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Linda Fuller serves as the Associate Director of Educational Studies, working closely with certification candidates as well as teaching and supervising student teachers. Her 31 years of experience in education include teaching middle school students in one of Maine’s last three room schools and teaching government and English at the high school level. She also enjoyed twelve years as a school counselor.
ED120Integrated Methods I: Gr. 5-8 Reading and Writing
This course is designed to prepare prospective teachers with methods necessary to implement a comprehensive literacy program for grades 5-8 to include: Motivation and the middle school reader; helping middle-school students develop their writing voice, knowledge of language, vocabulary acquisition and use, working with a variety of text; teaching critical, creative, and collaborative technology use; using standardized test data to differentiate instruction; creating and using rubrics for assessing writing. The course content focuses on an integrated approach to the acquisition of literacy skills, current best practice, and lesson design, questioning techniques, formative and summative assessment. Learning objectives address the standards for Maine Initial Teacher Certification, Common Core State Standards, and the Maine Learning Results. There is a service-learning component of 30 hours for the ten week course. (For example, 3 classroom observations for 1 hour each for a total of 3 hours per week.) Evaluation will be based on the quality of a course portfolio to include curriculum and assessment design, performance assessments, cooperating teacher feedback on classroom performance, and reflections on the service learning and required readings.
Level: Advanced. Pre- or co-requisite: Child Development, Integrated Methods 1A: Gr K-4 Reading and Writing, and, if possible, Children's Literature. Class limit: 12. *HS* *ED*
ED117Negotiating Educational Policy
Public schools are everyone's concern. Shared ownership by diverse stakeholders often brings strong interest in school policies. This course will explore issues under debate by state and local policy-makers through readings, full class and small group discussions, guest speakers, and an extended simulation. We will also examine Maine's Civil Rights Act and its implementation in various school districts. Our driving questions include: what are the ways parents, teachers, business people and interested community members might influence school policies given the common constraints of limited time and energy? How do policy-makers sort through various opinions and facts to create legislation? How do those who implement policy integrate context and experience with the spirit of an official state statute? With the objective of understanding and negotiating critical school policy issues that impact the nation and beyond, evaluation will be based on class participation (including one of two field trips), reflection journal entries, a group interview and presentation, and a final personal analysis paper based on one of the bills under deliberation by Maine legislators this session. Level: Intermediate. Prerequisites: Changing Schools, Changing Society and/or a prior policy course or strong interest in policy recommended. Class Limit: 15. Lab Fee: $10
ED107Secondary Methods: Life Science, Social Studies and English
This course is designed to prepare secondary teacher candidates to meet the learning needs of diverse populations of students. Students spend one day a week in a local high school working with faculty in the subject area in which they are being certified. These school-based experiences are integrated into class discussions where students analyze the elements needed for successful teaching, learning, and assessing in their own content area and across disciplines. The purposes, problems, issues, strategies, and materials involved in teaching high school students will be examined critically through class discussions, individual and group work, reflections on field experiences and peer teaching. Students will incorporate the content, inquiry tools and structures of the discipline they will teach into a 4-week unit that may be used in their student teaching. Evaluation will be based on weekly reflective response journals, completion of the service learning component (one day a week in classroom), completion of readings and entry slips, and the 4-week unit of study.
Level: Advanced. Class limit: 12. *ED*
The student teaching internship represents the student teaching requirement for COA'S teacher certification candidates. Success in this experience is a pivotal criterion in the student's certification candidacy. The student is placed in a school, usually in the immediate region, with a cooperating teacher who teaches subjects and grade levels that match the certification goals of the student. The roles of student teacher, cooperating teacher, school principal, and COA supervisor are discussed and agreed upon in advance. Incrementally, the student teacher becomes familiar with class routines and gradually takes responsibility for teaching. Within the 15-week experience, the student teacher must take on a full load (all classes and all duties) for the number of weeks agreed upon by all parties. This period of time varies with subjects, grade level and specific student goals. The COA supervisor visits the schools in a liaison capacity, and also evaluates the student teacher's performance a minimum of eight times in the term. Student teachers meet together regularly to discuss such issues as curriculum planning, instruction, best teaching practices, classroom learning environment and broader educational issues. Students may use student teaching to fulfill the COA internship requirement if it is completed prior to graduation. Level: Advanced. Prerequisites: Permission of Ed Studies Program Director. *ED*