“This I Believe…” Philosophy on Middle Level Teaching

AMLE Standards 1, 2, 6, and 7

EDML 458

Purpose:

As future teachers, it is important that teacher candidates are able to articulate their beliefs about who they are as a middle level school teacher; how they will teach and why; what they understand about young adolescents, their development and learning; how to promote a learning environment that maintains high expectations, developmentally responsive and socially equitable; how their views compare with the theories and practices of middle level school educators and philosophy and related professional organizations; and how they see their role and responsibility in the middle level school environment. This assignment will provide evidence of the teacher candidate’s development and progress at the completion of their professional preparation program, as teacher candidates approach their future career as a teacher in the middle level schools. As teacher candidates prepare this assignment they should notice the professional growth of their philosophy as it has developed over the course of theirmiddle level professional preparation program. The teacher candidate’s philosophy statement is only at the beginning stage and is subject to change as theytransition into a classroom teacher and throughout their professional career.

As a teacher candidate in the Middle Level Program,they are required to write a detailed statement on middle level school teaching and learning, including impact related to each content area, as part of their portfolio. The teacher candidate, as a component of their professional program portfolio and Middle Level Program completion requirement, is required to write a statement on their understanding of middle level teaching and learning and its impact on each of their content areas.The teacher candidate should focus on but not limited to: the middle level school philosophy and organization; historical foundation, theory/theorist, movement, and progression; characteristics and development of young adolescents; role and impact of family and community within the middle level school learning environment; and their role and responsibility to the middle level professional will be address in this statement.

Procedure:

The “This I Believe…” Philosophy on Middle Level Teachingis introduced to teacher candidates in middle level professional preparation courses leading up to their content-related methodology courses prior to the internship. During the content-related methodology courses, teacher candidates are provided with guided instruction on the development; create a completed draft of the “This I Believe…” Philosophy on Middle Level Teaching; and receive feedback for future development. During the internship semester, teacher candidates will update or revise their philosophy to reflect their current understanding and beliefs pertaining to the middle level philosophy, young adolescent development, school organization, family and community involvement and the teacher candidate’s professional role and submit the philosophy statement as a completed component of the middle level professional program portfolio.

Guidelines:

Reflecting upon what was learned and experienced over the course of the teacher candidate’s middle level professional preparation program and related field experiences the teacher candidate must respond to the following prompts to demonstrate the teacher candidate’s knowledge, beliefs, and practical thought about young adolescent development, role of a middle level school professional; and the historical and contemporary evolution of middle level school development and practices based on historical and contemporaryresearch, theory, and practice and the Association of Middle Level Education’s (AMLE) This We Believe: Keys to Educating Young Adolescents and This I Believe Philosophy: Keys to Educating Young Adolescents and Successful Middle Level Schools position papers.The “This I Believe…” Philosophy on Middle Level Teachingstatement should address the teacher candidate’s knowledge and skills of:

  1. Discuss current concepts, principles, theories, and/or research on young adolescents (Standards 1, 6, & 7)
  2. Describe the young adolescent and their developmental stages (e.g. intellectual, physical, social, emotional, and moral) (Standards 1 & 7)
  3. Discuss their philosophy of middle level schools as it relates to the development of young adolescent as it relates to the role and responsibility of the middle level schoolprofessionals (Standards 1, 2, 6, & 7)
  4. Discuss their understanding to the four essential attributes and sixteen characteristics of the Association of Middle Level Education’s (AMLE)This We Believe: Keys to Educating Young Adolescents and This I Believe Philosophy: Keys to Educating Young Adolescents and Successful Middle Level Schools position papers and then align it to your personal middle level education philosophy (Standards 2, 6, & 7)
  5. Discuss the essential characteristics of a middle level school(grade span; subject organization; exploratory curriculum; teaming; flexible scheduling; advisory; etc.) (Standards2, 6, & 7)
  6. Discuss historical and contemporary concepts, principles, theories, models, and research on developmentally responsive and socially equitable middle level schools and programs and teaching of all young adolescents that impact the effectiveness of the middle level school learning environment (Standards 2 & 6)
  7. Reflect on your beliefs about your role and responsible to advocate for the middle level philosophy; school organization; and young adolescent development (Standards 2 & 7)
  8. Discuss the nature of today’s family structure, dynamics (Standard 6)
  9. Discuss current concepts, principles, theories, and/or research as it relates to family and community involvement in the learning environment and the impact on young adolescents learning and overall academic success (Standards 6 & 7)
  10. Discuss the impact and significant influences of family and community involvement on the middle level school educational environment in terms of student motivation; attendance; behavior; academic performance; teacher’s awareness of their students; and enriched and interest driven curriculum and instruction that reflect the interests and needs of all students and maximizes their overall learning experience (Standards 6 & 7)
  11. Discuss your role, responsibility and duty as a middle level school professional as it relates to family (Standards 6 & 7)
  12. Discuss your role and responsibility in the development of young adolescents and how it impacts your professional development plans (Standards 1 & 7)
  13. Discuss your role and responsibility to advocate for best practice, developmentally responsive curriculum, and challenging and socially equitable learning environments for young adolescents (Standard 7)
  14. Reflect on your progression of understanding of young adolescent development and the role and responsibility of the middle level schoolprofessional and ancillary staff (e.g., school counselors, social service workers, home-school coordinators, etc.) (Standards 1, 6, & 7)
  15. Describe your short (first three years) and long term goals (beyond the third year) for your professional development to keep you abreast on current concepts, principles, theories, practices, and research on middle level school and young adolescent development and provide opportunities for professional growth (e.g., attend professional development activities and conferences, participate in professional organizations, etc.) (Standards 1, 6, & 7)

Reflection:

Reflection on one's own work is a key component of being a professional (Schon, 1983) and is essential to teacher education and the preparation of future teachers. Teacher candidates must learn to examine their own beliefs, assumptions and biases regarding school organization; teaching and learning; young adolescent development; family and community involvement and impact; and professional development and determine how those beliefs influence classroom practice and impact on the learning environment. Furthermore, since teaching is often an uncertain, dynamic and complex practice, teacher candidates must make constant judgments about developmentally responsive and socially equitable academic experiences, teaching methodology and strategies, assessment, high expectations for student learning, and classroom practices and approaches.

Reflective practice can also shed light on the teacher candidates’ written work. It helps the teacher candidate to become more aware of the comparative content of their written document to the assignment requirements. The reflection may lend itself to suggestions for revisions prior to the submission of the assignment, produces a better quality final document, encourages teacher candidates’ growth in writing skill, and provides teacher candidates the opportunity for a more in depth analysis of their written work.

Format:

The narrative of the “This I Believe…” Philosophy on Middle Level Teachingstatement should be word-processed, double-spaced with one inch margins on all sides, 12 pt. type size in either Times New Roman, Courier, or Arial type styles, and between 3-5 pages in length. Document should be well written, organized, and logically sequenced, must responses to all prompts, with no grammatical, punctuation or spelling errors.

Submission:

In a three-prong folder, submit a hardcopy of the “This I Believe…” Philosophy on Middle Level Teaching and Reflection to the instructor by the beginning of class on the due date. An electronic copy of the “This I Believe…” Philosophy on Middle Level Teaching and the Impact on the Content Area(s) and Reflection must also be submitted in LiveText no later than 5:00 p.m. on the due date. When submitting into LiveText, remember to place this document into the corresponding component of the Middle Level Program Professional Portfolio. Also, please submit the document embedded into the body of LiveText and also attach copy of each document into LiveText. No credit will be given for late submission.

“This I Believe…” Philosophy on Middle Level TeachingRubric

AMLE Standards 1, 2, 6, and 7

Criteria / Exemplary
3 / Target
2 / Developing
1 / Not Present
0 / Score
Characteristics and Developmental Needs of Young Adolescents
AMLE Standard 1 / Philosophy interprets major concepts, principles, and theories of young adolescent development(intellectual, physical, social, emotional, and moral) and societal impact on the healthy development of young adolescents; and provides practical examples / Philosophy interprets major concepts, principles, and theories of young adolescent development(intellectual, physical, social, emotional, and moral) and societal impact on the healthy development of young adolescents / Philosophy is limited or does not recognize the importance of understanding the characteristics and developmental needs of young adolescents / Philosophy pertaining to the understanding of the characteristics and developmental needs of young adolescents is omitted or unsatisfactory
Uniqueness of the Middle Level School Environment
AMLE Standards 1 & 2 / Philosophy interprets a clear understanding of the characteristics and philosophical foundations of developmentally responsive middle level programs and schools for young adolescents; knowledge of historical and contemporary models of schooling for young adolescents; and provides practical examples / Philosophy interprets a clear understanding of the characteristics and philosophical foundations of developmentally responsive middle level programs and schools for young adolescents and knowledge of historical and contemporary models of schooling for young adolescents / Philosophy is limited or does not recognize the importance of understanding the uniqueness of middle level schools / Philosophy pertaining to the understanding of the uniqueness of the middle level schools is omitted or unsatisfactory
Individual Differences of Young Adolescents on Teaching and Learning
AMLE Standards 1, 2, & 6 / Philosophy interprets understanding about the range of individual differences and the implications on teaching and learning; need for the use of varying teaching and learning strategies; and provide practical examples / Philosophy interprets understanding about the range of individual differences and the implications on teaching and learning; need for the use of varying teaching and learning strategies / Philosophy is limited or does not recognize the importance of the impact of individual differences of young adolescents on teaching and learning / Philosophy pertaining to the impact of individual differences of young adolescents on teaching and learning is omitted or unsatisfactory
Developmentally Responsive Curriculum and Pedagogy
AMLE Standards 1 & 2 / Philosophy interpretsvariety of teaching and learning strategies that reflect the developmental characteristics of all young adolescents; and provides practical examples / Philosophy interpretsvariety of teaching and learning strategies that reflect the developmental characteristics of all young adolescents / Philosophy is limited or does not recognize the importance of developmentally responsive curriculum and pedagogy / Philosophy pertaining to developmentally responsive curriculum and pedagogy is omitted or unsatisfactory
Socially Equitable Learning Environment
AMLE Standards 1, 2, 6, & 7 / Philosophy interprets importance of middle level school professionals being developmentally responsive and socially equitable to each young adolescents; embracing the diversity within the classroom; values the assets and benefits of teaching and learning in a diverse environment; creating and maintaining a supportive learning environment that promotes healthy, safe, and enriched young adolescent development; and provides practical examples / Philosophy interprets importance of middle level school professionals being developmentally responsive and socially equitable to each young adolescents; embracing the diversity within the classroom; values the assets and benefits of teaching and learning in a diverse environment; and creating and maintaining a supportive learning environment that promotes healthy, safe, and enriched young adolescent development / Philosophy is limited or does not recognize the importance of social equitable learning environment / Philosophy pertaining to socially equitable learning environment is omitted or unsatisfactory
Family and School
AMLE Standards 1 & 6 / Philosophy interprets understanding of the challenges that families face in today’s society; role of the family in the development of young adolescents; the support services and resources available to families; and provides practical examples / Philosophy interprets understanding of the challenges that families face in today’s society; role of the family in the development of young adolescents; and the support services and resources available to families / Philosophy is limited or does not recognize the importance of the impact of family and school on the middle level school learning environment and young adolescent development / Philosophy pertaining to family and school on the middle level school learning environment and young adolescent development is omitted or unsatisfactory
Role and Responsibility of Middle Level School Professionals on Young Adolescent Development
AMLE Standards 1, 2, & 7 / Philosophy interprets understanding of the role of the middle level school professional; need for a positive attitude and enthusiasm about teaching young adolescents; importance of ensuring that all young adolescents are afforded a supportive, opportunity to learn and reach their full potential; importance of being a positive role models, coaches, and mentors for all young adolescents that maintains a high standards of ethical behavior and professional competence; importance of interrelationships and interdependencies among various professionals that serve young adolescents; significance of continual professional development; and provides practical examples / Philosophy interprets understanding of the role of the middle level school professional; need for a positive attitude and enthusiasm about teaching young adolescents; importance of ensuring that all young adolescents are afforded a supportive, opportunity to learn and reach their full potential; importance of being a positive role models, coaches, and mentors for all young adolescents that maintains a high standards of ethical behavior and professional competence; importance of interrelationships and interdependencies among various professionals that serve young adolescents; and significance of continual professional development / Philosophy is limited or does not recognize the importance of the role of a middle level school professionalof young adolescents / Philosophy pertaining to the role of a middle level school professional of young adolescents is omitted or unsatisfactory
Partnership with the Community
AMLE Standards 1, 2, & 6 / Philosophy interprets the understanding of the potentialvalue and impact of the community on the middle level school environment and the development of young adolescents; and provides practical examples / Philosophy interprets the understanding of the potentialvalue and impact of the community on the middle level school environment and the development of young adolescents / Philosophy is limited or does not recognize the importance of partnership between schools and community / Philosophy pertaining to partnerships between schools and community is omitted or unsatisfactory
Reflection
AMLE Standard 1 / Reflection interpretsaninsightfulness and philosophicalunderstanding of young adolescent development;effective practices of developmentally responsive and socially equitable middle level schools and learning environments; and the role of the middle level school professional / Reflection pertaining to the knowledge, beliefs, and practices about middle level teaching and learning; young adolescent development; roles as a middle level school professional; role of family and community is omitted or unsatisfactory
Technical Aspects of the Document / Philosophy is in the appropriate format; well written, organized, and logically sequenced; response to all prompts, free from grammatical, punctuation and spelling errors; within page limitations / Philosophy is not in the appropriate format; well written, organized, and logically sequenced; response to all prompts, free from grammatical, punctuation and spelling errors; and/or within page limitations
Timeliness of Submission / Submitted to LiveText and to the instructor of the course as specified in the assignment / Submitted to LiveText and to the instructor of the course as specified in the assignment late or in an inappropriate manner
Overall Score
(total/number of criteria=overall score)
Comments:

Pass rate depends on the preponderance of the criteria scores at target or above; less than 10% at the Developing level or below; and an overall score of 2 or above.