Teacher Certification Curriculum

Curricular Requirements
Elementary/Middle Certification Credits
Program Required Courses  
EDU 502 - Curriculum and Assessment 3
SPE 510 - Exceptionality in the Classroom 3
EDU 561 - Teaching Social Studies, K-8 3
EDU 567 - Teaching Science, K-8 3
EDU 573 - Teaching Mathematics, K-8 3

EDU 581 - Foundations of Literacy Development and Instruction

EDU 582 - Literacy Research -Based Instructional Methods 3
EDU 1025 - K-8 Internship and Seminar 12
Total Elementary Certification Credits  33
Secondary or Art Certification  
EDU 502 - Curriculum and Assessment 3
SPE 510 - Exceptionality in the Classroom 3
EDU 582 - Literacy Research-Based Instructional Methods 3
Select one appropriate methods course from the following list: 3
EDU 536 - Teaching Secondary English   
EDU 537 - Teaching Secondary Science   
EDU 538 - Teaching Secondary Social Studies   
EDU 539 - Teaching Secondary Math   
EDU 541 - Methods of Art Education   
EDU 1030 - Secondary Internship and Seminar  or
EDU 1035 - K-12 Internship and Seminar
Elective- Must choose ONE elective at the Graduate Level 3
Total Secondary or Art Certification Credits  27

Field Experience

The faculty in the Department of Education is committed to providing students with ongoing and frequent observation and involvement in schools. The teacher education programs at UNE have a specific, competency-based focus to meet the InTASC standards for teacher certification. All students engaged in the TCP will spend time in a field setting during 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., conducting observations, teaching lessons, administering assessments, etc.).


Courses may not be taken during the internship semester. Therefore, all required coursework must be completed by the end of the semester prior to start of 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 each of the following:

  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.

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 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 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 to the Professional Educator Review Board (PERB) with respect to the InTASC standards. This board is comprised of professional educators from area schools, as well as UNE faculty. Students are required to develop a portfolio that attests to their proficiency in meeting the InTASC standards; they must present and defend their portfolio in front of the PERB. Receiving a passing evaluation from the PERB is a requirement for completion of all the certification programs and, subsequently, being recommended to the Maine State Department of Education for teacher licensure.