Syllabus
Course Prefix/Number: EDM 3230
Course Title: Middle School Organization and Curriculum
Course Credit Hours: 3
Lead Instructor Name and Contact Information: Leigh Anne Eubanks, M.A.T., M.A.
Email: leubanks@uwf.edu
Office Tel: (850) 474-3175
Cell: (850) 776-3753
Hm. Tel: (850) 476-7043
Office: Room 170, Bldg. 85
Mailbox: Bldg 85, Rm. 125
OFFICE HOURS: TR 3:00 to 5:00 pm; W 4:00-6:00 pm; and by appointment
Mailing Address:
Division of Teacher Education
Bldg. 85, Rm 125
11000 University Parkway
Pensacola, FL. 32514
Prerequisites or Co-Requisites: None
Course Description: Examination of the organization and curriculum of contemporary middle
school. Interdisciplinary teaming, cooperative learning techniques, advisory roles, testing and
evaluations, and classroom management procedures will be discussed. Admission to Teacher
Education is required.
Purpose of the Course:
The Empowered Professional Making a Difference is the theme of the Professional Education
Unit’s conceptual framework. This theme focuses learning experiences on activities that permit
the candidate to examine what he/she does and to make a difference in the instructional process.
The subject matter, class activities, and skill development of this course were selected to assist
your professional growth in one or more of the following Empowered Professional Making a
Difference characteristics: a) critical thinker, b) lifelong learner, c) counselor/mentor, d)
decision maker, e) problem solver, and f) ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida’s
Uniform Core Curricula outline the knowledge, skills and dispositions that candidates require to
be successful in Florida’s educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required.
Key Assignments are specific learning activities that directly relate to the course and program
1
learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance in
the teacher education program. (Specific details are provided in your Teacher Education
Handbook.)
Program Student Learning Outcomes:
1.2 Content: Identify the cognitive, linguistic, emotional, and physical needs of middle school students
and match them appropriately to instructional plans
1.3 Content: Draw upon human development/learning theories and concepts as the foundation for
instructional planning for middle school children
3.1 Communication: Communicate accurately and effectively through oral presentation skills and the written word
to deliver high quality education for middle school students
4.1 Values/Integrity: Engage in self-reflection regarding performance and pursue opportunities for feedback to
demonstrate commitment to continuous improvement in effective goal setting and the middle school field
4.2 Values/Integrity: Adhere to the Code of Ethics and Principles of Professional Conduct of the
Education Profession
Course Student Learning Outcomes:
Upon completion of this course, the student will be able to:
1.0
Describe several characteristics of early adolescents.
2.0
Describe the organization of the contemporary middle school. (e.g.:
interdisciplinary teams, advisory programs, and exploratory programs).
3.0
Name and describe national and state standards that drive the middle school
curriculum and perceive how these national and state criteria interrelate with
instruction in individual classrooms.
4.0
Develop criteria, collect data, and present data regarding an assigned middle
school
Course Alignments by Assessments, Outcomes, and Standards:
Project Name
and
Assessment
Tool
Conceptual
Framework
Outcomes
(Characteristics)
Course NCATE FEAPs
SLOs Standards
Middle school
exploration
project
Critical Thinker
1.0, 2.0,
Counselor/Mentor 3.0, 4.0
Lifelong Learner
Ethical/Moral
Professional
Decision Maker
1b
3.1, 3.3,
3.12,
3.13,
4.10, 5.3,
7.6, 10.7.
12.2,
2
Subject
ESOL
Reading
Area
Standards Endorsement
Competencies
Competencies
& Skills
& Indicators
PEC 3.1 5.1, n/a
7.2, 7.3,7.4,
9.1, 9.3, 11.5,
12.3, 13.1,
n/a
12.3,
12.4,
12.10,
12.11
Topics Covered
1. What are the social, emotional, intellectual, and moral needs of the early adolescent student?
2. What is the role of the empowered teacher in middle level learning? (decision maker,
problem solver, facilitator, counselor, critical thinker)
3. What is the role of the teacher as a part of a planning team (interdisciplinary group)?
4. Where did the Middle Level concept begin? -- PRIME Act, Turning Points,
5. How do you organize and plan for the Middle Level classroom? --Lesson plans, test and
evaluation, classroom management
6. What is team planning as an instructional strategy? (Can the Middle Level concept be
achieved?)
a) cooperative planning
b) advisor/counselor roles
c) interdisciplinary planning
7. What are future trends or changes in Middle Level Education? (From theory to practice)
Tentative Schedule:
Topics Covered/Tentative Course Schedule and Readings:
Date
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Topic
Introduction
Early Adolescent Characteristics
Role of Middle School Teacher
Middle School Concept
SSS and NMSA Standards
Middle School Lesson Planning
Lesson Planning and SSS Project
Teaching and Evaluation
Classroom Management
Middle School Exploration Projects
Middle School Team Planning
Middle School Exploration Projects
Future Trends in Middle School Exploration
Group Work Day
Middle School Exploration Project Presentations
3
Reading
Chs 1,2,3
Ch 4
Ch 6
Ch 7
Chs 6 & 7
Ch 8
Ch 5
Ch 9
Ch 10
Ch 11
Week 15
Final Presentations and Exam Review
Please note, this schedule is tentative and changes may be made as needed
Texts:
Required texts:
Brown, D. F. & Knowles, T. (2007). What Every Middle School Teacher Should Know, (2nd ed.)
Portsmouth, New Hampshire: Heinemann (National Middle School Association) .
Required: TK20 Subscription available directly at http://uwf.tk20.com or through the UWF
campus bookstore - Student Access Kits (ISBN 0-9774408-1-8)
The Professional Education Unit at UWF adopts TK20!!!
UWF recently enhanced its procedures to ensure that you receive the quality education you
deserve! The Professional Education Unit implemented a set of new and exciting software tools
that enable you to fully grasp all six aspects of being an Empowered Person and Professional
who makes a difference.
The set of tools that is required as a course text is called TK20 CampusTools. This
comprehensive system provides us with a rich set of tools to help maintain the quality of our
programs and your education. Here is a partial listing of what the tools will allow you to do.
The Tk20 system will allow you to:
1. Build your artifacts/assignments electronically, online. Your artifacts will stay with you,
so you can use them for years, even after graduation.
2. Create electronic portfolios for documenting your work for presentation to the faculty and
prospective employers.
3. Have a fully documented record of your field experience work and your experience with
student teaching/clinical practice.
4. Fill out all your application forms online. This includes applications for admission to the
program and for student teaching.
5. Future enhancements will allow you to receive updates on job openings and employment
possibilities.
The UWF TK20 Unit Administrator is Dr. Richard Faessel. If you need assistance, you may
contact Dr. Faessel directly at Tk20@uwf.edu or by phone: (850)857-6311. We appreciate your
hard work and dedication toward completing your education at the University of West Florida!
Websites:
http://www.nmsa.org/catalog.htm
http://www.nmsa.org/ressum3.htm
http://www.nmsa.org/catnewbooks.htm
4
http://www.research.apple.com/go/ACOTE/EdBooks.html
http://www.ncrel.org/skrs/areas/issues/educatrs/leadrship/leOpetr.htm
http://carei.coled.umm.edu/ResearchPractice/v4n1/NDiPDresources.hml
http://www.ri.net/RIMLE/TurningPoints.html
http://www.coedu.usf/middlegrades/
http://www.middleweb.com
Grading and Evaluation:
Key Assignment: To monitor progress, selected courses in the teacher preparation program
include Key Assignments linked to program learning outcomes and state standards. Key
Assignments must be submitted in TK20. A passing grade (70% or higher) is required on the
identified student learning outcomes associated with Key Assignments to pass Key Assignment
courses and continue in this Teacher Education program. If applicable to this course, the Key
Assignment will be described below.
Description of Student Evaluation and Assignments:
Attendance/Participation: Because a major contribution to your learning and the learning of your
classmates will depend on your class attendance and participation and because the class activities
cannot be duplicated outside of class, an absence (either whole or part) will result in a reduction
in your course grade.
Late Assignments: All assignments will be due on the dates established in class. Assignments
handed in after the beginning of class on the due date will receive a reduced grade for its
tardiness: 2 points will be deducted per day the assignment is late. . All late assignments must be
handed in BEFORE the end of classes for the term.
Academic Misconduct: Academic misconduct in the preparation of any assignment will not be
tolerated and will result in zero credit for that assignment. See the UWF Student Handbook for a
complete discussion of the offenses that constitute academic misconduct.
Article Research: Each student will select and read five (5) articles from current professional
journals (1999 - Present). A typewritten response to each article not to exceed two pages will be
submitted for each article read. Each student will present a short summary orally to the class as
time permits. Format and rubric will be provided in class.
Sunshine State Standards Report: Students, as members of a group, will review Florida’s
Sunshine State Standards to their content areas and prepare a report on those standards. The
report will be presented and distributed as part of a classroom activity at a date to be provided.
Middle School Exploration Report: Students, as members of a group, will prepare a
comprehensive written report on a local middle school site. Student groups will determine the
content and organization of the report; i.e., what data to collect, what questions should be asked,
how those data will be organized, what roles the group members will play in the collection of
data, how that data will be presented to the class, etc. The instructor will act as
5
consultant/facilitator.
Each group member is expected to play an integral roll in the development of this project. If a
group member is not participating as an “active” group member, that member may be “fired”
from the group after remedial intervention from the other group members has proven
unsuccessful. The “fired” group member will be responsible for completing a project on his/her
own.
Groups will orally provide a 15 to 20 minute presentation on other findings to the class. A brief,
related handout (approximately one page) should be distributed to class members prior to the
group presentation.
Your written report should minimally include:
I.
Introduction (demographics of the school; i.e., size, location, racial/gender makeup, etc.)
II. Discussion of Questions and Responses (How was the “line of questioning” determined?
Who was interviewed/surveyed? e.g. principal, teacher, counselor, student, parent, etc.)
Questions should be related to course readings and class discussions.
III. Summary of the collected data (What components of the “Middle School” has the school
implemented? Why? or Why not? What did you learn about the “Middle School” as a result
of this project? Did you have any surprises? Provide a short list of commendations and /or
recommendations.)
IV. Evaluation of the Activity (group cohesion, data collection success and problems,
improvement suggestions, etc.)
Course Grade Determination:
Attendance
In class activities
Quizzes
Article Research
Sunshine State Standards Report
Middle School Exploration Project
Final Exam
Total
40 pts
50 pts
50 pts
100 pts (20 pts. each)
100 pts
200 pts
100 pts
640 pts
Grading Scale:
A
AB+
B
95-100
90-94
87-89
84-86
C+
C
CD+
77-79
74-76
70-73
67-69
F
6
0-63
B-
80-83
D
64-66
References/Bibliography:
An agenda for excellence at the middle level (1985). Reston, VA: National Association of
Secondary School Principals.
Allen, H. A., Splittgerber, F., & Manning, M. (1993). Teaching and learning in the middle level
school. New York: Macmillan Publishing Company.
Alexander, W., & McEwin, K. (1989). Schools in the middle: Status and progress. Columbus,
OH: NMSA.
Alexander, W., & McEwin, K. (1989). Earmarks of school in the middle: A research report.
Boone, NC: Appalachian State University.
Arth, A., et. al. (1992). This we believe. Columbus, OH: National Middle School Association.
Banks, J. A. (1990). Teaching strategies for the social studies (4th ed.). White Plains, NY:
Longman.
Beane, J. (1990). A middle school curriculum from rhetoric to reality. Columbus, OH: NMSA.
Buggey, L., Ellis, A., Humphreys, A., & Post, T. (1997). Interdisciplinary approaches to
curriculum: Themes for teaching. Upper Saddle River, NJ: Merrill/Prentice Hall.
Bybee, R., Buchwald, C., Crissman, S., Heil, D., Kuerbis, P., Matsumoto, C., & McInerney, J.
(1989). Science and technology education for the middle years: Frameworks for
curriculum and instruction. Colorado Springs, CO: BSCS.
Carnegie Task Force on Education of Young Adolescents (1989). Turning points: Preparing
American youth for the 21st century. New York: Council on Adolescent Development of
the Carnegie Corporation.
De Jong, C., & Hawely, J. (1995). Making cooperative learning groups work. Middle School
Journal, Mar., 45-48.
Eisner, E. W. (1994). The educational imagination: On design and evaluation of school
programs, (3rd ed.). New York: Macmillan.
Farivar, S. H., & Webb, N. M. (1994). Are your students prepared for group work? Middle
School Journal, Jan., 51-54.
Fogarty, R. (1991). The Mindful Schools: How to integrate the curricula. Palatine, IL:
IRI/Skylight Publishing, Inc.
7
Garcia, I., Powell, R., & Powell, T. (2001). Contexts of teaching: Methods for middle and high
school instruction. Upper Saddle River, NJ: Merrill/Prentice Hall.
George, P., & Alexander, W. (1993). The exemplary middle school. Orlando, FL: Harcourt
Brace Jovanovich College Publishers.
George, P. S., & Grebing, W. (1995). Talent development and grouping in the middle grades:
Challenging the brightest without sacrificing the rest. Middle School Journal, Mar., 1217.
Henson, K. (1993). Methods and strategies for teaching in secondary and middle schools. White
Plains, NY: Longman Publishing Group.
Holden, J. (1992). Designing hypercard stacks for cooperative learning. Computing Teacher,
19(5), 20-22.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1986). Circles of learning: Cooperation in the
classroom (rev. ed.). Edina, MN: Interaction Book Company.
Kellough, R. D., Kellough, N. G., & Hough, D. L. (1993). Middle school teaching: Methods and
resources. New York: Macmillan Publishing Company.
Lawton, E. (1994). Integrating curriculum: A slow but positive process. Schools in the Middle,
4(2), 27-30.
Lounsbury, J. H. (Ed.). (1992). Connecting the curriculum through interdisciplinary instruction.
Collection of Articles. (ERIC Document Reproduction Service No. ED 362 262).
Messick, R., & Reynolds, K. (1992). Middle level curriculum in action. New York, NY:
Longman.
McBride, J., & Silerman, F. (1991). Integrating elementary/middle school science and
mathematics. School Science and Mathematics, 91(7), 285-92.
McEwin, C. K., & Dickinson, T. S. (1995). The professional preparation of middle school
teachers: Profiles of successful programs. Columbus, OH: National Middle School
Association.
McEwin, C. K., Dickinson, T., S., Erb, T. O., & Scales, P. C. (1995). A vision of excellence:
Organizing principles for middle grades teacher preparation. Columbus, OH: National
Middle School Association and Carrboro, NC: Center for Early Adolescence, University
of North Carolina at Chapel Hill.
8
Middle School Curriculum Restructuring (1992). Pensacola, FL: U.S. Department of Education
Magnet Schools Assistance Program. Project developed by Faculty of Brown Barge
Middle School.
Mitman, A., & Lambert, V. (1992). Instructional challenge: A casebook for middle grade
educators. San Francisco: California League of Middle Schools, Far West Lab for
Educational Research and Development.
Muth, K., & Alvermann, D. (1992). Teaching and learning in the middle school. Needham, MA:
Allyn & Bacon.
National Association of State Directors of Teacher Education and Certification (1994).
NASDETC outcome-based standards and portfolio assessment: Outcome-based teacher
education standards for elementary, middle, and high school levels. Dubuque, IA:
Kendall/Hunt.
National Middle School Association. (1991). National Middle Association/NCATE-approved
curriculum guidelines. Columbus, OH: Author.
Pate, P. E., Mizelle, N. B., Hart, L. E., Jordan, J., Matthews, R., Matthews, S., Scott, V., &
Brantley, V. (1993). The Delta Project: A three year longitudinal study of middle school
change. Middle School Journal, Sept., 24-27.
Scales, P., & McEwin, C. K. (1994). Growing pains: The making of America's middle school
teachers. Columbus, OH: National Middle School Association and Carrboro, NC: Center
for Early Adolescence, University of North Carolina at Chapel Hill.
Valentine, J. W., & Mogar, D. C. (1992). Middle level certification—An encouraging evolution.
Middle School Journal, 24(2), 36-43.
Wiles, J., & Bondi, J. (1993). The essential middle school. New York, NY: Macmillan
Publishing Company.
Special Technology Utilized by Students:
Each UWF Student is expected to:
• activate a UWF ArgoNet email account
• access email two to three times weekly
• have basic word processing knowledge
Optional Course Technology
Icon indicates that the course utilizes the University's course management system.
34% - 66% of the course work requires use of software available from an ArgoNetenabled computer or equivalent.
Special software required. Software is either included with textbook, downloaded from
9
Internet, available for checkout from the library or purchased.
Instructor will be present in the classroom at this location.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: As
members of the University of West Florida academic community, we commit ourselves to
honesty. As we strive for excellence in performance, integrity—both personal and institutional—
is our most precious asset. Honesty in our academic work is vital, and we will not knowingly act
in ways which erode that integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating,
nor to plagiarize the work of others. We pledge to share community resources in ways that are
responsible and that comply with established policies of fairness. Cooperation and competition
are means to high achievement and are encouraged. Indeed, cooperation is expected unless our
directive is to individual performance. We will compete constructively and professionally for the
purpose of stimulating high performance and standards. Finally, we accept adherence to this set
of expectations for academic conduct as a condition of membership in the UWF academic
community.
 Any copied or plagiarized work submitted for this class will receive a ZERO grade. Students
will any questions about what constitutes plagiarism should consult the instructor and/or the
class E-learning site. We will complete a class assignment on plagiarism and how to correctly
cite your sources.
Academic Conduct Policy: (Web Format) | (PDF Format) (RTFFormat)
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Assistance: The Student Disability Resource Center SDRC at the University of West Florida
supports an inclusive learning environment for all students. If there are aspects of the instruction
or design of this course that hinder your full participation, such as time limited exams,
inaccessible web content, or the use of non-captioned videos and podcasts, please notify the
instructor or the SDRC as soon as possible. You may contact the SDRC office by e-mail at
sdrc@uwf.edu or by phone at (850) 474-2387. Appropriate academic accommodations will be
determined based on the documented needs of the individual.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
10
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.
11