The Bachelor of Science in Education degree in middle childhood education provides a strong foundation for students wanting to teach grades 4–8. This 120-hour program provides graduates with a comprehensive understanding of middle grades education with special emphasis on school/university partnerships, diversity, development of positive learning environments, education for students from high-poverty populations, subject-specific education (i.e. mathematics, science, etc.), and middle grades curriculum, instruction, and assessment.
WHY SHOULD YOU BECOME A
MIDDLE CHILDHOOD EDUCATOR?
Students and faculty in the Middle Childhood Education program understand it is an experience like no other. At this level, the students are starting to understand and wonder about the bigger issues and ideas, but are still young enough to approach learning as play. As a middle childhood educator, you will integrate elements of both elementary and secondary education into your teaching practice, making you a more versatile educator. You will also be in the unique position to help students bridge the gap between elementary and high school; facilitating their transition from early childhood into adolescence.
Incredible Job Security and Opportunities for Advancement
While the licensure requirements vary from state to state, teachers who have established a good work ethic and reputation don’t have to worry too much about finding a job. Because teachers are in such high demand across the United States, you have almost guaranteed job security—employment of middle school teachers is expected to increase by 6% by 2024 according to the Bureau of Labor Statistics.
Education is probably one of the best fields for advancement because the possibilities are endless. You have the opportunity to not only guide new and experienced teachers through Lead Teacher appointments and mentorship programs, but also to shape the educational environment by becoming an assistant principal, principal, or district level administrator.
Five Steps to Begin Your Teaching Career in
Middle Grades Education
STEP 1: Satisfy Core Requirements
Complete all University Core requirements or an associate’s degree with a cumulative GPA of 2.7.
STEP 2: Apply for Admission
Fill out the online admissions application and submit the required materials to the UA Little Rock Office of Admissions.
STEP 3: Submit Test Scores
Submit your admission test scores to your advisor.
STEP 4: Complete Background Check Process
Before you can be placed in a school for your field experiences or internship, you must have an approved background check in the Arkansas Educator Licensure System (AELS). Please contact the Director of Licensure and Placement for directions to complete this process.
STEP 5: Complete the Child Maltreatment Training
Before you can be placed in a school for your field experiences or internship, you must complete your Child Maltreatment Mandated Reporter training. Once you have completed the 60-90 minutes of self-paced training you should download your certificate of completion and store it in your files for future use and licensure.
WHAT YOU’LL STUDY
The Bachelor of Education degree in middle childhood education enhances the general expertise of middle level educators by providing a more comprehensive understanding of young adolescent learners and of the need for a learning environment that is responsive to students’ developmental needs. In addition, this program provides expertise in teaching field content and pedagogy.
Admission, Program, and Graduation Requirements
Apply for Undergraduate Admission to UA Little Rock
- Visit apply.ualr.edu to complete an application for undergraduate admission and submit the $40 non-refundable application fee.
- Applicants with fewer than 12 transferable college credit hours should request that an official high school transcript or GED scores be sent to the Office of Admissions. Only official transcripts will be accepted, and must be submitted in a sealed, stamped envelope from the issuing institution or sent via electronic data interchange from the high school.
- Applicants with fewer than 12 transferable college credit hours may need to request official ACT or SAT scores from the testing agency (UA Little Rock ACT Code 0132; UA Little Rock SAT code 6368) if the official high school transcript does not include scores and s/he did not indicate UA Little Rock as a score recipient at the time of testing. ACT, SAT, COMPASS or Accuplacer scores must be from tests taken within the last five Students have the option of taking the Accuplacer test available through UA Little Rock Testing Services.
- Any applicant previously enrolled at another institution(s) must request that an official college transcript(s) be sent to the Office of Admissions. Only official transcripts will be accepted, and must be submitted in a sealed, stamped envelope from the issuing institution or sent via electronic data interchange from the previous institution. Students may submit an official “In Progress” transcript from the institution at which s/he is currently enrolled for admission purposes, but will still be required to submit a final, official transcript once all grades have been posted. Freshmen who completed high school concurrent credit at an institution other than UA Little Rock must submit an official college transcript.
- Students born after January 1, 1957, must submit proof of two MMR (measles, mumps, and rubella) immunizations.
Transfer Student Admission
Transfer students must be academically advised before registering for classes. Students who are undecided on a major are advised in the Office of Undergraduate Academic Advising. Students who have decided on a major should make an appointment with an advisor in the academic department offering the major.
Students may potentially enroll in UA Little Rock courses prior to final transcript credit articulation. Transfer credit articulation is an ongoing process that can only be completed once a student submits all final transfer credits and the credits are posted to the UA Little Rock transcript. Because transfer credit articulation impacts course placement and registration, transfer students with a provisional admission status may need registration overrides into core, major, or minor courses during the first semester on campus. The process of transfer credit articulation may take several weeks at minimum to process after a student has been fully admitted to UA Little Rock. For more details regarding transfer credits, please review the Undergraduate Catalog or visit the Transfer Student Services website.
Community College Transfers
Students transferring to UA Little Rock from two-year colleges are subject to these provisions. Students must first consult with Academic Advising to articulate transfer coursework prior to being admitted to the School of Education and Health Professions. Students seeking admission to the middle childhood education programs must schedule an appointment with the CHASSE Student Success Center (501-916-6700; firstname.lastname@example.org). If a student has completed the Associate of Arts in Teaching (AAT) at a two year institution, core requirements at UA Little Rock will be met.
Students Who Transfer from Four-Year Institutions
These provisions listed for community college transfers may also apply to transfer work from four-year institutions that are either accredited by CAEP, formerly known as the National Council for the Accreditation of Teacher Education (NCATE), or approved as teacher education institutions by the state in which they are located.
The following are minimum criteria for consideration for admission to the Middle Childhood Education program.
Fall and Spring Block I Admission
For admission to Fall and Spring Block I, all applicants must:
- be formally admitted to UA Little Rock.
- have completed RHET 1311 and 1312 English Composition, SPCH 1300, MATH 1321 or 1302 (see advisor) with a grade of C or greater in each of these courses; and
have completed all core requirements with an overall degree plan cumulative GPA of 2.70 or greater or 3.0 in the last 50 hours.
- Students seeking admission to the college with associate’s degrees designed for transfer (Associate of Arts, Associate of Arts in Teaching, and some Associate of Science degrees) should refer to the Community College Transfers information above for more information.
- submit required entrance exam scores in reading, writing, and math.*
- contact the Undergraduate Advisor in Teacher Education to complete the admission application.
Fall and Spring Block II Admission
For admission to Fall and Spring Block II, all applicants must:
- satisfactorily complete all Block I requirements with an overall GPA of 2.70 or greater
- submit required entrance exam scores in reading, writing, and math*
- contact the Undergraduate Advisor in Teacher Education to complete the admission application
Retention decisions are the responsibility of the faculty. Once admitted, students are required to maintain a 2.75 grade point average, with at least a C in all courses specific to the middle childhood program. In addition, students’ professional behaviors, content knowledge, and classroom performance will be evaluated throughout the program. Successful completion of the licensure program is not based solely on the number of course credits, but requires demonstration of specified professional knowledge, skills, and behaviors. While a student may require additional time to meet some performance expectations, the faculty may limit that time and reserves the right to remove a student from the program should appropriate progress not be demonstrated.
- Completion of all courses on degree plan with grades as required and passing scores on all required Praxis II and other exams (see Licensure Officer for correct exams to take).
- Entry of all required artifacts into Chalk and Wire and submission of these artifacts for assessment in Chalk and Wire.
- Submission of Graduation Application on Boss by announced deadline.
Graduation and Educator Licensure are two separate processes. Please contact the Director of Licensure and Placement for guidance through the Educator Licensure process during the semester you apply for graduation.
Core (35 hours)
It is recommended that RHET 1311, RHET 1212, HIST 1311, and HIST 1312 be taken before or concurrently with ARHA 2310 and ARHA 2311.
Second Language Proficiency (none required)
Concentration Courses (36 hours)
Candidates must complete a minimum of 18 hours in two of the content areas listed below. Concentration courses are suggested based on required Praxis content knowledge examinations and must be completed with a grade of “C” or better.
Social Studies Concentration (18 hours)
- HIST 1311 History of Civilization I
- HIST 1312 History of Civilization II
- HIST 2311 US History to 1877 OR HIST 2312 US History since 1877
- POLS 1301 American National Government
- ECON 2301 Survey of Economics
- GEOG 1311 Physical Geography
Language Arts Concentration (18 hours)
- RHET 1311 Composition I
- RHET 1312 Composition II
- ENGL 2337 World Literature
- RHET 3301 Editing for Usage & Style
- TCED 4300 Workshop*
- ENGL or RHET Upper Level Course – 3 hrs
Math Concentration (18 hours)
- MATH 1302 College Algebra
- MATH 1451 Calculus I OR MATH 1342 Business Calculus
- MATH 2310 Discrete Mathematics
- MATH 3383 Mathematics for Middle School
- MATH 3384 Concepts in Geometry
- MATH 4380 Concepts in Probability and Statistics
Science Concentration (20 hours)
- Core science course – 4 hrs
- Core science course – 4 hrs
- Science course with lab – 4 hrs
- Science course with lab – 4 hrs
- IGSC 4401 Integrated Science Methods
Major (59 hours)
Formal admission to the Middle Childhood Education program is required to enroll in the following courses:
Fall Block I (16 hours)
- MCED 4302 Introduction to Middle Level Education
- TCED 4321 Teaching Diverse Adolescents
- MCED 3303 Middle Childhood Curriculum and Planning
- MCED 3105 Field Experience I*
- Concentration Methods Course**
- Elective (3 Hrs)
Spring Block I (15 hours)
- MCED 3430 Integrated Mid-Level Curriculum
- SPED 4301 Education of Exceptional Learners
- MCED 3240 Field Experience II*
- Concentration Methods Course**
- Elective (3 Hrs)
Summer (3 hours)
- EDFN 3304 Assessment in the Middle School Curriculum
Fall Block II (13 hours)
- TCED 4330 Classroom Management
- MCED 4120 Licensure Seminar
- MCED 4310 Mid-Level Content Literacy
- MCED 4601 Internship I*
Spring Block II (12 hours)
- TCED 4320 Interactive Technology for Middle School
- MCED 4303 Professional Seminar
- MCED 4602 Internship II*
** These courses apply toward both the concentration and major course hour requirements. Concentration methods courses will depend on concentration areas selected: HIST 4397 (Social Studies), TCED 4300 (Language Arts), MATH 3383 (Math), IGSC 4401 (Science)
Minor (none required)
Unrestricted General Electives
Students may take general elective courses to fulfill any remaining hours to reach the 120 minimum total hours, the 45 hours of upper-level courses (3000-4000 level), or the 30 hours in residence.
Middle Childhood Education Courses
MCED 3105 Field Experience I
This field experience will acquaint students with a variety of middle school experiences, and provide a 40 hour experience in a middle school classroom. Students will be oriented to the structure of a school district, the school, and the classroom setting. All concurrent courses in the Introduction to the Profession block will include assignments or specific tasks to be completed by students during the 40 hour classroom placement in this field experience. One credit hour.
MCED 3240 Field Experience II
This field experience will acquaint students with a variety of middle school experiences, and provide a 60 hour experience in a middle school classroom. Students will be oriented to the structure of a school district, the school, and the classroom setting. All concurrent courses in the Introduction to the Profession block will include assignments or specific tasks to be completed by students during the 60 hour classroom placement in this field experience. Two credit hours.
MCED 3303 Middle Childhood Curriculum and Planning
Students will be oriented to the scope of the middle grades curriculum, varying patterns of curriculum organization, activities, and transition based teaching and general problem solving for instructional planning assessment and management. Introduction of the materials and various technology media used in teaching at the middle level. Field based experience required. Three credit hours.
MCED 3430 Integrated Mid-Level Curriculum
Prerequisites: admission to the middle childhood education program and completion of eight hours of science and nine hours of mathematics. The student should use the content to develop thematic concepts, which are implemented through the methodologies of inquiry based, hands-on learning with the use of manipulatives. Students utilize the Internet and technology as an integrative tool to develop pedagogical techniques and materials in relation to whole course design with cross-disciplinary focus and active student involvement. Three credit hours.
MCED 4120 Licensure Seminar
A review of educational psychology, assessment, motivation, and student expectations. Classroom scenarios requiring application of teacher decision-making skills and classroom management strategies will be presented. In addition, students will analyze case studies. Prepares students for the Praxis II examination; in order to pass this seminar, students must attain the standard set by the Arkansas State Board of Education. One credit hour.
MCED 4302 Introduction to Middle Level Education
This course presents the history, philosophy, and major concepts of middle level education. The organizational components of middle level schools; current research in reflective practice. Practical problem solving and development of a professional, reflective approach to teaching are emphasized. Candidates will learn to use tools of reflective teaching to assess their own level of competence and to design learning experiences to improve their own classroom teaching. Relationships between schools and community organizations, between schools and families, and between schools and a diverse society are discussed. Three credit hours.
MCED 4303 Professional Seminar
Corequisite: MCED 4602. Part of final semester, Professional Practicum II. Presentations by Education faculty and practitioners in the field concerning such topics as legal issues affecting educational practice; family constellations; adolescent misbehavior; behavior analysis; discipline involving logical and natural consequences in place of rewards and punishments; and encouragement. Students create a professional portfolio, and submit a senior exit project utilizing interactive technology. Students learn how to prepare for job interviews; what to expect the first teaching year; how to maintain a professional portfolio to demonstrate growth; how to reflect on personal development; and what is involved in meeting the Arkansas Teacher Licensure Standards. Three credit hours.
MCED 4310 Mid-Level Content Literacy
Emphasis on the development of reading in the content areas for middle school students. Focus on the concepts of developing meaningful literacy experiences for adolescents of all ability levels, with a continued focus on language and literature as an integral part of the curriculum. Involves a study of major theories and current teaching strategies in literacy for adolescents. Evaluation and assessment strategies explored. Three credit hours.
MCED 4330 Classroom Management
Emphasizes creation of and fostering of classroom management techniques and strategies for the design of environments that are conducive to a safe place for teaching and learning. Includes connecting the school-home-community connections. Incorporates technology for learning and teaching. Candidates will have taken or passed Praxis CORE prior to course. Three credit hours.
MCED 4601 Internship I
Prerequisites: admission to middle childhood education program and successfully pass required Praxis content examinations. Corequisites: MCED 4310 and 4330. Classroom observation and participation in classroom routines with gradual assumption of complete classroom teaching responsibilities. Students plan, teach, and reflect on the total experience. Students make accommodations for children with special needs. All of the school resources are used, and competence in using technology is required. Sex credit hours.
MCED 4602 Internship II
Prerequisites: admission to the middle childhood education program and the successful completion of MCED 4601 Internship I. Corequisite: concurrent enrollment in TCED 4320. The final field placement course. Students plan, teach, and reflect on the experience. Students responsible for all aspects of the classroom environment including making accommodations for children with special needs. All of the school resources will be used, and competence in using technology is required. Six credit hours.
EDFN 3304 Assessment in the Middle School Curriculum
Study of available assessment methods and the integration of these methods in planning, modifying, and evaluating instruction, and in reporting outcomes to varied constituencies. After completing this course, students will meet basic assessment competencies as outlined in the Arkansas Principles for Licensure for Beginning Teachers and The Standards for Teacher Competence in the Educational Assessment of Students (1990). Three credit hours.
SPED 4301 Education of Exceptional Learners
Prerequisite: PSYC 2300 or consent of instructor. Introduction to the psychological, sociological, philosophical, legal, and educational implications of educating exceptional learners in the mainstream; the role of teachers, professionals, and parents as team members in providing appropriate education and necessary adaptations for exceptional learners. Dual-listed in the Graduate Catalog as SPED 5301. Three credit hours.
TCED 4300 Workshop
Prerequisite: consent of instructor (based on student’s experience and coursework in the educational area). Designed to provide an opportunity for pre-service and in-service teachers to explore areas of interest and prepare educational materials through a workshop format. Course content, subtitle, and organization vary. Three credit hours.
TCED 4320 Interactive Technology for Middle School
The production and application of Interactive Instructional units where the microcomputer is the controlling medium for such peripherals as CD-ROM players and web browsers. Three credit hours.
TCED 4321 Teaching Diverse Adolescents
Prerequisite: admission to Block II of the undergraduate education minor program or undergraduate middle school program. Students use basic concepts of adolescent development and cultural diversity to design lessons and to select and use teaching materials and techniques to meet the needs of students at different developmental stages and of different cultures. Three credit hours.
TCED 4330 Classroom Management
Emphasizes creation of and fostering of classroom management techniques and strategies for the design of environments that are conducive to a safe place for teaching and learning. Includes connecting the school-home-community connections. Incorporates technology for learning and teaching. Three credit hours.
Opportunities to Work During Internship
Undergraduate students in traditional licensure programs may earn income working in K-12 schools during their internships through the following opportunities. Any student enrolled in a School of Education program who would like to complete their internship as a paraprofessional or substitute teacher must first have the approval of their Program Coordinator, the Director of Teacher Licensure and Placement, and the Director of the School of Education.
- Paraprofessional Position
- Interns may apply for open paraprofessional positions in any K-12 school in the state. Students must meet the hiring school’s requirements for a paraprofessional, which often can include holding an associate’s degree or completing 60 hours of undergraduate course work. Some schools may ask their paraprofessionals to complete the ParaPro Assessment as well.
- Interns enrolled in the Elementary Education and Middle Childhood Education programs must work as instructional or academic paraprofessionals in classrooms that meet the requirements of the internships in which they are enrolled each semester. For these programs, a paraprofessional position in a Special Education classroom will not meet program and licensure requirements.
- Interns enrolled in the Special Education program may only work as Special Education paraprofessionals under the supervision of licensed special educators. Their paraprofessional positions must meet the grade level and disability level of the internships in which they are enrolled each semester.
- While it is unlikely that students enrolled in the Education Minor program will be able to find instructional or academic paraprofessional positions in their content area and at their grade level, they may also work as paraprofessionals during internship if the position matches the requirements of the internship course.
- Substitute Position
- Good news! Due to recent licensure waiver changes, interns may now work as short-term or long-term substitutes during internship and that employment may count toward their internship hours. Ideally, this arrangement would be initiated by the field site where they are placed for their current internship and would occur in their cooperating teacher’s classroom. The School of Education will also accept requests to work as a long-term substitute in the school where interns are currently placed or where they have been placed previously based on the principal’s assessment of the situation. Under special circumstances a student may be allowed to work as a short-term substitute in other classes within the school where they have been placed.
- Interns who wish to work as long-term or short-term substitutes must meet the criteria and submit the documents outlined. They must also sign and submit the Acknowledgement of Program Responsibilities During Substitute Employment form. This process begins with students submitting all documents and forms to their program coordinator for review. Once interns have submitted their documents, they must also complete the online application at this link: https://forms.gle/wfQVo9VEabv1KHeY8.
- Interns may only work as short-term and long-term substitutes through the district’s substitute management system. Informal arrangements like “covering classes” or completing non-instructional duties in settings like the cafeteria, the playground, and the drop-off and pick-up lanes while not under the immediate supervision of a cooperating teacher is not allowed in School of Education programs.
- Students who would like to work as substitutes during their internship should discuss the possibility with their Program Coordinator first and then submit the application packet to them. If the Program Coordinator supports the student’s application, they will consult the Director of Teacher Licensure and Placement to see if the substitute position meets licensure and program requirements. Final approval of application materials and the substitute position is made by the Director of the School Education.
MEET OUR FACULTY
Lundon Pinneo, Ph.D.
Assistant Professor of Education; Program Coordinator & Advisor
- Office: DKSN 409
- Email: email@example.com
William Kerns, Ph.D.
Assistant Professor of Education
- Office: DKSN 314
- Email: firstname.lastname@example.org
Yoriko Perritt, Ed.S.
Adjunct Instructor of Education
HAVE QUESTIONS? ASK AN ADVISOR.
We’re always happy to answer any questions you might have about our available programs. Use the form below to submit your inquiries to the School of Education and Health Professions Advising & Support Center advisors.