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Butler University Bulletin

Middle/Secondary Education

The Middle/Secondary Education program is committed to preparing teachers and other professionals to work toward achieving our College’s core values and shared vision for education. We believe all our programs must prepare our candidates for schools and communities as they should be, not simply perpetuating them as they currently exist. The program is a comprehensive teacher education program that combines in-depth preparation in the academic content areas of English, mathematics, science (biology, chemistry, physics), social studies, physical education, health education, or foreign language (French, German, Spanish) with the professional teacher education skills necessary for success in educational contexts for undergraduates seeking licensure in grades 5–12 in these areas.

Indiana teacher licensure for physical education, health education, and music education is P–12. Minors and/or licensing are also available in English as a New Language, Special Education—Mild Interventions, Reading Teacher—Secondary, Recreation and Sports Studies, and Sport Coaching. Specific curriculum requirements for each content area are available at www.butler.edu/coe.

The program is grounded in a set of beliefs, which serves as a compass to guide the work we do with students within our program. They are the principles that we hope will guide the work our candidates will do with their future students. We believe in the following:

Primacy of the Learner

Core Value: Diversity and Similarity

  • Meeting the needs of the learner through the development of caring relationships is the most important part of our work.
  • Learner needs are social, cultural, linguistic, developmental, physical, emotional, and cognitive in nature.
  • Meeting the foregoing needs provides safe opportunities for learners to take risks that lead to individual growth.
  • Learners come first.

Ethic of Care

Core Value: Integrity and Responsibility

  • Our work with students, schools, teachers, the community, and each other will be grounded in an ethic of care, compassion, honesty, respect, and transparency.
  • Developing caring relationships creates space for transformative experiences to happen.

Significance of Knowledge Base

Core Value: Collaboration of Theory and Practice

  • Content knowledge and pedagogical knowledge are inextricably intertwined.
  • Theory and practice are linked, but ever-changing. This means we must intentionally model lifelong learning.
  • Having a deep understanding of this knowledge base strengthens educators’ ability to make informed curriculum decisions in the classroom.

Integrated Inquiry Curriculum

Core Value: Collaboration of Theory and Practice

  • Content areas are integrated through meaningful connections and shared assessments.
  • An inquiry mindset is modeled by learning alongside our students and being open to living with uncertainty and yet-to-be-answered questions.

Site-Based Collaborative Experiences

Core Value: Teaching, Learning, and Mentoring

  • Placements are purposeful, and community stakeholders are considered a part of the larger learning community.
  • Relationships are nurtured with classroom teachers, University supervisors, and faculty.
  • Collaboration is seen as an intentional part of an educator’s work.

These beliefs reflect our College’s core values and guide the student learning outcomes we strive to achieve. These outcomes are as follows:

  • Based on both formative and summative assessments, COE Middle/Secondary students will develop, implement, and adapt developmentally appropriate, inquiry-based, and engaging instructional lessons for students in middle school and high school.
  • Using critical reflection as a basis for improving their professional practices, our students will create positive and inclusive instructional environments using their understanding of social, cultural, literacy, academic, and cognitive developmental characteristics of adolescent learners.
  • They will demonstrate responsibility for their interpersonal and instructional interactions with students, parents, colleagues, and community partners.