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PERFORMANCE-BASED STANDARDS FOR INITIAL
MIDDLE LEVEL TEACHER PREPARATION
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.
(5)
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Unacceptable
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Acceptable
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Target
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Middle level candidates fail to show acceptable levels of knowledge of the concepts, principles, theories and research about young adolescent development. …
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Middle level candidates demonstrate a knowledge of the concepts, principles, theories and research about young adolescent development. …
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Middle level candidates demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development. …
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(6-7)
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.
(7)
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Unacceptable
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Acceptable
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Target
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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.
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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.
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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.
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(8-9)
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.
(9)
Performances
Middle level teacher candidates:
2. Use current knowledge and standards from multiple subject areas in planning, integrating, and implementing curriculum.
(10)
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 …
(13)
Knowledge
Middle level teacher candidates:
1. Understand the principles of instruction and the research base that supports them.
5. Understand ways to teach the basic concepts and skills of inquiry and communication.
Dispositions
Middle level teacher candidates:
7. Appreciate the importance of teaching strategies that are current and supported by research and successful practice.
(14)
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.
(15)
Dispositions
Middle level teacher candidates:
2. Realize the importance of privacy and confidentiality of information when working with family members.
(16)
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Unacceptable
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Acceptable
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Target
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Middle level candidates lack an understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. …
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Middle level candidates demonstrate an understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. …
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Middle level candidates demonstrate a comprehensive understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members.
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(17)
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.
(18)
Knowledge
Middle level teacher candidates:
9. Know the skills of research/data-based decision-making.
(18)
Dispositions
Middle level teacher candidates:
6. Are committed to refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience.
(19)
Performances
Middle level teacher candidates:
5. Read professional literature, consult with colleagues, maintain currency with a range of technologies, and seek resources to enhance their professional competence.
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Unacceptable
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Acceptable
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Target
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Middle level candidates do not demonstrate understanding of the skills of research/data-based decision making …
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Middle level candidates maintain an up-to-date understanding of the skills of research/data-based decision making …
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Middle level candidates demonstrate a comprehensive understanding of the skills of research/data-based decision making …
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(20)
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Unacceptable
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Acceptable
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Target
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Middle level candidates do no 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.
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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.
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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.
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(21)
PROGRAMMATIC STANDARDS FOR MASTERS MIDDLE LEVEL TEACHER PREPARATION
Standard 1 Young Adolescent Development
Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to young adolescent development, and they apply that knowledge in their practice.
(26)
Knowledge
Middle level masters candidates:
1. Comprehensively understand the major concepts, principles, theories, and research of young adolescent development …
(26)
Performances
Middle level masters candidates:
3. Make decisions about curriculum and resources that reflect an understanding of young adolescent development using current research.
5. Research and effectively address societal changes, including the changing portrait of young adolescents in the media …
(27)
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Unacceptable
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Acceptable
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Target
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Middle level masters candidates lack adequate understanding of the concepts, principles, theories, and research underlying the characteristics of adolescent development.
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Middle level masters candidates demonstrate comprehensive understanding of the concepts, principles, theories, and research underlying the characteristics of adolescent development.
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Middle level masters candidates consistently and comprehensively demonstrate an understanding of the research that underpins adolescent development. Based on the scholarly literature, they discriminate among the best practices that promote the positive development of early adolescence.
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(27)
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Unacceptable
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Acceptable
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Target
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Middle level masters candidates
are neither knowledgeable of nor
invested in developmentally
responsive organizational
structures that foster socially
equitable educational practices.
They fail to use techniques that
address the nature and needs of
the young adolescent that
maximize student learning.
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Middle level masters candidates
are committed to
developmentally responsive
organizational structures that
foster socially equitable
educational practices. They
enthusiastically promote using
techniques that address the
nature and needs of the young
adolescent that maximize
student learning.
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Middle level masters candidates
work to share their expanding
knowledge of early adolescent
development within a
community wider than their own
classroom. Their professional
practice reflects current research
on the nature and needs of
young adolescents and they are
role models for other educators.
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(28)
Standard 2 Middle Level Philosophy and School Organization
Middle level masters candidates understand and analyze the major concepts, principles, theories, and research underlying the philosophical foundations and organizational components of highly effective middle level schools, and they apply that knowledge in their practice.
(28)
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Unacceptable
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Acceptable
|
Target
|
|
Middle level masters
candidates lack adequate
understanding of the concepts,
principles, theories, and
research underlying the
philosophical and historical
foundations of
developmentally responsive
middle level programs and
schools.
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Middle level masters
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 masters
candidates consistently and
comprehensively demonstrate
an understanding of the
research that underpins the
philosophical and historical
foundations of
developmentally responsive
middle level programs and
schools. Based on scholarly
literature, they discriminate
among the best school
organizational practices
including teaming and flexible
use of instructional time.
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(29)
Last modified February 11, 2007
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272
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