Education Curriculum

Curricular Requirements

 See University Undergraduate Admissions Requirements. 

Elementary-MIDDLE Education K-8 Certification Credits
CAS Core Requirements 42-43
Professional Core Courses  
EDU 105 - Exploring Teaching 3
EDU 110 - Supporting 21st Century Learning Through Technology 3
EDU 202 - Curriculum & Assessment 3

EDU 220 - Exceptionalities in the Classroom

EDU 261 - Teaching Social Studies: K - 8 3
EDU 267 - Teaching Science: K - 8 3
EDU 373 -Teaching Mathematics: K - 8 3
EDU 381 - Foundations of Literacy Development and Instruction 3
EDU 382 - Literacy Research-Based Instructional Methods 3
EDU 385 - Diversity and Social Justice  3
EDU 405 - Inclusive Methods and Data Based Decision Making  3
EDU 485 - Practicum 3
EDU 490 - Student Teaching Internship and Seminar 12
You MUST take a minimum of 6 credits of ENG, MAT, HIS/POL, and SCI in order to teach and receive state certification. These courses can be a part of the CORE or in the free elective section. Consult with your academic advisor when choosing electives.  
Open Electives to get to 120 credits varies
Minimum Required Total Credits  120

Bachelor's Degree in Educational Studies without Elementary Certification

A student in the elementary education program may elect to pursue a bachelor's degree in education without leading to certification. Students would major in Educational Studies and follow much of the Elementary curriculum with the exception of the pre-service teaching internship. Instead, students will substitute a 1 -15 credit field placement/internship in a setting outside of a K-12 school system (EDU 465). Generally, this placement is with a social service agency that focuses on children.

Secondary (7-12) or Art (K-12) Education Certification Credits
University Core Requirements 42-43
Major Subject Requirements 
See requirements for your major: ArtBiologyChemistryEnglishEnvironmental Science, Environmental StudiesMarine Sciences, MathematicsPolitical SciencePsychology
Professional Core Courses (*Indicates that the course requires a field experience) 39
EDU 105 - Exploring Teaching* 3
EDU 110 - 21st Century Learning Through Technology 3
EDU 202 - Curriculum & Assessment* 3
EDU 220 - Exceptionality in the Classroom* 3
EDU 385- Diversity and Social Justice 3
EDU 382- Literacy Research-Based Instructional Methods 3
Select one appropriate methods course from the following list: 3
EDU 436 - Teaching Secondary English*   
EDU 437 - Teaching Secondary Science*   
EDU 438 - Teaching Secondary Social Studies*   
EDU 439 - Teaching Secondary Math*   
EDU 441 - Methods of Art Education*   
EDU 488 - Secondary Practicum* 3
EDU 498 - Secondary Internship and Seminar*  12
EDU 405- Inclusive Methods and Data Based Decision Making 3
Open Electives to get to 120 credits varies
Minimum Required Total Credits  120

Field Experience
The faculty in the Department of Education are committed to ongoing and frequent observation and involvement in schools. The teacher education programs at UNE have a specific competency-based focus to meet the Maine standards for teacher certification. All students engaged in teacher preparation will spend time in a field setting in each of the semesters for which they are registered for professional education courses. Involvement in the schools will be connected to specific, course-related tasks (e.g., observation, the teaching of lessons, conducting of experiments, administration of assessments, etc.) Sophomore and Junior level students must participate in a minimum of 30 hours field study per semester. Transportation to and from schools is the responsibility of the student. 

Without specific permission from the Education Department Chair, courses may not be taken during the internship semester, so all required coursework must be completed the semester prior to the internship. Admission to the internship is not guaranteed (see section on “Admission requirements and successful progression in the program”). In addition, the student should have:

  1. Sufficient knowledge regarding the components of effective instruction.
  2. Sufficient knowledge of appropriate grade-level content and teaching methods.
  3. Sufficient knowledge of the developmental needs of students.
  4. Sufficient knowledge of how to establish and maintain effective cooperative relationships with school personnel, students, and parents.
  5. Understanding of and empathy for working with students.
  6. No serious reservations identified on the Student Assessment of Professional Attributes (SAPA) instrument that is conducted in every course.

The selection of individual internship sites will be made by the Certification and Placement Officer. Geographical location relative to UNE is a consideration. UNE has a collaborative relationship with many districts and selects both schools and teachers based on their interest in and ability to assist interns in demonstrating mastery of the InTASC standards. Placement in an internship is not guaranteed. The Department of Education, through its Certification and Placement Officer, will make a good faith effort to negotiate an appropriate placement. Schools have the right to refuse placement requests.

The 15 week student teaching experience must be done in a local Maine Public School that is in an established internship protocol with the University of New England. Only in documented cases of hardship of a non-financial nature will courtesy internships and/or internships with a non-partnered school be considered. Documentation of the hardship must be presented at the time of the internship application. Decisions to grant are made on a case by case basis. The Department of Education reserves the right to deny requests for courtesy internship placement for reasons it deems appropriate or necessary.

The University, at its discretion, will not place students in internship settings (1) where an intern's children or relatives are enrolled, or (2) where a spouse or relative of an intern is currently employed.

Professional Educator Review Board (PERB)

All students enrolled in the internship must demonstrate their teaching competence with respect to InTASC Standards before the Professional Educator Review Board (PERB). The Board is comprised of professional educators from area schools as well as UNE faculty. Students are required to develop a portfolio reflecting their proficiency in meeting these state standards and present and defend the portfolio in front of the Board. Passing the PERB is a requirement for completion of the certification program and subsequently being recommended to the Maine State Department of Education for teacher licensure.