Keeping Teachers in the Middle
(and Highly Qualified)
Deborah McMurtrie, Ph.D.
Gary Senn, Ph.D.
Bridget Coleman, Ph.D.
University of South Carolina Aiken
The Issues
• Teachers licensed in elementary or secondary
education yet hired to teach in middle schools
often want to continue teaching in the middle
grades.
• Teachers can become “highly qualified” with
add-on middle level licensure.
Add-on Licensure Requirements in SC
• Middle Grades Philosophy and Organization
• Adolescent Growth and Development
• Reading and Writing in the Content Areas
Meeting the Needs
• Assist in-service teachers in gaining specific
preparation in early adolescence and middle
school philosophy
• USCA School of Education faculty have redesigned courses in a convenient, on-line
format per the request of individual teachers
and districts as a whole
What do the teachers feel they need?
• Knowledge of early adolescent students
• Support to implement Middle School Philosophy
& Organization
• Interdisciplinary planning
• Resources for innovative instructional strategies
How can we keep teachers in the
“middle grades” and “highly qualified?”
How is this addressed by other institutions?
Share your ideas for meeting the increasing
demand for effective, on-line middle level
education courses.
Points for Discussion
• Similar issues at other institutions?
• Effective Strategies used for On-line Courses?
• On-line Structure / Platform
Blackboard, Edmodo, Moodle, Schoology, TopHat,
Google Apps, Weebly, Voki
Ideas to Promote Collaboration Among
Teachers in On-line Courses
• Discussion Board Threads
– Original post
– 3 Reply posts to classmates
• Small Groups or Learning Teams
Begin with Team Charter
End with reflection on team performance and
evaluation of members’ contributions
• Other ideas:
Teacher Reflections
• “It is amazing to me that all of this wonderful information about
adolescent growth and development exists and many people do
not utilize it. Parents, educators, and policymakers should be
required to take this course! It needs to be our daily goal to use
our teachable moments and our knowledge of adolescents to
help improve our students and ultimately our society.” –Elizabeth
• “I have already changed a few things I do in my classroom as a
result of taking this course. My understanding of adolescent (and
young adult) emotional development has changed how I view
many of my students. I understand them and their outrageous
behaviors much better. Our relationships are stronger and our
interactions are much more positive.” –Lindsay
Teacher Reflection
The course was a huge help for me in getting highly qualified at
the middle level.
I also wish that the other students had kept up their "end of the
bargain" and participated.
I appreciate your feedback and your creative ways of having us
learn the material. I really liked the way our assignments were
designed to break down the chapters and give some personal
reflections as well. I also liked the discussion springboards,
especially the one where we thought of a fictional character and
applied what we have learned to that character. Very
creative! Also, you introduced me to Prezi and several websites
that I will be using in August! -- Joe
Session Evaluation
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electronically on the conference app, or complete the paper evaluation
located in the back of the program book.
CEU Code
Earn Continuing Education Units (CEU) to maintain your teaching
certification. Write down the CEU Code for every session you attend
on the CEU card located in the back of the program book.
CEU Code: WB-37