Standard 2: Middle Middle level candidates Middle level candidates Middle level candidates Level Philosophy and fail to show acceptable demonstrate understanding demonstrate comprehensive School Organization I levels of understanding of of the concepts, principles, understanding of the - Middle level teacher the concepts, principles, theories, and research concepts, principles, candidates understand theories, and research underlying the theories, and research the major concepts, underlying the philosophical and underlying the principles, theories, and philosophical and historical foundations of philosophical and historical research underlying the historical foundations of developmentally foundations of philosophical developmentally responsive middle level developmentally responsive foundations of responsive middle level programs and schools. middle level programs and developmentally programs and schools. schools. responsive middle level programs and schools, and they work successfully within these organizational components. Standard 2: Middle Middle level candidates Middle level candidates Middle level candidates Level Philosophy and do not possess the articulate developmentally effectively articulate School Organization foundational knowledge responsive practices, such developmentally responsive II - Middle level to articulate as, teaming, advisory, practices, such as, teaming, teacher candidates developmentally extra-curricular, and advisory, extra-curricular, understand the major responsive practices, such service learning. They and service learning. They concepts, principles, as, teaming, advisory, understand the reasons understand the reasons theories, and research extra-curricular, and these practices work to these practices work to underlying the service learning. They do foster adolescent foster adolescent philosophical not understand the development development academically, foundations of reasons these practices academically, socially, socially, emotionally, and developmentally foster adolescent emotionally, and physically and make responsive middle level development physically and make instructional decisions programs and schools, academically, socially, instructional decisions based on these reasons. and they work emotionally, and based on these reasons. successfully within physically and fail to these organizational make instructional components. decisions based on these reasons. Standard 2: Middle Middle level candidates Middle level candidates Middle level candidates are Level Philosophy and evidence a lack of are committed to committed to School Organization dedication to developmentally developmentally responsive III - Middle level developmentally responsive organizational organizational structures teacher candidates responsive organizational structures that foster that foster socially equitable understand the major structures that foster socially equitable educational practices. concepts, principles, socially equitable educational practices. theories, and research educational practices. underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within
Standard 2: Middle Level Philosophy and School Organization I - 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. 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. Standard 2: Middle Level Philosophy and School Organization II - 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. Middle level candidates do not possess the foundational knowledge to articulate 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 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 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. Standard 2: Middle Level Philosophy and School Organization III - 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 Middle level candidates evidence a lack of dedication to developmentally responsive organizational structures that foster socially equitable educational practices. Middle level candidates are committed to developmentally responsive organizational structures that foster socially equitable educational practices. Middle level candidates are committed to developmentally responsive organizational structures that foster socially equitable educational practices.