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 contact Stephen Allan in the advising office.
    If none of the listed times work, please email (stephen.allan@maine.edu) or call (207.621.3348) so you can find an appropriate time to meet.
  3. At the meeting, Stephen will go over your anticipated program of study and answer any questions you may have.

Degree Offerings


  • Elementary Education
    • Concentrations in: Early Childhood Teacher, Early Elementary, Elementary Education, Special Education
  • Secondary Education
    • Concentrations in: English, Life Science, Mathematics, Physical Science, Social Studies, Special Education


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 Elementary Concentration

Freshman Fall (17 Credit Hours)
ENG 101W College Writing (3)
PSY 100 Introduction to Psychology (3)
EDU 100 Intro to Teacher Education (Zoom class) (2)
HTY 1XX HTY (1st Course in Sequence) (3)
EDU 200W Diversity, Poverty, and Cultural Competence (3)
(7 week Zoom class) 
MAT 130 Math for Elementary Teachers I (3)
Freshman 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)
Fine arts Fine arts elective (3)
EDU 215 Field Experience I, II, or III (1 – 3)
Sophomore Fall (16 Credit Hours)
EDU 250 The Teaching Profession (3)
EDU 210 Dimensions of Literacy (3)
Science Science with Lab (4)
ANT/AME 122 or
ANT/HUS  308
Native American Studies II (3) or
Wabanaki Studies (3)
366 and 387 may be taken in either pre-candidacy or candidacy
EDU 366W Children’s and YA Lit (3)
Sophomore Spring (15 Credit Hours)
CIS 100 or 101 Computer Science (3)
SOC 1XX Any 100-level Social science (SOC 101 Introduction to Sociology recommended) (3)
Science Any descriptive or lab science course (BIO 104 Intro to Nutrition recommended) (3)
EDU 251 The Teaching Process (3)
EDU 387 Teaching the Exceptional Child (3)
Junior Fall (15 Credit Hours)
EDU 341W Teaching Writing (3)
EDU 371 Teaching Social Studies (3)
EDU 375 Classroom Management (3)
XXX XXX Elective or content course (3)
XXX XXX Elective or content course (3)
Junior Spring (15 Credit Hours)
EDU 361 Teaching Science (3)
EDU 351W Teaching Reading (3)
EDU 345W Child Development (Zoom class) (3)
XXX XXX Elective or content course (3)
XXX XXX Elective or content course (3)
Residency Year: Senior Fall (16 Credit Hours)
EDU 395 Field Experience seminar (Zoom class) (3)
EDU 396 Field Experience practicum (4)
EDU 381 Teaching Mathematics (3)
EDU 380 Digital Literacy and Technology (3)
XXX XXX Any EDU Elective (3)
Oct. 1 for Spring; March 1 for Fall
Senior Spring (12 Credit Hours)
EDU 399 Student Teaching Seminar (3)
EDU 492 Student Teaching (9)
Oct.1 for Spring; March 1 for Fall

Secondary Education BS with Social Studies concentration

Freshman Fall (17 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 (Zoom class) (1)
HTY 103 US History I (Zoom class) (3)
Freshman 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)
CIS 100 or 101 Computer Science (3)
EDU 215 Field Experience I, II, or III (1-3)
ANT/AME 122 or
ANT/HUS  308
Native American Studies II (3) or
Wabanaki Studies (3)
Sophomore Fall (13 Credit Hours)
EDU 250 The Teaching Profession (3)
EDU 210 Dimensions of Literacy (3)
Science Science with Lab (4)
HTY 103 US History I (3)
Sophomore Spring (15 Credit Hours)
EDU 251 The Teaching Process (3)
Social Science Any 100-level social science course (SOC 101 Intro to Sociology recommended) (3)
Humanities Any humanities course (see list on checksheet) (3)
EDU 387 Teaching the Exceptional Child (may be taken in either pre-candidacy or candidacy) (3)
HTY 104 US History II (3)
Junior Fall (15 Credit Hours)
EDU 380 Digital Literacy and Technology (3)
HTY 105 World Civilizations I (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)
Senior Fall (14 Credit Hours)
EDU 390W Secondary Methods (3)
EDU 395 Field Experience seminar (Zoom class) (3)
EDU 396 Field Experience practicum (2)
POS 101 American Government (3)
XXX XXX Elective (3)
Oct. 1 for Spring; March 1 for Fall
Spring (12 Credit Hours)
EDU 399 Student Teaching Seminar (Zoom class) (3)
EDU 490F Student Teaching (12)
Oct.1 for Spring; March 1 for Fall

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 five distinct dispositions: Professional Competence and Conduct, Culturally Sustaining and Inclusive Teaching, Communication, Self-Reflection, and Professional Growth and Collaboration.

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. Professional Competence and Conduct
    The teacher candidate meets the standards expected of an educator including norms around professional dress and demeanor. They respond constructively to professional feedback from supervisors, instructors, cooperating teachers, and others. They are consistently and independently reliable, demonstrate persistence by following through on commitments, and exhibit exemplary organization and time management skills. They adhere to high moral principles and ethical standards. They know and comply with federal, state, and school laws and policies, including policies related to confidentiality. They strive to maintain healthy work-life boundaries and to make time for self-care.
  2. Culturally Sustaining and Inclusive Teaching
    The teacher candidate values the contributions of diverse learners, their families, and their communities. They are highly reflective and seek knowledge about their students, families, and communities that sustains students’ cultures. They demonstrate asset-based dispositions and pedagogies, building a classroom environment that celebrates a diverse range of dis/abilities, cultures, identities, and interests. They develop curricula, instruction, and assessments that are accessible and flexible to accommodate all learners. They demonstrate critical consciousness to prepare PK-12 students with the knowledge and ability to identify, analyze, and respond to social issues, challenging systemic inequalities and advancing social justice. ​​They draw on liberatory and inclusive traditions, including but not limited to culturally responsive, relevant, and sustaining teaching and universal design for learning.
  3. Communication
    The teacher candidate communicates clearly in an open and respectful manner with instructors, cooperating teachers, students, peers, professionals, families, and supervisors and uses language confidently. They adjust their communications to their audience, refraining from profanity or other derogatory language. They maintain a professional tone in written, spoken, and electronic communications. In written and electronic communications, the teacher candidate uses appropriate formats for emails and other forms of communications, proofreading all communications. In oral communications, they ask questions and listen for understanding, staying open to multiple perspectives.
  4. Self-Reflection
    The teacher candidate consistently takes time to evaluate the effectiveness of their instruction in terms of the larger goals of education and individual student needs, nurtures reflectivity in students and peers, and reflects on their own growth. They continually reflect on their practice in dialogue with educational theories and frameworks, using these reflections to guide their future practice. They recognize their strengths and weaknesses and strive to build on strengths and remediate weaknesses. They accept and admit fallibility and use teacher and student mistakes as teachable moments.
  5. Professional Growth and Collaboration
    The teacher candidate takes the initiative to find solutions and solve problems, is willing to further their knowledge, and understands that learning is a continuing process. They seek appropriate avenues for continued professional growth. They attend school in-service/staff development and pursue opportunities to attend/present at meetings of professional organizations. The teacher candidate initiates and participates in collaborative efforts with others. They encourage input from others, participate in problem solving, navigate calmly through dissent and disagreement, share responsibilities, and are flexible in the educational setting.


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