Explore these tabs to learn more about UMA’s Education program.

Application Process

  1. Submit your application to UMA via ApplyMaine or the Common App.
  2. Upon admission to UMA, you are asked to set up a program overview meeting with Dr. Dean.
    If none of the available times are workable, please email (cynthia.dean@maine.edu) or call (207.621.3192) so we can find an appropriate time on another day.
  3. You will be sent links to a student contract for admission and the education student handbook prior to the program overview meeting.
  4. At the meeting, Dr. Dean will go over your anticipated program of study and answer any questions you may have.

Degree Offerings



Post-baccalaureate Certificates

Sample Curriculum

UMA Degrees are flexible. Here is an example of how you could complete your Education degree.

Elementary Education BS, with Early Elementary Concentration

Fall (16 Credit Hours)
ENG 101 College Writing (3)
PSY 100 Introduction to Psychology (3)
Fine Arts Fine Arts Elective (3)
HTY 1XX HTY – 1st Course in Sequence (3)
EDU 100 Intro to Teacher Education (1)
MAT 130 Math for Elementary Teachers I (3)
Spring (16-18 Credit Hours)
ENG 102W or
ENG 317W
Introduction to Literature (3) or
Professional Writing (3)
COM 1XX Communications (3)
HTY 1XX HTY – 2nd Course in Sequence (3)
MAT 131 Math for Elementary Teachers II (3)
EDU 200 Diversity, Poverty, and Cultural Competence (3)
EDU 215 Field Experience I, II, or III (1 – 3)
Fall (16 Credit Hours)
EDU 250 The Teaching Profession (3)
EDU 210 Dimensions of Literacy (3)
Science Science with Lab (4)
XXX XXX Elective (3)
XXX XXX Elective (3)
Spring (15 Credit Hours)
CIS 100 or 101 Computer Science (3)
SOC 1XX Any 100-level Social science (3)
Science Any descriptive or lab science course (BIO 104 Intro to Nutrition recommended) (3)
EDU 251 The Teaching Process (3)
XXX XXX Elective  (3)
Fall (15 Credit Hours)
EDU 325 Social Studies and the Project Approach (3)
EDU 387 Teaching the Exceptional Child (3)
EDU 366 Children’s and YA Lit (3)
EDU 330 Teaching Writing in PK-3 (3)
XXX XXX Elective (3)
Spring (15 Credit Hours)
EDU 261 Early Childhood Curriculum (3)
EDU 329 Science and the Project Approach (3)
EDU 345 Child Development (3)
EDU 327 Math for Young Children (3)
EDU 362 Language and Literacy (3)
Fall (16 Credit Hours)
EDU 326 Observation and Assessment (3)
EDU 395 Field Experience (4)
EDU 375 Classroom Management (3)
XXX XXX Elective (3)
XXX XXX Elective (3)
Spring (12 Credit Hours)
EDU 399 Student Teaching Seminar
EDU 492 Student Teaching

Secondary Education BS, with Social Studies concentration

Fall (16 Credit Hours)
ENG 101 College Writing (3)
PSY 100 Intro to Psychology (3)
Fine Arts Fine Arts Elective (3)
MAT 1XX Any MAT 1XX Course (3)
EDU 100 Intro to Teacher Education (1)
HTY 103 US History I (3)
Spring (16-18 Credit Hours)
ENG 102W or
ENG 317W
Introduction to Literature (3) or
Professional Writing (3)
COM 1XX Communications (3)
Humanities Any humanities course (3)
HTY 104 US History II (3)
EDU 200 Diversity, Poverty, and Cultural Competence (3)
EDU 215 Field Experience I, II, or III (1-3)
Fall (16 Credit Hours)
EDU 250 The Teaching Profession (3)
EDU 210 Dimensions of Literacy (3)
Science Science with Lab (4)
Humanities Any humanities course (3)
HTY 105  World Civilizations I (3)
Spring (15 Credit Hours)
CIS 100 or 101 Computer Science (3)
Social Science Any 100-level social science course (SOC 101 Intro to Sociology recommended) (3)
EDU 251 The Teaching Process (3)
HTY 106 World Civilizations II (3)
XXX XXX Elective (3)
Fall (16 Credit Hours)
EDY 380 Digital Literacy and Technology (3)
EDU 387 Teaching the Exceptional Child (3)
HTY 310 History of Maine (3)
ANT 101 Intro to Anthropology (3)
ECO 201 Macroeconomics (3)
Spring (15 Credit Hours)
EDU 385 Methods of Teaching Reading and Writing (3)
EDU 401,
EDU 300, or
EDU 345
Educational Psychology,
Intro to Educational Research, or
Child Development (3)
HTY 3XX or 4XX Upper level history (3)
ECO 212 Microeconomics (3)
XXX XXX Elective (3)
Fall (16 Credit Hours)
EDU 390G Secondary Methods (3)
EDU 395 Field Experience (4)
POS 101 American Government (3)
XXX XXX Elective (3)
XXX XXX Electives (3)
Spring (12 Credit Hours)
EDU 399 Student Teaching Seminar
EDU 490F Student Teaching

Conceptual Framework

The conceptual framework for teacher education at UMA reflects our vision for the preparation of effective teachers. It is focused on a set of interlinking themes or core values: learner diversity, content and pedagogical knowledge, instructional practices, life-long learning, and professionalism, with reflection at the heart of these values. These are bound together by the essential elements of dispositions, knowledge, skills, and theory/practice. The conceptual framework provides direction for and are reflected in programs, courses, teaching, and field experiences.

The graphic is a circle with five interlocking pieces: content and pedagogical knowledge, professionalism, life-long learner, instructional practices, learner diversity with reflection as the center anchor. The circle is surrounded by a band that includes the essential elements of knowledge, skills, theory and practice, and dispositions.


Core Values

At the heart of UMA’s conceptual framework is reflection. UMA teacher graduates analyze their teaching through personal reflection, collaboration with colleagues, investigation of research, and engagement in professional development. They reflect deeply on their pedagogical approaches and make appropriate adjustments to benefit students

Teacher graduates at UMA acknowledge and respond to learner diversity and needs. They honor and respect all students, their individual circumstances, and cultural backgrounds. They design and employ assessments to gather data on students’ background, needs, and personality traits as related to learning and use this data to inform instruction. UMA teacher candidates apply their understanding of child/adolescent diversity, development, and learning to the teaching process and enact culturally responsive teaching practices. They create inclusive, nurturing learning environments and employ principles of universal design to the classroom environment and curriculum. They recognize families and community partners as partners in providing an inclusive, culturally responsive, and safe teaching environment)

Content Knowledge
Teacher candidates at UMA project confidence in their content knowledge. They understand and apply content knowledge to real world situations and provide students with opportunities to practice and demonstrate mastery of knowledge in authentic ways. They demonstrate their knowledge of current evidence-based, creative, and critical thinking processes/practices of the discipline and use multiple means of assessment to guide instruction and to monitor student learning.

Pedagogical Knowledge
UMA teacher candidates’ instructional practice supports all students by taking into consideration readiness, cultural contexts, and demands of the discipline being taught. They employ instruction that supports transfer of skills and knowledge to other disciplines and connects learning to authentic and relevant situations. Their instructional strategies are varied, multi-modal, and encourage constructivist learning.

UMA teacher graduates practice professional habits of mind by designing, implementing, reflecting, and modifying instruction to best support learning. They collaborate with colleagues to develop sound instructional practices. They model the knowledge and skills necessary to function as respectful global and digital citizens and mentor students in the learning of content knowledge and in developing personal goals. UMA teacher graduate adheres to a code of ethics that is aligned with current law and policy and demonstrate professional standards of practice

Life-long Learner
UMA teacher graduates lead by example as a life-long learner. They model appropriate academic habits, continuously seek opportunities for professional development and accept leadership roles in the school and community in order to develop, hone, and share pedagogical growth.

Instructional Practices
UMA teacher candidates enact current and pedagogically sound instructional practices. They use technology wisely to support and enhance student creativity, innovation, and learning. They employ evidence-based instructional and assessment practices and monitor student growth with multiple measures that inform instruction. They collaborate with students to create a community centered around learning.

Essential Elements

Teaching is more than knowing content, planning strategies, and instruction. Teachers must also embrace the values, commitments and ethics required of a professional educator. We expect our teacher candidates to exhibit exemplary behavior in and attitude to eleven distinct dispositions: professionalism, ethical conduct, work habits, oral communication, written communication, self-reflection, continued professional growth, collaboration, diversity and social justice, pedagogy and evaluation.

Knowledge encompasses core liberal arts competencies, specific disciplinary content, a strong understanding of pedagogy, multiple methods of teaching, technologies for teaching and learning, and diverse and comprehensive teaching materials as well as the understanding of learning processes, learning differences, and student motivation. Through a strong liberal arts core, UMA teacher graduates develop and demonstrate competence in oral and written communication, computer literacy, critical thinking, quantitative reasoning, ethical reasoning, natural science inquiry, social sciences, humanities, fine arts, information literacy, and cultural diversity. In education and content specific classes they gain knowledge of discipline-specific instructional methods, classroom management, child and adolescent development, literacy, and discipline-specific content knowledge. UMA teacher graduates have a clear understanding of the interconnectedness of these funds of knowledge.

Skills comes from one’s knowledge, practice, aptitude, and dispositions. UMA teacher graduates display the skills of patience, confidence, adaptability, teamwork, leadership, and imagination as well as skills in teaching, motivation, and mentoring. UMA teacher graduates are adept at problem solving.

Theory and Practice
UMA’s teacher education program values praxis, the combination of theory and practice (Freire, 2018). UMA teacher graduates demonstrate a deep knowledge of the various theoretical approaches to teaching, an understanding of how theory is enacted in the classroom, and a commitment to constant reflection individually and with others in order to continually assess theoretical stances and teaching practice. They understand that action without reflection is an unmindful and uncritical approach to teaching.

Expected Teacher Dispositions

Dispositions are the values, commitments and ethics required of a professional educator. Your dispositions as a professional will be assessed in each course, field experience, and in nearly every program activity.

  1. Professionalism
    The teacher candidate endeavors to meet the standards expected of a teacher such as appropriateness of dress, grooming, demeanor, punctuality, tact, discretion, and courtesy. He or she attends to school policy for teacher attendance. In courses, the teacher candidate is present, punctual, and completes all work in a timely fashion. The teacher candidate accepts feedback from others positively and responds constructively to professional feedback from supervisors, instructors, and others.
  2. Ethical Conduct
    The teacher candidate adheres to high moral principles and ethical standards. He or she complies with federal, state, and school policies relating to confidentiality. He or she demonstrates judgment through making decisions about which actions are right and wrong. He or she responds appropriately to actions and reactions of others and uses appropriate strategies to respond to emotional and emergency situations. He or she consciously avoids acting in a dangerous or irresponsible manner that might put students at risk and accepts consequences for personal actions or decisions. He or she is cognizant of the relevant laws and policies and adheres to them.
  3. Work habits
    The teacher candidate is consistently and independently reliable and follows through on commitments. He or she exhibits exemplary organization and time management skills. In courses, he or she completes course work at the highest caliber and submits work on time. He or she asks appropriate questions of the instructor and seeks assistance if he or she does not understand an assignment.
  4. Oral Communication
    The teacher candidate communicates clearly in an open and respectful manner with instructors, students, peers, professionals, families, and supervisors. He or she uses language confidently. In all situations, including courses, he or she asks questions and seeks information appropriately and carefully considers the communication context and makes appropriate adjustments.
  5. Written Communication
    In written communications, the students uses appropriate formats for emails and other forms of communications, proofreads all communications and uses Standard English while refraining from profanity or other derogatory language. He or she is mindful of tone, especially in electronic communications.
  6. Self-Reflection
    The teacher candidate consistently takes time to evaluate effectiveness of instruction and behavior in terms of the larger goals of education and individual student needs, nurtures reflectivity in students and peers, and reflects on his or her own growth. In courses, he or she continually reflects on what he or she has learned and how to apply that in the classroom. He or she recognizes his or her strengths and weaknesses and strives to build on strengths and remediate weaknesses.
  7. Continued Professional Growth
    The teacher candidate takes the initiative to find solutions and solve problems, is willing to further his or her knowledge, and understands that learning is a continuing process and seeks appropriate avenues for continued professional growth. He or she attends school in-service/staff development and pursues opportunities to attend/present at meetings of professional organizations.
  8. Collaboration
    The teacher candidate initiates and participates in collaborative efforts with others. He or she encourages input from others, participates in problem solving, navigates calmly through dissent and disagreement, shares responsibilities, and is flexible in performing various roles in the classroom and in courses.
  9. Diversity and Social Justice
    The teacher candidate enjoys working with diverse learners (e.g., special education, gifted, at-risk, minority, etc.). He or she hold high expectations for all students but carefully attends to and adapts instruction according to each student’s needs. He or she demonstrates positive attitudes for diversity and selects materials, develops lessons, and promotes classroom environments that counteract negative stereotypes and bigotry. The teacher candidate develops lessons that encourage students to value and draw upon their unique life circumstances.
  10. Pedagogy
    The teacher candidate seeks, develops and implements the most appropriate methods to meet the learning needs of the students. He or she models problem solving skills, provides opportunities for shared decision- making, values and respects student opinions and points of view, and works continually to connect learning to authentic and relevant real world events and experiences. He or she understands the role of technology in teaching and learning and is well versed in teaching with and through technology.
  11. Evaluation
    The teacher candidate responds constructively to professional feedback from supervisors and others, making changes to address legitimate concerns. He or she seeks clarification and/or assistance as needed. He or she accepts feedback positively and makes others aware feedback is valued. In addition, the teacher candidate maintains emotional control in the face of constructive criticism.


UMA’s education courses are aligned with these teaching standards. It is important for students to become familiar and comfortable with them.

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 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: Innovative 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 deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Reflective and Continuous Growth
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: 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: Technology Standards for Teachers (NETS.T)
Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) 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. All teachers will meet the following standards and performance indicators.

  1.  Facilitate and Inspire Student Learning and Creativity
  2. Design and Develop Digital Age Learning Experiences and Assessments
  3.  Model Digital Age Work and Learning
  4. Promote and Model Digital Citizenship and Responsibility
  5. Engage in Professional Growth and Leadership