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Elizabeth City State University
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Elizabeth City State University


The objectives of the Middle Grades Education Program are aligned with the standards for Middle Grades Education provided by the North Carolina Department of Public Instruction that are designed to empower Middle Level Teachers:

  • to understand the theories and research related to young adolescent intellectual, physical, social, emotional, and moral development of young adolescents utilizing this knowledge to establish productive, mutually respectful learning environments that support student development and learning;
  • to understand concepts, principles, theories and research underlying the philosophical foundations of the responsive middle level programs and schools (e.g. flexible scheduling, common planning periods, advisor/advisee program);
  • to demonstrate command of content knowledge by designing, modifying, implementing, and assessing curricula based on the Common Core/Essential Standards and other relevant middle level resources (e.g. national content standards, local content standards);
  • to plan interdisciplinary curriculum based on core and elective curricula that are relevant, challenging and exploratory;
  • to understand concepts, principles, theories and research related to working collaboratively with family and community that will enable them to plan instruction that connects subjects to the diverse experiences of all young adolescents;
  • to know and use their depth and breadth of content knowledge to maximize student learning through effective content-specific teaching strategies and through interdisciplinary connections between specific knowledge, other areas of the curriculum and their life experiences and interests;
  • to understand, value, and integrate literacy skills (i.e. reading, writing, speaking and listening) and technology in all content areas;
  • to understand the concepts, principles, theories and research related to effective instruction that will enable them to employ a variety of strategies for a appropriate climate to meet the varying abilities and learning styles of all young adolescents;
  • to understand and use formal and informal assessment strategies to evaluate learning and teaching to ensure the continuous intellectual, social and physical development of young adolescents; and
  • to engage in lifelong learning through continuing education and professional development practices (e.g. consultation with colleagues, professional development activities, and seeking additional resources to enhance competencies).