Standard 4: Middle Middle level candidates Candidates value the Candidates take Level Teaching Fields fail to see the importance of and leadership roles in V - Middle level teacher importance of and do not engage in activities promoting and candidates understand engage in activities designed to extend participating in activities and use the central designed to extend knowledge in their designed to extend concepts, tools of knowledge in their teaching fields, knowledge in their inquiry, standards, and teaching field(s), integrating content, teaching fields, structures of content in integrating content, using content specific integrating content, using their chosen teaching using content specific teaching and content specific teaching fields, and they create teaching and assessment assessment strategies, and assessment strategies, meaningful learning strategies and integrating and integrating and integrating experiences that develop state-of-the-art technologies and technologies and all young adolescents’ technologies and literacy literacy skills. literacy skills. competence in subject skills. matter and skills. Middle level candidates Middle candidates Middle level candidates Standard 5: Middle Level Instruction and lack the ability to demonstrate their actively engage students Assessment I - Middle provide effective knowledge of effective in independent and level teacher candidates instruction. They fail to instruction. They collaborative inquiry. understand and use the select instructional actively engage They consistently select major concepts, strategies that meet the students in learning the instructional strategies principles, theories, and needs of their students. curriculum by selecting that are challenging, research related to instructional strategies culturally sensitive, and effective instruction and that are challenging, developmentally assessment, and they culturally sensitive, and responsive employ a variety of developmentally strategies for a responsive. developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. Standard 5: Middle Middle candidates Middle level candidates Middle level candidates Level Instruction and demonstrate weak and employ classroom create equitable, caring, Assessment II - Middle ineffective classroom management techniques and productive learning level teacher candidates management techniques designed to create environments. They link understand and use the that result in an positive learning an array of formal and major concepts, environment environments. They informal assessments to principles, theories, and characterized by link formal and instruction, and they research related to unfairness and informal assessments to consistently use this effective instruction and disrespect. Assessment instruction, and they information to adjust assessment, and they is disconnected from use this information to future lesson plans. employ a variety of instruction, and adjust future lesson strategies for a therefore unable to plans. developmentally inform future appropriate climate to instruction. meet the varying abilities and learning styles of all young adolescents.
Standard 4: Middle Level Teaching Fields V - 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. Middle level candidates fail to see the importance of and do not engage in activities designed to extend knowledge in their teaching field(s), integrating content, using content specific teaching and assessment strategies and integrating state-of-the-art technologies and literacy skills. Candidates value the importance of and engage in activities designed to extend knowledge in their teaching fields, integrating content, using content specific teaching and assessment strategies, and integrating technologies and literacy skills. Candidates take leadership roles in promoting and participating in activities designed to extend knowledge in their teaching fields, integrating content, using content specific teaching and assessment strategies, and integrating technologies and literacy skills. Standard 5: Middle Level Instruction and Assessment I - 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. Middle level candidates lack the ability to provide effective instruction. They fail to select instructional strategies that meet the needs of their students. Middle candidates demonstrate their knowledge of effective instruction. They actively engage students in learning the curriculum by selecting instructional strategies that are challenging, culturally sensitive, and developmentally responsive. Middle level candidates actively engage students in independent and collaborative inquiry. They consistently select instructional strategies that are challenging, culturally sensitive, and developmentally responsive Standard 5: Middle Level Instruction and Assessment II - 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. Middle candidates demonstrate weak and ineffective classroom management techniques that result in an environment characterized by unfairness and disrespect. Assessment is disconnected from instruction, and therefore unable to inform future instruction. Middle level candidates employ classroom management techniques designed to create positive learning environments. They link formal and informal assessments to instruction, and they use this information to adjust future lesson plans. Middle level candidates create equitable, caring, and productive learning environments. They link an array of formal and informal assessments to instruction, and they consistently use this information to adjust future lesson plans.