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MSU Teacher Education Unit (TEU)

Middle School Endorsement

Endorsement in Middle School requires 10 hours minimum
Credits are semester hours

Middle School

North Dakota State Standards 8.18 (Middle School)

8.18.3 Middle Level Curriculum
The program requires study of the major concepts, principles, theories, standards, and research related to the design and execution of middle level curriculum, and they use this knowledge in their practice. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

ED 450 This course provides the candidate with the basic ideas that support an appropriate middle school curriculum recognizing adolescent development and diversity. Emphasis is placed on how middle school curriculum can be planned for individual strengths and differences. In addition candidates discuss and consider the components of a safe, supportive learning environment and management system for middle school age students.*

ED 450 Performance Assessments. Assessment is focused on candidate’s ability to work with a chosen content area developing a planning chart and interdisciplinary thematic web. Candidates present these interdisciplinary webs and basic planning units to their peers.

* Descriptions of these assignments may be found in the course syllabi. Further examples may also be found in the evidence room.

8.18.5 Middle Level Instruction
The program requires study of the major concepts, principles, theories, and research related to effective instruction, positive learning environment, and how to employ a variety of strategies (including integrating the curricular offerings at the middle level, adapting curriculum and instruction to individual learning needs, fostering active learning, teaching problem solving, reading and communication skills) for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

ED 451 Candidates through text reading, discussion, and group work become familiar with middle school teaching strategy vocabulary, explore elements of change in middle school classroom strategies based on adolescent development and individual needs, and provide experience in instructional planning and developing teaching strategies with this group of students.*

ED 451 Performance Assessments candidate presentations of research findings on teaching strategies indicate understanding and transfer of knowledge to application. Peer teaching of 4MAT and Multiple Intelligences lessons developed from an integrated thematic unit demonstrate an understanding of all learners and best practice teaching strategies. A learning center based on a concept from the integrated unit planned and presented by small groups demonstrates application, analysis, synthesis related to teaching strategies and effective best practice.

ED 402 This course, designed for intermediate and middle school teachers provides an overview of content area reading instruction. Vocabulary development, study skills and examination of reading and discussion strategies that support comprehension are a basic part of this course. Lessons that integrate content areas are developed and reflective written assignments in response to journal articles are required. Trade books are used to complement integrated study units in content areas.*

ED 402 Performance Assessments. Candidates develop an evaluative tool to apply to content area texts. Reading strategy lessons using content area texts or a tradebook indicate the candidates understanding of reading strategy lessons and the need to individualize reading strategies. Candidates also develop a three lesson unit based on a tradebook with a content area connection using local or state curriculum standards in the content area for grades 3-12.

* Descriptions of these assignments may be found in the course syllabi. Further examples may also be found in the evidence room.

8.18.6 Middle Level Assessment
The program requires study of formal and informal assessment strategies to evaluate learning and teaching to ensure the continuous intellectual, psychological, social, and physical development of all young adolescents, and how to use that knowledge in middle level practice. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

ED 451 includes text reading and research reading from a variety of middle school journals with a focus on assessment approaches.*

ED 451 Performance Assessments. Written reflections on the text reading and journal research on assessment, with sharing and discussion, follow reflection activities. Candidates also plan an assessment for one lesson chosen from an integrated unit developed as part of the course assignments. These lessons demonstrate the candidates’ understanding of a variety of approaches to the assessment of student performance.

*Descriptions of these assignments may be found in the course syllabi. Further examples may also be found in the evidence room.

8.18.7 Family and Community Involvement
The program requires study of major concepts, principles, theories, and research related to working collaboratively with other teachers, staff members, resource persons, family and community members, and how to use that knowledge to maximize the learning of all young adolescents. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

ED 450 Candidates are introduced to family and community involvement in a variety of ways: text reading, discussion, and observation (includes a field experience day that provides discussion opportunities with teachers and administrators about school’s interaction and work with parents and community). In addition candidates experience collaborative group work during class activities in webbing and planning an integrated unit.

ED 450 Performance Assessments. Candidates demonstrate level of understanding through reflective statements in journals and through discussion relevant to concepts of the importance of family and community agencies in the education of Middle School adolescents.*

ED 451 Through questioning of and discussion with guest speakers focused on matters relevant to schools, families and communities, candidates gain further knowledge and strategies regarding middle level students. Guest speakers come from local social agencies.*

ED 451 Performance Assessments. Discussion and questions directed to guest speakers along with reflective writing indicate candidates’ awareness and knowledge of the importance of work with families and community as well as professional responsibilities to the education of the middle school student.

*Descriptions of these assignments may be found in course syllabi. Further examples may also be found in the evidence room.