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EDME 410

I. Course Title: Philosophical Foundations of Middle Level Education

II. Course Number: EDME 410

III. Credit Hours: 3 credits

IV. Prerequisites: Admission to Teacher Education Program and a minimum 2.5 GPA

V. Course Description: 

The goal of this course is to examine characteristics of exemplary Middle Schools to foster student success. We will explore the concepts of teaming, interdisciplinary programs, advisories, collaboration, community building and working with parents and communities. 

VI. Detailed Description of Content of the Course:

1. Interdisciplinary Teaming-

  • a) Purpose
  • b) Team building process and strategies
  • c) Professionalism and collaboration
  • d) Involving students
  • e) Support staff/aides

2. Advisor/advisee Programs-

  • a) Purpose
  • b) Teacher's role and responsibilities
  • c) Planning programs
  • d) Community building 

3. Middle school teaching strategies

  • a) Discussion in the classroom
  • b) Differentiated instruction
  • c) Group work/project- based assignments

4. Working with Parents-

  • a) Beginning the year/Invitational approaches
  • b) Communicating effectively
  • c) Involving parents
  • d) Conferencing
  • e) Professionalism and angry parents

5. Connecting with the Community

  • a) Ways to get to know the community
  • b) Identifying and using resources
  • c) Possibilities for service

VII. Detailed Description of Conduct of Course:

This course will be conducted in lecture, activity, and discussion-based formats with opportunities for hands-on, experiential activities.

VIII. Goals and Objectives of the Course:

Goals, objectives, and assignments address the Virginia Department of Education regulations as well as the Association for Middle Level Education recommendations for preparing middle level educators with concentrations in Language Arts, Math, Social Studies, and Science. Candidates successfully completing this course will be able to demonstrate developing knowledge, skills, and dispositions of the following:

  • GOAL 1: Identify the characteristics of Middle School Concept
  • GOAL 2:  Develop the ability to plan and teach collaboratively to facilitate interdisciplinary learning
  • GOAL 3: Develop knowledge of how to apply a variety of school organizational structures, schedules, groupings, and classroom formats appropriately for middle level learners
  • GOAL 4: Recognize and explain the importance of the commitment to professional growth and development through reflection, collaboration, and continuous learning
  • GOAL 5: Recognize and explain the importance of working with parents and the community

Having successfully completed this course, the teacher candidate will be able to:

  1. Examine the history of the Middle School Movement
  2. Identify key elements of the Middle School Concept (advisories, teaming, interdisciplinary learning, collaboration)
  3. Examine components to effective interdisciplinary learning
  4. Develop skills to effectively collaborate with team members, parents and other school personnel
  5. Examine effective elements of advisories
  6. Develop an advisory unit in order to build community
  7. Examine the concept of teaming and how it can positively impact middle school learners
  8. Demonstrate collaboration skills and reflective listening skills.
  9. Examine various discussion models which support differentiated instruction
  10. Identify elements of differentiated instruction 
  11. Develop frameworks, strategies and skills to implement differentiation in the middle school classroom
  12. Examine positive ways parents, students, teachers, and school personnel can support student success in the classroom
  13. Identify unique variables of a community that impacts a school system
  14. Examine the concept of place-based education and how that relates to teaching middle school students

IX. Assessment Measures:

The assessments may include but are not limited to:

  • Class attendance and participation. Given the interactive nature of the class and its correlation with field experiences, students will make peer evaluations in regard to attendance and contributions to the group.
  • Writing Tasks. Students will keep written reflections on their experiences and/or readings. These will be evaluated in terms of their promptness, relevance, and insightfulness.
  • Case Study Analyses. Written responses to selected case studies will be required. These will be evaluated on the inclusion and appropriate use of knowledge about young adolescents. 
  • Advisory Unit. Teacher candidates will develop an advisory unit aligned with the best practices.

Review and Approval

August 2006 Dr. Elizabeth D. Dore 

April 2020 Dr. Ann Mary Roberts

August 2020

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