The Evolution of a Middle Level Education Program - Where We Have Been and Where We Are Going

Oct 15, 2026

Upload by jayni

The evolution of a middle level education teacher preparation and licensure program in Tennessee is examined through qualitative, case-study methods focused on how changes were designed and implemented. The article traces the shift from traditional student teaching toward a residency model, describing faculty experiences and candidate perceptions. It details program adaptations to state mandates, increased program rigor, balanced assessment, and adoption of edTPA. Despite documented growth, the future of licensure in Tennessee remains uncertain.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

The evolution of a middle level education program

The move to middle level licensure in Tennessee

Initial program development at the University of Memphis

Methodology

CIMLE Current Issues in Middle Level Education (2014) 19 (1), 50-57 The Evolution of a Middle Level Education Program: Where We Have Been and Where We Are Going Nicole L. Thompson DeAnna N. Owens Allen H. Seed Shirley G. Key The University of Memphis Tennessee began its movement toward Middle Level Licensure during the 2002-2003 schoolyear. Only 14 years later, in 2016, Middle Level Licensure in Tennessee will change. In this article, the background and experiences ofseven middle level education teacher candidates at the University of Memphis who were the first candidates to complete the Residency modelfor student teaching and the program’s evolution from traditional to the new program are described. From its inception until today, the middle level teacher preparation program has adapted to state mandates and made changes to better meet the needs of teacher candidates committed to educating young adolescents. Tailoring to the needs of the students, the new program offers a year-long residency allowing candidates to spend more time in the classroom, a balanced assessment course, and adoption of the edTPA to assess candidates’ overall aptitude for teaching. These changes have added rigor to the program. This qualitative case study discusses the “how and why” associated with changes, and what the course ofaction was in order to meet candidates’ needs. Despite its growth and success, the future of the program and how middle level licensure will be awarded in the state of Tennessee remains unknown. In 1963, Alexander (1995) called for “schools to meet the needs of students in the middle”, he gave a name to the “middle level education” movement. Since then, multiple groups of people and organizations have been advocating for middle level licensure and teacher education programs to be established at colleges and universities across the country (Jackson & Davis, 2000; Swaim & Stefanich, 1996) . To date, 45 of 50 states have some provisions for middle level licensure, certification, or endorsement (McEwin, n.d.) . In this article, the experiences of faculty designing a middle level teacher preparation program, that program’s evolution within the state of Tennessee, and teacher candidates’ perceptions and experiences are described. The Move to Middle Level Licensure in Tennessee The state of Tennessee began its movement toward Middle Level Licensure during the 2002-2003 school year. Tennessee policy-makers were beginning to recognize the unique instructional needs of young adolescents and the need for educators trained to meet those needs. As a result, colleges and universities across the state began developing middle level teacher preparation programs that would meet the state licensure requirements. Initial Program Development at the University of Memphis At the University of Memphis, the department chair and several faculty members in the Instruction and Curriculum Leadership (ICL) Department embraced the challenge associated with new program development, and crafted a Middle School Education program for both undergraduate and graduate students alike. Using the National Middle School Association (2001) standards as a guide, the ICL faculty created undergraduate and graduate programs that would allow teacher candidates to choose two content areas on which to focus during their initial preparation programs (see Appendix A) . Following the example of other universities with established Middle Level Education programs, the faculty decided to offer choices to the potential candidates. Rather than limiting the choices to mathematics and science or language arts and social studies, the plan was to allow any combination of the four content areas listed which meant preparing for six possible academic combinations. The College of Education and ICL department administrators requested that the middle school education degree use as many existing courses as possible. As such, only five new courses were developed: four m

FAQs

What prompted Tennessee’s move toward middle level licensure?

Tennessee policy-makers recognized the unique instructional needs of young adolescents and the need for educators trained to meet those needs.

How did the University of Memphis develop its middle school education program?

Faculty used National Middle School Association standards to create undergraduate and graduate programs that let candidates choose two content areas, while aligning course development to licensure requirements.

What changes increased rigor in the new residency-based program?

The program added a year-long residency to allow more classroom time, a balanced assessment course, and the adoption of edTPA to evaluate candidates’ overall teaching aptitude.

Oct 15, 2026

Upload by jayni