Nov 05, 2024  
2024-2025 Undergraduate Catalog 
    
2024-2025 Undergraduate Catalog

Elementary Education and Special Education B.S.


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The Elementary Education and Special Education major is a State of Maine approved program that comprises the College CORE, education methodology, and a continuum of field experiences. The primary goal of the Education Department is the preparation of competent teachers who demonstrate both knowledge and pedagogy.  The program operates on the premise that theory becomes internalized when learned in context and applied.  This objective is possible because of early, sequential, and extensive field experiences. Today, classrooms are inclusive of all children. Therefore, students need competence in both elementary and special education.

There are abundant opportunities to practice in the field. Freshmen teach each other in the classroom. Sophomores in all programs complete a practicum each semester of their sophomore year. This includes a wonderful placement at a highly diverse school in Portland. Many students credit this opportunity as one of their favorites. As juniors, students complete a full year of internship with supervisors, lesson plans and assessment. One of the placements is in regular education and one is in special education. All students in the education department who have completed senior student teaching may opt to take a special education internship their senior year.

All education majors must maintain a “C” (73) in all courses required for the major. Additionally, all methods courses must be completed prior to 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.

Core Curriculum


In addition, all students must fulfill the college’s core curriculum  requirements and meet the 120 credit graduation requirement.  The First Year Experience (FYE) Seminar  is a requirement for all first-year students.

Notes:


Students complete 24 credit hours in an English, math, science, history, or special education concentration.

Elementary Education students must maintain a “C” (73) in all courses required for the major.

 

Core Curriculum Requirements


Philosophical Inquiry (4 credit)


Quantitative Reasoning (4 credit) *Appendix 1


Choose one:

Written Communication (3 credit)


Historic and Civic Literacy for Effective Citizenship (3 credit) *Appendix 4


Artistic Exploration and Expression (3 credit)


  • Any Fine Arts (AT) course

Literary Exploration and Expression (3 credit)


First-Year Experience (1 credit)


Appendix


One option (Mode #3) to meet core curriculum outcomes is to actively and intentionally engage in experiences that allow for careful reflection and assessment. This is designed to encourage and increase flexibility in the new LSC Core. Mode #3 is optional. It can use to to fulfill a maximum of two Mode #1 Categories.

Three to four credits may be earned by way of an approved experiential equivalency for a maximum of two Mode #1 Categories. Students are required to seek out a faculty sponsor with expertise in the subject matter to assist them in navigating the experiential equivalency process, along with approval from the Office of Academic Affairs. 

Guidelines for establishing credit weight: Depending on the nature and extent of the experience, students can gain three or four credits. Students who provide supporting documentation (letters from community partners, organizations or agencies where the experience took place), complete the experiential equivalency benchmarks and the portfolio can earn credit. The narrative and reflection within the portfolio will vary along with the nature of other deliverables (art projects, brochures, podcasts, blog postings, video presentations, etc.).

PRIOR EXPERIENCE: For those seeking credit for a prior learning experience, students will need to complete a screening questionnaire. This questionnaire allows a faculty sponsor and the Office of Academic Affairs to properly evaluate the experience, the amount of credits that may be applied and provides insights as to what core outcome(s) may be fulfilled. Once the questionnaire has been reviewed, the faculty sponsor and Associate Dean will meet with the student to discuss the project plan moving forward. Once the project plan is approved and benchmarks are provided, the student will be enrolled in the Brightspace course. The student will then have 15 weeks to complete the portfolio.

PLANNED EXPERIENCE: This process needs to be planned in consultation with a faculty sponsor. The faculty sponsor and student must complete an experiential equivalency project plan which will then be submitted to the Office of Academic Affairs for review. This project plan will be mapped out for the upcoming semester. The project plan must include benchmarks to assess progress throughout the time frame agreed upon. Once the project plan is approved and benchmarks are provided, the student will be enrolled in the Brightspace course. The student will then have 15 weeks to complete the portfolio.

EE 100 Core Experiential Equivalency (3-4 Credits): This course allows students to use prior or planned experiences to meet Mode #1 core curriculum outcomes. A faculty sponsor is required along with approval from the Office of Academic Affairs. 

EE 101 Core Experiential Equivalency (3-4 Credits): This course allows students to use prior or planned experiences to meet Mode #1 core curriculum outcomes. A faculty sponsor is required along with approval from the Office of Academic Affairs.

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