Middle/Secondary Curriculum Map
Professional Core Requirements of all CoE Students: ED 112, ED 245, ED 241, ED 242, ED 244, ED 492
Program Specific Requirements: ED 227, ED 228, ED 327, ED 398, ED 433, ED 498W, ED 423, ED 425, ED 434
Professional Content Hours= 45
Statement of Intent
The Middle-Secondary Program is committed to preparing teachers to work toward achieving our college’s core values and shared vision for
education. We believe all our programs must prepare our students for schools as they should be, not simply perpetuating schools as they
currently exist. The Middle-Secondary Program at Butler University is a comprehensive teacher education program for undergraduates
seeking licensure in grades 5-12.
These beliefs serve as a compass to guide the work we do with students within our program and are the principles that we hope will guide the
work our students will do with their future students.
Primacy of the learner: Core Value: Diversity and Similarity
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Meeting the needs of the learner through the development of caring relationships is the most important part of our work.
Student needs are social, cultural, linguistic, developmental, physical, emotional, and cognitive in nature.
Meeting the foregoing needs provides safe opportunities for students to take risks that lead to individual growth.
Students come first.
Ethic of Care: Core Value: Integrity and Responsibility
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Our work with students, schools, teachers, the community, and each other will be grounded in an ethic of care, compassion, honesty,
respect and transparency.
Developing caring relationships creates space for transformative experiences to happen.
Significance of Knowledge Base: Core Value: Collaboration of Theory and Practice
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Content knowledge and pedagogical knowledge are inextricably intertwined.
Theory and practice are linked, but ever-changing. This means we must intentionally model life-long learning.
Having a deep understanding of this knowledge base strengthens teachers’ ability to make informed curriculum decisions in the classroom.
Integrated Inquiry Curriculum: Core Value: Collaboration of Theory and Practice
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Content areas are integrated through meaningful connections and shared assessments.
Inquiry mindset is modeled by learning alongside our students and being open to living with uncertainty and yet to be answered questions.
Site-based Collaborative Experiences: Core Value: Teaching, Learning, and Mentoring
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Placements are purposeful and community stakeholders are considered a part of the larger learning community.
Relationships are nurtured with classroom teachers, university supervisors, and faculty
Collaboration is seen as an intentional part of a teacher’s work.
Revised Draft July 2010
Core II.
Course
ED 227:
(Intro to
Mid/Sec)
ED 228:
(Content
Literacy)
Current Course Description
Upon exiting Core II our students will…
In ED 227, candidates are introduced to middle-school
students’ developmental needs, middle school curriculum
organizational structures and alternative school structures.
Candidates investigate the developmental needs of learners,
appropriate school environments, activities, and curricular
organization. Further, course content is tied to field
experience focusing on the observation of learners and their
specific needs. Candidates spend approximately 25 hours
conducting guided field observations and tutoring students
and small groups. The experience is arranged by program
faculty and guided by the instructor in the school practicum
sites. The program faculty in collaboration with school-based
faculty design, monitor, and assess these experiences.
Key Assessment to collect data on: Image of a
Learner Project
In ED 228, candidates are introduced the purpose of content area
literacy instruction within the middle school classroom. Candidates
conduct seven, one-hour tutoring sessions with a middle school
student in order to acquire, through practice, the skills necessary to
improve literacy and reading comprehension for young adolescents
within the English/Language Arts classroom. Further, candidates
investigate the role of the teacher and the role of the community in
the urban school experience. Again, the program faculty in
collaboration with school-based faculty design, monitor, and assess
these experiences.
Key Assessment to collect data on: Lesson and
Assessment Project
Revised Draft July 2010
Field Placement Requirement:
Field Placement Requirement:
Core III. [IF APPLICABLE]
Upon exiting Core III our students will…
Course
Current Course Description
ED 327:
ED 327 provides candidates with the opportunity to study a
variety of curriculum designs and instructional strategies
utilized at the middle grade level. Emphasis is placed on
strategies and innovative middle level programs and
practices. Candidates spend 32 hours in single middle school
classroom planning and implementing whole class
instruction and developing a unit lesson plan and a classroom
management plan. Program faculty place candidates with
school-based faculty. The program faculty in collaboration
with the classroom teacher design, monitor, and assess these
experiences.
Key Assessment to collect data on:
Classroom Management Plan
In ED 398, candidates focus on the cultural practices and
norms that affect the learning process in schools for students
who are learning English as a new language while also
studying various conditions that inhibit and support learning
both the English language as well as and content area
knowledge. Program faculty sets up a seven hour language
and cultural immersion experience for candidates.
Key Assessment to collect data on:
Critical Invitation Project
(MS
Methods)
ED 398:
(ELL)
Revised Draft July 2010
Field Placement Requirement:
Field Placement Requirement:
ED 433:
(HS
Methods)
ED 498:
(ELL)
ED 433 is the final course taken in CORE III. Program
faculty place candidates with school-based faculty in a high
school setting. Candidates spend a minimum of 32 hours
planning and implementing whole class instruction.
Additionally, candidates learn special methods for
English/Language Arts instruction by attending weekly
seminars taught alternately by program faculty and
exemplary English/Language Arts school-based faculty.
Candidates focus on the development of unit lesson plans
and assessment.
Key Assessment to collect data on:
Lesson Plans
ED 498 assists candidates in understanding effective
teaching in a pluralistic, multilingual society. Understanding
socio-linguists and second language acquisition frames
analysis of curriculum, materials, instructional strategies,
assessment and classroom management. Candidates spend
20 hours tutoring ELL students in practicum experience
arranged by program faculty and guided by the instructor in
the practicum sites. The program faculty in collaboration
with school-based faculty design, monitor, and assess these
experiences.
Key Assessment to collect data on:
Sheltered Unit
Revised Draft July 2010
Field Placement Requirement:
Field Placement Requirement:
Course
ED 423,
ED 425
Current Course Description
CORE IV is the 15-16 week, 640 hour full-time student
teaching capstone experience. The middle secondary
candidate is placed at a middle school for 8 weeks and a high
school for 8 weeks. Placements are purposefully made with
Butler University faculty and staff in collaboration with
school district faculty and staff. Faculty initially review the
applications and make placement suggestions based upon
numerous factors including knowledge of the student, the
need for strong mentors, and placing students in diverse
settings that provide them with opportunities to work with
diverse students representing various socioeconomic groups,
linguistic, gender, ethnic/racial groups. Contracts are then
reviewed at the district level often in collaborative meetings
that include Butler faculty and staff as well as district human
resources representatives and principals from the schools
where our students will fulfill their placements.
Once they begin, candidates are fully engaged in all aspects
of the school experience. This includes: before and after
school activities, instructional team meetings, parent/teacher
meetings and extracurricular activities that connect them to
the professional teaching environment as well as the social,
intellectual and personal aspects of teaching. Throughout the
field components including the capstone experience
candidates’ activities are guided to improve teaching and
learning for the candidate and the P-12 students.
Revised Draft July 2010
Upon exiting Core IV our students will…
Key Assessment to collect data on:
Student Teaching Evaluation
Field Placement Requirement:
ED 434
In conjunction with the student teaching experience,
candidates meet in a weekly seminar (ED 434) led by
program faculty. Candidates are guided in reflection on their
experience and development of their portfolio. In addition
candidates are supported by regular visits from university
supervisors licensed in the area the candidates are studying.
There are usually 3 visits per phase or 6 per semester. More
are scheduled if the cooperating teacher, candidate, or
university supervisor feels that it is in the best interest of the
progress of the candidate. Visits usually end with a threeway reflective conversation about what was observed. The
visit is also documented and assessed via a rubric. Program
faculty meet with university supervisors regularly throughout
the semester to discuss common issues and candidate
progress.
Core IV. [IF APPLICABLE]
Revised Draft July 2010
Key Assessment to collect data on:
Portfolio/Work Sample
Key Assessments that are consistently utilized in for Programmatic Assessment
4- point Rubric should be utilized; data should be recorded and submitted to program at the same time grades are submitted
to R & R.
Core II
ED 227: Introduction to Middle and Secondary Students and Schools
1. Image of a Learner Documentation project
ED 228: Content Literacy in Middle Secondary Schools
1. Lesson Plan and Assessment Construction Assignment
Core III
ED 433: Integrated Special Methods
1. Lesson plans
ED 327: Curriculum and Instructional Strategies for Middle
1. Classroom Management Plans
ED 398: English Language Learners and Their Cultural Contexts
1. Critical Invitation Project
ED 498: Theory and Practice in ELL
2. Sheltered Unit Project
Core IV
ED 423, 425, 426: Student Teaching
1. Student Teaching Rubric
ED 434: Secondary Student Teaching Professional Seminar
1. Portfolio/Teacher Work Sample(ALL 3 Sections)
Cumulative Program Assessment for Middle Secondary
Revised Draft July 2010