Master of Science in Education in Early Childhood Education

Master of Science in Education in Educational Leadership

Applied Behavior Analysis

Administration

Educational Technology

General Topics in Education

Gifted and Talented Education

Math Education

Special Education (SPARC)

Enrollees must hold a Baccalaureate degree to register for any of these graduate level courses.


ECH 538  Collaboration with Families & Communities
The course presents strategies for educators to develop supportive family and community relationships. The multiple roles played by early educators are examined as they design and implement collaborative relationships with families and communities for the purpose of mutual support within inclusive settings. The course critically analyzes theoretical paradigms and current research, with a particular focus on the ecological system from the most immediate environments inhabited by the child to the most distant (i.e. federal agencies, belief systems). This course will fulfill a course towards the attainment of the Maine state Birth-5 081 teaching certificate.

Prerequisites: Baccalaureate Degree in Early Childhood or related field. Enrollment in UMF M.S. Ed. Early Childhood Program or Permission of Instructor.

Instructor: Patricia Williams
Format/Location: Blended design – Three (3) face-to-face (f2f) class meetings at UMF and online.
Dates/Times: September 3-December 12, 2014. F2f class meetings on: Saturdays, September 13 and November 8 from 9:00 AM-3:00 PM and Sunday, December 7 from 9:00 AM-4:00 PM.
Synchronous online classes meet on Friday, September 12, from 6:00-8: 00 PM, Wednesday, October 8 from 7:00-9: 00 PM; and Friday, November 7 from 6:00-8:00 PM.
Class Number: 94356

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ECH 540  Research Methods in Early Childhood
In this course, we will examine research methodologies used in inclusive early childhood settings. We will investigate and interpret the methods used in existing empirical literature, and will investigate and practice various qualitative and quantitative techniques.  The use of ethics in conducting research on young children, their families, and their learning environments is emphasized.

Prerequisites:  Baccalaureate degree in early childhood or related field; Enrollment in UMF M.S. Ed –  Early Childhood Program and  ECH 500 Early Childhood Education in Today’s World

Instructor: Donna Karno
Format/Location: Blended design – Three (3) face-to-face (f2f) class meetings at UMF and online.
Dates/Times: September 6-December 12, 2014. F2f class meetings on Saturdays, September 6 & 27, and November 15 from 9:00 AM-3:00 PM, and Synchronous online classes on Thursdays, October 23 & December 11 from 7:00-9:00 PM.
Class Number: 94350

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EDU 501  Content Area Literacy and the Common Core State Standards 

EDU 501 has been cancelled.

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.
Instructor: Gayla LaBreck
Format/Location: Blended design – face-to-face (f2f) classes and online
Dates/Days/Times: Fall 2014 section cancelled.
Prerequisite: You must have a bachelor’s degree to register for this graduate level course.
Class Number: Fall 2014 section cancelled.
 

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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.

Instructor: Elyse Pratt-Ronco
Format/Location: Blended design – three face-to-face (f2f) classes at University College – Rockland and online
Dates/Days/Times: September 20 December 13, 2014. Three f2f classes on Saturdays, September 20, November 1, and December 13 from 9:00 AM to 2:00 PM.
Prerequisite: You must have a bachelor’s degree to register for this graduate level course.
Class Number: 94410
 
EDU506

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EDU 524  Advanced Math Methods (SECTION 0001)
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.
Instructor: Marilyn Curtis
Format/Location: Face-to-face classes at MSAD 17 Oxford Hills.
Dates/Days/Times: October 23, 2014 May 7, 2015. Thursdays, October 23, November 6 & 20, December 4, January 8 & 22, February 12 & 26, March 5 & 26, April 16 & 30, and May 7 from 3:30 to 6:30 PM.
Prerequisite: You must have a bachelor’s degree to register for this graduate level course.
Class Number: 94497

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EDU 524  Advanced Math Methods (SECTION 0002)
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.
Instructor: Marilyn Curtis
Format/Location: Face-to-face classes at RSU 2 in Hallowell.
Dates/Days/Times: October 21, 2014 – May 5, 2015. Thursdays, October 21, November 4 & 18, December 2, January 6 & 20, February 3 & 24, March 10 & 24, April 14 & 28, and May 5  from 3:30 to 6:30 PM.
Prerequisite: You must have a bachelor’s degree to register for this graduate level course.
Class Number: TBA

CONTACT THE OFFICE OF GRADUATE STUDIES FOR INFORMATION ON REGISTRATION.


EDU 529  Mathematics Leadership in K-12 Settings: Understanding and Implementing the Common Core 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 the Common Core 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.

Instructor: Bob Jenkins and Maggie Griswold
Format/Location: Blended design/three face-to-face (f2f) classes at UMF, teleconferencing and online work
Dates/Days/Times: September 6-November 22, 2014. Three f2f classes on Saturdays, September 6, October 18, and November 22 from 9:00 AM to 3:00 PM.
Prerequisite: You must have a bachelor’s degree to register for this graduate level course.
Special Note: This course is part of our Certificate in Math Leadership series
Class Number: 94211

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EDU 530  Mathematics Leadership in K-12 Settings: The Mathematics Content for Standards-Based Instruction

EDU 530 has been cancelled.

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 the Common Core 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.
Prerequisites: EDU 529 Mathematics Leadership in K-12 settings: Understanding and Implementing the Common Core State Standards. You must have a bachelor’s degree  to register for this graduate level course.
Instructors: Bob Jenkins and Maggie Griswold
Format/Location: Blended design – Face-to-face (f2f) classes, teleconferencing and online work.
Dates/Days/Times: Fall 2014 section has been cancelled.
Special Note: This course is part of our Certificate in Math Leadership series.
Class Number:
Fall 2014 section has been cancelled.

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EDU 531  Mathematics Pedagogical Knowledge: Effective Instructional Practices for Teaching the Common Core 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.
Prerequisites: EDU 529 Mathematics Leadership in K-12 settings: Understanding and Implementing the Common Core State Standards. You must have a bachelor’s degree  to register for this graduate level course.
Instructors: Bob Jenkins and Maggie Griswold
Format/Location: Blended design – three face-to-face (f2f) classes at Reeds Brook Middle School in Hampden, teleconferencing and online work
Dates/Days/Times: September 13- December 6, 2014. Three f2f classes on Saturdays, September 13, October 25, and December 6 from 9:00 AM to 3:00 PM.
Special Note: This course is part of our Certificate in Math Leadership series.
Class Number: 94207

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EDU 532  Mathematics Leadership K-12: The Art of Mathematics Coaching and Supervision
The content of this course is specific to the skills and concepts needed as an emergent mathematics leader/specialist as they support the development of mathematics educators.  The focus of this course will be:

  • The strategies of clinical supervision
  • The understanding of the aspects of coaching
  • The ability to give targeted feedback
  • The understanding of being a teacher-leader in the culture of a school.

This work will give the enrollee the foundation for becoming a mathematics leader using mentoring and supervision.

Prerequisites: EDU 529 Mathematics Leadership in K-12 settings: Understanding and Implementing the Common Core State Standards. You must have a bachelor’s degree  to register for this graduate level course.
Instructors: Bob Jenkins and Maggie Griswold
Format/Location: Blended design – three face-to-face (f2f) classes at University College – Rockland, teleconferencing and online
Dates/Days/Times: September 20-December 13, 2014. Three f2f classes on Saturdays, September 20, November 8, and December 13 from 9:00 AM to 3:00 PM.
Special Note: This course is part of our Certificate in Math Leadership series.
Class Number: 94209

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EDU 5382  Curriculum Instruction and Assessment in Customized Learning (6 credits)
This course is designed to provide participants with an understanding of what effective curriculum instruction and assessment looks like within a customized learning model.

The focus of the course will be on:

  • the importance of using a common instructional framework.
  • an understanding of formative feedback and its role in a standards-based customized learning classroom.
  • using a curriculum of learning goals, how to implement research-based best practices in instruction and assessment.
  • using and applying a taxonomy of learning to instructional lessons.
  • the structures and procedures that impact effective instruction and assessment practices.
  • motivational theory and how it relates to student engagement.
  • learner support structures that help learners track their own learning and make learning expectations and progress transparent to all learners and their parents.

This is a 6-credit graduate course, requiring extensive research, writing and application of research over two consecutive academic semesters.

Prerequisites: EDU 538 Building a Customized, Standards-based Learning System and EDU 5381 Seminar in Leadership, Change, and Structures in a Customized Learning Environment
Instructor: Linda Laughlin
Format/Location: Through Tandberg at both Mt. Blue and Oak Hill.
Dates/Times: September 8-May 6, 2015. Monday/Wednesday, September 8 & 17, Wednesday, October 8, Monday/Wednesday, November 3&19, Monday December 15, Wednesday January 28, Monday/Wednesday February 9 and March 11, Monday, March 23, Monday/Wednesday April 6 and May 6 from 4-7 PM. Synchronous Online 10/22, 12/3, 1/12&4/22 TBD.
Class Number: 94881
 

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EDU 552  Supervision and Evaluation of School Personnel
This course provides an overview of supervisory practice in public schools.  It draws upon effective schools, effective teaching, teacher and adult development, and supervisory practice literature as a foundation for direct assistance to teachers and general supervisory work.   The course includes Maine State Law regarding hiring and dismissal practices, just cause, contract issues, dismissal, non-renewal, progressive discipline, and complaint investigation.

Prerequisite: You must have a bachelor’s degree and two years of teaching experiencing to register for this graduate level course.
Instructor: Sandra MacArthur
Format/Location: Blended design – three face-to-face (f2f) classes at UMF and online
Dates/Times: September 6-November 29, 2014.  Three f2f class meetings on Saturdays, September 20, October 25 & November 22 from 9:00 AM – 2:00 PM.
Special Note: This course is part of our Certificate in Administration series.
Class Number: 94352

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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 proficiency-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.

Prerequisite: Familiarity with word processing, file management, data backup strategies and sending and opening email with attachments.
Instructor: Sarah Irish
Format: Online. In addition to asynchronous online study, 5 hours of synchronous (occurring at the same time) online class, as determined by the instructor and students, will be scheduled during this course.
Dates: September 15 – December 18, 2014.
Special Note: This course is an elective in the Certificate in Educational Technology series.
Class Number: 94679
EDU568

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EDU 580  Technology Integration Mod VI (0.5 credit – To be taken with EDU 586 Field-Based Research I)
This course is designed to prepare leaders to integrate diverse educational technologies in an educational setting .in ways that reflect a theoretical, research based, and practical understanding of curriculum/assessment development and the effective uses of technology. The course emphasizes practical ways to integrate technology into everyday instruction including content area knowledge acquisition, inquiry, communication, critical thinking, and problem ·Solving. Course content explores the role of leaders as agents of reform regarding technology and includes the role and responsibility of various technologies to address diverse learning needs by utilizing an array of applications to enhance classroom instruction, motivate learners, and connect home and school.

Prerequisites: Accepted in M.S. Ed. in Educational Leadership program, or permission of Director of Graduate Programs in Education
Instructor: Johanna Prince
Format/Location: Blended design – three face-to-face (f2f) classes at UMF and online
Dates/Times: September 3 – December 18, 2014. f2f classes on Wednesdays, September 3, October 15 and November 5 from 6:30-7:30 PM.
Class Number: 94513

EDU 583  Curriculum, Instruction, and Assessment I: Development and Planning for Digital Age Learners
This course focuses on current research and best practice in the area of curriculum development, instructional design, and assessment techniques. Participants will learn about a range of planning models that will inspire the creativity and innovation necessary to provide rich and powerful learning experiences and environments for every student. This course motivates participants to support colleagues in engaging students authentically in their own learning. An integral part of this course will be the development of a critical stance related to current practices in the design of curriculum, instruction and assessment.

Prerequisites: Accepted in M.S. Ed. in Educational Leadership program; completion of EDU 582; practicing educator or permission of Director of Graduate Programs in Education.
Instructor: Rebecca Young
Format/Location: Blended design – three face-to-face (f2f) classes at UMF and online
Dates/Times: September 3-December 18, 2014. Saturdays, September 13, November 1, December 6, and December 13 (snow date)
Class Number: 94695

EDU 586  Field-based Research I
Research conducted by classroom teachers, often concurrent with their teaching, is a component of reflective practice and professional learning grounded in an ethical commitment to improving practice and actualizing educational values. This course is designed to provide an in-depth review of research design including collaborative, qualitative, quantitative and mixed-method research. Ethical issues involved in field-based research, with an emphasis on those pertaining to research in educational settings, will be considered.

Prerequisites: EDU 585 or permission of instructor.
 
Instructor: Johanna Prince
Format/Location: Blended design – three face-to-face (f2f) classes at UMF and online
Dates/Times: September 3 – December 18. 2014. f2f classes on Wednesdays, September 3, October 15 and November 5 from 4:00-6:30 PM.
Class Number: 94512.

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SED 503 Transition for Youth with Disabilities: From High School to Adult Life

SED 503 has been cancelled. Course will be offered again in Spring 2015.

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.

Instructor: Lance Neeper
Format: Online.
Dates: Fall 2014 section cancelled.
Class Number: Fall 2014 section cancelled.

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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.

Instructor: Libby Cohen
Format: Online
Dates: September 8-December 15, 2014.
Class Number: 94354

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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.

Instructor: Raymond Glass
Format: Online
Dates: September 3-December 18, 2014.
Class Number: 94375

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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.

Instructor: Tamara Sewell
Format: Online
Dates: September 3 – December 12, 2014.
Class Number: 94736

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SED 526  Behavior Analysis the Scientific Assessment of Learning
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.

This course is also designed to meet coursework requirements of the Behavior Analyst Certification Board (BACB).  Students who satisfactorily complete the four-course sequence will be eligible, once having also met the experience and supervision requirement, for the examination to become a Board Certified Assistant Behavior Analyst (BCABA).  This course is explicitly designed to address the following content areas from the BACB Fourth Edition Task List (2010): identification of the individual’s problem (A-01 through A-08), measurement and measurement concepts (B-01 through B-05, F-47 through F-50, M-01 through M-15), assessment (C-01 through C-12), intervention considerations (D-01 through D-15), and experimental design (X-01 through X-12).  We may also touch upon relevant topics from other content areas.

Instructor: Susan Thibadeau
Format/Location: Face-to-face classes/UMF Campus
Dates/Times: September 20-December 6, 2014.  Saturdays, September 20, October 4 & 18, November 8 & 22, and December 6 from 8:30 AM to 4:00 PM.
Class Number: 94373
 

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SED 530  Educational Principles for Learners Who are Gifted
Introduces the participant to 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/emotional issues; necessary components of a gifted program; curriculum differentiation in the regular classroom; acceleration vs. enrichment.

Instructor: Helen Nevitt
Format/Location: Blended Design – Three (3) face-to-face (f2f) class meetings at University College – Rockland and online
Dates/Times: September 20-December 13, 2014. Three f2f class meetings on Saturdays, September 20, November 1 & December 13 from 9:00 AM – 3:00 PM.
Class Number: 94377

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SED 531  Curriculum and Instruction for Learners Who are Gifted
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; integration with district standards.

Instructor: Susan Boyce-Cormier
Format/Location: Blended Design – Three (3) face-to-face (f2f) class meetings at UMF and online.
Dates/Times: September 6-November 22, 2014. Three f2f class meetings on Saturdays, September 6, October 18 & November 22 from 9:00 AM – 2:00 PM.
Class Number: 94355

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