With its blended delivery model, UMF’s Graduate Studies in Education program offers the region’s teachers the ‘best of both worlds’ in earning a master’s degree.
Story and photos by Marc Glass
It’s no secret — the University of Maine at Farmington has long been synonymous with excellence in teacher education. To wit: seven UMF Education graduates have been named Maine Teacher of the Year in the last dozen years. And rumor has it that resumes of UMF Education graduates continue to rise to the top of the pile. (Cross reference the staff directories of schools throughout Maine with UMF yearbooks, and you could be forgiven for thinking that our alumni have a monopoly on the marketplace.)
Now, with the help of UMF’s Graduate Studies in Education program — including Maine’s only master’s in early childhood education, a master’s in educational leadership and four graduate certificate programs — many of the region’s teachers are taking their professional development, leadership skills and efficacy in schools to the next level.
Johanna Prince, Director of Graduate Programs in Education (left), and Sandy MacArthur, Director of Educational Outreach
Since 2011, when the program’s first cohort of master’s candidates donned caps and gowns for commencement, 125 educators — all bearing an M.S.Ed. in early childhood education or an M.S.Ed. in educational leadership — have earned advanced degrees from UMF.
See umf.maine.edu/gradstudies for more information on UMF’s M.S.Ed. programs in Early Childhood Education and Educational Leadership; the Maine Mathematics Coaching Project and Special Education Alternative Route to Certification; and 12-credit certificate programs in Administration, Gifted and Talented Education, Math Leadership, and Proficiency Based Education.
With about 120 students now pursuing a master’s at UMF, the number of matriculants has more than doubled over the past three years. The reasons, say Johanna Prince, Director of Graduate Programs in Education, and Sandy MacArthur, Director of Educational Outreach, are simple: UMF’s master’s programs are rigorous, relevant and responsive to the needs of today’s educators. Part of that responsiveness is reflected in the program’s “blended delivery” model, featuring 70 percent online coursework complemented by 30 percent in-class instruction.
“Our students report that it’s the best of both worlds,” says MacArthur. “They enjoy the in-person connections with both the faculty and a network of other educators, but they also appreciate that they can be full-time working professionals and complete their coursework as their schedules and family commitments allow.”
The opportunity to learn while continuing to earn has obvious practical benefits, but Prince says it also adds depth to the educational experience.
“We ask our students to take theory, apply it in their own classrooms and then come back and reflect on how it worked, what parts of it worked and what didn’t work,” she says. “I think that’s true across our programs, especially in the year-long research project students do in their own setting. That takes theory-to-practice to a next level of scholarship — to look in really deep ways about what works for their community.”
Katie Belanger Duchesne B.S.’06, M.S.Ed.’16 says pursuing her master’s while teaching mathematics at Mount Blue Middle School in Farmington gave her the chance to validate, in real time, her graduate school lessons.
Katie Belanger Duchesne B.S.’06, M.S.Ed.’16, Assistant Principal, Mount Blue Middle School
“What was most meaningful was being able take ideas from graduate classes and the next day share those with my team or try them with my students,” says Duchesne, who transitioned to serving Mount Blue Middle School as assistant principal after earning her master’s in educational leadership at UMF. “I knew that I wanted to pursue an administration-focused graduate degree, and it made the most sense to do it right in my backyard, where we have one of the best undergraduate programs.”
Prince and MacArthur say much of the program’s strength lies in the experience-based perspective of the graduate program faculty who are current or former K–12 practitioners.
“I think our faculty have a high level of credibility with our students because of the depth of their professional experience in the field,” says Prince, who was a fourth- and fifth-grade teacher before earning her doctoral degree in Leadership and Educational Technology. “What’s been really wonderful to see is that we have folks who have graduated from our master’s programs who now work with us as adjunct faculty. So there are multiple levels of engagement across our programs.”
For Zach Longyear B.S.’01, M.S.Ed.’12, learning from a faculty composed of current and former practitioners added an element of “realism” to his graduate education.
Zach Longyear B.S.’01, M.S.Ed.’12, Principal, Skowhegan Area Middle School
“The instructors have a wealth of experience and ground their teaching in that experience. They’re in a position to say, ‘We’ve been there, we’ve dealt with the issues you’re going to face, and those issues you face will likely turn out one of these ways,’” says Longyear, who transitioned from teaching high school English to serving as principal of Skowhegan Area Middle School after earning his master’s in educational leadership at UMF.
Asked for examples of relevant instruction, Longyear fondly recalls his courses with MacArthur, a former director of special services, superintendent and Executive Director of the Maine Superintendents Association: “She would bring in other practicing administrators, and invariably they would confirm her advice about the work of being a school leader: Put children and families first, have patience, look at the whole situation and anticipate the needs of all sides. That continues to serve me well.”
JoAnn Meyer B.S.’89, M.S.Ed.’17 says she was drawn to Maine’s only master’s in early childhood education program because of its distinctive focus on young learners.
JoAnn Meyer B.S.’89, M.S.Ed.’17, Kindergarten Teacher, W.G. Mallett School
“Children at this age have unique needs, and UMF’s master’s degree in early childhood education program helps develop an in-depth understanding of those needs as well as the leadership skills necessary to help its graduates become confident, informed leaders in our fields of practice,” she says.
Meyer says returning to her alma mater for a master’s made sense, especially since UMF’s program was not 100 percent online.
“It was amazing to be part of a group of students who were professionals from many backgrounds in early childhood education,” she says. “The face-to-face classes on Saturdays provided me with a learning community and meant I didn’t have to struggle with evening classes after a long day of teaching. I am so glad that I pushed myself to do it. It has made me a better teacher.”
For Prince and MacArthur, leading the Graduate Studies in Education program provides a large-scale means of improving educators and the quality of schools statewide.
“The part of the work that is so important for me is watching graduate students become even more empowered to advocate for kids — to think critically about what is best for the needs of their learners and then go back and lead the professional development in their districts,” says Prince. “Seeing them go through that transformation — to gain that sense of agency and ability to raise the capacity of teaching in Maine — that humbles me.”
“It’s also about equity for all students,” adds MacArthur. “The quality of the education that children receive should not be determined by their zip code. That’s the Special Ed background in me. We’re working to raise the level for everyone.”