Fall 2020 Open Enrollment:

May 4, 2020 – Open enrollment for all 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 (Core)

M.S.Ed in Special Education (Core)

Administration

Assistive Technology

English Language Learning

Gifted and Talented Education

Math Coaching

Math Intervention Specialist

Math Leadership

Special Education Administration

Systems of Student Support

Special Education and SPARC

 


 

ECH 507 Advanced Infant and Toddler Development and Curriculum

This course will examine the physical, socio-emotional, cognitive, linguistic, and behavioral development of infants and toddlers. The importance of early relationships and attachment with mothers, fathers and other primary caregivers will be explored. State and national standards for infant/toddler care-giving environments, observation, curriculum, and assessment will be reviewed and utilized. A focus of this course will be considering strategies for developing collaborative relationships with parents and creating programs for young infants and toddlers that support parent partnerships, culturally competent care-giving, and developmentally supportive environments. This course has been approved to be used to apply for the State of Maine’s 081 Birth-Five Early Childhood Endorsement.

Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program Director
Instructor: TBD
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50266

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ECH 538 Collaboration with Families and 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 attainment of the Maine state Birth-5 081 teaching certificate.

Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program Director
Instructor: Patty Williams
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50267

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ECH 540 Research Methods in Early Childhood

In this course, students examine research methodologies used in inclusive early childhood settings. Students 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: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program Director
Instructor: Donna Karno
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50268

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Blended – Lewiston Public Schools
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50269

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50271

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Blended – UMA Saco Center
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50272

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.) EDU 531
Instructor: TBD
Format/Location: Blended – UMA Brunswick Center
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50273

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50270

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50274

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50275

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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 is a 6 credit course.

Prerequisites: (All students must hold a Bachelor’s Degree.) Completion of 12 credits from the following courses: EDU 550, EDU 551, EDU 552, EDU 553, SED 518

SECTION 0001
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: TBD
Face-to-face class meetings on dates TBD
Class Number: TBD

SECTION 0002
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: TBD
Face-to-face class meetings on dates TBD
Class Number: TBD

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.) EDU 583; practicing educator, or permission of instructor
Instructor: Meredith Swallow
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on Saturdays, September 12, October 24, and December 5 from 9:00 AM – 3:00 PM.
Class Number: 50276

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EDU 586 Applied Educational Research I

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.

Prerequisites: (All students must hold a Bachelor’s Degree.) EDU 582 or permission of instructor

SECTION 0001
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50277

SECTION 0002
Instructor: TBD
Format/Location: Blended – RSU 16
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50278

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into the Maine Mathematics Coaching Project for K-8.
Instructor: TBD
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50280

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Heidi O’Leary
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50281

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Kevin Good
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50282

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50283

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Karen Smith
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50285

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Brian Cavanaugh
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50286

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Libby Cohen
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50287

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50288

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Brian Cavanaugh
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50289

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Hillary Goldthwait-Fowles
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: 50290

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: TBD

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Susan Boyce-Cormier
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on Saturdays September 19, October 17 and December 12 from 9:00 AM – 2:00 PM.
Class Number: 50291

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SED 573 Alternative Communication

Communication is a key skill that all individuals have the human right to engage in in some form. This course will provide an overview of augmentative and alternative communication tools and the theories behind augmentative and alternative communication. Exploration experiences will enable students to locate, use and train others on the range of AAC technologies available. Field experience may be required (in-person or remote). 

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Kevin Good
Format/Location: Online
Dates/Days/Times: September 8 – December 18, 2020
Class Number: TBD

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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.

Prerequisites: (All students must hold a Bachelor’s Degree.) Enrollment in Graduate Certificate in Special Education Administration, or Master’s in Special Education, or Permission of Instructor
Instructor: Kate MacLeod
Format/Location: Blended – UMF
Dates/Days/Times: September 8 – December 18, 2020
Face-to-face class meetings on dates TBD
Class Number: 50292

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