University of North Carolina at Wilmington

The Donald R. Watson School of Education

Spring 2007

 

EDN 318	Instructor: Dr. Kathleen Roney
Middle School Programs and Practices	Office: Education Building, room 268
Online at http://luminis.uncw.edu/ or access through https://uncw.eduprise.com/webct/public/home.pl	Office Phone: 910/962-7195 roneyk@uncw.edu

Course Description [as stated in UNCW Undergraduate Catalogue]

 

Overview of the conceptual and historic development of programs for students in grades six through nine. Comparison of varied curricular, instructional, and organizational aspects of the middle school movement. Major emphasis on exploring the educational implications of the developmental characteristics of early adolescent learners. Varied approaches to teaming, classroom management and mainstreaming will be investigated. Work will include observations in a variety of settings.

 

Course Rationale

 

Middle Level Education is a unique model of schooling with a unique history, structure, and philosophy. Through didactic classroom instruction, online resources, and field experiences, the course will stress practical issues that confront middle school educators in the teaching and learning situation. The course covers current issues and trends with the aim of preparing pre-service and lateral entry teachers to be effective middle school educators.

 

Course Objectives

The conceptual framework for the Watson School of Education reads: Watson School of Education develops Highly Competent Professionals to serve in Educational Leadership Roles. The outcome of our work together leads to educational practice that positively impacts learning. As a result of readings, class discussions, individual research, related projects, and field experiences each student will demonstrate proficiency in the North Carolina Standards for Middle School Teachers accordingly:

1.      Engage in informed data driven decision making (North Carolina Standard 2 for Middle School Teachers)

·        Identify educational experiences that are developmentally responsive for young adolescents.

·        Identify essential middle school concepts that have potential for this age group.

2.      Engage in reflective practice (North Carolina Standard 1 for Middle School Teachers)

·        Describe young adolescents and their developmental characteristics (physical, social, emotional, moral and intellectual).

·        Articulate and apply a sound philosophy of middle level education. 

3.      Exemplify a commitment to ethical and professional standards (North Carolina Standard 9  for Middle School Teachers)

·        Evaluate your professional development on characteristics associated with effective middle level teaching. 

·        Identify and research contemporary issues affecting young adolescents.

4.      Exemplify knowledgeable in academic content and pedagogy (North Carolina Standards 3 & 5 for Middle School Teachers)

·        Describe the characteristics of practice and curriculum in an effective middle-level school. 

5.      Exemplify technology competence (North Carolina Standard 9  for Middle School Teachers)

·        Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

6.      Exemplify ability to meet needs of diverse learners (North Carolina Standard 7& 8 for Middle School Teachers)

·        Plan instruction that helps young adolescents understand the integrated nature of knowledge, infuses technology, incorporates young adolescent interests and experiences, addresses the needs of diverse learners, and includes varied assessment strategies. 

7.      Convey knowledge and use of appropriate communication strategies (North Carolina Standard 4 for Middle School Teachers)

·        Create a plan to promote school-family-community partnerships in the middle school.

·        Work collaboratively with others in meeting the needs of young adolescents. 

Course Texts 

 

Required [In addition to the following the instructor has assigned other readings. They are available through your WebCT shell.]

 

Manning, M.L., & Bucher, K.T. (2005). Teaching in the middle school (Second Edition). Upper Saddle River, NJ: Merrill Prentice Hall.

           

National Middle School Association. (2003). This we believe: Successful schools for young adolescents. Westerville, OH: Author.

 

Subscription to TaskStream. Beginning with the fall 2005 semester, the Watson School of Education requires that all education majors enrolled in methods courses maintain an active account on TaskStream, a web-based curriculum builder and portfolio toolset. It is imperative that you maintain that account for the duration of your program with the Watson School of Education. WSE students will use TaskStream to maintain a Professional Development Portfolio. This portfolio includes evidence of your work to demonstrate progress toward meeting exit requirements and professional standards. Directions on how to open a TaskStream account are available at http://windev.bear.uncw.edu/MIT/jertzberger/TaskStreamTutorials/

 

Recommended

 

American Psychological Association. (2001). Publication manual of the American Psychological Association (Fifth edition). Washington, DC: Author.

 

Carnegie Task Force on the Education of Young Adolescents. (1989). Turning points: Preparing American youth for the 21^st century. Washington, DC: Carnegie Council on Adolescent Development.

 

Jackson, A., & Davis, G. (2000). Turning points 2000: Educating adolescents in the 21^st century. New York: Teachers College Press.

 

Van Hoose, J., Strahan, D., & L’Esperance, M. (2001). Promoting harmony: Young adolescent development and school practices. Westerville, OH: National Middle School Association.

 

Suggested Journals

Middle Ground (NMSA Publication)

Middle School Journal (NMSA Publication)

Research in Middle Level Education OnLine (NMSA Publication)

The Clearing House (Heldref Publications)

 

Related Web Sites

• Middle Level Education Research http://www.rmle.pdx.edu/
• Middle Web http://www.middleweb.com/
• National Middle School Association http://www.nmsa.org/
• North Carolina Middle School Association http://www.ncmsa.net/

 

Course Requirements

 

1.      As an educator, you accept the responsibility to adhere to the highest ethical standards and commit to serving students, the profession, and pursuing professional development. The WSE Standards of Professional Conduct incorporate the following:

·        the Code of Ethics for North Carolina Educators (adopted by the North Carolina State Board of Education, June 5, 1997; http://www.ncpublicschools.org/);

·        the Code of Professional Practice and Conduct for North Carolina Educators, effective April 1, 1998 (Section 0.600; http://www.ncpublicschools.org/teacher_education/conductcode.htm); and

·        the Watson School of Education professional expectations as identified in the Performance Evaluation Scale exit criteria.

 

2.      As a UNCW student you agree to adhere strictly to the UNCW Honor Code (See Student Handbook, Code of Student Life) http://www.uncwil.edu/stuaff/doso/documents/Code.Of.Student.Life.pdf

 

3.      All assignments must be typed and submitted in a professional manner in accord with guidelines set forth by MLA or APA manuscript style. Proofread before submitting— errors in grammar, spelling, punctuation, etc. will result in a lower grade (see Rubrics for each assignment). It is suggested that these completed assignments become part of the student’s Professional Development Plan portfolio.

 

4.      Submit assignments on the due date to receive full credit. Late papers will result in a lower grade. In accord with mastery learning, students can choose to present a first draft, meet on campus with the instructor for feedback, then revise and resubmit for a grade by the due date. Students requiring substantial revisions will be directed to the University Learning Services http://www.uncw.edu/stuaff/uls/ for assistance with their academic goals.

 

5.      Students are expected to be active participants in this class—that is, to complete all reading, writing and activity assignments, and to be prepared to discuss them in assigned  “Discussion” groups. The rubric for online discussions is attached to the bottom of this syllabus. [8 discussions, 11 possible points per discussion = 88 total possible points]

 

o       There will be five (5) small group discussions in which you are required to participate.

o       In addition, students are expected to participate in three out of four large-group discussions.

 

6.      Emerging Philosophy of Young Adolescents stating your emerging philosophy of teaching middle school. Full description of this assignment is available through the Assignments’ link on the Course Menu. [This assignment results in 50 possible points]  

 

7.      Field Experience: Allows teacher candidates to evaluate curricula and experiences necessary for them to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. You are REQUIRED to complete ten (10) hours of fieldwork in a middle school. Two assignments will guide you in your field experiences. The WSE Coordinator of Field Experiences will contact you regarding your placement. Failure to complete the field experience will result in a grade of “F” for the course.

 

o       A Virtual Visit. Full description of this assignment is available through the Assignments’ link on the Course Menu. [33 possible points]

 

o       A Learning Walk. Full description of this assignment is available through the Assignments’ link on the Course Menu. [33 possible points]

 

8.      Journal Club. Article Review/Critique. Review one (1) published article (the article you review must be at least 7 pages in length) in professional journals and/or chapters in related edited books (publication date no earlier than 1998). Your article must represent research relevant to middle level education. Full description of this assignment is available through the Assignments link on the Course Menu. [30 possible points]

 

9.      Partnership Plan. Prepare a plan to promote school-family-community partnerships in your middle grade school classroom. Full description of this assignment is available through the Assignments link on the Course Menu. [40 possible points]

 

10.  Final: Lesson Design and Reflection. Utilizing your TaskStream account, you will apply the knowledge, skills, and dispositions necessary to help all students learn by creating an original lesson plan according to the UNCW format specifications. You will ask your colleagues and professor for feedback on the design of your lesson. Utilizing this feedback, you will submit a reflection upon the experience of a lesson designed for young adolescent learners. Description of this assignment is available through the Assignments link on the Course Menu. Failure to complete this assignment will result in a failing grade.  [82 possible points]

 

Schedule

 

UNCW’s Spring 2007 course calendar is located at: http://www.uncw.edu/reg/spring_2007_coe.html

 

EDN 318 schedule is available through the Calendar tool in your WebCT course shell.

 

Assessment

 

Assessment is based upon a point scale. As noted, the before-mentioned assignments are each worth a specified number of points. Your point total determines your course grade. The total possible points for this semester are 356. The chart below summarizes the course assessments and indicates the corresponding letter grades, and provides you with a framework for monitoring your progress in the course. Please be sure that your work in this course reflects your best thinking and effort

 

 

 

 

Important UNCW and WSE Procedures

 

Instructor Availability

I am usually available to students whenever I am on campus, so please come by even if you do not have an appointment. If you come by to see me and I am not in my office, please leave a note with your phone number. Or, you can email me. I will get back to you as soon as possible.

Middle Grade Education Program Goals and Objectives

 

The goal of the Middle Grades Education program at UNCW is to assist in providing an appropriate education for early adolescents in grades 6-9 through the preparation of teachers who are well educated and professionally competent.  The conceptual framework for the middle grades education program is one, which is common to all teacher education programs at UNCW: Watson School of Education develops highly competent and effective professionals to serve in educational leadership roles.

 

Upon completion of the undergraduate Middle Grades Education Program (EMG), the student should be able to:

1.      Demonstrate breadth of disciplinary and general knowledge.

2.   Demonstrate depth of knowledge in at least one area of study.

3.   Communicate effectively in conventional formal English, both orally and in writing, in appropriate situations.

4.   Adapt instruction to the developmental and learning needs of individuals, including exceptional children and children from non-mainstream cultural backgrounds.

5.   Establish a classroom climate conducive to the learning, social, and emotional needs of young adolescents.

6.   Choose appropriate objectives consistent with state and local curriculum guidelines, the learning needs of students, and guidelines established by learned societies.

7.   Provide effective objective-based instruction for a variety of types of learning in two subject areas of the middle grades curriculum.

8.      Employ appropriate evaluation procedures and use evaluative information as a basis for revising and generating plans.

9.      Implement appropriate technologies to facilitate learning.

10. Establish a pattern of reflective learning and inquiry leading towards confidence, professionalism, and effectiveness in the role of teacher.

 

University Disability Policy

 

If you are a person with a disability and anticipate needing accommodations of any type in order to participate in this class, you must notify Disability Services (Westside Hall, 962-7555), provide the necessary documentation of the disability and arrange for the appropriate authorized accommodations. Once these accommodations are approved, please identify yourself to me in order that we can implement these accommodations. See Student Handbook, Code of Student Life at http://www.uncwil.edu/stuaff/doso/documents/Code.Of.Student.Life.pdf

 

WSE Performance Review Process

 

“Consistent with the commitment to admit quality students into the teacher education programs, the Watson School of Education also focuses upon the retention of students in programs designed to prepare them to become effective educators. The Performance Review Process is an ongoing component of that effort, and is formally activated at least once per semester. The purpose of the Performance Review Process is to provide honest and candid feedback to prospective educators as part of the Watson School’s obligation to produce quality personnel. Students should be aware that review of performance will occur at least twice during their program of studies in the Watson School of Education: (1) approximately midway through their coursework requirements, and (2) prior to student teaching. Faculty also can express their concerns at any time during a student’s program.” This Process focuses on academic achievement and professional behavior. Further information about this process is available on the sheet entitle “Program Information for Undergraduate and Licensure-only Students” in the Department of Curricular Studies and the Associate Dean’s Office, Education Building.

 

Discussion Rubric: General directions for participation in online discussions—for posting original response and for responding to another learner:

   

Discussion Rubric

 

 

PLUS

 

 

Maximum total possible: 11 per discussion