As a middle level teacher candidate, you will be prepared for certification in grades four through eight with content specialties in English/language arts, mathematics, science, and social studies. You will gain a thorough knowledge of your chosen subject area, and the interrelationships among the subject disciplines. As you learn to become a life-long learner, you'll learn to inspire life-long learning in young adolescents. You will learn to plan, teach, and assess student work using a variety of strategies.
During your professional courses, you will learn to use technology for planning, instruction, and assessment. The field experiences will provide you opportunities with diverse learners. These experiences will enrich your work and understanding of the development of middle school students as well as the organization of middle schools.
Carlow has an excellent history of placing students in schools for observations and student teaching. Students have easy access to Pittsburgh's extensive systems of public, parochial, and private schools, including The Campus School of Carlow University and the opportunity to complete student teaching in Ireland. With more than 150 hours of classroom observation and 450 hours of classroom teaching, you will be prepared to handle situations impossible to simulate in a university classroom.
The role of teacher is the number one hottest career choice for a college graduate with a bachelor's degree, according to the U.S. Bureau of Labor and Statistics. Schools will be looking to fill more than 597,000 elementary school teacher positions between 2008 and 2018.
The Middle Level Education program prepares prospective teachers of 10- to 14- year-old students in the content areas. They will become experts in the development of young adolescents and apply this knowledge in numerous field experiences beginning with observation and progressing to planning and teaching small groups and whole classes.
Teacher candidates will have a thorough knowledge of their chosen subject area, pedagogy, and the interrelationships among the subject disciplines. As they learn to become life-long learners, they learn to inspire life-long learning in students. They will learn to plan, teach, and assess student work using a variety of strategies.
Teacher candidates will learn to use technology for planning, instruction, and assessment. The field experiences will provide prospective middle level teachers opportunities with diverse learners. These experiences will enrich their developmental knowledge and understanding of the purpose and organization of middle schools.
MIDDLE LEVEL TEACHING CANDIDATES WILL:
- Apply her/his understanding of major concepts and theories and research on young adolescent development, motivation and learning styles as s/he develops and implements learning experiences using evidenced-based methodology of the content areas of English,math, science, and social studies.
- Establish an environment that is purposeful and equitable with high expectations of students both in work and conduct by maintaining a supportive relationship with all students.
- Utilize knowledge of content and pedagogical theory to engage young adolescents in learning content including metacognitive reflection.
- Use multiple assessments, e.g. authentic, screening, diagnostic, formative, benchmark and summative assessments for instructional and intervention purposes for young adolescents.
- Demonstrate qualities of a scholar-practitioner within and beyond the classroom, with students and colleagues as well as members of the community.
- Design and create learning experiences that promote high performance learning for diverse young adolescent learners.
Bachelor of Arts in Middle Level Education
MAJOR CONTENT CONCENTRATIONS
(Choose a category: one or two content areas)
If you choose one content area, you will take 30 credits in that content and 12 credits in the other content areas. Example: English/language arts—30 credits; science—12 credits, social studies—12 credits, science—12 credits, and math—12 credits.
If you choose two content areas, you will take 21 credits in each of those contents and 12 credits in the other content areas. Example: English/language arts and science—21 credits in each, and social studies—12 credits, and math—12 credits.
FORMAL DEPARTMENT OF EDUCATION ADMISSION REQUIREMENTS
IMPORTANT NOTE FOR ALL CERTIFICATION STUDENTS: At the end sophomore year, students must officially apply to the department of education through their advisor. In order to apply, students must have 48 credits, have at least a 3.0 GPA; successfully passed SKW 101, SKQ 101, a math course, and a literature course; AND students must also pass the PAPA (Pre-service Academic Performance Assessment) or the CORE ETS Fundamental Skills Tests in reading, writing, and math.
PROGRAM COMPLETION REQUIREMENTS
Upon completion of the course requirements in the program, the student must successfully pass student teaching with a combined score of 4 or higher on both PDE 430 evaluation forms. The student must pass the Pennsylvania Grades 4–8 Core Assessment exam and successfully pass all subject concentration 4-8 exams related to their concentration area(s) of study.
Once the students has met the requirements, he/she may apply for certification at the following website:
TIMS Website: http://www.education.pa.gov/Teachers%20-%20Administrators/Certifications/Pages/default.aspx#.VwKzUfkrK72
“Japan is magical and amazing. This was an incredible opportunity to teach in a different culture.” ~ Amanda Glevicky