Education

Students will become aware of various models for evaluating youth development programs, and become familiar with the rationale and various assumptions for evaluating youth development programs. Students will also understand the various data sources for evaluating youth development programs, and be knowledgeable of the various ways to analyze, interpret, and disseminate data collected in the evaluation process.

Satisfies the program requirement of completing three 1-credit hour education practicum courses. Seniors spend 30 clock hours acting as teachers' aides in regional schools. Under the direction of the practicing teachers, students may occasionally receive teaching assignments, for which lesson plans are produced.

This course in will highlight the ways infectious disease and chronic diseases hinder wellness as multiple factors influence public health. Core competencies regarding disease prevention and health promotion will be examined, practiced and employed in health education programs. Students will build upon personal health, wellness skills, and global knowledge in designing and implementing a Health Promotion program.

This is a three-credit course designed to present individual sports with progressive lead-ups games and strategies. Individual activities for lifetime participation would also be emphasized. Prospect physical educators (students) will be actively involved in instructions through employment of the sport education model of learning. The Maine Learning Results and Performance Indicators will be included in order to conform with State Teacher Certification.

This course is designed to teach prospective physical education teachers the concepts necessary to become an effective teacher. The class will study classroom management, planning, teaching instruction, student feedback and assessment. Students will have the opportunity to practice planning and teaching techniques by conducting lessons to local preschoolers.

This practical experience is divided into two parts, student teaching and seminar in teaching. Student teaching provides all education students with the opportunity to practice the art and science of teaching in a structured setting with guidance and supervision. Also provides students with appropriate feedback in curriculum organization, lesson plan development, assessment, and classroom management strategies. The Student Handbook's policies and procedures must be followed and honored during this time by students, preceptors, and college supervisors. The second part is the capstone experience. This experience affords students the opportunity for self-reflection and self-assessment of personal knowledge, skills and attitude in preparation for a teaching career. While completing student teaching assignments in schools, students accumulate a wealth of experience shared with peers in a supportive setting. Students are videotaped once during their student teaching placement. The course instructor and peers then provide appropriate feedback regarding curriculum organization, lesson planning, assessment, communication skills, and management strategies. The comprehensive portfolios are also carefully assessed and discussed. This section of the course embraces the thirteen guiding principles stated in the Student Handbook, the Maine Learning Results, and the ten Maine Standards for Results-based Initial Teacher Certification from the State Board of Education.

This course will survey the philosophy, objectives, principles and program of comprehensive developmental school guidance programs at the K-12 level. The course will focus on National and State Models of School Counseling.