development and equitable, and equitable, and learning. academically rigorous. academically rigorous. Standard 1: Young Middle level candidates Middle candidates Middle candidates Adolescent fail to create and create and maintain create and maintain Development II - maintain supportive supportive learning supportive learning Middle level teacher learning environments environments that environments that candidates understand that promote the healthy promote the healthy promote the healthy the major concepts, development of all development of all development of all young principles, theories, and young adolescents. They young adolescents. adolescents. They research related to young lack enthusiasm and a They respond respond positively to the adolescent development, desire to respond positively to the diversity found in young and they provide positively to the diversity found in adolescents and use that opportunities that diversity found in young young adolescents and diversity in planning and support student adolescents. They fail to use that diversity in implementing curriculum development and use young adolescent planning and and instruction. learning. diversity in planning and implementing implementing curriculum and curriculum and instruction. instruction. Standard 1: Young Middle candidates Middle level candidates Middle level candidates Adolescent fail to create and involve produce positive and engage young adolescents Development III - young adolescents in a relevant activities and in activities related to Middle level teacher range of activities experiences that their interpersonal, candidates understand oriented toward the involve young community, and societal the major concepts, development of personal adolescents in a range responsibilities. principles, theories, and and societal of personal, research related to young responsibilities. community, and adolescent development, societal responsibilities. and they provide opportunities that support student development and learning.
development and learning. equitable, and academically rigorous. equitable, and academically rigorous. Standard 1: Young Adolescent Development II - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Middle level candidates fail to create and maintain supportive learning environments that promote the healthy development of all young adolescents. They lack enthusiasm and a desire to respond positively to the diversity found in young adolescents. They fail to use young adolescent diversity in planning and implementing curriculum and instruction. Middle candidates create and maintain supportive learning environments that promote the healthy development of all young adolescents. They respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction. Middle candidates create and maintain supportive learning environments that promote the healthy development of all young adolescents. They respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction. Standard 1: Young Adolescent Development III - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Middle candidates fail to create and involve young adolescents in a range of activities oriented toward the development of personal and societal responsibilities. Middle level candidates produce positive and relevant activities and experiences that involve young adolescents in a range of personal, community, and societal responsibilities. Middle level candidates engage young adolescents in activities related to their interpersonal, community, and societal responsibilities.