The information on the webpage will be updated. Check MaineStreet for more details. Registration for Fall 2022 opens Tuesday, May 31st. Once registration opens you can self-register or complete a registration form and return it to gradstudies@maine.edu

Course Registration Form (pdf)

Contact Us

Have a question, need some information? Just contact us. We’re generally open Monday – Friday, 8am – 4:30pm (EST).

Division of Graduate & Continuing Education
University of Maine at Farmington
Theo Kalikow Education Center
186 High Street
Farmington, Maine 04938
tel 207-778-7502
fax 207-778-8134
TYY (via Maine Relay Service) dial 711
gradstudies@maine.edu

Fall 2022 Courses

Early Childhood

Educational Leadership

English Language Learning

Mathematics Education, Intervention and Coaching

Special Education Masters degree, Graduate Certificate & SPARC

Gifted and Talented Graduate Certificate

Masters Degree in Counseling Psychology

Course Descriptions

ECH 538 Collaborations with Families and Communities
The course presents strategies for educators to develop supportive family and community relationships.
The multiple roles played by early educators are examined as they design and implement collaborative
relationships with families and communities for the purpose of mutual support within inclusive settings.
The course critically analyzes theoretical paradigms and current research, with a particular focus on the
ecological system from the most immediate environments inhabited by the child to the most distant (i.e.
federal agencies, belief systems). This course will fulfill a course towards attainment of the Maine state
Birth-5 081 teaching certificate.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Leigh Ann Fish
Format/Location: UMF/Blended
Dates/Days/Times: September 6th- December 9th. Meeting dates TBD
Class Number: TBD


ECH 540 Research Methods in Early Childhood
In this course, students examine research methodologies used in inclusive early childhood settings.
Students will investigate and interpret the methods used in existing empirical literature, and will
investigate and practice various qualitative and quantitative techniques. The use of ethics in conducting
research on young children, their families, and their learning environments is emphasized.
Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program director
Instructor: Donna Karno
Format/Location: Online with in person and synchronous class meetings.
Dates/Days/Times: September 6th-December 9th
In person meetings September 10th, October 1st, November 5th 9-11:30. Online synchronous meetings September 22nd, October 20th, December 1st. 7-9PM .
Class Number: 70006


EDU 506 Poverty and Education
The influence of income on the well-being of children, youth, and families is pervasive and persists
throughout the lifespan and across generations. An extensive and interdisciplinary literature has
documented the widespread influence of family income on children’s cognitive, socioemotional, and
physical development, as well as later vocational and educational success. In this course, we will come
to understand how poverty impacts education through a systems approach. We will study theoretical
perspectives from economics, sociology, psychology, and education for understanding how poverty
affects children’s well-being as well as the multiple contexts in which children grow. We will also look at
resilience and ways that children can avoid the negative outcomes of living in poverty. This course will
pay special attention to rural poverty and how it differs from urban poverty. Application of theory and
research to practice will be emphasized throughout this course.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Elyse Pratt-Ronco
Format/Location: Online Synchronous
Dates/Days/Times: Online September 6th- December 9th Online synchronous meetings TBD
Class Number: TBD


EDU 550 School Law
This course is a survey of the legal bases of public education in the United States and of contemporary
legal issues and cases affecting the practice of school administration. Although the primary objective is
to acquaint the student with the legal principles governing public education in the nation and the State
of Maine, special attention will be given to those topics of school law which are, or should be, of
immediate concern to the practicing school administrator.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Paul Knowles
Format/Location: Online Synchronous
Dates/Days/Times: September 6th- December 9th
Class Number: 70007


EDU 551 Changing Educational Organizations in a Diverse World
This course is designed to provide an overview of educational organizations and the change process
with attention to the impact of diversity on the local context. It draws on literature about organizational
behavior, change, diversity, leadership, and professional learning communities. The course begins with
an analysis of organizations and moves to a focused examination of the change process. Specifically it
will support a framework that acknowledges the important role that families, communities, and culture
play on educational practice.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor:Paul Knowles
Format/Location: UMF/TBD
Dates/Days/Times: September 6th- December 9th
Class Number: 69967


EDU 552 Supervision and Evaluation of School Personnel
This course provides an overview of supervisory practice in public schools. It draws upon effective
schools, effective teaching, teacher and adult development, and supervisory practice literature as a
foundation for direct assistance to teachers and general supervisory work. The course includes Maine
State Law regarding hiring and dismissal practices, just cause, contract issues, dismissal, non-renewal,
progressive discipline, and complaint investigation.
Prerequisites: Baccalaureate degree
Instructor: Jon Moody
Format/Location: UMF/TBD
Dates/Days/Times: September 6th- December 9th
Class Number: TBD


EDU 554 Internship in School Leadership
This course will be designed to allow students to demonstrate competency with the Professional
Standards for Educational Leaders. Students will complete the 320 hour internship as required by the
Department of Education for building leaders; and will be designed in collaboration with the student, the
internship mentor, and the instructor of EDU 554. The field experience will be combined with an applied
research project in school leadership; and is designed to encourage the application of formal
coursework to the leadership issues faced by school leaders.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Paul Knowles
Format/Location: UMF/Blended
Dates/Days/Times: Fall and Spring Semester
Class Number: TBD


EDU 582 Research Methods in Education
This course is designed to introduce educators to different methodological frameworks in educational
research and become more familiar with a range of research designs and practices. Participants will
select an area of inquiry and begin an in-depth analysis of the research on this topic.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Libby Cohen
Format/Location: TBD
Dates/Days/Times: September 6th- December 9th
Class Number: TBD


EDU 584 Curriculum, Instruction, and Assessment II: Data Informed Decision Making for Digital Age Teaching and Learning
This course is designed to provide teacher leaders with opportunities to develop a deeper level of
understanding of data analysis focused on student learning, representation, and communication to
intended audiences. Participants in this course will investigate data-informed leadership processes
through the cycle of program evaluation: design, implementation, management, and evaluation. The
effects of reform initiatives on the stakeholders in educational environments will be investigated and
critiqued. An emphasis is placed on developing a collaborative culture in educational environments that
enhances teacher agency, builds instructional capacity, and maximizes efforts to meet students’ needs
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location:TBD
Dates/Days/Times: September 6th- December 9th
Class Number: TBD


EDU 503 Culturally Responsive English Language Learner Pedagogy
This course is designed with the premise that English Language Learners function in more than one
language and more than one culture; these experiences influence and impact their learning in the
classroom. Students will investigate the value of understanding the backgrounds of English Language
Learners and work to create a learning environment that supports learning in a second language and
culture while fostering a respect for other languages and cultures.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Clara Jean Howard
Format/Location: TBD
Dates/Days/Times: TBD
Class Number: 69966


SED 503 Preparing Students for the Future: Transition Programming, Self-determination and Advocacy
This course prepares future special education teachers at the middle and secondary level to meet the
transition requirements of IDEA by exploring issues and strategies for preparing adolescents and young
adults with disabilities for the transition from school to adult life. We will explore these issues and
strategies within the context of ecological models of human development. Students will: understand
federal and state mandates for transition planning and historical perspectives of transition, explore and
describe the five areas of transition, implement effective strategies for dealing with diversity and gender
equity issues, implement key transition assessments and curricula, develop student-centered transition
plans, and demonstrate an awareness of how community agencies can collaborate to improve
outcomes for youth with disabilities.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Online
Dates/Days/Times: September 6th- December 9th
Class Number: TBD


SED 506 Assessment in Special Education (online)
This course examines assessment practices for children and youth from 3-20 years and provides a
variety of hands-on experiences in using various assessment approaches including observations,
curriculum-based measurement, and standardized instruments. This course includes opportunities to
construct and use both formative and summative assessments, emphasizing the links between
pre-assessment, program planning and instruction, and monitoring progress. Each student will work
with a focus child or youth in their area of specialization to gain practice in constructing, evaluating, and
implementing informal assessments, evaluating formal assessments and interpreting assessment
information for other educators and parents. Each student will build skills and knowledge in increasing
cultural competence related to assessment practices. During this course, we will also explore a variety
of current issues including universal design, test accommodations, modifications, and assistive
technology.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Danielle Williams
Format/Location: Online
Dates/Days/Times: September 6th- December 9th
Class Number: TBD


SED 507 Curriculum and Instructional Programming for Students with Disabilities
Students will explore basic principles of curriculum development and instructional programming for
students with disabilities. Students will focus on how to develop clear instructional goals and objectives
for Individual Education Plans and then how to construct daily instructional programs to accomplish
these goals and objectives. Students will explore current theory and practice regarding direct instruction
as it applies to teaching reading and related skills.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: Online
Dates/Days/Times: September 6th- December 9th
Class Number: TBD


SED 508 Classroom and Behavior Management of Students with Disabilities
Students will explore basic principles of classroom and behavior management from prevention of
problems through the development of a variety of positive responses to chronic misbehavior in special
education and regular classroom settings. Students will develop and conduct a number of classroom
application projects designed to improve the behavior of individuals and groups of students. Students
will also review current research on effective classroom and behavior management.
Prerequisites: (All students must hold a Bachelor’s Degree.) Employed as a teacher or educational technician.
Instructor: Brian Cavanaugh
Format/Location: Online
Dates/Days/Times: September 6th- December 9th
Class Number: TBD


SED 514 Literacy Development for All Students
This course introduces research-based approaches to (1) the assessment of and for literacy, and (2)
the implementation of methods, materials, strategies, and techniques for supporting literacy learning of
all individuals, including those with disabilities. Although this course focuses on the special needs of
individuals with disabilities or who are at risk, individuals taking this course will learn ways to address
the needs of all students in grades Pre-kindergarten through 12 and adults who struggle to read and
write or to improve their reading and writing skills. Topics include: assessment, print awareness,
phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, writing, and teaching
reading and writing to English language learners. Opportunities will be provided for participants to
explore independent learning on key course topics.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Libby Cohen
Format/Location: Online
Dates/Days/Times: September 6th- December 9th
Class Number: TBD


SED 518 Special Education Law
This course will provide prospective and practicing educators and school administrators with a working
knowledge of relevant laws, policies, and regulations related to students with disabilities. Laws and
regulations pertaining to the Individuals with Disabilities Education Act, Maine special education
regulations, and Section 504 of the Rehabilitation Act will be discussed. Major course topics include
Special Education eligibility and IEP development, student discipline, and curriculum access. The
historical significance and practical application of laws affecting students with disabilities in school will
be emphasized. In particular, the focus of the course will be on making effective educational decisions
for students with disabilities.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Jessica Apgar
Format/Location: Online
Dates/Days/Times: September 6th- December 9th
Class Number: TBD

SED 519 Assistive Technology (online)
This course introduces students to assistive technology (AT). Course participants will investigate the
use of assistive technology devices and services for individuals with disabilities. A range of technology
will be examined from “low tech” devices that are inexpensive or easily modified to “high tech” devices
that are expensive. Evaluation approaches, determination of appropriate uses of assistive technology,
and funding will be explored. Methods and strategies for implementing assistive technology with
students who require varying levels of support across settings and ages will be a primary focus.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Brianna Grumstrup
Format/Location: Online
Dates/Days/Times:TBD
Class Number: TBD


SED 522 Internship in Special Educations
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Deb Baker
Format/Location: TBD
Dates/Days/Times: TBD
Class Number: 69993

SED 551 Advanced Intervention Methods
This course focuses on identifying, selecting, implementing, and evaluating evidence-based inclusive
practices within a multi-tiered system of support (MTSS) framework. In particular, candidates will
explore in-depth the data-based individualization process, including the design and implementation of
intensive, individualized, research-based interventions. As a requirement of the course, candidates will
engage in field-based activities that provide real-world opportunities for translating theory and research
into practice and applying several High-Leverage Practices (HLPs) in Special Education.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Jessica Apgar
Format/Location: TBD
Dates/Days/Times:TBD
Class Number: 69969

SED 586 Research Project
Practical application of educational research methods to school reform initiatives and academic and
behavioral intervention methods. The focus is on creating a research design for systematic inquiry of a
schoolwide or classroom-specific issue. Includes data analysis, research report writing, and
professional presentation skills.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Brianna Grumpstrup
Format/Location: Online Synchronous
Dates/Days/Times:TBD
Class Number: 69971


SED 598 Inclusive Education Reform: a Social Justice Approach to School and Systemwide Reform
This course will explore how educators (teachers and administrators) can establish an inclusive vision
and advocate to create a school or systemwide plan for equitable and excellent learning for all
students. We will examine historical, legal, practical and theoretical perspectives on the culture and
systems of special education and inclusive schooling. Students will study the research, issues, and
outcomes from school leaders and educational researchers committed to advancing equity, social
justice, and inclusive school reform. By the end of the course, students will have a deep historical,
theoretical, and ethical understanding of inclusive school reform, as well as experience with practical
tools, analysis, and applications to seek, create, and sustain equitable schools, especially for
marginalized students.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Kate Macleod
Format/Location: Online Synchronous
Dates/Days/Times:TBD
Class Number: 69970


SED 530 Identifying and Educating Learners who are Gifted
This course introduces the participant to the education of gifted learners. Topics to be presented:
conceptions of giftedness; myths and truths of gifted education; the necessity of gifted education;
equitable identification of gifted learners from diverse populations; common cognitive and affective
characteristics; highly gifted students; special populations of gifted learners; common social or
emotional issues; necessary components of a gifted program; curriculum differentiation in the regular
classroom; and acceleration vs. enrichment.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: TBD
Format/Location: TBD
Dates/Days/Times:TBD
Class Number: 69970


EDU 525 Developing Formative Assessment Practices in the Mathematics Classroom
The course will examine principles and aspects of formative assessment with a focus on establishing
conceptual based mathematics learning targets, gathering and analyzing evidence of students’ thinking
related to the learning target, providing feedback to students and deeply involving students in
processes that will help them move their own learning forward. Research review, discussions, in-class
exercises, practical experiences and action research on the integration of these formative assessment
aspects within mathematics instruction will be an integral part of this course.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Section 1
Instructor: Shannon Larson
Format/Location: TBD
Dates/Days/Times: September 6th- December 9th
Class Number: TBD


EDU 531 Mathematics Pedagogical Knowledge: Effective Instructional Practices for Teaching Maine’s State Standards
The content of this course is specific to the skills and concepts needed to produce effective
mathematics instruction. The focus of this course will be:
● Mathematics pedagogical knowledge needed for effective mathematics instruction.
● Identification of mathematics resources needed for effective mathematics instruction.
● The ability to critique classroom instruction for effectiveness.
● The development of mathematics units.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Robert Jenkins and Margaret Griswold
Format/Location: UMA Rockland/ Blended online and in person meetings 9/10, 10/22 and 12/3 9-3:00.
Dates/Days/Times: September 6th- December 9th
Class Number: 70024


EMA 500 Number, Operations, Algebra, & Functions PK-12
The course is designed for M.S..Ed students seeking an emphasis in mathematics education. It
prepares students for attaining expertise and demonstrating leadership regarding how children develop
number, operations, algebra, and functions concepts and the corresponding instructional and
assessment practices that facilitate this development. Students will learn about: numbers and number
systems as they occur in school mathematics; the four operations; patterns, functions, and change; and
how to model mathematical situations. Students will participate in small-group and individual activities
which may include, but are not limited to: electronic discussions, research papers, problem sets, and
exams to demonstrate their understanding of course content.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Dan Jackson
Format/Location: TBD
Dates/Days/Times: September 6th- December 9th
Class Number: 69968


PSY 565

Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program
Section 1
Instructor:
Format/Location:
Dates/Days/Times:
Class Number:

Summer 2022 Courses

Early Childhood

Educational Leadership

English Language Learning

Mathematics Education, Intervention and Coaching

Special Education Masters degree, Graduate Certificate & SPARC

Gifted and Talented Graduate Certificate

Masters Degree in Counseling Psychology

School Health

Course Descriptions

ECH 500 Early Childhood Education in Today’s World

Participants in this course will investigate the current field of inclusive early childhood care and
education from the perspectives of leadership, advocacy, policy and research. This course serves as a
foundation for the M.S.Ed. Program, as students develop goals for their professional growth. Using a
socio-ecological model, the contexts of the environments that surround childhood in the 21st century
will be identified and explored. Students will explore current issues in early childhood by reading and
understanding research on a selected topic in early childhood.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Donna Karno
Format/Location: UMF/Blended
Dates/Days/Times: May 9th- June 12th online with in person meetings May 14th 9am-3pm and June 2nd from 7-9pm
Class Number: 42003


ECH 502 Diverse Programming in Early Learning Environments

This course develops a transformative approach for incorporating diversity and multiculturalism into the
classroom with an emphasis on curriculum-building. Students will examine patterns of increasing
diversity and how diversity impacts the classroom. The course presents diversity as a caregiving and
teaching strategy for the children and their families. Students will emerge with a deeper understanding
of multiculturalism and its meaningful inclusion into their lesson plans. This course may fulfill a course
towards attainment of the Maine state Birth-5 081 teaching certificate.

Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program director
Instructor: Virginia Dearani
Format/Location: Online with synchronous class meetings.
Dates/Days/Times: June 21st- July 22, 2022
Synchronous online meetings June 30, July 14 5:30pm-8:00pm.
Class Number: 42013


ECH 535 Play and the Social World of the Child

In this course, students examine how children form and maintain relationships with others, including the
family, peers, early childhood educators, and the community. Issues involving support systems for
inclusive education settings will be investigated. The implications of these relationships for children’s
development are investigated, as is the critical role of play in promoting positive connections with
individuals and groups in the child’s world.

Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program director
Instructor: Patty Williams
Format/Location: UMF Blended
Dates/Days/Times: Online June 3- July 8th Online synchronous meetings Wed. 6/8 7-9pm, Wed. 6/15 7-9pm, Wed. 7/6 7-9pm
Face to Face: Sat. 6/25 9-3pm
Class Number: 42014


EDU 505 Curriculum, Instruction, and Assessment for ELLs (hybrid at Lewiston)

This course fosters course participants’ abilities to modify and adapt learning environments that support
the diversity of linguistic, cultural, and social experiences that all students bring to the classroom.
Through the examination of various ELL curricula, materials, strategies, and assessments participants
will look at language literacy skills, curriculum adaptation for language minorities, and design
appropriate assessments connected to learning objectives for ELLs within the curriculum. Participants
will develop a pedagogical understanding that effectively connects culturally situated knowledge to
equitable learning experiences.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Deborah Howard
Format/Location: Hybrid online with in person meetings.
Dates/Days/Times: Online May 14th- August 18th. Synchronous Zoom sessions May 14th, June 4th and June 25th 9:00 -3:00
Class Number: 42839


EDU 527 Using Data for Teaching/Learning in Support of All Students in Mathematics

Participants will examine data collection as a catalyst for systematic and continuous improvement in
mathematical instruction and student learning. Data analysis will be used to set goals for each student,
monitor student progress, and to design appropriate instructional strategies to address students’
learning needs. Through case studies, participants will critically examine and develop action plans for
students. Data will be used to initiate conversations regarding access and equity to high quality
instruction for all students.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor:Vicky Cohen
Format/Location: Online with synchronous meetings
Dates/Days/Times:Online June 16- August 16th 2022 meeting dates Thursday evenings, from 6:30 – 8:30pm
June 16th, 23rd, 30th, July 7th, 14th, 21st, 28th
Class Number: 42974


EDU 594 Designing a K – 8 Math Coaching Practice

This is the first course in a three-course series. This course offers an introduction to the theory and
practice of elementary (K – 8) mathematics coaching. Students will examine the literature related to
mathematics coaching with particular attention to the different models employed by school districts and
the efficacy of coaching. Focus will also be given to developing a shared vision of quality instruction in
elementary school mathematics.

Prerequisites: Baccalaureate degree
Instructor: Lisa Coburn
Format/Location: UMF/Blended
Dates/Days/Times: Online June 20th- July 29th in person meetings June 25, July 9 and July 23rd
Class Number: 42967


EMA 502 Data Analysis, Statistics, & Probability PK-12 (hybrid)

The course is designed for M.S..Ed students seeking an emphasis in mathematics education. It
prepares students for attaining expertise and demonstrating leadership regarding how children develop
data analysis, probability, and statistics concepts and the corresponding instructional and assessment
practices that facilitate this development. Topics studied will include the exploration of randomness,
data representation, modeling. Descriptive statistics will include measures of central tendency,
dispersion, distributions, and regression. The analysis of experiments requiring hypothesizing,
experimental design and data gathering will also be discussed. Students will participate in small-group
and individual activities which may include, but are not limited to: electronic discussions, research
papers, problem sets, and exams to demonstrate their understanding of course content.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Brian Twitchell
Format/Location: UMF/Blended
Dates/Days/Times: Online June 20- August 19, 2022. Face to face meetings June 25th, August 13th 9:00AM-3:00pm
Class Number: 42019


SED 503 Preparing Students for the Future: Transition Programming, Self-determination and Advocacy (online)

This course prepares future special education teachers at the middle and secondary level to meet the
transition requirements of IDEA by exploring issues and strategies for preparing adolescents and young
adults with disabilities for the transition from school to adult life. We will explore these issues and
63 strategies within the context of ecological models of human development. Students will: understand
federal and state mandates for transition planning and historical perspectives of transition, explore and
describe the five areas of transition, implement effective strategies for dealing with diversity and gender
equity issues, implement key transition assessments and curricula, develop student-centered transition
plans, and demonstrate an awareness of how community agencies can collaborate to improve
outcomes for youth with disabilities

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Heidi O’Leary
Format/Location: Online
Dates/Days/Times: June 20th- August 19th
Class Number: 42019


SED 518 Special Education Law 

This course will provide prospective and practicing educators and school administrators with a working knowledge of relevant laws, policies, and regulations related to students with disabilities. Laws and regulations pertaining to the Individuals with Disabilities Education Act, Maine special education regulations, and Section 504 of the Rehabilitation Act will be discussed. Major course topics include Special Education eligibility and IEP development, student discipline, and curriculum access. The historical significance and practical application of laws affecting students with disabilities in school will be emphasized. In particular, the focus of the course will be on making effective educational decisions for students with disabilities.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Jessica Apgar
Format/Location: Online with synchronous Zoom sessions
Dates/Days/Times: Online May 9th- July 1st Synchronous Zoom sessions May 21, June 11, and June 25th 9:00am-12:00 .
Class Number: 42020


SED 504 Collaborative Partnerships Among Individuals with Disabilities, Families, and
Professionals

This course focuses on collaboration and teaming strategies among individuals with disabilities, their
families, general and special educators, school psychologists, paraprofessionals, and other related
service providers in inclusive school and community settings. Assignments and activities require
application of teaming and collaboration skills. Participants will also conduct research on collaborative
interactions in school and community-based services. Course projects involve co-teaching, staff
development, and problem-solving situations.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Laurie Lemieux
Format/Location: Online
Dates/Days/Times: June 20th- August 19th
Class Number: 42042


SED 506 Assessment in Special Education (online) 
This course examines assessment practices for children and youth from 3-20 years and provides a
variety of hands-on experiences in using various assessment approaches including observations,
curriculum-based measurement, and standardized instruments. This course includes opportunities to
construct and use both formative and summative assessments, emphasizing the links between
pre-assessment, program planning and instruction, and monitoring progress. Each student will work
with a focus child or youth in their area of specialization to gain practice in constructing, evaluating, and
implementing informal assessments, evaluating formal assessments and interpreting assessment
information for other educators and parents. Each student will build skills and knowledge in increasing
cultural competence related to assessment practices. During this course, we will also explore a variety
of current issues including universal design, test accommodations, modifications, and assistive
technology.

Prerequisites: (All students must hold a Bachelor’s Degree.) 
Instructor: Danielle Williams
Format/Location:  Online
Dates/Days/Times: May 9th- June 24th
Class Number: 42021


SED 508 Classroom and Behavior Management of Students with Disabilities
Students will explore basic principles of classroom and behavior management from prevention of
problems through the development of a variety of positive responses to chronic misbehavior in special
education and regular classroom settings. Students will develop and conduct a number of classroom
application projects designed to improve the behavior of individuals and groups of students. Students
will also review current research on effective classroom and behavior management. 

Prerequisites: (All students must hold a Bachelor’s Degree.) Employed as a teacher or educational technician. 
Instructor: Brian Cavanaugh
Format/Location: Online
Dates/Days/Times: June 20- July 29th 2022
Class Number: 42041


SED 514 Literacy Development for All Students 
This course introduces research-based approaches to (1) the assessment of and for literacy, and (2)
the implementation of methods, materials, strategies, and techniques for supporting literacy learning of
all individuals, including those with disabilities. Although this course focuses on the special needs of
individuals with disabilities or who are at risk, individuals taking this course will learn ways to address
the needs of all students in grades Pre-kindergarten through 12 and adults who struggle to read and
write or to improve their reading and writing skills. Topics include: assessment, print awareness,
phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, writing, and teaching
reading and writing to English language learners. Opportunities will be provided for participants to
explore independent learning on key course topics.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Libby Cohen
Format/Location: Online
Dates/Days/Times: May 23rd- July 1st 2022
Class Number: 42022

SED 515 Early Intervention: Working with Infants and Toddlers with Disabilities and Their Families (online)
This course addresses various aspects of early intervention services including teaming with families;
understanding development and risk during prenatal, natal, and postnatal stages; studying models for
working with young children with disabilities and their families in natural environments; and examining
infant and toddler program development and curriculum. Students will identify and use current research
to increase personal knowledge and skills, applying their findings to present work settings.<

Prerequisites: (All students must hold a Bachelor’s Degree)
Instructor: Ilana Lesser
Format/Location:  Online
Dates/Days/Times:June 6th- June 30th
Class Number: 42040

SED 519 Assistive Technology (online)
This course introduces students to assistive technology (AT). Course participants will investigate the
use of assistive technology devices and services for individuals with disabilities. A range of technology
will be examined from “low tech” devices that are inexpensive or easily modified to “high tech” devices
that are expensive. Evaluation approaches, determination of appropriate uses of assistive technology,
and funding will be explored. Methods and strategies for implementing assistive technology with
students who require varying levels of support across settings and ages will be a primary focus.

Prerequisites: (All students must hold a Bachelor’s Degree.) 
Instructor: Hillary Goldthwait-Fowles
Format/Location: Online
Dates/Days/Times:July 5th-August 26th
Class Number: 42028


EDU 583 Curriculum, Instruction, and Assessment I: Development and Planning for Digital Age
Learners
This course focuses on current research and best practice in the area of curriculum development,
instructional design, and assessment techniques. Participants will learn about a range of planning
models that will inspire the creativity and innovation necessary to provide rich and powerful learning
experiences and environments for every student. This course motivates participants to support
colleagues in engaging students authentically in their own learning. An integral part of this course will
be the development of a critical stance related to current practices in the design of curriculum,
instruction and assessment.

Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in one of UMF’s MS Ed programs, or permission of Director of Graduate Programs in Education
Instructor: Kathryn Will
Format/Location: Online the Synchronous meetings
Dates/Days/Times: Online May 15- June 25th synchronous virtual meetings 5/21, 6/4 and 6/25 9am-12pm
Class Number: 42016


EDU 585 Cultivating Ethical Leadership (hybrid)
This course is designed to cultivate leaders at the classroom, school, and district level who are
prepared to influence system transformation. Using student-generated and case study scenarios
participants will engage in reflective practice to develop their ethical leadership capacity. Participants
will collect data; reflect on the role of local context; and the importance of building relationships with a
variety of stakeholders to advocate for student learning. 

Prerequisites: (All students must hold a Bachelor’s Degree.)EDU 584 or instructor permission
Section 1
Instructor: Cathy Jacobs
Format/Location: Hybrid
Dates/Days/Times: Online 6/20- 8/24 with in person meetings 6/29, 7/27 and 8/17 from 9-3
Class Number: 42017


EDU 550 School Law for Administrator (hybrid)
This course is a survey of the legal bases of public education in the United States and of contemporary
legal issues and cases affecting the practice of school administration. Although the primary objective is
to acquaint the student with the legal principles governing public education in the nation and the State
of Maine, special attention will be given to those topics of school law which are, or should be, of
immediate concern to the practicing school administrator. 

Prerequisites: (All students must hold a Bachelor’s Degree.)EDU 584 or instructor permission
Section 1
Instructor: Paul Knowles
Format/Location: Online with synchronous class meetings
Dates/Days/Times: Online May 21st-July 16th with synchronous meetings 5/21, 6/18 and 7/16
Class Number: 42015


EDU 551 Changing Educational Organizations in a Diverse World
This course is designed to provide an overview of educational organizations and the change process
with attention to the impact of diversity on the local context. It draws on literature about organizational
behavior, change, diversity, leadership, and professional learning communities. The course begins with
an analysis of organizations and moves to a focused examination of the change process. Specifically it
will support a framework that acknowledges the important role that families, communities, and culture
play on educational practice. 

Prerequisites: (All students must hold a Bachelor’s Degree.)EDU 584 or instructor permission
Section 1
Instructor: Sally Beaulieu
Format/Location: Online with synchronous class meetings
Dates/Days/Times: Online June 20- August 8th with synchronous meetings 6/20, 7/11 and 8/8
Class Number: 42051


SED 532 Developing and Implementing Programs for Learners Who Are Gifted
This course prepares participants to build effective cohesive programs for gifted students, with direction
provided by Maine Chapter 104 and the National Association for Gifted Children Program Standards.
Topics include: program philosophy, goals and objectives; program models; identification procedures;
curriculum and instruction; addressing atypical giftedness; grouping for instruction; teacher preparation;
parent involvement; coordination between regular and special school programs; prevention of
emotional problems; secondary vs. elementary programs; program advocacy and program evaluation.

Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Susan Boyce-Cormier
Format/Location: Online
Dates/Days/Times: June 20th- August 19th
Class Number: 42031


PSY 555 Practicum
A course of clinical instruction that provides practical experience in counseling for the purpose of
developing individual and group counseling skills. These field experiences will allow students to
perform, on a limited basis, some of the counseling activities that a regularly employed licensed clinical
professional counselor would be expected to perform. Students will complete a total of 100 hours of
supervised clinical counseling practicum experiences, with a minimum of 40 clock hours dedicated to
direct service with clients that contributes to the development of counseling skills.

Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program
Section 1
Instructor: Lisa Henry
Format/Location: UMF/blended
Dates/Days/Times: June 13th- August 22 2022
Class Number: 42033


SHE 533 Curriculum and Methods in School Health
This course will present practicing educators with existing curricula and methods used in developing
school health curriculum. Theory and research-supported practices will examine areas of instruction
and acquisition of resources.

Prerequisites:
Section 1
Instructor: Kristen Allen
Format/Location: Online
Dates/Days/Times: May 9th- June 12 2022
Class Number: TBD

Contact Us

Have a question, need some information? Just contact us. We’re generally open Monday – Friday, 8am – 4:30pm (EST).

Division of Graduate & Continuing Education
University of Maine at Farmington
Theo Kalikow Education Center
186 High Street
Farmington, Maine 04938
tel 207-778-7502
fax 207-778-8134
TYY (via Maine Relay Service) dial 711
gradstudies@maine.edu

Mailing address:
Division of Graduate & Continuing Education
University of Maine at Farmington
111 South Street
Farmington, Maine 04938