Middle Childhood Education (4-9)

Middle Childhood Education Teaching Licensure Program

Want to become a middle or upper elementary school teacher in Ohio? If you have a bachelor’s degree from a regionally accredited college and a passion for teaching, Franklin’s Post-Baccalaureate Licensure Program offers a direct route to the world of middle childhood education, grades 4-9. This program offers flexibility for the organized and motivated working adult.

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Middle Childhood Education Post Baccalaureate Overview

In preparation for your role as a middle school teacher in Ohio, you’ll need to choose two areas of specialization from the following content areas to fulfill the necessary licensure requirements:

  • English Language Arts & Mathematics
  • Humanities (English Language Arts & Social Studies)
  • Mathematics & Social Studies
  • Science & English Language Arts
  • Science & Social Studies
  • STEM (Mathematics & Science)

In addition to being eligible to apply for licensure in the state of Ohio, you’ll acquire skills in pedagogy, content, methods, curriculum and teaching strategies and combine it with field experience and student teaching. We’ll place you at schools where you’ll gain valuable classroom field experience and apply your learning in a 16-week student teaching program.

An Upper Elementary or Middle School Teaching Career in Ohio is Within Reach

Post-Bacc students must complete education core courses in addition to the professional and pedagogical content courses for their chosen license area. You can use content courses completed as part of your bachelor’s degree with a grade of “C” or better to satisfy content requirements.

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Curriculum & Course Descriptions

Professional Education Component Courses (33 hours)
EDP 400 - Introduction to Principles of Education (3)
This course is designed for non-traditional students with a bachelor's degree who are seeking the Resident Educator License in Ohio. This course focuses on the principles which influence teaching in the PK-12 classroom. Students will develop an understanding of the range of individual differences in the classroom and their implication on instruction and classroom environment.
EDP 401 - Education in Diverse Society (3)
This course explores the profession of education and examines the state, federal and institutional standards that guide the profession. Students will examine the psychological, sociological, and philosophical foundations of education as they relate to learning. Topics of discussion and analysis include the development of individual differences; atmosphere of respect; understanding students' needs grouping, education of minorities; how the teacher creates instructional opportunities that are equitable and adaptable to diverse learners; exploring the components of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
EDP 403 - Nature & Need of Learners With Exceptionalities (3)
This course provides students the opportunity to develop an understanding of the philosophical, historical, and legal foundations of special education as well as an understanding of the characteristics of learners who have special needs; explore and define the concepts of special education in schools and society; acquire knowledge about the legal and procedural aspects of special education, and develop an understanding and respect for individual needs and diversity. Students relate multicultural issues, beliefs, and practices to the needs of the student with mild/moderate disabilities, explore crisis intervention/prevention models and strategies, and examine conflict resolution. This course presents students with the opportunity to develop an understanding of the issues relating to developing and encouraging positive social interaction skills, issues relating to the diverse emotional needs of students with mild/moderate disabilities, and issues relating to student behavior.
EDP 405 - Applying Educ Psychology to Instruction (3)
This course provides students the opportunity to apply the principles of education and teaching and learning theory to instructional design.
EDP 423 - Instructional Planning for Pk12 Learners (3)
The course examines introductory aspects of instructional planning as well as the common strategies teachers employ to conduct their lessons. Basic elements of measurement and assessment that are essential to effective teaching are addressed. It assumes students have an understanding of the content they will teach and an extensive understanding and appreciation of the students with whom they will work. The overriding purpose of the course resides in the transformation of content and behavioral objectives into sequences of instructional activities that make them accessible to students and the central role assessment plays in the instructional process as teachers construct and utilize various types of assessment to provide valid measures of learning outcomes.
EDP 421 - Child & Adolescent Literature (3)
The course explores literature for the early and middle childhood aged student with an emphasis on standards for selection of materials with reference to the interests, needs, and abilities of children at the different levels within these ranges of ages. Attention is given to books and their uses in all subject matters. Special emphasis is placed on activities that will motivate early and middle childhood students to read. The goal of creating life-long readers is stressed.
EDUC 309 - Technology in the Classroom (3)
This course is designed to emphasize the connectivity of technology to the classroom and the general curriculum. Students will explore programs that will aid them in classroom management, data collection, student-produced work, creating instructional tools, and administration of classroom responsibilities. Students will develop products that can be used to support their teaching and the learning process of their students.
EDP 429 - Classroom Assessment (3)
This course introduces student to action research methods and procedures as they relate to seeking solutions to instructional problems within the field of education. Research techniques, the analysis of research results, and the uses of research are explored. Students will also explore how to use data to influence classroom decisions; guide and improve teaching skills and tailor instruction to individual learning needs. This course will also the connection between constructive evaluation skills such as constructive feedback; helping student monitor their own progress; influence students' continuing motivation; perceptions of self efficacy as learners and their positive effect student learning.
EDP 471 - Collaboration & Management (3)
This course provides students the opportunity to develop skills in planning and managing the teaching and learning environment; managing student behavior and social interaction skills; communicating effectively; developing collaborative partnerships, and in demonstrating professionalism and ethical practices. Students become familiar with daily management skills, safety and health issues in the classroom, creating and modifying a supportive learning environment, and behavior management skills. The course also focuses on the development and interaction of the educational team, on methods and models of collaborative practices with parents, students, educational personnel, and members of the community and incorporates this into the instructional process.
EDP 472 - Differentiating Curricul. (3)
This course will provide students with the opportunity to explore research and theory on the effectiveness of differentiated classrooms; examine the importance of differentiating instruction for today's diverse student population; recognize the need to increase variety in teaching, learning, and assessment to respond to individual student needs; utilize strategies including assignment tiering, graphic organizers, critical thinking skills, reflection and assessment strategies customized for a mixed-ability classroom; diagnose student needs and prescribe tasks that create better matches between learning needs and preferences and plan and implement methods appropriate for assessing individual learning needs in a performance-based curriculum.
EDP 495 - PK12 Reflection and Seminar (3)
The PK12 Reflection and Seminar is the in-class seminar portion of the student teaching experienced designed to meet the requirements for the Resident Educator License. The seminar provides teacher candidates with an opportunity to continue developing skills needed to become a reflective practitioner based upon their practicum experience in the field component of student teaching.
Middle Childhood Education (15 hours)

Students are required to take the two Methods courses for their selected content areas.  All students are required to take the EDP 492.

EDUC 461 - Middle Childhood Language Arts Methods (3)
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License. This course provides teacher candidates with a survey of the methods and materials for teaching language arts. It includes the areas of grammar and usage, spelling, handwriting, composition, dramatics, and speaking. It shows students how reading ability is built solidly upon the other language arts of listening, speaking, and writing.
EDUC 462 - Middle Childhood Science Methods (3)
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License. This course involves the teacher candidate with varying kinds of science approaches. The emphasis in the course involves hands-on approach to investigation. The course provides candidates the framework for implementing the Ohio Science Standards.
EDUC 463 - Middle Childhood Social Studies Methods (3)
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License with social studies as a content area. Attention is given to citizenship education, the world as a global community, the important role of values in guiding human behavior, financial literacy and individual differences among learners. Additionally, the course examines the nature, development, purpose and value of social studies with emphasis on methods and techniques of instruction, curriculum reorganization, and evaluation.
EDUC 464 - Middle Childhood Mathematics Methods (3)
This course is required for prospective teachers seeking the Resident Educator Middle Childhood License. The course explores changes in both the content of the mathematics curriculum and the methodologies employed in teaching that content. Teacher candidates will examine the goals, materials, and methodologies most likely to achieve those goals.
EDP 492 - Professional Growth & Development MCE (9)
The professional growth and development practicum is the field portion of the student teaching experience designed to meet the requirements for the Middle Childhood Education Resident Educator License. The practicum is an in-depth clinical laboratory experience that provides opportunities to observe, analyze, plan, and practice teaching methods in a school setting. The experience enables the teacher candidate to move through stages of increased responsibilities under the guidance and with the support of a cooperating teacher and a university supervisor.
Foundations of Reading (12 hours)
EDUC 230 - The Teaching of Phonics (3)
This course is required for prospective teachers seeking the Provisional Early Childhood License, the Provisional Middle Childhood License, and the Provisional Intervention Specialist License or the Reading Endorsement. The course introduces the prospective classroom teacher to the elements of phonics. It explores the English sound system and its relationship to reading and spelling. It acquaints the student with the specific terminology used to describe the various aspects of phonics. It also assists the student in determining the proper place of the phonic's instructor in the reading program. The course emphasizes the methods of teaching phonics. It also assists the prospective teacher in selecting appropriate commercial materials and in developing teacher-made materials to teach phonics in the classroom.
EDUC 331 - Teaching Early Childhood Reading (FE) (3)
This course is required for prospective teachers seeking the Provisional Early Childhood License, the Provisional Middle Childhood License, Provisional Intervention Specialist License, or the Reading Endorsement. The course examines the development of communication skills in young children, from listening and speaking to reading and writing. It explores the notions of "readiness and emergent literacy." It investigates the strategies in young children. The course assists students in becoming acquainted with a wide variety of historic and current approaches to reading, including phonics and Whole Language. It explores assessment instruments and highlights valuable methods and materials. It helps prospective teachers begin to develop their own eclectic style of teaching reading.
EDUC 332 - Reading in the Content Area (3)
This course is required for prospective teachers seeking the Provisional Middle Childhood License, the Provisional Adolescence/Young Adult License, the Provisional Intervention Specialist License, or Reading Endorsement. The course explores the development from learning-to-read to using reading-to-learn. It investigates the role of vocabulary instruction, comprehension, study skills, and the writing process. It also addresses the assessment of textbooks, the reading process, and student motivation.
EDUC 431 - Diagnostic Reading & Remediation (3)
This course is required for students who are seeking the Resident Educator Early Childhood License, the Middle Childhood Licensure, or the Intervention Specialist License. The course provides an overview of the reading process. It explores the strategies that are needed for reading and discusses ways of encouraging the development of these strategies in children. It explores common miscues and discusses ways of using diagnostic reading instruments. It stresses the importance of developing positive attitudes toward reading, as well as developing reading skills.
Content Areas (48 hours)

Middle Childhood Education (Grades 4 to 9) license requires teachers to be highly qualified in two of the four major content areas: English Language Arts, Mathematics, Science and Social Studies. Students will need 24 credit hours in each of their selected content areas to meet program requirements. The post-baccalaureate licensure program is highly customized based on the bachelor’s degree courses you’ve already taken and those still needed to satisfy the requirements to sit for Middle Childhood (Grades 4-9) licensure. As a result, required courses may be taken online directly from Franklin University, online through Franklin’s partnership with Acadeum or on-site or online as part of an agreement with one of our community college partners. Students should work directly with their academic advisor to review coursework remaining to fulfill their selected content areas and the best plan to complete those courses.

Post-Baccalaureate Requirements

Franklin’s Educator Preparation programs offer students who have completed a bachelor’s degree the opportunity to complete the pedagogical and specialized content coursework needed to apply for a Resident Educator initial license.

Educator Preparation Programs Admission Requirements/Materials:

  • Completed undergraduate application
  • Bachelor’s degree from a regionally accredited institution
  • Official college transcript from any institution where coursework was completed

Program Outcomes

  1. Program completers will be able to identify and describe student milestones and related variations in all domains of student development.

  2. Program completers will be able to create engaging instruction that leads students to take ownership in learning.

  3. Program completers will be able to match instructional methodologies to students' needs and progress.

  4. Program completers will be able to create learning goals, objectives, and strategies aligned with specific standards and district priorities.

  5. Program completers will demonstrate the ability to establish a classroom culture this is inclusive to all students.

  6. Program completers will be able to help their students make significant connections with various aspects of the subject matter and other topics within their area of licensure in authentic and technology-related ways.

  7. Program completers will be able to identify ethical dilemmas, legal disparities, and policy gaps on district and state levels, and apply solutions within the appropriate parameters.

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