The University of Maryland Eastern Shore (UMES) and Salisbury University (SU) work collaboratively to implement their preservice teacher preparation programs. Students may take required courses at either university by consulting the appropriate schedule of courses, and securing the consent of their advisors before enrolling in the courses. No additional fees are required. Shuttle bus transportation is provided from each campus to the other. The intercampus enrollment form must be completed with appropriate signatures and submitted to the registrar on either the UMES or SU home campus before enrollments are officially completed.

   The State of Maryland, under the shared leadership of the Maryland State Department of Education (MSDE), the University System of Maryland (USM), and the Maryland Higher Education Commission (MHEC), developed a plan that informs and directs the reform of teacher preparation programs. The Maryland Redesign of Teacher Education extends school improvement from the primary grades through the colleges and universities (PreK-16) that prepare professional personnel.

   Based on the Maryland State Professional Development School Standards, UMES has created several state-of-the-art Professional Development Schools (PDSs) in partnership with local school systems. UMES has PDSs at the elementary, middle and high school level. As required by the Redesign, all UMES teacher candidates have extensive internships in PDSs under the supervision of certified, tenured teachers. The PDS environment has created a unique opportunity for P-16 faculty, teacher candidates, and students to collaborate to improve instruction.

   The Department of Education offers a number of psychology courses as support courses to various majors on campus. These psychology courses ensure that all students have the opportunity to study the basic theories and applications of psychology. There is no psychology major.

   The course of study prescribed for all Education majors (SPECIALTY AND SECONDARY) is composed of four major phases. These four (4) phases of study constitute the standardized curriculum that all Education majors should complete. The teacher education program includes the following designated phases of study. Each program has an approved scope and sequence of courses listed in the most current edition of the Teacher Education Handbook.

   A series of core education courses and integrated clinical experiences, are carefully designed to provide all education majors with a critical foundation of knowledge. This knowledge-base is an essential prerequisite to advanced study in the specialization phase. All education majors are required to complete this standardized core curriculum. Additional courses may be required by specific programs.

    Only students who have formally advanced to Teacher Candidate status are eligible to enroll in the major/specialization phase. Standards have been established for advancement and are published by the Department of Education and in the Teacher Education Handbook. Students are selectively admitted to this phase of the program. They must have a grade point average of 2.75 and passing PRAXIS I scores for program entry, in addition to meeting other requirements. Students must complete and submit a Teacher Education Application which can be obtained from the website or from the Department of Education.

    In this phase of study, each student must complete the specific courses required in their major/specialization area. This third phase of study and preparation includes coursework, and integrated field work, in the student's major area of specialization or concentration. The courses which comprise the specialization phase organize and structure an in-depth study of a content/specialty area. Prospective teachers are thoroughly trained in both the content area and effective instructional delivery.

    The curriculum in this phase of study is established jointly by the Department of Education and the respective academic department. The number of required semester hours in the specialization phase of the teacher education program will vary depending on the specialty area. These requirements are listed in the Teacher Education Handbook.

   The Department of Education requires a variety of clinical and field experiences during which students work in the field, including a full-time teaching internship. Students must be fully prepared to assume the responsibility associated with these experiences. The clinical and field experiences are a critical part of the teacher preparation programs. The Clinical and Field Experiences Handbook outlines all expectations and requirements.

   The internship is the culmination of the teacher education program. The Teaching Internship consists of two full-time placements in two (2) different classroom settings, in Professional Development Schools. Each setting exposes students to a different age group or level. Students will be assigned to the Teaching Internship based on program requirements, and school system availability. In order to be eligible for admission to the Teaching Internship, students must meet the following requirements:

1. Minimum 2.75 overall grade point average. Any courses transferred into UMES will be counted as part of the cumulative grade point average.

2. Minimum 2.75 grade point average in major.

3. Successful completion of the PRAXIS II-Specialty Area Tests. Students must take and pass the PRAXIS II in their content area before being eligible for their Teaching Internship. Cut-off scores are determined by the Maryland State Department of Education. Registration for the PRAXIS II should be completed as early as possible, but no later than the semester before the Teaching Internship. Passing scores must be reported to UMES from ETS before the internship begins.

PRAXIS II TESTS

The PRAXIS II is comprised of a series of specialty tests specific to your area of certification. Passing the PRAXIS II at a predetermined level is a requirement for teaching certification in Maryland and for entry into the internship phase of your program. All students MUST pass the PRAXIS II before being permitted to do their internship. Specific tests, test codes, and Maryland Passing Scores are listed below:

   The Department of Education is committed to providing a quality, supervised internship experience and to providing every student with rich and varied internship options. Every student in a degree-seeking program, who is an Education major, is assigned to an internship on a full-time basis. Students must provide their transportation to all internship and field experience sites.

   The amount of elective coursework fluctuates depending on the area of specialization. The university offers a wide variety of related coursework. The Professional Education Unit emphasizes a multi-disciplinary approach and believes elective coursework complements the candidate’s teacher education program.

   The Department of Education enforces a strict retention policy. All Education majors must remain in good academic standing with the department and in their respective programs. Students must work to demonstrate adequate progress in all coursework and adequate professional growth. Students must show evidence of continuous growth and the ability to meet the rigorous professional, intellectual, and ethical standards of the teaching profession. The Teacher Education Handbook outlines specific requirements

   The Department of Education is committed to providing every Education major with academic advising of the highest quality. All Education majors are assigned an academic advisor who provides the students with information, guidance, and support during their tenure in the department. Academic advising is based upon the mentor model, and all students are encouraged to become fully involved in all the activities of the department.

   Programs for secondary and specialty content majors who plan to teach and their content advisors are located in the academic departments. Students who plan to teach must follow the advise of and work out their schedules with the teacher educator in their departments. Course sequences for each secondary and specialty content major may be found under the specific department in which they student is majoring or in The Teacher Education Handbook. The Department of Education has a listing of the Teacher Educators for each program. The Teacher Education Handbook outlines all expectations and requirements for all undergraduate Teacher Education Programs.

   The only undergraduate major that is located in the Department of Education is Special Education. Students majoring in Special Education are assigned an advisor who is a faculty member in the Department of Education. To see a list of the sequence of courses that all Special Education majors must take, click here. To see a SAMPLE proposed curriculum for special education majors, click here. Course sequences for all other programs may be found under the departmental information, in the Teacher Education Handbook, or here on the website.