Attachment W Assessment 8: Guidelines for Philosophy of Education (Revised) The assessment of knowledge, skills, and dispositions acquired is your philosophy of education. Guidelines are as follows: Create a visual representation of your philosophy of and toward middle level concepts, learners, & parental involvement. It can be 2 or 3 dimensional. Use your imagination and creativity. A small, non-developed representation of a piece of my philosophy is below as an example as well as examples from years past. A separate, typed philosophy paper will also be included paper which must be submitted to chalk & wire. It should be in APA style and at least 2-3 pages in length. Be sure to include a reference page. Develop your philosophy to meet the MNSA Standards. Include evidence showing that you, the middle level candidate, demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development develop close, mutually respectful relationships with all young adolescents that support their intellectual, ethical, and social growth respond positively to diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction demonstrate comprehensive understanding of the concepts, principles, theories, and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools. effectively articulate developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning and understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on the reasons are committed to developmentally responsive organizational structures that foster socially equitable educational practices demonstrate a comprehensive understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members and effectively use this knowledge to maximize the learning of all young adolescents understand the relationships between schools and community organizations and communicate effectively with all stakeholders and comprehend the challenges that families may encounter in contemporary society and subsequently use available support services and other resources and appreciate all young adolescents regardless of family circumstances, community environment, health, and/or economic conditions demonstrate a comprehensive understanding of your evolving role as a middle education professional, the importance of your influence on all young adolescents, and your responsibility for upholding high professional standards and modeling appropriate behaviors demonstrate a comprehensive understanding of teaming/collaborative theories and processes, the interrelationships and interdependencies various professionals that serve young adolescents, and work as a successful member of an interdisciplinary team.
Attachment W Assessment 8: Guidelines for Philosophy of Education (Revised) The assessment of knowledge, skills, and dispositions acquired is your philosophy of education. Guidelines are as follows: Create a visual representation of your philosophy of and toward middle level concepts, learners, & parental involvement. It can be 2 or 3 dimensional. Use your imagination and creativity. A small, non-developed representation of a piece of my philosophy is below as an example as well as examples from years past. A separate, typed philosophy paper will also be included paper which must be submitted to chalk & wire. It should be in APA style and at least 2-3 pages in length. Be sure to include a reference page. Develop your philosophy to meet the MNSA Standards. Include evidence showing that you, the middle level candidate, demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development develop close, mutually respectful relationships with all young adolescents that support their intellectual, ethical, and social growth respond positively to diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction demonstrate comprehensive understanding of the concepts, principles, theories, and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools. effectively articulate developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning and understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on the reasons are committed to developmentally responsive organizational structures that foster socially equitable educational practices demonstrate a comprehensive understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members and effectively use this knowledge to maximize the learning of all young adolescents understand the relationships between schools and community organizations and communicate effectively with all stakeholders and comprehend the challenges that families may encounter in contemporary society and subsequently use available support services and other resources and appreciate all young adolescents regardless of family circumstances, community environment, health, and/or economic conditions demonstrate a comprehensive understanding of your evolving role as a middle education professional, the importance of your influence on all young adolescents, and your responsibility for upholding high professional standards and modeling appropriate behaviors demonstrate a comprehensive understanding of teaming/collaborative theories and processes, the interrelationships and interdependencies various professionals that serve young adolescents, and work as a successful member of an interdisciplinary team.