Internship (6 credits)

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 six credit hours. Students have a full five years beyond the certification year to complete their degree.  Degree completion from a distance on-line is possible in the course sequence. 

  • EDU 600 Research Methods
  • EDU 643 Inquiry in Education (may be substituted with EDU 607 Teacher Research in Literacy, SED 699 Directed Study in Special Education, or EDU 667 Professional Educator Capstone)

The following Master of Science in Special Education and other certificates of graduate study are pathways to additional certification or endorsements an MTL graduate might consider.

Master of Science in Special Education

Candidates who want to complete an initial certification in 282 Teacher of Students with Disabilities or 286 Teacher of Students with Moderate to Severe Disabilities and receive the Master of Science in Special Education may apply to the Special Education Program.  The initial certification requires 27 credit hours; an additional 12 credits is needed to complete the Master’s degree. FMI: http://usm.maine.edu/special-education

Certificate of Graduate Study in English as a Second Language
FMI: http://usm.maine.edu/academics/certificates-graduate-study

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 

Please note Professional Education Council Policy:  In order for USM’s Education Preparation Unit program completers to be recommended by the institution to the state for certification or licensure, the candidate must provide evidence of meeting all certification requirements including proficiency on the standards relevant to his/her state approved professional program and this evidence must be compiled and assessed with in the context of the Unit’s data management system (i.e., Tk20). 

ETEP Admission Requirements

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


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 Core 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; and 13-Month, part-time internship

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

Rolling admissions through May 3 if certain certification areas have openings.

Candidates should submit all application materials to the Application Processing Center, University of Maine System, P.O. Box 412, Bangor, ME 04402-0412. Electronic transcripts and other application materials can be emailed to: edocs@maine.edu

Application must include

  • A submitted online graduate admission application.
  • The application fee of $65.00.
  • Official transcripts from all colleges or universities attended, excluding the seven campuses of the University of Maine system. A transcript is official when it comes directly from the institution. If an applicant is submitting an official transcript, it must be in a sealed envelope from the institution indicating that it is an official document. If the envelope has been opened prior to arriving at the Office of Graduate Admissions, it is no longer considered an official transcript.
  • Praxis Core 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).
  • In addition to the above submitted materials, applicants must complete a free Tk20 Application in order for your application to be reviewed. The link to the instructions can be found here: http://usm.maine.edu/sites/default/files/educatorpreparation/How-to-Create-Free-Admission-Application-Account-in-Tk20.pdf

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 challenge of teaching is helping to ensure ALL students are learning. What would a school look like that would provide all students equal opportunity to learn? What practices to ensure ALL students are learning have you seen, know of, been a part of, or been inspired to emulate?

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.  After Aug 2014, Praxis I will no longer be available and is being replaced by Praxis Core.  To pass Praxis Core applicants must have a composite score of 468 (or higher), including all scores within three points of passing.  Passing scores: Reading – 156; Writing – 162; Math – 150.

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. This requirement is waived for students who earned a bachelor’s at an English-speaking university or students from Newcomer ETEP.

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.