*Math and Science Teaching Field Concentrations

It is recommended that students who choose the Mathematics or Science Teaching Field Concentrations take MATH 1113  and STAT 1401  in their general education core requirements.

Required Courses (9 Credit Hours)

• EDUC 2110: Investigating Critical & Contemporary Issues in Education
• EDUC 2120: Exploring Socio-Cultural Perspectives on Diversity in Educational Contexts
• EDUC 2130: Exploring Teaching & Learning

Teaching Field Courses (9 Credit Hours)

Professional Education Requirements (33 Credit Hours)

• EDMG 3300: Success in the Middle: Adolescent Development and Middle Grades Advocacy
• EDMG 3350: Planning, Instruction, and Assessment in the Middle Grades
• EDMG 4411: Seminar in Middle Grades Education
• EDMG 4650: Yearlong Clinical Experience I
• EDMG 4660: Yearlong Clinical Experience II
• EDRD 3330: Methods and Materials for Middle Grades Content Area Reading and Writing
• EDSM 3360: Classroom Management in the Middle Grades and Secondary Education
• EDUC 4610: Introduction to the Yearlong Clinical Experience
• INED 3300: Educating Students with Exceptionalities in Inclusive Settings
• INED 4431: Foundations for Teaching Multilingual English Learners
• ITEC 3200: Improving Learning with Technology in Middle Grade Classrooms

Teaching Field Methods Requirements (6 Credit Hours)

• EDMG 4401: Teaching Mathematics in Middle Grades
• EDMG 4402: Teaching Science in Middle Grades
• EDMG 4403: Teaching Social Studies in Middle Grades
• EDMG 4404: Teaching Language Arts in Middle Grades

Language Arts Teaching Field

Language Arts Concentration Learning Outcomes

1. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers. 
2. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users. 
3. Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students. 
4. Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.)  (ASSESSMENT OF LEARNING Self-Study Assessment Documentation)    
5. Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs. 
6. Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts. 

Mathematics Teaching Field

Mathematics Concentration Learning Outcomes

1. Content Knowledge. Candidates of middle level mathematics demonstrate conceptual understanding and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and applications within and among mathematical content domains. 
2. Mathematical Practices. Candidates of middle level mathematics solve problems, represent mathematical ideas, reason, prove, use mathematical models, attend to precision, identify elements of structure, generalize, engage in mathematical communication, and make connections as essential mathematical practices. Candidates understand that these practices intersect with mathematical content and that understanding relies on the ability to demonstrate these practices within and among mathematical domains and in their teaching. 
3. Content Pedagogy. Candidates of middle level mathematics apply knowledge of curriculum standards for mathematics and their relationship to student learning within and across mathematical domains. Candidates incorporate research-based mathematical experiences and include multiple instructional mathematical understanding and proficiency. Candidates provide students with opportunities to do mathematics by allowing students to talk about it, connect it to both theoretical and real-world contexts. Candidates plan, select, implement, interpret, and use formative and summative assessments for monitoring student learning, measuring student mathematical understanding, and informing practice.
4. Mathematical Learning Environment. Candidates of middle level mathematics exhibit knowledge of young adolescent learning, development, and behavior. They use this knowledge to plan and create sequential learning opportunities grounded in mathematics education research where students are actively engaged in the mathematics they are learning and building from prior knowledge and skills. Candidates demonstrate a positive disposition toward mathematical practices and learning, include culturally relevant perspectives in teaching, and demonstrate equitable and ethical treatment of and high expectations for all students. Candidates use instructional tools such as manipulatives, digital tools, and virtual resources to enhance learning while recognizing the possible limitations of such tools. 
5. Impact on Student Learning. Candidates of middle level mathematics provide evidence demonstrating that as a result of their instruction, secondary students’ conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and application of major mathematics concepts in varied contexts have increased. Candidates support the continual development of a productive disposition toward mathematics. Candidates show that new student mathematical knowledge has been created as a consequence of their ability to engage students in mathematical experiences that are developmentally appropriate, require active engagement, and include mathematical-specific technology in building new knowledge.  (ASSESSMENT OF LEARNING Self-Study Assessment Documentation)    
6. Professional Knowledge and Skills. Candidates of middle level mathematics are lifelong learners and recognize that learning is often collaborative. They participate in professional development experiences specific to mathematics and mathematics education, draw upon mathematics education research to inform practice, continuously reflect on their practice, and utilize resources from professional mathematics organizations. 

Science Teaching Field

Science Concentration Learning Outcomes

1. The program shall prepare candidates who can understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in the fields of biology, physical sciences and earth and space science. The sciences should be interwoven to develop interdisciplinary perspectives and mastery of competencies in each content area: life science, physical science, and Earth and space science; 
2. The program shall prepare candidates who understand how students learn and develop scientific knowledge; 
3. The program shall prepare candidates who are able to plan for engaging students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, practices of science and engineering, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources–including technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met; 
4. The program shall prepare candidates who can in a classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the science classroom appropriate to their area of licensure; 
5. The program shall prepare candidates who can provide evidence to show that students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization; 
6. The program shall prepare candidates who strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content and science pedagogy. They identify with and conduct themselves as part of the science education community. 

Social Studies Teaching Field

Social Studies Concentration Learning Outcomes

The program shall prepare candidates in social studies who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for:

1. The study of culture and cultural diversity; 
2. The study of time, continuity, and change;  (ASSESSMENT OF LEARNING Self-Study Assessment Documentation)   
3. The study of people, places, and environment; 
4. The study of individual development and identity; 
5. The study of individuals, groups, and institutions; 
6. The study of power, authority and governance; 
7. The study of production, distribution, and consumption of goods and services; 
8. The study of science, technology and society; 
9. The study of global connections and interdependence; and 
10. The study of civic ideals and practices.