Middle School Education Certification

Required Courses for the Middle School Education Certification

Note: The student will select either EDU 500 Classroom/Behavior Management or EDU 529 Positive Behavioral Supports.

  • EDU 500

    Behavior Management Techniques

    3 credits

    This course addresses theories and principles of behavior management for classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through use of appropriate behavior management techniques. The student chooses one approach to classroom/behavior management to explore in depth. Topics and activities apply to all levels, regular and special education, from preschool through secondary.

  • EDU 529

    Enhancing Student Achievement through Positive Behavioral Supports

    3 credits

    This course focuses upon positive school climate and productive behavior of diverse students in inclusive, educational settings. A major component of this course is the study of research-validated practices that support classroom management and school-wide management procedures. A framework of effective behavior supports is applied that maximizes achievement and socialization for school-wide, classroom, and individualized programs. Emphasis is placed upon the teacher’s role in developing and sustaining student motivation, self-regulation, and resiliency. Importance of collaboration with colleagues, administration, family, and community will also be addressed.

  • EDU 528

    Differentiated Instruction

    3 hours

    This course examines components of differentiated and
    brain-compatible instruction. Using best practice models,
    participants review, evaluate, and apply methodologies
    which lead to curriculum development, lesson/unit
    planning, effective integration of technology, and other
    elements which support brain-compatible and
    differentiated instruction. Ways of aligning appropriate
    assessment methods and making data-driven decisions are
    addressed. Students reflect upon ways in which time,
    resources, and energy can be focused to strengthen
    differentiated instruction, ensuring that all students have
    access to the curriculum and to meaningful learning.

  • EDU 530

    Understanding the Diverse Learner

    3 hours

    This course focuses on the impact of culture upon student
    achievement, the cognitive styles of diverse learners and
    the context of the predominant school culture in which
    they find themselves. Theories that address the academic
    achievement gap and the over-identification of diverse
    learners for special services are discussed. Research on
    the importance of the teacher-student relationship as it
    affects achievement is also examined.

  • EDU 531

    The Contemporary Classroom

    3 credits

    This course offers an intensive overview of the contemporary classroom. The student will  observe classrooms at the level of certification sought and reflect on those observations. Students will gain an understanding of the overall context of the classroom and its  relationship to the role of education in society. The course is calculated to assist post-BA students, aspiring to enter the teaching profession, to arrive at an informed decision regarding this career choice. Thirty (30) hours of observation are required in addition to class attendance. Background Check Required.

  • EDU 547

    Curriculum Design, Assessment, and Improvement

    3 hours

    This course will assist the teacher in the design of
    classroom curriculum. The emphasis will be on
    application to the contemporary classroom with special attention to new demands for interdisciplinary instruction,
    authentic learning, and performance standards. Methods
    for assessing curriculum effectiveness will be addressed,
    along with strategies for establishing a continuous cycle
    of program improvement.

  • EDU 549

    Foundations of Reading Instruction

    3 hours

    Study of the foundations of reading pedagogy, practice,
    theory, and research. This graduate course addresses
    concepts of emerging literacy, comprehension of narrative
    and expository texts, use of literature and text media,
    interactions between reading and writing, development of
    vocabulary and decoding, classroom organization, and
    various forms of formal and informal assessment.

  • EDU 550

    Reading and Writing across the Curriculum

    3 hours

    This course provides strategies for teaching vocabulary,
    concepts, comprehension, reasoning, and organization in
    specialty subject areas. Included are theoretical bases and
    methodologies for incorporating reading and writing skills
    within content areas of instruction.

  • EDU 586

    Studies in Disability and Exceptionality

    This course is based on extensive study in areas of
    disability and society, disability and the media, and the
    civil rights quest of people with disabilities. Students will
    attend speaker forums of experts in disabilities, will be
    involved in meetings of a conference or organized
    advocacy group, and prepare their own presentations on
    appropriate topics to gain multiple perspectives of
    ability/disability and an understanding of exceptionality
    and disability culture.

  • EDU 597

    The Instructional Process

    3 hours

    This course, taken the last semester prior to student
    teaching/field experience, will build upon the previous
    work in the MAT program related to curriculum/
    instructional planning; understanding diverse learners and
    differentiating instruction; the use of technology, behavior
    management; reading strategies, etc. into a coherent
    method for planning, delivering and assessing instruction.
    Candidates will be provided instruction in the
    instructional processes and products needed to complete
    the culminating project for teacher certification.
    Candidates will be required to present a model unit plan
    which incorporates all factors of the instructional process
    and work with a classroom teacher at the appropriate level
    of certification to validate that model.

Contact Us

Questions? Contact the Office of Graduate Admission and Professional Studies: (314) 863-2220 | gradstudies@fontbonne.edu