as teaming. -----Middle level serve young adolescents serve young adolescents teacher candidates recognize (e.g., interdisciplinary teams, (e.g., interdisciplinary teams, the importance of advocating school counselors, social school counselors, social for young adolescents and service workers, service workers, middle level education. coordinators, and coordinators, and level teacher community agencies). They community agencies). They candidates recognize the participate as members of initiate opportunities to importance of working with student support systems. collaborate with other 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
as teaming. -----Middle level teacher candidates recognize the importance of advocating for young adolescents and middle level education. level teacher candidates recognize the importance of working with 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. serve young adolescents (e.g., interdisciplinary teams, school counselors, social service workers, coordinators, and community agencies). They participate as members of student support systems. 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 serve young adolescents (e.g., interdisciplinary teams, school counselors, social service workers, coordinators, and community agencies). They initiate opportunities to collaborate with other 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