Overview of the conceptual and historic development of programs for students in grades six through nine. Comparison of varied curricular, instructional, and organizational aspects of the middle school movement. Major emphasis on exploring the educational implications of the developmental characteristics of early adolescent learners. Varied approaches to teaming, classroom management and mainstreaming will be investigated. Work will include observations in a variety of settings.

The course focuses on adapting instruction and school organizational structures to the developmental needs of young adolescents. Students reflect on how they can address these needs while also responding to local, state, and national directives in education. Providing a strong understanding of developmental characteristics and examples of exemplary practices in middle grades guide educators in making age-appropriate instructional decisions.

1. Demonstrate breadth of disciplinary and general knowledge. 
2. Demonstrate depth of knowledge in at least one area of study. 
3. Communicate effectively in conventional formal English, both orally and in writing, in appropriate situations. 
4. Adapt instruction to the developmental and learning needs of early adolescents, including those with exceptionalities and diverse cultural backgrounds. 
5. Establish a classroom climate conducive to the learning, social, and emotional needs of young adolescents. 
6. Choose appropriate objectives consistent with state and local curriculum guidelines, the learning needs of students, and guidelines established by learned societies. 
7.  Provide effective objective-based instruction for a variety of types of learning in two subject areas of the middle grades curriculum. 
8. Employ appropriate evaluation procedures and use evaluative information as a basis for revising and generating plans. 
9. Implement appropriate technologies to facilitate learning. 
10. Establish a pattern of reflective learning and inquiry leading towards confidence, professionalism, and effectiveness in the role of teacher. 

As a result of readings, class discussions, individual research, and related projects, each student will:

1. Identify the physical, social, emotional, and intellectual characteristics of young adolescents and the implications of these developmental patterns for teaching and learning. 
2. Articulate and apply a sound philosophy of middle level education. 
3. Describe the characteristics of practice and curriculum in an effective middle-level school. 
4. Plan instruction that helps young adolescents understand the integrated nature of knowledge, infuses technology, incorporates young adolescent interests and experiences, addresses the needs of diverse learners, teaches problem solving and communication skills, and includes varied assessment strategies. 
5. Create a developmentally appropriate classroom management plan. 
6. Work collaboratively with others in meeting the needs of young adolescents. 
7. Identify and research contemporary issues affecting young adolescents. 
8. Based on field experiences, identify the developmental characteristics of a young adolescent and their implications for instruction. 
9. Evaluate your professional development on characteristics associated with effective middle level teaching. 

These objectives will be accomplished through

·Class lecture and discussion

·In-class demonstrations

·Muti-media presentations

·Small-group activities

·Field experiences

·Peer presentations and evaluation

·Professional readings

National Middle School Association. (1995). This we believe: developmentally responsive middle

            level schools. Columbus, OH: National Middle School Association.

Van Hoose, J.; Strahan, D.; and L’Esperance, M. (2001). Promoting harmony: Young adolescent development and school practices. Westerville, OH: National Middle School Association.

Jackson, A. W. and Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21^st century. Teachers College Press.

Supplementary readings (online, personal research)

1.Attendance, punctuality, and participation are expected. Class sessions encourage collaborative problem solving as well as the sharing of expertise. Absence results in a deduction of 3 points. Consistent tardiness counts as an absence (determined by instructors).

2.Think!Reflect upon the course content and look for ways to apply it in your teaching career. Preparing students to be responsible and contributing individuals requires that they be capable problem solvers and decision-makers. Model these skills!

3.Complete all work to the best of your ability. Remember, you model life-long learning for students.

4.Read all required assignments prior to the designated class period. You can foster depth of understanding through asking questions, finding connections with your experiences and knowledge, and exposing yourself to multiple perspectives.

5.All assignments must be typed or completed on a word processor. Writing errors, such as spelling, punctuation, grammatical errors, etc., will be taken into consideration and may lower the grade. All assignments should be professional in appearance such as you would submit to a principal or other employer.

6.Assignments should be submitted on the due date to receive full credit. Students can choose to revise graded work. Revisions must be received within one week after work is returned. No assignments will be accepted after Tuesday, April 22, 2003. Any assignment may be turned in earlier than the due date.

7. As an educator, you accept the responsibility to adhere to the highest ethical standards and commit to serving students, the profession, and pursuing professional development. The North Carolina Educators' Code of Ethics and the professionalism standards listed on the Program Evaluation Scale both serve to guide you in your professional development. The Performance Evaluation Scale standards are listed below.

10.0 Professional Attitudes

Indicators and sources of information for this section will include: Patterns of behavior, performance, and communications; response to learners and other educators; interviews and self-reports.

10.1 Commitment to teaching and learning

Criteria: Responsive to feedback; generates own resources; engages in dialogue with other teachers about effective instruction; willing to make time to attend to student concerns or issues of student learning

10.2 Respect for others and other cultures

Criteria: Includes other cultures in planning, selecting literature, etc.; presents accurate information; avoids use of stereotypes; interacts positively with learners, teachers and parents of different cultural backgrounds; challenges learners’ stereotypes

10.3 Respect for learning in other disciplines

Criteria: Positive attitudes to discipline specific teachers; integrates knowledge from different disciplines; seeks information or ideas in other disciplines

10.4 Commitment to growth and development of learners

Criteria: Analyzes learners’ individual needs; identifies appropriate learning environments; utilizes appropriate resource personnel; enlists the support of parents or caretakers to assist student learning; analyzes student outcomes to reflect on instruction; dedicates time to special learning needs of individual learners. 

10.5 Sensitivity to physical and emotional needs of learners

Criteria: Aware and responsive to exceptional physical, emotional, and academic needs; shows interest in student’s lives; makes appropriate adjustments in planning and instruction to match student needs; treats all students respectfully; utilizes appropriate resource personnel; considers physical and psychological vulnerability of students in planning

10.6 Collaboration and cooperation with others

Criteria: Seeks out other colleagues to engage in professional dialogue; supports reciprocal learning; values contributions of colleagues; listens to others and gives their ideas genuine consideration

10.7 Adherence to professional norms of dress and conduct 

Criteria: Dresses appropriately to meet professional norms; interacts with students, teachers, and parents in a respectful manner; models responsible behavior; follows school policies; anticipates deadlines and prepares appropriately; is prompt and prepared for responsibilities

10.8 Contribution to the development of a school culture for learning

Criteria: Engages and collaborates in projects that support teacher and student learning; interacts personally with others in the work environment; contributes ideas and information that address concerns of the school community

10.9 Participation in school and district events and projects

Criteria: Attends school and district wide meetings; assists with projects (e.g. fairs, awards night) that support and promote student learning.

11.0 Per11.0 Personal/Professional Growth

Indicators and sources of information for this section will include: participation in learning opportunities; evidence of improvement over time; responsiveness to suggestions; patterns of behavior, performance, and communications; journals; portfolios; interviews, self-reports.

11.1 Concern for self-improvement

Criteria: Attends workshops and conferences; utilizes resources and colleagues to improve practice; identifies areas for self-growth.

11.2 Ability to reflect on and critique own performance 

Criteria: Initiates assessment of own teaching performance; accurately assesses effectiveness of individual lessons; accurately identifies strengths and weaknesses in teaching.

11.3 Openness to suggestions and ideas of others

Criteria:  Openness to critique and suggestions of supervisors and colleagues; reflective about own performance; comprehends and addresses critiques; avoids defensiveness.

11.4 Participation in professional development opportunities

Criteria: Participates in events that contribute to professional development; collects and analyzes data to assess effectiveness of instruction; seeks ideas in professional literature; learns collaboratively and cooperatively with others.  

11.5 Use of formal and informal means of inquiry to improve practice   

Assessment is based upon a point scale. Assignments are each worth a specified number of points. Your point total determines your course grade. The chart below summarizes the course assessments and indicates the correspondence between points and letter grades. The following section provides a framework for monitoring your progress in this course. All submitted work should reflect your best thinking and effort.

(team assignment)

Online resources

Chapters 1 & 2 (TP)

Guidance and Support Services

Middle Level Teacher

Online resources

Chapter 5 (TP)

Quiz

Chapter 7 (TP)

Exploratory Curriculum