Bachelor of Science (BS) in Middle-Level Education
Become a teacher, and never stop learning.
The middle grades are crucial moments in a child’s education. That’s why middle grade teachers are such champions — providing students with the social experiences they crave, the heightened responsibility they seek, and hands-on learning that can connect them with their dreams.
You will benefit from small class sizes. Our average is 14 students, and your professors will have teaching experience in various venues in education — public schools, private schools, higher education. The knowledge and skills they bring resonate in every class they teach. These coursework experiences will be applicable within your first year, as you will shadow and student-teach in area schools. Our location provides you with the opportunity to teach in urban, suburban, and rural settings.
At William Woods University, middle-level education students are thoroughly prepared to teach grades 5-9 in the state of Missouri with the choice of one of four concentrations: Social Science, English, Math, or Science.
William Woods University graduates are employed in Fulton Public Schools, Mexico Public Schools and other districts across Missouri.
The Bachelor of Science in Middle Level Education degree at William Woods University consists of 122 distinct credit hours for graduation—including 69 core major credits and a 21-hour concentration in English, mathematics, social science or science.
Courses you may take
Rationale, trends and goals for the multicultural curriculum are addressed. Students learn concepts and influences of various microcultures on cultural pluralism and strategies for teaching diverse populations.
Educational Technology I
The role of technology in the K-12 classroom and issues surrounding technology use are examined. Students incorporate technology use into projects presented to the class.
A study of children with special needs who qualify for special education services. Topics include the history and legal basis of special education, the special education process, assessment and evaluation procedures, characteristics, and appropriate intervention strategies and teaching methods. Emphasis is placed on characteristics and teaching strategies for the following exceptionalities: learning disabilities, mental retardation, behavior/emotional disorders and giftedness.
It is recommended for all Education majors and for students seeking secondary education certification. It focuses on the development of educational institutions and ideas, social forces that have influenced them and current issues affecting educators. It specifically included a survey of the policies, procedures, portfolios and certification examinations that are part of the Missouri educator certification process.
Pre-Student Teaching I
Students become familiar with classroom organization and operation, curriculum materials and a school’s instructional program through classroom observations. Includes 30 required hours of classroom observation, journal reflections and scheduled meetings with the course instructor.
Pre-Student Teaching II
Includes 30 required hours of classroom observation and limited instructional participation. Journal reflections and scheduled meetings with the course instructor are also part of the course.
Middle School Philosophy and Organization
Students will examine the history, philosophy, and rationale behind the middle school movement while they engage in coursework that promotes the middle school approach to education. The assignments provide experiences for blending theory and practice, observations and research with reflection, and resources necessary to effectively prepare teacher candidates for career in middle level education. The middle idle performance-based standards focus directly on what middle level teachers should know and be able to do.
Middle School Curriculum and Instruction
An online Internet course which concentrates on the appropriate curriculum and instructional delivery for middle-level education. This course requires ten (10) hours of classroom observation and activities.
Integrated Curriculum I
The values and criteria for selecting and using literature with elementary and middle school students at various stages of development are emphasized. Planning and evaluation of a literature program are stressed. Four traditional expressions of language -reading, writing, listening, and speaking - are explored.
Integrated Curriculum II
Teaching methods, strategies, resources and practices in teaching art, music, physical education, science and social studies at the elementary and middle school levels are emphasized. A thematic unit will be developed to demonstrate competency in curriculum planning, development and teaching.
Teaching Mathematics (Elementary)
Instructional methods, materials, mathematics literature, and the evaluation procedures used in teaching mathematics at the elementary level are studied. Focuses on the improvement of teaching and curriculum expansion as recommended in the National Council of Teachers of Mathematics standards. This course does not apply toward a major or minor in mathematics and does not apply toward the university’s general education program.
Reading in the Content Area
The special demands of content-area reading and writing for elementary, middle school and secondary students are addressed. Possible causes of reading difficulties and simple assessment procedures are discussed. Teaching strategies for content comprehension, study skills, and vocabulary development are explored.
Teaching Elementary Reading
Instructional methods and materials used in teaching reading in the elementary grades are examined.
Measurement & Assessment in Education
This course provides an overview of the theory and essential concepts of measurement in the educational context. The emphasis of this course will be on the application of principles, techniques and procedures that result in the enhancement of instruction.
Analysis and Correction
A field-based course that covers methods of diagnosing mild reading disabilities commonly found in elementary-age students and methods of working with children to help them overcome disabilities. The course includes 12 hours of tutoring assignments outside of class time with elementary and/or middle school students.
The nature of behavior problems in schools, including types, etiology, and management through educational and behavioral intervention procedures are addressed. Students are encouraged to take this course the semester before they do their student teaching.
Teaching competence is strengthened through multiple means, including the examination of and reflection upon the students experiences during their supervised teaching placement. This is a writing intensive course that includes a community profile paper, reflection pieces and a culminating portfolio that documents performance standards. Class meetings occur before, during and after the student teaching experience.
CoREQUISITE: EDU 490 or EDU 493 or EDU 495 or EDU 499.
Supervised Teaching (Middle Level)
Students gradually assume full responsibility for classroom instruction. Supervision is provided by the classroom cooperating teacher and by a university faculty member. Acceptance into the university’s student teacher program is required. (Special fee)
CoREQUISITE: EDU 492
Mathematics for Elementary Teachers
Mathematics for Elementary Teachers will address the mathematical knowledge, skill, and processes students in grades 1-8 need to know and be able to do. These mathematics include Algebra, Geometry, and Statistics.
The study of the psychological principles which support the foundation of educational theory and practice. The student will be able to understand and apply the psychological principles that form the basis of educational theory and practice.
Psychology of the Adolescent and the Middle-Level Child
This course addresses the physical, intellectual, emotional and social development of the adolescent and the middle-level child and how this development is related tdo the learning-teaching process.
Education majors must complete all major courses, including secondary certification courses (if applicable), with a final grade of ‘C’ or better.
Information on the curriculum, policies and requirements of the university’s Teacher Education Program and of its teacher certification process is available in the Teacher Education Program handbook. View the handbook here »
In order for students to be certified, they must complete the Missouri Education Gateway Assessments. You may find more information at www.mo.nesinc.com
Students interested in becoming certified to teach in other states need to follow these program requirements and be recommended for Missouri certification by the Certification Officer. They must then check with the other states policies to see about transfer policies. More information can be found at www.dese.mo.gov.