MLED 2003 HANDBOOK

Revised January 2017

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M E M O R A N D U M .................................................................................................................. - 3 -

College of Education: Important Names to Know........................................................................ - 4 -

Collegiate Middle Level Association ............................................................................................. - 5 -

Student National Education Association ...................................................................................... - 5 -

College of Education Core Values ................................................................................................. - 6 -

MLED 2003 Syllabus ..................................................................................................................... - 8 -

Letter to Field-Based Supervisor ................................................................................................ - 12 -

Observation Log Summary Form ................................................................................................ - 13 -

Candidate Evaluation Sample Form ........................................................................................... - 15 -

Deadline Dates to Know ............................................................................................................. - 15 -

Curriculum in Middle Level Education ........................................................................................ - 16 -

General Education Requirements .............................................................................................. - 18 -

MLED Course Blocks ................................................................................................................... - 19 -

Association for Middle Level Education Teacher Preparation Standards .................................... - 20 -

The Criminal Background Check ................................................................................................. - 21 -

Code of Ethics ............................................................................................................................ - 21 -

Arkansas Teaching Standards ..................................................................................................... - 21 -

Autobiography ........................................................................................................................... - 22 -

Cultural and Social Aspects of the Learning Environment at the Middle Level ........................... - 22 -

Observation Form ..................................................................................................................... - 23 -

Interview with a Middle Level Teacher ...................................................................................... - 26 -

Interview with a Middle Level Student ...................................................................................... - 27 -

PTA/PTO or Governing Board Meeting Form ............................................................................. - 28 -

Importance and Purpose of Learning Observation Form ............................................................ - 30 -

Lesson Components Instructional Strategies Observation Form ................................................ - 31 -

Ethics & Values in a Democratic School System ......................................................................... - 32 -

Classroom Management Observation Form ............................................................................... - 33 -

Field Experience Presentation Guidelines .................................................................................. - 34 -

Table of Contents

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TO: Introduction to Education Candidates FROM: Curriculum and Instruction Faculty SUBJECT: Welcome Welcome to Introduction to Education MLED 2003. We are sure that you will find this to be an exciting and rewarding experience. The purpose of this experience is to help you understand how the system of education really works. As you understanding the system, you will also be gaining information to help you make an important career choice. Working with children is not the appropriate choice for everyone. Some of you will discover that teaching is not for you; others of you will “know for sure” that you want to devote your professional life to teaching. Each decision is equally important and is equally respected. Although the actual classroom observation phase of this course is very important, the follow-up seminars that you will have with your colleagues and your professor are equally important in helping you to clarify the experience. It is not so much a new experience that helps us to grow, but it is the reflection on any experience. Seminar is your reflection time. We believe that you will find the sharing time in seminar to be informative and fun - and it is always lively! We have all been classroom teachers, so we are well aware of the knowledge, skills and attitudes that are necessary if you are to be a successful teacher. Your education advisor will help you get into Stage II, and assist with other tasks as you move toward licensure to become a “real teacher”.

M E M O R A N D U M

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Dr. Mary B. Gunter Dean, College of Education

Crabaugh 214 - A (479) 964-3217

Dr. Linda Bean Associate Dean, College of Education

Crabaugh 214 - A (479) 964-3217

Dr. Tim Carter Department Head, Curriculum and Instruction

Crabaugh 203 (479) 968-0420

Laura Flake, M.Ed. Director, Teacher Education Student Services

Crabaugh 109 (479) 968-0290

Dr. David Bell Licensure Officer

Crabaugh 203 (479) 968-0392

Instructor for MLED 2003 ______________________________ Instructor’s Campus Office Location______________________ Instructor’s Office Hours_______________________________ Instructor’s Phone # __________________________________ Instructor’s OneTech Email Address _____________________

College of Education: Important Names to Know

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The Arkansas Tech University Collegiate Middle Level Association an Affiliate of the Association Middle Level Education is one of 33 chapters in the United States. All students interested in education, and especially Middle Level Education majors are encouraged to join this professional organization. Membership is $20.00 a year, and provides students access to professional development related to the middle level classroom. Copies of the AMLE Journals Middle School Journal and Middle Ground are available in the Curriculum Library or Crabaugh 209. Conferences that are also available for student attendance are the Arkansas Association for Middle Level Education Conference, the Association Middle Level Association annual conference, and the Annual Collegiate Middle Level Association Conference. Networking is an important part of any pre-service middle level student. Join CMLA and meet your middle level colleagues. For additional information, contact the CMLA advisor, Dr. V. Carole Smith, 479-968-0421 or vcsmith@atu.edu

The Student National Education Association is a recognized campus organization at Arkansas Tech University. It is a branch of the National Student Arkansas Education Association (NEA) and its state-level entity, the Arkansas Education Association. Students at the sophomore level and above who are taking education courses have an interest in becoming teachers are eligible to join. Membership fees are currently $25.00 and provide benefits that include $1,000,000 professional liability insurance in the event a student intern is sued while in performance of his/her duties. The Student National Education Association meets the first Monday of each month in Tomlinson Hall during the academic year. For more information and specific events contact Dr. Stephanie Pepper in Tomlinson 106, (479) 964-0862 or Dr. Aileen Watts in Crabaugh 206, (479) 880-4313. Teacher education students are encouraged to join, both for the benefits of the membership itself and for the prestige of being a member of a professional organization

Collegiate Middle Level Association

Student National Education Association

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Developed by members of the Unit and representative stakeholders to guide the development and assessment of programs in Early Childhood Education, Middle Level Education, and Secondary Education. The mission of the Unit is founded on a set of core values, which, in turn drive the conceptual framework, which guides the development of programs and the delivery of courses within each program. The core values are born of consideration for our goal of excellence in teaching; the examination of established national, state, and unit standards for teaching and learning; and the review of curriculum experiences and expectations in all programs. Given that there are typically more values than can reasonably be addressed in the development of a sustaining conceptual framework flexibly encompassing three teacher preparation programs, the College of Education has made thoughtful choices. These select, enduring beliefs represent not only what is important to know and do, they are the deep and most important understandings which will anchor the unit, the programs to it, the courses within each, and assessment throughout. We believe these values to be central to the accomplishment of standards for teaching excellence, and that they will ensure that teacher candidates are successful in making a difference in student learning. They are powerful beliefs with transfer. They are lasting values, carrying the teacher candidate beyond the program and throughout professional development. The Core values are the context for how professional, state, and institutional standards are addressed in teacher candidate programs at Arkansas Tech University. The core values direct the development and refinement of programs, courses, design of instruction, research, service, and assessment. These core values, then, determine what teacher candidates should know and be able to do, and the kinds of assessment and evaluation used to gauge the performance of the teacher candidate. The core values include the following statements of belief:

1. All human beings grow, develop and learn. (Standards 1, 2, 3 & 4) 2. Student learning is the goal; the teacher’s role is to maximize growth, development and learning opportunities for each individual. (Standards 1, 2, 3 & 4) 3. Educational opportunities should be developmentally appropriate. (Standards 1, 2, 3 & 4) 4. Effective teachers possess a strong academic knowledge base. (Standards 1 & 3) 5. Accountability is an essential part of the teaching/learning process. (Standards 1, 2, 3 & 4) 6. Diversity is valued within the teaching/learning process. (Standards 1, 2, 3, 4 & 5) 7. Parents and community are essential to the teaching/learning process. (Standards 3, 4 & 5) 8. Professional educators are committed to high levels of moral and ethical behavior. (Standards 2, 3, 4 & 5) These core values create the Unit's framework: Professionals for the Future. The framework emphasizes the concepts of teacher as instructional leader, reflective decision-maker, and problem solver with knowledge of the student, a strong content and pedagogical knowledge, a commitment to their profession, and a desire to continue their development. These concepts of teacher, then, imply common strands for translation into manageable, program-specific, sequences of learning expectations and experiences. Each strand serves a specific purpose, and all strands are interrelated and interacting. Every effort is made to integrate the strands rather than to cover each separately within a program. The major strands of the Unit include:

1. Strong Academic Background (Standards 1 & 2) 2. Knowledge of the Student (Standards 1, 3 & 5) 3. Professional and Pedagogical Knowledge (Standards 1, 3, 4 & 5) 4. Developmentally Appropriate and Effective Practices (Standards 1, 2 & 3)

College of Education Core Values

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The unifying forces of the interrelationship and interaction of strands are:

Oral and written communication

Technology

Diversity

Student Learning and its Assessment

Reflection

Leadership The Unit’s conceptual framework is designed to organize learning expectations and experiences into manageable, discipline-specific components extending to each teacher candidate program. Within each program strands become standards-related. Each strand serves a specific purpose in achievement of the standards. Finally, the conceptual framework provides an underlying structure for the assessment of teacher candidates. The framework guides the collection of assessment evidence, with emphasis on performance tasks and projects, needed to document and validate that the desired knowledge, performances, and dispositions have been achieved. We believe the conceptual framework to be the valid measure of excellence in teaching and the accomplishment of standards for licensure of beginning teachers. Unit Goals:

To increase the use of technology in all programs.

To develop and implement standards-based performance outcomes assessment for all programs.

To improve the monitoring and assessing of teacher candidate progress.

To engage in on-going systematic evaluation to determine how well the Unit is achieving its outcomes.

To enhance the collaboration between Arts & Sciences and Education to ensure a more active and holistic approach to learning in both general education and teacher/professional education curriculum.

To develop and enhance Cohort faculties, knowledge of programs, processes and priorities which affect university and school initiatives.

To enhance faculty’s use of technology as a learning tool.

To build a shared vision consistent with the Unit’s conceptual framework and with a commitment to the long term.

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Arkansas Tech University College of Education

INTRODUCTION TO MIDDLE LEVEL EDUCATION

FIELD-BASED EXPERIENCES SEMINAR

CREDIT HOURS: 3 Semester Hours ROOM/TIME: to be assigned INSTRUCTOR: V. Carole Smith, Ph.D. OFFICE: Crabaugh Room 209 TELEPHONE: Office 479-968-0421 Email: vcsmith@atu.edu Fax: 479-964-0811 Conceptual Framework: Professionals of the 21st Century Catalog Description: Prerequisite: Stage I course and will be taken before admittance to the Middle Level Teacher Education Program. Introduction to the philosophy of education and to the concept of education as a career with an emphasis on middle-level education. The format will include a weekly lectures and on-site field experiences in a public school setting. This course will also provide potential middle-level teachers with an overview of the social and historical aspect of the American Education system. Statement of Prerequisites: Stage I class that must be completed with a grade of “C” or better. Textbook and Required Materials: Professionals for the Future Policies and Procedures Manual: Field-Based experience Seminar in Middle Level Education (Download)

Handbook: Arkansas Tech University School of Education Curriculum and Instruction Policies and Procedures Manual. (Download) National Middle School Association (2003): This We Believe: Keys to Educating Young Adolescents, Westerville, Ohio: NMSA

Knowles, T. & Brown, Dave (2000) What every middle school teacher should know. Westerville, OH: NMSA Ryan, K. & Cooper, J. (2004): Those who can, teach (14th ed.). Boston, MA: Houghton Mifflin

Course Objectives:

Trace the history of Education of the Early Adolescent. (AMLE Standard 1,2)

Identify the characteristics of the early adolescent. (AMLE Standard 1)

Identify the characteristics of a middle level education program that meets the intellectual social, emotional, and physical needs of the early adolescent. (AMLE Standard 3)

Identify qualities of an effective middle level teacher. (AMLE Standard 4 and 5)

MLED 2003 Syllabus

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Describe the cultural and social aspects of the learning environment at the middle level school. (AMLE Standard 3, 4)

Discuss the multicultural/pluralistic nature of American education. (AMLE Standard 1, 2, 3, 4, 5)

Demonstrate an awareness of the importance of democratic values in the classroom. (AMLE Standard 1, 2, 3, 4, 5)

Has been an observer in a middle level school setting. (AMLE Standard 4, 5) Course Content: I. School as a Part of an Organization II Commitment to Democratic Values III. The Educational Advantages of the Middle School. IV. Qualities of an Effective Middle-Level School. V. Trends in Middle-Level Education VI. Reasons for Becoming a Teacher. VII. Qualities of a Middle-Level Teacher. VIII. Multicultural/Pluralistic Nature of American Education Ethics and Values in a Democratic School System

University and Class Procedures Student Conduct (See Student Handbook.) Students are expected to attend class, conduct themselves in a non-disruptive manner in class, and refrain from cheating, plagiarism, or other unfair and dishonest practices. Students should also realize that the classroom is under the control of the professor.

Plagiarism and Other Academic Misconduct Any student found to have committed academic misconduct including, but not limited to cheating, plagiarism, or other forms of academic dishonesty is subject to the disciplinary sanction outlined in the Arkansas Tech Undergraduate Catalog 2008-2009 (p.71). Plagiarism is defined as “to take and use ideas, passages, etc. from another’s work representing them as one’s own.” (1993 Random House Webster’s Dictionary).

CLASS ABSENCES Students who miss two classes will be sent a warning letter and are dropped from the class upon the third absence. For emergency absences please refer to the Arkansas Tech University Web Page under the Student Services link (www.atu.edu). Punctuality is an important part of becoming a professional teacher. It is the expectation that all students attend class on time. Each instructor is fully justified in requiring student promptness and in barring from class any student who persists in being tardy.

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CLASSROOM PROFESSIONALISM Cell phones and electronic devices are to be soundless and not used in class unless as part of the class activity. See the teacher before class about potential emergency situations. Texting or any other form of electronic communication are not to be used in class unless as part of the class activity. The second warning about use of the cell phone, texting, or any other electronic device may result in removal from class.

Students with Disabilities

It is the policy of Arkansas Tech University to accommodate individuals with disabilities pursuant to federal law and the University’s commitment to equal educational opportunities. Information concerning accommodations may be obtained from Disability Services located in Bryan Hall on the ATU campus. The website address to learn more about these services is http:// commed.atu.edu/commed/Disabilities.htm. IT IS THE STUDENT’S RESPONSIBILITY TO NOTIFY DISABILITY SERVICES FOR ACCOMMODATION PURPOSES. No accommodations will be made in lieu of individual disabilities without communication from Disability Services to the Professor.

Incomplete Grade Contract An “I” at the end of any semester may be assigned only under the following conditions: ONLY in situations where the student has an illness or other circumstances beyond the student’s control, and has completed at least seventy-five percent of the course requirements, provided work already completed is of passing quality. If a grade of “I” is assigned, the student and instructor, together, will complete and sign this contract. The signed contract must be attached to the final grade sheet if a grade of “I” is assigned, and is only valid if both parties have signed. If the remaining course requirements are not completed and final “C” grade reported by the end of the next regular semester (fall or spring) the grade will be automatically changed to a grade of “F” for grade and grade purposes.

Please Observe the Following Guidelines Assignments

All assignments must be word-processed.

All assignment must meet APA format: Cover page, title page, table of content, margins, numbering, references, and use of citations, punctuations and headings.

Late assignments will be accepted with a penalty of a decrease in a letter grade.

Late assignments must be completed within one week after the due date to receive credit.

No assignment will be accepted two weeks or more after it is due date.

No assignments will be accepted after the final examination

A missed examination is considered a late assignment

No assignments will be accepted in your folder after the final day of class.

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Quality of assignments are all student work will be assessed according to the professional judgment of the professor.

Evaluation You will not receive a passing grade for the course unless your supervising teacher completed the online survey documenting 15 observation hours and a positive evaluation from your field experience teacher.

Observation/Teaching Experience A middle level classroom in your discipline area will be assigned to you in order to observe and complete assignments. The Director of Teacher Education assigns you to your school and teacher. You will need to contact your teacher at the school and make an appointment to meet and work out a schedule for your observations and activities. Professional dress and professional casual is the appropriate dress when you are in the schools. Body piercings should not be seen while you are in the schools.

Required Assignments: (Domains C, D; AMLE Standards 1, 2, 3, 4, 5)

Regular attendance in class and at the field experience site

Satisfactory completion of: Autobiography – 25 Points

Beliefs About Teaching and Learning assignment (Philosophy) – 25 Points

Mid-Term Examinations and Exams and Quizzes over Chapters.

Assignments at school site - 5 Points each.

Evaluation by field-based teacher. Signed by classroom teacher and mailed directly to professor. (You cannot pass the class without this evaluation.) – 5 Points.

Time sheet documenting 15 clock hours of field observation signed by classroom teacher and mailed directly to professor. – 10 Points

Class Notebook – Rubric Grade 1 – 3

Presentation – “What I Learned During My Observation” - Rubric Grade 1 – 3

Reflection over Field Experience – Rubric Grade 1 – 3

Review, Summary and Reflection of one article from The Journal of Middle Level Education or Middle Ground. Rubric Grade 1 - 3

Other assignments that may be assigned by the professor.

Participate in CMLA and other professional development activities and service learning projects. See Classroom Performance Rubric.

Grades will be assigned based on the following criteria: A 90-100% B 80-89% C 70-79% D 60-69% F Below 60% Included in these criteria, will be a class performance grade. See Rubric.

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Dear Field-Based Supervisor: Thank you for your cooperation in having a student observer from MLED 2003 Introduction to Education this semester. Your participation in this program is greatly appreciated. The candidate assigned to you will be required to spend a total of 15 hours in your classroom. We suggest about three hours per week scheduled according to the candidate’s class schedule and yours. The candidate will have specific assignments for observations and interviews that will be used as a basis for seminar discussions. In order to receive full credit for assignments, candidate must complete the assigned tasks according to a specific timetable. Specific topics for observation/review relate to: Cultural and social aspects of the learning environment of the Middle Level Instructional content and strategies at the Middle Level. Ethics and values in a democratic school system (issues of classroom management). After completing the required observations, candidates may assist in the classroom as requested. These activities could include reading to and/or listening to students’ reading, assisting individual students with assignments, checking papers, filing, and other routine duties in the classroom. Please remember that the candidate is enrolled in the introduction education course and has not yet taken education foundations and methods courses. This would preclude teaching supervision of students’ assignments. We are pleased with the success of candidate placements in school classrooms and look forward to hearing and receiving their reports of what they learn in your classrooms. If the candidate assigned to you should need extra guidance with attitude or behavior, please contact the instructor or me as soon as possible. You are asked to keep a record of the dates and times of observations. An Observation Log Summary Form will be provided by the candidate during the first observation. The Candidate Evaluation Survey link will be emailed to you near the end of the semester to evaluate the candidate’s performance. The Candidate Evaluation Survey must be completed in QuestionPro and submitted electronically. Sincerely, Laura Flake, M.Ed. Director Teacher Education Student Services

Letter to Field-Based Supervisor

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Candidate’s Name: _______________________________ T#: ______________________ ATU Instructor: ___________________________ MLED 2003

Date:

MON

TUES

WED

THURS

FRI

WEEKLY TOTAL

GRAND TOTAL

Field-Based Supervisor’s Signature: ________________________________________ School: _______________________________________________________________ *NOTE TO FIELD-BASED SUPERVISOR* This form can be used as a reference for hours completed. In the electronic survey there is a place to input the total hours observed. *NOTE TO STUDENTS* Please make and keep a copy once you have completed the required hours. You also need to return a completed and signed copy of this hours to your professor upon completion of hours.

Observation Log Summary Form

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MLED 2003: INTRODUCTION TO EDUCATION

Please evaluate (Candidate’s Name) who has been assigned to you for 15 hours of classroom observation this semester. Please indicate your rating of this candidate s performance. Low High 1. The candidate was prompt and regular in terms of attendance. 1 2 3 4 5 2. The candidate carried out assigned duties with minimum supervision. 1 2 3 4 5 3. The candidate appreciates the importance of communicating 1 2 3 4 5 attendance or non-attendance. 4. The candidate displayed initiative in learning about the middle level 1 2 3 4 5 classroom. 5. The candidate displayed a positive attitude about working with all children; 1 2 3 4 5 appreciates and respects individual variations among students, their diverse talents and abilities. 6. The candidate displayed a positive attitude toward me as a supervisor. 1 2 3 4 5 7. The candidate displayed a positive attitude toward the profession of teaching. 1 2 3 4 5 8. The candidate’s grooming and dress were appropriate for the situation. 1 2 3 4 5 9. The candidate’s use of standard English was appropriate for the profession. 1 2 3 4 5 10. The candidate displayed an interest in learning about the process and 1 2 3 4 5 profession of teaching. 11. The candidate is aware of the importance of integration of technology for 1 2 3 4 5 student learning. Teacher’s Signature________________________School__________________Grade/Age________Date______ This is an EXAMPLE of the Candidate Evaluation Survey. You will receive a link to the electronic survey near the end of the semester. The Candidate Evaluation Survey must be completed in QuestionPro and submitted electronically.

Candidate Evaluation Sample Form

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Praxis™ March is strongly recommended as the last date to take the Core for students wishing to take Stage II classes in summer or fall semesters. October is strongly recommended as the last date to take the Core for students wishing to take Stage II classes in the spring semester. These dates insure receipt of scores for timely completion of your Stage II Application and permission to enroll in Stage II classes. Effective September 1, 2013 Required scores for the Praxis™ Core Academic Skills for Educators (Core): #5712 Core Academic Skills for Educators: Reading Passing Score is 156 #5722 Core Academic Skills for Educators: Writing Passing Score is 162 #5732 Core Academic Skills for Educators: Mathematics Passing Score is 150 Registration information for all Praxis™ tests can be found at: https://www.ets.org/praxis Remember – Select the State of Arkansas before choosing a test.

ACT SCORES MAY REPLACE NEED TO TAKE PRAXIS CORE. *The student must score 22 in the individual areas of math, reading, and writing with a composite score of 24 or above in order to be exempt from taking the Praxis Core. Ms. Robin Gardner can check your scores upon request at rgardner6@atu.edu.

Deadline Dates to Know

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Curriculum Checklist Undergraduate Catalog Year 2016/2017 – 120 Credit Hours

Suggested sequence of Courses

Student’s Name___________________________________________________________ Select & circle two concentrations: English/Language Arts, Math, Science or Social Studies

FRESHMAN YEAR

Fall Spring

_____ ENGL 1013: Composition I _____ ENGL 1023: Composition II

_____ HIST 1503: World Civilization I _____ HIST 1513: World Civilization II

_____ BIOL with Lab* _____ PHSC with Lab

_____ MATH 1113: College Algebra _____ MATH 2033: Mathematical Concepts I

_____ TECH 1001: Orientation to the University _____ MLED 2003: Introduction to Education

14 Hours 16 Hours

SOPHOMORE YEAR

Fall Spring

_____ Fine Arts & Humanities _____ Fine Arts & Humanities

_____ HIST 2003: United States History I _____ POLS 2003: American Government

_____ SPH 2003: Public Speaking _____ EDMD 3013: Integrating Instructional Technology

_____ Concentration/Elective** _____ Concentration/Elective**

_____ Concentration/Elective** _____ Concentration/Elective **

17 Hours 15 Hours

JUNIOR YEAR the following MLED course require Stage II Approval

Fall Spring

_____ ENGL 4703: Teaching English as a Second Language

_____ MLED 3041: School to Home Communication

_____ MLED 3012: Research Foundations _____ MLED 3062: Test and Educational Measurements

_____ MLED 3024: Psychological Foundations for the Nature and Needs of Middle Level Students

_____ MLED 3072: Diversity in the Classroom

_____ MLED 3034: Literacy Development in the Middle Grades

_____ Concentration/Elective***

_____ MLED 3102: Reading through Literature in the Middle Ages

_____ Concentration/Elective***

_____ Concentration/Elective***

15 Hours 15 Hours

Curriculum in Middle Level Education

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SENIOR YEAR

Fall Spring

_____ HIST 2153: Introduction to Arkansas History

_____ MLED 4912: Internship

_____ MLED 4004: Middle Level Curriculum and Pedagogy

_____ MLED 4023: Guided Field Experiences

_____ Concentration/Elective

_____ Concentration/Elective

16 Hours 12 Hours

Concentrations (Select Two): English/Language Arts Social Studies

_____ ENGL 2043: Introduction to Creative Writing _____ GEOG 2013: Regional Geography of the World

_____ ENGL 2063: Advanced Composition: Practice and Theory

_____ ECON 2003: Principles of Economics I

_____ ENGL 3013: Systems of Grammar _____ HIST 2013: United States History II

_____ ENGL 3323: Modern American Literature**

Math Science

_____ MATH 1203: Plane trigonometry _____ BIOL 2004: Basic Human Anatomy and Physiology

_____ MATH 2043: Mathematical Concepts II _____ GEOL 1004: Essentials of Earth Science

_____ MATH 2163: Introduction to Statistical Methods

_____ PHYS 1114: Applied Physics***

_____ MATH 3033: Methods of Teaching Elementary Mathematics***

_____ BIOL 3223/ PHSC 3223: Science Education in the Middle Level***

*Freshman Year: Biology 1114: Principles of Biology is required for Science Concentration *Freshman Year: Biology 1014: Introduction to Biological Science is required for Math, English/Language Arts, and Social Studies Concentrations **Sophomore Year: English/Language Arts English 3323: Modern and American Literature is required for English/Language Arts *** Spring Junior Year: Math & Science Concentrations take: Physics 1114: Applied Physics includes Lab Biology 3223: Science Education in the Middle Level Math 3033: Methods of Teaching Elementary Math

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English (6 credit hours from the following):

ENGL 1013/1043 Composition I or Honors Composition I

ENGL 1023/1053 Composition II or Honors Composition II

Mathematics (3 credit hours) *

Science (8 credit hours) *

U.S. History/Government (3 credit hours) *

Social Sciences (6 credit hours) *

Speech Communications (3 credit hours) *

Fine Arts/Humanities (6 semester credit hours from the following): ART 2123 Experiencing Art ENGL 2003 Introduction to World Literature ENGL 2013 Introduction to American Literature ENGL 2023 Honors World Literature ENGL 2173 Introduction to Film ENGL 2183 Honors Introduction to Film JOUR 2173 Introduction to Film MUS 2003 Introduction to Music PHIL 2003 Introduction to Philosophy PHIL 2043 Honors Introduction to Philosophy TH 2273 Introduction to Theatre

* All of these general education requirements are fulfilled by required courses in your major.

General Education Requirements

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FRESHMAN YEAR - Spring

MLED 2003 Intro To Education 15 Hours Field Experience

8:00 MWF Smith

SOPHMORE YEAR

EDMD 3013 Technology 8:00 MWF Staff

JUNIOR YEAR –Fall (Begin Stage II if all criteria have been met. Complete an application to Stage II. Complete and pass all parts of PPST. Have required grades in MLED 2003, Comp I, Comp II, College Algebra,

Speech, 2.5 GPA)

MLED 3012 Research Foundations

8:00 MW Tyler

MLED

3024 Psychological Foundations for the Nature and Needs of Middle Level Students 12 Hours Field Experience

1:30 – 3:20 TR

Smith

MLED 3034 Literacy Development in Middle Grades (12 Hours)

4:30 – 6:20 TR

Murphy

MLED 3102 Reading through Literature

3:30– 4:20 TR Toland

JUNIOR YEAR- Spring

MLED 3041 School to Home Communication 2 hour service learning project

10:00 Fri Smith

MLED 3062 Test & Educational Measurement

1:00 MW Murphy

MLED 3072 Diversity in the Classroom Minimum of 10 Hours Field Experience

12:00 MW Walsh

SENIOR YEAR –Fall Praxis II Content Must be taken and passed before enrolling in internship.

MLED 4004 Curriculum and Pedagogy

8:00-9:50 TR Smith

MLED 4023 Guided Field Experience – 45 Hours of Field Experience

10:00-11:20 TR

Smith

SENIOR YEAR-Spring Praxis II PLT Necessary for Licensure

MLED 4912 Internship 15 Weeks

Staff

MLED Course Blocks

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Association for Middle Level Education Teacher Preparation Standards

PRINCIPAL A: THE LEARNER AND LEARNING

Standard 1. Young Adolescent Development

Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and uses that knowledge in their practice. They demonstrate their ability to apply this knowledge when making curricular decisions, planning and implementing instruction, participating in middle level programs and practices, and providing healthy and effective learning environments for all young adolescents.

PRINCIPAL B: CONTENT

Standard 2. Middle Level Curriculum

Middle level teacher candidates understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter. They use their knowledge and available resources to design, implement and evaluate challenging, developmentally responsive curriculum that results in meaningful learning outcomes Middle level teacher candidates demonstrate their ability to assist all young adolescents in understanding the interdisciplinary nature of knowledge. They design and teach curriculum that is responsive to all young adolescents’ local, national, and international histories language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability sexual orientation, socioeconomic status, family composition).

Standard 3. 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 middle level organizational components.

PRINCIPLE C: INSTRUCTIONAL PRACTICE

Standard 4: Middle Level Instruction and Assessment

Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment. They employ a variety of developmentally appropriate instructional strategies, information literacy skills, and technologies to meet the learning needs of all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).

PRINCIPLE D: PROFESSIONAL RESPONSIBLITIES

Standard 5: Middle Level Professional Roles

Middle level teacher candidates understand their complex roles as teacher of young adolescents. They engage in practices and behaviors that develop their competence as middle level professionals. They are informed advocates for young adolescents and middle level education, and work successful with colleague’s families, community agencies and community members. Middle level teacher candidates demonstrate positive dispositions and engage in ethical professional behaviors.

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Rules and Regulations Governing the Requirement of a Criminal Background check for all first-time and Renewal Educational Licenses, and the Procedure for Revocation of Licenses. Forms for the completion of the required background check are available in Crabaugh 204. A copy of the Arkansas Department of Education Regulations governing the requirement of criminal background check for all first-time applicants, each applicant for his or her first license renewal and the revocation procedures for such licenses are available through the Arkansas Department of Education website. Arkansas Department of Education – Rules Governing the Code of Ethics for Arkansas Educators http://arkansased.org/teachers/licensure_initial.html

http://www.arkansased.gov/public/userfiles/HR_and_Educator_Effectiveness/Educator_Prep/Arkansas_Teaching_Standards_2012.pdf

The Criminal Background Check

Code of Ethics

Arkansas Teaching Standards

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One of the assignments that you need to complete during the Introduction to Middle Level Education course is the writing of an autobiography. The autobiography provides a way for you to introduce yourself to the College of Education faculty. Be aware that you are providing information about yourself; but also be aware that you are providing information about your writing skills. EDIT your paper carefully. Some suggestions for topics that you may want to include:

Family

Education experiences

Hobbies

Reasons for choosing Arkansas Tech University

Reasons for wanting to be a teacher

Anything else that is important to you

Cultural and social aspects of the learning environment provide the teacher a great deal of information about the school community. In this assignment, you will interview the school principal, observe racial, gender and cultural aspects of your class and chart interactions that occur in the classroom. This assignment will acquaint you with the overall complexity of what happens in the schools in general and classrooms in particular. You will also be required to attend a PTA/PTO meeting. After observing in a classroom you will identify and chart:

Racial make-up of the classroom

Gender make-up of the classroom

Pregnant students

The clothing and artifacts worn by students

Peer relations

The classroom climate

The relationship between the teacher and students After interviewing a principal, teacher, parent, and student you will discover how educators, parents and early adolescents work together in an educational setting. After attending a PTA/PTO or governing board meeting you will be aware of community and parent involvement in the school.

Autobiography

Cultural and Social Aspects of the Learning Environment at the Middle Level

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1. Record the following information about the student population. Grade level_____ Total number of students_____ Number of females ______Number of males_____ Racial composition: Black_____ White _____Other_____ Explain the other category____________________________________ Total number of handicapped students______ 2. Describe the type of clothing worn by most of the students. 3. Describe peer interactions. On a seating chart, identify gender and racial or ethnic groups, and draw arrows to indicate interactions during a ten-minute observation. (Seating chart attached) 4. Describe the learning environment. How was the room arranged? What kinds of materials were evident? How did the classroom “feel”? 5. Describe the relationship between the students and teacher. On a seating chart, identify gender and racial or ethnic groups. For ten minutes during the lesson, chart each interaction between the student and teacher. (Seating chart attached)

Observation Form

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Seating Chart during Student/Teacher Interactions

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Seating Chart during Peer Interactions

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1. What subject(s) do you teach?

2. How long have you taught? _____How long have you taught at this level? _____

3. Why did you become a middle level teacher?

4. What qualities does an effective middle level teacher need?

5. What do you like most about the middle level student?

6. What middle level concepts do you implement and what are the educational advantages to you and your students? (Ex: team teaching, team planning, advisor/advisee, etc.)

7. Are you a member or is your school a member of AAMLE (Arkansas Association of Middle Level Education Association) or (AMLE Association Middle Level Education)? How frequently do you attend conferences/workshops sponsored by these organizations? Have you presented at either/both of these conferences?

Interview with a Middle Level Teacher

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Check or answer the following questions: Age_____ Grade_____ Male____ Female ____

1. What do you like most about this school?

2. What are your favorite subjects?

3. What do you like most about them?

4. What do you like least?

5. Do you feel you have a part in making decisions at this school?

6. Do your teachers make you feel comfortable or safe at this school?

Give an example of how or not.

7. What would you like to see this school do to improve?

8. What concerns you the most about moving up to junior and senior high school?

Interview with a Middle Level Student

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How many people were present? _____ Male: _____ Female: _____ Parents: _____ Teachers: _____ Was childcare provided? Yes _____ No _____ Was transportation provided? Yes _____ No _____ What was the purpose of the meeting? What was decided? (Attach an agenda.)

PTA/PTO or Governing Board Meeting Form

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Instructional Content and Strategies at the Middle Level When teachers and students come together in the classroom, two major decisions must be made: what to teach and how to teach. In some areas of the curriculum, the teacher may have a great deal of freedom to choose; in other areas, the curriculum may be mandated by the state government or by local curriculum guides. The teacher must also be aware of the diverse needs of individual learners within the group. For the most part, teachers decide on the material that will be used and the teaching strategies that they will use. Although there are many different teaching strategies that the experienced teacher may use, there are some common components that may be found in all lessons, such as: (1) the teacher will have an objective or plan for what is to be taught, (2) the teacher will get the students’ attention before the new lesson is taught, (3) some new material will be presented by the teacher, through a film, or through individual or group work, and then the teacher will try to find out if students actually learned the new material. The teacher will also modify the lesson to accommodate diverse needs. This assignment will help you identify common lesson components, various teaching materials, and the way in which teachers modify their lessons to accommodate diverse needs. Seminar Objectives: 1. After observing in the classroom, you will discuss:

The learning objective

The source of the content material

The teaching strategy used by the teacher

The teaching components that you observed

The way in which the teacher modified the lesson to meet the needs of individual learners

2. After discussing the observation, the seminar group will:

Compile the results of the various observations by the group, the various types of content material observed and the various ways in which teachers modified their lessons to meet individual needs.

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1. How did the teacher explain the importance of the learning?

2. What was the purpose of the learning?

3. What kind of materials was used? List all.

4. During one whole class period, what were the students doing? Student Activity _____________________________ No. of minutes______ Student Activity _____________________________ No. of minutes______ Student Activity _____________________________ No. of minutes______ Student Activity _____________________________ No. of minutes______

5. During one whole class period, what was the teacher doing? Teacher Activity____________________________ No. of minutes_______ Teacher Activity____________________________ No. of minutes_______ Teacher Activity____________________________ No. of minutes_______ Teacher Activity____________________________ No. of minutes_______

6. What was expected from the students? Explain your answer with statements from the teacher.

7. Who dominated the classroom? Explain your answer with specific examples. On a separate sheet of paper, explain the middle level concepts being implemented during your observation. Use supporting evidence.

Importance and Purpose of Learning Observation Form

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1. What did the teacher do to get the student’s attention before beginning class? BE SPECIFIC. 2. What was the objective of the lesson? What were the students supposed to learn? 3. What new information did the students learn? (Outline the information given by the teacher.) 4. What materials were used to teach the lesson? List all. 5. How did the teacher modify the lesson to accommodate the diverse needs of the students? 6. What activities were used to show that the students had learned the lesson? 7. What was the teacher responsible for during the lesson? 8. What were the students responsible for during the lesson? 9. What homework, if any, was assigned? What explanation did the teacher give about the

homework? 10. How did the teacher close the lesson? 11. If you had been a middle level student how would you feel about the lesson? Be specific.

Lesson Components Instructional Strategies Observation Form

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Issues of Classroom Management No other area of teaching causes as much concern to the beginning teacher as that of classroom management. For the beginning teacher, the term “discipline” is often used interchangeably with the term “classroom management,” but they are not the same. Classroom management is the way that the teacher “manages” the classroom so that learning will take place. This concept is very similar to the way that a business manager manages the work environment so that high quality work will result. A good manager is concerned with the physical arrangement of the classroom, the way in which everyday routines are carried out, and the way in which instructional materials and strategies fit the needs of students. This is the teacher’s “management plan.” Then if something goes wrong, the teacher may resort to some type of “discipline” action to take care of the problem. The effective teacher emphasizes classroom management rather than discipline actions. This assignment will acquaint you with the way in which your teacher manages the classroom by using an appropriate physical arrangement, having appropriate classroom rules and procedures, planning interesting lessons, and by using appropriate discipline actions if things go wrong. Seminar Objectives: 1. After observing in a classroom, you will:

Identify the management plan of your teacher

Discuss the way in which the management plan decreased discipline actions

Recognize the practice of citizenship

Recognize the classroom as the place of learning how to work well with others 2. After discussing the various management plans observed by the seminar group, students will:

Discuss teacher actions that led to successful management

Discuss teacher actions that led to unsuccessful management

Discuss outside events that created management problems for the teacher

Ethics & Values in a Democratic School System

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1. Sketch the physical arrangement of the room. Label desk, pencil sharpener, wastebasket,

bookshelves, etc. (Use the back of the paper)

2. Are classroom rules posted? If so, list them.

3. How did the teacher begin the class period? “ “ supervise/organize seatwork - “ “ assign/collect homework -

4. What rewards did the teacher give? To whom and for what?

5. What punishment did the teacher give? To whom and for what?

6. What evidence is there that self-regulation is taught?

7. Personal reflections on ethics and values in a democratic school system:

Classroom Management Observation Form

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Refer to the Presentation Rubric Presentation should be no more that 5-7 minutes. You must present your written reflection before you do your presentation. If you are using technology, bring a flash drive, but be careful of having too many documents on that flash drive. The computer here may not open it. Finding the presentation in your e-mail needs to be a last resort.

Do not use names of teachers and schools

Do not forget to indicate new learning

This is a professional dress day

BE READY ON YOUR SCHEDULED DAY

Using the information gathered through observation and class seminars, reflect on information gained in the class seminar and the observation. The reflection should include a summary of your field experience, areas of special interest to you, and how you connect the observation to your in class studies and key learning. This reflection will be presented in class. See the rubric.

PRESENTATION RUBRIC 1 2 3 AMLE

Standards Score

Some evidence of Connection to field experience, middle level classroom, the young adolescent.

Adequate evidence of connection to field experience, middle level classroom and the young adolescent.

Clear evidence of connection to the field experience middle level classroom and the young adolescent.

1 2 3 4 5

Some logical sequence of information

Logical sequence of information

Logical, intuitive sequence of information.

5

No visuals Presentation had visuals such as overhead transparencies or poster.

PowerPoint or other technology used to enhance presentation

5

Three or more spelling or grammatical errors.

Less than three spelling or grammatical errors.

No spelling or grammatical errors.

5

No evidence of comparison and analysis of middle level education.

Adequate evidence of comparison and analysis of middle level education.

Specific evidence of comparison and analysis of middle level education.

3 5

No reflection and analysis of process.

Adequate reflection and indication of new learning about middle level education.

Clear reflection and indication of new learning about middle level education.

5

Casual

Professional Casual

Professional Dress

5

Name(s) __________________________________________ Class_____________________________________________

Field Experience Presentation Guidelines