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.
Related Education Resources:
- Frameworks, Philosophy, and Standards
- Student Teaching
- Teacher Education Program (TEP)
- Missouri Educator Gateway Assessments (MEGA)
- Missouri Teaching Standards
Our Middle-Level Education degree at work
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.
Our students are highly sought after by distinguished employers across the country, including:
Other employers of our recent alumni include:
- 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
EDU 201 - Multicultural Education -D - 3.00
This course addresses various aspects of multiculturalism and cultural diversity such as culture, race, ethnicity, gender, class, religion, language, age, and exceptionality. By examining these micro-cultures, students will understand and use this knowledge to meet individual student needs and address cultural differences effectively in the classroom. Concepts and strategies for teaching different cultural, racial, and ethnic groups, including English language learners, are included.
EDU 211 - Educational Technology I - 3.00
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.
EDU 231 - Exceptional Child - 3.00
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.
EDU 250 - Foundations of Education - 3.00
This course is a comprehensive overview of the foundations of education in the United States. It focuses on the development of educational institutions and ideas, social forces that have influenced them and current issues affecting educators. It specifically includes a survey of the policies, procedures, portfolios and certification examinations that are part of the Missouri educator certification process. The nine Missouri Teacher Standards will be integrated, and used as a guide, throughout the course.
EDU 291 - Beginning Clinical Experience - 2.00
Teacher candidates observe and participate in an assigned classroom for a minimum of 30 hours. They observe and become familiar with the classroom organization and management, curriculum, and the school's instructional program. They work with students in various groupings and observe and implement differentiation strategies.
EDU 311 - Middle School Philosophy and Organi - 3.00
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.
EDU 314 - Middle School Curriculum & Instruct - 3.00
An online 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.
EDU 392 - Reading & Wrtng in the Content Area - 3.00
This course addresses the special demands of content area reading and writing for both elementary and secondary students and encourages teachers in all content areas to reflect on their roles as literacy providers. An overview of the possible causes of reading difficulties and simple assessment procedures are discussed. Students will also learn teaching strategies for improved comprehension of content materials, study skills, and vocabulary.
EDU 393 - Teaching Reading and Writing - 3.00
Students will understand curriculum and instructional planning of reading and writing in k-12 classrooms. Students will plan and differentiate lessons based on student needs. Instruction will focus on reading, writing and language acquisition in all grade levels. Students will work together and experience different expectations for pre-service teachers in collaborative groups. Throughout this course students will develop a better understanding of literacy development; phonics, fluency, vocabulary, and comprehension. Students will understand how to organize literacy instruction
EDU 395 - Intermediate Clinical Experience - 3.00
Teacher candidates observe and participate in various ways in an assigned classroom for a minimum of 45 hours. They become familiar with lesson planning, differentiation strategies, assessment techniques, and the analysis of demographic information. Teacher candidates work with students throughout this experience and plan and execute a lesson with the direction of the cooperating teacher. This lesson is delivered to the whole class, a small group, or an individual student. They then reflect on student learning as a result of this lesson. Prerequisite: EDU291 and Admittance to the Teacher Ed Program
EDU 422 - Measurement & Assessment in Education - 3.00
This course provides an overview of the theory, concepts, and principles of measurement and assessment in education. The emphasis of this course will be on the application of principles, techniques, and procedures involving the construction and use of various forms of formal and informal assessments to enhance the instructional process. The course considers the use of student data, data analysis, and data-based decision-making to monitor student progress and improve student learning and instruction. Prerequisite: EDU 395
EDU 441 - Student Centered Reading & Writing - 3.00
This is a field based course that covers instruction of language acquisition, phonics, fluency, comprehension and writing in a K-12 classroom. Students will observe a classroom during ELA instruction and tutor a student in reading and writing. Students will spend 12 hours intensively tutoring their assigned student, they will be assisted by collaborating during class meetings to better serve the student. The pre-service teacher will analyze reading and writing samples and assessments of their assigned student, they will then develop an appropriate lessons for language acquisition, phonics, vocabulary, and writing skills. Students will work intensively with students who have been assessed and need assistance to be at grade level in ELA instruction. Prerequisites: Entrance in the Teacher Education Program and EDU 395
EDU 453 - Classroom Management - 3.00
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. Prerequisite: EDU231, EDU395 and Entrance into the TEP Program
EDU 492 - Educational Seminar - 3.00
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. Prerequisite: Entrance into the Teacher Education Program and EDU 395 Corequisite: EDU 490 or EDU 493 or EDU 495 or EDU 499.
EDU 495 - Supervised Teaching (Middle Level) - 9.00
Teacher candidates are assigned to a specific 5-9 classroom for 14 weeks. Using a co-teaching model, teacher candidates will work with a certified teacher to implement all of the elements of teaching (MO Teacher Standards). These elements of teaching will be phased in gradually, while continuing to use both teachers in the classroom to improve student learning. The teacher candidate will become the lead teacher as the semester progresses and will be responsible for all elements of teaching for a minimum of 6 weeks, under the guidance of the certified teacher. Teacher candidates will complete the MEES during the student teaching semester and will be supervised by a qualified university supervisor. Passing the MEES is required for MO teaching certification and successful completion of EDU 495. (Course Fee) Prerequisite: Entrance into the TEP program, EDU291 and EDU395 Corequisite: EDU 492
PSY 221 - Educational Psychology -S - 3.00
The study of the psychological principles that 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.
PSY 226 - Child and Adolescent Development -S - 3.00
The purpose of this course is to provide an overview of the typical development of a child from birth through emerging adulthood. Biological, cognitive and social development and the influencing factors will be covered. Students will be expected to apply the theories discussed in the course to improve child welfare.
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.
Learn more about undergraduate admissions requirements, deadlines, tuition and financial aid available to you.