Middle Level Teacher Education: Middle School Org & Pedagogy

Focuses on exploring theory and practice in responsive school organization for young adolescents, including interdisciplinary/partner teaming, block scheduling, and teacher advisories, as well as teaching lessons in one area of specialization. Credit not awarded for both EDML 3700 and EDML 5700. Pre/co-requisite: EDML 1890, EDML 2890.

Open to Degree and PACE Students

Contemporary middle level schools are structured specifically to respond to the unique nature of young adolescents. This course explores these structures in relation to middle schoolers’ developmental needs. Topics include personalization, teaming, grouping, scheduling, transition planning, and family involvement. Course participants are placed on simulated interdisciplinary teams and experience the many decisions required to function effectively as a 21st century middle grades team teacher. Essential Questions: How do I design culturally responsive and developmentally appropriate middle grades organizational structures and practices that foster purposeful learning and meaningful relationships? How can I develop a team culture and community that is safe and supportive for a diverse population of young adolescents?

Assignments (Additional details for each assignment will be available in Brightspace). Modules Tasks The format of these tasks will vary from week to week, and may include reading reflections, developing discussion prompts, and other formative assessments found in your weekly course modules. Module tasks should be completed before coming to class. Each week you will have tasks that need to be submitted in Blackboard and tasks that you will need to bring to class. Meets learning objectives 1, 3, 5, 7, 9, 11, 13, 15. In-Class Tasks These in-class assignments are meant for you to work with peers to demonstrate depth of understanding of the knowledge-based learning objectives. Activities will vary week to week and will be submitted in Brightspace. Meets learning objectives 1, 3, 5, 7, 9, 11, 13, 15. Teaming Simulation and Website In interdisciplinary teams, you will engage in a teaming simulation and develop a middle level team website that reflects your vision of developmentally and responsive and equitable schooling for young adolescents. Your website should be well designed, clearly presented, and user-friendly. Components of the team website will include family involvement, transition plans, a teacher advisory plan, team schedule and grouping plan, a social identities exploration plan, and a technology plan. Meets learning objectives 2, 4, 6, 8, 10, 12, 14, 16. Planning and Leading Advisory Time Individually you will plan and lead our class advisory time. These activities should serve to both develop our class learning community and model practices that can be used as future teachers to build a safe, welcoming, and inclusive community for young adolescents. Use this Advisory Planning Document to complete your activity plan. Meets learning Objective 10. Learning Objectives Reflection & Evidence Throughout the semester, you will be working to demonstrate your learning in the objectives for this course. At the end of the semester, you will be asked to submit a collection of evidence of and a reflection on your learning related to the course objectives. Meets learning objectives 1-16.

Your grade for this course will be based on your proficiency in the course learning objectives. Each formal and informal assignment you will complete this semester has been designed to assess your proficiency in one or more of the course learning objectives. Throughout the semester, as you complete assessments, you will be provided with ongoing feedback using rubrics aligned with the course objectives. You are encouraged to revise any assignment that is not proficient on the rubric. In addition, you will reflect on the course learning objectives throughout the semester, providing evidence that demonstrates your current level of proficiency. Your final grade in this course will be based on the extent to which you demonstrate proficiency in these skills and objectives over the course of the semester. While you do not need to show proficiency in all of the learning objectives in order to pass the course, you will need to show proficiency in the majority of them, and not have any at the beginning level.