I. Course Title: Philosophical Foundations of Middle Level Education
II. Course Number: EDME 410
III. Credit Hours: 3 credits
IV. Prerequisites: Admission to Teacher Education Program and a minimum 2.5 GPA
V. Course Description:
The goal of this course is to examine characteristics of exemplary Middle Schools
to foster student success. We will explore the concepts of teaming, interdisciplinary
programs, advisories, collaboration, community building and working with parents and
communities.
VI. Detailed Description of Content of the Course:
1. Interdisciplinary Teaming-
- a) Purpose
- b) Team building process and strategies
- c) Professionalism and collaboration
- d) Involving students
- e) Support staff/aides
2. Advisor/advisee Programs-
- a) Purpose
- b) Teacher's role and responsibilities
- c) Planning programs
- d) Community building
3. Middle school teaching strategies
- a) Discussion in the classroom
- b) Differentiated instruction
- c) Group work/project- based assignments
4. Working with Parents-
- a) Beginning the year/Invitational approaches
- b) Communicating effectively
- c) Involving parents
- d) Conferencing
- e) Professionalism and angry parents
5. Connecting with the Community
- a) Ways to get to know the community
- b) Identifying and using resources
- c) Possibilities for service
VII. Detailed Description of Conduct of Course:
This course will be conducted in lecture, activity, and discussion-based formats with
opportunities for hands-on, experiential activities.
VIII. Goals and Objectives of the Course:
Goals, objectives, and assignments address the Virginia Department of Education regulations
as well as the Association for Middle Level Education recommendations for preparing
middle level educators with concentrations in Language Arts, Math, Social Studies,
and Science. Candidates successfully completing this course will be able to demonstrate
developing knowledge, skills, and dispositions of the following:
- GOAL 1: Identify the characteristics of Middle School Concept
- GOAL 2: Develop the ability to plan and teach collaboratively to facilitate interdisciplinary
learning
- GOAL 3: Develop knowledge of how to apply a variety of school organizational structures,
schedules, groupings, and classroom formats appropriately for middle level learners
- GOAL 4: Recognize and explain the importance of the commitment to professional growth
and development through reflection, collaboration, and continuous learning
- GOAL 5: Recognize and explain the importance of working with parents and the community
Having successfully completed this course, the teacher candidate will be able to:
- Examine the history of the Middle School Movement
- Identify key elements of the Middle School Concept (advisories, teaming, interdisciplinary
learning, collaboration)
- Examine components to effective interdisciplinary learning
- Develop skills to effectively collaborate with team members, parents and other school
personnel
- Examine effective elements of advisories
- Develop an advisory unit in order to build community
- Examine the concept of teaming and how it can positively impact middle school learners
- Demonstrate collaboration skills and reflective listening skills.
- Examine various discussion models which support differentiated instruction
- Identify elements of differentiated instruction
- Develop frameworks, strategies and skills to implement differentiation in the middle
school classroom
- Examine positive ways parents, students, teachers, and school personnel can support
student success in the classroom
- Identify unique variables of a community that impacts a school system
- Examine the concept of place-based education and how that relates to teaching middle
school students
IX. Assessment Measures:
The assessments may include but are not limited to:
- Class attendance and participation. Given the interactive nature of the class and
its correlation with field experiences, students will make peer evaluations in regard
to attendance and contributions to the group.
- Writing Tasks. Students will keep written reflections on their experiences and/or
readings. These will be evaluated in terms of their promptness, relevance, and insightfulness.
- Case Study Analyses. Written responses to selected case studies will be required.
These will be evaluated on the inclusion and appropriate use of knowledge about young
adolescents.
- Advisory Unit. Teacher candidates will develop an advisory unit aligned with the best
practices.
Review and Approval
August 2006 Dr. Elizabeth D. Dore
April 2020 Dr. Ann Mary Roberts
August 2020