Extended Teacher Education Program (ETEP)

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
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 interns in the ETEP program or by ETEP program permission. Cr 3.

EDU 502 Secondary English Methods
This course focuses on ways to organize and teach English classes at the middle school and high school levels 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. Prerequisites: Open to matriculated interns in the ETEP program or by ETEP program permission. Cr 3.

EDU 503 Foreign Languages Methods
This course provides an introduction to the theory and practice of teaching and learning foreign languages at the middle and high school 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 Prerequisite: Open to matriculated students in ETEP, the Modern and Classical Languages and Literature Education TED Pathway or by ETEP program permission. Cr 3.

EDU 504 Secondary Social Studies Methods
This course focuses on ways to organize and teach social studies classes at the middle school and high school levels. Various theories for teaching social studies, national and state standards, and current research work to serve as the backdrop for creating classroom activities that connect the topics to the students' lives. The instructor will demonstrate various strategies involved in designing and managing a student-centered curriculum. Prerequisite: Open to matriculated ETEP students or by permission of the ETEP program. 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 521 Digital Literacies and Education
In this course, students explore the use of technology in K-12 education with a focus on literacy in the 21st century. Learners gain insight and experience in the effective integration of technology in literacy education through experiential learning, discussion, readings, and design of lessons and activities. Students examine related educational and societal issues through both academic and mainstream lenses in the context of relevant standards. 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 for Proficiency­ Based Learning I
This is the first of a two course series designed for pre-service teachers to be taken concurrently with a school-based placement   The course begins with overview of national learning standards and understanding the sociopolitical context of standards based learning from an equity perspective.  Students will learn to build lesson plans and series of lessons for their grade level aligned with standards and child development. The foundations of classroom assessment will be addressed (diagnostic, formative and summative) including developing a repertoire of valid and reliable assessment methods, communicating clear expectations, giving meaningful feedback, and involving students in assessment Students 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 3.

EDU 547 Planning and Assessment for Proficiency­ Based Learning 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 grading), and empowering students to take ownership through the use of student developed rubrics, self, and peer assessments.  Students will learn to build unit plans, as well as yearlong plans, aligned with learning standards and assessment systems. Prerequisites: EDU 646; students must be matriculated into a graduate, teacher certification pathway. Cr 3.

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 Teaching Social Studies K-8
This course is designed to provide students with a general understanding of the guiding principles and the strands of social studies. Students will gain a working knowledge of the best practices in social studies instruction and the goals of social studies education. Students will create lesson plans and incorporate appropriate instructional methods and materials as part of the course requirements. Prerequisites: Open to matriculated interns in the ETEP or by permission of the ETEP program. Cr 3.

EDU 552 Teaching Science K-8
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. Prerequisites: Open to matriculated students in the ETEP by ETEP program 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
This course is designed to develop an understanding of the levels of policy decisions about curriculum selection and implementation and how teachers develop curriculum for units, grade levels, and subject areas. Major areas of focus include the governance of curriculum, backward planning design process, curriculum mapping, and the development of a conceptual framework which demonstrates the interconnections of curriculum, instruction, and assessment. Prerequisites: matriculation in ETEP, or by Teacher Education Program 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.