The Extended Teacher Education Program (ETEP) at the University of Southern Maine (USM) prepares graduates for initial teacher certification in either Elementary (K-6 ) or Secondary (6-12 ) education and leads to a Master of Science in Education (MSEd).

We offer two program options to teacher certification:

9-Month Program Option

The most accelerated teacher preparation program in the state of Maine.

  • Program delivery:
    • The program begins in mid-August and ends the following May.
    • You’ll attend the program full-time; engaging in student-teaching during the morning and some afternoons, and attending teacher preparation courses in the afternoon and evening.
    • Courses are held on both our Gorham and Portland campuses, with some class meetings held online.
  • Your schedule and employment: During this time-intensive program,  students typically do not have time to remain employed — neither on a full-time nor part-time basis.
  • Teacher certification: Upon completion of the 9-Month Pathway, you’ll be qualified for teacher certification through the Maine Department of Education.

August

Before your student-teaching internship begins, you’ll complete two, week-long, courses on our Gorham campus; one full day of course work with your cohort; and engage in a team-building day with your fellow ETEP students.

  • Teacher preparation courses: 6 credit hours.

Fall

  • Student teaching: You’ll engage in your student-teaching internship for roughly 25 hours each week, including five mornings and three afternoons in the classroom.
  • Teacher preparation courses: 18 credit hours, including the 3-credit internship.
    • Class meetings are held primarily during late afternoons and evenings each week.

Spring

  • Student teaching: You’ll engage in your student-teaching internship for roughly 40 hours each week, including five mornings and five afternoons in the classroom.
  • Teacher preparation courses: 12 credit hours, including the 3-credit internship.
    • Class meetings are held two-to-three evenings each week.

August

Before your student-teaching internship begins, you’ll complete two, week-long, courses on our Gorham campus; one full day of course work with your cohort; and engage in a team-building day with your fellow ETEP students.

  • Teacher preparation courses: 6 credit hours.

Fall

  • Student teaching: You’ll engage in your student-teaching internship for roughly 25 hours each week, including five mornings and three afternoons in the classroom.
  • Teacher preparation courses: 18 credit hours, including the 3-credit internship.
    • Class meetings are held primarily during late afternoons and evenings each week.

Spring

  • Student-teaching: You’ll engage in your student-teaching internship for roughly 40 hours each week, including five mornings and five afternoons in the classroom.
  • Teacher preparation courses: 12 credit hours, including the 3-credit internship.
    • Class meetings are held two-to-three evenings each week.

2-Year Program Option

Offers the same courses and student-teaching experience as the 9-Month program option, with a more flexible schedule.

  • Program delivery:
    • The flexible 2-Year Pathway allows you to extend your first student-teaching internship over the course of three semesters. During your fourth and final semester, you’ll complete a second, intensive student-teaching internship.
    • You’ll begin your studies with content methods courses as well as experience in the classroom.
    • Courses are held in the afternoons and evenings on both our Gorham and Portland campuses, with some class meetings held online.
  • Your schedule and employment: Students studying in the 2-Year Pathway generally have time to remain employed on a part-time basis. Those employed as educational technicians in their area of certification may be able to maintain full-time employment for the first three semesters, but not the fourth and final semester.
  • Teacher certification: Upon completion of the 2-Year Pathway, you’ll be qualified for teacher certification through the Maine Department of Education.

Year 1

Fall

  • Student teaching: You’ll engage in classroom experience for 6-9 hours each week, which can include mornings or afternoons depending on the school district and grade level.  
  • Teacher preparation courses: 10 credit hours, including a 1-credit internship.
    • Class meetings are held during the afternoons and evenings.

Spring

  • Student teaching: You’ll engage in classroom experience for 6-9 hours each week, which can include mornings or afternoons depending on the school district and grade level.   
  • Teacher preparation courses: 7 credit hours, including a 1-credit internship.
    • Class meetings are held during the afternoons and evenings.

Year 2

During your second year, you’ll join a cohort that will include  students from our other pathways. During August, we host a team-building day, offering an opportunity to connect with the other members of your cohort.

August

Before your student-teaching internship begins, you’ll complete two, week-long, courses on our Gorham campus; one full day of course work with your cohort; and engage in a team-building day with your fellow ETEP students.

  • Teacher preparation courses: 6 credit hours.

Fall

  • Student-teaching: You’ll engage in classroom experience for 6-9 hours each week, which can include mornings or afternoons depending on the school district and grade level.
  • Teacher preparation courses: 7 credit hours, including a 1-credit internship
    • Class meetings are held during the afternoons and evenings.

Spring

  • Student-teaching: You’ll engage in your student-teaching internship for roughly 40 hours each week, including five mornings and five afternoons in the classroom.
  • Teacher preparation courses: 6 credit hours, including a 3-credit internship.
    • You’ll complete your final teacher preparation course in the evening.

Year 1

Fall

  • Student-teaching: You’ll engage in classroom experience for 6-9 hours each week, which can include mornings or afternoons depending on the school district and grade level.
  • Teacher preparation courses: 7 credit hours, including a 1-credit internship.
    • Class meetings are held during the afternoons and evenings.

Spring

  • Student teaching: You’ll engage in classroom experience for 6-9 hours each week, which can include mornings or afternoons depending on the school district and grade level.    
  • Teacher preparation courses: 7 credit hours, including a 1-credit internship.
    • Class meetings are held during the afternoons and evenings.

Year 2

During your second year, you’ll join a cohort that will include fellow students from our other pathways. During August, we host a team-building day, offering an opportunity to connect with the other members of your cohort.

August

Before your student-teaching internship begins, you’ll complete two, week-long, courses on our Gorham campus ; one full day of course work with your cohort; and engage in a team-building day with your fellow ETEP students.

  • Teacher preparation courses: 6 credit hours.

Fall

  • Student-teaching: You’ll engage in classroom experience for 6-9 hours each week, which can include mornings or afternoons depending on the school district and grade level.   
  • Teacher preparation courses: 7 credit hours, including a 1-credit internship
    • Class meetings are held during the afternoons and evenings.

Spring

  • Student teaching: You’ll engage in your student-teaching internship for roughly 40 hours each week, including five mornings and five afternoons in the classroom.
  • Teacher preparation courses: 6 credit hours, including a 3-credit internship.
    • You’ll complete your final teacher preparation courses, with class meetings held during the afternoons and evenings.

Teacher Certification and the MSEd Degree

Our 2-Year Pathway qualifies you for teacher certification, and with the completion of two research courses you’ll also earn your Master of Science in Education (MSEd).

While some students studying in our 2-Year Pathway choose to complete the research courses during their 2 years of study, to earn both their teacher certification and master’s degree at the end of the program, we encourage students to first secure a teaching position, and complete the degree within five years.

After completing the pathway and earning your teacher certification, you have five years to complete the final two research courses required for the MSEd:

  • EDU 600 Research Methods (3 credits)
  • EDU 643 Inquiry in Education (3 credits)

Tuition and Fees

Future-Focused: Preparing Teachers for the 21st Century

We are dedicated to promoting equity and excellence in education for all of Maine’s K-12 students. Our graduates develop skills for engaging diverse learners while meeting the rigorous standards of the modern classroom.   

We pair an intensive student-teaching internship with evidence-based professional knowledge, ensuring that our students have a highly-practical, authentic, and well-supported educational experience.

As the field of teaching techniques and standards evolves, we are proactive and responsive to addressing mandates and trends.

The University’s Teacher Education History

The University of Southern Maine’s (USM’s) reputation for excellence in education programs was established with the founding of our original predecessor institution, the Gorham Normal School, in 1878.

We developed ETEP in collaboration with southern Maine school districts in 1990. The vitality and relevancy of our program are enhanced through our long-standing school partnerships.

Dedicated Faculty

Here, you’ll study with faculty who have extensive experience as practicing educators in K-12 schools. Our faculty are deeply invested in student success — they coordinate student-teaching internships, guide progress toward teaching standards, and support professional development and career planning.

As a Master of Science in Education (MSEd) program, our faculty are also actively engaged in research in areas such as equity in the classroom, pedagogy, and educational policy.

Our Alumni: A Community of Lifelong Learners

When you study through ETEP, you join a network of committed education professionals.

Our alumni have been nationally recognized with the Presidential Award for Excellence as well as the National Educator Award, and many have earned National Board Teacher Certification. They are frequently nominated for Maine Teacher of the Year, and many go on to serve in K-12 leadership roles.

National Accreditation and State Approval

The University’s educator preparation programs are nationally accredited by the Council for Accreditation of Educator Preparation (CAEP).

Accreditation through CAEP certifies that our students gain expertise in the curriculum they’ll teach and that upon program completion, they enter the classroom as effective educators.

ETEP is also approved by the Maine State Board of Education and the Maine Department of Education, recognizing that we strive for continuous improvement and utilize the outcomes of new knowledge, practices, and technologies.

The ETEP program will prepare students to be eligible for licensure within the State of Maine. Visit the UMS State Authorization and Licensure page to learn more about the licensure requirements in other states and territories, and for contact information to inquire further about the licensure requirements associated with this program. 

Learning Outcomes

Upon graduation, our students must meet the Maine Department of Education and InTASC (Interstate Teacher Assessment and Support Consortium) Model Core Teaching Standards. Our Learning Outcomes are aligned with these standards

The Teacher Education faculty at the University of Southern Maine (USM) are dedicated to instilling a commitment to equitable and engaged 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 must meet the Maine Department of Education and InTASC (Interstate Teacher Assessment and Support Consortium) Model Core Teaching Standards. Undergraduate Teacher Education at USM 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 an 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 a 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.

Standard #11: ISTE Technology Standards for Teachers

Effective teachers model and apply the International Society for Technology in Education (ISTE) standards for students 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.