Keeping Teachers in the Middle (and Highly Qualified)

Deborah McMurtrie, Ph.D.Gary Senn, Ph.D.

Bridget Coleman, Ph.D.

University of South Carolina Aiken

The Issues

• Teachers licensed in elementary or secondary education yet hired to teach in middle schools often want to continue teaching in the middle grades.

• Teachers can become “highly qualified” with add-on middle level licensure.

Add-on Licensure Requirements in SC

• Middle Grades Philosophy and Organization

• Adolescent Growth and Development

• Reading and Writing in the Content Areas

Meeting the Needs

• Assist in-service teachers in gaining specific preparation in early adolescence and middle school philosophy

• USCA School of Education faculty have re-designed courses in a convenient, on-line format per the request of individual teachers and districts as a whole

What do the teachers feel they need?

• Knowledge of early adolescent students

• Support to implement Middle School Philosophy & Organization

• Interdisciplinary planning

• Resources for innovative instructional strategies

How can we keep teachers in the “middle grades” and “highly qualified?”

How is this addressed by other institutions?

Share your ideas for meeting the increasing demand for effective, on-line middle level

education courses.

Points for Discussion

• Similar issues at other institutions?

• Effective Strategies used for On-line Courses?

• On-line Structure / Platform Blackboard, Edmodo, Moodle, Schoology, TopHat, Google Apps, Weebly, Voki

Ideas to Promote Collaboration Among Teachers in On-line Courses

• Discussion Board Threads– Original post– 3 Reply posts to classmates

• Small Groups or Learning TeamsBegin with Team CharterEnd with reflection on team performance and

evaluation of members’ contributions

• Other ideas:

Teacher Reflections

• “It is amazing to me that all of this wonderful information about adolescent growth and development exists and many people do not utilize it. Parents, educators, and policymakers should be required to take this course! It needs to be our daily goal to use our teachable moments and our knowledge of adolescents to help improve our students and ultimately our society.” –Elizabeth

• “I have already changed a few things I do in my classroom as a

result of taking this course. My understanding of adolescent (and young adult) emotional development has changed how I view many of my students. I understand them and their outrageous behaviors much better. Our relationships are stronger and our interactions are much more positive.” –Lindsay

Teacher Reflection

The course was a huge help for me in getting highly qualified at the middle level.

I also wish that the other students had kept up their "end of the bargain" and participated.

I appreciate your feedback and your creative ways of having us learn the material. I really liked the way our assignments were designed to break down the chapters and give some personal reflections as well. I also liked the discussion springboards, especially the one

where we thought of a fictional character and applied what we have learned to that character. Very creative! Also, you introduced me to

Prezi and several websites that I will be using in August! -- Joe

Session EvaluationLet us know what you thought of this session. Complete an evaluation electronically on the conference app, or complete the paper evaluation

located in the back of the program book.

CEU Code: WB-37

CEU CodeEarn Continuing Education Units (CEU) to maintain your teaching certification. Write down the CEU Code for every session you attend on the CEU card located in the back of the program book.