Thomas College
Programs in Education
B.S. Elementary Education (K-8)
B.S. Early Childhood Education (B-5) (K-3)
B.S. Early Childhood Management
B.S. Secondary Education (7-12)
B.S. /M.S. in Education
M.S. Graduate Degree Programs
2015-2016
TABLE OF
CONTENTS
Conceptual Framework ....................................................................................................................................1
Programs of Study in Education .......................................................................................................................2
Core Academic Skills/Praxis II Examinations .................................................................................................21
Registration for Student Teaching ...................................................................................................................24
Professional Ethics and Behavior ... ................................................................................................................25
Academic Warning & Withdrawal Policy ........................................................................................................25
Teaching Responsibilities ..............................................................................................................................27
Students Responsibilities in Cooperating Schools for all Placements ..............................................................29
Teaching Portfolio ...........................................................................................................................................30
Beyond the Internship: Toward Certification and Teaching Opportunities ......................................................35
Appendices
Appendix I: Application for Initial Educational Approval
Appendix II: Criminal History Background Check
Appendix III: Maine State Teacher Standards
Appendix IV: ECE/ELEM/SEC Portfolio/Course Alignment to Teacher Standards
Appendix V: Diversity Standard
Appendix VI: Suggested Field Experience Activities
Appendix VII: Thomas College Student Teaching Application
Appendix VIII: Thomas College Teaching Assistant Practicum Application
Appendix IX: Additional Resources
Thomas College Programs in Education
Conceptual Framework
The Education programs at Thomas College are built on the premise that a caring, culturally competent, motivating, and challenging
learning culture is at the heart of successful schools. And in order to create that classroom, the Thomas College programs place an
emphasis on preparing its students to teach for understanding.
To promote teaching for understanding, students are involved in studying and practicing constructivist learning principles
throughout the program. They learn that knowledge and understanding require more than teachers delivering information.
Understanding results in those situations when students construct their own knowledge frameworks. The role of the teacher,
therefore, must go beyond that of information-giver to that of creator of rich, developmentally appropriate learning environments
that support and scaffold students’ learning.
Reflection is a critical component in our effort to improve our ability to create the classroom culture that provides students the
richest opportunity to construct meaning in an effective learning environment. Reflection involves the critical analysis of what we
are doing, why we are doing it, and the resulting effects of our decision. It is a critical piece of the learning process for both students
and teachers. Students in the Education programs at Thomas College are expected to think and write reflectively at all levels of the
program. The goal is to produce teachers who are truly reflective practitioners, and who possess tools to accurately and effectively
assess the learning of their students.
Because our students are unique, and because human growth and development are key to how and when students are best prepared
to learn information and practice related to learning styles, multiculturalism, special needs, and cognitive, social, and emotional
development are integrated throughout the course work, and emphasized in our field experiences.
The Maine Standards for Teacher Candidates align well with this approach. Those standards speak to a teacher’s understanding
of learner development, learning differences, and learning environments. Teachers must have content knowledge and know how
to apply it. They should have a clear understanding of assessment principles and use them to guide their planning for instruction
and, based on reflection, how they improve. The standards direct that students be prepared to collaborate and to utilize technology
to support teaching and learning. These standards are woven throughout the Thomas College programs, from Early Childhood
through Elementary, and on to Secondary. They guide the program design, as well as its delivery. The Thomas program embraces
these standards, and the faculty seek to model them so that our students, in their own development as emerging practitioners, can
see and learn how to apply them.
The Education programs at Thomas recognize that learning is a social phenomenon. From the very beginning of the program, and
throughout the curriculum, students learn to work in a variety of different group configurations designed to model the way teachers
work together in our schools. They learn to use technology as a teaching and learning tool that reflects the society in which our
students live, research, socialize and communicate. They practice assessment, and revision, and are challenged to model inclusion
and responsiveness to the learner and the learning environment in their lesson planning.
Thomas teachers—to include faculty and students—are reflective practitioners. They use the tools of inquiry, their knowledge not
only of content but also of human growth and development, and then combine these skills with a constructivist approach to the
creation of understanding and learning in order to build classrooms where all students are challenged, and all students can learn.
1
BACHELOR OF SCIENCE- ELEMENTARY EDUCATION
The Bachelor of Science in Elementary Education program prepares students to teach children from kindergarten through grade
eight (Endorsement 020). In this program of study, students become familiar with teaching methods, learning styles, content
material integration, curriculum design and evaluation. The program also recognizes the need for tomorrow’s elementary
teachers to understand and use multimedia technology as a learning tool.
Graduates of this program must meet the eleven Maine Teacher Certification Standards identified in
Appendix III. Student lesson plans are linked to the State of Maine Common Core.
Throughout their program of study, students will document and demonstrate their competency in meeting these standards
through education methods courses and fieldwork. This program is certified by the State of Maine.
Degree List for Elementary Education
Year 1 Fall
EH111 - Composition I
ED122 - Foundation of Education
PY111 - General Psychology
CS115 - Introduction to Computer Applications
MS120 - Foundations of Quantitative Analysis
ED128 - Preparation for Field Experience
Year 1 Spring
EH112 - Composition II
LIB - Liberal Arts Elec.
HU/PH - Humanities or Philosophy Elec.
ED124 - Teaching Process and Curriculum Design
MS - Math Elective
ED129 - Field Experience
Year 2 Fall
ED232 - Educational Psychology
CO245 - Public Speaking
HG/PS - History or Political Science Elec.
SC* - Science Elective
EH221 - Introduction to Literature
Year 2 Spring
ED215 - Children's Literature
HG/PS - History or Political Science Elec.
LIB - Liberal Arts Elective
PY2/3 - Developmental Psych(225)/Child Psychology(336)
SC* - Science Elective
Year 3 Fall
ED326 - Methods of Teaching Social Studies Elem. School
ED315 - Teaching Reading in the Primary Grades
ED325 - Methods of Teaching Science Elem. School
ED338 - Advanced Field Experience
ED322 - Teaching Students with Exceptional Needs
Year 3 Spring
ED316 - Teaching Reading in the Elementary School
ED317 - Methods of Teaching Language Arts
HU/PH - Humanities or Philosophy Elec.
ED320 - Methods of Teaching Mathematics
ED245 - Computers Across the Curriculum
Year 4 Fall
LIB - Liberal Arts Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
Year 4 Spring
ED448 - Senior Seminar
ED445 - Student Teaching for Elementary Education
*Students should note that SC299 Introduction to Archeology and SC216 Anthropology do not fulfill the science
requirement for the Maine State Department of Education.
2
COMMUNITY COLLEGE ARTICULATIONS
3
4
BACHELOR OF SCIENCE- EARLY CHILDHOOD EDUCATION
The Bachelor of Science in Early Childhood Education program is designed to fulfill the state of Maine
endorsement requirements in Early Childhood Teaching (081 Endorsement-Birth to age 5 and/or 029 K- grade 3).
Students in this program who wish to be certified must complete the appropriate Praxis Core Academic Skills and
Praxis II exams as well as student teaching. The programs leading to 081 and 029 are accredited by the state of
Maine.
The Bachelor of Science in Early Childhood Management program is designed to prepare students for a professional
career as a director in an early child care setting and/or owner of a private childcare business. The content of this
program in a practical blend of courses across the liberal arts, infant and early childhood development, curriculum and
assessment, early childhood state licensure, child advocacy, family and cultural relationships, human resources,
marketing, entrepreneurship and small business management. This program requires a minimum of 100 hours of field
experience shadowing a early childhood director/owner and a 15 week/12 credit internship in an early childcare setting.
The Early Childhood Education program’s conceptual framework is complementary and yet at the same time
discrete from the Elementary program. Both are built on the premise that caring, competent, and culturally
responsive educators who are capable of providing a developmentally appropriate learning environment are integral
to high quality child care, pre-kindergarten programs and Early Elementary Education.
One of our main foci is to prepare students to become professional early childhood practitioners and leaders in
their field. Students study and begin to apply professional standards related to early childhood practice. They
are encouraged to be continuous collaborative learners who demonstrate knowledge, critical reflection and the
ability to become informed advocates for sound practice and policy in Early Childhood Education.
Woven throughout the Early Childhood Program is a respect for and willingness to embrace the rich diversity
present in our local area, state and nation. Faculty and cooperating care-givers and teachers in student field settings
are committed to preparing students to work with children and families from a variety of diverse backgrounds and
experiences. Early Childhood Education majors are encouraged to examine multiple perspectives of cultural,
social, ethnic, racial, economic, and geographic diversity and to consider how these concepts inform their
educational work and practice.
Early Childhood course work has been designed at Thomas College to be intentional in immersing students in the
study, design and application of socially constructive, student-centered, and developmentally appropriate curricula.
Arts-based approaches like Reggio Emilia and Waldorf early education are also introduced. By blending multiple
ways of thinking to include key ideas from Montessori, Waldorf, Reggio Emilia, Head Start curricula and others,
students are supported in acquiring a comprehensive knowledge base so they can understand, create, and use
systematic observational methods, developmentally appropriate curriculum and assessment measures.
The Early Childhood Education Program at Thomas College seeks to prepare graduates to be confident in
articulating and applying appropriate professional standards and/or guidelines in their teaching practice;
therefore, Early Childhood course and program objectives at Thomas are guided by:
 The Maine Standards Certification of Teachers
 Maine State Infant and Toddler Learning Guidelines
 The Maine Early Learning Guidelines for ages 3-5
 The Maine Common Core Grades K-3
 Principle and Position statements of the National Association for the Education of the Young Child.
5
Students are encouraged to be active participants in their learning and to develop the emergent attitudes,
dispositions, skills and professionalism that will prepare them for successful careers in the field of Early Childhood
Education.
Degree List for Early Childhood Education (Combined 081 and 029 Endorsements)
Year 1 Fall
EH111 - Composition I
ED122 - Foundation of Education
PY111 - General Psychology
CS115 - Introduction to Computer Applications
MS120 - Foundations of Quantitative Analysis
ED128 - Preparation for Field Experience
Year 1 Spring
EH112-Composition II
ED124-Teaching Process & Curr.
HU/PH - Humanities or Philosophy Elec.
MS- Math Elective
PY336- Child Psychology
ED129- Field Experience
Year 2 Fall
ED232 - Educational Psychology
CO245 - Public Speaking
EH - Literature Elective
HG/PS - History or Political Science Elec
SC* - Science Elective
Year 2 Spring
ED215 - Children's Literature
ED324 - Infant/Toddler Development
HG/PS - History or Political Science Elec.
LIB - Liberal Arts Elective
SC* - Science Elective
Year 3 Fall
ED334 - Language Development/Early Literacy
ED335 - Numeracy for the Young Child
ED338 - Advanced Field Experience
ED323 - Teaching Early Childhood Students with Exceptional Needs
ED327 - Science for the Young Child
Year 3 Spring
ED34 - Special Topics
ED34 - Special Topics
HU/PH - Humanities or Philosophy Elec.
LIB - Liberal Arts Elective
LIB - Liberal Arts Elective
Year 4 Fall
Year 4 Spring
ED34 - Special Topics
ED448 - Senior Seminar
ED34 - Special Topics
ED447 - Student Teaching/Internship
ED336- Social Studies for the Young Child
ELEC - Undergraduate Elective
ED322 - Teaching Students with Exceptional Needs in the Regular Classroom
* Students should note that SC299 - Introduction to Archeology and SC216 - Anthropology do not fulfill the
science requirement for the Maine State Department of Education.
6
Degree List for Early Childhood Education (081 Endorsement B-5 ONLY)
Year 1 Fall
EH111 - Composition I
ED122 - Foundation of Education
PY111 - General Psychology
CS115 - Introduction to Computer Applications
MS120 - Foundations of Quantitative Analysis
ED128 - Preparation for Field Experience
Year 1 Spring
EH112-Composition II
ED124-Teaching Process & Curr.
HU/PH - Humanities or Philosophy Elec.
MS- Math Elective
PY336- Child Psychology
ED129- Field Experience
Year 2 Fall
ED232 - Educational Psychology
CO245 - Public Speaking
EH - Literature Elective
HG/PS - History or Political Science Elec
SC* - Science Elective
Year 2 Spring
ED215 - Children's Literature
ED324 - Infant/Toddler Development
HG/PS - History or Political Science Elec.
LIB - Liberal Arts Elective
SC* - Science Elective
Year 3 Fall
ED334 - Language Development/Early Literacy
ED335 - Numeracy for the Young Child
ED338 - Advanced Field Experience
ED323 - Teaching Early Childhood Students with Exceptional Needs
ED327 - Science for the Young Child
Year 3 Spring
ED34 - Special Topics
ED34- Special Topics
HU/PH – Humanities/Philosophy Elec.
LIB - Liberal Arts Elective
LIB - Liberal Arts Elective
Year 4 Fall
ED34 - Special Topics
ED34 - Special Topics
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
Year 4 Spring
ED448 - Senior Seminar
ED447 - Student Teaching/Internship
* Students should note that SC299 - Introduction to Archeology and SC216 - Anthropology do not fulfill the
science requirement for the Maine State Department of Education.
7
Degree List for Early Childhood Education (029 Endorsement K-3 ONLY)
Year 1 Fall
EH111 - Composition I
ED122 - Foundation of Education
PY111 - General Psychology
CS115 - Introduction to Computer Applications
MS120 - Foundations of Quantitative Analysis
ED128 - Preparation for Field Experience
Year Spring
EH112-Composition II
ED124-Teaching Process & Curr.
HU/PH – Humanities/Philosophy Elec.
MS- Math Elective
PY336- Child Psychology
ED129- Field Experience
Year 2 Fall
ED232 - Educational Psychology
CO245 - Public Speaking
EH - Literature Elective
HG/PS - History or Political Science Elec
SC* - Science Elective
Year 2 Spring
ED215 - Children's Literature
ED324 - Infant/Toddler Development
HG/PS - History or Political Science Elec.
LIB - Liberal Arts Elective
SC* - Science Elective
Year 3 Fall
ED334 - Language Development/Early Literacy
ED335 - Numeracy for the Young Child
ED338 - Advanced Field Experience
ED322 - Teaching Students with Exceptional Needs in the Reg. Class
ED327 - Science for the Young Child
Year 3 Spring
ED34 - Special Topics
ED34 - Special Topics
HU/PH – Humanities/Philosophy Elec.
LIB - Liberal Arts Elective
LIB - Liberal Arts Elective
Year 4 Fall
ED34 - Special Topics
ED34 - Special Topics
ED336 - Social Studies for the Young Child
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
* Students should note that SC299 - Introduction to Archeology and
science requirement for the Maine State Department of Education.
Year 4 Spring
ED448 - Senior Seminar
ED447 - Student Teaching/Internship
SC216 - Anthropology do not fulfill the
COMMUNITY COLLEGE ARTICULATIONS
Early Childhood Education B-5 ONLY KVCC 2 +2 Program
Year 3 Fall
Year 3 Spring
ED232 - Educational Psychology
ED124- Teaching Process and Curriculum Design
HG/PS - History/Political Science Elec.
ED34 - Special Topics
EH112 - Composition II
HU/PH – Humanities/Philosophy Elec.
SC* - Science Elective
HG/PS –History/Political Science Elec.
ED34 - Special Topics
LIB - Liberal Arts Elective
MS- Math Elective
Year 4 Fall
ED334 - Language Development/Early Literacy
ED335 - Numeracy for the Young Child
ED338 - Advanced Field Experience
ED327 - Science for the Young Child
EH - Literature Elective
Year 4 Spring
ED448 - Senior Seminar
ED447 - Student Teaching /Internship
8
Articulation with Kennebec Valley Community College for Early Childhood Education
FIRST
SEM
CPT117
ECE131*
ECE135*
ENG101
PSY101
SECOND
SEM
COM 104
ECE134*
ECE140*
KVCC Courses
Software Applications I
Intro to Early Childhood
Observing & Recording Childrens
Children’s Behavior
College Composition
Introduction to Psych
CR
Thomas Credit
3 CS115- Intro to Computer App
3 ED122-Foundations of Education
3 ELEC-Undergraduate Elective
KVCC Courses
Intro to Communication
Health, Safety, and Nutrition
Fostering Growth & Development in Infants &
Toddlers
CR
Thomas Credit
3 CO245-Public Speaking
3 ELEC-Undergraduate Elective
3 ED324-Infant/Toddler Development
3
3
EH111-Composition I
PY111-General Psychology
ECE155*
Practicum I: Early Childhood
3
MAT113
Elements of Mathematics (or
higher math)
3
KVCC Courses
Literacy & Literature for Young Children
Fostering Growth and Development: The Preschool
Years OR
CR
Thomas Credit
3 ED215-Children’s Literature
3 PY336-Child Psychology
THIRD
SEM
ECE133*
ECE145*
ECE148*
ECE200*
SOC101
FOURTH
SEM
BIO115
BUS115
ECE158*
ECE250*
PSY215
ED128/129Field Experience/Prep for
Field
MS120-Foundations of Quantitative
Analysis
CR
3
3
3
3
3
CR
3
3
3
2
3
CR
3
3
Fostering Growth and
Development: Early Primary
Aged Children: 5-8 Years
Practicum II: Early Childhood
Intro to Sociology
Humanities Elective
3
3
3
KVCC Courses
Human Biology or other lab science
Supervisory Management
Including Children with
Special Needs in Early
Childhood Settings
Practicum III: Early Childhood
Developmental Psychology
CR
Thomas Credit
3 SC-Science Elective
3 ELEC-Undergraduate Elective
3 ED323-Teaching Early Childhood
Students
with Exceptional Needs
4 ED34-Special Topics
3 LIB-Liberal Arts Elective
CR
3
3
3
TOTAL CREDITS
63 Total Transfer Credits
59
9
ED34-Special Topics
LIB-Liberal Arts Elective
HU/PH-Humanities Elective
3
3
3
3
3
Articulation with YCCC for Early Childhood Education
York County Community College
Associate in Science
Early Childhood Education, A.S.
Thomas College
Bachelor of Science
Degree List for 208 - Early Childhood Education
Potential Transfer Credit:
ECE 101 Introduction to ECE
ED122 - Foundations of Education
ECE 108 Health Safety & Nutrition
ELEC - Undergraduate Elective
ECE 111 Child Growth & Development
ELEC - Undergraduate Elective
ECE 170 Observation & Assessment
ED129 - Field Experience
ECE 190 Guidance of Young Children
PY336 - Child Psychology
ECE 202 Language & Literacy
ED215 - Children's Literature
ECE 206 Educ. of Children w/Special Need
ED323 - Teaching ECE Students w/ Except. Needs
ECE 219 Curriculum Preschool + Primary-age ED124 - Teaching Process & Curriculum Design
EDU 160 Technology in Education
CS115 - Introduction to Computer Applications
ENG 101 College Composition
EH111 - Composition I
General Education Core II
HU/PH - Humanities or Philosophy Elec.
General Education Core II or III
HG/PS - History or Political Science Elec.
General Education Core I-IV
LIB - Liberal Arts Elective
General Education Core IV
LIB - Liberal Arts Elective
General Education Core IV, Lab Science
SC - Science Elective
MAT 122 Finite Math
MS - Math Elective
MAT 127 College Algebra
MS120 - Foundations of Quantitative Analysis
PSY 101 Introduction to Psychology
PY111 - General Psychology
SPE 101 Oral Communication
CO245 - Public Speaking
ECE 270 Infant and Toddler Curriculum
ED324 - Infant Toddler Development
Open Elective
ELEC - Undergraduate Elective
Curriculum Requirements: 64 credits
Total potential transfer credit
*Indicates flexibility based on individual transfer analysis
10
Remaining Course Requirements:
3
3
3
1
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
61
EH112 - Composition II
3
HU/PH - Humanities or Philosophy Elec.
3
ED128 - Preparation for Field Experience
1
ED232 - Educational Psychology
3
ED327 - Science for the Young Child
3
ED334 - Language Development/Early Literacy 3
ED335 - Numeracy for the Young Child
3
ED338 - Advanced Field Experience
3
ED34 - Special Topics
3
ED34 - Special Topics
3
ED34 - Special Topics
3
ED34 - Special Topics
3
ED447 - Student Teaching/Internship
12
ED448 - Senior Seminar
3
EH - Literature Elective
3
HG/PS - History or Political Science Elec.
3
LIB - Liberal Arts Elective
3
SC - Science Elective
3
Remaining Thomas credits to complete:
61
Degree List for Early Childhood Management
Year 1 Fall
EH111 - Composition I
ED110 - Professions in Early Childhood
PY111 - General Psychology
CS115 - Introduction to Computer Applications
MS120 - Foundations for Quantitative Analysis
MK116 - Principles of Marketing
Year 1 Spring
EH112 - Composition II
CO245 - Public Speaking
HU/PH - Humanities/Philosophy Elective
SY125 - Experiencing Diversity
MG224 - Management Principles
Year 2 Fall
CO213 - Business Communications
EC211 - Microeconomics
HG/PS - History/Political Science Elective
MS206 - Math for Management and Economics
SC* - Science Elective
Year 2 Spring
ED215 - Children’s Literature
ED324 - Infant and Toddler Development
ED347 – Sp. Topics: Observation, Curriculum & Assessment
EC212 - Macroeconomics
PY336 - Child Psychology
Year 3 Fall
ED350 - Early Childhood Mgmt: Advocacy & Ethical
ED346 – Sp. Topics: Brain Development in ECE
ED349 - Family Culture and Community
ED338 - Advanced Field Experience (ECE)
AC220 - Financial Accounting
Year 3 Spring
FN225 - Business Finance
LS327 - Business Law
HU/PH - Humanities/Philosophy Elective
AC221 - Managerial Accounting
MG351 - Management Information Systems
Year 4 Fall
ED450 - Early Childhood Mgmt: Licensure & Policy
MG347 - Entrepreneurship
MK325 - Advertising and Promotion
EH - Literature Elective
Year 4 Spring
ED447 - Student Teaching/Internship: (EC Management)
ED448 - Senior Seminar: (EC Management)
* Students should note that SC299 - Introduction to Archeology and SC216 - Anthropology do not fulfill the
science requirement for the Maine State Department of Education.
11
Elementary Education/Psychology Double Major
Year 1 Fall
ED122 - Foundations of Education
PY111 - General Psychology
EH111 - Composition I
MS120 - Foundations of Quantitative Analysis
CS115 - Introduction to Computer Applications
ED128 - Prep for Field (1 credit)
Year 1 Spring
ED124 - Teaching Process
PY225 - Developmental Psych.
EH112 - Composition II
PY - Psychology Elective
MS - Math Elective
ED129 - Field (1 credit)
Year 2 Fall
ED232 - Educational Psychology
PY226 - Experimental Design, Analysis
PY332 - Personality
SC321 - Anatomy & Physiology
PY338 - Abnormal Psychology
Year 2 Spring
ED215 - Children’s Literature
PY321 –Advanced Exper. Design
PY - Psychology Elective
CO245 - Public Speaking
HG/PS - History/Political Sc. Elective
HU/PH – Humanities/Philosophy Elective
Year 3 Fall
ED315 - Methods of Reading
ED322 - Exceptionality
ED325 - Methods of Science
ED326 - Methods of Social Studies
ED338 - Advanced Field
EH221 - Intro to Literature
Year 3 Spring
ED245 - Computers Across Curr
ED316 - Methods of Reading
ED317 - Method of Teaching LA
ED320 - Methods of Math
PY - Psychology Elective
Year 4 Fall
SC*- Science Elective
HG/PS - History/Political Science Elective
HU/PH – Humanities/Philosophy Elective
PY442 - Physiological Psychology
PY - Psychology Elective
Year 4 Spring
ED448 - Student Teaching
ED445 - Senior Seminar
*Students should note that SC299 - Introduction to Archeology and SC216 - Anthropology do not fulfill the science
requirement for the Maine State Department of Education.
12
BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION/MASTER OF SCIENCE IN
EDUCATION
The Bachelor of Science in Elementary Education/M.S. in Education program is designed for those students who
wish to combine Elementary Education certification along with a Master of Science in Education degree in a plus
one format. Students electing the B.S./M.S. in Education program must meet the same requirements as all students
seeking certification in Elementary Education, including passing scores on the Core Academic Skills and Praxis
II. Students in this program must meet the additional standards of a 3.0 cumulative G.P.A., and an approved
application by March 15 of their junior year in order to advance into approved standing in their senior year. Student
teaching will normally take place in the spring of the senior year, and students will begin their graduate work after
they have completed their undergraduate degree requirements.
Degree List for Master of Science in Education
Year 5 Summer II
ED554 - Trends in Curriculum Development
ED/CT – Education Graduate Elective
Year 5 Fall
ED551 - Seminar in American Schools
ED555 - Trends in Instruction
ED/CT – Education Graduate Elective
ED/CT – Education Graduate Elective
Year 5 Spring
ED552 - Students and Families at Risk
ED553 - Educational Assessment
ED698 - Capstone in Education
ED/CT – Education Graduate Elective
13
EDUCATION MINOR (18 Credits)
ED122 - Foundations of Education
ED124 - Teaching Process and Curriculum Design
ED232 - Educational Psychology
Choose from 3 of the following courses:
ED125-Experiencing Diversity
ED215 - Children's Literature
ED245 - Computers Across the Curriculum
ED34- Special Topics Course
Teaching Assistant Practicum/Internship Application
Advanced Practicum is an extended field experience normally offered in the fall of a student’s senior year.
When combined with student teaching, students enrolling in this option benefit from the opportunity to
spend both fall and spring in the classroom, observing and assisting with the planning and teaching of lessons,
designing and administering of assessments, and other teaching duties. The Advanced Practicum option is
available for students meeting these minimum requirements: passing scores on Core Academic Skills and Praxis
II, a 3.0 cumulative G.P.A., and an approved application submitted by March 15 prior to a fall placement. Students
anticipating this option are encouraged to consult early with their advisor. Twelve credits of internship would be
applied to a student’s undergraduate electives. For an internship, three, six, and nine credits are offered to students
who meet these academic requirements. All placements will be made by the College.
14
BACHELOR OF SCIENCE- SECONDARY EDUCATION- ENGLISH, MATHEMATICS, OR
SOCIAL STUDIES
The Bachelor of Science in Secondary Education – English, Mathematics and Social Studies programs are
designed to prepare students to teach youth in grades 7–12. Along with a diverse liberal arts background and
academic specialization, students become familiar with teaching methods, learning styles, working with a diverse
population of students, curriculum design and evaluation. A network of outstanding partner schools help
provide extensive experiences in the field. The program also recognizes the need for tomorrow’s teachers to
understand and use technology as a learning tool. Areas of academic specialization for Secondary teachers at
Thomas include English, mathematics and social studies.
The Secondary Education programs at Thomas are designed to fulfill the State of Maine endorsements for
certification, English Endorsement 100S; Social Studies Endorsement 200S; but students should note that the
program in Mathematics is not currently certified by the state, and students will need to apply directly to the
State of Maine Department of Education for possible certification. Throughout their program of study, students
will document and demonstrate their competency in meeting these standards and document their learning and
professional growth through the development of a portfolio, which serves as a valuable self-marketing asset
Degree List for Secondary Education-English
Year 1 Fall
ED122 - Foundation of Education
PY111 - General Psychology
EH111 - Composition I
MS120 - Foundations of Quantitative Analysis
CS115 - Introduction to Computer Applications
ED128 - Preparation for Field Experience
Year 1 Spring
ED124 - Teaching Process and Curriculum Design
EH112 - Composition II
HU/PH - Humanities or Philosophy Elec.
HG/PS - History or Political Science Elec.
MS - Math Elective
ED129 - Field Experience
Year 2 Fall
ED232 - Educational Psychology
EH221 - Introduction to Literature Elec.
EH - Literature Elective
EH337 Modern American Literature
CO245 - Public Speaking
Year 2 Spring
ED125 - Experiencing Diversity
EH - Literature Elective
EH332 - Shakespeare and His Age
EH200 - Writing Elective
PY335 - Adolescent Psychology
Year 3 Fall
ED310 - Teaching at the Secondary Level
ED322 - Teaching Students with Exceptional Needs
EH336 - American Romanticism and Realism
EH - Literature Elective
ED338 - Advanced Field Experience
EH129 - Grammar and Usage
Year 3 Spring
ED245 - Computers Across the Curriculum
ED333 -Classics of Modern British Literature
EH - Literature Elective
SC* - Science Elective
HU/PH – Humanities/Philosophy Elec.
Year 4 Fall
LIB - Liberal Arts Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
Year 4 Spring
ED446 - Student Teaching for Secondary Education
ED448 - Senior Seminar
15
Degree List for Secondary Education-Math
Year 1 Fall
ED122 - Foundations of Education
PY111 - General Psychology
EH111 - Composition I
MS120 - Foundations of Quantitative Analysis
CS115 - Introduction to Computer Applications
ED128 - Preparation for Field Experience
Year 1 Spring
ED124 - Teaching Process and Curriculum Design
EH112 - Composition II
HG/PS –History/Political Science
HU/PH – Humanities/Philosophy Elec.
MS197 – College Algebra
ED129 - Field Experience
Year 2 Fall
ED232 - Educational Psychology
MS205- College Math
MS- Math Elective
EH221 – Introduction to Literature
CO245 - Public Speaking
Year 2 Spring
ED125 – Experiencing Diversity
MS223- College Geometry
MS240- Discrete Mathematics
PY335 - Adolescent Psychology
Elective- Undergraduate Elective
Year 3 Fall
ED310 - Teaching at the Secondary Level
ED322 - Teaching Students w/
Exceptional Needs
MS231 Calculus I
Elective- Undergraduate Elective
ED338 - Advanced Field Experience
Year 3 Spring
ED245 - Computers Across the Curriculum
SC - Science Elective
MS232- Calculus II
MS301- Statistical Inference & Decision Making
HU/PH – Humanities/Philosophy Elec.
Year 4 Fall
Year 4 Spring
ED448 - Senior Seminar
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ED446- Student Teaching for Secondary Education
16
Degree List for Secondary Education - Social Studies
Year 1 Fall
ED122 - Foundations of Education
PY111 - General Psychology
EH111 - Composition I
MS120 - Foundations of Quantitative Analysis
CS115 - Introduction to Computer Applications
ED128 - Preparation for Field Experience
Year 1 Spring
ED124 - Teaching Process and Curriculum Design
EH112 - Composition II
HG212 - Modern Western Civilization
HU/PH – Humanities/Philosophy Elec.
MS - Math Elective
ED129 - Field Experience
Year 2 Fall
ED232 - Educational Psychology
PS213 - American National Government
HG221 - United States History to the Civil War
EH - Literature Elective
CO245 - Public Speaking
Year 2 Spring
ED312 - Literacy Across the Curriculum
PS214 - Rights and Roles of Citizens
HG222 - United States History Since the Civil War
PY335 - Adolescent Psychology
EC212 - Macroeconomics
Year 3 Fall
ED310 - Teaching at the Secondary Level
ED322 - Teaching Students w/
Exceptional Needs
HG227 - World Geography
SY201 – Intro. to Cultural Anthropology
ED338 - Advanced Field Experience
Year 3 Spring
ED245 - Computers Across the Curriculum
SC - Science Elective
ED125 – Experiencing Diversity
HG/PS - History or Political Science Elec.
HU/PH – Humanities/Philosophy Elec.
Year 4 Fall
HG/PS – History/Political Science Elec.
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
ELEC - Undergraduate Elective
Year 4 Spring
ED448 - Senior Seminar
ED446- Student Teaching for Secondary Education
17
MASTER OF SCIENCE DEGREE PROGRAMS
Master of Science in Education
Master of Science in Educational Leadership
-General
-Assistant Principal
-Principal/Superintendent
Master of Science in Literacy Education
MASTER OF SCIENCE IN EDUCATION
The Master of Science in Education is designed to enhance the professional capabilities of students who currently work
in the field of education.
Degree List for – Master of Science in Education (30 Credits)
Course
ED551
designation
Course name
Seminar in American Schools
Credits
3
ED552
Students and Families at Risk
3
ED553
Educational Assessment
3
ED554
Trends in Curriculum Development
3
ED555
Trends in Instruction
3
ED698
Capstone in Education
3
ED5
Graduate Education Elective
12
MASTER OF SCIENCE IN EDUCATIONAL LEADERSHIP
A Master’s Degree in Educational Leadership serves the needs of education professionals who are looking to advance their
careers by taking leadership positions in K-12 public and private education. It provides an opportunity for participants to
utilize hands-on projects from current positions or start others from scratch, while progressing through a master’s degree
program. This graduate degree program is essential for educators looking to move into administrative positions.
This degree program will allow students to focus their coursework in three concentration areas. The concentration areas map
courses required for state certifications. While these concentrations are aligned with State of Maine certification
requirements, they do not serve as a final certification completion mechanism. Students should note that in addition to course
work, teaching experience is required for final State certification.
Degree List for – Master of Science in Educational Leadership-General (33 Credits)
Course
ED530
designation
ED551
ED552
ED553
ED554
ED555
ED641 or
Course name
Special Education Law
Seminar in American Schools
Students and Families at Risk
Educational Assessment
Trends in Curriculum Development
Trends in Instruction
Educational Leadership or
ED644
Leadership Experience
ED698
EDL
Capstone in Education
Educational Leadership Elective
18
Credits
3
3
3
3
3
3
3
3
9
Degree List for – Master of Science in Educational Leadership-Assistant Principal (33 Credits)
Course
ED530
designation
ED551
Course name
Special Education Law
Seminar in American Schools
3
ED552
Students and Families at Risk
3
ED553
Educational Assessment
3
ED554
Trends in Curriculum Development
3
ED555
Trends in Instruction
3
ED571
Organizational Behavior and Change
3
ED572
School Law for Administrators
3
ED573
Supervision and Evaluation of Personnel
3
ED641 or
Educational Leadership or
3
ED644
ED698
Leadership Experience
Capstone in Education
3
Credits
3
Degree List for – Master of Science in Educational Leadership-Principal/Superintendent (39 Credits)
Course
ED530
designation
Course name
Special Education Law
ED551
Seminar in American Schools
3
ED552
Students and Families at Risk
3
ED553
Educational Assessment
3
ED554
Trends in Curriculum Development
3
ED555
Trends in Instruction
3
ED571
Organizational Behavior and Change
3
ED572
School Law for Administrators
3
ED573
Supervision and Evaluation of Personnel
3
ED641
3
ED642
Educational Leadership or Education Leadership
Experience
Financial and Business Management of Schools
ED698
Capstone in Education
3
ED6-3
Graduate Internship
3
19
Credits
3
3
MASTER OF SCIENCE IN LITERACY EDUCATION
A Master of Science in Literacy Education is designed to serve the needs of teachers and education professionals who seek
to change students’ lives through reading education and intervention.
The Master of Science in Literacy Education delivers coursework in line with State of Maine Certificate 092: Literacy
Specialist certification. While the Thomas MSLE curriculum is aligned with State of Maine certification requirements, it
does not serve as a final certification completion mechanism. Students should note that in addition to course work, teaching
experience is required for final State certification.
Degree List for – Master of Science in Literacy Education (36 Credits)
Course
ED540
designation
Course name
Best Practices in Literacy Curriculum
Credits
3
ED545
Best Practices in Literacy Instruction
3
ED551
Seminar in American Schools
3
ED552
Students and Families at Risk
3
ED565
Children’s Literature
3
ED610
Writing Development and Instruction
3
ED611
Reading Development and Instruction
3
ED612
Literacy Assessment
3
ED615
Literacy for the Special Learner
3
ED688
Clinical Experience in Literacy: Teaching
Learners with Literacy Challenges
6
ED6
Graduate Education Elective in Literacy
3
20
Core Academic Skills and Praxis Examinations
Students should request on their Core Academic Skills and Praxis paperwork that ETS send test scores to
Thomas College. Students should also retain a copy for their own records.
Successful completion of Core Academic Skills Test and a cumulative GPA of 2.5 or higher, is a
prerequisite for the following courses: ED 315, 316, 317, 322, 325, 326, 338. Finger printing and
background checks are also required for ED338. The Deadline for submitting scores and proof of
background check (see page 37 for details) is April 30 prior to the semester one wishes to participate in
Advanced Field Experience.
Students are encouraged to consult the Maine Department of Education website to confirm praxis score
requirements for State certification.
Elementary Education (Endorsement 020)
To meet Maine certification standards and the Highly Qualified standard of the federal No Child Left Behind
Act, all graduates of the Thomas Elementary Education program must also meet these requirements in order to
enroll in the Methods courses/Advanced Field Experience and to be recommended to the state for certification.
Passing score on Core Academic Skills for Educators with test scores of:
1.
Mathematics 5732
Score: 150
2.
Reading 5712
Score: 156
3.
Writing 5722
Score: 162
AND
A passing score on Praxis II
1. Test #5031, Elementary Education: Multiple Subjects exam, which is composed of the four
subtests listed below. A Passing score is required on each of these and any individual subtests can
be taken.
SUBTEST
QUALIFYING
SCORE
165
164
155
159
#5032 – Reading and Language Arts
#5033 – Mathematics
#5034 – Social Studies
#5035 – Science
Successful completion of Praxis II is a prerequisite for ED445 and ED448. The Deadline for registering is March
15 for student teaching in the fall, and October 15 for student teaching in the spring.
21
Early Childhood (Endorsement 081 – Birth to Five) and (Endorsement 029 K-Grade 3)
Certification in Maine for this endorsement requires that students achieve passing scores in the appropriate
endorsement area.
Passing score on Core Academic Skills for Educators with test scores of:
1.
Mathematics 5732
Score: 150
2.
Reading 5712
Score: 156
3.
Writing 5722
Score: 162
AND
A passing score on Praxis II
1. A score of 166 on test #0021/5021 OR
Test #5024- TBD-Please contact MDOE for passing score requirements
Secondary Education- English (Endorsement 100S 7-12)
Passing score on Core Academic Skills for Educators with test scores of:
1.
Mathematics 5732
Score: 150
2.
Reading 5712
Score: 156
3.
Writing 5722
Score: 162
AND
A passing score on Praxis II
1. A score of 167 on test #5038
Secondary Education- Mathematics
Passing score on Core Academic Skills for Educators with test scores of:
1.
Mathematics 5732
Score: 150
2.
Reading 5712
Score: 156
3.
Writing 5722
Score: 162
AND
A passing score on Praxis II
1. A score of 160 on test #5161
Secondary Education- Social Studies (Endorsement 200S 7-12)
Passing score on Core Academic Skills for Educators with test scores of:
1.
Mathematics 5732
Score: 150
2.
Reading 5712
Score: 156
3.
Writing 5722
Score: 162
AND
A passing score on Praxis II
1. A score of 157 on test #5081
22
How do I register for the tests?
For complete registration information visit http://www.ets.org.
When you register for a test, you are permitted to send three free score reports to agencies or institutions of
your choice. If you want to send a score report to an institution or agency not selected on test day, you may
request additional score reports for a fee.






Additional score reports are available for an additional cost and are nonrefundable.
Additional score reports indicate the highest score earned on each test.
Reports indicate the ETS Recognition of Excellence Award if eligible.
You automatically receive a copy of your score report when it is sent to your score recipient.
Score reports are issued within 10 working days of receipt of your request.
Scores are valid for 10 years.
Who MUST receive copies of your Praxis testing scores?
The Registrar’s office at Thomas College (Recipient Code RA3903) MUST be indicated as receiving a copy of
all Core Academic Skills and Praxis II scores when you register for any of the tests. Also, you MUST indicate
the Maine Department of Education (Code R7368) as receiving a copy of your scores as part of the state
licensure process. If you miss indicating these two codes upon registering, ETS will charge you if you need to
request scores at a later time.
Students should also retain a copy of their scores for their own records. The College will
not provide copies of score results to students.
For more information on the exams and Maine certification requirements, please contact your advisor, or
consult the Maine State Department of Education website at http://www.state.me.us/education/.
Preparation for taking the Core Academic Skills is available through the Student Success Center and through a
course offered by the Education faculty in the spring semester. For information on scheduling and fees for the
exams, please see: http://www.ets.org.
Please see Appendices of this Handbook for Fingerprinting and Background Check Applications
23
Registration for Student Teaching
Student Teaching, together with Senior Seminar, is a capstone experience for all Education majors. Throughout
this opportunity, student teachers assume teaching responsibilities under guided supervision and put theory into
practice. It is a synthesizing experience, from which each student emerges with his/her unique professional style.
Senior Seminar must be taken together with Student Teaching, as the seminar is an arena for student teachers to
discuss instruction of children, interaction with parents, technology plans, and principles of classroom
management. In addition, students develop interpersonal communication skills, practice job-seeking strategies,
and showcase their portfolios. These two courses are taken for the entire semester.
Registration for Student Teaching requires the following:
1.
2.
3.
4.
5.
7.
A minimum GPA of 2.5.
Completion of education course requirements with a minimum GPA of 2.5.
Successful completion of all specified field placements.
Evidence, through records of successful field experiences and student records, of personal, moral, social,
and ethical behavior and dispositions acceptable in college, public schools, and the community at large.
Scores on the Core Academic Skills and Praxis II exams that meet the standards of the Maine Department
of Education. Scores should be on file in the Registrar’s office.
Students who are denied a student teaching placement for failure to meet the criteria stated in this handbook
may appeal that decision to the Chief Academic Officer, whose decision is final.
Submitting an Application for Placement as a Student Teacher
Students need to apply to the student-teacher coordinator in the semester preceding the planned assignment: by
October 15 for teaching in the following spring semester, by March 15 for the following fall.
(See Appendix for a copy of the student teaching application.)
24
Professional Ethics and Behavior
Thomas College students are expected to conduct themselves in a manner appropriate to the teaching
profession at all times. All verbal and written interactions, whether on campus or in the field, need to be
professional; disagreements and/or constructive criticisms should be offered privately to the individuals
involved. If problems or issues persist, students should contact their Thomas College supervisor.
Students need to be aware that they are guests in the cooperating school. While the primary concern and
responsibility of cooperating teachers are the children in their care, mentor teachers are also committed to
helping prepare the next generation of educators. As Thomas College students take advantage of this
commitment, they need to be aware of the following obligations:
1.
Attending all scheduled appointments/sessions, or (in case of an emergency) notifying the person(s)
affected by the absence.
2.
Discussing expectations of the cooperating teacher as soon as possible prior to the start of the first day is the
best.
3.
Cooperating with this teacher, and his or her plans to involve the Thomas student in the classroom.
4.
Informing school personnel and the Thomas College supervisor of any problems as soon as they arise.
5.
Respecting the need for confidentiality, in regard to both students and staff. It is critical that students do not
discuss individual pupils’ progress outside of the classroom. It is always unprofessional, and sometimes
illegal, to break confidentiality.
6.
Dressing in a manner appropriate to a professional in a school setting. This varies from school to school,
and students will develop an understanding for what is acceptable attire after the initial visit. On a first visit,
it will probably be better to err on the side of being too formal. You need to ask your cooperating teacher
about dress down days, etc.
7.
Behaving professionally in the school. Children’s well-being and learning are always the number-one
concern.
8.
Collaborating and communicating with cooperating teachers and school personnel as much as possible.
9.
Being as well prepared as possible for classroom activities and responsibilities.
10. Demonstrating a consistent and ongoing progress towards professional attitudes and behaviors.
Academic Warning & Withdrawal Policy
At any point in a student’s program, the College reserves the right to warn a student about a lack of progress toward
meeting the goals for professional ethics and behavior. Students who are not meeting the College’s expectation for
behavior and academic work will be sent a warning letter by the College’s supervisor.
Also, all students will be assessed and evaluated to discuss continuance in the program upon completion of ED232
and ED338. Students who have not met the professional ethics and behaviors stated in this handbook and/or
academic requirements will be required to meet with education faculty to establish an action plan for continuing in
the Education program.
Continued lack of progress could result in being withdrawn from the program.
25
General Information about Student Teaching Placement
Placements are the responsibility of the teacher-education coordinator and appropriate officials in
cooperating school systems. Students shall not attempt to make their own placement by contacting the
superintendent, principal, teacher, or anyone else in regard to placement.
1.
Before the coordinator arranges for a placement, a student shall have passed all the requirements and
be registered for student teaching.
2.
All student-teaching assignments are all day for either one sixteen-week placement or two eight-week
placements. The student teacher is obligated to follow the cooperating- school calendar and time
schedule.
3.
Students must be prepared to accept any available assignment.
4.
Student Teaching assignments will be distributed by mail (postal or electronic) After receiving an
assignment, the student and the College supervisor should arrange through the school principal's
office to meet with the supervising teacher at least once before the Student Teaching assignment is
scheduled to begin. Thomas will provide some introductory forms.
5.
To receive credit for Student Teaching, students must also register for the concurrent Senior
Seminar.These courses cannot be taken separately.
6.
The student should not register for an additional class, other than Senior Seminar, during the semester
of Student Teaching. Any exceptions must be requested in writing by the student’s advisor and
approved by the Chief Academic Officer.
7.
The student teacher may not be reimbursed for any part of Student Teaching, except when hired for
occasional substitute teaching, approved by the school and Thomas College supervisor.
26
Teaching Responsibilities
One of the most commonly asked questions during the Student Teaching internship has to do with the timing of
the intern’s assumption of responsibilities. The student teacher should assume and release teaching responsibilities
in a gradual fashion. The following chart reflects a schedule recommended by the college. Each of the areas may
be compressed or extended according to the readiness of the particular intern and the judgment of the cooperating
teacher.
8
Week
1
16
Week
1
Suggested tasks
2
2-3
Continue to plan with cooperating teacher, prepare a lesson plan,
and teach a small group or an individual, work with individuals or small
groups, choose a child to focus attention on for the internship.
3
4-7
Continue to plan and assume responsibilities, teach lessons daily,
use computers/audiovisual materials and equipment when appropriate,
participate in guided observation in other classrooms (if available).
4
8-9
Prepare plans and teach lessons daily, continue to add teaching responsibilities
(playground, lunch, etc.) until full responsibilities are realized, participate in
guided observations in other classrooms.
5-7
10-15
8
16
Solo planning for whole group, individuals or small group; attend
ECT or PET meeting if possible; attend teachers’ meeting, open
house, school board meeting.
Release responsibilities gradually, plan and say good-bye to the
children; continue to participate in guided observations in other classrooms
and/or schools.
Active Observation – familiarize self with classroom and children,
plan with cooperating teacher, observe management strategies, examine books
and materials, become familiar with handbook, evaluation methods, school
statistics, observe/discuss lesson presentations, assume administration of
procedural tasks in the classroom (such as attendance).
27
Suggested activities for Student Teachers in two placements
Gradual Assignment of
Teaching Responsibilities
Saying
Goodbye
1
2
3
4
5 ------------------7
8
Suggested activities for Student Teachers in one placement
Gradual Assignment of
Teaching Responsibilities
Saying
Goodbye
1
3
5
7
10 ------------------15
28
16
Students’ Responsibilities in Cooperating Schools for all Placements
Field experiences and Student Teaching place pre-service teachers in an environment where they can develop
important teaching skills and knowledge that connects coursework to school practice. These experiences provide
opportunities for ongoing contact with the same group of students and educators over extended periods of time.
Pre-service teachers will have the opportunity to:







Develop an understanding of the background and skills related to successful teaching.
Gain experience in planning, implementation, and assessment.
Understand how to design instructional units and programs that complement a student’s intellectual,
academic, and personal development.
Organize and manage a classroom environment.
Understand and promote the characteristics of successful schools.
Gain confidence in his or her professional competency.
Qualify for a Maine teaching certificate.
Thomas College recognizes that field placements vary in design and implementation, depending upon the school
setting, the subject matter, and the grade level(s) of the experiences. The school personnel and the Thomas field
supervisor will work together to design the appropriate requirements for the individual student teacher, within
the guidelines outlined in this handbook.
It is essential that each Thomas student exhibit qualities of maturity, good judgment, and initiative. He or she
needs to recognize the opportunities offered by these experiences and assume the responsibility to adjust his or
her efforts accordingly. The cooperating school and teachers accept student teachers as professionals in situations
for which the school is responsible for the welfare of children. Each student teacher must take the role of a willing
and cooperative learner, who can adjust and design instruction to fit the existing classroom conditions.
29
Cooperating School
Responsibilities
The school’s responsibility is to provide a setting where the Thomas students are able to observe, cooperate and
participate in children’s learning while developing and refining their teaching skills. Responsibilities of mentor
teachers include providing planning, feedback, and midterm- and final-assessment information.
Thomas College Responsibilities
A Thomas College faculty member will be assigned to oversee student interns in cooperating schools. The
responsibilities of that individual include working with the field-experience students and student teachers
assigned to the school district. This individual will make regular visits to cooperating schools, and will be
accessible to the staff. This faculty field supervisor will also:
 Conduct regular seminars with students throughout the internship.
 Evaluate student progress in coursework, internships, and portfolio preparation.
 Work out any issues or problems among school personnel and interns.
 Supervise the field experiences and student-teaching internships.
Teaching Portfolio
As a key component of the Thomas educational philosophy and its emphasis on reflective practice, teaching
portfolios document one’s evolution as a lifelong learner. Portfolios are dynamic collections. They grow and
change over time. They serve to inform one’s personal and professional growth, and demonstrate how teachers
and preservice teachers strive to meet the standards of the profession. The portfolio should include the following
components:
Organization
The table of contents lists the major sections of the portfolio. In addition, the portfolio includes a title page or a
cover page for each major heading, as well as for each artifact. Some major headings might include:
 Purpose
 Credentials
 Personal Philosophy on Teaching and Learning
 Performance-based Standards and Selected Artifacts
Students are encouraged to demonstrate their technology competence by displaying some artifacts in electronic
format.
As students build their portfolios, they will organize and reorganize the page sequence many times. So, while
much of the organizational structure will remain the same, specific page numbers may change; page numbers
should be added to the final draft.
Purpose
When students construct a portfolio, they will need to determine and state its purpose. While a primary purpose
of this portfolio is to show competency in meeting Maine Standards for Certification of Teachers or the NAEYC
Professional Preparation Standards in the Early Childhood Management major, it should also form the basis for
a job portfolio.
30
Early Childhood Management Portfolios
Early Childhood Management are required to design their portfolios according to the National Association
for the Education of the Young Child’s Standards for Preparation for Early Childhood Professionals.
Students are highly encouraged to refer to the NAEYC position statements found at www.naeyc.org
Successful portfolios will demonstrate student proficiency in the six major themes identified by NAEYC:
1.
2.
3.
4.
5.
6.
Promoting child development and learning
Building family and community relationships
Observing, documenting and assessing
Using developmentally effective approaches to connect with children and families
Using content knowledge to build meaningful curriculum
Becoming a professional
ECM portfolios should include:
 Evidence of NAEYC Professional Development Standards
 A bulleted statement of professional strengths
 Evidence of Maine Roads to Quality Professional Knowledge.
Credentials
This section provides information about the individual and includes:
 A resume
 Praxis results
 Transcripts
 Field experience and student teaching, or early childhood internship document artifacts
 Letters of recommendation
 Journals and reflective writings associated with Student Teaching, or Early Childhood internship.
 CPR & First Aid (optional)
 Proof of fingerprints
 A list of great ideas, resources and materials accumulated during these activities
Philosophy Statements
A teaching-philosophy statement could include beliefs about learning, the aim of Education, and classroomclimate and management ideas. The philosophy statement should leave the reader with a mental picture of how
the aspiring teacher conceptualizes his or her role as teacher, and students’ roles as learners.
31
Maine’s Standards for Certification of Teachers
This section should include a copy of each standard with a description of how an accompanying artifact,
document, lesson plan, or reflective piece demonstrates competency in that standard. Artifacts may include:
 Bulletin boards
 Lesson plans
 Unit plans
 Sample assessments
 Student work
 Workshops & conferences attended
 In-service trainings attended
 Photographs
 Handouts
 Extra-curricular activities
 Artwork
 Technology products
 Letters to parents
 Special events
 Letters of reference
 PR articles or photos
 Awards
 Other appropriate documentation
32
Designing the Portfolio
Portfolios have become increasingly important as a means of documenting teacher effectiveness. Teaching is a
complex process and skill that requires a complex method for accurately measuring its effectiveness. A teaching
portfolio allows for this kind of complexity. Accepting the logic of a teaching portfolio however, is often easier
than planning to prepare one. For this reason, ED128 is intended to help aspiring teachers get started. As they
work through these materials and the portfolio development process, students should remember that the teaching
portfolio is just that – an ongoing process.
Getting Started
Students are encouraged to demonstrate their technology competence by displaying some artifacts in
electronic form.
Planning
Before starting to assemble the portfolio, students need to reflect about its purpose and audience:
 What is the main purpose in creating this portfolio?
 Who are the primary readers?
 What types of evidence of teaching effectiveness will be most convincing to these readers?
Shaping and Organizing
The next step is deciding how, and in what order to present the data gathered from students, colleagues, and
personal experiences. Again, this requires reflection about the audience and the type of evidence they will find
convincing. Students can ask:
 Have I selected, organized, and presented the data in a way that brings the most compelling evidence
into focus for my readers?
 Does each piece of evidence serve a purpose, supporting a claim I have made about my teaching?
Assessing and Refining the Draft
Finally, having developed a draft, students need to reconsider their analysis of the audience and purpose and
decide whether the document achieves its purpose. Students can ask:




Does the portfolio give the reader a sense of who I am as a teacher?
What is the most striking claim it makes about my teaching?
Will the evidence presented for this claim be convincing for this audience?
Are all of the claims and evidence offered for teaching effectiveness relevant?
During senior seminar, portfolios will be evaluated for content and mechanics.
 Week 8: Initial collection and faculty review of the portfolio
 Week 10: Resubmission and review
 Week 12: Final submission and review
A completed professional review will be required for successful completion of senior seminar.
33
Portfolio Design Options








Creative covers
Multiple options on one page
Electronic portfolios
Creative page layouts
Graphic organizers
Photographs
Art work
Quotes or stories
Students should:
 Collect artifacts and store them in a three-ring binder, or a large box, and maintain electronic
versions when appropriate.
 Put irregularly shaped artifacts in plastic sleeves.
 Set up computer files to make changes to mission or belief statements.
 Recognize that portfolios are representative, not comprehensive.
 Include a rationale or reflection for each entry.
 Choose an organization strategy around performance-based standards or other
appropriate framework.
 Consider using a variety of graphics, graphic organizers, and concept maps to
illustrate competencies.
 Review the portfolio-artifact collection regularly.
 Take pictures to include in your portfolio.
 Include video of teaching activities in an electronic format (e-portfolios).
 Save letters of commendation and feedback from parents and students.
 Share the contents of the portfolio with peers and mentors, and interaction that will enrich
the product.
34
Beyond the Internship: Toward Certification and Teaching
Opportunities
Students are responsible for having copies of the Core Academic Skills and Praxis II results sent directly to
Thomas College. A copy should also be kept in your portfolio. Students must successfully complete both
exams prior to enrolling in ED 445/446/447 and ED448.
Certification Procedures
Anyone interested in certification to teach in Maine must apply to the DOE in Augusta. Students will receive
information about how to apply for state certification during the Senior Seminar. Additional applications are
available in the Career Services office. Students are responsible for sending the completed form, a copy of a
final transcript, and copies of Praxis results with a certified check or money order for $100 to the Treasurer State of Maine at the Division of Certification, State House Station #23, Augusta, ME 04333-0023. The DOE
also requires proof of fingerprinting. To expedite matters you should hand deliver the package to the MDOE.
For complete information on certification procedures, students are encouraged to consult the State of Maine
Department of Education website. http://www.maine.gov/doe/
The Career Services office offers a variety of services to students, and the Education faculty recommends that
students contact the office as early as their first year at Thomas to discuss job opportunities.
35
Appendix I
MAINE DEPARTMENT OF
EDUCATION
APPLICATION FOR INITIAL EDUCATIONAL
APPROVAL
W Z
1. NAME (First, MI, Last, and optional suffix such as Jr., III)
2. Social Security Number
-
4. Mailing Address
9. Home Phone
Male
Female
11. Date of Birth
/
/
mo. day yr.
DATE
-
5. Street Address (if different)
10. Sex
3. Other name(s) under which
Your records are filed
6. City or Town
7. State
8. Zip Code
RETURN TO: DEPARTMENT OF EDUCATION
CERTIFICATION OFFICE
23 STATE HOUSE STATION, AUGUSTA, ME O4333-0023
THE FOLLOWING QUESTIONS MUST BE ANSWERED:
Have you ever been convicted of any crime other than a minor traffic offense?
YES
NO
Have you ever had any professional or paraprofessional certificate suspended or revoked in any state or voluntarily
surrendered a professional or paraprofessional license or certificate?
YES
NO
Have you ever resigned following allegations of physical or sexual abuse?
YES
NO
If the answer is yes to any of the above, please attach a detailed explanation with required court documents. (See
enclosed instructions.)
Have you had your fingerprints taken as required by the Criminal History Record Check? (See enclosed instructions.)
YES
NO
If yes, where
Date:
I hereby certify that this application contains no willful misrepresentations or falsifications and that the information
given by me is true and complete to the best of my knowledge and belief. I understand that my answers may be
verified and that I may be declared ineligible for approval if there are any misstatements.
SIGNATURE OF APPLICANT
DATE
You may elect to use M/C or VISA to pay the amount due. Please check card type used and enter correct information.
M/C
VISA
EXPIRATION DATE
ACCOUNT NUMBER
Cardholder Signature Required:
DEPT. USE
C
Unless you receive an exception, you will be approved to be employed in the schools of Maine in a position for which you are otherwise qualified.
The local school unit is responsible for determining whether you are otherwise qualified for a job category.
EFC-300C REV
11/07
36
Appendix II
STATE OF MAINE
DEPARTMENT OF
EDUCATION
CERTIFICATION OFFICE
23 State House Station
Augusta, ME 04333-0023
Criminal history record checks on educational personnel
All employees of school systems and persons employed by others on behalf of school systems who are not
certified or authorized will be required to obtain a Criminal History Record Check (CHRC) approval from the
Department of Education based on fingerprints. Approval is not intended to reflect the individual’s
qualifications or ability to perform the job assigned. All school personnel requiring a Criminal History Record
Check approval will be issued a temporary approval card valid for 8 weeks upon submission of an approval
application and $15 to the Certification Office. In order to continue employment in an approval category after
the 8-week period, the individual must be fingerprinted at an approved fingerprint site during the 8-week
temporary approval period. Once the Certification Office receives the criminal history record information and
clears the application, a 5-year card will be issued.
You must have your fingerprints taken at a Maine approved fingerprint site. Fingerprints taken for other
purposes and at other places (such as your local police station) will not be accepted.
To receive an approval:
1. Register on line at http://www.informe.org/cgi-bin/doe/fingerprint.pl If you do not register, you
will not be able to have your fingerprints taken. There is a one-time
$55 fee for this process.
2. Take your confirmation number (received after registration) and a picture ID (a driver’s license or
Maine State ID is preferred) to the fingerprint site.
3. Send the approval application to the Department of Education (enclosed). A $15
non-refundable fee is to be sent with this application. Make check payable to:
Treasurer State of Maine.
37
APPLICATION
Complete the enclosed application and provide an explanation to questions answered "yes“.
INCOMPLETE APPLICATIONS WILL BE RETURNED.
"YES" QUESTIONS
1. If you answered yes to Question 1: for each conviction, attach a brief explanation stating when and what
the conviction was. In all likelihood, if the conviction is more than three years older than the final
discharge from the Criminal Justice system (end of all incarceration, completion of parole, completion of
probation, community service, and payment of fines), attested court documents will not be requested.
Exceptions to this time limit include convictions relating to harm to children. If further information is
requested, you will need to provide attested copies of the Judgment and Commitment papers (including
probation conditions). These documents may be obtained from the Clerk of Courts where you were
convicted. This includes OUI and negotiating a worthless instrument.
2. If you answered yes to question 2 and/or 3: attach an explanation for each situation.
3. If you answered ‘YES” on a previous application and there have been no additional convictions, submit
a statement that there have been no new convictions since the previous ‘YES’ was submitted.
FINGERPRINT PROCESS
1.
From the fingerprint cards, state and federal criminal history record checks will be conducted. The
results of the state and federal criminal history record checks will be forwarded to the Maine
Department of Education to be used for the issuance or denial of approvals. This information is
confidential and cannot be shared with a school system, professional organization such as the Maine
Education Association or anyone else. There will be procedures in place by which an individual may
access the information received by the Department of Education, but no one else may have access to
this information. The Maine State Bureau of Identification will retain the fingerprints in an electronic
civil file to be used for renewal purposes.
2.
If you have applied for the CHRC approval and if you are eligible, you will receive your approval
card after we receive the results of the criminal history record check from the FBI and the Maine State
Police. However, additional time is needed to review criminal conviction information.
If you are not eligible, you will receive notification in writing.
38
Appendix III
Maine’s Standards for Certification of Teachers
Standard #1: Learner Development
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning
environments that allow each learner to reach his/her full potential.
Standard #3: Learning Environments
The teacher works with learners to create environments that support individual and collaborative learning, encouraging
positive social interaction, active engagement in learning, and self-motivation.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard #5: Innovative Applications of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative
thinking and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document
learner progress, and to guide the teacher’s on-going planning and instruction.
Standard #7: Planning for Instruction
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to
plan instruction that supports every student in meeting rigorous learning goals.
39
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to access and appropriately apply information.
Standard #9: Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of
his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts
practice to meet the needs of each learner.
Standard #10: Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate
with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.
Standard #11: Technology Standards for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students (NETS-S) as they design,
implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and
provide positive models for students, colleagues, and the community. All teachers will meet the following standards.
40
Appendix IV
EARLY CHILDHOOD EDUCATION PORTFOLIO ALIGNMENT TO STANDARDS
ED 324
ED 323
ED 327
ED 335
ED 338
ED 346
ED 347
ED 348
ED 349
ED 447
ED 448
ED 4-3
ED 4-6
ED 4-9
ED 412
I
LEARNER
DEVELOPMENT
Understands
how students
learn and
develop,
recognizing that
patterns of
learning and
development
vary individually
within and
across the
cognitive,
linguistic, social,
emotional, and
physical areas,
and designs and
implements
developmentally
appropriate and
challenging
learning
experiences.
X
X
X
X
X
X
X
II
LEARNING
DIFFERENCES
Uses
understanding
of individual
differences
and diverse
cultures and
communities
to ensure
inclusive
learning
environments
that allow
each learner
to reach
his/her full
potential.
III
LEARNING
ENVIRONMENTS
Works with
learners to
create
environments
that support
individual and
collaborative
learning,
encouraging
positive social
interaction,
active
engagement in
learning, and self
motivation.
IV
CONTENT
KNOWLEDGE
Understands
the central
concepts,
tools of
inquiry, and
structures of
the
discipline(s)
he or she
teaches and
creates
learning
experiences
that make
these aspects
of the
discipline
accessible and
meaningful
for learners.
V
INNOVATIVE
APPLICATIONS
OF CONTENT
Understands how
to connect
concepts and use
differing
perspectives to
engage learners
in
critical/creative
thinking and
collaborative
problem solving
related to
authentic local
and global issues.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
41
X
X
X
X
X
X
X
X
EARLY CHILDHOOD EDUCATION PORTFOLIO ALIGNMENT TO STANDARDS CONT.
VI
ASSESSMENT
Understands
and uses
multiple
methods of
assessment
to engage
learners in
their own
growth, to
document
learner
progress, and
to guide the
teacher's ongoing
planning and
instruction.
ED 324
ED 323
ED 327
ED 335
ED 338
ED 346
ED 347
ED 348
ED 349
ED 447
ED 448
ED 4-3
ED 4-6
ED 4-9
ED 412
X
X
X
X
X
X
X
VII
PLANNING
FOR
INSTRUCTION
Draws upon
knowledge of
content areas,
crossdisciplinary
skills, learners,
the
community,
and pedagogy
to plan
instruction
that supports
every student
in meeting
rigorous
learning goals.
X
X
X
X
X
X
VIII
INSTRUCTIONAL
STRATEGIES
Understands
and uses a
variety of
instructional
strategies to
encourage
learners to
develop deep
understanding
of content areas
and their
connections,
and to build
skills to access
and
appropriately
apply
information.
IX
REFLECTION
AND CONTINUOUS
GROWTH
Is a reflective
practitioner who
uses evidence to
continually
evaluate his/her
practice,
particularly the
effects of his/her
choices and actions
on others
(students, families,
and other
professionals in the
learning
community), and
adapts practice to
meet the needs of
each learner.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
42
X
COLLABORATION
Seeks
appropriate
leadership roles
and
opportunities to
take
responsibility for
student learning,
to collaborate
with learners,
families and
colleagues, other
school
professionals and
community
members to
ensure learner
growth, and to
advance the
profession.
XI
TECHNOLOGY
STANDARDS
Effective
teachers model
and apply the
National
Educational
Technology
Standards for
Students
(NETS.S) as they
design,
implement, and
assess learning
experiences to
engage students
and improve
learning; enrich
professional
practice; and
provide positive
models for
students,
colleagues and
the community.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ELEMENTARY AND SECONDARY PROGRAM PORTFOLIO ALIGNMENT WITH STANDARDS
I
II
III
IV
V
LEARNER
DEVELOPMENT
Understands how
students learn and
develop,
recognizing that
patterns of learning
and development
vary individually
within and across
the cognitive,
linguistic, social,
emotional, and
physical areas, and
designs and
implements
developmentally
appropriate and
challenging
learning
experiences
LEARNING
DIFFERENCES
Uses
understanding of
individual
differences and
diverse cultures
and communities
to ensure
inclusive
learning
environments
that allow each
learner to reach
his/her full
potential.
LEARNING
ENVIRONMENTS
Works with learners
to create
environments that
support individual
and collaborative
learning,
encouraging positive
social interaction,
active engagement
in learning, and self
motivation.
CONTENT
KNOWLEDGE
Understands the
central concepts,
tools of inquiry,
and structures of
the discipline(s) he
or she teaches and
creates learning
experiences that
make these aspects
of the discipline
accessible and
meaningful for
learners.
INNOVATIVE
APPLICATIONS
OF CONTENT
Understands how to
connect concepts and
use differing
perspectives to
engage learners in
critical/creative
thinking and
collaborative problem
solving related to
authentic local and
global issues
CS115
X
X
X
X
X
ED122
X
X
X
ED124
ED125/
SY125
X
X
X
X
X
ED129
X
X
X
ED215
X
X
X
ED229/
PY299
X
X
X
ED232
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ED128
ED245
ED310
X
ED312
X
X
X
ED315
X
X
ED316
X
X
ED317
X
ED320
X
X
X
X
43
ED322
X
X
X
X
ED325
X
X
ED326
X
X
X
X
X
ED336
X
X
X
X
X
ED338
X
X
X
X
X
ED4-3
X
X
X
X
X
ED4-9
X
X
X
ED412
X
X
X
X
X
ED445
X
X
X
X
X
ED446
X
X
X
X
X
PY336
X
X
X
X
44
ELEMENTARY AND SECONDARY PROGRAM PORTFOLIO ALIGNMENT WITH STANDARDS
VI
VII
VIII
IX
X
XI
ASSESSMENT
PLANNING
INSTRUCTIONAL
REFLECTION
COLLABORATION
TECHNOLOGY
Understands and
FOR
STRATEGIES
AND
Seeks appropriate
STANDARDS
uses multiple
INSTRUCTION
Understands and uses
CONTINUOUS
leadership roles and
FOR
methods of
Draws upon
a variety of
GROWTH
opportunities to take
TEACHERS -
assessment to
knowledge of
instructional
Is a reflective
responsibility for
(NETS. T)
engage learners
content areas,
strategies to
practitioner who
student learning, to
Effective teachers
in their own
cross-disciplinary
encourage learners to
uses evidence to
collaborate with
model and apply
growth, to
skills, learners,
develop deep
continually
learners, families and
the National
document
the community,
understanding of
evaluate his/her
colleagues, other
Educational
learner progress,
and pedagogy to
content areas and
practice,
school professionals
Technology
and to guide the
plan instruction
their connections,
particularly the
and community
Standards for
teacher's on-
that supports
and to build skills to
effects of his/her
members to ensure
Students
going planning
every student in
access and
choices and
learner growth, and to
(NETS.S) as they
and instruction.
meeting rigorous
appropriately apply
actions on others
advance the
design,
learning goals.
information.
(students,
profession.
implement, and
families, and
assess learning
other
experiences to
professionals in
engage students
the learning
and improve
community), and
learning; enrich
adapts practice to
professional
meet the needs of
practice; and
each learner.
provide positive
models for
students,
colleagues and
the community.
CS115
X
ED122
X
ED124
X
ED125
/
SY125
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ED128
ED129
ED215
ED299
/
PY299
X
X
X
X
X
X
X
X
X
ED232
X
X
X
ED245
X
X
X
ED310
X
X
X
X
X
X
45
X
ED312
X
X
X
X
ED315
X
X
X
X
ED316
X
X
X
X
ED317
X
X
X
X
X
ED320
X
X
X
X
ED322
X
X
X
X
ED325
X
X
X
X
ED326
X
X
X
X
X
ED336
X
X
X
X
X
ED338
X
X
X
X
ED4-3
X
X
X
X
X
X
ED4-9
X
X
X
X
X
X
ED412
X
X
X
X
X
X
ED445
X
X
X
X
X
X
ED446
X
X
X
X
X
X
X
X
PY336
46
X
X
X
X
Appendix V
Diversity Standard
Thomas College Diversity Statement
Thomas College is committed to promoting a diverse community in an atmosphere of mutual respect. We
recognize and appreciate diversity in relations to race, color, national origin, religion, gender, sexual orientation,
gender identity and expression, veteran status, age, socioeconomic status, and disability. Prominent among the
values that define the Thomas College community is civility, which includes mutual respect, fairness, and
appreciation of differences. All members of The College are called upon to promote and value this ethic of
common respect and civility.
Our Guiding Principles
The Education Program is guided in thought and practice by the Thomas College Diversity Statement. Since the
2009 Report, the Education Faculty has discussed and developed a series of actions associated with supporting
and enhancing the preparation of teacher candidates. In the area of teacher preparation and specifically Diversity,
we are informed by the work and research of James A. Banks – Cultural Diversity and Education (2006),
Geneva Gay - Cultural Responsive Teaching (2000), and Randall Lindsey-Raymond Terrell-Kikanza NuriRobbins - Cultural Proficiency (2003) in addressing the areas of multicultural education and cultural pluralism.
The Education Program has initiated a plan of action and activities that addresses our diversity efforts. We
have created a set of Education Program Goals related to Diversity. These are as follows:
Education Program Goals - Diversity
Goal 1: Foster an educational environment that respects differences and encourages inclusiveness.
Goal 2: Increase the recruitment, retention, and representation of people of color, ethnic minorities,
women, people with disabilities, and other underrepresented students, faculty, administrators, and
staff.
Goal 3: Develop and implement a comprehensive system of education and training focused on
effectively managing and leveraging diversity for students, faculty, and staff.
Goal 4: Build and strengthen partnerships with diverse communities, businesses, and civic and
community organizations to support diversity and multiculturalism in the education program and in
external communities.
Goal 5: Develop and execute a comprehensive Diversity Plan.
The Thomas College Education Program has a commitment to cultural pluralism and provides opportunities
for teacher candidate development in the areas of human rights, social justice, educational quality, and
multicultural and global education
We designed our “Diversity Standard” to identify a specific standard related to the areas of diversity and
multicultural education. Currently, there is no standard in the Maine Initial Teacher Standards related to
diversity. The matrix below includes where Diversity and Multicultural Education are addressed in the
Thomas College Education Program courses.
47
The activities, projects, readings and research methods, case study review and analysis, field experiences, on and
off campus community programs/speakers/lectures/events, multimedia resources, professional education eportfolio design and organization, and related items associated with diversity curricular offerings and diversity
training are identified (X) in the following matrix. Course syllabi also include and support this information.
Standard: Diversity expects that the program designs, implements and evaluates curriculum and experiences for
candidates to acquire and apply knowledge, skills and professional dispositions necessary to help all students learn.
Revised Course Chart – Diversity Standard 2014
CS 115
ED 122
ED 124
ED 128
ED 129
ED 215
ED 232
ED 245
ED 310
ED 315
ED 316
ED 317
ED 320
ED 222
ED 325
ED 326
ED 336
ED 338
ED 349
ED 445
ED 448
ED/PY 299
ED/SY 125
EH 221
HG/PS
LB
MS
PY111
PY225/336
SC
Introduction to Computer Applications
Introduction to Education
Teaching Process and Curriculum Design
Preparation for Field Experience
Field Experience
Children’s Literature
Educational Psychology
Computers Across the Curriculum
Methods of Teaching Social Studies (Sec)
Teaching Reading in Primary Grades
Teaching Reading in Elementary School
Methods of Teaching Language Arts
Methods of Teaching Mathematics
Teaching Students w/Exceptional Needs in
Regular Classroom
Methods of Teaching Science
Methods of Teaching Social Studies (Elem)
Methods of Teaching Social Studies (ECE)
Advanced Field Experience
Family, Culture and Community (ECE)
Student Teaching
Senior Seminar
Nature of Intelligence
Experiencing Diversity
Introduction to Literature
History/Government/Political Science Elective
Liberal Arts Elective
Math Elective
General Psychology
Developmental Psychology or Child Psychology
Science Elective
48
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Appendix VI
Possible Field Experience
Activities
Orientation to the School
 Meet the principal and other administrative staff.
 Get a copy of the school handbook and become familiar with the school’s policies.
 Tour the school building and facilities.
 Meet the guidance staff, become familiar with the school’s system of permanent records.
 Meet the school’s guidance staff and specialists and become familiar with the testing and referral systems
of the school.
 Get to know members of the faculty.
 Become familiar with important characteristics of the community and student body.
 Shadow a student for a day.
Classroom Routines
 Take attendance.
 Become familiar with accident and injury procedures. Obtain, issue, and store equipment and books.
Out of Classroom Activities
 Attend parents’ night, open house, PTA, or similar program.
 Chaperone school dance, athletic program, or other co-curricular activity.
 Monitor study hall, lunchroom, playground, hallway, bus, or similar areas.
 Become familiar with central-office functions.
Preparation for Teaching
 Observe the cooperating teacher.
 Observe other teachers in the same department or grade level.
 Become familiar with texts used in the school.
 Become familiar with the school’s curriculum
49
Appendix VII
EDUCATION
STUDENT TEACHING
APPLICATION
All FALL applications are due in by March 15 and all SPRING applications are due in by October 15 to the
Education Office, preceding the semester for student teaching.
This semester involves a minimum of 14 weeks of full-day student teaching and one week for portfolio
development. Students will commute from their residences to student teaching locations in partner schools.
NAME
SSN
Local Address
Phone
E-mail
When are you planning to Student Teach?
Fall_
What is your preferred teaching level? K-3
4&5
Spring
middle school
What is your preferred grade level?
What is your second preferred grade level?
Do you want two seven-week placements at different grade levels, or one fourteen-week placement?
Two placements
One placement
I have passed the Core Academic Skills and the Praxis II and my scores are on record in the registrar’s office.
Have you had a degree audit within the last six months? Yes_
When?
If not, please make an appointment with your advisor and resubmit this application when you have done so.
50
Notification
Notification of your student teaching assignment will be made by the Education Department’s student teacher
supervisor. You and the supervisor will then set up an appointment with your cooperating teacher(s) prior to the
close of school in December or June. You will report to your school and be on their calendar and not the Thomas
College calendar.
By submitting this form you agree to the following:
I understand that I must meet all of the requirements for student teaching prior to receiving my placement. If I
am unable to student teach, I will notify my advisor and my student teaching supervisor immediately. I WILL
NOT ASSUME group living responsibilities, work positions, travel plans, or participate in curricular or
extracurricular activities including competitive athletics that will interfere with student teaching. I have read and
understand all of the requirements for Teacher Education as stated in the Education Handbook.
Student Signature
Date
Advisor Endorsement of your Application
Advisor Signature
Date
51
Appendix VIII
Teaching Assistant Practicum/Internship
Application
FALL applications are due in by March 15 and SPRING applications are due in by October 15 to the
Education Office, 223A, preceding the semester for the internship.
Teaching Assistant Practicum is an extended field experience normally available to seniors who meet these
minimum requirements: passing scores on Core Academic Skills and Praxis II, a 3.0 cumulative G.P.A.,
fingerprinted, and an approved application submitted in the semester prior to a student placement. In the
Teaching Assistant Practicum, students assist the teacher in all aspects of teaching and other duties. Students
anticipating this option are encouraged to consult early with their advisor. *Praxis scores and proof of finger
printing need to be on file in the Registrar’s office.
Student’s name:___________________________________
Cell phone number:__________________________________________________________
GPA:______________________________________ Academic Advisor:_________________
School preference:___________________________________________________________
Registering for internship: Semester_____________ Number of credits_________________
Grade Level Preference: First Choice_____________ Second Choice____________________
Credits minimum work days:
____12 credits = 4 full days per week in the classroom
_____9 credits = 3 full days per week in the classroom
_____6 credits = 2 full days per week in the classroom
_____3 credits = 1 full day per week in the classroom
Academic Advisor:___________________________________________ Date:________________
College field ordinator:_____________________________________
Date:________________
Student:__________________________________________________
Date:________________
Site Mentor:_________________________________________________ Date:________________
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Appendix IX
Additional Resources
Suggested Reading About
Portfolios
Banks, J. (2013). An Introduction to Multicultural Education 5th Edition. Boston: Allyn and Bacon.
Bullock, A. & Hawk, P. (2001). Developing a teaching portfolio: A guide for preservice and practicing
teachers. Upper Saddle River, NJ: Prentice Hall
Burke, K. (1997). Designing professional portfolios for change. Arlington Heights, IL: SkyLight Training and
Publishing.
Campbell, D. & Others (1997). How to develop a professional portfolio. Boston: Allyn and Bacon.
Constantino, P.M. & De Lorenzo, M.N. (1998). Developing a professional teaching portfolio: A guide
for educators. College Park, Maryland: University of Maryland.
Hartnell-Young, E. & Morriss, M. (1999). Digital professional portfolios for change. Arlington Heights,
IL: SkyLight Training and Publishing.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA:
Associate for Supervision and Curriculum and Development.
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Resources and Professional Organizations
International Society for Technology in Education
Maine Association for Middle Education
Maine Center for Assistive Technology
Maine Education Association
Maine State Department of Education
Maine’s Secretary of State Kids Page
National Education Association
Thomas College
The National Association for the Education of the Young Child
Maine Roads to Quality
Maine Department of Health and Human Services, Early Childhood Division
Maine National Association for the Education of Young Child
Ethnomathematics
Edutopia
History Channel
MPBN
National Geographic
Rethinking School
Smithsonian
Teaching Tolerance
ThinkQuest
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