Syllabus

** GRADUATE EDUCATION **
 * ASHLAND** **UNIVERSITY**
 * COURSE SYLLABUS **
 * Fall 2009 **
 * Wednesdays 5:00-8:20 **
 * Instructor: Mrs. Benetto **

** Credit Hours: 3 **


 * benettokimberly@elyriaschools.org**
 * 440.452.8518 **

EDCI 597
 * __Course Number:__ **

Middle Grades Philosophy, Organization & Climate
 * __Course title for the catalog:__ **

This course is designed for persons in the Bachelor’s Plus Program who are seeking the middle grades license (4-9) or the endorsement for grades 4-5 on the Early Childhood Licensure. An emphasis is placed on the philosophy of middle level school, the psychology of the preadolescent and adolescent student, the role of teacher as counselor, in teaming, curriculum and instruction.
 * __Catalog Description__**__:__

A bachelor’s degree and admission to the Ashland University bachelor’s Plus Program in the Graduate Program in Classroom Teacher Licensure.
 * __The prerequisite (s) for this course is (are):__ **

25
 * __ The enrollment restriction (s) for this course is (are): __**


 * __Course and field/clinical experience objectives (including knowledge, skills, and dispositions):__ **

The graduate education student will have knowledge of: Pearson Prentice Hall. Wormeli, R. (2001) //Meet me in the middle.// Portland, ME: Stenhouse.
 * __ KNOWLEDGE: __**
 * 1) Understand the impact of technological and societal changes on schools.
 * 2) Demonstrate ethical professional behavior.
 * 3) Engage in research and experienced-based principles of effective practice for encouraging the intellectual, social, and personal development of middle level students.
 * 4) Utilize different student approaches to learning for creating instructional opportunities adapted to learners from diverse cultural backgrounds and with exceptionalities.
 * 5) Reflect on teaching and its effects on adolescent’s growth and learning.
 * 6) Utilize educational technology, including the use of computer and other technologies in instruction, assessment and professional pedagogy.
 * 7) Create and maintain a developmentally responsive program and learning environment.
 * 8) Demonstrate advising techniques and strategies appropriate for the middle grade child.
 * 9) Understand student scheduling plans and procedures as a component of teaching team responsibilities.
 * 10) Understand the philosophy and rationale for curriculum and instructional planning pertinent to teaching team organizational strategies.
 * 11) Understand the philosophy of education of middle grades education, theory and practice.
 * 12) Demonstrate effective behavior control strategies appropriate to the middle grade learner.
 * 13) Develop an understanding of the major trends of curriculum and instructional practices in respective disciplines appropriate to the middle grades.
 * 14) Plan appropriate classroom arrangement strategies based on scientifically researched educational practices for the middle grades.
 * 15) Plan teacher advisory techniques and strategies which will develop positive outcomes and enhanced self-esteem in all middle grade students.
 * 16) Develop a personal philosophy of education which is based on active learning and respect for all children, especially those in the middle grades.
 * 17) Demonstrates effective communication in the classroom by using a variety of communication skills, including verbal and nonverbal techniques, technology, and media.
 * 18) Value open professional communication, collaborative planning and strategies for development of team teacher middle grade concepts.
 * 19) View learning as an integrated rather than fragmented process.
 * 20) Provide leadership for student activities.
 * __Required Text__:** Powell, S. (2005). //Introduction to middle school.// Upper Saddle River, NJ:


 * __Suggested instructional strategies:__ **
 * Lecture/discussion
 * Case studies
 * Team teaching
 * Cooperative instructional strategies
 * Simulation
 * Research papers
 * Group projects/presentations


 * __Evaluation of Students:__ **
 * Portfolios
 * Research projects/papers
 * Discussion techniques
 * Simulation
 * Individual and group presentations
 * Exams

Middle Grade Licensure
 * __Licensure programs in which course is required:__ **


 * ** National Accreditation of Teacher Education (NCATE)/National Middle School Association (NMSA) Standards ** ||

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 these organizational components.
 * __ Major Standard Addressed in this course: __**
 * Standard 2 Middle Level Philosophy and School Organization **

Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.
 * __ Supporting Standards addressed in this course: __**
 * Standard 1 Young Adolescent Development **

Middle level teacher candidates understand the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.
 * Standard 5 Middle Level Instruction and Assessment **

Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals.
 * Standard 7 Middle Level Professional Roles **


 * __Attendance/Tardy Policy:__** Class attendance is essential. To get the maximum educational experience from this very student active course, you must be in class. Arriving late or leaving early may constitute an absence. After two absences, your grade will be dropped by one letter. Please use your absences wisely. You never know when you will become sick or have a family emergency.

If you must miss a class, please notify me ahead of time either by phone or email and let me know of your circumstances.

In the event of an absence, it is your responsibility to acquire any material covered in class and to find out about any changes or assignments that are due which may not be on the syllabus.

Required Readings: Assessments and assignments will be based on your readings as well as class discussions and presentations. The readings will serve as a resource for all that we do in class. For example, you do not have a copy of //Turning Points// or //This We Believe// but the highlights are in //Introduction to Middle School// by Sara Davis Powell.
 * __ Course Requirement and Assignments: __**

Assignment Format: All assignments should be double spaced, 12pt font, following APA format. References should be included when applicable and should be a separate page. NO COVER PAGE is necessary. If you have any questions about the format please see me.

Assignments and Descriptions:

Questions are provided under the assignment tab of the WIKI page. Once on assignment page, go to the top and click on the discussions. The assigned questions are listed there. These questions are assignmed to provide further reflection on class discussions and assignments. Due dates are reflected in the syllabus. Suggested length is 3-4 pages. **(20 points each)**
 * Reflection Questions **

Select websites of two middle schools in the state of Ohio. Choose a high poverty school and an affluent school (one with less than 75% poverty). Locate the school mission statement. Examine it for elements of This We Believe. You will complete a comparison and an analysis of their mission statement including its strengths and weaknesses. **(40 points)**
 * Mission** **Statement Analysis**

Using the student profiles on pages 77-79 in ITMS select a few students based on sex, ethnicity, socio-economic status, academic ability, intelligence etc. You are going to be an advocate for this group. After you have done some research, come up with an original program to implement to help these students be successful in school. **(20 points)**
 * Student Advocacy Project **

Interview a middle level student on what makes a good teacher and bring your results to class. Identify student by first name only and grade level. This will be an oral presentation.
 * Student Interview **
 * (20 points)**

Write a plan for YOUR developmentally responsive middle school. You will create the name, mission statement, and location. Identify school structures you will include, such as teaming and advisory. Include explains and support on why you feel your school is developmentally responsive. Rationale should be based on course content, such as the documents This We Believe or Turning Points, your texts, additional class readings and any outside research. There are two components to this project: the written paper, following APA format, and the visual component of a power point presentation **(100 points).**
 * Developmentally Responsive Middle School Project **


 * Rubrics will be distributed for major assignments. Please review each rubric before handing in an assignment. **

A 92.5%, A- 89.5% B+ 86.5%, B 82.5%, B- 79.5% C+ 76.5%, C 72.5%, C- 69.5% D+ 66.5%, D 62.5% D- 59.5%
 * Grading Scale **
 * Professional Expectations**: In this course, you will be held to very high standards, as I expect you to hold your students to the same. Please refrain from “side bar conversations” during class time. Also, this is a graduate level course. All work will be graded at that level. Class participation is expected.

No children are permitted in class.

Alexander, W.M., & McEwin, C.K. (1989). __Schools in the middle: status and progress.__ Columbus, OH: National Middle School Association
 * __ Bibliography __**

Atwell, Nancie. (1987). __In the middle: writing, reading and learning with adolescents.__ Boynton Cook/Heineman.

Beane, J.A., & Lipka, R.P. (1987) __when kids come first: enhancing self esteem.__ Columbus, OH: National Middle school Association

Beane, J.A (1993). __A middle school curriculum: from rhetoric to reality.__ Columbus, OH: National Middle School Association.

Butler, D.A., & Dickinson, T.S. (1991). __Onsite: preparing middle level teachers through field experience.__ Columbus, OH: National Middle School Association.

Carnegie council on Adolescent Development (1989). __Turning points: preparing American youth for the 21st century.__ New York: Carnegie corporation of New York.

Cole, C.g. 91988). __Guidance in the middle school: Everyone’s responsibility.__ Columbus, OH: National Middle School Association

Connors, Neila A. (1991). __Homework: a new direction.__ Columbus, OH: National Middle School Association.

Dickinson, Tom, ed. (1993) __readings in middle school curriculum: a continuing conversation.__ Columbus, OH: National Middle School Association.

Doda, N.M. (1981). __Teacher to teacher.__ Columbus, OH: National Middle school Association

Dorman, Gayle (1995). __Middle grades assessment program.__ Chapel Hill, N.C.: Center for Early Adolescence.

Erb, T.O., & Doda, N.M. (1989) __team organization: promise, practice and possibilities.__ Washington, D.C. National Education Association

Eichhorn, D.H. (1966). __The middle school.__ New York: the Center for Applied Research in Education, Inc.

Epstein, J.L., & Mac Iver, D.J. (1990). __Education in the middle grades: National practice and trends.__ Columbus, OH: National Middle School Association

Fine, Michelle, ed.(1996) __talking across boundaries: participatory evaluation research in an urban middle school.__ New York: Bruner Foundation.

Forte, Imogene, & Schurr, Sandra. (1996)__.__ __Integrated instruction in language arts: strategies, activities, projects, tools and techniques.__ Incentive Publications.

Forte, Imogene, & Schurr, Sandra. (1996). __Integrated instruction in math: strategies, activities, projects, tools, and techniques.__ Incentive Publications

Forte, Imogene, & Schurr, Sandra. (1996). __Integrated instruction in science: strategies, activities, projects, tools, and techniques.__ Incentive Publications.

Forte, Imogene, & Schurr, Sandra (1996). __Integrated instruction in social studies: strategies, activities, projects, tools, and techniques.__ Incentive Publications

George, Paul. (1992). __The middle school and beyond.__ ASCD

George, P., & Alexander, W. (1993). __The exemplary middle school.__ Orlando, FL: Harcourt Brace Jovanovich.

George, P.S., & Shewey, K. (1994). __New evidence for the middle school.__ Columbus, OH: National Middle School Association

Hoversten, C., doda, N.M., & Lounsbury, J.H. (1991). __Treasure chest: a teacher advisory source book.__ Columbus, OH: National Middle School Association

Irvin, J.L. (1992). __Transforming middle level education: perspectives and possibilities.__ Nedham, MA: Allyn & Bacon.

James, M. (1986). __Advisor-advisee programs: why, what and how.__ Columbus, OH: National Middle School Association.

Lounsbury, J.H. (1992). __Connecting the curriculum through interdisciplinary instruction.__ Columbus, OH: National Middle School Association.

Lustig, Keith. (1996). __Portfolio assessment: a handbook for middle level teachers.__ Columbus, OH: National Middle School Association.

Manning, M. Lee. (1995).__celebrating diversity: multicultural education in middle level schools.__ Columbus, OH: National Middle School Association

Manning, M. Lee. (1993). __Developmentally appropriate middle level schools.__ Wheaton, MD: Association for Childhood Education International

Merenbloom, E.Y. (1991). __The team process in the middle school: a handbook for teachers.__ Columbus, OH: National Middle School Association.

National Council of Teachers of Mathematics. (1994). __Mathematics teaching in the middle level.__ NCTM

National Middle School Association (1995). __This we believe: developmentally responsive middle level school.__ Columbus, OH: author

Pipher, M. (1994). __Reviving Ophelia: saving the selves of adolescent girls__. New York: Ballantine Books.

Purkey, William, & Strahan, David. (1986) __positive discipline: a pocketful of ideas.__

Rutherford, Barry, ed. (1995) __creating family/school partnerships__. Columbus, OH: National Middle School Association

Stevenson, C. (1992). __Teaching ten to fourteen year olds__. New York: Longman Publishing Group.

__Middle school journal__. Columbus, OH: National Middle school Association
 * __Journals__ **

__Schools in the middle__. Washington, D.C.: National Association of Secondary School Principals.

http//:www.middleweb.com///
 * __Internet__ **
 * www.nmsa.org/

http:www.nmsa.org/ http//:www.MiddleLink.org/