Middle Childhood Education, B.A.

The ED major includes course work in professional and pedagogical studies and disciplinary content; and culminates in the professional year. Many of the University Core courses may  fulfill program licensure requirements. Professional and pedagogical studies provide a planned sequence of courses that develop knowledge about teaching, learning, assessment and the profession. A minimum of two-thirds of the credit hours in professional education studies must be earned at John Carroll University. The disciplinary content courses prepare pre-service teachers for their specific licensure area.

The Middle Childhood program develops expertise in teaching students from ages 8 through 14 and grades four through nine. This program prepares middle-childhood educators in two of four content areas: language arts, math, science, and social studies.

A unique aspect of the Teacher Education program is the professional development of pre-service candidates at John Carroll University. All candidates participate in a full academic year clinical experience in one school for both Pre-Student Teaching and Student Teaching. Pre-Student Teaching offers the opportunity to reflect, question, and continue with weekly experiences in one school that culminates in Student Teaching.

To qualify for the four-year Resident Educator license, the candidate must successfully complete the Teacher Education program and pass the appropriate exams mandated by the State of Ohio. Fees for required programs and state assessments are paid by the student.

All teacher licensure candidates must submit to fingerprinting and background checks by government investigative agencies each year of their course of study.

Note: Licensure programs are subject to change based on recommendations of external accrediting bodies, e.g., Specialized Professional Associations (SPAs), the ODHE, and CAEP.

Program Learning Goals for Education

Contexts

1. Understands the central concepts, tools of inquiry, competing perspectives, and structure of the disciplines taught.

2. Recognizes the value of understanding the interests and cultural heritage of each student. 

3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

4. Creates a learning environment of respect and rapport.

Learner Development

1. Understands how children/youth develop and learn.

2. Provides learning opportunities that acknowledge and support the cognitive and social development of learners.

3. Understands how learners differ in their approaches to learning.

4. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.

Practice

1. Understands and uses a variety of instructional strategies; designs coherent instruction.

2. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.

3. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.

4. Understands and uses formative and summative assessment approaches and strategies.

Person

1. Reflects on professional practices.

2. Fosters relationships with colleagues, parents, and agencies in the larger community.

3. Grows and develops professionally.

Admission to Teacher Education

Interested students must apply to and be accepted into the Teacher Education Licensure Program prior to registration in upper-division education courses. An applicant must have taken, or be enrolled in, ED 100, ED 200 (for EC (P-5)), and ED 253 at the time of application for admission. Students may not take any additional coursework beyond ED 100, ED 200 (for EC (P-5)), ED 202 (for MC/AYA), and ED 253 unless they are formally admitted to teacher education. Those students accepted into the AYA licensure program must also be subsequently accepted into a departmental major, e.g., history, English, mathematics, chemistry. 

Teacher Education Licensure Program application is typically made during the semester in which ED 253 is taken, usually in the sophomore year. Application forms are available on the department’s website at the beginning of the fall and spring semesters, http://sites.jcu.edu/education.

Applicants for the Teacher Education Licensure Program are evaluated by faculty and Teacher Education Licensure Program coordinators on the basis of the admission criteria. The department faculty approve all admissions to the Teacher Education Licensure Program.

Admission Criteria and Decision:

Accepted —Students may begin or continue taking Education courses toward program completion. This classification is given if all of the listed criteria are met. Once accepted into the Teacher Education program, the student is called a candidate.

Criteria

1. Academic Record

   • 2.7 overall GPA

   • 2.7 education GPA based on one or more of the following courses:  ED 100, ED 200, ED 202 and possibly ED 253

   • 2.7 content-area GPA

2. No or limited concerns regarding oral and written communication based on course performance (EN 125, COM 125, ED 100, ED 200, ED 253) and interview process.

3. No or limited concerns regarding dispositions for teaching based on instructor observations in courses and field experiences.

4. Successful criminal background check (i.e., Bureau for Criminal Investigation [BCI] and FBI).

Accepted Conditionally —Students may continue taking courses toward teacher licensure. This decision applies if criterion 1, 2, or 3 is not met.

Criteria

1. Academic Record:

   • 2.3 – 2.7 overall GPA

   • 2.0 – 2.7 education GPA based on ED 100, ED 200, ED 202, and possibly ED 253

   • 2.0 – 2.7 content-area GPA

2. Some concerns regarding oral and written communication based on course performance (EN 125, COM 125, ED 100, ED 200, ED 253) and interview process. 

3. Some concerns regarding dispositions for teaching based on instructor observations in courses and field experiences. 

Note: Conditional acceptance may be given for up to two semesters, including the semester in which the student applies.  Depending on the student’s performance in meeting the conditional acceptance criteria, an extended timeframe for program completion or dismissal from the program may result.

Reject —Student is not eligible for admission to Teacher Education. This decision applies if any of the following conditions is evidenced:

1. Criterion 4 (BCI & FBI check) is not met;

2. Criterion 1 (GPA) is not met, and either criterion 2 or 3 is not met;

3. Significant concern regarding dispositions for teaching based on instructors' observations in course work or field experiences.

Appeal Process

Due process is available to applicants who wish to appeal their classification. First, applicants should discuss the matter with their advisor. After this discussion, if applicants wish to pursue an appeal, they should do so in writing to the Teacher Education Program coordinators within thirty (30) days of notification of classification. If further action is required, an appeal may be made to the department chair.

Student Progress Checkpoints

The program has several checkpoints where student progress is assessed:

1. Admission to the University.

2. Application and acceptance into the Teacher Education Licensure program and approval by the faculty.

3. Application and acceptance into the Pre-Student Teaching semester, placement in an intensive field-based pre-student teaching experience with University supervision in preparation for student teaching and approval by the TE coordinators and department chair.

4. Application and admission to the professional semester for Student Teaching, and approval by the Council on Teacher Education.

5. Exit assessments to meet program requirements, i.e., edTPA.

Note: Other policies and procedures applying to teacher education candidates and the teacher education program may be found in the department's Teacher Education Handbook located on the department's website. Teacher education faculty and leadership also engage in ongoing evaluation of the candidate’s course work, clinical and field experiences, and evidence of appropriate dispositions for the teaching profession based on instructor observations in courses and field experiences.

Grade Policy

1. A grade of C or higher is required in all education courses. A grade of C- or lower requires repeating the course, and the applicant should schedule a meeting with the advisor or Teacher Education Program coordinators to discuss progress in the program.

2. A grade of C- or lower in a course in the teaching field will be reviewed by the Teacher Education coordinators and the department chair to determine an appropriate course of action.

3. A minimum GPA of 2.7 is required throughout the program for the overall GPA, education GPA, and content areas.

The ED major includes course work in professional and pedagogical studies and disciplinary content; and culminates in the professional year. Many of the University Core courses may  fulfill program licensure requirements. Professional and pedagogical studies provide a planned sequence of courses that develop knowledge about teaching, learning, assessment and the profession. A minimum of two-thirds of the credit hours in professional education studies must be earned at John Carroll University. The disciplinary content courses prepare pre-service teachers for their specific licensure area.

The Middle Childhood program develops expertise in teaching students from ages 8 through 14 and grades four through nine. This program prepares middle-childhood educators in two of four content areas: language arts, math, science, and social studies.

Program Requirements

Professional and Pedagogical Studies

Professional and pedagogical studies provide a planned sequence of courses that develop knowledge about education, for example, its social and historical foundations, and foster understanding and use of the principles of effective teaching. The following courses are common to all licensure areas (Primary, MC, and AYA):

Middle Childhood Curriculum and Disciplinary Content (Licensure requirements)

(2 curriculum content areas; number of credit hours varies by discipline)

The curriculum and content courses of the Middle Childhood License prepare pre-service middle-level teachers to understand the unique nature of the middle-school environment and to organize the learning environment to respect developmental characteristics of middle-level students. Candidates are required to complete education and disciplinary content-area course work for two teaching areas, which include:

Language Arts (ED 424 plus 33-36 credit hours of specified course work in ED, EN and COM).

Mathematics (ED 424 plus 20-22 credit hours of specified course work in MT and CS).

Science (ED 424 plus 17 credit hours of specified course work in AR, BL, CH, and PH).

Social Studies (ED 424 plus 24 credit hours of specified course work in EC, PO, SC, and HS).

Note:

1. An overall GPA of 2.7 or higher must be maintained in disciplinary content-area course work for Middle Childhood.

2. Undergraduate candidates who complete less than one-half of disciplinary content-area course work at John Carroll will be required to pass the state assessment in the content area as a prerequisite for both student teaching, and the Middle Childhood and Adolescent/Young Adult Licensure.

3. Specific course work for each of the content areas may be found on the department’s website: https://jcu.edu/academics/education/student-resources/advising-academic-resources

Specific Professional and Pedagogical Studies required for Middle Childhood Education

Professional Year of Clinical Practice

The professional year is a unique aspect of the professional development of pre-service candidates at John Carroll University. All candidates participate in a full academic year of clinical experience in one school for both pre-student teaching and student teaching. Pre-student teaching offers the opportunity to reflect, question, and continue with weekly classroom experiences that culminates in student teaching. As a requirement of the pre-student teaching and student teaching experiences, candidates meet on a regular basis in conference with the cooperating teacher and University supervisor to discuss teaching practice, receive feedback on areas for improvement, and continue to develop as a future educator. Successful completion of pre-student teaching is a prerequisite to student teaching.

Pre-Student Teaching

The candidate applies two semesters before the projected student teaching semester. The pre-student teacher is assigned a cooperating teacher in one or more of his/her intended licensure and content areas. In addition, a University supervisor is assigned to each pre-student teacher.

Candidates for pre-student teaching are evaluated by the TE program coordinator and the chair on the basis of the following criteria:

1. Course work

   • Minimum GPAs

     • 2.7 overall

     • 2.7 in education courses

     • 2.7 in content areas

   • All course requirements have been completed or will be completed prior to student teaching.

2. Application to pre-student teaching, faculty interview, and resume.

3. No or limited concerns regarding dispositions for teaching based on instructor observations in courses and field experiences.

Decisions: Accept; Accept Conditionally

1. Accepted – candidate may proceed with pre-student teaching

2. Accepted Conditionally – Candidate meets with TE Coordinators to develop an intervention plan.

   All requirements in the intervention plan must be successfully met in order to proceed with student teaching.

   The candidate may continue taking courses toward teacher licensure. The decision applies when one or more of the listed criteria are evidenced.

   • Academic Record:

     • 2.5 – 2.7 overall GPA

     • 2.5 – 2.7 education GPA

     • 2.5 – 2.7 content-area GPA

   • Some concerns regarding oral and written communication based on course performance and interview process.

   • Some concerns regarding dispositions for teaching based on instructor observations in courses and field experiences.

Student Teaching

During the pre-student teaching semester, each candidate applies for student teaching. In planning programs, candidates and advisors should be aware that student teaching is more demanding than course work. Therefore, candidates should schedule no more than the required 12 hours of education credit during the professional semester, including student teaching.

Approval is granted by the Council on Teacher Education and requires that the candidate has:

1. The following minimum GPAs:

   • 2.7 overall

   • 2.7 in education courses

   • 2.7 in teaching content area(s)

2. Successfully completed all clinical and field requirements for each course.

3. Completed all course requirements, education and discipline content area(s). Requests for one additional course beyond 12 hours during student teaching must be submitted in writing to the Council on Teacher Education as part of the application for student teaching.

4. Obtained a recommendation to continue into student teaching by the cooperating teacher and University supervisor through completion of the PST Final Evaluation Form.

5. Demonstrated teaching practices that provide evidence of the department’s dispositions for the teaching profession.

Note: Admission to student teaching does not guarantee successful completion of the student teaching experience.

Upon successful completion of all program requirements, including the edTPA in ED 405) the student may apply for the bachelor’s degree.

Upon successful completion of all program requirements and appropriate state licensure exams, the student may apply to the Ohio Department of Education for the Resident Educator License. Students who successfully pass the edTPA do not have to take the Professional Knowledge exam for the Ohio Assessment for Educators (ODE, 2020).  Students still need to take and pass the OAE for their content area(s)to be licensed.

Other policies and procedures applying to teacher education candidates and the teacher education program may be found in the department's Teacher Education Handbook located on the department's website.