KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS
DEPARTMENT OF SECONDARY EDUCATION
EDU 326 Introduction to Middle Level Education
I.
Course Description:
The philosophy, history, structure, and future direction of middle level education and
how these topics relate to the characteristics of the middle school concept, including
curriculum and instructional strategies that are particularly appropriate for this age group.
Observations in schools with culturally diverse populations and special needs students
will target developmentally appropriate practice. 3 c.h., 3 s.h.
II.
Instructor Information:
University faculty members who meet the Pennsylvania Professional Core Faculty
Qualification Matrix will work with cooperating teachers to instruct and supervise Kutztown
University teaching candidates.
Textbook, required reading:
Membership in National Middle School Association/Pennsylvania Middle School
Association
III.
Course Rationale:
Surveys of local and regional school organization patterns indicate the growing presence
of the middle school in the districts in our service area, region and the nation. Presently,
Pennsylvania does not recognize the uniqueness of middle level education and therefore,
does not have certification programs aimed at this level of basic education. Teachers
with certification and training at the elementary and secondary level are often placed in
the middle school without sufficient understanding of the teaching and learning styles
that characterize effective middle level education. It is the purpose of this course to begin
to fill in the gaps and prepare our teaching candidates to teach middle level learners.
The literature on this level of basic education indicates that it is not the grade,
organization nor the name of the school, but the curriculum and programs that distinguish
effective middle level learning. Although district population trends, logistics, and
economics are all realities that must be faced; middle level education should be
responsive to the intellectual, socio-emotional, and physical development of the learners
between the ages of ten and fourteen. This period adheres neither to the characteristics of
childhood nor the characteristics of adolescence. Turning Points, the report of the
Carnegie Corporation on Education implores schools of education to take leadership in
preparing teachers to work with these learners who are at the turning point in their lives
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and who need significant adults who have been prepared and who have chosen to work
with young adolescents. Today’s transformed middle schools will succeed or fail based
on the ability of the middle level educators to meet the needs of these learners at this
important crossroad of their lives.
IV.
Course Objectives/ Student Learning Outcomes
A.
Relationship to Standards
Course Objectives/ Student Learning Outcomes
1.
Explain the historical foundation of the
middle school movement.
NMSA
Standard 2. Middle Level Philosophy and
School Organization
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 these organizational
components.
2.
3.
Articulate the middle school concept.
Identify the traits of the young adolescent.
Standard 2. Middle Level Philosophy and
School Organization
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 these organizational
components
Standard 1. Young Adolescent Development
Middle level teacher candidates
understand the major concepts,
principles, theories, and research
related to young adolescent
development, and they provide
opportunities that support student
development and learning.
4.
Study a young adolescent between the
ages of ten and fourteen.
Standard 1. Young Adolescent Development
Middle level teacher candidates
understand the major concepts,
principles, theories, and research
related to young adolescent
development, and they provide
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opportunities that support student
development and learning.
5.
Identify how special needs students
experience the middle years.
Standard 1. Young Adolescent Development
Middle level teacher candidates
understand the major concepts,
principles, theories, and research
related to young adolescent
development, and they provide
opportunities that support student
development and learning.
6.
Discuss the impact of young adolescence
on culturally diverse learners.
Standard 1. Young Adolescent Development
Middle level teacher candidates
understand the major concepts,
principles, theories, and research
related to young adolescent
development, and they provide
opportunities that support student
development and learning.
7.
Identify the characteristics of an effective
middle level educator.
Standard 7. Middle Level Professional Roles
Middle level teacher candidates
understand the complexity of teaching
young adolescents, and they engage in
practices and behaviors that develop
their competence as professionals.
8.
9.
Examine curriculum patterns that are
developed to meet the needs of the young
adolescent.
Standard 3. Middle Level Curriculum and
Assessment
Analyze a particular middle school’s
organizational pattern.
Standard 2. Middle Level Philosophy and
School Organization
Middle level teacher candidates
understand the major concepts,
principles, theories, standards, and
research related to middle level
curriculum and assessment, and they
use this knowledge in their practice.
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 these organizational
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10.
Identify instructional strategies that are
appropriate for middle level learners.
components
Standard 5. Middle Level Instruction and
Assessment
Middle level teacher candidates
understand and use the major
concepts, principles, theories, and
research related to effective
instruction and assessment, and they
employ a variety of strategies for a
developmentally appropriate climate
to meet the varying abilities and
learning styles of all young
adolescents.
11.
Working in a team, develop an
interdisciplinary plan.
Standard 3. Middle Level Curriculum and
Assessment
Middle level teacher candidates
understand the major concepts,
principles, theories, standards, and
research related to middle level
curriculum and assessment, and they
use this knowledge in their practice.
B.
Relationship to Conceptual Framework:
Knowledge:
Communication
Interpersonal Skills
Critical Skills
Skills:
Scholarly Inquiry
Reflective Wisdom
Integration of Discipline
Dispositions:
1. Respect all young adolescents and their families.
2. Realize the importance of privacy and confidentiality of information when working with
family members.
3. Value the variety of resources available in communities.
4. Are committed to helping family members become aware of how and where to receive
assistance when needed.
5. Value and appreciate all young adolescents regardless of family circumstances, community
environment, health, and/or economic conditions.
6. Value the enrichment of learning that comes from the diverse backgrounds, values, skills,
talents and interests of all young adolescents and their families..
7.
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Realize and value the importance of communicating effectively with family and community members
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8. Respect all young adolescents and their families.
9. Realize the importance of privacy and confidentiality of information when working with
family members.
10. Value the variety of resources available in communities.
11. Are committed to helping family members become aware of how and where to receive
assistance when needed.
12. Value and appreciate all young adolescents regardless of family circumstances, community
environment, health, and/or economic conditions.
13. Value the enrichment of learning that comes from the diverse backgrounds, values, skills,
talents and interests of all young adolescents and their families.
14. Realize and value the importance of communicating effectively with family and community
members.
Accept the responsibility of working with family and community members to increase student welfare
and learning
V.
Assessment
A.
Core Assignment (See Attachment)
Final Grade Assessment
1.
Classroom participation
Missed 1-2
missed 3-4
missed 5-6
missed more than 6
classes
A
B
C
D
2.
Insight into young adolescent development as measured on Turf Map.
A
B
C
D
3.
Involvement in a study of young adolescent (Shadow Study) or his/her
school or application of knowledge of this developmental level
A
B
C
D
4.
Understanding of teaming.
A
B
C
D
Ability to conduct an advisory class
A
B
C
D
5.
6.
Knowledge of a variety of developmentally appropriate instructional
strategies
A
B
C
D
7.
8.
Participation in an integrated unit
A
B
C
D
Middle level assessment and management strategies consistent with
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philosophy of teaching and learning.
A
B
C
D
9.
Ability to discuss the concept of middle level education
A
B
C
D
10.
Demonstration of middle level expertise
A
B
C
D
Rationale:
Signature _________________________Date _________________________
Criteria
B.
VI.
Target
A
10-9
Acceptable
B
8-7
Unacceptable
C
6
Other Assessments based on a subset of the following:
Active participation in class and in discussions
Creation of turf map poster of when the student was between the ages of 11 and
14
A shadow study at a middle school
Advisory lesson plan group project
Team learning station group project
Concept map: Each team will develop a concept map of an interdisciplinary unit
utilizing Inspiration.
Integrated unit: Each team will develop an integrated unit based on Beane’s
intersection of personal and social concerns.
Final examination project will be an artifact that demonstrates the individual’s
ability to teach at the middle level
Completion of the final grade assessment
Midterm examination
Final examination
Analysis of a middle school
Course Outline
I.
History of middle level education
A.
The junior high school
B.
The middle school concept
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II.
Learner traits
A.
Physical
B.
Cognitive
C.
Socio-emotional
D.
Cultural
III.
Exceptional learners
A.
Mentally challenged
B.
Physically challenged
C.
Learning disabled
D.
Gifted and talented
IV.
Factors that can place middle level learners at risk
A.
Low self concept/self-esteem
B.
Poverty
C.
Abuse
D.
Violence
E.
Family instability
V.
Characteristics of at risk youths
A.
Low self-esteem/self concept
B.
Family instability
C.
Truancy
D.
Drugs and alcohol
E.
Eating disorders
F.
Academic failure
G.
Suicide
VI.
Prevention and intervention strategies
A.
Advisor/advisee
B.
Teacher as counselor
C.
Student Assistance Program
D.
Instructional Support Team
VII.
Organizational patterns
A.
Grade configuration
1.
K-8
2.
5-8
3.
7-9
B.
School within a school
C.
Team teaching
D.
Interdisciplinary units of study
E.
Scheduling variations
1.
Exploratory periods
2.
Traditional
3.
Flexible schedules
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VIII.
VIII.
Curriculum
A.
Affective
B.
Core
C.
Exploratory
D.
School within a school
E.
Co-curricular
F.
Interdisciplinary units of study
G.
Service learning
H.
Technology
IX.
Instructional strategies
A.
Flexible grouping
B.
Interdisciplinary planning
C.
Active learning
D.
Cross age tutoring
E.
Learning activities packages
F.
Group investigation
G.
Independent study
H.
Simulations
I.
Using technology
J.
Cooperative learning
K.
Learning centers
Other Policies
A.
Accommodations
Any student who has a need for accommodation based on the impact of a
disability should privately contact the Director, Office of Service to Americans
with Disabilities to discuss the specific situation as soon as possible. Contact the
Director at 610-683-4108 in the Stratton Administration Building to coordinate
reasonable accommodations
B.
Academic Honesty
Any acts of academic dishonesty by students, such as plagiarism on written
papers or cheating on exams, threaten to undermine the educational and ethical
goals of the University for its students. Such violations are of the utmost
seriousness. The goal of the following policy and procedures is to promote a
climate of academic honesty for all individuals at the University (The Key, p. 47).
C.
Attendance Policies
Attendance and participation are essential.
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IX.
Instructional Resources
Alexander W. M. & George, P.S. (2003). The exemplary middle school. New York: Holt:
Thomson and Wadsworth.
Arth, A., Lounsbury, J., McEwin, K. & Swaim, J. (1995). Middle level teachers: portraits of
excellence. Columbus, OH: National Middle School Association.
Brown, D. F. (2002). Becoming a successful urban teacher. Heinemann.
Carnegie Council on Adolescent Development (1989). Turning points: preparing American
youth for the twenty-first century. New York: Carnegie Corporation.
Doda, N. & Thompson, S. eds. (2002). Transforming ourselves, transforming schools: middle
school change. National Middle School Association.
Elkind, D. (1994). All grown up and no place to go. Reading, MA: Perseus Books.
Galassi, J.P., Gulledge, S.A. & Cox, N.D. (1998). Advisory: definitions, descriptions, decisions,
directions. Westerville, OH: National Middle School Association.
George, P., Lawrence, G., & Bushnell, D. (1998). Handbook for middle school teaching (2nd
ed.). New York: Longman.
Irvin, J. (ed.) (1997). What current research says to the middle level practitioner. Columbus,
OH: The National Middle School Association.
Jackson, A.W. & Davis, G.A., eds. (2000). Turning points 2000: educating adolescents in the
21st century. New York: Teachers College Press.
Jackson, A.W. & Davis, G.A., eds. (2000). Turning points 2000 study guide. New York:
Teachers College Press.
Knowles, T. & Brown, D. F. (2000). What every middle school teacher should know.
Portsmouth, NH: Heinemann.
McEwin, C.K., Thomason, J.T. (1989). Who are they: how we teach. Columbus, OH: National
Middle School Association.
Mee, C. (1997). 2,000 voices: young adolescents’ perceptions and curriculum implications.
Westerville, OH: National Middle School Association.
Merenbloom, E. Y. (1991). The team process: a handbook for teachers. Westerville, OH:
National Middle School Association.
Muth, D. & Alvermann, D. (1992). Teaching and learning in the middle grades. Boston: Allyn
and Bacon.
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Perlstein, L. (2004). Not much, just chillin’: the hidden lives of middle schoolers. Ballantine
Books.
Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New York: G.P.
Putnam and Sons.
Pollack, W. (1998). Real boys. New York: Henry Holt and Company.
Powell, S. D. (2004). Introduction to middle school. Pearson Education.
Rottier, J. (1996). Implementing and improving teaming: A handbook for middle level leaders.
Westerville, OH: National Middle School Association
Schurr, S. (1999). Authentic assessment: Using product, performance, and portfolio from A to
Z. Westerville, OH: National Middle School Association.
Schurr, S. (1989). Dynamite in the classroom: A how-to handbook for teachers. Westerville,
OH: National Middle School Association.
Schurr, S. (1995). Prescriptions for success in the heterogeneous classrooms. Westerville, OH:
National Middle School Association.
Schurr, S., Lewis, S., Lamorte, K., & Shewey, K. (1996). Signaling student success: Thematic
learning stations and integrated units. Westerville, OH: National Middle School
Association.
Schurr, S., Thomason, J., & Thompson, M. (1996). Teaching at the middle level: a professional
handbook. Lexington, MA: DC Heath and Company.
Silver, D. (2003). Drumming to the beat of a different marcher: finding the rhythm for teaching a
differentiated classroom. Incentive Publications, Inc.
Stevenson, C. & Carr, J. (1993). Integrated in the middle grades: Dancing through walls.
Wellston, VT: Teachers College Press.
Stevenson, C. (1992). Teaching ten to fourteen year olds. White Plains, NY: Longman.
This We Believe. (2003). Westerville, OH: National Middle School Association.
Thompson, S., ed. (2004). Reforming middle level education: considerations for policymakers.
Information Age Publishing and National Middle School Association.
Through the looking glass: the future of middle level education. (November 1996) Reston, VA:
National Association of Secondary Schools Principals.
Williamson, R.D. (1998). Scheduling middle level schools: tools for improved student
achievement. Reston, VA: National Association of Secondary School Principals.
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Wheelock, A. (1992). Crossing the tracks: How “untracking” can save America’s schools. New
York: New Press
Wheelock, A. (1998). Safe to be smart: building a culture for standards-based reform in the
middle grades. Westerville, OH: National Middle School Association.
Wiles, J. & Bondi J. (2001). The new American middle school: educating preadolescents in an
era of change. (3rd ed.) Upper Saddle River, NJ: Merrill Prentice-Hall.
Wolfgang, C.H. (1999) Strategies for teaching self-discipline in the middle grades. Boston:
Allyn and Bacon.
Wong, H.K., & Wong, R.T. (1998). The first days of school: How to be an effective teacher.
Harry K. Wong Publications.
http://www.middleweb.com
http://www.nmsa.org
http://www.mgforum.org
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