• 122 credit hours
• Completion of the Common Studies (general education) program
• 2.5 minimum grade point average at William Woods University
• 2.5 minimum grade point average in all classes taken at all higher education institutions (If a course is repeated, the attempt with the lower grade is exempted)
• 2.8 minimum grade point average in major leading to teaching certification
• Passing scores on all sections of the C-Base examination
• Acceptance into the Teacher Education program
• Passing score on PRAXIS II examination
• Acceptance into the Student Teaching program
• Introduction to Teacher Education (EDU 105) is recommended for students in this certification, but not required.

Concentration
The State of Missouri requires students seeking certification in Middle Level Education to complete a concentration of at least 21 hours in one of five areas. The university that recommends students for certification determines the courses that count toward the concentrations. See your advisor if you have questions about the requirements. Courses in the concentration may count also count toward major requirements
and/or Common Studies requirements. Requirements for the Social Science concentration are nearly met through completion of the common Studies program.

Common Studies (52 hours)
Checklists for all Common Studies requirements are available in the Registrar’s office. Specific Common Studies courses are not required for Middle Education majors. Courses in the comments below are recommended, not required.

Communications (nine credits):
English Composition I (ENG 101; English Composition II (ENG 102) and three hours of Communication (Speech).

Critical Thinking (three credits):
Taken from Critical Thinking course.

Meaning and Value (three credits):
From 100- and 200-level English and Philosophy courses that include
ENG200, ENG201, ENG202, ENG205, ENG206, ENG210, ENG215, ENG235, ENG238, ENG239, and ENG 280. Excludes English Composition and three 200-level writing courses.

Mathematics (six credits):
From 100-and 200-level Mathematics (MAT) courses, excluding Introduction to Mathematics (MAT 101) and Basic Algebra (MAT 102). Students pursuing Middle School certification are required to take six hours of courses that meet the Common Studies Mathematics requirement

tto include Mathematics for Elementary Teachers.

Historical Perspective (six credits):
From 100- and 200-level History courses.

Creative and Aesthetic Sensibility (six credits):
From 100-and 200-level courses in Art and, Music..

Natural Science (seven credits):
From lecture and lab courses in Biology, Chemistry, Physics or Science

Cultural Diversity (three credits):
Students seeking Special Education certification are required to complete three hours of Geography when meeting this Common Studies requirement.

Social Science (six credits):
From 100- and 200-level courses in Economics, Legal Studies, Psychology or Sociology. Students seeking Middle School certification are required to complete three credits of Economics and three credits of Politics and Government.

Value Taken from Ethics Courses (three credits):
Courses include BUS214, COM250, COM330, HUM117, LGS210, PHL116, SCA245, and SWK245.

General Requirement (three credits):
From 100-and 200-level courses in the disciplines listed above.

Program objectives
The middle school education program of the university, by providing students with broad exposure to the liberal arts and in-depth exposure to experiences, theories, and methods related to middle school education, equips students with the capacity to function effectively in middle school educational settings through an understanding of the unique emotional, social, intellectual, and physical characteristics of this age group and mastery of the content area they are going to teach.
The beginning (pre-service middle school teacher will demonstrate a knowledge of and /or competency in the following areas:

I. Nature of Adolescence: The physical, social, emotional, intellectual, and moral characteristics of developmental period of early adolescence within social contexts.
II. Young Adolescent Development in the School Context
1. The changes in family settings, social contexts, threats to healthy and     safety, and risk behaviors in contemporary society that affect healthy development of young adolescents.
2. Developmentally and culturally responsive instruction.
3. Appropriate school programs and function within them.
4. Supportive school environments.
III. Philosophy and School Organization
1. Gathering, evaluating, and synthesizing technological and informational resources to create and communicate knowledge effectively.  Interdisciplinary teams.
2. Teacher-based guidance programs.
3. Flexible grouping and scheduling arrangements.
4. Activity programs.
5. Families, resource persons, and community groups.
IV. Curriculum, Pedagogy, and Assessment
1. Individual differences among learners by utilizing multiple approaches to thinking and learning.
2. Utilization of learners’ ideas, interests, and questions into the exploration of curriculum and pursuit of knowledge.
3. The interdisciplinary nature of knowledge while drawing upon the resources inherent in separate subjects.
4. The basic concepts and skills of inquiry and communication as integral  to all learning.
5. Skill in recognizing and solving problems.
6. Multiple grouping strategies that emphasize interdependence, cooperation, individual responsibilities.
7. Accountability measures that balance evaluation of academic learning with assessment of individual growth and development.
8. Multiple strategies for evaluation and assessment.
V. Collaboration
1. Networks to improve schools and advance knowledge and practice in their fields.
2. Families, resource persons, and community groups to achieve common goals for young adolescents.
VI. Teaching Fields and Pedagogy
1. Teaching fields that are broad, multidisciplinary, and encompass the     major areas within those fields.
2. A focus course designed specifically for teaching pedagogy appropriate for young adolescents.
VII. Field Experiences: Early and continuing involvement in a variety of middle level settings.