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

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).

COURSE TITLE S.H.
FIRST YEAR REQUIREMENT -STUDENT SUCCESS
YSU 1500Success Seminar1-2
or SS 1500 Strong Start Success Seminar
or HONR 1500 Intro to Honors
General Education Requirements
ENGL 1550Writing 1 (requires a B average)3-4
or ENGL 1549 Writing 1 with Support
ENGL 1551Writing 2 (requires a B average)3
CMST 1545Communication Foundations3
Mathematics Requirement3
MATH 2665Foundations of Middle School Mathematics 24
Some courses are categorized in more than one Knowledge Domain. Courses can only be used once within the General Education model. Courses listed for Knowledge Domains below are required in this program. See page 2 for other General Education recommendations.
Arts and Humanities (6 s.h.)6
Natural Sciences (2 courses, 1 with lab) (7 s.h.)7
Social Science GER met in major
PSYC 1560General Psychology3
Social and Personal Awareness (2 courses)6
Major Requirements -Mathematics Concentration
MATH 1564Foundations of Middle School Mathematics 14
MATH 2665Foundations of Middle School Mathematics 24
MATH 3767Algebra/Geometry for Middle School Teachers 14
MATH 3768Algebra/Geometry for Middle School Teachers 24
MATH 4869Functions, Calculus, and Applications for Middle School Teachers3
MATH 4870Mathematics Seminar for Middle School Teachers3
STAT 2601Introductory Statistics3
Social Studies Concentration
HIST 1511World Civilization to 1500 (SS)3
HIST 1512World Civilization from 1500 (SS/SPA)3
HIST 2606Turning Points in United States History 2 (SS/SPA)3
HIST 3748History of Ohio3
GEOG 2640Human Geography (SS/SPA)3
GEOG 3717Geography of Europe3
POL 1560American Government (SS)3
POL 2640Contemporary World Governments (SS/SPA)3
POL 2695Model United Nations1
ECON 2610Principles 1: Microeconomics (SS)3
ECON 2631Introductory Macroeconomics for Education Majors (SS)3
ANTH 1500Introduction to Anthropology (SS)3
Professional Education Curriculum
TCED 1500Introduction to Becoming a Teacher First Year Experience Course BCOE3
EDFN 1501Introduction to Education3
PSYC 3709Psychology of Education3
SPED 2630Individuals with Exceptionalities in Society 13
EDFN 3708Education and Society3
TEMC 3702Teaching & Learning in Middle Schools 1,23
Reading Course Requirements
TERG 3701Phonics in Reading Instruction3
TERG 2610Reading Application in Content Areas Middle Years3
TERG 3702Developmental Reading Instruction 13
TERG 3703Assessment and Instruction in Reading 23
Preclinical Curriculum
TEMC 4801The Middle School Learning Community 23
TEMC 4804Middle Level Instructional Design and Student Outcomes 23
TEMC 3703Thematic Instruction and Assessment Methods in Social Studies 23
TEMC 3704Teaching Mathematics in the Middle School 23
Student Teaching Curriculum
TEMC 4802Student Teaching: Middle Childhood 210
TEMC 4803Student Teaching Seminar for Middle Childhood Education 22
Total Semester Hours152-154

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.
Plan of Study Grid
Year 1
FallS.H.
YSU 1500 Success Seminar 1
ENGL 1550
Writing 1
or Writing 1 with Support
3-4
MATH 1564 Foundations of Middle School Mathematics 1 4
POL 1560 American Government 3
TCED 1500 Introduction to Becoming a Teacher First Year Experience Course BCOE 3
Natural Science/Lab GER 4
 Semester Hours18-19
Spring
ENGL 1551 Writing 2 3
MATH 2665 Foundations of Middle School Mathematics 2 4
SPED 2630 Individuals with Exceptionalities in Society 3
PSYC 1560 General Psychology 3
EDFN 1501 Introduction to Education 3
HIST 1511 World Civilization to 1500 3
 Semester Hours19
Year 2
Fall
MATH 3767 Algebra/Geometry for Middle School Teachers 1 4
GEOG 2640 Human Geography 3
HIST 1512 World Civilization from 1500 3
PSYC 3709 Psychology of Education 3
TERG 2610 Reading Application in Content Areas Middle Years 3
CMST 1545 Communication Foundations 3
 Semester Hours19
Spring
MATH 3768 Algebra/Geometry for Middle School Teachers 2 4
TERG 3701 Phonics in Reading Instruction 3
STAT 2601 Introductory Statistics 3
GEOG 3717 Geography of Europe 3
POL 2640 Contemporary World Governments (counts as SS or SPA Elective) 3
ANTH 1500 Introduction to Anthropology (counts as SS Elective) 3
 Semester Hours19
Year 3
Fall
MATH 4869 Functions, Calculus, and Applications for Middle School Teachers 3
TERG 3702 Developmental Reading Instruction 3
HIST 2606 Turning Points in United States History 2 3
ECON 2610 Principles 1: Microeconomics 3
Arts and Humanities GER 3
HIST 3748 History of Ohio 3
 Semester Hours18
Spring
MATH 4870 Mathematics Seminar for Middle School Teachers 3
TEMC 3702 Teaching & Learning in Middle Schools 3
TERG 3703 Assessment and Instruction in Reading 3
ECON 2631 Introductory Macroeconomics for Education Majors 3
Natural Science GER 3
Arts and Humanities GER 3
 Semester Hours18
Year 4
Fall
TEMC 4801 The Middle School Learning Community 3
TEMC 3704 Teaching Mathematics in the Middle School 3
TEMC 3703 Thematic Instruction and Assessment Methods in Social Studies 3
TEMC 4804 Middle Level Instructional Design and Student Outcomes 3
EDFN 3708 Education and Society 3
POL 2695 Model United Nations 1
 Semester Hours16
Spring
TEMC 4802 Student Teaching: Middle Childhood 10
TEMC 4803 Student Teaching Seminar for Middle Childhood Education 2
 Semester Hours12
 Total Semester Hours139-140

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.