Standard 4: Middle Middle level candidates Middle level candidates Middle level candidates Teaching Fields do not possess or exhibit demonstrate the ability frequently demonstrate II - Middle level teacher the ability to use specific to use specific content the ability to use specific candidates understand content teaching and teaching and content teaching and and use the central assessment strategies assessment strategies assessment strategies and concepts, tools of and do not integrate and integrate integrate state-of-the-art inquiry, standards, and state-of-the-art technologies and technologies and literacy structures of content in technologies and literacy literacy skills in their skills in their teaching their chosen teaching skills in their teaching teaching fields. fields. fields, and they create fields. meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. Middle level candidates Middle candidates Middle candidates Standard 4: Middle Teaching Fields fail to provide teach in engaging ways frequently teach in III - Middle level instruction that is that maximize student engaging ways that teacher candidates engaging and increases learning. maximize student understand and use the student learning and learning. central concepts, tools of supports academic inquiry, standards, and excellence. 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. Standard 4: Middle Middle level candidates Middle level candidates Middle level candidates Level Teaching Fields do not integrate their incorporate their frequently incorporate IV - Middle level content knowledge with content knowledge with their content knowledge teacher candidates the ideas, interests, and the ideas, interests, and with the ideas, interests, understand and use the experiences of students, experiences of students, and experiences of central concepts, tools of and as a consequence, helping them to students, helping them to inquiry, standards, and do not help them helping understand the understand the integrated structures of content in them understand the integrated nature of nature of knowledge. their chosen teaching integrated nature of knowledge. fields, and they create knowledge. meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills.
Standard 4: Middle Teaching Fields II - 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 do not possess or exhibit the ability to use specific content teaching and assessment strategies and do not integrate state-of-the-art technologies and literacy skills in their teaching fields. Middle level candidates demonstrate the ability to use specific content teaching and assessment strategies and integrate technologies and literacy skills in their teaching fields. Middle level candidates frequently demonstrate the ability to use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy skills in their teaching fields. Standard 4: Middle Teaching Fields III - 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 provide instruction that is engaging and increases student learning and supports academic excellence. Middle candidates teach in engaging ways that maximize student learning. Middle candidates frequently teach in engaging ways that maximize student learning. Standard 4: Middle Level Teaching Fields IV - 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 do not integrate their content knowledge with the ideas, interests, and experiences of students, and as a consequence, do not help them helping them understand the integrated nature of knowledge. Middle level candidates incorporate their content knowledge with the ideas, interests, and experiences of students, helping them to understand the integrated nature of knowledge. Middle level candidates frequently incorporate their content knowledge with the ideas, interests, and experiences of students, helping them to understand the integrated nature of knowledge.