rationale for assess the effectiveness of developmentally responsive middle level components and socially equitable within the school context practices, and they use this and share that knowledge knowledge within the when appropriate. context of the school setting. Middle Grades ----Middle level teacher ----Middle level teacher ----Middle level teacher comment must candidates recognize the candidates demonstrate an candidates advocate for and be included to Philosophy and importance of the understanding of the provide leadership in the justify "no Organization (AMLE 3) philosophical and historical knowledge base underlying authentic implementation of opportunity for 2. demonstrates an foundations of the philosophical and middle school programs and this rating" understanding of the rationale and developmentally responsive historical foundations of practices, understanding that middle level programs and developmentally responsive these may occur in a variety characteristic components of schools. ----Middle level middle level education. They of organizational patterns teacher candidates can understand that the that enroll young adolescents developmentally responsive middle level describe developmentally implementation of successful (e.g., grade 6-8, K-8, 7-12). responsive practices. programs, practices, and level teacher schools. AMLE-2012.3 schools can occur in a candidates articulate the variety of organizational rationale for patterns that enroll young developmentally responsive adolescents (e.g., grade 6-8, and socially equitable
rationale for developmentally responsive and socially equitable practices, and they use this knowledge within the context of the school setting. assess the effectiveness of middle level components within the school context and share that knowledge when appropriate. Middle Grades Philosophy and Organization (AMLE 3) 2. demonstrates an understanding of the rationale and characteristic components of developmentally responsive middle level schools. AMLE-2012.3 ----Middle level teacher candidates recognize the importance of the philosophical and historical foundations of developmentally responsive middle level programs and schools. ----Middle level teacher candidates can describe developmentally responsive practices. ----Middle level teacher candidates demonstrate an understanding of the knowledge base underlying the philosophical and historical foundations of developmentally responsive middle level education. They understand that the implementation of successful programs, practices, and schools can occur in a variety of organizational patterns that enroll young adolescents (e.g., grade 6-8, ----Middle level teacher candidates advocate for and provide leadership in the authentic implementation of middle school programs and practices, understanding that these may occur in a variety of organizational patterns that enroll young adolescents (e.g., grade 6-8, K-8, 7-12). level teacher candidates articulate the rationale for developmentally responsive and socially equitable comment must be included to justify "no opportunity for this rating"