early childhood education degree online maine

Degree Earned Bachelor of Science: Early Childhood Education

The University of Maine at Farmington prepares caring teachers, competent educators and collaborative professional leaders, grounded in the arts and sciences, who will become the educational leaders of the 21st century.

All students are regularly assessed on essential dispositions and professional characteristics as a part of each practicum as well as internship/student teaching. Successful completion of teacher dispositions is clearly defined in practica/internship/student teaching syllabi and is necessary to achieve Candidacy.

Students entering ALL UMF Teacher Education programs ( ECH, ECS, ELE, SEC/Middle, SED, WLK-12 and School Health, School Health-PE) must be fingerprinted and have a Criminal History Record Check prior to their first practicum.

REQUIREMENTS for EARLY EDUCATION and CARE (Non-Certification) OPTION (66 Total Credits)

Entry Level Professional Courses (8 credits)

 *must take additional advanced ECH courses if ECH 490 is taken for less than 8 credits

Students may also take 1 of the following as an elective:

Other Requirements (8 credits)

Minor/Specialization (16 - 24 credits)

Students choosing the Early Education and Care (Non-Certification) option must develop a specialization which is composed of one additional ECH course, and 12 credits of additional elective courses from any the following academic disciplines: Psychology, Rehabilitation, Community Health, School Health Education, Early Childhood Special Education, Special Education, Business, Honors, or other discipline as approved by advisor for a minimum of 16 credits. Students should consult with their advisors to select courses that promote their professional interests.

Alternatively, students may elect to pursue an established minor at UMF.

Students are eligible to apply for Candidacy upon the completion of Candidacy requirements. Applications for Candidacy are completed in Tk20. Only students who have been approved for Candidacy are eligible to continue in their professional education program. Candidacy requirements are:

• Completion of the Candidacy application
• Cumulative GPA of 2.750 or higher
• Grade of B- or better in all professional education courses. ( A student may have one exemption, although the student must earn a grade of C- or higher in that particular course. Practicum courses are not eligible for exemption.)
• Grade of C or better in English 100 (AP credit is accepted, as is an equivalent English course transferred with a grade of C or higher.)
• Successful completion of practicum/practica with a grade of B- or higher
• Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment

Internships

Prior to beginning internships, students must meet these additional criteria:

Complete all required professional education courses with grades of B- or higher with the possibility of one exemption for extenuating circumstances (not including practicum courses)

Earn an accumulative GPA of 2.750 or higher

Students must pass ECH 490 with a B- or better

Students must have grades of B- or higher in their professional education courses, with the possibility of one exemption for extenuating circumstances (not including practicum courses), while attaining an accumulative GPA of 2.750 or higher to graduate.

General Electives (0-22 credits) Students must take up to 22 credits of general electives which may include a minor of their choosing selected from the UMF catalog.

General Education Requirements

For specific information about general education requirements and expectations, see the General Education Requirements in the Academic Programs section of this catalog.

MINIMUM TOTAL CREDITS FOR THE DEGREE: 128

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Other Requirements (4 credits)

Maine State Certification Requirements:

These credits can be earned through general education requirements.

Three credits in ENG courses in ENG 100 or an English course with an H designation

Three credits in mathematics courses, typically MAT 103 M or MAT 104 M

Three credits in social studies from the following disciplines: anthropology, geography, history, economics, or political science  (Psychology, Sociology and Women's Studies courses do NOT fulfill this State requirement)

• Grade of B- or better in all professional education courses. (A student may have one exemption, although the student must earn a grade of C- or higher in that particular course. Practicum courses are not eligible for exemption.)

Internship Prior to beginning internships, students must meet these additional criteria:

Complete all required professional education courses (see Major Requirements) with grades of B- or higher with the possibility of one exemption for extenuating circumstances (not including practicum courses.

Earn a cumulative GPA of 2.750 or higher

Students must pass ECH 490 with a B- or better.

Graduation Students must have grades of B- or higher in their professional education courses, with the possibility of one exemption for extenuating circumstances (not including practicum courses), while attaining a cumulative GPA of 2.750 or higher to graduate.

General Electives (22 credits)   Students must take 22 credits of general electives which may include a minor of their choosing selected from the UMF catalog.

REQUIREMENTS for K-3 EDUCATION (Certification) OPTION (86 Total Credits)

Advanced Level Professional Experiences Required (24 credits)

• Six credits in ENG courses (typically ENG 100 and one additional ENG course). Graduates must have a humanities course (H) to meet a General Education requirement. Students may fulfill both requirements with a single ENG "H" course. Alternately, students may take two courses: (1) an ENG writing or grammar (non-H) course and (2) a philosophy, religion, honors, or foreign language course with an H designation  
• Six credits in mathematics courses, typically MAT 103 M and MAT 104 M  
• Six credits in science courses  
• Six credits in social studies from two of the following disciplines: anthropology, geography, history, economics, or political science. These credits can be earned through general education requirements (Psychology, Sociology and Women's Studies courses do NOT fulfill this State requirement)

Student Teaching Prior to beginning student teaching, students must meet these additional criteria:

1.     Complete all required professional education courses with a grade of B- or higher. A student may have receive one exemption for extenuating circumstances. However practicum courses cannot be considered for exemption.

2.     Achieve a cumulative GPA of 2.750 or higher

• Build respectful relationships
• Create communities of learners
• Support and encourage successful learning for all students
• Honor and respond to differences
• Utilize knowledge of human development
• Design, plan, implement and evaluate instruction
• Use best practices for instruction and assessment
• Know content and strategies for integration
• Communicate clearly and effectively
• Solve problems creatively and constructively
• Use the tools of a changing world
• Collaborate effectively with families, communities, and colleagues
• Practice reflective, self-directed, life-long learning
• Demonstrate a commitment to ethical and legal responsibilities
• Contribute to and lead in diverse societies

Learner Development

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 or 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.

Instructional Practice

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.

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.

Professional Responsibility

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.

       Technology

Standard 11.) Technology Standards for Educators:

Educators model and apply the International Society for Technology in Education (ISTE) Standards for Educators as they leverage technology to explore best practices and evolving pedagogies to enrich professional practices, and support and deepen student learning.

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• Effective Planning
• P-12 Learning
• Dispositions
• Curriculum Planning, Instruction, and Assessment as demonstrated in Student Teaching or Internship
• Achievement of Standards

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Early Childhood Education

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 The Early Childhood Education associate in applied science degree combines understanding and application of theory to practical experiences working directly with young children, newborn through preschool.

Graduates of this program are prepared for transfer to a baccalaureate degree-granting institution or to enter the workforce and build a career.

This program’s curriculum is based upon standards set by the National Association for the Education of Young Children (NAEYC) and it promotes all facets of current best practices in the field. Successful completion of the ECE program requires students to com­plete field work in licensed and approved facilities. The Department of Health and Human Services, Division of Child Care Licensing, requires students to have a record of SBI (State Bureau of Identification) and a child protec­tive report on file with Central Maine Community College.

GAIN KNOWLEDGE AND EXPERIENCE IN:

• Learning and development of the young child, including plan development to support physical, cognitive and social/emotional development
• A variety of instructional strategies
• Intrinsic and extrinsic motivation techniques to foster positive social interaction and engagement
• Planning and assessment of lessons and activities based on subject matter knowledge and state/national standards
• Ethical behavior to support students learning and well-being

GRADUATES MAY PURSUE CAREERS WITH:

• Child Care Centers
• Head Start Programs
• Family Child Care Facilities
• Nursery Schools
• Special Needs Programs

TRANSFER TO A BACCALAUREATE PROGRAM TO PURSUE A CAREER AS:

• Education Technicians
• Certified Teachers
• Continuing Education Instructors for Pre-K to 12 Certified Teachers

Alignment of program learning outcomes to courses in the program.

Transfer Agreements for Early Childhood Education

Bachelor of arts in social & behavioral sciences - view this agreement, bachelor of arts in social & behavioral sciences.

University of Southern Maine

CMCC Degree Program: Early Childhood Education

Bachelor of Science in Early Childhood Special Education, B-5 Certification - View this Agreement

Bachelor of science in early childhood special education, b-5 certification.

University of Maine Farmington

Bachelor of Science in Early Childhood Education, B-K Certification - View this Agreement

Bachelor of science in early childhood education, b-k certification, bachelor of science in early childhood education, pk-3 certification - view this agreement, bachelor of science in early childhood education, pk-3 certification, bachelor of science in education studies – elementary education - view this agreement, bachelor of science in education studies – elementary education.

Husson University

Bachelor of Science in Elementary Education - View this Agreement

Bachelor of science in elementary education, bachelor of science in elementary education (k-3) - view this agreement, bachelor of science in elementary education (k-3).

University of Maine Augusta

Bachelor of Science in Liberal Studies, Early Childhood Teacher Minor - View this Agreement

Bachelor of science in liberal studies, early childhood teacher minor.

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Early Childhood Education Degrees in Maine

As Maine works to increase its population of young families and make the state more appealing to parents, education is a significant priority to legislators. With a strong education system, the state can pave the way for future growth and attract growing families to its cities and communities.

If you have ever wanted to start a career in teaching, you may get your start at one of the early childhood education schools in Maine.

Becoming an Early Childhood Teacher in Maine

Maine is home to many accredited colleges and universities that prepare you for teaching certification.

Get in touch with programs below and find out more about your training options.

One of the current goals of early education in Maine is equality. Research indicates that income gaps can be seen in academic achievement statistics in Maine ( Press Herald , 2016). This difference is noted as early as kindergarten, indicating that the state must invest in preschool and pre-K programs to offset the negative effects of a low family income. State legislators have proposed a comprehensive early education system that would make pre-K available to students of all backgrounds ( Press Herald , 2016). Experts believe that this early investment would pay off for current and future generations of children.

You have the chance to make a huge difference as a teacher.

Find out how you can seize this opportunity by contacting early childhood education programs in Maine.

Getting your early childhood education degree in maine.

Education is a highly regulated field in the United States, so you must meet federal and state expectations to become a licensed teacher. To get a license that allows you to teach ages birth through eight years, you need a Bachelor’s degree.

Bachelor’s programs combine general education, teaching coursework, and classroom experiences to prepare students for entry-level teaching jobs. After completing some general education classes and getting accepted to a teaching program, you enroll in a core set of classes that aspiring teachers of all levels must take. You then move on to classes that are unique to early education.

Early Childhood Education Courses

• Development and Care of Infants and Toddlers
• Social Science for Young Children
• Language Development and Emergent Literacy
• Development of Mathematical Concepts in Young Children
• Science Education for Young Children
• Administration of Early Childhood Programs
• Planning Environments for Young Children
• Theories of Learning and Curriculum Development
• Diverse Programming in Early Childhood Environments

Classroom experience is the foundation of teacher education. While you must have a strong grasp of theory and be able to discuss it with peers, it is even more important to know how to apply theory to a variety of classroom settings. By the time you graduate, you should have experience working with students from the full age range of early childhood.

All of this experience helps you grow and prepare for student teaching, which you complete during your final semester. For one semester, you are in the classroom full-time, working with students and eventually taking over full teaching responsibilities. This requirement ensures that you have the full set of skills needed to take your place in a classroom after graduation.

There are many types of financial aid to consider once you have been accepted to a teaching program. If you work in an underserved area after graduation, you may have the opportunity to have your loans forgiven. Federal aid is based on financial need, but many school-specific awards are based on academic success and potential.

This is the time to explore the field of early education and figure out where you fit in it.

Compare school options below and contact programs that interest you.

Working as an early childhood educator in maine.

The final step to becoming an early childhood teacher is getting your teaching license. You must submit your paperwork, transcripts, and references to the Maine Department of Education . You can also register for the Praxis II exam. A passing score on this test allows you to become a fully licensed early education instructor.

Education is a fairly stable industry in Maine. Between 2014 and 2024, job openings for preschool teachers and elementary school teachers may not see significant change ( O*Net , 2016). Salaries in Maine are on par with New England averages. The average income for a preschool teacher is $31,350 per year ( Bureau of Labor Statistics , 2016).

Elementary school teachers report an average salary of $50,870 per year ( BLS , 2016).

The field of education changes on a consistent basis, thanks to new research and findings. It’s important for you to keep up with these changes in order to be an effective teaching professional. If you aren’t already involved in local teaching organizations, joining the Maine Association for the Education of Young Children can give you access to different teaching resources.

Are you ready to start working toward an early childhood education degree?

Use the list of programs to get in touch with Maine colleges and universities that fit your educational needs.

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Why UMaine Machias?

• UMaine Machias was founded with the purpose of training educators, and has continued to serve that mission  for over a century.
• There is a growing demand for educators in the State of Maine. Graduates will have job opportunities statewide and can be assured that they’re providing a vital service to their community.
• Our graduates have gone on to become award-winning teachers all over the state. Visit the Careers page to read interviews with Education alumni.

Program Details Careers

Students choosing the Inclusive Early Childhood or Special Education concentrations may complete their degree online.

Teacher education has a proud tradition at the University of Maine at Machias (UMaine Machias). In 1909, Washington State Normal School opened its doors in Machias with the express mission of training teachers. In 1970, the institution became known as University of Maine at Machias.

Today, UMaine Machias continues to draw upon its rich history of preparing individuals to work as K-12 educators. During their time at UMaine Machias, our pre-service teachers have a wealth of opportunities to engage with currently practicing K-12 classroom teachers in local schools through field experiences that begin during the first year in our programs.  Our graduates become highly qualified teachers with strong educational foundation in content and pedagogy.

Education majors may choose from one of the following concentrations:

• Elementary Education
• Secondary Education
• Special Education
• Inclusive Early Childhood

This program will prepare students to be eligible for licensure within the State of Maine. Visit the University of Maine System State Authorization & Licensure page (External Site) to learn more about the licensure requirements in other states and territories, in addition to the contact information needed to inquire further into the licensure requirements associated with this program.

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UMaine Online

Online M.Ed. in Special Education: Early Intervention - Early Childhood Concentration

100% Online

Recommended Application Dates

No GRE/GMAT Required*

*Check the Department of Education requirements for your state to determine if testing is required.

Online Master of Education in Special Education: Early Intervention – Early Childhood Concentration

The University of Maine’s online Master of Education in Special Education with a Concentration in Early Intervention – Early Childhood gives you the skills to prepare children with a range of special needs five and younger and their families for success. You’ll learn to use the latest evidence-based strategies and advanced teaching methods, support and nourish family relationships, collaborate with other professionals, and gain hands-on teaching experience. By understanding how to apply best practices, you can effectively provide young children with disabilities with the critical developmental and educational experiences essential to thrive.

Why UMaineOnline?

• Earn your degree from anywhere. Our program is 100% online so you can learn when you want, wherever you are.
• Learn from experienced faculty who are leaders in their field. Our faculty understand the challenges of special education professionals and conduct research in the areas they teach.
• Same high-quality education as on-campus. Courses are designed and taught by on-campus faculty passionate about online teaching at Maine’s only public research university.
• Develop skills to collaborate effectively. You will work with co-teachers, families, and other service providers and advance your connections within the field.
• Experience multiple perspectives. We use case studies, simulations, and reflective exercises to prepare you for diverse settings.

Students’ Experience Earning Thier M.Ed. in Special Education – Early Intervention Online

Our curriculum explores every element of the early intervention environment. Courses supply the foundations of early intervention professional practice using advanced content in a variety of research areas. Throughout your coursework, you’ll work closely with a faculty advisor to ensure the program meets your needs.

Students seeking certification in Maine are required to take SED 500: Adapting Instruction for Students with Disabilities (3 credits) and a multicultural course in addition to the program of study.

Note: You must be working with young children birth to five years old in order to complete course requirements.

Core Courses

The following core courses are required (33 credits):

• SED 505 : Infant and Toddler Development (3 credits)
• SED 506 : Assessment and Program Planning in Early Childhood (3 credits)
• SED 511 : Planning Inclusive Early Childhood Programs and Environments (3 credits)
• SED 513 : Individualized Practicum (1-3 credits)
• SED 514 : Leadership, Advocacy, and Public Policy in Early Childhood Intervention (3 credits)
• SED 516 : Collaborative Consultation in Early Childhood (3 credits)
• SED 517 : Servings Infants and Toddlers in Natural Environments (3 credits)
• SED 524: Supporting Play and Social-Emotional Development for Young Children (3 credits)
• SED 529: Language Development and Literacy for Diverse Young Learners (3 credits)
• SED 532 : Behavior Management and Intervention (3 credits)
• SED 598 : Strategies for Culturally and Linguistically Diverse Students with Disabilities(3 credits)
• SED 598: Partnering with Families (3 credits)

Printable Program of Study

Course Schedule

Student Handbook

We have rolling admissions so you can apply and be accepted into the program at any time. However, the following dates are recommended:

• Fall Semester: May 10
• Spring Semester: November 1
• Summer Semester: April 1

After these dates, your application will be considered for the next semester.

Transfer Credits

A maximum of 6 credits of graduate coursework from another institution or 12 credits from the University of Maine can be transferred into the student’s program. Factors determining if credits can be transferred can include how recently the course was taken and its equivalency to courses in the program. However, graduate courses taken as an undergraduate cannot be transferred into the M.Ed. program. In order to be transferred, courses must be approved by the Special Education faculty during the application process.

Requirements

• A bachelor’s degree from an accredited college/university with a satisfactory GPA (3.0 for regular admission)
• Three semester hours in teaching early childhood special education
• Three semester hours in one of the following: human development, educational psychology, developmental psychology, adolescent psychology, or child development
• Experience working in some capacity with young children with disabilities. Candidates without prior experience may be admitted, but they may be required to complete additional credit hours of field experiences concurrent with coursework.

Application Materials

The admission evaluation process begins once we’ve received all your application materials. Before you apply, please review the application instructions . When you’re ready to apply, please submit the following:

• An online application
• Official academic transcripts
• A 400 to 500-word essay describing your motivation for obtaining a concentration in Early Intervention that demonstrates your writing skills and capacity for reflection
• Evidence of fingerprinting and a completed background check
• Proof of teaching certification if you currently hold a teaching license
• CV or résumé

Applicants may be invited for a personal interview with the Special Education faculty.

Have questions about earning an M.Ed. in Special Education online with UMaine? Contact Amanda Cupps, UMaineOnline Senior Advisor, at 207.581.3452 or at [email protected] .

Contact Amanda

The need for well-trained and knowledgeable special education teachers has never been greater. The demand for special education teachers is rising as children with disabilities are increasingly identified earlier and more are enrolled in special education programs.

According to the U.S. Bureau of Labor Statistics (BLS) , employment of special education teachers is projected to grow 8% from 2020 to 2030 with about 38,600 openings per year. The median annual wage for special education teachers was $61,500 in May 2020, higher than the median annual wage for all occupations of $41,950.

The concentration can lead to Maine certification in Teacher of Students with Disabilities (0 to age 5) (282B). Earning certification in other states through this program may be very simple. Please visit your state’s Department of Education for information or visit the United States Department of Education website. Specific information regarding Maine certification is available through the Maine Department of Education .

Graduates can also find opportunities outside the classroom as supervisors and administrators or in social work, health care, or therapy.

Note: As an advanced teacher preparation program, faculty do not recommend students for certification. Currently, students graduating from our M.Ed. concentrations are eligible to apply for Maine teaching certification via Pathway 2 – transcript review. Although faculty can advise, students are responsible for knowledge of certification requirements in the state in which they are seeking certification.

Our faculty actively conduct research in effective special education practices giving them a depth of knowledge about the unique challenges experienced by those who work with students with disabilities. They are also leaders in institutions, such as the Maine Autism Institute for Education and Research , dedicated to improving the lives of those with special needs. Their passion and expertise will help you develop practical skills and grow as a professional educator.

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NC-SARA Statement

This program will prepare students to be eligible for licensure within the State of Maine. Visit the UMS State Authorization & Licensure page to learn more about the licensure requirements in other states and territories, in addition to the contact information needed to inquire further into the licensure requirements associated with this program.

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	The University of Maine
	Jul 03, 2024   2024/25 Combined UM UMM Undergraduate Catalog     2024/25 Combined UM UMM Undergraduate Catalog | OVERVIEW OF DEGREE REQUIREMENTS Minimum number of credits required to graduate: 120  Minimum Cumulative GPA required to graduate: 2.0  Required Course(s) for fulfilling Capstone Experience and Service Learning Experience in Major: EDU 490    or SED 460    (Elementary Education, Secondary Education concentrations), SED 460    (Special Education, Inclusive Early Childhood Education concentrations) Required Course for fulfilling Writing Intensive in Major: EDU 216     Residency requirement: Must complete at least 30 credits through UM, at least 12 of which must be in their major and 9 of these 12 must be upper level (300 level or above). The Education major prepares students for a teaching career in one of four concentrations: Elementary Education, Secondary Education, Special Education, or Inclusive Early Childhood Education. Students complete the University Core Requirements; Major Requirements of the program; and Concentration Requirements. Education Major Requirements EDU 112 - Foundations of Education Credits: 3 EDU 216 - The Teaching Process Credits: 3 EDU 217 - Working with Culturally Diverse Students Credits: 3 EDU 255 - Multicultural Literature for Children and Young Adults Credits: 3 EDU 359 - Field Placement Lab Credits: 1 (taken at least two times) SED 302 - Adapting Instruction for Students with Disabilities Credits: 3 (was SED 201) SED 365 - Differentiated Instructional Strategies Credits: 3 SED 455 - Transitional Issues for Students with Disabilities Credits: 3 Elementary Education Concentration Requirements:. 6 credits from either the general core classes or electives in each of the following: Math (MAT, STS, SSC 124),  English and Language Arts,  Science (AST, BIO, BMB, CHY, ENV, GIS, PHY, MTR, SMS), and  Social Studies (ANT, BEH, CMY, ECO, GEO, HTY, POS, PSY, SOC, SSC) Students must have a minimum cumulative GPA of 2.5 to be eligible to student teach. Curriculum Requirements: EDU 327 - Content Area Literacy Methods Credits: 3 EDU 329 - Elementary Social Studies Methods Credits: 3 EDU 332 - Elementary Science Education Methods Credits: 3 EDU 334 - Integrated Reading & Language Arts Methods Credits: 3 EDU 344 - Elementary Math Methods Credits: 3 EDU 490 - Student Teaching Credits: 12 Content Area Requirements: Choose one of the following minors (the total number of credits from the General Education Core, Minor and Elective should total a minimum of 24 credits). Secondary Education Concentration EDU 321 - Secondary Methods of Teaching Credits: 3 Available Minors: Visual Arts Minor: Creative Arts Minor Mathematics Minor: Quantitative Methods Minor English & Language Arts Minors: Graphic Novel Minor Life Sciences Minor: Integrative Biology Minor, Marine Biology Minor Social Studies Minors: Economics Minor, History Minor, Psychology Minor, Social Studies Minor  Physical Sciences Minor: Applied Chemistry Minor Special Education Concentration SED 303 - Communication & Collaboration in Special Education Credits: 3 (was SED 202) SED 330 - Teaching Math in Special Education Credits: 3 SED 370 - Teaching Reading/Writing to Children with Special Needs Credits: 3 SED 420 - Special Education Law Credits: 3 SED 425 - Assessment in Special Education Credits: 3 SED 435 - Program Planning for Students with Disabilities Credits: 3 SED 460 - Student Teaching in Special Education Credits: 12 Select one of the following: SED 362 - Typical & Atypical Expressive & Receptive Language Credits: 3 Inclusive Early Childhood Education Concentration 3 credits from either the general core classes or electives in each of the following: Math (MAT, STS,SSC 124) Science (AST, BIO, BMB, CHY, ENV, GIS, PHY, MTR, SMS) Social Studies (ANT,CMY, ECO, GEO, HTY, POS, PSY, SOC, SCC)   PSY 201 - Lifespan Development Credits: 3 Global navigation Site navigation IU South Bend Bulletin 2024-2025 About IU South Bend Degrees Offered General Education Academic Schools Online Programs Graduate Programs Course Descriptions IU South Bend Home Collaborative Online Degree Programs IU Resources Indiana University Web Site Administration Equal Opportunity/ Affirmative Action Policies Previous IU South Bend Campus Bulletins Students are ordinarily subject to the curricular requirements outlined in the Bulletin in effect at the start of their current degree. See below for links to previous Bulletins (bulletins prior to 2013-2014 are in PDF format only). Online Only If you are seeking further information regarding specific programs, please contact individual departments . For problems accessing information on this website, please contact Teresa Sheppard . Master of Science In Education in Teaching, Learning, and Curriculum Collaborative online degree. This 100 percent online, consortial program is taught by  IU South Bend , IU Bloomington, IU East, IUPUC, IUPUI, IU Kokomo, IU Northwest, and IU Southeast. This consortial model allows you to take coursework from several campuses and learn from a wide range of faculty. Technology is rapidly revolutionizing society, making it imperative that educators learn to use digital tools to strengthen their teaching and improve student learning. The IU Online Master of Science in Education (MSEd) in Educational Technology for Learning will engage you in a technology-infused curriculum that requires you to use and evaluate a wide variety of digital tools used in educational environments. As a student in the program, you will consider how you can teach differently in today's technology-enhanced environments. You will develop new technology skill sets and be able to determine which technologies to apply in order to achieve your pedagogical goals. As the United States strives to develop a globally competitive workforce, demand is high for educators who can engage learners in 21st-century skills and mindsets. The MSEd in Educational Technology for Learning curriculum connects theory to practice, preparing you to design learning experiences that promote creativity and active learning through the integration of digital tools. Admissions requirements vary by campus. Degree Requirements (30 cr.) Requirements are broken down as follows: Core Requirements (15 cr.) Teacher, Learning, and Curriculum Track (12 cr.) Capstone (3 cr.) All courses are 3 credit hours, unless otherwise noted. EDUC-E 555 Human Diversity in Education; OR EDUC-J 655 Seminar in Multicultural and Global Education EDUC-J 500 Instruction in the Context of the Curriculum EDUC-J 501 Strategies for Teaching, Learning, and Curriculum EDUC-J 502 Assessment and Evaluation EDUC-Y 520 Strategies for Education Inquiry Teaching, Learning, and Curriculum Tracks (12 cr.) Select one from the following: Early Childhood Care and Education (12 cr.) EDUC-E 506 Curriculum in Early Childhood EDUC-E 525 Advanced Curriculum Study in Early Childhood EDUC-P 515 Child Development One course selected from one other TLC Track STEM and Arts Innovations (12 cr.) EDUC-Q 528 Making for Learning EDUC-S 504 Introduction to STEM Teaching EDUC-Z 501 Art Methods for Non-Art Specialist Educators Teacher Leadership and Instructional Coaching (12 cr.) EDUC-A 510 School Community Relations EDUC-A 629 Continuous School Improvement and Data-Informed Decision-Making EDUC-J 503 Teacher Leadership and Instructional Coaching Educating Exceptional Learners (12 cr.) EDUC-K 553 Classroom Management and Behavior Support EDUC-L 524 Language Education Issues in Bilingual and Multicultural Education EDUC-W 551 Educational Foundations for High Ability Students EDUC-J 597 Teaching, Learning, and Curriculum Capstone Pending Final Approval Academic Bulletins Indiana University IU Bloomington PDF Version Copyright © 2024 The Trustees of Indiana University , Copyright Complaints South Portland Campus Midcoast Campus in Brunswick Community Satellite Locations ASSOCIATE DEGREE About our Education Associate Degree The Education degree program (K-12) is designed to prepare pre-service teachers with the necessary knowledge and skills for employment and/or future study in the field of K-12 education. Successful graduates experience field work in public school classrooms in each education course taken as a way to connect theory into actual practice. Graduates of the associate degree program are eligible for certification as Educational Technician II with the designation as “highly qualified.” Topics that are covered, beyond core requirements, seek to address the theories of how human beings learn, the compelling issues related to American education, the developmental stages of literacy acquisition from birth to grade 12, and an in-depth overview on issues related to special education law and students with special needs. About our Education Programs SMCC offers two education programs: Early Childhood Education and Education. The programs focus on different age/grade ranges, but both provide students with the foundational skills and experiences they need to enter their chosen fields. The Early Childhood Education (ECE) program is designed for students who are interested in teaching children from 0-8 years of age, including students in grades K-3. The Education (EDUC) program is designed for students who are interested in exploring education more broadly and/or those who wish to teach older students in specialized fields like English or Math. Both programs focus on the essential knowledge, skills, and dispositions students need to make a difference in the lives of the children with whom they work. These skills are put to use as students engage in classroom settings and externships in the local community. Throughout each step of the way, students work with supportive and experienced faculty. Our goal is to create a community of learners who work (and play!) together with all students receiving the support they need to achieve their dreams. Graduates of the ECE and EDUC programs pursue many different paths. Some enter the work force as Ed. Tech. II in public school systems throughout the state. Others choose to become infant, toddler, or preschool teachers. Some open their own early childhood centers. Others continue on to earn their Bachelor’s Degree and become certified teachers. The University of Maine at Farmington delivers their Bachelor’s Degree in Early Childhood Education at SMCC. Students in the EDUC program often choose to continue on for their Bachelor’s through the University of Maine system. For details about our Early Childhood program, visit our  Early Education program webpage. Out-of-State Licensure If you are completing this program and will be seeking licensure in another state, please download our  Out-of-State Licensure document . Graduation Outcomes Demonstrate an understanding of “best practice” in teaching that promotes optimal learning for all students. Demonstrate an understanding of the major issues in public education today that inform the organization of schools in the 21st century. Understand the federal and state laws that define resources and supports for special education students as defined by IDEA and understand the myriad of disabilities that are identified in students in public schools. Identify and select interventions that promote growth toward goals set out in an individual’s IEP. Understand the components of literacy acquisition from birth to grade 12 and understand how to think about teaching literacy for optimum learning with an eye toward developing competent and confident readers. Understand the need for collaboration with peers and colleagues as a tool to continually learn and perfect the craft of teaching. Use verbal and oral communication, interpersonal relationships and other related personal skills (such as self-discipline and time management) effectively . What opportunities does this program provide? Launch your career. SMCC graduates in this program have gone on to work as: K-12 Teacher Education Technician Substitute Teacher Childcare Business Owner or Director Continue Your Education Available transfer agreements for this program include: How do I complete this program? Browse the information below to view our program requirements and how you might complete this program. Estimated Full-Time Degree Completion Time Please note, these estimates are based on a student taking an average of 15 credits per semester and do not include college preparatory or developmental courses. Interested in viewing full program and course details? View full program details in our academic catalog . View a list of current major-specific courses for this program . View all current courses . Are you a current student? Be sure to view the degree program requirements for your specific program. Log into MySMCC and click My Maine Guide, MyDegree to learn more. Related Programs Not ready to commit to a degree program we may have other options that work for you.. Did you know that we offer a broad array of short-term workforce training programs that allow you to enter the workforce and start earning quickly? These programs are a great way to enter a career in your area of interest and to become accustomed to college classes. They are also often grant-funded (free of charge to trainees). And, if you find you want to keep going, we can help you find a related academic degree or certificate program of interest with which you can continue your education. Learn More: Early Childhood Education Bootcamp Educator Apprentice Program All short-term training programs Costs & Financial Aid This degree program may have specific associated costs which are important to know before attending. We encourage you to apply for financial aid which provides funds in the form of grants and scholarship (free), loans (need to repay) and student employment (earned money.) Want to learn more? Fill out a quick form and we’ll reach out to provide more info. Ready to apply? Learn how to apply and fill out our online application when you’re ready. Contact Us: Admissions: 207-741-5800 or admissions@smccME.edu   Department Chair: Rachel Parse, 207-741-5729 or rparse@smccME.edu A three-credit class averages Less than $400, full-time tuition & fees, $4,140 per year, *additional program costs may apply., south portland, brunswick & online. First Name * Mobile Phone 000 Free College SMCC 1.24 First Name * First Last Name Last I am: * Interested in Attending Accepted but not Registered A Current Student A Returning Student Other RETENTION JOB PLACEMENT CREDENTIALING EXAMS SPECIALTY PERCENT FINISH/START PERCENT EMPLOYED SUCCESS PARTICIPATION Adult Echo 88.9% 8/9 100% 7/7 100% 7/7 Invasive 50% 2/4 100% 2/2 100% 1/2 TYPE COST Tuition $2,703.00 Mixed Fees $1,062.00 Books & Supplies $1,556.00 Room or Residence $5,750.00 Meals $3,450.00 Sign up for a Radiography Info Session Last Name * Session * Monday, June 7 at 9 a.m. Sign up for a EMS/Paramedicine Info Session Session * Monday, June 7 at 4 p.m. Sign Up For a Virtual Open House Programs * Choose One... Behavioral Health Certificate Business Administration/Sports Management Computer Science Information Technology Cyber Security Communications/New Media Liberal Studies-Art Culinary Arts Hospitality Early Childhood Education Education (K-12) Fire Science / Student Live-in Program Human Services Health Sciences Liberal Studies Transfer Medical Assisting Nutrition Sign up for a Cardiovascular Info Session Session * Thursday, May 20 at 5 p.m. Sign up for a Nursing Info Session Session * Tuesday, June 8 at 5 p.m. Sign up for a Respiratory Info Session Session * Monday, May 5 at 5 p.m. TYPE COST Tuition $2,256.00 Mixed Fees $962.80 Books & Supplies $462.00 Room or Residence $5,750.00 Meals $3,450.00 TYPE COST Tuition $2.914.00 Mixed Fees $1,206.00 Books & Supplies $1,008.00 Room or Residence $5,750.00 Meals $3,450.00 Find Your Path Not sure which offerings are right for you? Use the tool below to help us determine what path to take to reach your goals and better your future. I want to start a new career. I want to save money and then transfer. I need to find employment, fast! I want to learn skills to advance my job. I have an area of interest and I want to learn more. TYPE COST In-State Tuition $2,880.00 Mixed Fees $1,061.00 Books & Supplies $1,400.00 Campus Housing $7,288.00 Meals $3,650.00 --> Oakland University is accredited by the Higher Learning Commission, a regional accreditation agency recognized by the U.S. Department of Education     Oakland University       Jul 03, 2024   2024-2025 Graduate Catalog     2024-2025 Graduate Catalog 405B Pawley Hall   (248) 370-3077 • Fax (248) 370-4242      Tomoko Wakabayashi 405C Pawley Hall (248) 370-3078 ►  ►  h   Program description The Ph.D. in education with a major in early childhood education is designed to prepare leaders for the field. The goals of the program are to develop and support leadership, research, and policy that will inform, support, and promote education for young children. Major areas of focus include early childhood development and educational theories, research, and policies, curricular and program approaches, literacy, cultural diversity, and transition to preschool and primary school classrooms. The program provides preparation in quantitative and qualitative research methods. Students also select a cognate in a complementary area including special education, reading, educational leadership and administration, counseling, curriculum, professional development, Applied Behavior Analysis (ABA), or other academic areas. Graduates of the program are prepared to assume leadership, teaching, or research and policy positions in early childhood care and education settings, school systems, colleges and universities, early childhood organizations and government. Admission terms and application deadlines Before an applicant’s file can be reviewed for full program admission, all application documents must be received in Graduate Admissions by the semester deadlines listed below. July 1 for fall semester (May 1st for International applicants)  Students are admitted in the fall semester only. Applications will be accepted until July 1 or the following fall semester. Application requirements To be considered for graduate admission, applicants must submit all Graduate Application Requirements and additional department requirements by the published application deadlines: Graduate Application Requirements      International applicants whose native language is not English must submit proof of English Proficiency  (official MELAB or TOEFL ). Students from countries where English is both an official language AND the language of instruction in higher education are exempt from this requirement. Additional department application requirements Official transcripts for all undergraduate and graduate colleges and universities attended Additional Recommendation for Graduate Admission form In addition to the two recommendations listed above, a third recommendation is required by the program. Recommendation requirements At least one of the recommendations must be from a graduate academic source and one from a professional in the field. Professional curriculum vitae Personal essay statement, describing professional goals, experiences, and philosophy Two writing samples related to early childhood education, which may include professional reports, academic course papers, publications, or presentations An interview for applicant finalists (scheduled by the program coordinator) with the coordinator and other faculty members, and a written assignment to be completed as part of the interview. An additional written assignment may be required. Admission review and assessment Admission to graduate study at Oakland University is selective. In making admission recommendations to Oakland University Graduate School, each department assesses the potential of applicants for success in the program by examining their undergraduate and graduate records, goal statement, letters of recommendation, prerequisite courses and degrees, and any other admission requirements established by the academic department. Finalists will be selected based upon a review of the application documents and the following criteria: Completion of a master’s degree or equivalent in early childhood education or an allied field Minimum graduate grade-point average of 3.6 Three years of professional experience in early childhood education or an allied field.  Degree requirements The Doctor of Philosophy in education: early childhood education degree is awarded upon satisfactory completion of a minimum of 80 credits beyond the master’s degree in an approved program of study: 12 credits in the foundation core, 32 credits in the department core, 20 credits in the cognate, and a minimum of 16 credits for the dissertation. Previously earned graduate credits may apply if they did not count toward the qualifying master’s degree and if they are equivalent to a required course for the program or are part of an approved cognate. Course requirements A. foundation core (12 credits). EC 9940 - Doctoral Professional Seminar I (2 credits) EC 9941 - Doctoral Professional Seminar II (2 credits) EC 9010 - Research Methodology (4 credits) EC 9020 - Analytical Methods (4 credits) b. Department core (32 credits) EC 9947 - Ecology of Early Learning: Health, Care and Education (4 credits) EC 9946 - Development and Early Learning: Theories and Research Studies (4 credits) EC 9944 - Paradigms of Early Education and Curriculum Design (4 credits) EC 9931 - Field-Based Project I (A total of 4 credits is required. Can take 2 credits at a time.) EC 9932 - Field-Based Project II (2 OR 4 credits) (A total of 4 credits is required. Can take 2 credits at a time.) EC 9945 - Curriculum Investigation: Practice and Theory (4 credits) EC 9948 - Policy Studies in Early Education: Culture, Economics and Politics (4 credits) SE 9972 - Special Education: Early Childhood Seminar (4 credits) c. Cognate (20 minimum credits) The cognate courses should complement the core foundation and department courses. The cognate area of study may include courses within or outside the department upon advisement by the adviser and the program coordinator. d. Dissertation (16 minimum credits) EC 9998 - Comprehensive Qualifying Exam Preparation and Dissertation Proposal (1 TO 8 credits) EC 9999 - Dissertation Implementation, Analysis and Writing (1 TO 8 credits) Satisfactory academic progress Satisfactory Academic Progress (SAP) is the term used to denote a student’s successful completion of coursework toward a certificate or degree. Federal regulations require the Office of Financial Aid to monitor Satisfactory Academic Progress for all financial aid recipients each semester. Students who fall behind in their coursework, or fail to achieve minimum standards for grade point average and completion of classes, may lose their eligibility for all types of federal, state and university aid. Contact the Office of Financial Aid for additional details. Good academic standing All graduate students are expected to remain in good academic standing throughout the entire course of their graduate program. To be in good academic standing, a graduate student must make satisfactory progress toward fulfilling degree requirements, including the completion of critical degree milestones as set forth by the academic program. The student must also maintain a minimum semester and overall GPA of 3.0. Good academic standing is a requirement for: Holding a Graduate Assistantship Receiving a fellowship or scholarship Advancing to candidacy for a graduate degree Going on a leave of absence Obtaining a graduate certificate or degree from Oakland University. Additionally, graduate students must meet all department academic standards which may be more stringent than the minimum set forth by the University. Graduate students who are not in good academic standing for any reason are subject to probation and/or dismissal from further graduate study. Related program information Academic advising. Upon acceptance into the program, students are advised initially by the early childhood Ph.D. program coordinator. Toward the end of the first year of study, each student, in consultation with the program coordinator and faculty members, selects a faculty adviser who guides the student in planning a program of study, including establishment of a portfolio, design of a cognate, and preparation for completion of qualifying comprehensive exams and the dissertation. The adviser and program coordinator advise the student to form a committee of faculty members who will provide further guidance and evaluation for the exams and the dissertation. Plan of study All accepted applicants, in consultation with their assigned faculty program adviser, must develop a plan of study that details specific courses the students will use to satisfy their degree requirements. The plan of study must be approved by the program coordinator and the adviser and submitted by the student to Oakland University Graduate School. Doctoral students must submit an approved plan of study prior to completion of the first year of coursework. Residency requirement Students must complete at least 16 credits (excluding dissertation credits) during one of the academic (or calendar) years of the student’s program of doctoral study. Further, students are required to register for at least one credit every fall and winter after their admission to the program. Exceptions to this policy must be approved by the program coordinator. Qualifying comprehensive examinations To prepare for exams, the student’s adviser and a minimum of two additional faculty members comprise the Doctoral Advisory Exam Committee and meet with the student to review the student’s portfolio - a major source for determining the student’s interests, strengths, and areas for further development. When the student elects to take the exams, the committee either grants approval to proceed or proposes a plan for further study, coursework, or other appropriate preparation necessary for taking the exams. Exam questions assess the student’s knowledge with respect to challenging issues in the field, e.g., comparing and contrasting major theories, approaches, and policies in early childhood education and care; implications of the knowledge base for child care and education, preschool, and primary school early childhood curricula/programs; and for designing early childhood curricula and program approaches, evaluations, research studies, and policy initiatives. To pass qualifying exams, the student must demonstrate competence in the following four segments: Comprehensive knowledge of the foundational core and early childhood education. This exam segment assesses the student’s knowledge of the foundational and early childhood core coursework areas, including the major theories, research methods and findings, educational practices and public policies. This segment of the exam is conducted on a “take-home” basis, with a limited time frame. In-depth knowledge of a specific area in early childhood education. This segment of the exam is a qualifying paper that demonstrates an in-depth knowledge of a particular area of focus. The topic must be approved by the chair of the Doctoral Advisory Committee, who also sets a minimum page requirement and a style format. The paper must be completed by a date set by the program coordinator as a part of the exam process. Comprehensive knowledge of a cognate area. This exam segment assesses the student’s knowledge in a cognate area (a complementary area of study). This segment of the exam is conducted on a “take-home” basis, with a limited time frame. The oral examination. Upon successful completion of the written segments of the qualifying comprehensive exam (parts 1, 2, and 3) explained above, the student proceeds to take the oral segment of the exams. This exam segment provides an opportunity for the student to make a presentation in an area of special interest (usually the area of the in-depth paper) and to demonstrate the ability to respond to questions from the faculty about the presentation and related issues. The Doctoral Advisory Committee assesses the student’s performance on the written and oral parts of the exam to determine if the student is adequately prepared to proceed as a candidate for dissertation preparation. If the student’s qualifying exam performance is determined to be inadequate, the Doctoral Advisory Committee may recommend further preparation, e.g., coursework, writing, or study. Dissertation The dissertation is an original contribution to the field of study through disciplined inquiry. Conducting the dissertation study, writing, and defending a dissertation should be accomplished in accordance with the highest professional standards. The student’s dissertation adviser and a minimum of three additional faculty members (one external to the department) comprise the Dissertation Committee and advise the student on the formation of a dissertation proposal. The written format for the proposal is specified by the committee, and the student orally presents and defends the dissertation proposal. The committee assesses the student’s written and oral presentation of the proposal and determines if modifications in the proposal are needed prior to the student conducting the research. The committee members, led by the dissertation adviser, continue to advise the student throughout the research and the preparation of the dissertation manuscript. Students must obtain a copy of the dissertation format requirements from Oakland University Graduate School and the dissertation manuscript must conform to university standards. Final oral examination and dissertation defense The oral defense of the dissertation is held after the dissertation is completed and approved by the committee. The purpose of the oral defense is to enable the dissertation committee to judge the quality of the investigation and the student’s ability to defend and communicate the work.  The announcement of the date, time, and location of the defense is distributed to the faculty. The oral defense is to be attended by the Dissertation Committee members and is open to all School of Education and Human Services faculty and the university community. Final approval and acceptance of the doctoral dissertation requires a favorable vote of the Dissertation Committee with no more than one dissenting vote. The Dissertation Committee determines the adequacy of the student’s oral defense and if there are to be modifications in the dissertation manuscript, which is then subject to final approval by the committee. The committee may permit reexamination, if the initial dissertation defense is deemed inadequate. Continuous enrollment The continuous enrollment policy for doctoral students requires continuous registration of graduate students for at least 1 credit each semester in the academic year to maintain an active graduate student status. This includes semesters in which the comprehensive qualifying examination and the preliminary dissertation proposal oral defense are completed, and for each subsequent term (fall and winter) until all the degree requirements are met and the dissertation is submitted to Oakland University Graduate School. Some agency and graduate assistantship eligibility may have course-load requirements that exceed the minimum registration requirements of the Continuous Enrollment Policy (e.g., Veterans Affairs, Immigration and Naturalization for international students, and federal financial aid programs). Therefore, it is the student’s responsibility to register for the appropriate number of credits that are required for funding eligibility and/or compliance as outlined by specific agency regulations under which they are governed. Time limits The maximum time limit for completing a Ph.D. degree is no more than ten years from the term of the first course enrollment in the doctoral program. The Time Limit for Completing a Ph.D. Degree policy requires a student to achieve candidacy within six years from the first course enrollment in the doctoral program. After being advanced to candidacy, a student is expected to complete the remaining degree requirements within four years (including the dissertation defense). Three copies of the approved dissertation manuscript must be submitted to Oakland University Graduate School by the date published in the Schedule of Classes for the term in which the student expects to graduate. (See Thesis and Dissertation   ). National Reputation Academic Programs Master’s Degree Programs About Our Faculty About Our Students Success After UMF Office of the President Academic Catalogs UMF Board of Visitors People Lookup Take Fall Classes Teacher Education Programs Self-Designed Majors Certificate Programs Unsure What to Choose? Internships Study Abroad Honors Program Campus Life Student Housing Calendar Our Residence Halls Student Organizations Athletics, Sports & Fitness Outdoor Recreation Arts & Culture The Farmington Area For First-Year Students (Freshmen) For Transfer Students For International Students For Accepted Students Virtual Viewbook Sign Up for Info Financial Aid & Scholarships Tuition & Expenses Admissions & Financial Aid Staff For School Counselors Early Childhood Education Pathway This four course, 11 to 12-credit University of Maine at Farmington Early College Pathway, introduces you to coursework you'll encounter as an Early Childhood Education major. While intended to give you an opportunity to build a sense of what the Early Childhood major is about, this UMF Early College Pathway helps you hone your college writing skills, take a math course required by most education majors at UMF, and learn about early childhood education and child development. You’ll take each of the following courses. Note: There is no suggested sequence ECH 150  Introduction and Observation in Early Childhood Education   OR   ECS 103  Introduction to Teaching Inclusive Early Childhood Special Education PSY 225 Child and Adolescent Development ENG 100 Writing Seminar MAT 103M Mathematical Content for Elementary School Teachers I   OR   MAT 104M  Mathematical Content for Elementary School Teachers II You may bring a college writing course from another University of Maine System university or Maine Community College institution. Please note: Not every course may be available online every semester What are some careers Early Childhood Education majors pursue? Daycare Provider Pre-K – 3rd Grade Classroom Teacher Pre-K – 3rd Grade Special Education Teacher Early Childhood Services Coordinator Vocational Education Teacher School Administrator Literacy or Math Specialist Interested in majoring in Early Childhood Education? Explore more here . Interested in majoring in early childhood special education explore more here ., have questions contact me.. Kirsten Petroska Director of Early College Partnerships Division of Graduate & Continuing Education University of Maine at Farmington Theo Kalikow Education Center 186 High Street Farmington, Maine 04938 tel 207-778-7266 TYY (via Maine Relay Service) dial 711 [email protected] Mailing address: Division of Graduate & Continuing Education University of Maine at Farmington 111 South Street Farmington, Maine 04938 Directorate for Education and Skills The Education and Skills Directorate is one of twelve substantive departments of the OECD and provides policy analysis and advice on education to help individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion. Select a language The OECD Directorate for Education and Skills seeks to help individuals and nations to identify and develop the knowledge, skills and values that drive better jobs and better lives, generate prosperity and promote social inclusion. It assists OECD countries and partner economies in designing and managing their education and skills systems, and in implementing reforms, so that citizens can develop the knowledge, skills, attitudes, and values they need throughout their lives. Andreas Schleicher Director Directorate for Education and Skills Yuri Belfali Head Early Childhood and Schools Division Paulo Santiago Head Policy Advice and Implementation Division Tia Loukkola Head Innovation and Measuring Progress Division How we work The work of the Directorate for Education and Skills is overseen by four bodies, each with its own mandate, membership, and programme of work and budget, to help deliver work under the overall governance of the OECD Council: The Education Policy Committee, which also provides strategic oversight of our work The Centre for Educational Research and Innovation Governing Board (CERI)  The Programme for International Student Assessment Governing Board (PISA) The Programme for Teaching and Learning International Survey Governing Board (TALIS) The Board of Participating Countries for the Programme for the International Assessment of Adult Competencies (PIAAC) is overseen by both the Education Policy Committee and the Employment, Labour and Social Affairs Committee. What we are working on The best way for education systems to improve is to learn what works from each other. We deploy large scale surveys and reviews, designing common methodological and analytical frameworks for utmost comparability of empirical evidence from different education systems. We collect data about nearly all aspects of countries’ education systems from key policies, teacher practises, adult proficiency, and early childhood learning and well-being to how 15-year-olds perform in mathematics and what their attitudes are about global issues like climate change. The International Early Learning and Child Well-Being Study OECD Survey on Social and Emotional Skills Survey of Adult Skills The OECD Teaching and Learning International Survey    Education at a Glance   The Education Policy Outlook   PISA Global Crisis Module   Global Teaching Insights Explore by country Explore by topic Review policies       PISA for schools Assisting countries with policy development and implementation We help countries answer important questions facing education policy makers and practitioners alike: how to identify and develop the right skills and turn them into better jobs and better lives; how best to allocate resources in education to support social and economic development; and how to offer everyone the chance to make the most of their abilities at every age and stage of life OECD and partner countries look to our expertise to review their education and skills systems, and assist them in developing and implementing policies to improve them. We conduct reviews ranging from those on individual national education policy to comparative educational policy and thematic peer-analysis. We review and support the development of higher education systems with analysis on resource use and labour market relevance. All of these provide in-depth analyses and advice that draw on OECD data resources, national policy documents and research, and field-based interviewing by OECD review teams. Comparative thematics, covering areas such as ECEC in a digital world, diversity, equity and inclusion in education, teacher policy and transitions in upper secondary education, are based on a common conceptual framework and methodology developed with advice from a group of national experts. Through tailored implementation support the directorate offers countries assistance in implementing policy, from curriculum reform to helping schools become effective learning organisations. It also brings countries and stakeholders together in a variety of fora to exchange ideas, an important step in the policymaking process.   Pivoting to tomorrow What knowledge, skills, attitudes and values will students need in a swiftly evolving world? We develop long-term “leading-edge” thinking that looks beyond the current state of education to what it can become. These multiple-scenario analyses nourish our ground-breaking Education 2030 work on curriculum. They inform international debate and inspire policy processes to shape the future of education. The one certainty about the future of education is that it will be a digital one though we cannot know to what degree. In staying ahead of the EdTech curve, the directorate advises countries on the fast-changing potential of digital tools like robotics, blockchain and artificial intelligence, and how they can be integrated and used to equitably boost teaching, learning and administrative performance. The digitalisation of education is just one of the many strategic foresight areas the OECD’s Centre for Educational Research and Innovation (CERI) focuses on. Its exploration of best practices flagged by international comparisons helps countries move towards the frontiers of education. Programmes of work Education and Skills Policy Programme The OECD’s programme on education and skills policy support policymakers in their efforts to achieve high-quality lifelong learning, which in turn contributes to personal development, sustainable economic growth, and social cohesion. Learn more CERI The Centre for Educational Research and Innovation (CERI) provides and promotes international comparative research, innovation and key indicators, explores forward-looking and innovative approaches to education and learning, and facilitates bridges between educational research, innovation and policy development. Learn more INES The OECD Indicators of Education Systems (INES) programme seeks to gauge the performance of national education systems through internationally comparable data. Learn more PISA PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. Learn more PIAAC The Survey of Adult Skills, a product of the PIAAC, measures adults’ proficiency in literacy, numeracy and the ability to solve problems in technology-rich environments. Learn more TALIS TALIS - the Teaching and Learning International Survey - is the world's largest international survey about teachers and school leaders. Learn more Survey on Social and Emotional Skills (SSES) The OECD Survey on Social and Emotional Skills is an international survey that identifies and assesses the conditions and practices that foster or hinder the development of social and emotional skills for 10- and 15-year-old students. Learn more Early Childhood Education and Care The Early Childhood Education and Care (ECEC) programme conducts analysis and develops new data to support countries in reviewing and improving their early childhood services and systems. Learn more Higher Education Policy The Higher Education Policy Programme carries out analysis on a wide range of higher education systems and policies Learn more Directorate outputs Policy and working papers More facts, key findings and policy recommendations Create customised data profiles and compare countries Related policy issues Education access, participation, and progression Education economic and social outcomes Education equity Education evaluation and quality assurance Education financing Education leadership Education organisation and governance Future of education and skills Learning environment Teachers and educators Student performance (PISA) Get in touch Contact us: edu.contact@oecd.org 307 COMMENTS Early Childhood Education Farmington, Maine USA 04938-1994. tel 207-778-7050. fax 207-778-8182. TYY (via Maine Relay Service) dial 711. [email protected]. The University of Maine at Farmington (UMF) Early Childhood Education major is a high quality program with extensive experiences in children's settings. It has earned a national reputation for preparing highly ... Early Childhood Education Julie DellaMattera, Associate Professor of Early Childhood Development and Education. [email protected]. 207.581.3119. 118 Merrill Hall. University of Maine. Orono, Maine 04469. National Council for State Authorization Reciprocity Agreements (NC-SARA) statement. This program will prepare students to be eligible for licensure within ... Early Childhood Education Associate Degree SMCC offers two education programs: Early Childhood Education and Education. The programs focus on different age/grade ranges, but both provide students with the foundational skills and experiences they need to enter their chosen fields. The Early Childhood Education (ECE) program is designed for students who are interested in teaching children ... 27+ Maine Early Childhood Edu Programs Online & Campus The Master's in Early Childhood Education program at the University of Maine at Farmington (UMF) offers a convenient blended format, combining online and face-to-face learning experiences. With 70% of the program offered online and 30% conducted in-person, UMF provides flexibility while still maintaining valuable opportunities for in-person ... Early Childhood Education Early Childhood Education. Early Childhood Education is critical to child success in the classroom and other early care settings as it impacts lifelong achievement. Through partnerships with families, reflective practice, and evidence- based knowledge, students will graduate prepared to work with today's children and families. Education Elementary Education, BS Concentrations: Early Childhood Teacher, Early Elementary, Elementary Education, Special Education. ... University of Maine at Augusta. 46 University Drive Augusta, Maine 04330-9488 1.877.UMA.1234. Accreditation; Annual Security Report; Diversity / AA Statements; Early Childhood Education ECH 384 Science Education for Young Children. 4. Advanced Level Professional Courses (8-12 credits) ECH 450 Senior Seminar: Research in Early Childhood Education. 4. ECH 490 Internship in Early Childhood Education*. 4, 6, or 8. *must take additional advanced ECH courses if ECH 490 is taken for less than 8 credits. Electives (8 credits) Best Early Childhood Education Online Degree Programs in Maine CAEP accredits early childhood education programs at all institutional levels; trade schools, community colleges, undergraduate and graduate-level programs. Another accrediting organization is the National Council for the Accreditation of Teacher Education (NCATE). University of Maine - Farmington. Degrees Offered: Master's in Early Childhood Education The M.S.Ed. in Early Childhood curriculum is carefully designed to contribute to the intellectual and professional growth of those who work with children ages birth through age 8. The program emphasizes child development-based curriculum, development, and assessment across ages birth through age 8, as well as an understanding of the family and ... B.S. in Education The Bachelor of Science in Rural Education prepares students for teacher certification in the State of Maine. Students pursuing a degree online have two concentrations to choose from: Special Education Concentration: This 33-credit concentration leads to teacher preparation in working with students with mild to moderate disabilities. Early Childhood Education The Early Childhood Education associate in applied science degree combines understanding and application of theory to practical experiences working directly with young children, newborn through preschool. Graduates of this program are prepared for transfer to a baccalaureate degree-granting institution or to enter the workforce and build a career. This program's curriculum is based upon ... Early Childhood Education Degrees in Maine Salaries in Maine are on par with New England averages. The average income for a preschool teacher is $31,350 per year ( Bureau of Labor Statistics, 2016). Elementary school teachers report an average salary of $50,870 per year ( BLS, 2016). The field of education changes on a consistent basis, thanks to new research and findings. 2024 Best Maine Colleges with Early Childhood Education Degrees 300 reviews. Alum: The University of Maine at Augusta is multi-racial and has many opportunities and quality teaching that help students achieve most of their degrees. The professor is family with the student, which means they couldn't leave the student with an unconscious mind. Best Online Early Childhood Education Programs of 2024 Cost per Credit: In-State | $236 Out-of-State | $649 Credits to Graduate: 120 FIU's early childhood education degree, with a non-certification track, focuses on curriculum development, teaching methods, and early childhood education.The virtual courses explore assessments and evaluations of young children, child development, family literacy, and language and literacy development. Education Fully online options for education degrees and certificates. Students choosing the Inclusive Early Childhood or Special Education concentrations may complete their degree online. UMaine Machias Online offers two post-baccalaureate certificates for educators: a certificate in Special Education and High School Psychology Teacher Preparation. Online Early Childhood Education Degree (BA) 120. Credits. To earn your Bachelor of Arts in Early Childhood Education at the University of Arizona Global Campus, you must complete 120 credits. You will need to complete 30 upper-division credits, of which 18 credits must be from the major program. A total of 30 credits must be completed at UAGC to meet the residency requirement. Early Childhood Ed. Bachelor's Degree The University of Maine at Farmington's Early Childhood Education Off-Campus program at Southern Maine Community College offers working professionals in the greater Portland area a unique opportunity to complete a Bachelor's degree in Early Childhood Education from UMF. Designed specifically for working professionals, this off-campus program allows you to complete… Online Graduate Certificate in Early Childhood Teacher Online application. Current resume or CV. Official academic transcripts from all institutions attended. Copy of current teaching certificate. 300-500 word essay based on the following prompt. For more information about applying, contact: Jo Ellen Carr. [email protected]. 207.581.2444. Online M.Ed. in Special Education: Early Intervention The University of Maine's online Master of Education in Special Education with a Concentration in Early Intervention - Early Childhood gives you the skills to prepare children with a range of special needs five and younger and their families for success. You'll learn to use the latest evidence-based strategies and advanced teaching ... Farmington Online For details about the Bachelor's programs, contact: Office of Admissions. University of Maine at Farmington. 246 Main Street. Farmington, Maine USA 04938-1994. tel 207-778-7050. fax 207-778-8182. TYY (via Maine Relay Service) dial 711. [email protected]. Program: Rural Education The University of Maine academic catalogs. OVERVIEW OF DEGREE REQUIREMENTS. Minimum number of credits required to graduate: 120 Minimum Cumulative GPA required to graduate: 2.0 Required Course(s) for fulfilling Capstone Experience and Service Learning Experience in Major: EDU 490 or SED 460 (Elementary Education, Secondary Education concentrations), SED 460 (Special Education, Inclusive Early ... Master of Science In Education in Teaching, Learning, and Curriculum Collaborative Online Degree. This 100 percent online, ... Early Childhood Care and Education (12 cr.) EDUC-E 506 Curriculum in Early Childhood; EDUC-E 525 Advanced Curriculum Study in Early Childhood; EDUC-P 515 Child Development; One course selected from one other TLC Track; Program: Early Childhood Education, Master of Education The Master of Education in early childhood education degree is awarded upon satisfactory completion of a minimum of 36 credits in an approved program of study. To fulfill the degree requirements, the student must complete the planned program of 36 credits with a GPA of 3.0 or higher within the six-year time period allowed for the degree. Early Childhood Education Bootcamp No Cost to Trainees. Earn 40 professional development hours or 3 college credits with our Early Childhood Education Bootcamp. Topics covered include: developmentally appropriate practices; becoming a professional; partnerships with parents; teaching and learning; observation and assessment; and more. Get Started Now. Education Associate Degree The University of Maine at Farmington delivers their Bachelor's Degree in Early Childhood Education at SMCC. Students in the EDUC program often choose to continue on for their Bachelor's through the University of Maine system. For details about our Early Childhood program, visit our Early Education program webpage. Education: Early Childhood Education, Doctor of Philosophy The Doctor of Philosophy in education: early childhood education degree is awarded upon satisfactory completion of a minimum of 80 credits beyond the master's degree in an approved program of study: 12 credits in the foundation core, 32 credits in the department core, 20 credits in the cognate, and a minimum of 16 credits for the dissertation. Ms. Rachel Life and career Early life. Accurso was born in Biddeford, Maine and raised in Sanford, Maine.She attended Sanford High School, where she did theatre, and the University of Southern Maine. She earned a master's degree in music education from New York University in 2016 and worked as a music teacher at a public preschool in New York City before starting her YouTube channel. Early Childhood Education Pathway Director of Early College Partnerships. Division of Graduate & Continuing Education. University of Maine at Farmington. Theo Kalikow Education Center. 186 High Street. Farmington, Maine 04938. tel 207-778-7266. TYY (via Maine Relay Service) dial 711. [email protected]. Incorporating Diversity and Inclusion Practices Into Early Childhood SOU's online MSEd in Leadership in Early Childhood Education program prepares graduates with tools like creative safe spaces and culturally responsive teaching. Skip to main content. 800-490-7974. ... Learn more about Southern Oregon University's online Master of Science in Education with a Concentration in Leadership in Early Childhood ... Edu We collect data about nearly all aspects of countries' education systems from key policies, teacher practises, adult proficiency, and early childhood learning and well-being to how 15-year-olds perform in mathematics and what their attitudes are about global issues like climate change. The International Early Learning and Child Well-Being Study assignment essay homework paper phd report resume speech thesis