National+Middle+School+Association

** INITIAL LEVEL TEACHER PREPARATION STANDARDS ** **Program Standards for Middle Level Teacher Preparation** This document contains standards for middle level teacher candidates as they complete middle level teacher preparation programs at the initial level. Information regarding submission of middle level teacher preparation programs for review by National Middle School Association through the National Council for Accreditation of Teacher Education program review process is provided on the NCATE and NMSA web sites. [|http://www.nmsa.org] [|http://www.ncate.org]  The program review coordinator for NMSA, Dr. Ken McEwin, can be reached at 828 262-2200 or mcewinck@appstate.edu. || ** NATIONAL MIDDLE SCHOOL ASSOCIATION ** ** PROGRAMMATIC STANDARDS FOR INITIAL MIDDLE LEVEL TEACHER PREPARATION **
 * NATIONAL MIDDLE SCHOOL ASSOCIATION **

**Standard 1. Middle Level Courses and Experiences**
 1. The middle level conceptual framework establishes a shared vision for the programs efforts in preparing educators to work in middle level schools. 2. Courses address topics such as middle level philosophy and organization, young adolescent development, middle level curriculum, and middle level instruction. 3. Early and continuing middle level field experiences and student teaching are provided and required. ** UNACCEPTABLE ** || ** ACCEPTABLE ** || ** TARGET ** || The conceptual framework of the program fails to demonstrate a shared vision for the preparation of middle level teacher candidates. It lacks documentation that it provides the basis for coherence among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation. || The conceptual framework of the program reflects a shared vision for the preparation of middle level teacher candidates. It provides the basis for coherence among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation. It is consistent with the unit conceptual framework. || The conceptual framework of the program clearly reflects a shared vision for the preparation of middle level teacher candidates. It provides the basis for coherence among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation. It is well articulated, knowledge-based, and consistent with the unit conceptual framework. || The program fails to include courses that directly address middle level education (e.g., middle level philosophy and organization, young adolescent development, middle level instruction). || The program includes courses that directly address middle level education (e.g., middle level philosophy and organization, young adolescent development, middle level instruction). || The program includes well-planned and articulated courses that focus on young adolescents and middle level education (e.g., middle level philosophy and organization, young adolescent development, middle level instruction). The content of these courses comprehensively address the middle level knowledge base and NMSA standards. || The program is lacking in appropriate early and continuing field experiences and student teaching at the middle level. || The program includes early and continuing field experiences and student teaching at the middle level that support and address middle level knowledge and practice. || The program contains rich and varied early and continuing field experiences and student teaching at the middle level that extend teacher candidates knowledge level and practice. ||  1. Faculty members hold advanced degrees in areas that provide appropriate backgrounds to teach in the program. 2. Faculty members have demonstrated their interest and expertise in middle level education. 3. Faculty members are active scholars in middle level education. ** UNACCEPTABLE ** || ** ACCEPTABLE ** || ** TARGET ** || Faculty members who teach in the program lack advanced degrees that are appropriate for preparing middle level candidates (e.g., middle school education, curriculum and instruction). They possess limited knowledge of young adolescent development and the consequent implication of that knowledge for student development, teaching, and learning. || Faculty members who teach in the program hold advanced degrees that are appropriate for preparing middle level teacher candidates (e.g., middle school education, curriculum and instruction). They are knowledgeable about young adolescent development and the implication of that knowledge for student development, teaching, and learning. || Faculty members who teach in the program hold advanced degrees that focus directly on the preparation of middle level teacher candidates (middle school education, curriculum and instruction with a middle level emphasis). They are very knowledgeable about young adolescent development and the implication of that knowledge for student development, teaching, and learning. || Faculty members fail to show how appropriate knowledge about one or more disciplines and are not active scholars in middle level education. They have failed to demonstrate an interest in middle level education. || Faculty members are knowledgeable about one or more disciplines and have demonstrated their interest and expertise in middle level education. They are also active scholars in middle level education. || Faculty members are knowledgeable about two or more disciplines and are recognized scholars in middle level education. || Faculty members lack experience as middle level educators (e.g., middle level teaching, middle level administration). || Faculty members have experience as middle level educators (e.g., middle level teaching, middle level administration). || Faculty members have rich and varied backgrounds as middle level educators (e.g., middle level teaching, middle level administration). || ** NATIONAL MIDDLE SCHOOL ASSOCIATION ** **PERFORMANCE-BASED STANDARDS FOR INITIAL MIDDLE LEVEL TEACHER PREPARATION** NOTE: The following definition is used for the term “all young adolescents” throughout this standards document: // The middle level standards interpret “all young adolescents” to be inclusive, comprising students of diverse ethnicity, race, language, religion, socioeconomic status, gender, sexual orientation, regional or geographic origin, and those with exceptional learning needs. // Middle level teacher candidates:  1. Understand the major concepts, principles, and theories of young adolescent development – intellectual, physical, social, emotional, and moral. 2. Understand the range of individual differences of all young adolescents and the implications of these differences for teaching and learning. 3. Know a variety of teaching/learning strategies that take into consideration and capitalize upon the developmental characteristics of all young adolescents. 4. Understand the implications of young adolescent development for school organization and components of successful middle level programs and schools. 5. Understand issues of young adolescent health and sexuality. 6. Understand the interrelationships among the characteristics and needs of all young adolescents. 7. Understand that the development of all young adolescents occurs in the context of classrooms, families, peer groups, communities and society. 8. Are knowledgeable about how the media portrays young adolescents and comprehend the implications of these portraits. Middle level teacher candidates: 1. Are positive and enthusiastic about all young adolescents.  2. Respect and appreciate the range of individual developmental differences of all young adolescents. 3. Hold high, realistic expectations for the learning and behavior of all young adolescents. 4. Believe that all young adolescents can learn and accept responsibility to help them do so. 5. Are enthusiastic about being positive role models, coaches, and mentors for all young adolescents. 6. Believe that diversity among all young adolescents is an asset. 7. Believe that their role includes helping all young adolescents develop to their full potential. =Performances= Middle level teacher candidates: 1. Establish close, mutually respectful relationships with all young adolescents that support their intellectual, ethical, and social growth.  2. Create learning opportunities that reflect an understanding of the development of all young adolescent learners.  3. Create positive, productive learning environments where developmental differences are respected and supported, and individual potential is encouraged. 4. Make decisions about curriculum and resources that reflect an understanding of young adolescent development. 5. Use developmentally responsive instructional strategies. 6. Use multiple assessments that are developmentally appropriate for young adolescent learners. 7. Engage young adolescents in activities related to their interpersonal, community, and societal responsibilities. 8. Create and maintain supportive learning environments that promote the healthy development of all young adolescents. 9. Deal effectively with societal changes, including the portrait of young adolescents in the media, which impact the healthy development of young adolescents. 10. Respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction. UNACCEPTABLE || ACCEPTABLE || TARGET || Middle level candidates fail to show acceptable levels of knowledge of the concepts, principles, theories and research about young adolescent development. They fail to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. || Middle level candidates demonstrate a knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. || Middle level candidates demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. || Middle level candidates fail to demonstrate positive orientations toward teaching young adolescents. They do not believe that all young adolescents can learn and do not accept the responsibility to help them do so. || Middle level candidates are positive about teaching young adolescents and develop positive relationship with them. They believe that all young adolescents can learn and accept the responsibility to help them do so. || Middle level candidates develop close, mutually respectful relationships with all young adolescents that support their intellectual, ethical, and social growth. || Middle level candidates fail to create and maintain supportive learning environments that promote the healthy development of all young adolescents. They lack enthusiasm and a desire to respond positively to the diversity found in young adolescents. They fail to use young adolescent diversity in planning and implementing curriculum and instruction. || Middle level candidates create and maintain supportive learning environments that promote the healthy development of all young adolescents. They respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction. || Middle level candidates create and maintain supportive learning environments that promote the healthy development of all young adolescents. They respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction. || Middle level candidates fail to create and involve young adolescents in a range of activities oriented toward the development of personal and societal responsibilities. || Middle level candidates produce positive and relevant activities and experiences that involve young adolescents in a range of personal, community, and societal responsibilities. || Middle level candidates engage young adolescents in activities related to their interpersonal, community, and societal responsibilities. || Middle level teacher candidates: 1. Understand the philosophical foundations of developmentally responsive middle level programs and schools. 2. Are knowledgeable about historical and contemporary models of schooling for young adolescents and the advantages and disadvantages of these models. 3. Understand the rationale and characteristic components of developmentally responsive middle level schools. 4. Know best practices for the education of young adolescents in a variety of school organizational settings (e.g., K-8, 5-8, 7-12 organizational plans). 5. Understand the team process as a structure for school improvement and student learning. 6. Understand that flexible scheduling provides the context for teachers to meet the needs of all young adolescents. Middle level teacher candidates:  1. Believe in the philosophical foundations that support developmentally responsive and socially equitable programs for all young adolescents. 2. Are committed to the application of middle level philosophical foundations in their practice. 3. Are supportive of organizational components that maximize student learning. 4. Are committed to developmentally responsive and socially equitable teaching, learning, and schooling in a variety of organizational settings. Middle level teacher candidates: 1. Apply their knowledge of the philosophical foundations of middle level education when making decisions about curriculum and instruction. 2. Work successfully within developmentally responsive structures to maximize student learning. 3. Articulate and apply their knowledge of the philosophical foundations of middle level education in their classrooms, schools, and communities. 4. Implement developmentally responsive practices and components that reflect the philosophical foundations of middle level education. ** UNACCEPTABLE ** || ** ACCEPTABLE ** || ** TARGET ** || Middle level candidates fail to show acceptable levels of understanding of the concepts, principles, theories, and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools. || Middle level candidates demonstrate understanding of the concepts, principles, theories, and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools. || Middle level candidates demonstrate comprehensive understanding of the concepts, principles, theories, and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools. || Middle level candidates do not possess the foundational knowledge to articulate and implement developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning. They do not understand the reasons these practices foster adolescent development academically, socially, emotionally, and physically and fail to make instructional decisions based on these reasons. || Middle level candidates articulate and implement developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons. || Middle level candidates effectively articulate and implement developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons. || Middle level candidates evidence a lack of dedication to developmentally responsive organizational structures that foster socially equitable educational practices. They fail to promote organizational components that reflect the philosophical foundations of middle level education and that maximize student learning. || Middle level candidates are committed to developmentally responsive organizational structures that foster socially equitable educational practices. Candidates implement developmentally responsive practice and components that reflect the philosophical foundations of middle level education. As they work within teams and utilize flexible instructional time, candidates understand the significance of their actions on student learning. || Middle level candidates are committed to developmentally responsive organizational structures that foster socially equitable educational practices. They enthusiastically promote organizational components that maximize student learning. As they work successfully within teams and utilize flexible instructional time, candidates understand the significance of their actions on student learning. || Middle level teacher candidates:  1. Understand that middle level curriculum should be relevant, challenging, integrative, and exploratory. 2. Understand the interdisciplinary nature of knowledge and how to make connections among subject areas when planning curriculum. 3. Possess a depth and breadth of content knowledge. 4. Are knowledgeable about local, state, and national middle level curriculum standards and of ways to assess the student knowledge reflected in those standards. 5. Are fluent in the integration of technology in curriculum planning. 6. Know how to incorporate all young adolescents’ ideas, interests, and experiences into curriculum. 7. Understand multiple assessment strategies that effectively measure student mastery of the curriculum. 8. Understand the integrated role that technology plays in a variety of student assessment measures. 9. Understand their roles in the total school curriculum (e.g., advisory program, co-curricular activities and other programs). 10. Know how to assess and select curriculum materials that are academically challenging and personally motivating for young adolescents 11. Understand the key concepts within the critical knowledge base and know how to design assessments that targets them. 12. Understand how to develop, implement, and assess advisory and other student advocacy programs that attend to the social and emotional needs of young adolescents (e.g. mentoring, conflict resolution). ** Dispositions ** Middle level teacher candidates: 1. Value the need for being knowledgeable and current in curriculum areas taught. 2. View all areas of knowledge and skills as important. 3. Value the importance of ongoing curriculum assessment and revision. 4. Realize the importance of connecting curriculum and assessment to the needs, interests, and experiences of all young adolescents. 5. Are committed to implementing an integrated curriculum that accommodates and supports the learning of all young adolescents. Middle level teacher candidates:  1. Successfully implement the curriculum for which they are responsible in ways that help all young adolescents learn. 2. Use current knowledge and standards from multiple subject areas in planning, integrating, and implementing curriculum. 3. Incorporate the ideas, interests, and experiences of all young adolescents in curriculum. 4. Develop and teach an integrated curriculum. 5. Teach curriculum in ways that encourage all young adolescents to observe, question, and interpret knowledge and ideas from diverse perspectives. 6. Provide all young adolescents with multiple opportunities to learn in integrated ways. 7. Participate in varied professional roles within the total school curriculum (e.g., advisory program, co-curricular activities). 8. Use multiple assessment strategies that effectively measure student mastery of the curriculum. 9. Incorporates technology in planning, integrating, implementing and assessing curriculum and student learning. 10. Articulate curriculum to various stakeholder groups. ** UNACCEPTABLE ** || ** ACCEPTABLE ** || ** TARGET ** || Middle level candidates do not demonstrate acceptable levels of knowledge of local, state, and national curriculum standards. They design curriculum and use materials that are narrowly focused, shallow, and uninteresting to young adolescents. || Middle level candidates possess and employ their knowledge of local, state, and national curriculum standards. They design curriculum and select materials that are integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. || Middle level candidates analyze local, state, and national curriculum standards based on their knowledge of content and early adolescent development. They consistently design curriculum and select materials that are integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. || Middle level candidates fail to employ appropriate student achievement strategies that recognize the key concepts found within the critical knowledge base. || Middle level candidates assess student achievement using strategies that focus on the key concepts found within the critical knowledge base. || Middle level candidates assess student achievement using multiple strategies that focus on the key concepts found within the critical knowledge base, and they are able to articulate their criteria for strategy selection. || Middle level candidates focus on their content area to the exclusion of other aspects of the total school curriculum. They do not articulate an appropriate curriculum and assessment design to various stakeholders. || Middle level candidates demonstrate an understanding of the total school curriculum; for example: the importance of advisory, co-curricular activities, exploratory courses, and other programs. They articulate this curriculum and assessment design to various stakeholders. || Middle level candidates understand and advocate for the total school curriculum. They consistently articulate this curriculum and assessment design to various stakeholders || Middle level teacher candidates: 1. Possess a depth and breadth of knowledge in two content areas which are broad, multidisciplinary, and encompass the major areas within those fields (e.g., science, not just biology; social science, not just history). 2. Know how to use content knowledge to make interdisciplinary connections. 3. Are knowledgeable about teaching and assessment strategies that are especially effective in their teaching fields. 4. Understand how to integrate state-of-the-art technologies and literacy skills into their teaching fields. Middle level teacher candidates:  1. Value the importance of staying current in their teaching fields. 2. Are committed to the importance of integrating content. 3. Are committed to using content specific teaching and assessment strategies. 4. Value the integration of state-of-the-art technologies and literacy skills in all teaching fields. Middle level teacher candidates:  1. Use their depth and breadth of content knowledge in ways that maximize student learning. 2. Use effective content specific teaching and assessment strategies. 3. Engage all young adolescents in content that incorporates their ideas, interests, and experiences. 4. Teach in ways that help all young adolescents understand the integrated nature of knowledge. 5. Integrate state-of-the-art technologies and literacy skills into teaching content to all young adolescents. 6. Engage in activities designed to extend knowledge in their teaching fields. UNACCEPTABLE || ACCEPTABLE || TARGET || Middle level candidates have not achieved a depth and breadth of knowledge in two content areas that are broad and multidisciplinary and do not demonstrate the ability to make interdisciplinary connections. || Middle level candidates demonstrate a depth and breadth of knowledge in two content areas that are broad and multidisciplinary and demonstrate the ability to make interdisciplinary connections. || Middle level candidates demonstrate a comprehensive depth and breadth of knowledge in two content areas that are broad and multidisciplinary and regularly demonstrate the ability to make interdisciplinary connections. || Middle level candidates do not possess or exhibit the ability to use specific content teaching and assessment strategies and do not integrate state-of-the-art technologies and literacy skills in their teaching fields. || Middle level candidates demonstrate the ability to use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy skills in their teaching fields. || Middle level candidates frequently demonstrate the ability to use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy skills in their teaching fields. || Middle level candidates fail to provide instruction that is engaging and increases student learning and supports academic excellence. || Middle level candidates teach in engaging ways that maximize student learning. || Middle level candidates frequently teach in engaging ways that maximize student learning. || Middle level candidates do not integrate their content knowledge with the ideas, interests, and experiences of students, and as a consequence, do not help them helping them understand the integrated nature of knowledge. || Middle level candidates incorporate their content knowledge with the ideas, interests, and experiences of students, helping them to understand the integrated nature of knowledge. || Middle level candidates frequently incorporate their content knowledge with the ideas, interests, and experiences of students, helping them to understand the integrated nature of knowledge. || Middle level candidates fail to see the importance of and do not engage in activities designed to extend knowledge in their teaching field(s), integrating content, using content specific teaching and assessment strategies and integrating state-of-the-art technologies and literacy skills. || Candidates value the importance of and engage in activities designed to extend knowledge in their teaching fields, integrating content, using content specific teaching and assessment strategies, and integrating state-of-the-art technologies and literacy skills. || Candidates take leadership roles in promoting and participating in activities designed to extend knowledge in their teaching fields, integrating content, using content specific teaching and assessment strategies, and integrating state-of-the-art technologies and literacy skills. || Middle level teacher candidates:  1. Understand the principles of instruction and the research base that supports them. 2. Know a wide variety of teaching, learning, and assessment strategies, and when to implement them. 3. Know that teaching higher order thinking skills is an integral part of instruction and assessment. 4. Know how to select and develop formal, informal, and performance assessments based on their relative advantages and limitations. 5. Understand ways to teach the basic concepts and skills of inquiry and communication. 6. Know how to evaluate the effectiveness of teaching strategies. 7. Understand how to motivate all young adolescents and facilitate their learning through the use of a wide variety of developmentally responsive materials and resources (e.g., technological resources, manipulative materials). 8. Know effective, developmentally responsive classroom management techniques. 9. Understand the multiple roles of assessment in the instructional process (e.g. monitoring learning, evaluating student progress, and modifying teaching strategies). Middle level teacher candidates:  1. Value the need for a repertoire of teaching/learning strategies that are appropriate for teaching all young adolescents. 2. Value the need for providing and maintaining environments that maximize student learning. 3. Believe that instructional planning is important and must be developmentally responsive. 4. Value opportunities to plan instruction collaboratively with teammates and other colleagues. 5. Value the importance of on-going and varied assessment strategies. 6. Realize the importance of basing instruction on assessment results. 7. Appreciate the importance of teaching strategies that are current and supported by research and successful practice. 8. Are committed to using assessment to identify student strengths and enhance student growth rather than deny student access to learning. Middle level teacher candidates: 1. Use a variety of teaching/learning strategies and resources that motivate young adolescents to learn. 2. Create learning experiences that encourage exploration and problem solving so all young adolescents can be actively engaged in learning. 3. Plan effective instruction individually and with colleagues. 4. Provide all young adolescents with opportunities to engage in independent and collaborative inquiry. 5. Participate in professional development activities that increase their knowledge of effective teaching/learning strategies. 6. Establish equitable, caring, and productive learning environments for all young adolescents. 7. Employ fair, effective, developmentally responsive classroom management techniques. 8. Implement a variety of developmentally responsive assessment measures (e.g. portfolios, authentic assessments, student self-evaluation). 9. Maintain useful records and create an effective plan for evaluation of student work and achievement. 10. Communicate assessment information knowledgeably and responsibly to students, families, educators, community members, and other appropriate audiences. ** UNACCEPTABLE ** || ** ACCEPTABLE ** || ** TARGET ** || Middle level candidates lack the ability to provide effective instruction. They fail to select instructional strategies that meet the needs of their students. || Middle level candidates demonstrate their knowledge of effective instruction. They actively engage students in learning the curriculum by selecting instructional strategies that are challenging, culturally sensitive, and developmentally responsive. || Middle level candidates actively engage students in independent and collaborative inquiry. They consistently select instructional strategies that are challenging, culturally sensitive, and developmentally responsive || Middle level candidates demonstrate weak and ineffective classroom management techniques that result in an environment characterized by unfairness and disrespect. Assessment is disconnected from instruction, and therefore unable to inform future instruction. || Middle level candidates employ classroom management techniques designed to create positive learning environments. They link formal and informal assessments to instruction, and they use this information to adjust future lesson plans. || Middle level candidates create equitable, caring, and productive learning environments. They link an array of formal and informal assessments to instruction, and they consistently use this information to adjust future lesson plans. || Middle level candidates are uninterested in and do not participate in collaboration with colleagues. || Middle level candidates collaborate with others to plan instruction and assessment. || Candidates initiate and value collaboration with others to improve instruction and assessment. || Middle level teacher candidates:  1. Understand the variety of family structures. 2. Understand how prior learning, differing experiences, and family and cultural backgrounds influence young adolescent learning. 3. Understand the challenges that families may encounter in contemporary society and are knowledgeable about support services and other resources that are available to assist them. 4. Know how to communicate effectively with family and community members. 5. Understand that middle level schools are organizations within a larger community context. 6. Understand the relationships between schools and community organizations. 7. Know about the resources available within communities that can support students, teachers, and schools. 8. Understand the importance of following school district policies and protocol regarding interagency partnerships and collaboratives. 9. Understand the roles of family and community members in improving the education of all young adolescents. Middle level teacher candidates: 1. Respect all young adolescents and their families. 2. Realize the importance of privacy and confidentiality of information when working with family members. 3. Value the variety of resources available in communities. 4. Are committed to helping family members become aware of how and where to receive assistance when needed. 5. Value and appreciate all young adolescents regardless of family circumstances, community environment, health, and/or economic conditions. 6. Value the enrichment of learning that comes from the diverse backgrounds, values, skills, talents and interests of all young adolescents and their families. 7. Realize and value the importance of communicating effectively with family and community members. 8. Accept the responsibility of working with family and community members to increase student welfare and learning. =Performances= Middle level teacher candidates:  1. Establish respectful and productive relationships with family and community members that maximize student learning and well being. 2. Act as advocates for all young adolescents in the school and in the larger community. 3. Connect instruction to the diverse community experiences of all young adolescents.  4. Identify and use community resources to foster student learning. 5. Participate in activities designed to enhance educational experiences that transcend the school campus. 6. Encourage all young adolescents to participate in community activities and services that contribute to their welfare and learning (e.g., service-learning, health services, after-school programs). 7. Demonstrate the ability to participate in parent conferences. ** UNACCEPTABLE ** || ** ACCEPTABLE ** || ** TARGET ** || Middle level candidates lack an understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They fail to maximize the learning of all young adolescents. || Middle level candidates demonstrate an understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They use this knowledge to ensure the maximum learning of all young adolescents. || Middle level candidates demonstrate a comprehensive understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They effectively use this knowledge to maximize the learning of all young adolescents. || Middle level candidates are ignorant of how diverse family structures and family and cultural backgrounds influence and enrich learning. They are unable to work successfully with parents and community members to improve the education of all young adolescents. || Middle level candidates understand and value how both diverse family structures and family and cultural backgrounds influence and enrich learning. They work successfully with parents and community members to improve the education of all young adolescents. || Middle level candidates understand the relationships between schools and community organizations and communicate effectively with all stakeholders. They comprehend the challenges that families may encounter in contemporary society and subsequently use available support services and other resources. || Middle level candidate knowledge about support services and other resources in schools and communities that support students and teachers is unacceptable. They neither demonstrate respect for all young adolescents and their families and neither value nor employ the variety of resources available in communities. || Middle level candidates are knowledgeable about support services and other resources in schools and communities that support students and teachers. They respect all young adolescents and their families and value the variety of resources available in communities. || Middle level candidates value and appreciate all young adolescents regardless of family circumstances, community environment, health, and/or economic conditions. || Middle level candidates are not advocates for young adolescents; neither do they share that knowledge with others. They do not successfully participate in parent conferences and other school and community activities. || Middle level candidates serve as advocates for all young adolescents in the school learning. They plan and execute successful parent conferences that involve young adolescents as key participants and thoughtfully engage in other school and community activities in the larger community and share that knowledge with others. They successfully participate in parent conferences and other school and community activities. || Candidates serve as advocates for all young adolescents in the school and in the larger community. They engage in activities that help parents and community members understand the nature of young adolescents and the implications for parenting, teaching, and learning. They plan and execute successful parent conferences that involve young adolescents as key participants and thoughtfully engage in other school and community activities. || Middle level teacher candidates: <span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"> 1. Understand their evolving role as middle level education professionals. 2. Understand the importance of their influence on all young adolescents. 3. Are knowledgeable about their responsibility for upholding high professional standards. <span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"> 4. Understand the interrelationships and interdependencies among various professionals that serve young adolescents (e.g., school counselors, social service workers, home-school coordinators). <span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"> 5. Know advisory/advocate theories, skills, and curriculum. <span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"> 6. Understand teaming/collaborative theories and processes. 7. Understand their service responsibilities to school reform and the greater community. 8. Understand the need for continual reflection on young adolescent development, the instructional process, and professional relationships. 9. Know the skills of research/data-based decision-making. 10. Are fluent in the integration of a range of technologies (e.g., film, computers) in their professional roles with curriculum, instruction, and assessment. Middle level teacher candidates: <span style="font-family: "Times New Roman"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"> 1. Value learning as a life-long process. 2. Perceive themselves as members of the larger learning community. 3. Believe that their professional responsibilities extend beyond the classroom and school (e.g., advisory committees, parent-teacher organizations). 4. Believe in maintaining high standards of ethical behavior and professional competence. 5. Are committed to helping all young adolescents become thoughtful, ethical, democratic citizens. 6. Are committed to refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience. 7. Value collegiality as an integral part of their professional practice. Middle level teacher candidates: 1. Model positive attitudes and appropriate behaviors for all young adolescents. 2. Serve as advisors, advocates, and mentors for all young adolescents. 3. Work successfully as members of interdisciplinary teams and as part of the total school environment. 4. Engage in and support ongoing professional practices for self and colleagues (e.g., attend professional development activities and conferences, participate in professional organizations). 5. Read professional literature, consult with colleagues, maintain currency with a range of technologies, and seek resources to enhance their professional competence. ** UNACCEPTABLE ** || ** ACCEPTABLE ** || ** TARGET ** || Middle level candidates do not demonstrate understanding of their evolving role as middle level education professionals, the importance of their influence on all young adolescents, or their responsibility for upholding high professional standards and modeling appropriate behaviors. || Middle level candidates display broad understanding of their evolving role as middle level education professionals, the importance of their influence on all young adolescents, and their responsibility for upholding high professional standards and modeling appropriate behaviors. || Middle level candidates demonstrate a comprehensive understanding of their evolving role as middle level education professionals, the importance of their influence on all young adolescents, and their responsibility for upholding high professional standards and modeling appropriate behaviors. || Middle level candidates do not demonstrate understanding of teaming/collaborative theories and processes or the interrelationships and interdependencies among various professionals that serve young adolescents (e.g., school counselors, social service workers, home-school coordinators), and they do not work successfully as members of interdisciplinary teams. || Middle level candidates exhibit good understanding of teaming/collaborative theories and processes and the interrelationships and interdependencies among various professionals that serve young adolescents (e.g., school counselors, social service workers, home-school coordinators), and they frequently work as successful members of interdisciplinary teams. || Middle level candidates demonstrate a comprehensive understanding of teaming/collaborative theories and processes and the interrelationships and interdependencies among various professionals that serve young adolescents (e.g., school counselors, social service workers, home-school coordinators), and they frequently work as successful members of interdisciplinary teams. || Middle level candidates do not demonstrate knowledge of advisory/advocate theories, skills, and curriculum or serve as advisors, advocates and mentors of young adolescents. || Middle level candidates possess knowledge of advisory/advocate theories, skills, and curriculum and employ this knowledge successfully as advisors, advocates and mentors of young adolescents. || Middle level candidates demonstrate a comprehensive knowledge of advisory/advocate theories, skills, and curriculum and regularly serve as advisors, advocates and mentors of young adolescents in various settings. || Middle level candidates do not demonstrate understanding of the skills of research/data-based decision making or their service responsibilities to school reform and the greater community. || Middle level candidates maintain an up-to-date understanding of the skills of research data-based decision making and their service responsibilities to school reform and the greater community. || Middle level candidates demonstrate a comprehensive understanding of the skills of research/data based decision making and their service responsibilities to school reform and the greater community. || Middle level candidates do not perceive themselves as members of the larger learning community, do not believe that their professional responsibilities extend beyond the classroom and school (e.g., advisory committees, parent-teacher organizations), nor are they committed to helping all young adolescents become thoughtful, ethical, democratic citizens. || Middle level candidates view themselves as members of the larger learning community, believe that their professional responsibilities extend beyond the classroom and school (e.g., advisory committees, parent-teacher organizations), and are committed to helping all young adolescents become thoughtful, ethical, democratic citizens. || Middle level candidates take a leadership role in the larger learning community, accept professional responsibilities that extend beyond the classroom and school (e.g., advisory committees, parent-teacher organizations), and advocate for helping all young adolescents become thoughtful, ethical, democratic citizens. || Middle level candidates do not believe in maintaining high standards of ethical behavior and professional competence and do not value collegiality as part of their professional practice. || Middle level candidates maintain high standards of ethical behavior and professional competence and value collegiality as part of their professional practice. || Middle level candidates model high standards of ethical behavior and professional competence and collegiality as part of their professional practice. || Middle level candidates do not value life-long learning and are not committed to refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience. || Middle level candidates hold expectations for their own life-long learning and are committed to refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience. || Middle level candidates model life-long learning and take a leadership role in refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience. ||
 * Institutions preparing middle level teachers have courses and field experiences that specifically and directly address middle level education. **
 * Indicators **
 * // Standard 2. Qualified Middle Level Faculty //**
 * Institutions preparing middle level teachers employ faculty members who have middle level experience and expertise. **
 * Indicators **
 * // Standard 1. Young Adolescent Development //**
 * Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. **
 * Knowledge **
 * Dispositions **
 * // Standard 2. //** **//Middle Level Philosophy and School Organization//**
 * Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. **
 * Knowledge **
 * Dispositions **
 * Performances **
 * // Standard 3. Middle Level Curriculum and Assessment //**
 * Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. **
 * Knowledge **
 * Performances **
 * // Standard 4. Middle Level Teaching Fields //**
 * Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. **
 * Knowledge **
 * Dispositions **
 * Performances **
 * // Standard 5. Middle Level Instruction and Assessment //**
 * Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. **
 * Knowledge **
 * Dispositions **
 * Performances **
 * // Standard 6. Family and Community Involvement //**
 * Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. **
 * Knowledge **
 * Dispositions **
 * // Standard 7. Middle Level Professional Roles //**
 * Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals. **
 * Knowledge **
 * Dispositions **
 * Performances **