See Our Courses


Administration

EDU 550 School Law for Administrators
​This course is a survey of the legal bases of public education in the United States and of contemporary legal issues and cases affecting the practice of school administration. Although the primary objective is to acquaint the student with the legal principles governing public education in the nation and the State of Maine, special attention will be given to those topics of school law that are, or should be, of immediate concern to the practicing school administrator. These topics include: state laws affecting the administrator, student rights, teacher rights, teacher dismissal, collective bargaining, compulsory education, curriculum, tort liability, student records, employment discrimination, and special education. The student also will be afforded the opportunity to pursue and discuss topics and issues in school law, which are of particular interest or personal concern. Summer.

EDU 551 Changing Educational Organizations in a Diverse World
This course is about understanding schools as organizations and how to change them to improve learning for all. It draws on literature about organizational behavior, culture, change, leadership, learning organizations and professional learning communities. It is designed to promote critical thinking about and planful action toward creating schools that are true learning organizations. The course begins with an overview of diverse models of organizations and moves to a focused examination of culture and its impact on organizational behavior. Frameworks for understanding organizational change and resistance to change are then explored, followed by critical examination of leadership capabilities and skills necessary to lead successful school change efforts, including shared vision, inquiry-based use of data, and broad-based involvement and collaboration. Varies.

EDU 552 Supervision and Evaluation of School Personnel
This course will provide prospective and practicing educators and school administrators with a working knowledge of relevant laws, policies, and regulations related to supervision and evaluation of school personnel. The course promotes the development of effective educational leaders who are ready to build professional capacity of other educators. Major course topics include recruitment, hiring, mentoring, peer coaching, observation, data collection, and in-service training of teachers. Also included in the course are contract issues; staff discipline, non-renewal, dismissal; and alternative models for school leadership. Varies.

EDU 553 Finance for School Administrators
This course will provide prospective and practicing educators and school administrators with a working knowledge of relevant laws, policies, theories and regulations related to school finance.  Major course topics include acquisition, management, and deployment of resources and the impact these decisions have on leadership effectiveness.  Further, it is designed to engage students in examining their own skills and knowledge in light of their goals for school leadership. Spring.

EDU 554 Internship in School Leadership
This course will be designed to allow students to demonstrate competency with the Professional Standards for Educational Leaders. Students will complete the 320 hour internship as required by the Department of Education for building leaders; and will be designed in collaboration with the student, the internship mentor, and the instructor of EDU 554. The field experience will be combined with an applied research project in school leadership; and is designed to encourage the application of formal coursework to the leadership issues faced by school leaders.

 


Applied Behavior Analysis

SED 525 Basic Principles of Applied Behavior Analysis
This course – the first in a series of four – will introduce educators and other interested professionals to a behavioral view of teaching and learning. The course presents basic behavioral processes and principles (illustrated largely with respect to teaching children with autism) and provides a conceptual foundation for subsequent courses in behavioral assessment and the application of behavioral methods in specialized instruction. Readings will be drawn from both text and primary sources, both recent and classic in the field. Every two years.

SED 526 Behavior Analysis and Scientific Assessment
This is the second course in a series of four. Building on the concepts taught in SED 525 Basic Principles of Applied Behavior Analysis, the purpose of this course is to acquaint educators and related professionals with the behavior analytic practice of science within the applied context of special education. Within this context, behavior analysis offers practical empirical approaches to (a) the multi-faceted assessment of children’s instructional and behavioral needs, and (b) the evaluation of supportive interventions predicated on such assessment. Readings will be drawn from both text and primary sources, both recent and classic in the field. Every two years.

SED 527 Applying Behavior Analysis:  Methods of instruction and behavioral support
The purpose of this course, building on the concepts taught in SED 525 Basic Principles of Applied Behavior Analysis and SED 526 Behavior Analysis and the Scientific Assessment of Learning, is to familiarize students with methods of: a) specialized instruction for students with special needs, and b) management of behavior that interferes with learning. The course represents the progression from conducting behavioral research to implementing practices derived from research. Every two years.

 SED 528 Autism Spectrum Disorders: Diagnosis, Intervention, Systems Support, and Ethical Considerations
The purpose of this course is three fold. First, students will be provided a historical overview of Autism Spectrum Disorder (ASD) and will learn the revised diagnostic criteria established by the American Psychiatric Association in 2013. A variety of screening instruments will be reviewed. Students will learn empirically validated strategies for the education and treatment of individuals with ASD from early intervention through the school years. Controversial practices will be reviewed and discussed. Second, students will become familiar with guidelines for developing systems of support in human service organizations. Students will learn to develop effective systems of staff training, support, and supervision. Competency-based training will be discussed in detail, along with steps to ensure treatment integrity. Students also will become familiar with peer review processes and methods of assessing consumer satisfaction. Third, students will learn the standards for ethical and professional conduct. Students will discuss ethics in detail and learn to recognize potential ethical dilemmas that arise in daily educational and clinical practice. Identification of pertinent ethical codes of conduct and resolution of ethical dilemmas will be reviewed. Every two years.


Dyslexia

SED 521 Introduction to Dyslexia
This course focuses on teaching beginning reading, spelling, and handwriting to children exhibiting traits of dyslexia using a structured literacy approach. This approach requires an explicit, direct, multisensory structured, phonetic approach to teaching basic language skills. The NICHD/IDA definition of dyslexia, which includes the neuroscience of reading, will be presented and discussed. Lecture and semester topics include: understanding the speech-sound system of language, common orthographic rules and patterns, syllable types and syllabication. The course includes current research that supports this approach for children exhibiting the traits of dyslexia. Dyslexia screening tools, accommodations, modifications, and teaching strategies, necessary to support a student with dyslexia in the regular education classroom will also be discussed. Varies

 


English Language Learning

EDU 502 Second Language Acquisition
This course examines second language acquisition (SLA) theories and research as they apply to English Language Learner (ELL) teaching and learning. Key questions include: What is language? How are first and second languages learned? What are SLA theories and how do they compare to first language acquisition (FLA) theories? What are various disciplinary approaches to SLA research? What are key trends and findings in SLA research? How are SLA theories and research applicable to ELL materials, methods and practices? Varies.

EDU 503 Culturally Responsive Pedagogy and English Language Learners
This course is designed with the premise that English Language Learners function in more than one language and more than one culture; these experiences influence and impact their learning in the classroom. Students will investigate the value of understanding the backgrounds of English Language Learners and work to create a learning environment that supports learning in a second language and culture while fostering a respect for the other languages and cultures. Varies.

EDU 504 English Language Learners: Equity, Inclusion, and Family Engagement
This course will help participants understand the importance of equity, inclusion, and advocacy while fostering culturally and linguistically diverse (CLD) family engagement. Students will identify how culture, cultural diversity, and cultural sensitivity apply to working with ELLs, their families, and their communities. Varies.

EDU 505 Curriculum, Instruction, and Assessment for ELLs
This course fosters course participants’ abilities to modify and adapt learning environments that support the diversity of linguistic, cultural, and social experiences that all students bring to the classroom.  Through the examination of various ELL curricula, materials, strategies, and assessments participants will look at language literacy skills, curriculum adaptation for language minorities, and design appropriate assessments connected to learning objectives for ELLs within the curriculum.  Participants will develop a pedagogical understanding that effectively connects culturally situated knowledge to equitable learning experiences. Varies.

EDU 511 Evidence and Inquiry Based Strategies for Working with ELLs
This course is designed to engage teachers of English Language Learners (ELLs) in a practice of critical and reflective inquiry. Course participants will develop an understanding of what constitutes informed, creative and meaningful research inquiries. Finally, students will examine how current second language acquisition and bilingual education research frames effective inclusive instructional practice. Varies.


Gifted and Talented Education

SED 530 Identifying and Educating Learners who are Gifted
This course introduces the participant to the education of gifted learners. Topics to be presented: conceptions of giftedness; myths and truths of gifted education; the necessity of gifted education; equitable identification of gifted learners from diverse populations; common cognitive and affective characteristics; highly gifted students; special populations of gifted learners; common social or emotional issues; necessary components of a gifted program; curriculum differentiation in the regular classroom; and acceleration vs. enrichment. Varies

SED 531 Curriculum and Instruction for Learners Who Are Gifted
This course emphasizes the development of curricular and instructional opportunities to address characteristics and needs of the gifted child. Topics include: complexity and abstractness; differentiation from mainstream curriculum; modification of content, process, product, and learning environments; creative and critical thinking skills; the study of major ideas, issues, problems and themes across content areas; development of understanding of self and others; promotion of self-directed learning; career education; scope and sequence; and integration with district standards. Every fourth semester.

SED 532 Developing and Implementing Programs for Learners Who Are Gifted
This course prepares participants to build effective cohesive programs for gifted students, with direction provided by Maine Chapter 104 and the National Association for Gifted Children Program Standards.  Topics include: program philosophy, goals and objectives; program models; identification procedures; curriculum and instruction; addressing atypical giftedness; grouping for instruction; teacher preparation; parent involvement; coordination between regular and special school programs; prevention of emotional problems; secondary vs. elementary programs; program advocacy and program evaluation. Every fourth semester.

SED 533 Teaching Critical and Creative Thinking in Gifted Programs and Classroom Settings
This course prepares teachers to increase the levels of critical and creative thinking in their classroom teaching. Topics include critical thinking, creative thinking, and problem solving in education in regular classrooms, arts or music classrooms, and in the education of gifted students. Participants will learn about assessment of critical thinking and creativity; social and cultural practices which facilitate or inhibit critical and creative thinking; and classroom practices which stimulate or inhibit critical and creative thinking in students and in teachers. Specific research-based classroom strategies will be taught. Varies


Literacy

EDU 501 Content Area Literacy and the Common Core State Standards
This graduate course in content literacy and the Common Core Standards (CCSS) is designed for practicing teachers. Content Area Literacy and the CCSS focuses on using literacy strategies that will help students comprehend and use critical thinking skills as students learn about effective approaches for teaching and assessing the process of literacy in the classroom.

Students will:

  • learn and implement literacy strategies that develop critical thinking;
  • implement “Writing to Learn” approaches to increase and enhance comprehension;
  • implement techniques that encourage students to take charge of their own literacy processes;
  • understand the difference between strong and weak examples of work and using this knowledge to increase their literacy achievement connecting reading, writing and thinking; and
  • engage in activities with their peers to sharpen their own understandings about literacy and the newest research on best practice.

Varies.

EDU 557 Family and Community Involvement in Literacy Learning
This course will focus on literacy learning issues as they relate to various family configurations, socioeconomic status and multicultural diversity in Grades K-12. The course will include an examination of the role of contextual factors and community agencies in promoting literacy education within schools. The course will address communication skills and implementation of effective practices that enhance family and community involvement. Varies.

EDU 558 Literacy Leadership in the Classroom
This course will focus on leadership skills and strategies for the classroom educator. An emphasis will be put on reframing the culture of literacy leadership looking at the individual and team approaches in the classroom and school. Literacy communities are levers for change and participants will learn about best practices for developing a professional literacy community. All students have a right to literacy; therefore, this course will capitalize on helping students perform at optimum levels in reading, writing, speaking and listening. Varies.


Math Coaching

EDU 565 Design and Implement a Secondary Math Coaching Practice, Part I
This is the first course in a three-course series. This course offers an introduction to the theory and practice of secondary mathematics coaching. Students will examine the literature related to mathematics coaching with particular attention to the different models employed by school districts and the efficacy of coaching. Participants will use this knowledge to critically examine their own teaching practice. Focus will also be given to developing a shared vision of quality instruction in secondary mathematics. Varies

EDU 566 Design and Implement a Secondary Math Coaching Practice, Part II
This is the second course in a three-course series. During the course students will expand their mathematical content knowledge, mathematical knowledge for teaching, and mathematical pedagogy through case studies and research in the field. Participants will use this knowledge to critically examine their own teaching practice. Additionally, participants will continue studying and begin to practice skills for secondary mathematics coaching and subsequently refine their vision of an effective and appropriate coaching practice. Participants will collect and analyze data to inform professional development planning. Varies.

EDU 567 Implementing and Refining a Secondary Math Coaching Practice
This is the final course in a three-course series. In this course participants will work with the support of an on-site field coach to evaluate their work as an emerging secondary mathematics coach in their district. Collection and analysis of data will be necessary in order to answer the research question posed during the second course. The role of an educational leader and the integration of technological tools will leverage this work. Focus on high quality mathematics learning and teaching will continue to be central to the course design. Varies.

EDU 594 Designing a K – 8 Math Coaching Practice
This is is the first course in a three-course series. This course offers an introduction to the theory and practice of elementary (K – 8) mathematics coaching. Students will examine the literature related to mathematics coaching with particular attention to the different models employed by school districts and the efficacy of coaching. Focus will also be given to developing a shared vision of quality instruction in elementary school mathematics. Every Summer.

EDU 595 Implementing a K – 8 Math Coaching Practice
This is the second course in a three-course series. During the course students will expand their mathematical content knowledge, mathematical knowledge for teaching, and mathematical pedagogy through case studies and research in the field. Participants will use this knowledge to critically examine their own teaching practice. Additionally, participants will continue studying and begin to practice skills for elementary mathematics coaching and subsequently refine their vision of an effective and appropriate coaching practice. Participants will collect and analyze data to inform professional development planning. Fall.

EDU 596 Refining a K – 8 Math Coaching Practice
This is the final course in a three-course series. In this course participants will work with the support of an on-site field coach to evaluate their work as an emerging elementary mathematics coach in their district. Collection and analysis of data will be necessary in order to answer the research question posed in during the second course. Data will also be used to support the design of a professional development experience for teachers in the district. The role of an educational leader and the integration of technological tools will leverage this work. Focus on high quality mathematics learning and teaching will continue to be central to the course design. Fall.


 

Math Leadership

EDU 529 Mathematics Leadership in K-12 Settings: Understanding and Implementing Maine’s State Standards
This course is the first of a four-course concentration designed to prepare educators to be leaders and specialists in mathematics education. It is a prerequisite for the other three courses which will focus on content, instruction and supervision. The key content focus of this course is mathematics curriculum & assessment – specifically drawn from Maine’s State Standards for mathematics, the use of tactile and electronic technology, and the design for lessons, units and curriculum documentation. Throughout each content strand there will be a focus on the strategies to create, adopt and execute professional development for teachers of mathematics. Every other year.

EDU 530 Mathematics Leadership in K-12 Settings: The Mathematics Content for Standards-Based Instruction
The content of this course is specific to the skills and concepts needed as an emergent mathematics leader/specialist/instructor.

The focus of this course will be:

  • An in-depth study of the Domain Progressions in Maine’s State Standards and the NCTM Standards and Connections in the NCTM Process Standards.
  • A research project that will examine the definition of mathematics content knowledge, the mathematics knowledge needed to teach effectively.
  • Development of a mathematics unit demonstrating math content, domain progressions and connections between mathematics topics.
  • A section of the course series portfolio that will show evidence of the student’s ability to use the learning in a professional development capacity as a mathematics leader.

Every other year.

EDU 531 Mathematics Pedagogical Knowledge: Effective Instructional Practices for Teaching Maine’s State Standards
The content of this course is specific to the skills and concepts needed to produce effective mathematics instruction.

The focus of this course will be:

  • Mathematics pedagogical knowledge needed for effective mathematics instruction.
  • Identification of mathematics resources needed for effective mathematics instruction.
  • The ability to critique classroom instruction for effectiveness.
  • The development of mathematics units.

Every other year.

EDU 532 Mathematics Leadership K-12: The Art of Mathematics Coaching and Supervision
This is the fourth course in a four-course, Certificate in Math Leadership. This course offers an introduction to the principles and types of mathematics leadership in educational settings. Students will examine literature related to mathematics leadership with particular attention to the different roles mathematics teacher leaders may play in the classroom, schools, districts and beyond. Participants will use this knowledge to critically examine their own leadership practices and roles. Focus will be given to developing a shared vision of mathematics teacher-leadership. Every other year.


Methods Courses

EDU 524 Advanced Math Methods
This course is designed for elementary teachers who wish to increase both their math content knowledge and the methods they use to teach math content. Participants will increase their content knowledge in the mathematics they teach; increase their understanding of how children learn mathematics; increase their understanding of themselves as a mathematicians; increase their confidence as math teachers; increase their familiarity with the variety of math resources and materials available; increase their knowledge of the national math standards as well as the current research on math education; increase their ability to create a constructivist mathematics curriculum. Varies.

EDU 561 Methods for Middle/Secondary Mathematics Education
This course includes methodological, curricular and professional issues in mathematics education, grades 6-12.  Focus includes the following topics: Teaching and preparing for Proficiency Based Education, response to Intervention structures and pedagogies; high school and middle school math content; use of materials; problem solving; use of technology; State Standards; professional development and leadership. Particular attention is given to the use of instructional technology, and the application of how-we-learn brain research in the mathematics classroom. Varies.

SED 560 Teaching Individuals with Exceptionalities in the General K-8 Classroom
This course is designed to help general education teachers realize the connections between a theoretical understanding of the nature and needs of diverse learners (mostly those with disabilities but including those from multicultural backgrounds, those at risk for school failure and those who are gifted and talented), and the practical collaborative practices, instructional methods and classroom behavior management strategies employed by teachers to ensure these students achieve their fullest academic and social potential. Participants will have the opportunity at advanced levels to address The Maine Standards for Beginning Teachers, and CEC Standards and ITASC Principles for Special Education. It meets K-8 certifications requirements in the state of Maine. This course is specifically designed to meet MDOE’s requirement for “Teaching Exceptional Students in the Regular Classroom” as part of a regular classroom teaching certificate. Special Education teachers or those seeking Special Education certification should not enroll in this course. Varies.

SED 561 Teaching Individuals with Exceptionalities in the General 7-12 Classroom
This course is designed to help general education teachers realize the connections between a theoretical understanding of the nature and needs of diverse learners (mostly those with disabilities but including those from multicultural backgrounds, those at risk for school failure and those who are gifted and talented), and the practical collaborative practices, instructional methods and classroom behavior management strategies employed by teachers to ensure these students achieve their fullest academic and social potential. Participants will have the opportunity at advanced levels to address The Maine Standards for Beginning Teachers, and CEC Standards and ITASC Principles for Special Education. It meets 7-12 certifications requirements in the state of Maine. This course is specifically designed to meet MDOE’s requirement for “Teaching Exceptional Students in the Regular Classroom” as part of a regular classroom teaching certificate. Special Education teachers or those seeking Special Education certification should not enroll in this course. Varies.


Proficiency Based Education

EDU 551 Changing Educational Organizations in a Diverse World
This course is about understanding schools as organizations and how to change them to improve learning for all. It draws on literature about organizational behavior, culture, change, leadership, learning organizations and professional learning communities. It is designed to promote critical thinking about and planful action toward creating schools that are true learning organizations. The course begins with an overview of diverse models of organizations and moves to a focused examination of culture and its impact on organizational behavior. Frameworks for understanding organizational change and resistance to change are then explored, followed by critical examination of leadership capabilities and skills necessary to lead successful school change efforts, including shared vision, inquiry-based use of data, and broad-based involvement and collaboration. Varies.

EDU 568 Communication Tools for Teaching and Learning in Proficiency-Based Education
The goal of this course is to develop student-centered learning through technology integration and project-based approaches. Themes include: using technology effectively in the classroom to promote 21st century skills; identifying ways students and teachers can use technology to enhance learning through research, communication, collaboration, and productivity strategies and tools; providing hands-on learning and the creation of curricular units and assessments, which address state and national academic and technology standards; facilitating student-centered classrooms that encourage student self-direction and higher-order thinking. Varies.

EDU 574 Curriculum, Instruction, and Assessment for Proficiency Based Education (Required)
This course is designed to provide participants with a review of the foundations of proficiency-based education. Participants will learn the key components of a proficiency-based educational system including school structures, curriculum, instruction, assessment, and reporting; and they will apply relevant theory and researched-based practices to the design of these key components. Participants will also engage in critical discussions and demonstrate awareness of the affective and behavioral considerations for teaching and learning in a proficiency-based learning environment. Varies.

EDU 575 Instructional Leadership (Required)
This course is designed to build on participants’ prior knowledge of the foundations of proficiency-based education (PBE). The course will focus on instructional leadership practices that are useful and effective in the PBE classroom. Participants will analyze research on instruction and assessment practices; reflect on their local practices; create plans for improvement; and gather data to inform further action. The coursework will also explore leadership theory, the role of strategic planning, the change process, and strategies needed to successfully maintain and update a proficiency-based curriculum design. Varies.

EDU 576 Seminar In Proficiency Based Education
This course is designed for students to identify, with faculty support, an applied research project in proficiency-based education. Students will be expected to conduct literature reviews, explore theoretical frameworks, locate resources, and design strategies for implementing proficiency-based education. Seminar meetings will be responsive to students’ needs and allow for discussion, reflection, peer feedback, and support during project implementation. Varies.


School Health

SHE 530 The Coordinated School Health Program
This course will assist practicing teachers in becoming familiar with the discipline of health education and the coordinated school health model. The course will trace the evolution of school health as well as examine present and future trends. Summer.

SHE 533 Designing Curriculum and Methods in School Health Education
This course will present practicing educators with existing curricula and methods used in developing school health curriculum. Theory and research-supported practices will examine areas of instruction and acquisition of resources. Summer.


Special Education Alternative Route to Certification (SPARC)

SED 503 Preparing Students for the Future: Transition Programming, Self-determination and Advocacy
This course prepares future special education teachers at the middle and secondary level to meet the transition requirements of IDEA by exploring issues and strategies for preparing adolescents and young adults with disabilities for the transition from school to adult life. We will explore these issues and strategies within the context of ecological models of human development. Students will: understand federal and state mandates for transition planning and historical perspectives of transition, explore and describe the five areas of transition, implement effective strategies for dealing with diversity and gender equity issues, implement key transition assessments and curricula, develop student-centered transition plans and demonstrate awareness of how community agencies can collaborate to improve outcomes for youth with disabilities. Varies.

SED 504 Collaborative Partnerships Among Individuals with Disabilities, Families, and Professionals
This course focuses on collaboration and teaming strategies among individuals with disabilities, their families, general and special educators, school psychologists, paraprofessionals, and other related service providers in inclusive school and community settings. Assignments and activities require application of teaming and collaboration skills. Participants will also conduct research on collaborative interactions in school and community-based services. Course projects involve co-teaching, staff development, and problem-solving situations. Summer.

SED 505 Universal Design for Learning and Curriculum Access
This course introduces students to the concept of universal design for learning (UDL) and instructional technologies that provide educators with effective ways to create flexible methods, materials, and assessments to reach diverse learners. A focus will be on how to support students with a range of abilities to access the general education curriculum across content areas. Varies.

SED 506 Assessment in Special Education
This course examines assessment practices for children and youth from 3-20 years and provides a variety of hands-on experiences in using various assessment approaches including observations, curriculum-based measurement, and standardized instruments. This course includes opportunities to construct and use both formative and summative assessments, emphasizing the links between pre-assessment, program planning and instruction, and monitoring progress. Each student will work with a focus child or youth in their area of specialization to gain practice in constructing, evaluating, and implementing informal assessments, evaluating formal assessments and interpreting assessment information for other educators and parents. Each student will build skills and knowledge in increasing cultural competence related to assessment practices. During this course, we also will explore a variety of current issues including universal design, test accommodations, modifications, and assistive technology. Spring.

SED 507 Curriculum and Instructional Programming for Students with Disabilities
Students will explore basic principles of curriculum development and instructional programming for students with disabilities. Students will focus on how to develop clear instructional goals and objectives for Individual Education Plans and then how to construct daily instructional programs to accomplish these goals and objectives. Students will explore current theory and practice regarding direct instruction as it applies to teaching reading and related skills. Spring.

SED 508 Classroom and Behavior Management of Students with Disabilities
Students will explore basic principles of classroom and behavior management from prevention of problems through the development of a variety of positive responses to chronic misbehavior in special education and regular classroom settings. Students will develop and conduct a number of classroom application projects designed to improve the behavior of individuals and groups of students. Students will also review current research on effective classroom and behavior management. Fall.

SED 511 Mathematics Instruction for Students with Disabilities
This course, for practicing teachers, focuses on methods and strategies for introducing mathematical concepts to children and youth with disabilities, preschool through high school. Issues of concern, major curriculum thrusts, such as the Common Core State Standards, Maine Early Childhood Learning Guidelines, promising practices, methods to differentiate instruction, linking instruction and assessment, accommodations, modifications, and assistive technology are addressed in this course. Approaches for children of different age levels from preschool through secondary are included. Students will select course projects appropriate for the setting or grade level in which they work. Summer.

SED 513 Early Childhood Speech and Language: Development, Disorders and Interventions
This course is designed to introduce future early childhood special and general educators to the development of speech and language in young children. Content includes an overview of the ages and phases of typical speech and language development and the link between speech, language and literacy. It will explore disorders and delays in speech and language and learn about research-based techniques for assessment, identification and intervention. Every other Summer.

SED 514 Literacy Development for All Students
This course introduces research-based approaches to (1) the assessment of and for literacy, and (2) the implementation of methods, materials, strategies, and techniques for supporting literacy learning of all individuals, including those with disabilities. Although this course focuses on the special needs of individuals with disabilities or who are at risk, individuals taking this course will learn ways to address the needs of all students in grades Pre-kindergarten through 12 and adults who struggle to read and write or to improve their reading and writing skills. Topics include: assessment, print awareness, phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, writing, and teaching reading and writing to English language learners. Opportunities will be provided for participants to explore independent learning on key course topics. Summer.

SED 515 Early Intervention: Working with Infants and Toddlers with Disabilities and Their Families
This course addresses various aspects of early intervention services including teaming with families; understanding development and risk during prenatal, natal, and postnatal stages; studying models for working with young children with disabilities and their families in natural environments; and examining infant and toddler program development and curriculum. Students will identify and use current research to increase personal knowledge and skills, applying their findings to present work settings. Spring.

SED 517 Professional Ethics, Cultural Competence, and Evidence-based Practices in Early Intervention and Early Childhood Special Education
This course examines professional and ethical practice within the range of delivery systems from early intervention to special education in community and school-based programs for children with disabilities, from birth to eight years of age, and their families. Case studies increase understanding of various medical conditions and related care on family concerns and on child development and learning. Students examine and practice developmentally appropriate methods and strategies, as well as develop skills in effective supervision and evaluation of others. Through the course, students engage in reflective inquiry regarding developing personal cultural competency. Students identify and use current research to increase personal knowledge and skills, applying findings to present work settings. Fall. 

SED 518 Special Education Law
This course will provide prospective and practicing educators and school administrators with a working knowledge of relevant laws, policies, and regulations related to students with disabilities. Laws and regulations pertaining to the Individuals with Disabilities Education Act, Maine special education regulations, and Section 504 of the Rehabilitation Act will be discussed. Major course topics include Special Education eligibility and IEP development, student discipline, and curriculum access. The historical significance and practical application of laws affecting students with disabilities in school will be emphasized. In particular, the focus of the course will be on making effective educational decisions for students with disabilities. Summer.

SED 519 Assistive Technology
This course introduces students to assistive technology (AT). Course participants will investigate the use of assistive technology devices and services for individuals with disabilities. A range of technology will be examined from “low tech” devices that are inexpensive or easily modified to “high tech” devices that are expensive. Evaluation approaches, determination of appropriate uses of assistive technology, and funding will be explored. Methods and strategies for implementing assistive technology with students who require varying levels of support across settings and ages will be a primary focus. Spring.

SED 529 Individualized Positive Behavior Supports
This course prepares educators to design, implement, and evaluate interventions for students with significant emotional/ behavioral difficulties. Topics include the nature and needs of students with emotional/ behavioral difficulties, functional behavioral assessment, behavior support plans, and wraparound/mental health supports. Varies


Other Courses

EDU 506 Poverty and Education
The influence of income on the well-being of children, youth, and families is pervasive and persists throughout the lifespan and across generations. An extensive and interdisciplinary literature has documented the widespread influence of family income on children’s cognitive, socioemotional, and physical development, as well as later vocational and educational success. In this course, we will come to understand how poverty impacts education through a systems approach. We will study theoretical perspectives from economics, sociology, psychology, and education for understanding how poverty affects children’s well-being as well as the multiple contexts children are growing up in. We will also look at resilience and ways that children can avoid the negative outcomes of living in poverty. This course will pay special attention to rural poverty and how it differs from urban poverty. Application of theory and research to practice will be emphasized throughout this course. Varies.

EDU 510 Induction and Mentoring
The course will focus on induction and mentoring skills aligned with the current teacher certification standards for beginning teachers. Participants will familiarize themselves with Maine’s Chapter 118 and examine the potential application of effective feedback for beginning teachers from a mentor’s viewpoint. Additional topics will include reflective journaling to improve teaching strategies, developing scaffolding skills for the mentor, identifying the needs of beginning teachers, and time management solutions. Varies.

EDU 519 Children at Risk: Fostering Resilience and Hope
Resilience is the ability to “bounce back” in the face of adversity. It is a process (not a product) that can be fostered in children in multiple ways. This course will explore how risk impacts students and their education through a systems approach, as well as how to identify and increase protective factors. It will examine risk and resilience processes during childhood and adolescence and the long terms effects of risk on the lifespan. Diverse conceptual, empirical, and applied perspectives from sociology, psychology, and education will be employed to understand how resilience is present in the multiple contexts of child development. Application of theory and research to practice will be emphasized throughout this course. Varies.

EDU 521 Fostering Effective Learner Dispositions
This course is designed to engage participants in learning and critical thinking about theories related to self-regulation and motivation. It draws on literature which emphasizes the interwoven nature of motivation and self-regulation. In the beginning of the course, participants will consider how goals, metacognition, and self-monitoring strategies are related to motivation in the classroom. By the end of the course, participants will apply their theoretical knowledge towards the development of appropriate classroom practices or tools with the goal of increasing self-regulation in students. Varies.

EDU 525 Developing Formative Assessment Practices in the Mathematics Classroom
This course will examine principles and aspects of formative assessment with a focus on establishing conceptual based mathematics learning targets, gathering and analyzing evidence of students’ thinking related to the learning target, providing feedback to students and deeply involving students in processes that will help them move their own learning forward. Research review, discussions, in-class exercises, practical experiences and action research on the integration of these formative assessment aspects within mathematics instruction will be an integral part of this course. Varies.

EDU 533 Mindfulness
This course is designed to introduce future early childhood, special and general educators to the nature of Mindfulness in Education and the importance of teaching Mindfulness strategies to our students. The content of this course will include an overview of the brain, and reactive versus responsive learners. The course will provide an introduction to the nature of neuro-developmental patterns, including sequential movements with regard to importance for foundational learning. Students will gain insight and understanding of the origin of Mindfulness and experience self practices for utilizing mindful strategies in the classroom setting with all students regardless of level of learning in order to assist students and teachers in meeting the rigors of today’s educational benchmarks. Students will explore the importance of the hierarchy of learning and the link between Mindfulness in reducing student anxiety relative to meeting academic demands. Practical, research-based methods in mindfulness will be taught in order to assist teachers in reducing students’ generalized anxiety in education. Teachers will learn how to become more mindful instructors, recognize anxious learners and develop useful strategies for maximum and optimal learning in their students and set up classroom(s) to emphasize a calming learning environment. Varies.

SED 560 Teaching Individuals with Exceptionalities in the General K-8 Classroom
This course is designed to help general education teachers realize the connections between a theoretical understanding of the nature and needs of diverse learners (mostly those with disabilities but including those from multicultural backgrounds, those at risk for school failure and those who are gifted and talented), and the practical collaborative practices, instructional methods and classroom behavior management strategies employed by teachers to ensure these students achieve their fullest academic and social potential. Participants will have the opportunity at advanced levels to address The Maine Standards for Beginning Teachers, and CEC Standards and ITASC Principles for Special Education. It meets K-8 certifications requirements in the state of Maine. This course is specifically designed to meet MDOE’s requirement for “Teaching Exceptional Students in the Regular Classroom” as part of a regular classroom teaching certificate. Special Education teachers or those seeking Special Education certification should not enroll in this course. Please contact graduate office to register.

SED 561 Teaching Individuals with Exceptionalities in the General 7-12 Classroom
This course is designed to help general education teachers realize the connections between a theoretical understanding of the nature and needs of diverse learners (mostly those with disabilities but including those from multicultural backgrounds, those at risk for school failure and those who are gifted and talented), and the practical collaborative practices, instructional methods and classroom behavior management strategies employed by teachers to ensure these students achieve their fullest academic and social potential. Participants will have the opportunity at advanced levels to address The Maine Standards for Beginning Teachers, and CEC Standards and ITASC Principles for Special Education. It meets 7-12 certifications requirements in the state of Maine. This course is specifically designed to meet MDOE’s requirement for “Teaching Exceptional Students in the Regular Classroom” as part of a regular classroom teaching certificate. Special Education teachers or those seeking Special Education certification should not enroll in this course. Please contact graduate office to register