Standard 2: Middle Middle level candidates Middle level candidates Middle level candidates Level Philosophy and do not possess the articulate and effectively articulate and School Organization I - foundational knowledge implement implement Middle level teacher to articulate and developmentally developmentally candidates understand implement responsive practices, responsive practices, such the major concepts, developmentally such as, teaming, as, teaming, advisory, principles, theories, and responsive practices, advisory, extra-curricular, and research underlying the such as, teaming, and service service learning. They philosophical advisory, learning. They understand the reasons foundations of and service understand the reasons these practices work to developmentally learning. They do not these practices work to foster adolescent responsive middle level understand the reasons foster adolescent development programs and schools, these practices foster development academically, socially, and they work adolescent development academically, socially, emotionally, and successfully within these academically, socially, emotionally, and physically and make organizational emotionally, and physically and make instructional decisions components. physically and fail to instructional decisions based on these reasons. make instructional based on these reasons. decisions based on these reasons. Standard 2: Middle Middle level candidates Middle level candidates Middle level candidates Level Philosophy and evidence a lack of are committed to are committed to School Organization II dedication to developmentally developmentally - Middle level teacher developmentally responsive responsive organizational candidates understand responsive organizational structures that foster the major concepts, organizational structures structures that foster socially equitable principles, theories, and that foster socially socially equitable educational practices. research underlying the equitable educational educational practices. They enthusiastically philosophical practices. They fail to Candidates implement promote organizational foundations of promote organizational developmentally components that developmentally components that reflect responsive practice and maximize student responsive middle level the philosophical components that reflect learning. As they work programs and schools, foundations of middle the philosophical successfully within teams and they work level education and that foundations of middle and utilize flexible successfully within these maximize student level education. As they instructional time, organizational learning. work within teams and candidates understand the components. utilize flexible significance of their instructional time, actions on student candidates understand learning. the significance of their actions on student learning.
Standard 2: Middle Level Philosophy and School Organization I - Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. Middle level candidates do not possess the foundational knowledge to articulate and implement developmentally responsive practices, such as, teaming, advisory, and service learning. They do not understand the reasons these practices foster adolescent development academically, socially, emotionally, and physically and fail to make instructional decisions based on these reasons. Middle level candidates articulate and implement developmentally responsive practices, such as, teaming, advisory, and service learning. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons. Middle level candidates effectively articulate and implement developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons. Standard 2: Middle Level Philosophy and School Organization II - Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. Middle level candidates evidence a lack of dedication to developmentally responsive organizational structures that foster socially equitable educational practices. They fail to promote organizational components that reflect the philosophical foundations of middle level education and that maximize student learning. Middle level candidates are committed to developmentally responsive organizational structures that foster socially equitable educational practices. Candidates implement developmentally responsive practice and components that reflect the philosophical foundations of middle level education. As they work within teams and utilize flexible instructional time, candidates understand the significance of their actions on student learning. Middle level candidates are committed to developmentally responsive organizational structures that foster socially equitable educational practices. They enthusiastically promote organizational components that maximize student learning. As they work successfully within teams and utilize flexible instructional time, candidates understand the significance of their actions on student learning.