Fall 2019 Open Enrollment:

May 9, 2019 – Open enrollment for MS Ed degree and Certificate graduate students
May 23, 2019 – Open enrollment for SPARC & Non-degree graduate students

Please email gradstudies@maine.edu or call (207) 778-7502 for more information.

M.S.Ed in Early Childhood Education

M.S.Ed in Educational Leadership

Administration

English Language Learning

Gifted and Talented Education

Math Coaching

Math Intervention Specialist

Math Leadership

Proficiency Based Education

Special Education

Systems of Student Support


 

ECH 504 Early Childhood Policy and Research
Participants in this course will investigate the current field of inclusive early childhood care and education from the perspectives of leadership, advocacy, policy and research. This course serves as a foundation for the M.S. Ed. Program, as students develop goals for their professional growth. Using a socio-ecological model, the contexts of the environments that surround childhood in the 21st century will be identified and explored. Students will explore current issues in early childhood by reading and understanding research on a selected topic in early childhood.

Prerequisite: Accepted in MS Ed in Early Childhood program, or permission of program Director
Instructor: Donna Karno
Format/Location: Blended – UMF
Dates/Days/Times: September 3 – December 13, 2019.
Face-to-face class meetings on Saturdays, September 7, October 26, and December 7 from 9:00 AM – 3:00 PM.
Online synchronous class meetings on Thursdays, October 3 and November 14 from 7:00 PM – 9:00 PM.
Class Number: 90818

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ECH 533 Advanced Foundations of Child Development
This course is an examination of the historical, philosophical, and theoretical basis of inclusive early childhood education today. The class traces the history and philosophy of education in early childhood and how they impact education practice. Social, economic and political forces will be analyzed within the context of shaping early childhood education. The course examines children’s behavior and learning within education contexts, with particular emphasis on inclusive environments. This course will fulfill a course towards attainment of the Maine state Birth-5 081 teaching certificate.

Prerequisite: Accepted in MS Ed in Early Childhood program, or permission of program Director
Instructor: Leigh Ann Fish
Format/Location: Online
Dates/Days/Times: September 3 – December 13, 2019.
Online synchronous class meetings on Wednesdays, September 25, November 6, and December 4 from 6:30 PM – 8:30 PM.
Class Number: 90819

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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?

Prerequisite: Bachelor’s Degree
Instructor: Deborah Howard
Format/Location: Blended – Lewiston Public Schools
Dates/Days/Times: September 19 – December 20, 2019.
Face-to-face class meetings on Saturdays, September 21, October 19, November 23, and December 14 from 9:00 AM – 1:00 PM

Class Number: 90845

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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.

Prerequisite: Bachelor’s Degree
Instructor: Elyse Pratt-Ronco
Format/Location: Blended – UMF
Dates/Days/Times: September 16 – December 20, 2019.
Face-to-face class meetings on Saturdays, September 21, November 2, and December 14 from 9:00 AM – 2:00 PM

Class Number: 90884

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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.

Prerequisite: Bachelor’s Degree
Instructor: Catherine Jacobs
Format/Location: Blended – UMPI
Dates/Days/Times: TBD
Class Number: TBD

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EDU 526 Assessment Course & Research-Based Intervention Practices
The student will evaluate, analyze, and select universal screeners and curriculum-based measures (CBMs) to assess student performance in mathematics, and research-based intervention practices. They will use assessment tools in mathematics to identify and analyze achievement gaps, to monitor student growth, and to implement research-based intervention practices. The students will study the research that continues to emerge effective intervention strategies and the challenges. They will learn about the critical role of professional development to keep abreast of current research.

Prerequisite: Bachelor’s Degree
Instructor: Melissa Gallagher
Format/Location: Blended – UMF
Dates/Days/Times: September 3 – December 13, 2019. Face-to-face class meetings on Saturdays, September 14, October 26, and December 7 from 9:00 AM – 3:30 PM.
Class Number: 90918

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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.

Prerequisite: Bachelor’s Degree
Instructors: Robert Jenkins and Margaret Griswold
Format/Location: Blended – UMF
Dates/Days/Times: September 14 – December 21, 2019.
Face-to-face class meetings on Saturdays, September 21, November 2, and December 14 from 9:00 AM – 3:00 PM.

Class Number: 90864

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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.

Prerequisite: EDU 529
Instructors: Robert Jenkins and Margaret Griswold
Format/Location: Blended – UMA Brunswick
Dates/Days/Times: September 7 – November 30, 2019.
Face-to-face class meetings on Saturdays, September 14, October 26, and November 23 from 9:00 AM – 3:00 PM.

Class Number: 90865

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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.

Prerequisite: Bachelor’s Degree
Instructor: Michael Cormier
Format/Location: Blended – UMF
Dates/Days/Times: August 30 – December 7, 2019.
Face-to-face class meetings on Saturdays, September 28, October 26, and December 7 from 8:30 AM – 4:00 PM.

Class Number: 91206

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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.

Prerequisite: Bachelor’s Degree
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: TBD
Class Number: TBD

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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.

Prerequisite: Bachelor’s Degree
Instructor: Jonathan Moody
Format/Location: Blended – UMF
Dates/Days/Times: September 26 – December 21, 2019.
Face-to-face class meetings on Saturdays, October 5, November 2, and December 14 from 8:30 AM – 2:30 PM.

Class Number: 90827

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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.

*This a a 6-credit course that spans two semesters.

Prerequisite: Completion of 12 credits from the following courses: EDU 550, EDU 551, EDU 552, EDU 553, SED 518

Section 0001
Instructor: Michael Cormier
Format/Location: Blended – UMF
Dates/Days/Times: August 17, 2019 – May 16, 2020.
Face-to-face class meetings on Saturdays, September 7, October 19, November 23, January 11, March 7, and May 2 from 8:30 AM – 2:00 PM.

Class Number: 90820

Section 0002
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: TBD
Class Number: TBD

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EDU 561 Middle-Secondary Math 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.

Prerequisite: Bachelor’s Degree
Instructor: Robert Jenkins
Format/Location: Blended – UMPI
Dates/Days/Times: September 1 – December 14, 2019.
Face-to-face class meetings on Saturdays, September 7, October 12, and December 7 from 9:00 AM – 3:00 PM.

Class Number: 91013

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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.

Prerequisite: Accepted in M.S. Ed. in Educational Leadership program at RSU 16 or permission of instructor
Instructor: Gloria Jenkins
Format/Location: Blended – RSU 16
Dates/Days/Times: September 19 – December 19, 2019.
Face-to-face class meetings on Thursdays, September 19, October 3, October 24, November 14, and December 5 from 3:30 PM – 7:00 PM.

Class Number: 91014

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EDU 584 Curriculum, Instruction, and Assessment II: Data Informed Decision Making for Digital Age Teaching and Learning
This course is designed to provide teacher leaders with opportunities to develop a deeper level of understanding of data analysis focused on student learning, representation, and communication to intended audiences. Participants in this course will investigate data-informed leadership processes through the cycle of program evaluation: design, implementation, management, and evaluation. The effects of reform initiatives on the stakeholders in educational environments will be investigated and critiqued. An emphasis is placed on developing a collaborative culture in educational environments that enhances teacher agency, builds instructional capacity, and maximizes efforts to meet students’ needs.

Prerequisite: EDU 583; practicing educator, or permission of instructor

Section 0001
Instructor: Meredith Swallow
Format/Location: Blended – UMF
Dates/Days/Times: September 3 – December 13, 2019.
Face-to-face class meetings on Saturdays, September 7, October 19, and December 7 from 9:00 AM – 3:00 PM.
Class Number: 90821

Section 0002
Instructor: Meredith Swallow
Format/Location: Blended – UMF
Dates/Days/Times: September 3 – December 13, 2019.
Face-to-face class meetings on Saturdays, September 7, October 19, and December 7 from 9:00 AM – 3:00 PM.
Class Number: 90822

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EDU 586 Applied Educational Research
This course builds on foundational theories and practices investigated in Research Methods. Students will design a research study related to the field of education and document the proposed methods for that study. Students will better understand various ethical concerns when conducting research with people.

Prerequisite: EDU 582 or permission of instructor
Instructor: Brian Cavanaugh
Format/Location: Blended – UMF
Dates/Days/Times: September 3 – December 13, 2019.
Face-to-face class meetings on Saturdays, September 7, October 19, and December 7 from 9:00 AM – 3:00 PM.

Class Number: 90824

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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.

Prerequisite: Accepted into the Maine Mathematics Coaching Project for K-8.
Instructor: Karen Wilson
Format/Location: Blended – UMF
Dates/Days/Times: October 5 – December 15, 2019.
Face-to-face class meetings on Saturdays October 5, November 2, and December 7 from 9:00 AM – 3:00 PM.

Class Number: 90836

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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.

Prerequisite: Accepted into the Maine Mathematics Coaching Project for K-8.
Instructor: Melissa Gallagher
Format/Location: Blended – UMF
Dates/Days/Times: September 16 – December 13, 2019.
Face-to-face class meetings on Saturdays, September 21, October 19, and November 23 from 9:00 AM – 3:30 PM.

Class Number: 90837

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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.

Prerequisite: Bachelor’s Degree
Instructor: Heidi O’Leary
Format/Location: Online
Dates/Days/Times: September 16 – December 20, 2019
Class Number: 90835

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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.

Prerequisite: Bachelor’s Degree
Instructor: Anne Fensie
Format/Location: Online
Dates/Days/Times: September 18 – December 17, 2019.
Class Number: 90893

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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.

Prerequisite: Bachelor’s Degree
Instructor: Libby Cohen
Format/Location: Online
Dates/Days/Times: October 6 – December 6, 2019
Class Number: 90830

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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.

Prerequisite: Bachelor’s Degree
Instructor: Hilary Goldthwait-Fowles
Format/Location: Online
Dates/Days/Times: September 24 – November 2, 2019.
Class Number: 90866

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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.

Prerequisite: Bachelor’s Degree
Instructor: Brian Cavanaugh
Format/Location: Online
Dates/Days/Times: September 16 – December 6, 2019
Class Number: 90831

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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.

Prerequisite: Bachelor’s Degree
Instructor: Brian Cavanaugh
Format/Location: Online
Dates/Days/Times: September 16 – December 6, 2019
Class Number: 90832

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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.

Prerequisite: Bachelor’s Degree
Instructor: Kevin Good
Format/Location: Online
Dates/Days/Times: September 22 – December 13, 2019
Class Number: 90833

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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.

Prerequisite: Bachelor’s Degree
Instructor: Susan Boyce-Cormier
Format/Location: Blended – UMF
Dates/Days/Times: September 18 – November 23, 2019.
Face-to-face class meetings on Saturdays, September 21, October 26, and November 23 from 9:00 AM – 2:00 PM.

Class Number: 90839

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SED 598 Inclusive Education Reform: a Social Justice Approach to School and Systemwide Reform
This course will explore how educators (teachers and administrators) can establish an inclusive vision and advocate to create a school or systemwide plan for equitable and excellent learning for all students. We will examine historical, legal, practical and theoretical perspectives on the culture and systems of special education and inclusive schooling. Students will study the research, issues, and outcomes from school leaders and educational researchers committed to advancing equity, social justice, and inclusive school reform. By the end of the course, students will have a deep historical, theoretical, and ethical understanding of inclusive school reform, as well as experience with practical tools, analysis, and applications to seek, create, and sustain equitable schools, especially for marginalized students.
Prerequisite: Enrollment in Graduate Certificate in Special Education Administration, or Master’s in Special Education, or Permission of Instructor
Instructor: Kate McLeod
Format/Location: Blended – UMF
Dates/Days/Times: September 16 – December 13, 2019.
Face-to-face class meetings on Saturdays, September 21, October 19, and November 23 from 9:00 AM – 3:00 PM.

Class Number: 91050

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