Bachelor of Science in Education in Middle Childhood Education (4-9), Language Arts-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), Social Studies and Language Arts Concentration, approved by the Ohio Department of Education. The Middle Childhood Social Studies and Language Arts License (Grades 4-9), Bachelor of Science in Education degree requires a minimum of 134 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 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 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.

028 Middle Grades English Language Arts (for those with English Language Arts 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
One of the following courses may be taken to fulfill Math GER
Quantitative Reasoning
OR:
Foundations of Middle School Mathematics 2 ((Mathematics Concentration takes this course)
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.)
The required 6 s.h. are met with courses in the major.
Natural Sciences (2 courses, 1 with lab) (7 s.h.)7
Social Science (6 s.h.)
PSYC 1560General Psychology3
Remaining 3 s.h. are met with courses in the major.
Social and Personal Awareness (6 s.h.)
The required 6 s.h. are met with courses in the major.
Major Requirements Language Arts Concentration
CMST 2656Interpersonal Communication3
ENGL 2610World Literature (AH/SPA)3
ENGL 2618American Literature and Diversity (AH/SPA)3
ENGL 2651Introduction to Language (SS/SPA)3
ENGL 3700Literary Study3
ENGL 3704Literature for Middle School Readers3
ENGL 3730Teaching Language Arts3
ENGL 3739Writing for Middle School Teachers3
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 Governments3
ECON 2610Principles 1: Microeconomics (SS)3
ECON 2631Introductory Macroeconomics for Education Majors (SS)3
ANTH 1500Introduction to Anthropology (SS)3
Professional Education Curriculum
TCED 2600Becoming an Education Professional1
TCED 2601Diversity and Equity in the Classroom1
PSYC 3709Psychology of Education3
EDFN 1501Introduction to Education3
SPED 2630Individuals with Exceptionalities in Society 13
SPED 2630LIndividuals with Exceptionalities in Society Laboratory Experience0
EDFN 3708Education and Society3
TEMC 3702Teaching & Learning in Middle Schools 1,23
Reading Course Requirements
TERG 2605Reading Foundational Skills Across Content Areas Pre-K – 123
TERG 3700Phonological Awareness and Phonics3
TERG 3720Developmental Reading Instruction: Vocabulary, Comprehension, and Writing3
TERG 3730Reading Assessment, Instruction, and Intervention3
Preclinical Curriculum
TCED 4800LLaboratory Experience for Teaching All Learners0
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 3706Teaching Language Arts in the Middle School 23
Student Teaching Curriculum
TEMC 4802Student Teaching: Middle Childhood 210
TEMC 4803Student Teaching Seminar for Middle Childhood Education 22
TCED 5888ESeminar edTPA Review1
Total Semester Hours134-136
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         _____ENGL 2651, 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
or Strong Start Success Seminar
or Intro to Honors
1-2
ENGL 1550
Writing 1
or Writing 1 with Support
3-4
ENGL 2618 American Literature and Diversity (counts as AH or SPA Elective) 3
POL 1560 American Government (counts as SS Elective) 3
EDFN 1501 Introduction to Education 3
TCED 2600 Becoming an Education Professional 1
TCED 2601 Diversity and Equity in the Classroom 1
Natural Science/Lab GER 4
 Semester Hours19-21
Spring
ENGL 1551 Writing 2 3
ENGL 2610 World Literature (counts as AH or SPA Elective) 3
SPED 2630 Individuals with Exceptionalities in Society 3
SPED 2630L Individuals with Exceptionalities in Society Laboratory Experience 0
PSYC 1560 General Psychology 3
HIST 1511 World Civilization to 1500 3
MATH 2623 Quantitative Reasoning 3
TERG 2605 Reading Foundational Skills Across Content Areas Pre-K – 12 3
 Semester Hours21
Year 2
Fall
ANTH 1500 Introduction to Anthropology 3
HIST 1512 World Civilization from 1500 3
CMST 1545 Communication Foundations 3
ENGL 2651 Introduction to Language 3
ECON 2610 Principles 1: Microeconomics 3
 Semester Hours15
Spring
ENGL 3700 Literary Study 3
TERG 3700 Phonological Awareness and Phonics 3
CMST 2656 Interpersonal Communication 3
GEOG 2640 Human Geography 3
POL 2640 Contemporary World Governments (counts as SS or SPA Elective) 3
ECON 2631 Introductory Macroeconomics for Education Majors 3
 Semester Hours18
Year 3
Fall
ENGL 3704 Literature for Middle School Readers 3
HIST 2606 Turning Points in United States History 2 3
PSYC 3709 Psychology of Education 3
TERG 3720 Developmental Reading Instruction: Vocabulary, Comprehension, and Writing 3
Natural Science GER 3
HIST 3748 History of Ohio 3
 Semester Hours18
Spring
ENGL 3730 Teaching Language Arts 3
ENGL 3739 Writing for Middle School Teachers 3
GEOG 3717 Geography of Europe 3
TEMC 3702 Teaching & Learning in Middle Schools 3
TERG 3730 Reading Assessment, Instruction, and Intervention 3
 Semester Hours15
Year 4
Fall
TEMC 4801 The Middle School Learning Community 3
TCED 4800L Laboratory Experience for Teaching All Learners 0
TEMC 3703 Thematic Instruction and Assessment Methods in Social Studies 3
TEMC 3706 Teaching Language Arts in the Middle School 3
TEMC 4804 Middle Level Instructional Design and Student Outcomes 3
EDFN 3708 Education and Society 3
 Semester Hours15
Spring
TEMC 4802 Student Teaching: Middle Childhood 10
TEMC 4803 Student Teaching Seminar for Middle Childhood Education 2
TCED 5888E Seminar edTPA Review 1
 Semester Hours13
 Total Semester Hours134-136

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.