The Middle Childhood Education (MCE) Program in the Teacher Education Department (TED) in the College of Education and Human Services (CEHS) at Wright State University is committed to the quality and success of every teacher candidate. In accordance with the Association for Middle Level Educators (AMLE) national standards, the Council for the Accreditation of Educator Preparation (CAEP), the Ohio Learning standards, the International Dyslexia Association (IDA) standards, and the Council for Exceptional Children (CEC) standards, the MCE program faculty are committed to ensuring high teacher candidate quality from recruitment and admission, through the progression of courses and clinical experiences, to program completion and graduation of candidates in two content areas (math, science, social studies, English/language arts) and in reading. Because the development of candidate quality is the goal of the program, the MCE program reviews a number of academic and non-academic factors at admissions, during the program, and at completion to determine selection and progression in the program. While faculty and staff work closely with every candidate to ensure a positive experience to support the learning outcomes in our specific courses and program, a teacher candidate may be removed from the school setting and, possibly, the program based on performance.
The Department of Teacher Education offers a Bachelor’s of Science in Education (B.S.Ed) degree in Middle Childhood Education. The program is designed for the most talented candidates; candidates who are in the program must meet the academic standards defined below.
- A cumulative undergraduate GPA of 2.75 or better.
- Professional Dispositions (CDI) “Meets Requirements” rating for ED 2650 and ED 2750
- No unresolved Concern Conferences.
- Assessment Scores:
ACT Reading Score of 22 or better OR
SAT Evidence-Based Reading and Writing Score of 543 or better OR
Praxis Core Reading Score of 168 or better
ACT Math Score of 22 or better OR
SAT Math Score of 533 or better OR
Praxis Core Math Score of 162 or better
Writing: (beginning in 2021)
ACT Writing Score of 6 or better OR
SAT Writing Dimension Score of 5 or better OR
Praxis Core Writing Score of 168 or better
The coursework requirements for the B.S.Ed. degree in Middle Childhood Education are attached to this proposal.
To maintain state of Ohio approval, the MCE program must demonstrate that it meets ALL of the following standards and requirements:
- Council for the Accreditation of Educator Preparation Accreditation Standards (national accreditation is required by the state of Ohio) - which includes multiple key assessments and dispositions checks; CAEP Standards: http://www.caepnet.org/standards/introduction
- Alignment with the Interstate Teacher Assessment and Support Consortium [InTASC Standards; http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_and_Learning_ Progressions_for_Teachers_10.html
- Association of Middle Level Education Standards for Middle Level educators; AMLE Standards: http://www.amle.org/AboutAMLE/ProfessionalPreparation/AMLEStandards.aspx
- State of Ohio Educator Standards - the Ohio Standards for the Teaching Profession; OSTP Standards: https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Equity/Ohio-s-Educator-Standards/Rev_TeachingProfession_aug10.pdf
- State of Ohio Learning Standards; Ohio Learning Standards: http://education.ohio.gov/Topics/Ohios-Learning-Standards
- State of Ohio Reading Core requirement - 4-course/12-semester hour sequence for reading aligned to the 12-hour Ohio Reading and Literacy Core Competencies (2018); 12h-ORLCC: https://www.ohiohighered.org/content/ohio_educator_licensure_programs_standards_requirements_chart
- Aligned with National Science Education Standards (1996)/Next Generation Science Standards (2013); NGSS Standards: https://www.nextgenscience.org/
- Inclusion of the International Dyslexia Association Knowledge & Practice Standards for Teachers of Reading; IDA Standards: https://app.box.com/s/k77gltlwlwqawgdbdyywjwehzoa1pah2
- The Council for Exceptional Children; CEC Standards: https://www.cec.sped.org/Standards
- International Society for Technology in Education; ISTE Standards: https://www.iste.org/standards/for-educators
- Alignment to the Ohio Transfer Policy and Education Transfer Assurance Guides (TAGS)
- Ohio Preparation Requirements for the following distinct areas; Ohio Program Requirements: https://www.ohiohighered.org/education-programs/standards-requirements#MCE
- Resident Educator License
- Ohio School Operating Standards (OAC Chapter 3301-35)
- Ohio Value-Added Progress Dimension
- Ohio Teacher Evaluation System
- Ohio Standards for Professional Development
- Preparation in Effective Methods of Instruction for Individuals with Dyslexia
- Opioid Education
- Alignment to the Core Administrative Requirements
- A minimum of 100 hours of supervised fieldwork prior to the student teaching internship
- A minimum 12-week student teaching internship
- Content knowledge to cover the following assessments Ohio Assessment for Educators (OAE): http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Licensure/Prepare-for-Certificate-License/Educator-Licensure-Examinations/Educator-Licensure-Testing-Requirements.pdf.aspx
- Two of the following Ohio Content Assessment for Educators (Content OAE): English/Language Arts, Mathematics, Science, Social Studies
- Ohio Assessment for Educators: Foundations of Reading
- Ohio Assessment for Educators: Assessment of Professional Knowledge (APK)
Graduate-level courses were modified to be offered at the undergraduate level. No new courses need to be created to offer this program. No additional staffing, space, computer, or library resources are required to offer the program.
Key Assessments and Disposition Checks
In various courses throughout the program, candidates will be required to complete Key Assessments. Each Key Assessment is aligned with various components of the AMLE Standards. Candidates must successfully complete and pass each key assessment. If a candidate does not pass a key assessment s/he will be required to participate in a formal concern conference, set academic and/or dispositional action steps, and address the weaknesses in the key assessment before moving on in the program. Eight key assessments are outlined below.
Course, Title, & Standards
Key Assessment #1: Pearson OAE content exams and the Foundations of Reading OAE Assessment
Pearson Ohio Assessment for Educators (OAE) content exams and Foundations of Reading OAE Assessment
AMLE Standard 2a
Key Assessment #2: Final Exam
ED 4220 Middle Level Teaching: Principles, Practices, and Learning
- The Final Exam is a 50-item objective test about adolescent development and middle level philosophy and organization
AMLE Standards 1a, 1b, 1c, 1d, 2b, 2c, 3a, 3b, 4b, 5a, 5b, 5c
Key Assessment #3: Integrated Unit Plan
ED 4070 Reading and Literacy II: Content Literacy Tools
- Integrated Unit Plan assesses the candidate’s ability to plan instruction
AMLE Standards 1c, 2a, 2b, 4c
12h-ORLCC 1.4, 1.5, 1.6, 1.7, 1.8, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 6.1, 6.3, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 8.4, 8.8, 9.1, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9, 10.1, 10.2, 10.3, 10.4
OLS-ELA Standards R, W, SL, L 4-9
Key Assessment #4: Assessment of Student Teaching
ED 4310 MCE Internship Part I: Methods
- Part I of the year-long field placement is where the Assessment of Student Teaching - Midpoint Check is completed (AMLE addendum: midterm and final checklist)
OSTP Standards 1, 2, 3, 4, 6, 7
ED 4410 MCE Internship Part II: Student Teaching
- Part II of the year-long field placement is where the Assessment of Student Teaching - Final Check (AMLE addendum: midterm and final checklist)
OSTP Standards 1, 2, 3, 4, 6, 7
Key Assessment #5: Impact on Student Learning Case Study Project
ED 4090 Literacy Assessment & Intervention
- The Impact on Student Learning Case Study Project includes the implementation and analysis of assessment data to plan and teach appropriate instruction for a middle grades student.
AMLE Standards 1a, 1b, 1c, 4a, 4c, 4d, 5a, 5b, 5c, 5d
12h-ORLCC 1.5, 1.6, 1.8, 3.1, 4.1, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.9, 7.5, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 9.5, 9.8, 10.2, 10.3
ODHE-IDA A3, A7, C1, D1, D2, D3, D4, D5, D6, E-3.1, E-3.2, E-3.3, E-3.4, E-3.5, E-3.6, F4
OLS-ELA R, W, SL, L 4-9
Key Assessment #6: Data Based Decision Making Assignment
ED 4180 Assessment for Middle Childhood Education
- Data Based Decision Making Assignment includes examining both quantitative and qualitative student data and making appropriate instructional changes based on the analyses of the data within a middle grades classroom setting.
AMLE Standards 1c, 4a, 4b, 4c, 4d, 5a, 5c, 5d
ISTE Standards 7a, 7b, 7c
Key Assessment #7: Middle Level School Involvement, Families and Community Collaboration Log
ED 4420 Professional Seminar: Middle Childhood Education
- Middle Level School Involvement, Families and Community Collaboration Log requires that candidates document their participation and interactions that would be classified as working successfully with colleagues, families, community agencies, and community members, as well as participation in effective middle level school organizational practices during their Phase 2 and Phase 3 student teaching experiences.
AMLE Standards 1d, 3a, 4b, 4c, 5a, 5b, 5c, 5d
OSTP Standards 3c, 5b, 5e, 6a, 6b, 6c, 6d, 7a, 7b, 7c
OBR-OAC Standards 3301-35-01, 3301-35-03, 3301-35-05, 3301-35-06, 3301-35-12, 3301-35-13
Candidates are responsible for their behaviors and decisions. Program faculty and staff have a formal system in place for candidates demonstrating concern in any or all areas of the CEHS conceptual framework and/or professional dispositions. If any faculty or staff member, advisor, supervisor, or field person has a particular concern about a candidate’s attitude, disposition, and/or behavior that might inhibit the candidate’s professional effectiveness in a course, key assessment, or field experience, the candidate will be required to participate in a formal concern conference to advise the candidate about the concern(s). The emphasis of the concern conference is to assist the candidate in resolving any problem(s), which might hinder her/his success. A written record of such conferences will be made part of the candidate’s permanent record. If a candidate does not attend the concern conference and/or is unable to meet any or all specified action steps, s/he may be removed from the program. No unresolved concern conferences are permitted.
Throughout the MCE program, candidates must maintain a grade of C or better throughout all courses applying to degree - that would include all Core, pre-professional, concentrations, and professional education courses. Cases in which the candidate receives a grade lower than a C or Unsatisfactory, the candidate must retake the course(s) and/or field experience in order to complete the MCE B.S.Ed. program. Additionally, candidates who do not maintain a cumulative 3.0 GPA, and/or who receive a grade below a C may need to participate in a concern conference to set academic and/or dispositional action steps. Cases in which the candidate’s cumulative GPA falls below a 3.0, the candidate will be required to take additional courses to improve her/his cumulative GPA.
Candidates are eligible for financial aid based upon their enrollment status. Because participating candidates remain undergraduates throughout the completion of the bachelor’s degree, they will be eligible for undergraduate financial aid until the completion of the B.S.Ed. degree.
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