Middle Level Endorsement Program

Off-campus graduate course sequence for Elementary and Secondary Teachers. Starting in September 2012. Click here to learn about a fast-track route (2 semesters, 4 courses) for certified classroom teachers leading to MLED Endorsement.

Undergraduate - Graduate

Undergraduate

Middle Level teaching for undergraduate students in Rhode Island requires an endorsement that is attached to an elementary or secondary certificate.

The state requirements consist of two parts:  middle level professional education courses and appropriate content preparation for field of instruction.  The four professional education courses should be taken in the following order:

MLED 310, MLED 320, MLED 330 and MLED 340

Professional Courses

MLED 310:  Teaching the Early Adolescent.  Three credits, offered Fall, Spring, and First Summer Session.
This course addresses the physical, psychological, social and the educational implications of these needs for teaching and learning practices in middle school.  Recent brain research is also shared.  Students will also spend some time examining their own development and what supportive forces helped them through this challenging period.  Each is required to spend a day shadowing a middle level student.

MLED 320:  Middle School Organization and Integrated Curriculum.  Three credits, offered Fall, Spring, and First Summer Session.
The focus of this course is on the design, development and evaluation of a standards-driven, integrated curriculum and instructional unit as building and sustaining strategies are modeled and practiced in this class.  As part of their field-based component, students spend time over the semester with an effective middle level team.  The emergence and development of the middle school in the United States is also examined.

MLED 330:  Interdisciplinary Reading and Writing in Middle Schools.  Three Credits, offered Fall, Spring, and First Summer Sessions.
This course is designed to facilitate the development of interdisciplinary goals of middle school curricula by collaborative teams.  Technology and literacy processes are modeled and used to promote multiple modes of instruction within and across disciplines.  On-site practicum experiences are required and will be coordinated by the instructor for the course.  Practicum experiences will take place with classroom teachers in the student’s content area.

MLED 340:  Differentiated Elements in Middle School Instruction. Three Credits, offered Fall, Spring, and First Summer Sessions.
This course addresses critical strategies for differentiated instruction necessary for mixed ability classrooms commonly found within the middle school.  Pre-service teachers will focus on methods of purposefully selecting strategies to meet the needs of diverse learners and the relationship between assessments and planning for instruction in the differentiated classroom.

Student Teaching

Students seeking a middle level endorsement do a split placement when doing their student teaching.  Half of the time will be spent in a middle school and the other half either in an elementary school or high school depending on which certification they are seeking.  Every effort will be made to place the student with a strong content area teacher who is a member of an effective interdisciplinary team and in a middle level school which has an Advisory Program.

Content

The content preparation is based on a state-established minimum of 30 hours distributed by topic in a subject taught in middle schools (English, Social Studies, Science, Mathematics, or Foreign Language).

Post-Baccalaureate (Graduate)

Middle Level teaching for post-baccalaureate candidates requires an endorsement that must be attached to an already existing elementary or secondary certificate.

The state requirements consist of two parts:  four middle level professional education courses and appropriate content preparation for field of instruction.  The professional education courses should be taken in the following order: 

MLED 510, MLED 520, MLED 530 and MLED 540

Professional Courses

MLED 510:  Teaching and Learning in the Middle School.  Three credits, offered Fall, Spring and First Summer Sessions
This course addresses the physical, psychological, and social development needs of your adolescents and the educational implications of these needs for teaching and learning practices in middle school.  Students will develop an understanding of the unique learning strengths and needs of the middle level student and examine various pedagogical responses to these strengths and needs through reflection on practice.

MLED 520:  Middle School Curriculum and Organization.  Three credits, offered Fall, Spring and First Summer Session.
The focus of this course is on the design, development and evaluation of a standards-driven, integrated curriculum and instruction unit as designed and implemented by middle school interdisciplinary teams.  Constructivist learning theory and practices for middle level students are the basis for curriculum development.  Team building and sustaining strategies are modeled and practiced in this class.  The emergence and development of the middle school in the United States is also examined.

MLED 530:  Applications of Middle School Instructional Models.  4 credits, offered Fall, Spring, and First Summer Sessions.
This course is designed to facilitate the development of interdisciplinary goals of middle school curricula by collaborative teams.  Technology and literacy processes are used to promote multiple modes of instruction within and across disciplines.  On-site practicum experiences are required and will be coordinated by the instructor for the course. 

MLED 540: Differentiated Middle Level Instructional Strategies.  Three credits, offered Fall, Spring and First Summer Session.

This course addresses critical strategies for differentiated instruction necessary for mixed ability classrooms commonly found within the middle school.  MLED 540 facilitates the development and application of instructional plans using middle level differentiation strategies integrated by examining the components of differentiation and an application to daily planning and practice.

Content

Specified courses, verified through transcript analysis by the Rhode Island Department of Elementary and Secondary Education, Office of Teacher Certification and Professional Development, are required for each area.  Call 401-222-4600 for an appointment.

The content preparation is based on a state-established minimum of 21 hours distributed by topic in a subject taught in middle schools (English, Social Studies, Science, Mathematics, and Foreign Language [French or Spanish]).  Content preparation for candidates seeking the middle level endorsement varies, depending on whether a student holds basic certification in elementary or secondary teaching and is determined by state transcript review.  Students needing additional coursework will be advised to follow the appropriate undergraduate middle level teaching concentration.  See College Catalog for specifics.

For more information contact:

John M. Niska, Ph.D.
Coordinator of Middle Level Program
Associate Professor – Middle Level Education
Rhode Island College
Henry Barnard School, Room 222
401-456-4655
jniska@ric.edu

Page last updated: May. 25, 2012