I



I. COURSE NUMBER: EDUC 2202

COURSE TITLE: Life Span Development: Adolescent and Young Adulthood Emphasis

COLLEGE: Bagwell College of Education

Department of Secondary and Middle Grades Education

SEMESTER: Fall 2003

II. INSTRUCTOR: Dr. Susan L. Stockdale

KH 1008

Phone: 770-797-2060

E-mail address: sstockda@kennesaw.edu

Office Hours: TH 8:00-9:00 am and 3:30-4:30 pm

W 11:00-12:30; 1:30-3:00

(Other times by appointment)

III. CLASS SESSIONS: TTH 2:00 – 3:15 pm in KH 2001

IV. REQUIRED TEXT: Santrock, John W. (2003). Adolescence (9th ed.) New York: McGraw-Hill Higher Education.

REQUIRED TEXT: Pang, Valerie O. (2001). Multicultural education: A caring-centered, reflective approach. New York: McGraw-Hill Higher Education.

IV. CATALOG DESCRIPTION: Prerequisite: ENGL 1102. A study of human

development through the life span addressing social, moral, emotional, physical, cognitive and psychological development, with an emphasis on how these relate to learning and instruction of adolescents and young adults. Course examines impact of learning styles, developmental and cultural differences, and various levels of student abilities, exceptionalities, and health. Current use of technology will be integrated as communication and instructional tools. Teacher candidates will have the opportunity to observe in naturalistic settings.

VI. PURPOSE AND RATIONALE: Conceptual Framework Statement

Collaborative Development of Expertise in Teaching and Learning

The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through

the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.

The knowledge base for this course is acquired from books, articles, current periodicals, media and other sources grounded in sociological, philosophical and historical foundations of education. Course content will also be derived from the world of current practice and learned societies.

Use of Technology Statement: Technology Standards for Educations are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio.

Diversity Statment: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class.  Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms.  One element of course work is raising candidate awareness of critical multicultural issues.  A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student.  Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status.  An emphasis on cognitive style differences provides a background for the consideration of cultural context. 

Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required.

Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above.

Professional Portfolio Narrative Statment: A required element in each portfolio for TOSS, Student Teaching, and the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI (see attached) with regard to what evidence the candidate has selected for his/her portfolio. Although none of the assignments for this course are “required” for your portfolio, for this course you will need to complete a brief grid narrative in

which you reflect on each proficiency and how you make the case that the evidence you have selected supports a particular proficiency.

School-Based Activities Statement: As a teacher candidate, you are encouraged to be involved in a variety of school-based activities directed at the improvement of teaching and learning. Activities may include, but are not limited to, tutoring students, assisting teachers or other school personnel, attending school board meetings, and participating in education-related community events. As you continue your teacher candidate experiences, you are encouraged to explore every opportunity to learn by doing.

VII. GENERAL COURSE GOALS:

The general goals of the course are to: (a) understand current theoretical perspectives and domains of development and learning; (b) understand research methodology and techniques used to study behavior and developmental change; (c) examine the physical, cognitive, emotional, and social domains of development; (d) understand the environmental, genetic, child-rearing, cultural, economic, political, and educational influences on development and socialization of children and youth; (e) understand the relationship between these factors and teaching and learning; (f) discuss the necessity for development and application of educational programs according to developmental and learning principles examined in this course; (g) build collaborative and respectful relations with colleagues, supervisors, and students; (h) develop instruction that integrates multiple cultures; and, (i) utilize technology to positively impact the learning of all candidates.

COURSE OBJECTIVES: Upon completion of this course each teacher candidate will accomplish

objectives as indicated in the grid that follows.

Course Objective Alignment Grid

Appropriate Candidate Performance Instrument (CPI*) Outcome and National Middle Schools Association (NMSA**) Standards to be completed collaboratively by students utilizing attached copies of standards

|Course Objectives |CPI Outcome * |NMSA Standard |Course Activities/ |

| | |** |Assignments |

|1. Apply major theoretical perspectives and principles of | | | |

|development and learning in children and adolescents advocated| | | |

|by such scholars as Piaget, Maslow, Erikson, Bandura, Bloom, | | | |

|Kohlberg, Gardner, and Vygotsky. | | | |

|2. Describe normative research methods and techniques used to | | | |

|study behavior and development change in learners. | | | |

|3. Describe how instruction and learning evolves from the | | | |

|study of human growth and development | | | |

|4. Describe how genetic, health, and environmental factors | | | |

|influence the process of development and learning. | | | |

|5. Describe social, moral, motional, physical, cognitive, and | | | |

|physiological development and the interrelationships among | | | |

|these domains as related to learners. | | | |

|6. Analyze the cultural, economic, social, ecological, | | | |

|political and educational influences on development. | | | |

|7. Use current technology to access research | | | |

|8. Explain the impact of technology on learning. | | | |

|9. Show the relationship between factors that contribute to |CPI* |NMSA** |Activities |

|individual differences (including exceptionalities, diversity)| | | |

|to the implications for instruction | | | |

|10. Use logic and critical thinking skills to apply concepts | | | |

|and principle of development and learning in making decisions | | | |

|related to appropriate instruction for learners. | | | |

|11. Articulate the sequence and characteristics of life span | | | |

|development with special emphasis on middle childhood, | | | |

|adolescence, and young adulthood. | | | |

|12. Identify factors inside and outside the home, which affect| | | |

|successful growth and development as related to family system | | | |

|theory, knowledge of the dynamics, roles, and relationships | | | |

|within families and communities. | | | |

|13. Identify current issues in child development. | | | |

|14. Explain and apply methods of studying child development | | | |

|15. Apply the knowledge and principles of human growth, | | | |

|development, and learning theories when observing learners at | | | |

|various stages of development. | | | |

|16. Demonstrate the significance of multicultural education | | | |

|and other diversity issues that impact schools. | | | |

|17. Demonstrate the ability to integrate multicultural | | | |

|perspectives within developmental principles of growth. | | | |

|18. Exhibit the ability to work cooperatively with peers, | | | |

|parents and others. | | | |

|19. Exhibit willingness to develop as a professional. | | | |

|20. Exhibit ethical standards in course work and relationships| | | |

|with others. | | | |

*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to evaluate teacher candidates before they enter TOSS and student teaching, and before graduation. See attached or

**NMSA=National Middle School Association establishes performance based standards for initial middle school teacher preparation. See for a list of these standards and much more. The standards are also attached to this document.

Other standards:

INTASC = Interstate New Teacher Assessment and Support Consortium. The Consortium, made up of representatives of the teaching profession along with personnel from state education agencies, developed a list of model standards for licensing new teachers that represent a common core of teaching knowledge and skills. See





PSC = Georgia Professional Standards Commission. Sets rules for teacher certification in Georgia and standards for teacher education programs in Georgia. See

VIII. COURSE REQUIREMENTS/ASSIGNMENTS

Each teacher candidate will be assigned to a collaborative group. Teacher candidates will have the opportunity to learn in a variety of environments, including, but not limited to, discovery and inquiry-oriented activities, in-class lecture, large group discussions, small group collaborations/presentations, panels, videos, technology-assisted instruction, outside-of-class observations, and research.

The assignments are briefly described below. Completion dates listed in the course calendar. Complete directions and grading rubrics are available on the WebCT for this course.

1a., 1b., 1c. Exams: (75 points each) There will be three exams. Tests will be multiple-choice based on assigned readings, handouts, videos, class discussions, and activities. Teacher candidates are expected to take tests on scheduled dates with the class.

2a., 2b. Observations: (30 points each) Teacher candidates will observe two adolescent individuals in their natural environments (e.g., at school, work, home, and play). Individual observations, in narrative form, will be due on the dates specified in the course outline. Your first observation will involve a student from the U. S. American middle-class Caucasian culture. Your second observation will involve a student from the minority culture chosen by your cooperative group.

You will be given an Observation Guide to use while you observe your student for at least 30 minutes. If necessary, be sure to obtain permission to observe the student from a parent or guardian with the understanding that participation is voluntary and all information will remain confidential.

3a., 3b. Collaborative Group Presentations (30 points each): Teacher candidates will be assigned into groups of 4 to 6 by their subject area concentrations.

Your first group presentation will integrate your data from your first observation with those of your group members and apply your conclusions toward implications for teaching. The format of the presentation is up to the group – debate, panel, lesson, scenario, etc. Presentations should last between 20 and 25 minutes. Plan to spend time outside of class with other group members planning and preparing for the presentation.

Your second group presentation will follow the same general format as the first. However, special emphasis will be placed on culturally relevant teaching based on your students’ minority culture, and this presentation will be made via Power Point and will include a demonstration of one web site, which effectively integrates the Internet and multicultural education

4. Reflective Journal on Pang’s Questions and Cultural Immersion Experience: (40 points) Each teacher candidate will maintain a 3-ring journal or WebCT account of their typed reflections based on chapter questions raised by Valerie Ooka Pang in her caring-centered reflective approach to multicultural education and the cultural immersion experience described below. The specific question numbers for the Ooka’s reflections are listed in the Course Outline. Each question reflection should be no more than one typed page. Reflections will be submitted as a group on the date listed in the course outline.

5. Cultural Immersion Experience (25 points) Also included in this journal with be a three-page paper describing the candidate’s experience attending a cultural activity involving individuals of a group of a different race, religion, sexual orientation etc. from their own.

6a., 6b. Review of Current Research Articles: (20 points each) Each teacher candidate will find and read two (2) research articles related to adolescent development. The primary goal is to read and understand current research or recommendations in an area of interest and then be able to discuss the topic in class. One article must address a research question related to multicultural adolescent development. The articles can be located through technology tools such as CD-ROM, WWW, Galileo, ERIC, microfilm or microfiche, etc. You are encouraged to go to the library and explore the resources available to you.

7. End of Course Narrative and Grid: (25 points) This assignment provides you an opportunity to reflect back on the course and the assignments, activities you have completed or in which you have participated. In

an assignment grid you will describe how the activities, assignments etc. have helped you develop your expertise as a future teacher. You must connect the activities to the Kennesaw State University’s Candidate Performance Indictors and explain how you have improved your expertise in the domains.

8a., 8b. Attendance/Professionalism: (10 points each) It has been noted that when teacher candidates are not successful in their advanced field experiences (TOSS and student teaching), the area often cited as the focus of concern is that of professionalism. Behaviors that indicate professional skill may be demonstrated in a teacher candidate’s approach to participating in and completing the requirements for any particular course, such as this one. Professional behavior will be monitored in this course. Should concerns arise regarding an individual teacher candidate, the instructor of this course will communicate these concerns to the teacher candidate and to the program coordinator of the teacher candidate’s major program with the purpose of drawing attention to deficiencies so that they may be remedied before further field placements. Indicators of professionalism that will be monitored are addressed in the questions below.

Does the teacher candidate:

▪ Model high standards and expectations for him or herself?

▪ Display a commitment to becoming a teacher and to the profession of helping students learn?

▪ Enjoy learning and indicate enthusiasm toward working with students to facilitate their learning?

▪ Regularly reflect on and assess his or her performance and effectiveness for self-improvement?

▪ Learn from experiences and show improvement over time?

▪ Manage interpersonal relationships effectively?

▪ Demonstrate courtesy, respect, and civility in interactions with others? (If appropriate, the instructor should include descriptions and/or copies of emails from and/or conversations with the teacher candidate that may be judged unprofessional.)

▪ Work collaboratively with professional colleagues and faculty?

▪ Demonstrate punctuality and timely completion of responsibilities? (Include any tardies, absences, and late or missing work.)

▪ Accept responsibility for actions and non-actions, placing the locus of control upon him or herself rather than shifting blame or claiming inability to control outside factors?

▪ Maintain appropriate attire and appearance?

▪ Promote and model standards of academic honesty?

Attendance at all class meetings is expected and will be monitored. I respect your schedule, so we will begin class and end class promptly at the scheduled time. Habitual absences, tardiness, and leaving class early are issues of professionalism. In case of emergencies, please email or call to inform me of your conflict/emergency.

Finally, one final issue regarding professionalism-please turn off all cell phones and pagers during class. Disturbances by these devices are disrespectful, disrupt the flow of ideas during discussions, and are nuisances that can be easily avoided. Seldom is there a reason to speak on the phone that could not wait until the end of class.

The points available for professionalism will be determined both by your peers and myself. Your participation and contribution to your assigned group’s activities will be assessed twice by your peers (each worth 10 points).

9. Midterm Evaluation (5 points) This assignment is designed to allow you to voice your opinions and perceptions regarding the course as of the mid-term. There is no right or wrong way to complete this assignment, other than not completing it. Due to the nature of this assignment, there are no make-ups.

IX. EVALUATION AND GRADING

A = 448-500 points

B = 398-447 points

C = 348-397 points

D = 298-347 points

F = < 298 points

All written assignments should be typed using 12-point font, double-spaced, on white 8 ½ X 11 paper. They should represent quality, college level work, which includes correct spelling, grammar and punctuation.

X. ACADEMIC INTEGRITY:

Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation and/or falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either and “informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension requirement.

COURSE OUTLINE AND TOPICS

NOTE: Adjustments to this syllabus may be necessary. Students will be notified of changes in advance.

|Date |Topic |PRE-READING |PRE-READING |Classroom Activity |Assignment Due |

| | | | | |(number refers to |

| | |Pang Text |Santrock Text | |syllabus description|

| | |(question for | | |as well as WebCT |

| | |reflective journal | | |directions) |

| | |in parenthesis) | | | |

|1-8-04 |Introduction and | | |Discussion | |

| |expectations; | | |Group Collaborations | |

| |Outcomes and the CPI, | | |Online Demos | |

| |NMSA; | | | | |

| |WebCT Courses | | | | |

|1-13-04 |Introduction |Chapter 1 (#1) |Chapter 1 |Discussion and Lecture | |

| | | | |Gaileo Research | |

|1-15-04 |Same as above | | | | |

|1-20-04 |The Science of Adolescent |Chapter 5 (#4) |Chapter 2 |Discussion, Lecture | |

| |Development | | | | |

|1-22-04 |Same as above | | | | |

|1-27-04 |Puberty and Health |Chapter 6 (#3) |Chapter 3 |Lecture, Discussions | |

| | | |(pp.76-86, and | | |

| | | |90-96 only ) | | |

|1-29-04 |Same as above | | |Lecture Discussion |6a |

| | | | |Group Formations | |

|2-3-04 |Cognitive Development | |Chapter 4 |Lecture | |

| | | | |Discussion | |

|2-5-04 |Same as above | | | | |

|2-10-04 |EXAM I | |Chapters 1-4 | |1a |

|2-12-04 |Families |Chapter 7 (#1) |Chapter 5 | Lecture |2a |

| | | |(pp. 156-180 only) |Discussion | |

|2-17-04 |Peers | |Chapter 6 |Lecture | |

| | | |(pp. 186-196 only) |Discussion | |

| | | | |Group Collaboration | |

| | | | |Time | |

|2-19-04 |Same as above | |Chapter 6 |Lecture | |

| | | |pp. 197-215 |Discussion | |

|2-24-03 |Group Presentations | | |Presentations |3a |

|2-26-04 |Group Presentations | | |Presentations |3a |

|3-2-04 |Schools |Chapter 2 (#3) |Chapter 7 |Lecture |8a |

| | | | |Discussion | |

|3-3-04 |LAST DAY TO WITHDRAWAL WITHOUT ACADEMIC PENALTY |

|Date |Topic |PRE-READING |PRE-READING |Classroom Activity |Assignment Due |

| | | | | |(number refers to |

| | |Pang Text |Santrock Text | |syllabus description|

| | |(question for | | |as well as WebCT |

| | |reflective journal | | |directions) |

| | |in parenthesis) | | | |

|3-4-04 |Schools | |Chapter 7 |Lecture |9 |

| | | | |Discussion | |

|3-9 and |Spring Break !!!! | | | | |

|3-11-04 | | | | | |

|3-16-04 |Review as needed |Chapter 3 (#1) | | | |

|3-18-04 |Exam II | |Chapters 5-7 | | |

|3-23-04 |Identity |Chapters 9, 10 |Chapter 9 | | |

| | |(no reflections) | | | |

|3-25-04 |Same as Above | | | |4 and 5 |

|3-30-04 |Gender | |Chapter 10 |Lecture | |

| | | | |Discussion | |

|4-1-04 |Same as Above | | | | |

|4-6-04 |Sexuality | |Chapter 11 |Lecture |6b |

| | | |(pp. 344-356 only) |Discussion | |

|4-08-04 |Adolescent Problems | |Chapter 11 (pp. |Lecture | |

| | | |357-375) |Discussion | |

| | | |Chapter 14 | | |

|4-13-04 |Same As Above | | | |2b |

|4-15-04 |Same as Above | | |Movie | |

|4-20-4 |Group Collaborations | | |Group Collaboration | |

| | | | |Time | |

|4-22-04 |Exam III | |Chapters 9,10,11,14 | | |

|4-27-04 |Group Presentations | | |Group Presentations |3b |

|4-29-04 |Group Presentations | | |Group Presentations |3b |

|FINAL | | | | | |

|5-2-04 |End of Course Grid | | | |7a |

|Submit Via |Assignment 7a | | | |8b |

|WebCT |Assignment 8b | | | | |

|NO CLASS | | | | | |

IIX. REFERENCES/BIBILIOGRAPHY

Adolescent Development

Berk, Laura E. (2002). Child development. Boston: Allyn & Bacon.

Berk, Laura E. (2002) Infants, children, and adolescents. Boston: Allyn & Bacon.

Berns, Roberta M. (1994). Topical child development. Belmont, CA: Wadsworth Publishing.

Daniels, Denise, Beaumont, Lorrie, and Doolin, Carol. (2001). Understanding children:

An interview and observation guide for educators. Columbus, OH: McGraw-Hill.

Gearheart, Bill R. and Gearheart, Carol J. (1993). Exceptional individuals: An introduction.

Belmont, CA: Wadsworth Publishing.

Owens, Karen B. (2002). Child and adolescent development. Belmont, CA:Wadsworth Publishing.

Rathus, Spence. (2003). Voyages: Childhood and adolescence. Belmont, CA: Wadsworth Publishing.

Rice, F. Philip and Dolgin, Kim Gale. (2001). The adolescent: Development, relationships,

and culture. Boston: Allyn & Bacon.

Santrock, John W. (2002). A topical approach to life-span development. Boston: McGraw-Hill.

Shaffer, David R. (2002). Developmental psychology: Childhood and adolescence.

Belmont, CA: Wadsworth Group.

Schickedanz, Judith A. and Schickedanz, David I. (2001). Understanding children

and adolescents. Boston: Allyn & Bacon.

Adolescent Literature

Fox, Paula. (1991). Monkey island. New York: Doublesday Dell Books

Freedman, Russell. (1994). Kids at work: Lewis Hine and the crusade against child labor. New York:

Scholastic

Mers, Walter. D. (1993). Malcolm X: By any means possible. New York: Scholastic Inc.

Hamanaka, Sheila. (1995). On the wings of peace: In memory of Hiroshima and Nagasaki. New

York: Houghton Mifflin Company.

Tsuchiya, Yukio. (1988). Faithful elephants: A true story of animals, people and war. New York:

Houghton Mifflin Company.

Teacher Resources

Alboun, M. (1997). Tuesdays with Morrie. New York: Doubleday.

Crawford, Susan Hoy. (1996). Beyond dolls and guns: 101 ways to help children avoid gender bias.

Portsouth, N. H.: Heinemann.

Fadiman, Anne. (1997). The spirit catches you and you fall down. New York: The Noonday Press.

Fedullo, Mick, (1992). Light of the feather: Pathways through contemporary Indian America. New York:

William Morrow.

Levine, D., Lowe, R., Peterson, B., & Tenorio, R. (1995). Rethinking schools: An agenda for change. New York: The New Press.

CPI

Kennesaw State University

Outcomes and Proficiencies for Initial Programs

|Outcomes and Proficiencies |NCATE Standard |

|SUBJECT MATTER EXPERTS | |

|Candidate possesses knowledge of discipline content, methods of inquiry, and connections|Content |

|to other disciplines and applications to common life experiences. | |

|1.2 Candidate knows and represents content accurately in multiple explanations, |Pedagogical |

|technology integration, and the application of various instructional strategies. |Content |

|Candidate uses content and pedagogical knowledge to assist students in the mastery of |Pedagogical |

|subject matter knowledge. |Content |

|FACILITATORS OF LEARNING | |

|2.1 Candidate demonstrates knowledge of how learners develop, learn and think about |Pedagogical & |

|subject content, as well as successful strategies to motivate students to learn. |Professional |

|Candidate uses knowledge of the influences of society, culture, community, and family on|Pedagogical & |

|schools and learning to create and implement instruction that embodies multiple cultures|Professional |

|and a rich, diverse curriculum. | |

|2.3 Candidate creates effective, well-managed and active learning environments that |Pedagogical & |

|reflect high expectations for student achievement. |Professional |

|2.4 Candidate designs and implements instruction that makes effective use of a variety |Pedagogical & |

|of methods, materials, and technologies to positively impact learning of all students. |Professional |

| |Student Learning |

|2.5 Candidate utilizes a variety of assessments to evaluate student learning and uses |Pedagogical & |

|the results to improve the quality of instruction that is differentiated to accommodate |Professional Student Learning |

|students’ diversities. | |

|COLLABORATIVE PROFESSIONALS | |

|Candidate reflects upon and improves professional performance based on professional |Disposition |

|standards, feedback, best practices and effective communication. | |

|3.2 Candidate builds collaborative and respectful relationships with colleagues, |Disposition |

|supervisors, students, parents and community members. | |

|3.3 Candidate displays professional and ethical behavior consistent with recognized |Disposition |

|educational standards and codes of ethics. | |

NATIONAL MIDDLE SCHOOL ASSOCIATION

MIDDLE LEVEL TEACHER PREPARATION STANDARDS

Programmatic Standards

Standard 1 Middle Level Courses and Experiences

Institutions preparing middle level teachers have courses and field experiences that specifically and directly address middle level education.

Standard 2 Qualified Middle Level Faculty

Institutions preparing middle level teachers employ faculty members who have middle level experience and expertise.

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.

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.

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.

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.

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.

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.

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.

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