Education Program Details

Degree Offerings

Majors

• Elementary Education
  • Concentrations in: Early Childhood Teacher, Early Elementary, Elementary Education, Special Education
• Secondary Education
  • Concentrations in: English, Life Science, Mathematics, Physical Science, Social Studies, Special Education

Minors

• Education Studies (does not lead to teacher certification)

Post-baccalaureate Certificates

• Early Childhood
• Early Elementary
• Elementary Education
• Secondary Education

Sample Curriculum

UMA Degrees are flexible. Here is an example of how you could complete your Education degree.

Elementary Education BS, with Elementary Concentration

Secondary Education BS with Social Studies concentration

Expected Teacher Dispositions

Dispositions are the values, commitments and ethics required of a professional educator. Your dispositions as a professional will be assessed in each course, field experience, and in nearly every program activity.

1. Professional Competence and Conduct
   The teacher candidate meets the standards expected of an educator including norms around professional dress and demeanor. They respond constructively to professional feedback from supervisors, instructors, cooperating teachers, and others. They are consistently and independently reliable, demonstrate persistence by following through on commitments, and exhibit exemplary organization and time management skills. They adhere to high moral principles and ethical standards. They know and comply with federal, state, and school laws and policies, including policies related to confidentiality. They strive to maintain healthy work-life boundaries and to make time for self-care.
2. Culturally Sustaining and Inclusive Teaching
   The teacher candidate values the contributions of diverse learners, their families, and their communities. They are highly reflective and seek knowledge about their students, families, and communities that sustains students’ cultures. They demonstrate asset-based dispositions and pedagogies, building a classroom environment that celebrates a diverse range of dis/abilities, cultures, identities, and interests. They develop curricula, instruction, and assessments that are accessible and flexible to accommodate all learners. They demonstrate critical consciousness to prepare PK-12 students with the knowledge and ability to identify, analyze, and respond to social issues, challenging systemic inequalities and advancing social justice. ​​They draw on liberatory and inclusive traditions, including but not limited to culturally responsive, relevant, and sustaining teaching and universal design for learning.
3. Communication
   The teacher candidate communicates clearly in an open and respectful manner with instructors, cooperating teachers, students, peers, professionals, families, and supervisors and uses language confidently. They adjust their communications to their audience, refraining from profanity or other derogatory language. They maintain a professional tone in written, spoken, and electronic communications. In written and electronic communications, the teacher candidate uses appropriate formats for emails and other forms of communications, proofreading all communications. In oral communications, they ask questions and listen for understanding, staying open to multiple perspectives.
4. Self-Reflection
   The teacher candidate consistently takes time to evaluate the effectiveness of their instruction in terms of the larger goals of education and individual student needs, nurtures reflectivity in students and peers, and reflects on their own growth. They continually reflect on their practice in dialogue with educational theories and frameworks, using these reflections to guide their future practice. They recognize their strengths and weaknesses and strive to build on strengths and remediate weaknesses. They accept and admit fallibility and use teacher and student mistakes as teachable moments.
5. Professional Growth and Collaboration
   The teacher candidate takes the initiative to find solutions and solve problems, is willing to further their knowledge, and understands that learning is a continuing process. They seek appropriate avenues for continued professional growth. They attend school in-service/staff development and pursue opportunities to attend/present at meetings of professional organizations. The teacher candidate initiates and participates in collaborative efforts with others. They encourage input from others, participate in problem solving, navigate calmly through dissent and disagreement, share responsibilities, and are flexible in the educational setting.

Standards

UMA’s education courses are aligned with these teaching standards. It is important for students to become familiar and comfortable with them.

Standard #1: Learner Development
The teacher understands how learners grow 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 enable each learner to meet high standards.

Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage 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 to assure mastery of the content.

Standard #5: Innovative Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, 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 monitor learner progress, and to guide the teacher’s and learner’s decision-making.

Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

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 apply knowledge in meaningful ways.

Standard #9: Reflective and Continuous Growth
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the 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 (NETS.T)
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 and performance indicators.

1.  Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments
3.  Model Digital Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership