This is an archived copy of the 2016-2017 catalog. To access the most recent version of the catalog, please visit

Female Student at Graduate

Dr. Megan List, Program Coordinator


In cooperation with various discipline departments in the University, the Department of Teacher Education offers a four-year middle childhood license approved by the Ohio Department of Education.  The Middle Childhood License  (Grades 4-9), Bachelor of Science in Education degree requires a minimum of 127 semester hours of course work (each concentration area requires a specific number of semester hours) including a semester of student teaching.  Please refer to the four year plan for additional information.  This teaching license 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.  

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. 

Professional Dispositions:  

In addition to the above learning outcomes, 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 in ad Field experiences 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

  • FOUN 1501 Introduction to Education
  • FOUN 3708 Education and Society
  • SPED 2630 Individuals with Exceptionalities in Society
  • TERG 3701 Phonics in Reading Instruction
  • TERG 3702 Developmental Reading Instruction and Literature Strategies PreK-9
  • TERG 3703 Assessment and Instruction in Reading Internship, PreK-9
  • TERG 3710 Reading Application in Content Areas, Middle Years

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 to BCOE Room 2101, by September 1 for the preclinical experience.  Contact the Beeghly College of Education, academic advisors for minimum preclinical prerequisites. 

  • TEMC 3702 Teaching & Learning in Middle Schools
  • 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


  • TEMC 3705 The Teaching of Science in the Middle School


  • TEMC 3706 Teaching Language Arts 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 137 during this experience.

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


Advisement is provided by the academic advisors in the Beeghly College of 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 licence area.  The assessments are aligned with Ohio's New Learning Standards.  Teacher candidates must pass these exams prior to student teaching.

002 Assessment of Professional Knowledge (All MCE Candidates)

028 Middle Grades English Language Arts (for those with English Language Arts concentration)

030 Middle Grades Mathematics (for those with Mathematics concentration)

029 Middle Grades Science (for those with Science concentration)

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


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).