Partner Spotlight: Thomas Desjardins and the 21st Century Kids of Franklin County

The University of Maine at Farmington values the partnerships held with various community members and organizations. These partnerships allow UMF students to get involved in the community while building on their field experience and engaging in a hands-on learning environment.

The Franklin County Children’s Task Force provides extensive employment, practicum, volunteer, and internship opportunities for students, including their 21st Century Kids of F.R.A.N.K.L.I.N After School Program. Thomas Desjardins, Program Coordinator, was able to give an insight into the program, the opportunities it provides for UMF students, and the value of this partnership.

“The Franklin County Children’s Task Force generally assists families in need in Franklin county,” Mr. Desjardins explains. “Specifically, my program is the 21st Century After School Program and the mission of this program is to provide quality after school programming with intensive academic supports at no cost to the students in both Farmington and Wilton and the Mt. Blue school district. We provide a safe space for parents to leave their kids when they are at work. We know how much child care costs, but we want to do more. It is more than just a safe space. We want to promote positive interactions and academic achievement in these children. It is all about caring about the people in the community.”

Out of the 31 staff members, 28 of them are UMF students. Kathy Kemp, a UMF Rehabilitation Services professor, is also on the Task Force Board of Directors. Partnering with the University has given the Task Force and the 21st Century Program numerous cooperative and valuable contacts within the community.

UMF students that are employed through the 21st Century Program have the opportunity to take what they have learned in the classroom and apply it to this program, as they are involved in lesson planning and implementing those lessons at Mallet or Academy Hill Elementary School. UMF students serve in the role of enrichment facilitator, academic tutor, homework helper, and as the site coordinator. They plan various STEM (science, technology, engineering, and math) activities, provide academic supports, kinesthetic activities, visual and performing arts, and health prevention education.”

As a previous school principal, Mr. Desjardins enjoys coaching and supporting new teachers and helping others build on their own skills. “[UMF students] learn how to interact, manage, teach, plan- all aspects of being a school teacher. It’s not babysitting, it’s more like being paid for student teaching or practicum. They participate in monthly staff meetings and professional development, they bring in professionals from various fields, and engage in professional discussions around teaching and learning.” Mr. Desjardins values the “organic connection” that students have with him and his program. “Students look for opportunities to further their craft outside of the classroom. It’s a win win situation, they get the experience and I get to coach them. And they get a paycheck!” Mr. Desjardins said with a chuckle.

When looking for prospective candidates, positive energy and good character are the most important qualities for a potential employee to have. “My realization is that in your early 20’s as a student you have a lot of capacity to be built, but you do not have a lot of tools in the tool box,” says Mr. Desjardins. “It is incumbent upon me to expand your tool box. I run this program as if I am a principal and these employees are my teachers.”

Thomas Desjardins and the 21st Century After School Program are valuable assets to the community and the University. Mr. Desjardins cares a lot about the community, families, and his employees. His experience as a school principal gives him the skills and knowledge to work with future educators and help them build on their own skills to reach their full potential. He is a tremendous leader, educator, coordinator, and partner. The University of Maine at Farmington and the Franklin county are lucky to have him as a partner and a supporter.

The Franklin County Children’s Task Force and the 21st Century Kids of F.R.A.N.K.L.I.N Program are always recruiting UMF students for practicum, student teaching, volunteer, and employment opportunities. For more information about this program and how to get involved, please contact Thomas Desjardins at tdesjardins@fcctf.org or (207) 778-6960, or visit the Franklin County Children’s Task Force website.

On behalf of the UMF community, we would like to thank Mr. Desjardins and his program for all that they do for University students and the community. “Franklin County Children’s Task Force, strengthening families for over 30 years.”

 

Praxis Core Prep Sessions

PRAXIS Core prep sessions led by Learning Commons tutors will take place on the following days. These sessions will be repeated at the end of the semester.
All sessions will meet in Ricker Addition 217 at 7pm.
Monday, 2/6 Writing: Multiple Choice
Tuesday, 2/7 Math: Functions and Algebra
Monday, 2/13 Writing: Informative Essay
Tuesday, 2/14 Math: Geometry
Monday, 2/27 Writing: Argumentative Essay
Tuesday, 2/28 Math: Stats and Probability

Money Saving Options for Education Majors

College is expensive for everyone. The fees, tuition, room and board, and everything else that is factored in can add up to a hefty dollar amount. Did you know that there are loan forgiveness programs and UMF scholarships designed for education majors? Read below to learn about some of these options.

 

Loan Forgiveness: The Teacher Loan Forgiveness Program is intended to encourage individuals to enter and continue in the teaching profession. Under this program, if you teach full-time for five complete and consecutive academic years in certain elementary and secondary schools and educational service agencies that serve low-income families, and meet other qualifications, you may be eligible for forgiveness of up to a combined total of $17,500 on your Direct Subsidized and Unsubsidized Loans and your Subsidized and Unsubsidized Federal Stafford Loans. If you have PLUS loans only, you are not eligible for this type of forgiveness. Participants in this program must have a bachelor’s degree in education to be considered a qualified teacher, and ust have completed their five years of full-time teaching before applying for Loan Forgiveness. You may visit the Teacher Loan Forgiveness website to learn more information about eligibility requirements, loan qualifications, or to fill out an application.

 

 

 

UMF Scholarships: UMF offers over one hundred academic scholarships for students, and many of them are dedicated to students in the education field. Many scholarships have very few requirements to be eligible, and they are designed to help all students that are deserving. Below is list of just some of the scholarships offered to education majors at UMF. For a complete list of UMF scholarships and recipient requirements, visit the UMF Scholarships website.

Scholarships for Education Majors (this is not an exhaustive list):

  • Allen, Grace Stone Award
  • Ambrose, Dr. Edward S. and Barbara Dickey Scholarship
  • Arsenault, Katie J. Memorial Scholarship
  • Brooks, Leonard Knowles ‘58 Scholarship
  • Clawson, Gene and Sue Scholarship
  • Cobban, Margaret R. Scholarship Fund
  • Cramer, Rowena Titcomb Scholarship Fund
  • Currie, Edmund D. Scholarship Fund
  • D’aiutolo, Sadie Redding
  • D.A.R. Scholarship
  • Genthner, Grace Berry Scholarship
  • Irwin, Charlotte M. Brett
  • Johnson, Alice Miller (Class of 1939) Scholarship
  • Kaulback, Vera Macbean (Class of 1940) Scholarship
  • Lake, Doris Francis Scholarship
  • Lockwood, Helen E. Scholarship
  • Macinnes, Beatrice Hudon Memorial Scholarship
  • McGary, Ruth Webber (Class of 1950) Scholarship
  • Mosher, Nettie Taylor Scholarships
  • Nickerson, Clement (1956) and Patricia Craig (1959) Scholarship
  • Parlin, Millard S. Sr. and Alverna, W. Scholarship
  • Richards, Leona Coy Scholarship
  • Verrill, Joan R. Scholarship

Teaching with Fulbright in Bulgaria

Caroline Murphy is a recent UMF graduate who is working with Fulbright as an English Teaching Assistant (ETA) in Bulgaria. Caroline too the time to answer some of our questions about her experience thus far.

 

What made you choose Bulgaria?

I chose Bulgaria because I was very interested in living in eastern Europe and experiencing a culture different from my own, because the Bulgarian Fulbright Program is a very active and growing organization, and because I really fell in love with the country whilst in the application process – I could really see myself living and teaching there.

bulgaria-2

What are you hoping to gain from this experience?

From this experience I am hoping to gain a broader perspective on world affairs, to challenge myself to explore new teaching methods and a different way of life, and to develop my skills as an ESL (English as a second language) educator as that is one career I am considering after Fulbright.

 

How has teaching in another country changed your viewpoint/philosophy of teaching in general?

Being an ETA in Bulgaria has reinforced why I want to be a teacher and strengthened many aspects of my teaching philosophy – being as creative as possible in all aspects of classroom life, never giving up on students, always reflecting on my own teaching and trying to be better.

 

What challenges have you faced teaching in another country and how have you faced them?

Teaching in another country has been challenging for sure. The language barrier is significant – my students have varying levels of English proficiency and my Bulgarian is certainly a work in progress, so communication can be difficult. Discipline expectations are very different in Bulgaria than in the United States and this has really challenged my classroom management skills. I’ve faced these challenges by always trying to have a positive attitude and by thinking for creatively when problem solving. It’s helpful to always keep in mind what a fantastic opportunity Fulbright is and seeing every challenge as a chance to learn something new and become a stronger teacher.

 

What can you tell us about Fulbright?  What made you decide to pursue a Fulbright teaching opportunity?  How does a student apply?

The Fulbright Program is sponsored by the US Department of State and funds exchange opportunities in the form of English Teaching Assistantships and various research grants. I chose to apply for a Fulbright grant because I had a strong desire to teach English overseas and Fulbright provides a unique opportunity to completely immerse oneself in a different culture while teaching. To apply for a Fulbright grant, a student should first contact the Fulbright Campus Advisor at their school (at UMF ours is Dr. Anne Marie Wolf). They will then complete an application, have an on-campus interview, and submit their transcript. The Application deadline each year is in October, and final decisions are made the following spring.

 

How does teaching with Fulbright differ from your student teaching experience?

Fulbright is completely different from student teaching. The application process is very rigorous and receiving a Fulbright grant requires previous experience working with English Language Learners and/or prior experience living in a different culture. I have a mentor teacher, but her role is more about helping me adjust to Bulgaria and the school climate and less about assisting me with instruction. Bear in mind that this is different depending on the ETA – while I have a teaching degree and experience to back it up, many of my Fulbright colleagues come from different fields and are first time teachers, meaning they will receive more teaching assistance. But in general Fulbright is more responsibility than student teaching and is really much harder!

 

What kind of training does Fulbright provide for teachers?

Each country provides different training for English Teaching Assistants, but all provide some sort of orientation before beginning your teaching placements. I had a ten day orientation in Bulgaria’s capital city and we received some background training on ESL teaching strategies and classroom management.

 

Thank you Caroline for taking the time to tell us about your experience! For more information about Fulbright teaching opportunities visit their website or contact the UMF Fulbright Campus Advisor at anne.marie.wolf@maine.edu.

Student Teaching in South Korea

UMF student Christopher Coleman is currently completing his student teaching in South Korea teaching secondary mathematics. Christopher was able to answer the following questions for us about his experience so far:

What made you choose South Korea?

-I chose South Korea because it was the most financially sound option. I knew I wanted to study abroad at some point in my college career, but as a result of me transferring schools and majors it turned out to be difficult. My last chance to study abroad was going to be during my student teaching. Now since Daegu International School is a sister school to Lee Academy in Lee, Maine, I am able to stay here and do my student teaching for the whole 16 weeks as opposed to 8 weeks abroad and 8 weeks at home (in order to have my Maine teaching certification). The fact I’m able to stay here for 16 weeks and be financially responsible at the same time made South Korea an easy decision and has allowed me to immerse myself in another culture.

korea-3

What are you hoping to gain from this experience?

-Obviously I’m hoping to gain a lot of knowledge about teaching in general, this is the culmination of all that I’ve learned after all. Even though I’m in South Korea, I’m still teaching middle school and high school so not much has changed there. Although I’m really curious in how these students are different and what motivates them. Obviously a student in South Korea compared to a student in Maine is going to have loads of differences, but I’m constantly thinking about the similarities and how they are similar. That way if I do come back to Maine to teach, I can apply what I’ve learned here.

 

How has teaching in another country changed your viewpoint/philosophy of teaching in general?

-In Korea, the students are motivated constantly. Sometimes I need to help them focus, but for the most part they are doing their work and doing a great job with it. After high school they attend academies where they continue to study and often times go ahead of the material we are learning in class. So what motivates them has been the biggest question I’ve asked, and it’s simply that they want to get into a good American college. Every single one of them is college minded and wants to succeed, and most of them (8th and 9th graders) know exactly what they want to study. This seems to be the definition of determined and most of them have tons of determination. It has been a blessing because I’ve been able to go into some more advanced mathematical concepts and they’ve handled it fine and we’re ahead of the standards and things are going smoothly. I’ve been able to do some really awesome activities with them as a result of their level of understanding.

korea

What challenges have you faced teaching in another country and how have you gotten past them?

-What motivates me as a teacher is that I want to be able to inspire students and have them appreciate math. It’s really easy to do here when almost every student already appreciates math and learning. This has been my biggest challenge, because my philosophy has always been to motivate students through the content and get them to appreciate math. When they already appreciate math, the question becomes “how can I get them to appreciate mathematics outside of school and academy?” It comes down to just getting them to have more fun in the classroom.

 

Thank you, Christopher, for sharing your experience with us. For more information about Mr. Coleman’s time in South Korea visit his blog to stay up to date with his adventure.

Leadership Series Workshops

Are you interested in developing your leadership skills, learning about your personal leadership strengths, and learning with local community members about how to be come a leader in your community?

UMF’s Partnership for Civic Advancement is facilitating a new leadership series, including panel discussions, workshops, site visits and networking events focused on helping you to tap into your leadership potential and embrace opportunities to practice your leadership skills.

Check out their website for more information and to stay up to date on the next workshops! The next two workshops are:

Wednesday, November 2nd at 6:30 p.m. in room 103 of the Kalikow Education Center: 

“Gotta Get Through This:  Skills You Can Use to Manage Yourself and Your Life”
There are so many things to do and people to please!  This workshop is an opportunity to assess where your stress comes from and give you some new skills to help you get everything done.  Open to all students.  Attendance counts toward earning Leadership Certificate.

and Monday November 28th in the morning (time TBA) meeting in the Partnership Office and leaving from there:

“Get on the Bus”
Open to all students, but limited seating is available – reservations are required.  Attend this session to learn about leadership through service by visiting and interacting with regional health and human service providers.  Attendance counts toward earning Leadership Certificate.

EdCamp Western Maine

EdCamp Western Maine is scheduled for February 4, 2017 at Mt. Blue High School!!! EdCamps are teacher-led professional development experiences in which teachers share their expertise (in this case, about technology) and learn together about new trends and innovations in education. Come meet like-minded educators, network, share and learn!
Sign up early to make sure you’ve reserved a spot!

For more information, or to sign up, visit the EdCampWMe website today!edcamp

SAVE THE DATE: Nature Based Education Institute

The University of Maine at Farmington is pleased to announce the second Nature Based Education Summer Institute. On Friday June 23, 2017 we will host pre-conference workshops, and on Saturday June 24, 2017 we look forward to a full day of conference sessions. Please share this Save the Date with any educators who you believe might be interested in participating!
Visit our website for more information.
natre-1
Important Dates:
Late October – Call for Session Proposals will open
December 1, 2016 – Call for Session Proposals will close
December 20, 2016 – Presenters will be notified about their proposals
February 1, 2017 – Registration will be open (Attendance is limited to 125 people)

A Semester Abroad: Special Education in Ireland

Lindsay Gorman is a junior at the University of Maine at Farmington studying Special Education and International and Global Studies. Lindsay is spending her Fall 2016 semester at University College Cork in Cork, Ireland. Lindsay was able to answer some questions about her experience in Ireland, how it has differed so far from her experience at UMF, and what else she is looking forward to this semester.

lindsay-2
How has your experience at UCC differed from your experience at UMF?
-The class structure is much different than I’m used to. At UMF, the professors really encourage group discussion and collaboration. At UCC, and most European Universities, all of the classes are strictly lectures, even the education class I’m taking. The classes are much larger too, all of them have at least 100 people in it! Also, the work load is much different. For most classes, you are expected to show up to class and take notes to prepare for your final exam at the end of the semester, and that’s it. Your exam really determines your final grade.

What made you choose Ireland?

-I’ve always wanted to visit Ireland! With my last name being Gorman and my family being traced back to being from there, it’s been on my Bucket List for a while. I already knew a lot about Senator George Mitchell since I’m a Mitchell Scholar from my high school, and when I learned about the George Mitchell Peace Scholarship, I started to look more into the Senator’s work in Northern Ireland. I was really inspired with what he was able to do to create peace during the conflicts in Northern Ireland, and I wanted to learn more. And what better place to do it than Ireland itself!

What are you hoping to gain from this experience?

-With my major in Special Education and my minor in International and Global Studies, I’m really interested in learning about how other countries look at people with disabilities, such as their laws to protect them, how society perceives them, etc. I was able to learn a little bit about Tanzania’s perception of disability when I went there this past June on a travel course, but I didn’t get as much research done as I would have liked. I’m hoping that since I’m here for a whole semester, I’ll be able to really get an idea of what life is like for someone with a disability in Ireland, particularly what their education is like. I think that being culturally aware will make me a better teacher!

What differences have you found in the way special education is perceived in Ireland versus in the U.S.? Similarities?

-With the United States and Ireland both being developed nations, I’ve found a lot of similarities so far. Both seem to have had a difficult history of their treatment of people with disabilities, but both have seemed to make great progress since then. I actually learned that the reason American Sign Language and Irish Sign Language are so similar is because when Sign started to become really popular for thlindsay-1e Deaf, both Americans and Irish went to the same country to learn it, which was France. I found that really neat! That being said, there are a few differences I’ve also found. First, there seems to be a lot more non profit organizations supporting people with disabilities in Ireland. For example, one of my first days going into the city, there were some people asking for donations for Ataxia Ireland. Also, in many government run buildings, there are statues of dogs with coin slots in them, and the money goes towards Irish Guide Dogs for the Blind. I’m sure there are also organizations that support people with disabilities in the States, but it just seems to be more apparent over here. Lastly, in the field of Special Education, we use person first language, meaning we put the person before their disability when speaking about them, such as “a person with a disability” rather than “a disabled person.” That doesn’t really seem to be the case in Ireland.

What have you learned so far that has been surprising to you?

-When my professor first used the term “disabled,” it definitely surprised me, since all of the Special Education professors at UMF use person first language. Also, I was looking for local schools I might be able to volunteer at by looking at their websites. I was specifically looking to see if there was any information about their Special Education department, and was surprised to see that very few of the websites had information about it. That is something I am definitely going to look into more while I’m over here.

What has been your favorite experience so far?

-This is a very touristy answer, but a few weekends ago I went on a trip to the Ring of Kerry, and I got to see a double rainbow. It’s definitely my favorite memory so far!

Thank you Lindsay for taking the time to answer these questions and tell us about your experience. For more information about Lindsay’s experience visit her blog, and check back with us in the next few weeks for more updates.