Standard 3: Middle Middle level candidates Middle level candidates Middle level candidates Level Curriculum and do not demonstrate possess and employ analyze local, state, and Assessment I - Middle acceptable levels of their knowledge of national curriculum level teacher candidates knowledge of local, local, state, and standards based on their understand the major state, and national national curriculum knowledge of content and concepts, principles, curriculum standards. standards. They design early adolescent theories, standards, and They design curriculum curriculum and select development. They research related to and use materials that materials that are consistently design middle level curriculum are narrowly focused, integrative, curriculum and select and assessment, and they shallow, and challenging, and materials that are use this knowledge in uninteresting to young grounded in the ideas, integrative, challenging, their practice. adolescents. interests, and and grounded in the experiences of all ideas, interests, and young adolescents. experiences of all young adolescents. Middle level candidates Middle level candidates Middle level candidates Standard 3: Middle Level Curriculum and fail to employ assess student assess student Assessment II - Middle appropriate student achievement using achievement using level teacher candidates achievement strategies strategies that focus on multiple strategies that understand the major that recognize the key the key concepts found focus on the key concepts concepts, principles, concepts found within within the critical found within the critical theories, standards, and the critical knowledge knowledge base. knowledge base, and they research related to base. are able to articulate their middle level curriculum criteria for strategy and assessment, and they selection. use this knowledge in their practice. Standard 4: Middle Middle level candidates Middle level candidates Middle candidates Level Teaching Fields I have not achieved a demonstrate a depth demonstrate a - Middle level teacher depth and breadth of and breadth of comprehensive depth and candidates understand knowledge in two knowledge in two breadth of knowledge in and use the central content areas that are content areas that are two content areas that are concepts, tools of broad and broad and broad and inquiry, standards, and multidisciplinary and do multidisciplinary and multidisciplinary and structures of content in not demonstrate the demonstrate the ability regularly demonstrate the their chosen teaching ability to make to make ability to make fields, and they create interdisciplinary interdisciplinary interdisciplinary meaningful learning connections. connections. connections. experiences that develop all young adolescents’ competence in subject matter and skills.
Standard 3: Middle Level Curriculum and Assessment I - Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. Middle level candidates do not demonstrate acceptable levels of knowledge of local, state, and national curriculum standards. They design curriculum and use materials that are narrowly focused, shallow, and uninteresting to young adolescents. Middle level candidates possess and employ their knowledge of local, state, and national curriculum standards. They design curriculum and select materials that are integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. Middle level candidates analyze local, state, and national curriculum standards based on their knowledge of content and early adolescent development. They consistently design curriculum and select materials that are integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. Standard 3: Middle Level Curriculum and Assessment II - Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. Middle level candidates fail to employ appropriate student achievement strategies that recognize the key concepts found within the critical knowledge base. Middle level candidates assess student achievement using strategies that focus on the key concepts found within the critical knowledge base. Middle level candidates assess student achievement using multiple strategies that focus on the key concepts found within the critical knowledge base, and they are able to articulate their criteria for strategy selection. Standard 4: Middle Level Teaching Fields I - 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 have not achieved a depth and breadth of knowledge in two content areas that are broad and multidisciplinary and do not demonstrate the ability to make interdisciplinary connections. Middle level candidates demonstrate a depth and breadth of knowledge in two content areas that are broad and multidisciplinary and demonstrate the ability to make interdisciplinary connections. Middle candidates demonstrate a comprehensive depth and breadth of knowledge in two content areas that are broad and multidisciplinary and regularly demonstrate the ability to make interdisciplinary connections.