1.0

Identifiable Program

An identifiable program is established for the middle level endorsement.

1.1

A written conceptual framework makes explicit the underlying professional commitments, dispositions, and values upon which the program is based.  A statement of philosophy and goals, associated rationale for course work and field experiences, and a description of program evaluation are included.

See Program Summary

Details include:

TED 5250, Teaching the Emerging Adolescent in the Middle Level, requires students to engage in observation of middle level learners and to reflect in an open forum on those observations.  An example of one such examination requires students to observe middle level learners in a social setting outside of the classroom.  Wayne State University is housed in the Cultural Center of Detroit and observations of learners in a social setting are clearly taking place in an urban area, which includes Detroit and Metro Detroit.  The course also covers diversity among learners highlighting the diversity of urban middle level students.  Students seeking the middle level endorsement share ideas and innovative practices, which can be and have been implemented in the classroom for the purposes of increased learning and continued affective development.

EDP 5480, Adolescent Psychology, requires students to conduct research on legislation dealing with current, relative topics to middle level educators such as but not limited to the legal age for alcoholic beverage consumption, the cut-off age for mandatory school attendance, and sex education.  These legal issues have great implication within the urban area. 

CED 6700, The Role of the Teacher in Guidance, course objectives entail that students practice skills such as behavior modification, listening and assessment in experiential laboratory session.  Students must also display knowledge of the counseling services available in the school and local community.

RDG 6400, Practicum in Developmental Reading, specifically stresses in the course objectives that students demonstrate the ability to reflect on course material and their teaching habits.  Among other requirements, students must prepare a portfolio, which illustrates their evaluations of middle level learners competencies, methods of instruction, and the diversity of their students.   

Each of the courses dedicated specifically to field experiences (two are required) necessitates that students assume their roles as urban educators and demonstrate introspection and reflection.  This is completed via cohort meetings, journals, portfolios, discussion and additional assignments.  Again, Wayne State University is located in an urban area and all field experiences are completed in Detroit and the Greater Detroit area.

Each of the methods courses (two are required) involves student group interaction.  This promotes the opportunity for the development of healthy diverse, collaborative relationships on which students reflect via group meetings, assignments and presentations.  Students are engaged in innovative teaching methodology and classroom management practices.

See Program Summary Details include:

TED 5250, Teaching the Emerging Adolescent in the Middle Level, requires students to engage in observation of middle level learns and to reflect in an open forum on those observations.  An example of one such examination requires students to observe middle level learners in a social setting outside of the classroom.  Wayne State University is housed in the Cultural Center of Detroit and observations of learners in a social setting are clearly taking place in an urban area, which includes Detroit and Metro Detroit.  The course also covers diversity among learners highlighting the diversity of urban middle level students.  Students seeking the middle level endorsement share ideas and innovative practices, which can be and have been implemented in the classroom for the purposes of increased learning and continued affective development.

EDP 5480, Adolescent Psychology, requires students to conduct research on legislation dealing with current, relative topics to middle level educators such as but not limited to the legal age for alcoholic beverage consumption, the cut-off age for mandatory school attendance, and sex education.  These legal issues have great implication within the urban area. 

CED 6700, The Role of the Teacher in Guidance, course objectives entail that students practice skills such as behavior modification, listening and assessment in experiential laboratory session.  Students must also display knowledge of the counseling services available in the school and local community.

RDG 6400, Practicum in Developmental Reading, specifically stresses in the course objectives that students demonstrate the ability to reflect on course material and their teaching habits.  Among other requirements, students must prepare a portfolio, which illustrates their evaluations of middle level learners competencies, methods of instruction, and the diversity of their students.   

Each of the courses dedicated specifically to field experiences (two are required) necessitates that students assume their roles as urban educators and demonstrate introspection and reflection.  This is completed via cohort meetings, journals, portfolios, discussion and additional assignments.  Again, Wayne State University is located in an urban area and all field experiences are completed in Detroit and the Greater Detroit area.

Each of the methods courses (two are required) involves student group interaction.  This promotes the opportunity for the development of healthy diverse, collaborative relationships on which students reflect via group meetings, assignments and presentations.  Students are engaged in innovative teaching methodology and classroom management practices.

1.2

The program contains knowledge, pedagogy, and field experiences designed especially for teaching at the middle level.

See Description of the Minor (Professional Specialization)

See Description of the Endorsement

2.0

Nature of Early Adolescence and Needs of Young Adolescents

The program prepares professionals who understand:

2.1

the physical, social, emotional, and intellectual characteristics of the developmental period of early adolescence; and

Teaching the Emerging Adolescent in Middle Level (TED 5250) &

Adolescent Psychology (EDP 5480)

Teaching the Emerging Adolescent in Middle Level (TED 5250) &

Adolescent Psychology (EDP 5480)

2.2

the changes in family settings, social contexts, threats to health and safety, and risk behaviors in contemporary society that affect healthy development of young adolescents.

Adolescent Psychology (EDP 5480)

Adolescent Psychology (EDP 5480)

3.0

Young Adolescent Development in the School Context

The program prepares professionals who apply their knowledge of the nature of early adolescence and needs of all young adolescents to:

3.1

plan developmentally responsive instruction.

Practicum in Developmental Reading (RDG 6400)

Practicum in Developmental Reading (RDG 6400)

3.2

design appropriate school programs and function within them; and.

Teaching the Emerging Adolescent in the Middle Level (TED 5250)

Teaching the Emerging Adolescent in the Middle Level (TED 5250)

3.3

create supportive school environments.

Role of the Teacher in Guidance (CED 6700)

Role of the Teacher in Guidance (CED 6700)

4.0

Philosophy and School Organization

The program prepares professionals who understand the rationale for, the role of teachers in, and the function of:

4.1

interdisciplinary teams;

Teaching the Emerging Adolescent in Middle Level (TED 5250)

Teaching the Emerging Adolescent in the Middle Level (TED 5250)

4.2

teacher based guidance programs;

Role of the Teacher in Guidance (CED 6700)

Role of the Teacher in Guidance (CED 6700)

4.3

flexible grouping and scheduling arrangements;

Teaching the Emerging Adolescent in Middle Level (TED 5250)

Teaching the Emerging Adolescent in Middle Level (TED 5250)

4.4

activity programs;

Teaching the Emerging Adolescent in the Middle Level (TED 5250)

Teaching the Emerging Adolescent in Middle Level (TED 5250)

4.5

working with colleagues within the framework of the entire school community; and.

Teaching the Emerging Adolescent in the Middle Level (TED 5250)

Teaching the Emerging Adolescent in the Middle Level (TED 5250)

4.6

working with families, resource persons, and community groups. 

Practicum in Developmental Reading (RDG 6400)

Practicum in Developmental Reading (RDG 6400)

5.0

Curriculum, Pedagogy, and Assessment

The program prepares professionals who design and employ teaching and learning approaches appropriate for young adolescents which:

5.1

provide for individual differences among learners by utilizing multiple approaches to thinking and learning;

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
 In addition, please see course descriptions and syllabi for EDP 5480, CED 6700 and RDG 6400.  Each of these courses include opportunity for students to examine individual learner differences and to determine how best to address the needs of middle level learners based on these individual differences using various methodologies and learning theories. 

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
 In addition, please see course descriptions and syllabi for EDP 5480 , CED 6700 and RDG 400.  Each of these courses include opportunity for students to examine individual learner differences and to determine how best to address the needs of middle level learners based on these individual differences using various methodologies and learning theories.

5.2

incorporate learners' ideas, interests, and questions into the planning of curriculum and learning activities;

Teaching the Emerging Adolescent in the Middle Level (TED 5250). 
In addition, Please see course syllabi and course descriptions for, TED 5160, ELE 3320, TED 5780, and RDG 6400.  Each of these courses engages students in curriculum development, planning and consideration of students’ interests when selecting curriculum and planning learning activities.  These courses require students to design instruction, which meets the diverse needs of their middle level learners.  This can only be done through continuous interaction and collaboration between teacher and learner.  This is also enhanced in the methods courses.  For example, see syllabus for ELE 3600.

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
In addition, Please see course syllabi and course descriptions for, TED 5160, ELE 3320, TED 5780, and RDG 6400.  Each of these courses engages students in curriculum development, planning and consideration of students’ interests when selecting curriculum and planning learning activities.  These courses require students to design instruction, which meets the diverse needs of their middle level learners.  This can only be done through continuous interaction and collaboration between teacher and learner.  This is also enhanced in the methods courses.  For example, see syllabus for ELE 3600.

5.3

emphasize the interdisciplinary nature of knowledge while drawing upon the resources inherent in separate subjects;

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
In addition, please see course syllabi for TED 5160 and 5780.  These courses place students in the field where they display their skills in implementing the interdisciplinary approach to learning.  While planning and implementing learning activities, students display their ability to integrate content.  Students receive support in this area from cohort meetings and individualized support from supervisory and cooperating teachers.  RDG 6400 is designed to support reading across the content.  Students develop skills in subject integration for the purposes of reading comprehension and skill development.  Students are also required to select two methods courses from different content areas (for example, syllabus for ELE 3600).  This requirement is designed to broaden students’ knowledge of subject matter and to develop their ability to design learning activities, which support interdisciplinary learning.

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
In addition, please see course syllabi for TED 5160 and 5780.  These courses place students in the field where they display their skills in implementing the interdisciplinary approach to learning.  While planning and implementing learning activities, students display their ability to integrate content.  Students receive support in this area from cohort meetings and individualized support from supervisory and cooperating teachers.  RDG 6400 is designed to support reading across the content.  Students develop skills in subject integration for the purposes of reading comprehension and skill development.  Students are also required to select two methods courses from different content areas (for example, syllabus for ELE 3600).  This requirement is designed to broaden students’ knowledge of subject matter and to develop their ability to design learning activities, which support interdisciplinary learning.

5.4

teach the basic concepts and skills of inquiry and communication as integral to all learning;

Teaching the Emerging Adolescent in the Middle Level (TED 5250)
In addition, please see course descriptions and syllabi for TED 5160 and TED 5780.  These field experience courses support students’ abilities to engage middle level learners in instruction, which require the use of inquiry and communication skills.   Students’ abilities to teach the concepts of inquiry and communication are developed in EDP 5480, RDG 6400 and in the selected methods courses. This is also enhanced in the methods courses.  For example, syllabus for ELE 3600.

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
In addition, please see course descriptions and syllabi for TED 5160 and TED 5780.  These field experience courses support students’ abilities to engage middle level learners in instruction, which require the use of inquiry and communication skills.   Students’ abilities to teach the concepts of inquiry and communication are developed in EDP 5480, RDG 6400 and in the selected methods courses. This is also enhanced in the methods courses.  For example, syllabus for ELE 3600.

5.5

cultivate skills in recognizing and solving problems;

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
In addition, please see course descriptions and syllabi for EDP5480, CED 6700, RDG 6400, TED 5160 and TED 5780.  Each of these courses requires students to recognize problems and to apply appropriate solutions to identified problems.

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
In addition, please see course descriptions and syllabi for EDP5480, CED 6700, RDG 6400, TED 5160 and TED 5780.  Each of these courses requires students to recognize problems and to apply appropriate solutions to identified problems.

5.6

utilize multiple grouping strategies that emphasize interdependence, cooperation, and individual responsibilities; and

Teaching the Emerging Adolescent in the Middle Level (TED 5250). 
In addition, all methods courses engage students in required group activity.  The group assignments foster students’ abilities to cooperate and to share responsibilities.  For an example of group experiences within methods courses, please syllabus for ELE 3600.

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
In addition, all methods courses engage students in required group activity.  The group assignments foster students’ abilities to cooperate and to share responsibilities.  For an example of group experiences within methods courses, please syllabus for ELE 3600.

5.7

include multiple strategies for evaluation and assessment of academic learning and individual growth and development. 

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
In addition, please see course syllabi for EDP 5480, RDG 6400, TED 5160 and TED 5780.  While students are engaged in exploring multiple strategies for effective evaluation and assessment of middle level learners’ academic learning and growth and development, these courses provide increased opportunity to engage in best practices in these areas.

Teaching the Emerging Adolescent in the Middle Level (TED 5250).
In addition, please see course syllabi for EDP 5480, RDG 6400, TED 5160 and TED 5780.  While students are engaged in exploring multiple strategies for effective evaluation and assessment of middle level learners’ academic learning and growth and development, these courses provide increased opportunity to engage in best practices in these areas.

6.0

Collaboration

The program prepares professionals who collaborate with:

6.1

colleagues to improve schools and advance knowledge and practice in their fields; and

Teaching the Emerging Adolescent in the Middle Level (TED 5250)

Teaching the Emerging Adolescent in the Middle Level (TED 5250)

6.2

families, resource persons, and community groups to achieve common goals for young adolescents.

Teaching the Emerging Adolescent in the Middle Level (TED 5250) &

Practicum in Developmental Reading (RDG 6400)

Teaching the Emerging Adolescent in the Middle Level (TED 5250) &

Practicum in Developmental Reading (RDG 6400)

7.0

The program includes:

7.1

preparation in two teaching fields, which are broad, multi disciplinary, and encompass the major areas within those fields; and

Students must choose two teaching methods classes from two different disciplines such as math & science, not biology and chemistry.

Students must choose two teaching methods classes from two different disciplines such as math & science, not biology and chemistry.

7.2

courses designed specifically for teaching pedagogy appropriate for young adolescents.

All methods classes are designed to include the middle grades.

All methods classes are designed to include the middle grades.

8.0

Field Experiences

Field experiences in grades 6-8 will provide:

8.1

early and continuing involvement in a variety of middle level settings.

Students are placed in middle level classrooms during their pre-student teaching (TED 5650) and student teaching (TED 5780) experiences.   Students are generally placed in their pre-student teaching experiences within the first two semesters of entering the teacher education program.  During the pre-student teaching field experience, students interact with middle level students at least four times a week for a period of three to four hours per day for one semester.  During the student teaching field experience, students perform as the teacher of middle level students daily for an entire semester.

Teachers seeking the Midddle Level Endorsement must have a year of successful teaching in the middle grades or take TED 5780 as described for the minor.

8.2

observation, participation, and teaching experiences ranging from individual to large group settings; and

Two field experiences in a middle school including Field Studies (TED 5780), a semester of student teaching in a middle school.  In TED 5650 and TED 5780 students observe, participate and teach individual students as well as teach in large group settings.  See item 8.1 for detailed description of TED 5650 and TED 5780.

Teachers seeking the Midddle Level Endorsement must have Field Studies (TED 5780) plus a semester of student teaching in a middle school or a year of successful teaching in the middle grades.

8.3

approved field experiences at the appropriate grade levels, either pre service or post certification, including recommendations from a university/college supervisor.

Two field experiences in a middle school including Field Studies (TED 5780), a semester of student teaching in a middle school.  In TED 5650 and TED 5780, field experiences already approved by the State, students are assigned to university/college supervisors who evaluate students’ performance and make recommendations for continued professional growth. 

Teachers seeking the Midddle Level Endorsement must have Field Studies (TED 5780) plus a semester of student teaching in a middle school or a year of successful teaching in the middle grades.  Students who are taking post-certification courses in order to receive the ZL endorsement are required to provide evidence of having completed a State approved field experience on  the middle level under university/college supervision or a year of successful teaching in the middle grades.