family and community level teacher professionals in ways that members. ----Middle level candidates advocate for support and strengthen teacher candidates can young adolescents and teaming practices and articulate the importance of middle level education (e.g., collaborative processes. ethical behavior and school personnel and family level teacher professional competence. members). ----Middle level candidates demonstrate level teacher teacher candidates can knowledge of advocacy candidates recognize the articulate the knowledge theories and skills. They importance of professional base related to working advocate for young development opportunities. collaboratively with family adolescents and middle level and community members. education in a variety of They communicate with settings (e.g., school, parents and community community, youth-serving members to improve organizations, legislative education for all young bodies, policy makers). adolescents. ----Middle level level teacher teacher candidates candidates value family demonstrate appropriate diversity and cultural ethical behaviors and backgrounds and capitalize professional competence. on those assets in their They recognize the impact of teaching. They initiate
family and community members. ----Middle level teacher candidates can articulate the importance of ethical behavior and professional competence. level teacher candidates recognize the importance of professional development opportunities. level teacher candidates advocate for young adolescents and middle level education (e.g., school personnel and family members). ----Middle level teacher candidates can articulate the knowledge base related to working collaboratively with family and community members. They communicate with parents and community members to improve education for all young adolescents. ----Middle level teacher candidates demonstrate appropriate ethical behaviors and professional competence. They recognize the impact of professionals in ways that support and strengthen teaming practices and collaborative processes. level teacher candidates demonstrate knowledge of advocacy theories and skills. They advocate for young adolescents and middle level education in a variety of settings (e.g., school, community, youth-serving organizations, legislative bodies, policy makers). level teacher candidates value family diversity and cultural backgrounds and capitalize on those assets in their teaching. They initiate