2020-21 Catalogs

Course Descriptions

ETEP (Teaching and Learning) Course List

The following are courses typically found in the ETEP (Teaching and Learning) program. For a complete list of courses visit the School of Education and Human Development Course Listing page at: https://usm.maine.edu/school-of-education-human-development

EDU 501 Secondary Science Methods for All Students Including Those of Diverse Abilities and Backgrounds
The course has an interactive laboratory/discussion field-based approach, modeling and focusing on the teaching and learning aspects of science in the high school and middle school. The emphasis is on content, process, and methodology and will help interns develop knowledge of how to teach (pedagogy) and, more specifically, knowledge of how to teach science (pedagogical content knowledge). Students will learn strategies for planning and providing core academic and behavioral experiences to all learners. Prerequisites:  Open to matriculated ETEP interns or by Teacher Education Department permission. Cr 3.

EDU 502 English Methods for Secondary Teachers of All Students Including Those with Diverse Abilities and Backgrounds
This course focuses on ways to organize and teach English Language Arts classes at the middle and high school levels for all students, including those with special needs and those who are from culturally and linguistically diverse backgrounds. It is based upon current research in literacy and national and state standards in English Language Arts. Students will examine various strategies involved in designing and managing a student-centered English Language Arts class. They will explore and apply different theories for teaching English and create classroom activities to develop and expand upon students' capacities to read, write and speak effectively. Students will learn to see the necessary and important connections between reading and writing. Pre-requisites: Open to matriculated students in the Undergraduate Teacher Education program and in ETEP or by permission of the Teacher Education Department Cr 3.

EDU 503 World Language Methods for all Learners Including Those of Diverse Abilities and Backgrounds
This course provides an introduction to the theory and practice of teaching and learning world languages at the elementary, middle, and high school levels. It is based upon current research and national and state standards with a central focus on communicative language teaching. Students examine theories of second language acquisition, techniques for teaching interpersonal, interpretive and presentational modes of communication, as well as literature and culture. The course explores task-based instruction, the use of culturally authentic materials, the integration of technology as well as means of performance-based assessment and grading. Prerequisites: Open to matriculated students in ETEP, the Modern and Classical Languages and Literature (MCLL) Education undergraduate Pathway, or by Teacher Education Department (TED) permission. Cr 3.

EDU 504: Secondary Social Studies Methods for All Students Including Those of Diverse Abilities and Backgrounds
This course focuses on ways to organize and teach social studies courses at the middle school and high school levels.  Students will examine various theories for teaching social studies, current research, and national/state standards in order to link theory and practice and create a vision of social studies that promotes student-centered pedagogy, interdisciplinary thinking, issues of diversity, and relevance to students’ lives.  Prerequisite: Open to matriculated interns in the ETEP program or by permission of the Teacher Education Department. Cr 3.

EDU 505 Teaching Mathematics K-8
This course, intended for those preparing to be K-8 teachers, provides experiences to develop, critique, and apply knowledge, skills, and research findings in mathematics, pedagogy, and mathematical learning theory in elementary and middle school classrooms. Major areas of focus include learning and assessment of all children, instruction to support all students' mathematical understanding, reasoning, communication, and collaboration; standards (national, state, and local); content integration; resources; issues; and the discipline's philosophical framework. Prerequisite: ETEP program admission. Cr 3.

EDU 514 Improving Teaching in Content Areas through Literacy for All Students Including Those with Diverse Abilities and Backgrounds
This content area literacy course focuses on helping students develop strategies for strategic, independent learning.  All students, including those with diverse abilities and culturally diverse backgrounds, will come to understand that learning is an active, constructive process.  Therefore, teachers of all subjects and grade levels will demonstrate knowledge and application of sound reading and writing strategies to enhance learning in the classroom.  These strategies will create readiness for learning, use reading and writing to promote content understanding, and provide a means for assessing what has been learned.  Major emphasis is given to comprehension instruction, vocabulary acquisition, and metacognition. Cr. 3.

EDU 522 Foundations of Language and Literacy Development
This course is designed to examine theories and processes related to language and literacy development, and the implications of these theories and processes for curriculum and instruction, grades preK-12. The course includes practicum assignments to be completed during internship. Prerequisite: Matriculated into teacher education pathway or program approval. Cr 3.

EDU 529 Planning and Formative Assessment Practices to Meet Learning Expectations
Planning and Formative Assessment Practices to Meet Learning Expectations is a one-semester course, designed for the practicing teacher. It begins with an exploration of current research-based, outcomes-driven practices in the field as a means for enrolled teachers to examine their own classroom practices. Participants will consider the distinction between habits of work and academic achievement, using backward design to develop units and lessons and formative assessment tools rooted in district, state or national standards. They will begin to develop daily practices that intentionally encourage students to take responsibility for their learning. This course is designed specifically for practicing teachers in the K-12 system. Participants will consider their own current practices as they strive to ensure their work with students in all facets is rooted in the learning expectations. This work includes developing long term and daily learning targets, diagnostic and formative assessments, and exploring valid and reliable assessment methods that provide meaningful feedback and involve students in their learning.  Participants will share experiences and practices with each other, discuss and reflect upon relevant readings and apply learning in classroom settings. Cr 3.

EDU 530 Planning and Summative Assessment Practices to Meet Learning Expectations
Planning and Summative Assessment Practices to Meet Learning Expectations is a one-semester course, designed for the practicing teacher. Teachers will explore their own summative assessment practices to better align them with learning expectations. They will use backward design to develop summative assessment tools rooted in district, state or national standards, and assessment practices that intentionally encourage students to take responsibility for their learning. This course is designed specifically for practicing teachers in the K-12 system. Participants will consider their own current practices as they strive to ensure their work with students in all facets is rooted in the learning expectations. This work includes developing specific summative assessment tools and a classroom assessment system. Teachers will give specific attention to ensuring their assessment tools are valid and reliable. They will practice providing meaningful feedback and involving students in the assessment process.  Participants will share experiences and practices with each other, discuss and reflect upon relevant readings and apply learning in classroom settings. Prerequisites: EDU 529 or program permission. Cr 3.

EDU 532 Instruction and Assessment Practices to Empower Learners
In this course participants will examine the documented research that supports the effectiveness of specific instructional and assessment strategies and begin to learn how to shift to mind frames that support the most impactful use of these strategies. Students will then build their own units and assessments using well designed, high quality, and high impact instructional strategies and assessments. Participants will have the opportunity to design, use, and reflect on these strategies and assessments throughout the course as well as receive and act on feedback from peers and instructors through in-class discussions. This course is designed for the practicing teacher.  Prerequisites: This course is designed specifically for practicing teachers in the K-12 system; EDU 529 and 530 or program permission. Cr 3.

EDU 533, Curriculum Design to Meet Learning Expectations
This course is the culmination of a four-course sequence. It is student-designed and supported through regular peer and instructor consultation. The self-designed final projects students completed for earlier courses in the sequence will inform their choices for this course. Students will meet in small consultation groups facilitated by the course instructor throughout the semester and independently with the course instructor as needed to design and develop their projects. Students each choose an appropriate audience to whom they share their final project as a means for making their work public. While the presentations are not assessed, all written projects will be assessed according to the Maine Teaching Standards. Prerequisites: This course is designed specifically for practicing teachers in the K-12 system; EDU 530, 531, 532  or instructor’s permission. Cr 3.

EDU 543 Professional Internship in Elementary Education
This course is a supervised, year-long, internship experience in applying knowledge and skills to the practice of teaching. An intern is assigned to a mentor teacher and classroom at a middle or high school, ideally in a partner district, for direct supervision of day-to-day practice, planning and instruction, and formative assessment.  The internship includes a site-based seminar that meets throughout the year. Cr 1-6.

EDU 546 Planning and Assessment I
This is the first of a two course series designed for pre-service teachers to be taken concurrently with a school-based placement.  Students will examine national and local learning standards, striving to build an understanding of the sociopolitical context of standards-based learning from an equity perspective.  They will learn to build lesson plans and series of lessons for their grade level aligned with standards and child development. Students will develop a repertoire of assessment methods including diagnostic, formative, and summative assessments. They will learn to create an instructional practice predicated on communicating clear expectations, giving meaningful feedback, and involving students in assessment. Students will share experiences and practices with each other, discuss and reflect upon relevant readings and apply learning in classroom settings. Prerequisites:  Students must be matriculated into a graduate teacher certification pathway. Cr. 1-3 credit hours, may be allowed to repeat up to 3 credits.

EDU 547 Planning and Assessment II
This is the second of a two course series designed for pre-service teachers to be taken concurrently with a school-based placement. This course focuses on long term planning, communication about student progress (feedback and student-developed rubrics, self, and peer assessments.) Students will learn to build unit plans aligned with learning standards and assessment systems. They will share experiences and practices with each other, discuss and reflect upon relevant readings and apply learning in classroom settings. Prerequisites: EDU 546 and students must be matriculated into a graduate teacher certification pathway. Cr. 1-3 credit hours variable, may be allowed to repeat up to 3 credits.

EDU 550 Professional Internship in Secondary Education
This course is a supervised, year-long, internship experience in applying knowledge and skills to the practice of teaching. An intern is assigned to a mentor teacher and classroom at a middle or high school, ideally in a partner district, for direct supervision of day-to-day practice, planning and instruction, and formative assessment.  The internship includes a site-based seminar that meets throughout the year. Cr 1-6.

EDU 551: Elementary Social Studies Methods for All Students Including Those of Diverse Abilities and Backgrounds
This course focuses on ways to organize and teach social studies courses at the elementary level. Students will examine various theories for teaching social studies, current research and national/state standards in order to link theory and practice and create a vision of social studies that promotes student-centered pedagogy, interdisciplinary thinking, issues of diversity, and relevance to student lives. Prerequisites:  Open to matriculated interns in the ETEP program or by permission of the Teacher Education Department. Cr 3.

EDU 552 Elementary Science Methods for All Students Including Those of Diverse Abilities and Backgrounds
This course has an interactive laboratory/discussion field-based approach, modeling and focusing on the teaching and learning aspects of science in the elementary and middle school. The emphasis is on content, process, and methodology. The course will be framed by the Department of Teacher Education's Core Practices, Maine's Learning Results, the National Science Education Standards, and by the students' goals about the teaching and learning of science. Students will learn strategies for planning and providing core academic and behavioral experiences to all learners and differentiated academic and behavioral experiences for learners with special needs. Open to matriculated students in a graduate USM teacher certification pathway or by Teacher Education Department permission. Cr 3.

EDU 554 Secondary Mathematics Methods
This course, intended for those preparing to teach mathematics at the 7-12 level in the state of Maine, provides experiences to develop and apply mathematical content knowledge and pedagogical skills in middle and secondary school classrooms. Major areas of focus include: how students learn mathematics, conceptual development of mathematical understandings, problem-solving instructional strategies, appropriate and effective uses of tools and technology, assessment of student learning, and providing equitable access to learning for all students. Prerequisites: Open to matriculated students in ETEP, the Secondary Mathematics Education Teacher Education Pathway, or by ETEP program permission. Cr 3.

EDU 562 Linguistic and Cultural Diversity in the Classroom
This course examines the nature of language and cultural differences among learners of various ethnic and racial backgrounds. The exploration of diversity provides opportunities for participants to develop a personal awareness of the role of cultural conditioning in classroom encounters; to reflect on and to confront personal biases as they relate to teaching; to acquire the skills and resources for an ethno-relative approach to delivering instruction; and to make language- and topic-related choices compatible with learner differences. Cr 3.

EDU 565 Teaching Reading for All Students in Grades K-8, Including Those with Diverse Abilities and Backgrounds
In this course students will learn to use evidence-based instruction to teach reading in grades K-8. Students will examine theories and current research on reading development and process in order to effectively instruct and assess all readers, including students with special needs and from culturally and linguistically diverse backgrounds. Students will learn how to implement multiple strategies to support reading development and promote children’s proficiency in state standards. Additionally, digital literacies, reading across the curriculum, and ways to engage and motivate readers will be emphasized. Prerequisite: Admission to candidacy (must be concurrently enrolled in a student teaching internship), or LLC Department approval. Cr 3.

EDU 566 Teaching Writing for All Students Including Those with Diverse Abilities and Backgrounds
In this course students will learn to use evidence-based instruction to teach writing for all students. Students will examine theories and current research on writing development and process in order to effectively instruct and assess all writers, including students with special needs and from culturally and linguistically diverse backgrounds. Students will learn how to implement multiple writing strategies across various genres to support writing development and promote children’s proficiency in state standards. Additionally, students will explore the use of technology and participate in writing sessions to develop as writers and teachers of writing. Prerequisite: Admission to candidacy (must be concurrently enrolled in a student teaching internship), or LLC Department approval. Cr 3.

EDU 599 Independent Study in Teacher Education
This course provides students the opportunity to pursue a project independently, planning and exploring an area of interest within the field of teacher education. Most independent study projects are library based; all are intellectually sound and reflect a high caliber of performance. Specific content and methods of evaluation are determined in conjunction with the instructor. An approved proposal is a necessary prerequisite to registration. Prerequisite: Matriculation into MTL program. Cr 3.

EDU 600 Research Methods and Techniques
This course studies the concepts, principles, and techniques of educational research with an emphasis on scientific inquiry and problem solving, designed for both the producer and consumer of educational research. Individual critiques and research reviews are completed. Prerequisite: open to matriculated students only. Cr 3.

EDU 643 Inquiry in Education
This course focuses on inquiry in the field of education, including the development, implementation and evaluation of research project focused on classroom practice or educational policy issues. This course is designed as a capstone for the master's in Teaching and Learning and is taken in the last semester of the MTL program. Candidates completing special education or ESL certification will conduct research in their respective field. Prerequisites: Completion of ETEP teacher certification internship and EDU 600; or by special permission of the instructor. Cr 3.

EDU 652: Curriculum Design for Secondary Teachers of All Students Including Those with Diverse Abilities and Backgrounds
This course is designed to help teachers learn to develop curriculum for units, grade levels and subject areas for all students at the middle and high school levels, including those with special needs and those who are from culturally and linguistically diverse backgrounds. Major areas of focus include the examination of existing curricula and some of the motivating factors that underlie those curricula, the backwards planning design process, curriculum mapping, and the development of a conceptual framework which demonstrates the interconnections of curriculum, instruction and assessment. Prerequisites: Content Methods Course (EDU 501 or 502 or 503 or 504 or 554) and matriculation in ETEP, or by Teacher Education Department permission. Cr 3.

SED 520 Multi-Tiered Systems of Classroom Support
This course introduces participants to the concepts of multi-tiered systems of academic and behavior support, from the school-wide to the classroom perspective, including students with suspected or identified disabilities. Participants will learn about the characteristics of MTSS at Tiers 1 and 2: prevention-based, focus on student performance, data-based decision making and problem solving, continuous progress monitoring, and using a continuum of evidence­ based interventions.  Students are expected to establish a productive learning environment that includes classroom expectations, structuring the classroom, systems to positively acknowledge behavior, and to address minor problem behavior. The course includes an applied project as part of a 24-hour school-based field experience unless the course is part of an initial graduate certification program such as ETEP. Prerequisite SED 335 or SED 540 or Instructor permission. Cr 3.

SED 540 Learners Who Are Exceptional in General Education
The primary goal of this survey course is to construct an understanding and knowledge of the range of exceptionalities, including students with disabilities and those identified as gifted and talented. The course is based on the following premises: a) students with disabilities are guaranteed an appropriate education that includes engagement with typically developing peers and is based on the general education curriculum to the greatest extent possible; and b) students who are gifted and talented should be educated appropriately based on their academic and artistic abilities. Topics include characteristics of areas of exceptionality; planning and strategies for differentiating instruction and universal design; assistive technology; state and federal laws regarding students who are exceptional; working with families; Response to Intervention (RtI); and collaboration between all school personnel. Cr 3.