TEAM REPORT OF FINDINGS FOR THE

MAINE STATE BOARD OF EDUCATION

University of Maine at Augusta

Program Approval Visit for Educator Preparation Program

December 1-3, 2019

Augusta, Maine

Program Review Team

Dr. Pamela Thompson, Thomas College

Dr. Bonnie Tai, College of the Atlantic

Dr. Andrew Hudacs, University of Southern Maine

Ms. Tamara Ranger, Maine Department of Education

Non-Voting Participants

Dr. Fern Desjardins, State Board of Education

Mr. Jason C. Libby, Maine Department of Education

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TABLE OF CONTENTS

I. Introduction 2

II. Summary of the Unit’s Conceptual Framework 3

III. Summary of the Team’s Findings for Each Standard 5

Standard 1 5

Standard 2 9

Standard 3 11

Standard 4 13

Standard 5 16

Standard 6 18

IV. Recommendation to State Board of Education 21

V. Appendix A: Individuals Interviewed by the Review Team 22

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I. Introduction

The members of the state review team visited the University of Maine at Augusta during

December 1-2, 2019; inclement weather truncated the in person visit and due to the severity of

the winter storm, it was necessary for the campus to close on the 3rd. Team members completed

their review and discussions via conference calls and e-mail.

This report is based upon data collected and examined which include the unit’s comprehensive

119-page self-study, online exhibit room documents and interviews with program alumni,

current students, faculty, staff, administrators, field site teachers, and administrators. Members

of the team also visited campus resources and off-site field placement schools.

The following programs were reviewed for initial certification:

• A minor in Early Elementary Education (029), undergraduate

• A minor in Elementary Education (020), undergraduate

• A minor in Secondary Education with concentrations in: English (100), Life (395),

Physical Science (350), Social Studies (200), Mathematics (300), undergraduate

• A certificate of study in Early Elementary Education (029), post-baccalaureate

• A certificate of study in Elementary Education (020), post-baccalaureate

• A certificate of study in Secondary Education in the areas of: English (100), Life (395) or

Physical Science (350), Social Studies (200), or Mathematics (300), post-baccalaureate

The following report represents the review team’s assessment of the unit’s programs in

accordance with Chapter 114 standards and procedures and the Maine State Board of Education.

The team was comprised of representatives from three Maine institutions of higher education,

with teacher preparation programs and one member of the Maine Department of Education. One

member of the State Board of Education served as an observer.

Mission Statement of University of Maine at Augusta (UMA)

UMA transforms the lives of students of every stage and background across the state of Maine

and beyond through access to high-quality distance and on-site education, excellence in student

support, civic engagement, and professional and liberal arts programs (UMA Self Study, p.3).

UMA Education Department Mission Statement

The Department of Education provides flexible, exemplary programs of study designed to

prepare knowledgeable, effective, and reflective educators for professional work in public and

private schools (UMA Self Study, p. 13)

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II. Summary of the Unit’s Conceptual Framework

The conceptual framework(s) establishes the shared vision for a unit’s efforts in preparing

educators to work effectively in P-12 schools. It provides direction for programs, courses,

teaching, candidate performance, scholarship, service, and unit accountability. The conceptual

framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or

institutional mission, and continuously evaluated. The conceptual framework(s) provides the

bases that describe the unit’s intellectual philosophy, which distinguishes graduates of one unit

from those of another.

The conceptual framework for UMA teacher education reflects a vision for the preparation of

effective teachers. It is focused on a set of interlinking themes or core values. These include

learner diversity, content and pedagogical knowledge, instructional practices, life-long learning

and professionalism, with reflection at the heart of these values. Each core value is linked with

essential elements (in detail below) and included in the praxis of theory and practice. The

conceptual framework provides direction for the teacher preparation programs, courses, teaching,

and field experiences.

The essential elements are dispositional and include: Professionalism, Ethical Conduct, Work

Habits, Oral Communication, Written Communication, Self-Reflection, Continual Professional

Growth, Collaboration, Diversity and Social Justice, Pedagogy, and Evaluation.

In addition to the eleven Maine Initial Teaching Standards, teacher candidates are expected to

exhibit professional behavior in these areas. Teacher candidates adhere to high moral principles

and ethical standards. They comply with federal, state, and school policies relating to

confidentiality and demonstrate judgment through making decisions. The teacher candidate is

consistently and independently reliable and follows through on commitments. They exhibit

exemplary organization and time management skills. The teacher candidate communicates

clearly in an open and respectful manner with instructors, students, peers, professionals, families,

and supervisors. The teacher candidate consistently takes time to evaluate effectiveness of

instruction and behavior in terms of the larger goals of education.

The core values comprise the central tenets of UMA’s conceptual frame; they include Learner

Diversity, Content Knowledge, Pedagogical Knowledge, Professionalism, Life-Long Learning,

Instructional Practices and Reflection. Teacher graduates at UMA acknowledge and respond to

learner diversity and needs. They honor and respect all students, their individual circumstances,

and their cultural backgrounds by providing an inclusive, culturally responsive, and safe teaching

environments. Teacher candidates at UMA project confidence in their content knowledge. They

understand and apply content knowledge to real world situations and provide students with

opportunities to practice and demonstrate mastery of knowledge in an authentic way. Their

instructional strategies are varied, multi-modal, and encourage constructivist learning.

UMA teacher education graduates demonstrate a deep knowledge of various theoretical

approaches to classroom practice and a commitment to constant reflection. Pre-service teachers

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understand that action without reflection is an unmindful and uncritical approach to teaching

(UMA Self Study, p. 17).

Interviews with current students and recent alumni provided ample evidence that teacher

candidates engage in ongoing reflective activities. Pre/ in- service practitioners differentiate

teaching activities and provide varied resources for learning in their field experiences /

classrooms. Further evidence gathered during candidate interviews underlined the “implicit

association” that was emphasized in their programs between course texts (theory) and their

application (field work/student teaching). Emphasis is placed on addressing the individual

learners’ needs in relevant and diverse ways.

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III. Summary of Findings for Each Standard

Standard One: Initial Teacher Candidate Performance

Candidates preparing to work in schools as teachers or other professional school personnel

know and demonstrate the content, pedagogical, and professional knowledge, skills, and abilities

necessary to help all students learn. Assessments indicate that candidates meet professional,

state, and institutional standards.

Findings

The unit provides access to teacher preparation to place bound students through its nine regional

centers across the state of Maine. The centers offer on-site courses and access to broadcast

courses through ITV and videoconference modalities. Each center is staffed by a director,

student service coordinators, tutors, technology experts and administrative assistants. Centers are

located in Rockland, Ellsworth, Saco, Brunswick, Rumford, Norway/South Paris, Houlton,

Lewiston/Auburn, and East Millinocket (UMA Self-study, p. 2). Students can also participate in

courses through broadcast courses at several receive sites across the state. The unit has three

full-time faculty and ten adjunct instructors, who deliver over 40 courses.

In any given UMA classroom, one will find students with a diversity of ages, life experiences,

situations, and ambitions whom often have to navigate through difficult circumstances such as

unemployment, homelessness, and/or abuse and are often parenting, caring for extended family,

and/or working full time (UMA Self-study, p.3). A committed institutional focus to distance

education through multiple sites serves the unit’s potential and current candidates in their

professional teacher preparation in a flexible and adaptable manner. Alumni interviews revealed

that candidates experienced a consistency of experience that “didn’t feel remote” instead, they

described receiving a “good foundation, quality courses” and professors who “made it work for

me.”

The UMA teacher education curriculum includes a pre-candidacy phase during which students

complete the Academic Core Skills (Praxis I) and enroll in EDU 100 Introduction to Teacher

Education and EDU 200 Diversity, Poverty, Cultural Competence. In EDU 100 students delve

deeply into UMA’s conceptual framework and expected teacher dispositions and work

individually and collaboratively to unpack and reflect upon the frame’s important concepts. In

addition, students are assisted in understanding how these concepts interlink with the Maine

Common Core Teaching Standards and their individual programs of study (See exhibit IH.8).

The course EDU 200 lays a foundation of awareness and sensitivity for cultural differences. The

pre-candidacy phase also includes EDU 250 The Teaching Profession, EDU 251 The Teaching

Process, EDU 210 Dimensions of Literacy, and a 1-3 credit student-designed field experience.

EDU 250, The Teaching Profession, provides students with foundational knowledge in the

social, political, and philosophical dimensions of Education. This course also highlights the role

of Universal Design for Learning and the Understanding by Design framework.

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In EDU 251, students begin to apply Universal Design for Learning and Understanding by

Design to the process of lesson/unit design, develop a philosophy of learning and teaching, and

are introduced to foundational concepts associated with creating and sustaining a classroom

environment that supports the academic, emotional, and social success of diverse populations of

students. In pre-candidacy experiences, students are expected to analyze research and to

integrate these new ideas into their continuous professional growth.

Candidate proficiency of each standard is formally assessed through key assessments; in EDU

251 The Teaching Process, students are expected to create formative assignments that will guide

the nature and pace of instruction, use technology to engage students, and to construct

summative assessments. Students upload their key assessments to Taskstream©. These

assessments become part of their permanent record and provide an individual and collective map

of students’ levels of competency by standard. The unit’s curriculum map outlines standards,

assignments, and assessments for not only the identified courses in which there are key

assessments but also for each education course (see exhibit 1.3). The curriculum map

demonstrates how students develop the knowledge and skills associated with standards across

their individual early elementary, elementary and secondary programs.

Criteria for advancement to the candidacy phase include: (1). Successful completion of the pre-

candidacy classes: EDU 100, 200, 210, 250, 251, and 215, 216, or 217; (2). Satisfactory

completion of key assessments and instructor-assessments of professional dispositions in the

following courses: EDU 100, 210, 250, 251; (3). CHRC approval documentation uploaded to

Taskstream; (4). Praxis I Core passed successfully; and (5). GPA requirement met: 2.5 overall;

2.5 in education courses. Students meeting these criteria are required to complete and submit a

candidacy application (see exhibit 2.10). If the application receives approval from the Education

faculty, pre-candidates advance to the candidacy phase of their teacher preparation program. If a

student does not meet these criteria or if faculty decide the student is not ready to advance to

candidacy, an action plan is developed to support the student (see exhibit 2.11).

If education students do not pass Praxis Core within a reasonable amount of time within their

pre-candidacy phase, they are counseled into another program of study. All education students

must maintain an overall grade point average of 2.5, and secondary education students must

demonstrate a grade point average of 2.5 in their content specific courses.

Many unit courses require candidates to engage in field observation, service learning, or clinical

experience in an educational setting. The multiple and varied experiences assist candidates in

gaining a broad perspective of teaching environments (see exhibit 1.3.1). Candidates are strongly

encouraged to design an experience that will expose them to diverse educational settings.

Candidates develop a written report on their observations, learning that occurred, and document

their learning.

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Unit candidates gain and demonstrate competency in content areas in a variety of ways including

Praxis exams, general education courses, content specific courses, and grade point average. All

education students must pass the Praxis Core Academic Skills for Educators before they can be

admitted to candidacy. Teacher candidates must pass the appropriate Praxis II content

examination in order to qualify for student teaching. The core and general education

requirements for the degree provide students with foundational knowledge in communications,

humanities, fine arts, science, math and technology their understanding of diverse learning

environments. As an example, candidates are strongly recommended to enroll in BIO 104

Introduction to Nutrition to augment their knowledge and skills in teaching children about

healthy eating habits

Candidates are encouraged to develop ways in which they can support learners through real-life

application of curriculum. Communication skills are fostered throughout courses and field

experiences. Students regularly participate in online discussion forums, Zoom classes, micro-

teaching, and presentations.

Throughout education programs at UMA, students learn about and engage in reflective practices

in order to understand and assess their knowledge and pedagogical skills. In both courses and

fieldwork, students self-assess their understanding of course outcomes, their performance, and

their goals for improvement (see exhibit 1.9.1). In all pre-candidacy courses, students are

expected to analyze educational research and apply new information as appropriate as part of

their continuous professional growth.

Prior to entering student teaching, students create professional development plans aligned with

the unit’s conceptual framework and teaching standards. Students are asked to provide at least

three areas in which they would like to improve, outline how they will work towards

improvement, what support and resources they will need to accomplish their goals, and what

evidence will support their learning (see exhibit 1.9.4).

Collaboration is a unit expected teacher disposition. Collaboration is emphasized in all classes in

online discussion forums, peer feedback groups, lesson planning, projects, and problem solving

(see exhibit 1.10.1). Because candidates are geographically dispersed and have many different

work and familial schedules, many choose to work asynchronously on a collaborative Google

doc to participate and brainstorm (see exhibit 1.11.2).

Candidates have multiple opportunities to apply technology in their own acquisition of learning

through course tutorials, Blackboard, MaineStreet, Zoom, and Google tools. Within each of these

major technology platforms are layers of technological tools. For example, in Blackboard,

candidates learn how to use a blog, create electronic journals, participate in online discussion

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forums, and track their progress in the course (see exhibit 1.11.1). They can create and share

websites, spreadsheets, forms, documents, and presentations. One of the most used features is

Google docs to write collaboratively.

Further evidence from candidates support a focus on practical understanding- a “nuts and bolts”

approach in program courses- and that “different perspectives are welcome in classes.”

Candidates are provided “multiple opportunities for open discussion.” (Alumni/Student Teacher

Interviews).

Student teachers are required to construct and lead a community engagement project. Examples

of these projects have been a school wide poetry reading, a Veterans Day celebration, and a

Literacy night (see exhibit 1.10.5).

Commendations

1. The team commends the unit’s meaningful integration of appropriate technologies across

varied modalities with attention to scheduling and geographic accessibility to meet the

unique needs of the students served. As a result, candidates are able to learn about and

apply technology in a way that serves them well for the reality of the classroom setting.

2. The team commends the unit for modeling best practice in service through their

numerous professional contributions at the state, regional, and national levels, and for

incorporating service-learning projects in candidates’ classes and field experiences.

During the team’s interview with the unit’s alumni, they spoke of the positive impact the

service-learning component, with its focus on a collaborative experience(s), has helped

them build strong relationships and positive connections in their current schools and

communities.

Recommendation

The team recommends that the unit revisit research supported literature on classroom

management and culture in order to provide candidates with additional resources to meet the

expectations in Maine’s Common Core Learning Standards: Standard 3: Learning Environments.

In addition, the team recommends that the unit expand the models and strategies they offer

candidates towards fostering a positive learning environment.

This standard is met

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Standard Two: Assessment System and Unit Evaluation

The unit has an assessment system that collects and analyzes data on the qualifications of

applicants, the performance of candidates and graduates, and on unit operations to evaluate and

improve the unit and its programs.

Findings

The evidence provided by the unit indicates multiple methods for assessing student

qualifications, knowledge and skills before and after they enter the program. The unit has a

clearly outlined assessment plan that includes measurements of student progress and

performance at critical transition points through the program. The results of the assessments are

used to determine proficiency of candidate performance. These transition points are framed by

the unit as admission to the program, pre-candidacy phase, candidacy phase, student teaching

internship, and program completion.

The assessments for admission to the education program occur prior to the application process.

Students entering the program are required to meet the English and math benchmarks through

Accuplacer scores, SAT scores or successful completion of courses ENG 101 and MAT 100, as

well as having a minimum GPA of 2.0. The GPA is calculated from courses required by the

institution for all students pursuing a Bachelor of Arts in Liberal Studies. The major in Liberal

studies is used as the vehicle for the teacher preparation pathway because the institution does not

currently have a program major for teacher education.

Students must successfully pass assessments for the institution’s general education and core

requirements, which measure general education and core learning outcomes across eleven

categories. The eleven categories are Critical Thinking, Computer Literacy, Cultural Diversity,

Fine Arts, Humanities, Information Literacy, Natural Scientific Inquiry, Oral Communication,

Quantitative Skills, Social Science, and Written Information. Assessments for these courses are

identified and developed by faculty groups for implementation through required courses. The

data collected is reviewed by academic and administrative departments on a cyclical basis for

action planning.

For acceptance into the program, the unit also assesses a student’s qualifications through an

intent to declare form, essay, and interview. All Education faculty contribute to the selection of

applicants for admission.

After being accepted into the education program, students are expected to complete pre-

candidacy education courses, a criminal history record check, and the Praxis Core Academic

Skills for Educators. The assessment instruments for course-based assessments such as unit plan

projects, written field experience analyses, and written reflections. These key assessments are

used to measure performance and dispositions. Students in pre-candidacy must also maintain a

GPA of at least 2.5 in education courses and a GPA of at least 2.5 overall.

The unit held an assessment summit in 2017 to strengthen the assessment system for teacher

education candidates admitted into the program. The summit was used to develop and confirm a

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plan for measuring student knowledge and skills of the Maine Common Core Teaching

Standards (MCCTS). The assessment plan mapped the MCCTS with course outcomes and

assessments across the pre-candidacy and candidacy phases of the teacher preparation pathways.

Key assessments of proficiency were identified for each MCCTS at least once throughout the

pathway of courses leading to program completion.

There is substantial evidence to indicate that candidates are provided with performance feedback

at multiple points throughout their internship and student teaching. Students frequently receive

informal feedback from their site-based supervisor and mentors. Formal feedback is also

provided throughout the semester from the EDU faculty and site-based supervisors in accordance

with observations of their teaching performance. Observations are based on rubrics aligned with

MCCT standards. Results of the observations are stored with other assessment results in a

centralized web-based platform (Taskstream by Watermark) for retrieval and further data

analysis.

Students collect and compile evidence of their knowledge and growth toward proficiency in all

eleven MCCTS and the eleven professional dispositions. Their evidence is stored as an

electronic portfolio in the web-based platform Taskstream. At the conclusion of their

coursework and internship, students provide a 30-minute presentation to Education Faculty and

their peers. This is the last program developed assessment for faculty decision making about

student program completion.

In accordance with state requirements for teacher preparation in Chapter 114, all candidates must

pass the appropriate Praxis II content assessment and maintain an overall GPA of 2.5 and a 3.0

GPA in education courses.

Commendation

The team commends the unit, student service departments, and satellite campuses on their

utilization of data from the assessment system to provide comprehensive support for students

throughout the state in an effort to improve candidate performance and unit operations.

Recommendations

1. The team recommends that the unit continue to foster relationships with educators in

partnering schools and districts through the tasks and activities of the Field Placement,

Certification and Assessment Coordinator and other faculty positions for the purposes of

providing input and feedback about improvements to the assessment system.

2. The team recommends the unit consider clarifying in its handbook and in other

appropriate areas, a clear step by step process for outlining candidate dispositional action

plans.

This standard is met

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Standard Three: Field Experiences and Clinical Practice

The unit and its school partners design, implement, and evaluate field experiences and clinical

practice so that teacher candidates and other school personnel develop and demonstrate the

knowledge and skills necessary to help all students learn.

Findings

The unit requires field experiences in all courses, ranging from three to 75 contact hours,

culminating in a 600-hour student teaching experience for all early elementary, elementary, and

secondary candidates. In the pre-candidacy courses (EDU 215, 216, 217), candidates choose self-

designed field experiences of 25, 50, or 75 hours. The required courses that explicitly prepare

candidates to help all students learn—EDU 200 Diversity, Poverty, and Cultural Competence in

the pre-candidacy phase and EDU 387 Teaching the Exceptional Child in the Regular Classroom

for those in the candidacy phase—include 5-8 or 10 contact hours of field experience,

respectively. In EDU 200, the observation focuses on learner diversity with a case study

assignment. In EDU 387, candidates observe teachers and students and interview the teacher.

Field experiences of two to twenty contact hours are also required in elective education courses.

Because candidates place themselves based on their location and access, it is highly possible that

they will complete all their contact hours in classrooms and schools with significant

socioeconomic diversity and insignificant racial, ethnic, and cultural diversity. For example, the

supervisor of an elementary candidate observed explained that had the candidate been in a

different class, they would have had the opportunity to observe and practice planning and

teaching an English learner. Unless candidates make a special effort to gain certain kinds of

experience, there is little evidence that they as a group are expected to gain experience with

certain forms of diversity such as racial, ethnic, and linguistic.

In pre-candidacy field experiences, candidates are assessed by their written observations,

analysis, reflection, and connection to appropriate MCCTS. Student-teachers are observed by a

supervisor at least four times (three for eight-week placements) over the 600 hours and create a

portfolio that they present, in person or virtually. The supervisor provides guidance as well as

“holistic evaluations” of the candidate’s “dispositions for teaching and ability to demonstrate

skills and knowledge related to the eleven MCCTS” (self-study, p. 76). Oral feedback is given

immediately after the observation, with written feedback offered within a week of the

observation. The supervisor also evaluates the candidate’s portfolio. Faculty attending portfolio

presentations score the portfolio and presentations according to a rubric (exhibit 3.27).

The cooperating teacher also assesses the candidate’s dispositions and demonstration of the

MCCTS.

The unit designs field experiences that result in candidates demonstrating values, dispositions,

and other priorities as articulated in the conceptual framework. Student teachers demonstrate

their professionalism, collaborative and lifelong learning dispositions, content and pedagogical

knowledge, ability to use effective instructional practices like differentiating instruction for new

readers at different levels of development. By design, the unit affords candidates opportunities to

apply theory to practice from pre-candidacy courses to student-teaching.

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Candidates and alumni participating in the site visit appreciate the intentionality and structure

offered within the coursework in which the required hours of field experiences increase to 100 in

EDU 395 Field Experience. The unit requires candidates to reflect on their fieldwork experiences

to such a degree that one member of the alumni focus group felt it as a “hoop” that no longer

made “sense.”

The unit is currently searching for a new full-time Field experience, Certification, and

Assessment Director who will be responsible for placing students into classes and schools and

overseeing the administrative responsibilities for these experiences.

Commendation

The unit is commended for the clear and appropriate emphasis on relationship-building among

candidates, students, school colleagues, and community members, and their highly intentional

and structured approach to field experiences that offer scaffolding for candidates as they begin to

apply their learning in foundational courses to classroom practice. The unit provides substantial

opportunities for students to reflect on their performance and receive feedback from faculty and

supervisors to improve practice.

Recommendation

The Team recommends more formally articulated assessment of candidates’ demonstrated

cultural competence to their curriculum planning as they progress through their field

experiences, particularly moving from pre-candidacy to candidacy in order that candidates have

the opportunity to practice moving from dispositions to planning and teaching practice.

This standard is met

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Standard Four: Diversity

The unit designs, implements, and evaluates curriculum and experiences for candidates to

acquire and apply the knowledge and skills necessary to help all students learn. These

experiences include working with diverse higher education and school faculty, diverse

candidates, and diverse students in P-12 schools.

Findings

The unit affirms the value of diversity in their conceptual framework and through their

curriculum and teaching dispositions. The conceptual framework includes learner diversity as

one of five core elements. The narrative includes explicit discussion of the expectation that the

teacher candidate: enjoys working with diverse learners (e.g., special education, gifted, at-risk,

minority, etc.)…holds high expectations…demonstrates positive attitudes for diversity, selects

materials, promotes classroom environments that counteract negative stereotypes and bigotry

and …develops lessons that encourage students to value and draw upon their unique life

circumstances (UMA Self-study, p. 15).

The conceptual framework also includes learner diversity as a core value, expecting that

candidates “acknowledge and respond to learner diversity and needs” (UMA Self-Study, p. 17).

This value could be supported with more intentional and explicit campus-wide efforts to increase

and retain candidate and faculty diversity. (reflected in the recommendation for this standard)

The unit offers a curriculum through which candidates can begin to understand and value

diversity in teaching and learning. In particular, there is an emphasis on the ways in which

exceptionalities and socioeconomic status can impact children’s learning and experiences in

school. For each area of certification, candidates are required to take a course that prepares them

to teach learners with exceptionalities, including exposure to Universal Design for Learning

(UDL). Furthermore, all candidates in every level are required to take EDU 200 Diversity,

Poverty, and Cultural Competence, in which students are introduced to the concept of culturally

responsive teaching, the impacts of poverty on learner development, and high-quality literature

communicating diverse perspectives on student and teacher experiences. Depending on the

placement, candidates have the opportunity to work with learners from a broad range of

socioeconomic and parents’ educational backgrounds.

They might also have the opportunity in field experiences to collaborate with learners from

different racial, ethnic, language, or religious backgrounds. EDU 200 and EDU 251 The

Teaching Process gives candidates opportunities to develop and teach lessons that may highlight

the significance of diversity and may develop a classroom and school climate that values

diversity, depending on the focus the candidate chooses in their curriculum planning.

EDU 345 Child Development also considers “both biological and sociocultural factors that

influence the developing child” (Self-study, p. 23). In EDU 395 Field Experience and Student

Teaching, “inclusive classrooms that accommodate learning differences are emphasized” (Self-

study, p. 25). In EDU 399 Student Teaching Seminar, candidates analyze a lesson plan they have

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created and taught considering how they have differentiated instruction for learning differences.

(self-study, p. 25).

Candidates become aware of different teaching and learning styles that are shaped by cultural

influences through an assignment in EDU 200 that requires them to research and present what

they learn about an axis of difference that they choose. Candidates are able to adapt instruction

and services appropriately, particularly for students with exceptionalities. They may not have the

opportunity to adapt instruction and services for students from diverse racial, ethnic, religious, or

language backgrounds in their field experience. In pre-candidacy coursework (EDU 215, 216,

217), candidates are “strongly encouraged to design an experience that will expose them to

educational settings with significant racial and/or ethnic populations, special needs populations,

economically challenged populations, or other unique and distinct settings” (self-study, p. 26).

Candidates demonstrate practices that value fairness and learning by all students.

Many assessments of candidate proficiencies provide data on the ability to help all students

learn, particularly those learners with exceptionalities or impacted by poverty and other forms of

adverse childhood experiences, as specified in EDU 387. More explicit articulation of standards

through rubrics would strengthen the unit’s ability to assess candidate proficiencies in adapting

to learners from diverse racial, ethnic, and language backgrounds in EDU 200 and student-

teaching.

Candidate assessment data are used to provide feedback to candidates for improving their

knowledge and skills to respond to differences in learners based on exceptionalities and

socioeconomic status. More explicit assessment of cultural competencies and other culturally

responsive teaching methods would provide candidates with timely feedback on their ability to

apply CRT to their practice.

Most candidates will have the opportunity to interact with faculty and peers from diverse

socioeconomic and educational backgrounds. Although the unit has doubled the percentage of

faculty who “do not identify as Caucasian…from 1.5% to 2.8%” (self-study, p. 86) most

candidates will not have the opportunity to interact in classroom settings on campus and in

schools with professional education faculty, faculty from other units, and school faculty from

diverse ethnic and racial groups. Some will interact with a peer from a different ethnic and racial

group, and some will have the opportunity to interact with a few K-12 students from ethnic and

racial groups different from their own depending on their placements for field experiences.

Faculty with whom candidates work in professional education classes and clinical practice have

knowledge and experiences to prepare candidates to work with students with diverse abilities and

cultural backgrounds, particularly students with exceptionalities and from diverse socioeconomic

and educational backgrounds and less so with students from diverse cultural backgrounds.

The unit designs field experiences or clinical practice for candidates in settings with exceptional

populations and including those with students from diverse genders and socioeconomic groups.

Some candidates choose placements for their field experiences with students from different

ethnic and racial groups. As the demographic data for each host school demonstrates, most

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reflect the demographics of the state. Therefore, the unit has begun to develop relationships with

organizations such as the Tree Street Youth in Lewiston to offer opportunities to candidates to

work with more culturally and linguistically diverse students.

The unit encourages feedback from peers and supervisors to help candidates reflect on their

ability to help all students learn. There could be more evidence that candidates can integrate

diverse perspectives through text and other media into their teaching without tokenizing or

essentializing students who may identify with minoritized racial or ethnic groups.

Commendation

The Unit is commended for requiring all candidates to take courses that emphasize the

importance of teaching all learners effectively. In particular, candidates demonstrate sensitivity

and ability to apply their understanding of differentiated instruction for learners with different

developmental levels, disabilities, and family income levels.

Recommendation

The Team recommends that the required courses, assignments, and field experiences addressing

this standard include continuity and explicit applications to practice of cultural competence and

culturally responsive teaching, particularly in terms of addressing teachers’ implicit associations

with certain social identity groups and the school-home culture mismatch.

This standard is met

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Standard Five: Faculty Qualifications, Performance, and Development

Faculty are qualified and model best professional practices in scholarship, service, and

teaching, including the assessment of their own effectiveness as related to candidate

performance; they also collaborate with colleagues in the disciplines and schools. The unit

systematically evaluates faculty performance and facilitates professional development.

Findings

The department employs three full-time and ten part-time faculty. Two of the three full-time

faculty have an Ed. D; one has an ABD, and all have extensive experience teaching in K-12 and

higher education. Full-time faculty assignments are aligned with faculty qualifications.

All adjuncts have a least a master’s degree; three have a Ph.D., and one has a certificate of

advanced study. Adjuncts also have K-12 teaching experience, and most currently teach in public

schools. As with full-time faculty, adjunct faculty teaching assignments are matched with their

area of expertise.

The unit has submitted a proposal to hire an additional full-time professor who specializes in

early elementary and elementary education. During interviews, faculty shared their desire to

increase candidates’ cultural competency, and current students shared their desire to increase

their proficiency with English language learners. These goals should be considered when making

a hiring decision for this position.

During interviews, it was noted that one of the strengths of UMA’s education program is the

balance of full-time and adjunct faculty. Their collaborative and strategic work during virtual

meetings and annual in-person retreats ensure consistency of learning outcomes and key

assessments across sections.

Department faculty members maintain a four-course teaching load per semester. Despite heavy

teaching loads, faculty engage in multiple service activities for the university, the community,

and K-12 education. Examples of service activity in professional organizations include

membership in National Council of Teachers of English, National Writing Project, Association

for Supervision and Curriculum Development, and National Association for the Education of

Young Children. Some faculty serve in leadership roles in these organizations.

Although there is no contractual time allotted for professional research, faculty members

understand the importance of this work and engage in traditional and action research. Faculty

present their research findings at conferences and in publications. Recent conference

presentations include the New England Education Research Organization Conference, the

National Student Teaching and Supervision Conference, and the New England Educational

Assessment Network Fall Conference. Publications include School Science and Mathematics

Association Journal and Lambert Academic Publishing.

Action research has led to improvement in student learning experiences and is ongoing. During

interviews, one faculty member shared an innovative action research project currently under

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consideration: how might the student teaching experience be enhanced if the field supervisor

planned, co-taught, and reflected on a lesson with their student teacher?

In order to ensure faculty effectiveness, the unit observes full-time faculty annually during the

first six years of employment. In the sixth year, faculty plan their tenure application. Once a

faculty member gains tenure, the evaluation cycle changes to a quadrennial post-tenure review.

Faculty review packets include qualitative and quantitative analysis of end of semester student

evaluations of course and faculty performance, documentation and evidence of service to the

university, service to the community, and scholarship. Part-time faculty evaluations are

conducted by two members of the full-time education faculty and are held periodically per their

union contract.

Faculty teach education classes online using Blackboard and Zoom video conferencing. Students

engage with the material in real-time video meetings and online discussion forums. Through

observations of faculty’s recorded lessons, faculty’s supervision of interns, and interviews with

faculty, current students, alumni, and cooperating teachers, observers confirmed faculty’s use of

strong pedagogical practices including real-world learning, universal design, inquiry, reflective

practice, and timely, relevant feedback.

Faculty collaborate with colleagues in other disciplines and schools. Examples of collaboration

within the university include education faculty working with UMA’s writing centers and math

tutoring services to aid students preparing for Praxis exams; working with Computer Information

Systems to construct a science methods course, and working with the humanities program to

revise the general education course choices for the Bachelor of Arts of Liberal Studies specific to

education students. Examples of collaboration with other schools include working with the

University of Maine at Farmington to construct a system-wide secondary math methods course,

and working with all Maine educator preparation programs to share information, resources, and

skill sets to address student needs, state needs, and policy issues.

The unit supports professional development of faculty locally through the Faculty Development

Center, a campus-wide unit created to assist faculty by providing opportunities for professional

growth through workshops, lunch and learn events, and a yearly faculty institute. The College of

Arts and Sciences and the Office of the Provost provide professional development funds to

support professional development and participation in state, regional, and national conferences.

Recommendation

The team recommends that when the unit hires an additional professor who specializes in early

elementary and elementary education, they select a candidate who can support the unit’s goals of

increasing candidates’ cultural competency and proficiency with English language learners.

The standard is met

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Standard Six: Unit Governance and Resources

The unit has the leadership, authority, budget, personnel, facilities, and resources, including

information technology resources, for the preparation of candidates to meet professional, state,

and institutional standards.

Findings

The University of Maine at Augusta is divided into two colleges each led by an academic dean:

The College of Arts and Sciences and the College of Professional Studies. Faculty in both

colleges are housed under the Vice President of Academic Affairs. UMA’s Education

department is located in the College of Arts and Sciences, although courses for content area

teaching endorsements in education minors and certificates of study span across both colleges.

The Academic Dean of the College of Arts and Sciences serves as the Education Unit head. The

unit head assumes the responsibility for 1) the distribution and utilization of resources, 2)

leadership and oversight for academic program quality, 3) ensuring policies of the AFUM

(Affiliated Faculty of the Universities of Maine) are met. The unit head sits on the President’s

Cabinet and provides insight and recommendations about issues relating to academic

programming and student success. The unit head has the decision-making authority regarding the

budget.

Each academic program or department is led by a coordinator who oversees course scheduling,

faculty teaching appointments, and department acquisitions and expenditures. The coordinator of

each program or department attends bi-yearly meetings of all academic coordinators and

disseminates information provided on university enrollments, successes, challenges, policies,

new initiatives, new faculty and staff, assessments, accreditation, and other important news.

In addition to these generic duties, the coordinator of the Education program has additional

duties including setting up field placements, overseeing the assessment plan, disaggregating

assessment data, conducting admission interviews, vetting candidacy applications, maintaining

admission and candidacy records, enforcing UMA’s education policies maintaining and

updating education handbooks, conducting monthly department meetings, approving curriculum

changes and new course proposals at the department level, acting as a liaison between UMA’s

education department and P-12 school partners, maintaining consistent communications with

teacher education students, constructing semester informational newsletters, and serving as the

higher education representative on two superintendent groups: Kennebec Valley Superintendents

Association and Mid-Coast Superintendents Association. The coordinator receives a 9-10 credit

release per semester for this additional work.

Every UMA education candidate is assigned a faculty advisor from the Education department.

Additionally, the UMA education department has a dedicated liaison in the professional advising

office who is well-versed in the requirements of the education program and assists in advising.

(Interview with Unit’s Professional Advisor) Those UMA students who access their education at

one of UMA’s eight centers have an additional advising resource in the center directors and

student success coordinators (Interview with Center Director(s)).

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UMA’s education faculty meets yearly with the professional advising office, center directors and

student services coordinators, and the admissions team to keep everyone up to date on our

policies and procedures. A team of advisors works closely together to make sure each student is

provided with appropriate and timely advising each semester through face to face meetings,

videoconference meetings, phone and email. Within the professional advising office, students

can access career counseling and a number of other resources including workshops, assessment

tools, and computerized resources.

Recruiting is primarily the responsibility of the Admissions Unit. However, members of the

Education faculty regularly participate in recruitment activities at community colleges and

UMA’s centers. The university has a division of Marketing and Communications that continually

and consistently promote the institution through a website, television, and social media. In

addition to institutional catalogs, UMA’s education department publishes a comprehensive

student handbook specific to the requirements, policies, and procedures of the unit.

Candidates have access to free clinical counseling on both the Augusta and Bangor campuses.

Licensed clinical counselors assist with issues such as stress management, problems at home or

in relationships, anxiety, depress and other mental health concerns, academic issues, drug and

alcohol use, domestic violence, crisis intervention, and future planning.

UMA’s Department of Learning Success provides services to students taking courses at any site

location. They help student acquire learning and study skills, offer tutoring services, and

maintain a mathematics lab with regular hours. Recently, the Department of Learning Success

had added Net Tutor, an online tutoring services that is available to all students and at extended

hours. Net Tutor is particularly useful in supporting the learning success of our place-bound

students who access their courses via distance technology. There are faculty and student staffed

writing centers on both the Augusta and Bangor campuses as well as an online writing center.

The Dean of Students office works closely with all support services to include new student

orientation, student handbook, student conduct, student complaints, housing information,

mediation, and information on specific local resources.

The Education unit is supported by several administrative specialists who work in the College of

Arts and Sciences and the College of Professional Studies. Cross college specialists provide

assistance in processing curriculum change requests, appointments with the Dean, teaching

assignments, scheduling of face to face courses, budget oversight, payments, grant funds

requests, travel expenses and the course catalog updates. The Education department shares an

administrative specialist with the Information and Library Services and Justice Studies.

Each campus, center, and residence hall are equipped with high speed wireless Internet for

students and faculty as well as guest access for others. UMA recently launched Eduroam Wifi

Service. Eduroam provides encrypted WiFi service and is shared with over 600 other institutions

across the country. Each classroom at the campuses and centers have a projector, screen, and

computer station.

The Augusta campus has several rooms that are outfitted with ITV equipment and polycom

capacities. The Augusta campus has a smart classroom designed for on campus and distance

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students to come together via Zoom. The Augusta campus has a Veteran’s center that provides

study space, computer, and learning support (Review Team, Tour).

Full-time faculty are provided with either a desktop or laptop computer, access to Blackboard

(learning management system for online courses), access to Zoom, Google Suite, support from

UMA’s instructional designers, and support for Information Technology Support system.

Unit candidates who access their education through technology are supported in their learning by

video tutorials, a help desk, and faculty assistance (see exhibit 6.20 -IT Services). Faculty and

students have sufficient access to appropriate library and curricular resources. The Katz Library

on the Augusta campus, the Nottage Library on the Bangor campus and the Distance Library

Services provide librarian support for all UMA students. Access to online data bases such as

Education Full Text, ProQuest, Academic Search Premier, among others, provide adequate

resources. (see exhibit 6.21).

The standard is met

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IV. Recommendation to State Board of Education

The University of Maine at Augusta Review Team recommends that the State Board of

Education grant initial program approval to the following educator preparation programs and

endorsements:

• Early Elementary Education [undergraduate]

• Elementary Education [undergraduate]

• Secondary Education with concentrations in English, Life Science, Physical

Science, Social Studies, or Mathematics [undergraduate]

• Early Elementary Education [post-baccalaureate]

• Elementary Education [post-baccalaureate]

• Secondary Education in the areas of English, Life Science, Physical Science,

Social Studies, or Mathematics [post-baccalaureate]

The review team acknowledges the institutional unit’s filing of an Intent to Plan degree program

which would change the current Bachelor of Arts in Liberal Studies to a Bachelor of Science in

Elementary Education and a Bachelor of Science in Secondary Education to begin in Fall 2021.

The team believes that this potential degree change would not affect this team’s recommendation

to the State Board. The team recommends a full five-year approval from Fall 2019 to Fall 2024.

The review team recommends that the unit program(s) share progress regarding

recommendations in the annual report stipulated by Chapter 114.

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V. Appendix A: Individuals Interviewed by the Review Team

Diane Anderson Professional Advisor, Liaison for Education unit

Kacey Bickford Teacher Candidate

Jeremy Bouford Tour Guide, UMA Augusta Campus

Chris Bridgham Teacher Candidate

Patricia Clark Instructor, Mental Health and Human Services

Maggie Coffin Student Teacher

Terry Costa Alumnus, Secondary, Social Studies

Cindy Dean Department, Chair, Professor,

Anne Delaney Director, Ellsworth Center

Dawn Emery Alumna, Elementary

Gregory Fahy Dean, College of Arts and Sciences

Brandy Finck Associate Vice President of Admissions & Student Financial

Services

Sara Flowers TRIO, Director

Sheri Fraser Dean of Students

Lester French Department Coordinator, Mathematics

Jon Henry Vice President of Enrollment Management and Marketing

Sarah Bolduc Ignasiak University Supervisor

Jack Kenney Alumnus, Secondary, English

Amy Line Veteran’s Coordinator

Bruce Macomber Principal, Skowhegan Area High School

Brenda McAleer Dean, College of Professional Studies

Deborah Meehan Director, UMA Rockland Center

Zach Melvin Alumnus, Secondary, Mathematics

Karen Moody Principal, Laura Richards Elementary

Leslie Mooers Teacher Candidate

Aili Robinson CFO Representative

Stephanie Sawyer-Main Cooperating Teacher, Skowhegan Area High School

Kerry Schlosser Student Teacher, Secondary, Life Sciences

Timothy Surette Assistant Professor, Education

Joseph Szakas Provost

Amy Whitman Cooperating Teacher, Laura Richards Elementary

Rebecca Wyke President