Bachelor of Science in Education in Middle Childhood Education (4-9), Mathematics-Social Studies Concentration

Program Coordinator

Dr. M. Kathleen L. Cripe, Chairperson and  Program Coordinator

OVERVIEW

In cooperation with various academic discipline departments in the University, the Department of Teacher Education and Leadership Studies offers a four-year Middle Childhood Education Program (grades 4-9), Math and Social Studies Concentration, approved by the Ohio Department of Education.   The Middle Childhood, Math and Social Studies License (Grades 4-9), Bachelor of Science in Education degree requires a minimum of 137 semester hours of course work.  This teaching field also requires passage of the Ohio Assessments for Educators in order to be eligible to student teach. 

EMPLOYMENT OPPORTUNITIES

Graduates of the Middle Childhood Program will be qualified to teach in the grades 4-9 classroom.  Additional opportunities may be available in the private sector to tutor students. It is recommended that students in this major consider adding the Middle Childhood Generalist Endorsement to increase marketability.  

Professional Dispositions 

Teacher candidates are expected to display the following professional dispositions:

• Creating fairness in the classroom
• Providing an inclusive environment that is safe and conducive to learning
• Demonstrating the belief that all students can learn
• Fostering collaborative relationships to support student learning and well- being
• Exhibiting professional skills

FIELD EXPERIENCES AND STUDENT TEACHING

Students complete over 150 hours of preclinical experiences, and additional field experiences, which are included in the following courses and offer opportunities to provide varying levels of classroom support (observing, one-on-one tutoring, small group teaching, co-teaching, whole class teaching).

Field Experiences

• EDFN 1501 Introduction to Education
• EDFN 3708 Education and Society
• SPED 2630 Individuals with Exceptionalities in Society
• TERG 3701 Phonics in Reading Instruction
• TERG 3702 Developmental Reading Instruction
• TERG 3703 Assessment and Instruction in Reading
• TERG 2610 Reading Application in Content Areas Middle Years
• TEMC 3702 Teaching & Learning in Middle Schools

Preclinical Field Experiences  

The preclinical experience is conducted in local schools and provides an opportunity for teacher candidates to complete an in-depth field experience prior to student teaching.  This field experience requires a substantial time commitment, as teacher candidates spend the entire day in schools during designated weeks. The Middle Childhood preclinical experience is scheduled during the fall semester.  Applications for the preclinical experience must be submitted (1) one year in advance on TaskStream, by September 1st for the preclinical experience.  Contact the Education Academic Advisors for minimum preclinical prerequisites. 

• TEMC 4804 Middle Level Instructional Design and Student Outcomes
• TEMC 4801 The Middle School Learning Community
• TEMC 3703 Thematic Instruction and Assessment Methods in Social Studies
• TEMC 3704 Teaching Mathematics in the Middle School

Student Teaching

Students complete a 16 week student teaching experience.  Students must pass the edTPA performance-based assessment with a minimum score of 39 during this experience.

• TEMC 4803 Student Teaching Seminar for Middle Childhood Education
• TEMC 4802 Student Teaching: Middle Childhood

ADVISEMENT

Advisement is provided by the Academic Advisors in Education.  Majors in this program must complete general education requirements, subject area curriculum requirements, reading course requirements, and professional education requirements.  Prior to student teaching, all adolescent/young adult majors must complete a preclinical experience. 

REQUIRED ASSESSMENTS

The Ohio Assessments for Educators (OAE) assess the content area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator license or adding a new license area.  The assessments are aligned with Ohio's New Learning Standards.  Teacher candidates must pass these exams prior to student teaching.

030 Middle Grades Mathematics (for those with Mathematics concentration)

031 Middle Grades Social Studies (for those with Social Studies concentration)

090 Foundations of Reading

ENDORSEMENTS

The following endorsements are available to individuals holding this teaching license and may increase marketability:  K-12 TESOL Endorsement, K-12 Reading Endorsement, Middle Childhood Generalist Endorsement (enables teaching in content areas not included in current course of study).

¹

 Prerequisites for preclinical curriculum.

²

 Upper division course.

General Information

• It is highly recommended that all teacher candidates meet with an academic advisor every semester.
• Neither admission to the University nor declaration of a major related to a teaching field guarantees admission to the TELS Teacher Education Programs or candidacy for a teaching license.
• A grade of “C” or better is required in all courses.  Some courses cannot be taken CR/NC.  Check with an Advisor. Professional education and preclinical courses may only be repeated one time.

Upper Division

• Formal Admission to Teacher Education (Upper-Division) is required before teacher candidates are allowed to enroll in certain junior and senior level courses in TELS. 
• Upper division requirements:
  • _____ Completion of 50 SH
  • _____ Minimum 2.75 overall GPA
  • _____ “B” average or better (A-C, B-B) for: ENGL 1550 and ENGL 1551.
    • If failure to meet “B” average above must also complete: 
      • _____ ENGL 2601 grade of “B” or better.
    • If you receive a “C” or below you will need to retake the course.
• _____ “B” average or better (B-B-B, A-B-C) across the following: 

_____ EDFN 1501         _____ CMST 1545

_____ SPED 2630         _____MATH 1564, HIST 2606, or HIST 1511

• After completing a minimum of 50 SH, submit the following:
  • Upper Division application (Portal)
  • Good Moral Character Statement
  • Copy of BCI & FBI clearances
  • Writing prompt (Blackboard)
• Deadlines for submission for upper division status (late applications may not be accepted):
  • September 1—to register for Upper Division Courses for Spring
  • February 1—to register for Upper Division courses for Summer & Fall

Admission to Preclinical and Evaluation for Graduation

• Request must be submitted to TaskStream one year prior to the intended preclinical semester no later than:
• September 1—for Fall preclinical (Late applications may not be accepted)
• February 1—for Spring preclinical (Late applications may not be accepted)
• Content GPA (2.67 minimum), Professional GPA (2.67 minimum), Overall GPA (2.75 minimum).

Student Teaching

• Student teaching application must be submitted following instructions found on the portal.
• Late applications will likely result in a delay to student teaching by one semester. Application and forms are due to the Office of Student Field Experience:
  • September 1—to Student Teach the following Spring Semester
  • February 1—to Student Teach the following Fall Semester
• Prerequisites:
  • BCOE Upper Division status
  • Overall 2.75 GPA
  • Minimum of 2.67 GPA in subject area curriculum and 2.67 in professional education courses with no grade less than a “C”
  • Passage of OAE test(s) and ACTFL tests for foreign language

Completing a Bachelor of Science in Education with Licensure

• Successful completion of student teaching (endorsed) with CPAST average score of 2 with no zeros
• Minimum score of 39 on edTPA, with the exception of a 34 for Foreign Language

Completing a Bachelor of Science in Education without Licensure

• A teacher candidate may choose to graduate without licensure.  Teacher candidates who wish to graduate without licensure must take TCED 4830 (3 SH) capstone course in place of student teaching.

Learning Outcomes

The following learning outcomes are based on The Ohio Standards for the Teaching Profession.  These standards were developed for use as a guide for teachers as they continually reflect upon and improve their effectiveness as educators throughout all of the stages of their careers. These standards serve as an important tool for teachers as they consider their growth and development in the profession. These standards in developing and content of our teacher education programs.  They are interrelated and connect in teachers’ practice.

• Teachers understand student learning and development and respect the diversity of the students they teach.
• Teachers know and understand the content area for which they have instructional responsibility.
• Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
• Teachers plan and deliver effective instruction that advances the learning of each individual student.
• Teachers create learning environments that promote high levels of learning and achievement for all students.
• Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
• Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

The learning outcomes for this program, align with the 5 Standards of the Association for Middle Level Education (AMLE):

• Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their practice.  They demonstrate their ability to apply this knowledge when making curricular decisions, planning and implementing instruction, participating in middle level programs and practices, and providing healthy and effective learning environments for all young adolescents.
• Middle level teacher candidates understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter.  They use their knowledge and available resources to design, implement, and evaluate challenging, developmentally responsive curriculum that results in meaningful learning outcomes.  Middle level teacher candidates demonstrate their ability to assist all young adolescents in understanding the interdisciplinary nature of knowledge.  They design and teach curriculum that is responsive to all young adolescents’ local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). 
• Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within middle level organizational components.
• Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment.  They employ a variety of developmentally appropriate instructional strategies, information literacy skills, and technologies to meet the learning needs of all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).
• Middle level teacher candidates understand their complex roles as teachers of young adolescents.  They engage in practices and behaviors that develop their competence as middle level professionals.  They are informed advocates for young adolescents and middle level education, and work successfully with colleagues, families, community agencies, and community members.  Middle level teacher candidates demonstrate positive dispositions and engage in ethical professional behaviors.