The School of the Arts and Professions

SPECIAL PROGRAMS

Collaborative Programs
Teacher Education Reform
UMES
Psychology

CURRICULUM

SPECIAL PROGRAMS

COLLABORATIVE PROGRAMS

The University of Maryland Eastern Shore (UMES) and Salisbury State University (SSU) work collaboratively to implement their preservice teacher preparation programs. Students may take required courses at either university by consulting the appropriate schedule of courses, and securing the consent of their advisors before enrolling in the courses. No additional fees are required. Shuttle bus transportation is provided from each campus to the other. The intercampus enrollment form must be completed with appropriate signatures and submitted to the registrar on either the UMES or SSU home campus before enrollments are officially completed.

TEACHER EDUCATION REFORM

The State of Maryland, under the shared leadership of the Maryland State Department of Education (MSDE) and the Maryland Higher Education Commission (MHEC), developed a plan that informs and directs the reform of teacher preparation programs. This redesign aligns with the K-12 Schools for Success Program that is already operational throughout Maryland, and extends school improvement from the primary grades through the colleges and universities (K-16) that prepare professional personnel. 

UMES:

• Participates in the collaborative organization and operation of a Professional Development School with Bennett Middle School in Wicomico County;
• Extends its field-based experiences and teacher internships to provide extensive and intensive in-school mentoring;
• Incorporates the Essential Dimensions of Teaching and related assessments into its professional sequences;
• Includes students' volunteer service in its curriculum;
• Emphasizes planned, performance-based assessments in the preservice programs.

PSYCHOLOGY

The Department of Education offers a number of psychology courses as support courses to various majors on campus. These psychology courses ensure that all students have the opportunity to study the basic theories and applications of psychology. There is no psychology major.

CURRICULUM

The course of study prescribed for all Education majors (SPECIALTY AND SECONDARY/MIDDLE) is composed of four major phases. These four (4) phases of study constitute the standardized curriculum that all Education majors should complete. The teacher education program includes the following designated phases of study:

PHASE ONE

General Education Requirements

The student completes the general education requirements established by the university. These courses are usually taken during the first two years of enrollment. The Department of Education publishes a list of approved courses which meet the general education requirements.

CURRICULUM AREA I: HUMANITIES
(9 SEMESTER HOURS)

Arts 101
English 203
Choose one course in consultation with advisor.

CURRICULUM AREA II: SOCIAL SCIENCES
(6 SEMESTER HOURS)

Psychology 200
History 101 

CURRICULUM AREA III: BIOLOGICAL AND PHYSICAL SCIENCES (7 SEMESTER HOURS)

Environmental Science 101
Biology 101
Biology 103

CURRICULUM AREA IV: MATHEMATICS
(3 SEMESTER HOURS)

Math 102 or Higher

CURRICULUM AREA V: LANGUAGES
(9 SEMESTER HOURS)

English 101
English 102
English 305 or
English 310

CURRICULUM AREA VI: EMERGING ISSUES
(7 SEMESTER HOURS)

Psychology 100
Health 

TOTAL NUMBER OF SEMESTER HOURS REQUIRED: — 41 Hours

PHASE TWO
PROFESSIONAL DEVELOPMENT FOUNDATION

A series of core education courses and integrated clinical experiences, are carefully designed to provide all education majors with a critical foundation of knowledge. This knowledge-base is an essential prerequisite to advanced study in the specialization phase. All education majors are required to complete this standardized core curriculum.

EDCI 200A or B INTRODUCTION TO CONTEMPORARY EDUCATION — 3 Hrs.

EDSP 200A- INTRODUCTION TO SPECIAL EDUCATION (Special Education majors)

PSYC 305 HUMAN GROWTH/DEVELOPMENT — 3 Hrs.

PSYC 307 EDUCATIONAL PSYCHOLOGY — 3 Hrs.

EDCI 311 COMPREHENSIVE ASSESSMENT IN  EDUCATION (Content Majors) — — 3 Hrs.

EDCI 402A or B -State Requirement (Effective 2001) FUNDAMENTALS OF READING INSTRUCTION (Specialty)* — 6-12 Hrs. 

EDCI 406 CLASSROOM AND BEHAVIOR  MANAGEMENT (Content Majors) — 3 Hrs.

TOTAL NUMBER OF SEMESTER HOURS REQUIRED: — 21-27 Hrs.

PHASE THREE

SPECIALIZATION FOUNDATION-In this phase of study, each student must complete the specific courses required in their specialization area. This third phase of study and preparation includes coursework , and integrated field work, in the student's major area of specialization or concentration. The courses which comprise the specialization phase organize and structure an indepth study of a content/specialty area. Prospective teachers are thoroughly trained in both the content area and effective instructional delivery.

Each academic department formulates its own curriculum in the different specialization areas. The curriculum in this phase of study is established jointly by the Department of Education and the respective academic department. The number of required semester hours in the specialization phase of the teacher education program will vary depending on the specialty area. These requirements are published by the Department of Education and/or the academic department.

Only students who have formally advanced to Teacher Candidate status are eligible to enroll in the specialization phase. Standards have been established for advancement and are published by the Department of Education. Students are selectively admitted to this phase of the program. They must have a grade point average of 2.75 and passing PRAXIS I scores for program entry.

Reading Courses (effective 2001)
*6 SH Content Majors
12 SH Special Education Majors

PHASE FOUR

TEACHING INTERNSHIP (SUPERVISED CLASSROOM TEACHING) - The internship is the culmination of the teacher education program. The Teaching Internship consists of two full-time placements in two (2) different classroom settings. Each setting will expose students to a different age group or level. Students will be assigned to the Teaching Internship based on program requirements, individual student needs/requests, and school system availability. The Department of Education is committed to providing a quality, supervised internship experience and to providing every student with rich and varied internship options. Every student in a degree-seeking program, who is an Education major is assigned to an internship full-time. All prospective interns must complete their content methods before they are placed in an internship. Students must provide their transportation to internship and field experience sites.

SPECIALTY EDUCATION

Art/Music/Physical Education (K-12)

EDCI 440

TEACHING INTERNSHIP I (E/M)  6 Hours

EDCI 450

TEACHING INTERNSHIP II (S) 6 Hours

EDCI 400

SENIOR SEMINAR 3 Hours

Special Education (1-8; 6-12)

EDSP 442

TEACHING INTERNSHIP I (E) 6 Hours

EDSP 450

TEACHING INTERNSHIP II (M/S) 6 Hours

EDSP 400

SENIOR SEMINAR 3 Hours

SECONDARY EDUCATION

Secondary/Middle (5-12)

EDCI 460

TEACHING INTERNSHIP I (M) 6 Hours

EDCI 470

TEACHING INTERNSHIP II (S) 6 Hours

EDCI 400

SENIOR SEMINAR 3 Hours

Secondary (7-12)

EDCI 480

TEACHING INTERNSHIP I (M/J) 6 Hours

EDCI 490

TEACHING INTERNSHIP II (S) 6 Hours

EDCI 400

SENIOR SEMINAR 3 Hours

ELECTIVE COURSEWORK

The amount of elective coursework fluctuates depending on the area of specialization.  The university offers a wide variety of related coursework.  The Department of Education emphasizes a multi-disciplinary approach and believes elective coursework complements the student's teacher education program.  Students are encouraged to choose their elective coursework from the Recommended Elective Courses list which is published by the Department.

RETENTION

The Department of Education enforces a strict retention policy.  All Education majors must remain in good academic standing with the department.  Students must work to demonstrate adequate progress in all coursework and adequate professional growth.  Students must show evidence of continuous growth and the ability to meet the rigorous professional, intellectual, and ethical standards of the teaching profession.

CLINICAL EXPERIENCES

The Department of Education requires a variety of clinical experiences during which students work in the field, including a full-time teaching internship.  Students must be fully prepared to assume the responsibility associated with these experiences.

ADVISING

The Department of Education is committed to providing every Education major with academic advising of the highest quality.  All Education majors are assigned an academic advisor who provides the students with information, guidance, and support during their tenure in the department.  Academic advising is based upon the mentor model, and all students are encouraged to become fully involved in all the activities of the department.

CONTENT MAJORS WHO TEACH

Programs for content majors who plan to teach and their content advisors are located in the academic departments.  Students who plan to teach must follow the advice of and work out their schedules with the teacher educator in their departments.  Since the teacher educator assignments are subject to change, please check with the department chair for the identification of the person with whom you should confer.

POLICIES AND PROCEDURES

The Department of Education publishes a Student Handbook that contains all departmental standards, rules, policies, procedures, and regulations.  All students are bound by the conditions set forth in the Student Handbook.

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