Students majoring in special education will take a series of courses designed to ensure that they are competent special educators. This sequence will lead to the “highly qualified status” required of the No Child Left Behind legislation for special educators. Please note, a grade of “C” or above is required for all education courses. A student receiving a grade below “C” will be required to retake the course.

Students need to pass the Praxis series (I and II), which is required for state certification in elementary and secondary education.  All students in education programs must pass Praxis I prior to senior student teaching.

The purpose of the Education Program at Saint Joseph’s College of Maine is to provide quality teacher preparation programs to qualified students while upholding the mission set forth by the college. Graduates of the Saint Joseph’s College Teacher Education Programs will be able to demonstrate their abilities in three areas:

KNOWLEDGE

Content Literacy related to appropriate general and professional     knowledge specific to individual disciplines.
Technological Literacy related to state-of-the-art technologies employed to strengthen performance in all personal and professional areas.
Cultural Literacy related to today’s diverse learners. This encompasses the behavioral knowledge, skills and abilities needed to effectively enable all learners to achieve. 

PEDAGOGY

Instructional Strategies related to teaching effectiveness, learning outcomes and assessments. This includes skillful and varied methodology with diverse learners incorporating problem solving, critical thinking, and reflection.
Management Strategies related to the curriculum and the orchestration of the learning environment. This includes facilitating classroom dynamics that model fairness and respect. 

        DISPOSITIONS

 Leadership Strategies related to personal and professional conduct. This includes professional development and a demonstrated commitment to continuous personal advancement.
 Effective Strategies related to modeling acceptance and collaboration.  This includes recognition of self and student worth, and the importance of fostering social, emotional, moral, and spiritual growth.

The outcomes adhere to the InTASC Model Core Teaching Standards.