TEAM REPORT OF FINDINGS FOR THE MAINE STATE BOARD OF EDUCATION University of Maine at Farmington Program Approval Visit for Education Preparation Program Farmington, Maine November 5-7, 2017 Program Review Team: Mary Mahoney-O’Neil (Chair), University of Maine Catherine Fallona, University of Southern Maine Non-Voting Participants: Elaine Bartley, Ex-Officio, University of Maine Wilson Hess, Observer for the Maine State Board of Education Angel Martinez Loredo, Maine Department of Education TABLE OF CONTENTS I. Introduction 3 II. Summary of the Unit’s Conceptual Framework 5 III. Summary of the Team’s Findings for Each Standard Reviewed 7 Standard 5 7 Standard 6 10 IV. Recommendation to State Board of Education 14 V. List of Individuals Interviewed 15 VI. Sources of Evidence 17 2 I. Introduction This report is based on the self-study developed by the Teacher Education Unit from the University of Maine at Farmington, and from data collected and reviewed during the site visit, which occurred November 5 to November 7, 2017. The State Board approved Review Team conducted interviews with administrators, faculty, staff, students, mentor teachers, and cooperating school administrators. The Review Team participated in site visits to the Sweatt-Winter Early Care and Education Center and the W.G. Mallett School (PK-3), in Farmington. In addition to the self-study, Team members reviewed documents made available in an extensive online document exhibit. Please note: The state review of the University of Maine at Farmington Teacher Education Unit was conducted concurrently with the accreditation review completed by the Council for the Accreditation of Educator Preparation (CAEP) Team. The following review focuses solely on Standards Five and Six; the CAEP Team, per agreement between the Maine Department of Education and CAEP, reviewed all other Standards. Overview and History: The University of Maine at Farmington was founded in 1864. Known as the Farmington Normal School and dedicated to the education of future teachers; it was the first institution of higher education in the State of Maine. Undergoing several iterations of its name, the university joined the University of Maine System (UMS) in 1968 and formally became known as the University of Maine at Farmington in 1971. The University of Maine at Farmington (UMF) is one of seven campuses within the University of Maine System (UMS). UMF has an excellent reputation in its rich tradition of teacher education and the liberal arts. Teacher Education is identified as one of the signature area of excellence, for the University. Academic programs are housed within two distinct divisions: Division of Arts and Sciences which report directly to the Vice President for Academic Affairs and Provost, and the Dean of Arts and Sciences; and the College of Education, Health and Rehabilitation which reports directly to the Associate Provost and Dean of the College of Education, Health and Rehabilitation. The University provides, approximately, 1700 undergraduate students and 200 graduate students with a rich, inclusive and diverse educational experience in a small-university environment. The University is a residential campus, where more than 80% of the first year students and 50% of all students reside on campus. Approximately 84% percent of the student body is Maine residents; the remaining students predominantly represent New England states; and 1% of the student body population represents international students from around the world. 47% percent of the student population is First Generation college students. 3 The University Maine at Farmington offers 38 undergraduate degree programs leading to the Bachelor of Arts (B.A.), Bachelor of Science (B.S.), and Bachelor of Fine Arts (B.F.A.) degrees; and two graduate degree programs: Master of Science in Education in Early Childhood and Master of Science in Education in Educational Leadership. The University offers 38 minors, 4 Undergraduate Certificate Programs, 5 Graduate Certificate Programs and 4 Multi-Degree Programs. The University of Maine at Farmington maintains General Education requirements across all degree programs. The College of Education, Health & Rehabilitation offers six different teacher education programs that lead to a total of 14 specialty certification pathways: • Early Childhood Education (Both certification & non-certification tracks) o Birth to Five Certification o Kindergarten to Grade 3 Certification o Birth to Five and Kindergarten to Grade 3 Certification • Early Childhood Special Education (Both certification & non-certification tracks) o Birth to Five Certification o Birth to Five and Kindergarten to Grade 3 Certification • Elementary Education o Students can pursue concentrations or minors for content specialization • Special Education o Kindergarten to Grade 8 Certification o Grade 7 to Grade 12 Certification • Secondary Education o Secondary Mathematics o Secondary Language Arts/English o Secondary Social Studies o Secondary Life Science o Secondary Physical Science • Community Health Major o School Health Education The University of Maine at Farmington, as noted earlier in the introduction, proudly identifies Teacher Education as one of its Signature Areas of Excellence. The teacher education program enjoys a robust enrollment of students being taught and mentored by a dedicated and experienced group of faculty and staff that put the Mission and Undergraduate Philosophy and Guiding Principles at the fore front of their practice. 4 II: Summary of the Unit’s Conceptual Framework The conceptual framework 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 is knowledge based, articulated, shared, coherent, and consistent with the unit and/or institutional mission and is continuously evaluated. The conceptual framework provides the bases that describe the unit’s intellectual philosophy, which distinguishes graduates from one unit from those of another. The mission and unit conceptual framework (C3TEP) of the Teacher Education Unit (TEU) is a set of shared beliefs and understandings that are woven in the fabric of the program. The mission and framework clearly state the beliefs and values that are the shared expectations of all members of the learning community. The Undergraduate philosophy is a powerful statement of the values the faculty and staff commit to, and ask the same of their students and their learning partners in the community. UMF Mission: As a premier teacher education and public liberal arts college for the state of Maine, the University of Maine at Farmington prepares students for engaged citizenship, enriching professional careers, and an enduring love of learning. TEU Mission: UMF Teacher Education: Empowering reflective, ethical, compassionate educators and inspirational leaders for a diverse world. Undergraduate Philosophy and Guiding Principles Our candidates will become educational leaders who are caring teachers, competent educators and collaborative professional leaders (C3TEP). These guiding principles and beliefs reflect the ideals we hold for ourselves, our candidates, and the students and communities with whom they will work. Caring Teachers 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 Competent Educators Design, plan, implement and evaluate instruction Use best practices for instruction and assessment Know content and strategies for integration Communicate clearly and effectively 5 Solve problems creatively and constructively Use the tools of a changing world Collaborative Professional Leaders 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 Essential Goals and Purposes Our essential goals and purposes are embodied in the Maine Common Core Teaching Standards and our candidate diversity expectations. Within the context of our programs, candidates are evaluated based on important knowledge, skills and dispositions articulated in each of these standards and expectations. Diversity Expectations Candidates will: • Examine personal experiences, beliefs, and biases and determine implications for professional practice. • Demonstrate commitment to developing learning environments and experiences through which all students learn about, understand and respect diversity. • Demonstrate knowledge about the ways individual and group differences affect students, families, communities, and society and identify implications of these differences for professional practice. • Plan instruction, assessment, and learning environments to address the needs and differences of individuals and groups. • Access information about the student, family, learning environment, community, and societal factors that may affect student learning and use that knowledge to equitably improve the conditions for learning. 6 III. Summary of Findings of Each Standard. 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;