Ch 1: Middle Level Education Philosophy and History Questions and Answers Graded A+

Ch 1: Middle Level Education Philosophy and History Questions and Answers Graded A+ philosophy a system of thought and principles that guide practice Middle level philosophy principles based on the needs of young adolescents and our best thinking about how to meet those needs through effective practice developmental responsiveness understanding the unique nature of young adolescents and continually considering how we can use that knowledge to build a supportive learning environment zone of proximal development Vygotsky the level at which a student can almost, but not completely, grasp a concept or perform a skill scaffolding Vygotsky providing appropriate supports for students as they learn a concept and then move toward acquisition of another empowerment process of becoming stronger and more confident; the knowledge and skills young adolescents need to take responsibility for their lives equity the quality of being fair and impartial middle level philosophy developmental responsiveness, developmental appropriateness and academic rigor, empowerment, and equity other practices: teaming, interdisciplinary instruction, common planning time, exploratory courses, and advisory Association for Middle Level Education (AMLE) formerly known as the National Middle School Association. Largest organization advocating for young adolescents National Forum to Accelerate Middle-Grades Reform an organization of researchers, educator, leaders, and officers of professional organizations, all committed to advocating for young adolescents to improve academic performance and health Collegiate Middle Level Association (CMLA) organization for college students interested in middle level teacher preparation; affiliate of the Association for Middle Level Education Schools to Watch designated exemplary middle schools with criteria established by the National Forum to Accelerate Middle-Grades Reform including academic excellence, developmental responsiveness, social equity, and organizational structures and processes Eight Tenets of Turning Points (1989) 1. creating a community for learning 2. teaching a core of common knowledge 3. ensuring success for all students 4. empowering teachers and administrators 5. preparing teachers for the middle grades 6. improving academic performance through better health and fitness 7. reengaging families in the education of young adolescents 8. connecting schools with communities Turning Points 2000 calls for schools that (7 recommendations) - base their curriculum on established standards - incorporate a variety of instructional strategies that help students learn the knowledge and skills of the standards - support teachers in their professional growth as they increase their skills in teaching young adolescents - emphasize the importance of relationships in establishing environments that foster intellectual development - encourage teachers to be involved in governance decisions, acknowledging that they know students best - teach the whole child in an environment that emphasizes academic performance, dispositions of care, and the development of ethical citizens - include family and community in efforts to support learning and positive development This We Believe position statement of the Association for Middle Level Education, formerly the National Middle School Association contains 16 general characteristics of successful schools for young adolescents 16 characteristics from This We Believe Curriculum, instruction, and assessment - educators value young adolescents and are prepared to teach them - students and teachers are engaged in active, purposeful learning - curriculum is challenging, exploratory, integrative, and relevant - educators use multiple learning and teaching approaches - varied and ongoing assessments advance learning as well as measure it Leadership and Organization - a shared vision developed by all stakeholders guides every decision - leaders are committed to and knowledgeable about this age group, education research, and best practices - leaders demonstrate courage and collaboration - ongoing professional development reflects best educational practices - organizational structures foster purposeful learning and meaningful relationships Culture and Community - the school environment is inviting, safe, inclusive, and supportive of all - every student's academic and personal development is guided by an adult advocate - comprehensive guidance and support services meet the needs of young adolescents - health and wellness policies are supported in curricula, schoolwide programs, and related policies - the school actively involves families in the education of their children - the school includes community and business partners Council for the Accreditation of Educator Preparation (CAEP) reconfigured and renamed national accreditation organization (formerly the National Council for the Accreditation of Teacher Education (NCATE)