Examines professional responsibilities of middle level teachers as defined by Vermont and national standards via classroom observations.

Examines social justice issues in education and explores what it means to be a social justice educator. Students will critically reflect, analyze relevant cases, and engage in social justice advocacy. Pre/Co-requisites: EDML 3770 or EDML 3890 or EDML 3990 or EDTE 1610 or NR 1610 or Instructor permission.

Focus on understanding and reflecting on an integrative and developmental approach to the design of middle level curriculum, as well as teaching in one area of specialization.

Examines young adolescent literature and research-based instructional practices for supporting students with reading and writing in middle grades English Language Arts. Credit not awarded for both EDML 3770 and EDML 5770.

Undergraduate student work on individual or small team research projects under the supervision of a faculty member, for which credit is awarded. Offered at department discretion.

Teaching practicum on middle level team in one of two areas of academic concentration, acquiring knowledge of and skills in curriculum, pedagogy, and assessment. Prerequisite: Admission to Middle Level Professional program. Pre/Co-requisite: Admission to Middle Level Professional Program.

Applies frameworks to design culturally responsive, developmentally appropriate curriculum and assessments for young adolescents. Drawing on Successful Middle Schools (Bishop & Harrison), focuses on applying project-based, place-based, and personalized learning approaches to creating units that are challenging, exploratory, integrative, and diverse. Course is aligned with the Vermont Middle Grades Endorsement. Prerequisite: Graduate student or Instructor permission.

Provides a school-based teaching and learning experience that will continue into student teaching in the following term. Through internship and weekly course meetings, provides an opportunity to design and engage in practices that are appropriate for the diverse experiences and identities of young adolescent learners. Credit not awarded for both EDML 5890 and EDML 3890.

Examines social justice issues in education and explores what it means to engage in social justice teaching and advocacy. Critically examines the roles of power, oppression, and privilege in education as students strive to envision ways to disrupt injustice and create a better, more just educational system. Prerequisite: Graduate student or Instructor permission.

A full-semester, full-time, full-day, clinical component of the teacher preparation program. Provides students with a carefully mentored experience to help develop and enhance the knowledge, skills, and dispositions necessary to positively impact student learning and development. Prerequisites: EDML 6070, EDML 5890.