Middle Level Education, B.A.E.

Program Description

The Middle Level Teacher Education Program supports the UK educator preparation unit’s theme of Research and Reflection for Learning and Leading. The program emphasizes the development of professionally trained specialists in teaching early adolescents. As such, the program models team teaching and collaborative learning. Active learning experiences are emphasized, as are real-world connections. Throughout the program, students are encouraged to consider their present position and make plans for improvement. Students are urged to gather data continuously and to use this data in planning effective instruction. Students are required to provide questions for reflection when writing lessons they do not teach and to provide reflective summaries as part of lesson plans which are delivered to students. Students are provided time and resources to revise and improve curricular materials they develop within the program. Students assess their own progress through the program’s curriculum, preparing them for the continuous self-assessment required of practicing professionals.

To receive the B.A. degree in Middle Level Education, students must: (1) complete the UK Core requirements; (2) complete all required program-related studies and the professional education course sequence; and (3) complete the content area requirements in each of two areas of specialization. Available content specialization areas are: English and Communication, Mathematics, Science, and Social Studies.

Continuous Assessment

1. All middle level education students are expected to meet the standards and rules for Admission, Retention and Completion from Teacher Education Programs as set forth in the section “Admission, Retention and Completion from Teacher Education Programs”.
2. Assessment at the Point of Entry to the Middle School Program. The admission process provides the first point for formal assessment of the competencies outlined by the standards documents which guide the middle level education program. Basic skills standards must be met and students must be making satisfactory progress towards professional and content area proficiency.
3. On-going Assessment. Once a student is admitted to the program, the student meets with an advisor to plan the remainder of the program. The focus of this initial advising session is to begin a professional development plan which ensures that all standards will be met by program completion.
4. Completion Assessment. At the completion assessment, students must show competency in all relevant standard areas. This is done through a final review of the eligibility portfolio, review of information provided by the cooperating teacher and university supervisor, and documentation of remediation of any weaknesses noted at the formal review in the methods semester.