Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
I.
COURSE NUMBER:
COURSE TITLE:
COLLEGE:
SEMESTER:
II. INSTRUCTOR:
EDUC 2202
Life Span Development: Adolescent and Young Adulthood Emphasis
Bagwell College of Education
Department of Secondary and Middle Grades Education
Fall 2003
Dr. Susan L. Stockdale
KH 1008
Phone: 770-797-2060
E-mail address: sstockda@kennesaw.edu
Office Hours:
TH 8:00-9:00 am and 3:30-4:30 pm
W 11:00-12:30; 1:30-3:00
(Other times by appointment)
III. CLASS SESSIONS: TTH 2:00 – 3:15 pm in KH 2001
IV. REQUIRED TEXT: Santrock, John W. (2003). Adolescence (9th ed.) New York: McGraw-Hill
Higher Education.
REQUIRED TEXT: Pang, Valerie O. (2001). Multicultural education: A caring-centered, reflective
approach. New York: McGraw-Hill Higher Education.
IV. CATALOG DESCRIPTION: Prerequisite: ENGL 1102. A study of human
development through the life span addressing social, moral, emotional, physical, cognitive and
psychological development, with an emphasis on how these relate to learning and instruction of adolescents
and young adults. Course examines impact of learning styles, developmental and cultural differences, and
various levels of student abilities, exceptionalities, and health. Current use of technology will be integrated
as communication and instructional tools. Teacher candidates will have the opportunity to observe in
naturalistic settings.
VI. PURPOSE AND RATIONALE: Conceptual Framework Statement
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures that
support all learning. To that end, the PTEU fosters the development of candidates as they progress through
stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework,
expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and
educational leaders must embrace the notion that teaching and learning are entwined and that only through
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KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
the implementation of validated practices can all students construct meaning and reach high levels of
learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, the
public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996)
believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher
education faculty at KSU believes that the concept of expertise is central to preparing effective classroom
teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress
from being Novices learning to survive in classrooms toward becoming Experts who have achieved
elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process
of continued development.
The knowledge base for this course is acquired from books, articles, current periodicals, media and other
sources grounded in sociological, philosophical and historical foundations of education. Course content
will also be derived from the world of current practice and learned societies.
Use of Technology Statement: Technology Standards for Educations are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated throughout
the master teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses, candidates
will be provided with opportunities to explore and use instructional media, especially microcomputers, to
assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, create WWW resources, and
develop an electronic learning portfolio.
Diversity Statment: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and assessment
within multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis
on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
Professional Portfolio Narrative Statment: A required element in each portfolio for TOSS, Student
Teaching, and the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to
ensure that every candidate reflects on each of the proficiencies on the CPI (see attached) with regard to
what evidence the candidate has selected for his/her portfolio. Although none of the assignments for this
course are “required” for your portfolio, for this course you will need to complete a brief grid narrative in
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KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
which you reflect on each proficiency and how you make the case that the evidence you have selected
supports a particular proficiency.
School-Based Activities Statement: As a teacher candidate, you are encouraged to be involved in a
variety of school-based activities directed at the improvement of teaching and learning. Activities may
include, but are not limited to, tutoring students, assisting teachers or other school personnel, attending
school board meetings, and participating in education-related community events. As you continue your
teacher candidate experiences, you are encouraged to explore every opportunity to learn by doing.
VII. GENERAL COURSE GOALS:
The general goals of the course are to: (a) understand current theoretical perspectives and domains of
development and learning; (b) understand research methodology and techniques used to study behavior and
developmental change; (c) examine the physical, cognitive, emotional, and social domains of development;
(d) understand the environmental, genetic, child-rearing, cultural, economic, political, and educational
influences on development and socialization of children and youth; (e) understand the relationship between
these factors and teaching and learning; (f) discuss the necessity for development and application of
educational programs according to developmental and learning principles examined in this course; (g) build
collaborative and respectful relations with colleagues, supervisors, and students; (h) develop instruction
that integrates multiple cultures; and, (i) utilize technology to positively impact the learning of all
candidates.
COURSE OBJECTIVES: Upon completion of this course each teacher candidate will accomplish
objectives as indicated in the grid that follows.
Course Objective Alignment Grid
Appropriate Candidate Performance Instrument (CPI*) Outcome and National Middle Schools Association
(NMSA**) Standards to be completed collaboratively by students utilizing attached copies of
standards
Course Objectives
CPI
Outcome *
NMSA
Standard
**
Course Activities/
Assignments
1. Apply major theoretical perspectives and
principles of development and learning in
children and adolescents advocated by such
scholars as Piaget, Maslow, Erikson, Bandura,
Bloom, Kohlberg, Gardner, and Vygotsky.
2. Describe normative research methods and
techniques used to study behavior and
development change in learners.
3. Describe how instruction and learning evolves
from the study of human growth and development
4. Describe how genetic, health, and
environmental factors influence the process of
development and learning.
5. Describe social, moral, motional, physical,
cognitive, and physiological development and the
interrelationships among these domains as related
to learners.
6. Analyze the cultural, economic, social,
ecological, political and educational influences on
development.
7. Use current technology to access research
8. Explain the impact of technology on learning.
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
9. Show the relationship between factors that
CPI*
NMSA**
Activities
contribute to individual differences (including
exceptionalities, diversity) to the implications for
instruction
10. Use logic and critical thinking skills to apply
concepts and principle of development and
learning in making decisions related to
appropriate instruction for learners.
11. Articulate the sequence and characteristics of
life span development with special emphasis on
middle childhood, adolescence, and young
adulthood.
12. Identify factors inside and outside the home,
which affect successful growth and development
as related to family system theory, knowledge of
the dynamics, roles, and relationships within
families and communities.
13. Identify current issues in child development.
14. Explain and apply methods of studying child
development
15. Apply the knowledge and principles of human
growth, development, and learning theories when
observing learners at various stages of
development.
16. Demonstrate the significance of multicultural
education and other diversity issues that impact
schools.
17. Demonstrate the ability to integrate
multicultural perspectives within developmental
principles of growth.
18. Exhibit the ability to work cooperatively with
peers, parents and others.
19. Exhibit willingness to develop as a
professional.
20. Exhibit ethical standards in course work and
relationships with others.
*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to
evaluate teacher candidates before they enter TOSS and student teaching, and before graduation.
See attached or http://www.kennesaw.edu/education/CFEP/forms/conceptual_framework_new.pdf
**NMSA=National Middle School Association establishes performance based standards for initial
middle school teacher preparation. See http://www.nmsa.org for a list of these standards and
much more. The standards are also attached to this document.
Other standards:
INTASC = Interstate New Teacher Assessment and Support Consortium. The Consortium, made up of
representatives of the teaching profession along with personnel from state education agencies, developed a
list of model standards for licensing new teachers that represent a common core of teaching knowledge and
skills. See
http://www.ccsso.org/content/pdfs/corestrd.pdf
http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/Projects/Standards_Development/
PSC = Georgia Professional Standards Commission. Sets rules for teacher certification in Georgia and
standards for teacher education programs in Georgia. See http://www.gadoe.org
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
VIII. COURSE REQUIREMENTS/ASSIGNMENTS
Each teacher candidate will be assigned to a collaborative group. Teacher candidates will have the
opportunity to learn in a variety of environments, including, but not limited to, discovery and inquiryoriented activities, in-class lecture, large group discussions, small group collaborations/presentations,
panels, videos, technology-assisted instruction, outside-of-class observations, and research.
The assignments are briefly described below. Completion dates listed in the course calendar.
Complete directions and grading rubrics are available on the WebCT for this course.
1a., 1b., 1c. Exams: (75 points each) There will be three exams. Tests will be multiple-choice based on
assigned readings, handouts, videos, class discussions, and activities. Teacher candidates are expected to
take tests on scheduled dates with the class.
2a., 2b. Observations: (30 points each) Teacher candidates will observe two adolescent individuals in
their natural environments (e.g., at school, work, home, and play). Individual observations, in narrative
form, will be due on the dates specified in the course outline. Your first observation will involve a student
from the U. S. American middle-class Caucasian culture. Your second observation will involve a student
from the minority culture chosen by your cooperative group.
You will be given an Observation Guide to use while you observe your student for at least 30 minutes. If
necessary, be sure to obtain permission to observe the student from a parent or guardian with the
understanding that participation is voluntary and all information will remain confidential.
3a., 3b. Collaborative Group Presentations (30 points each): Teacher candidates will be assigned into
groups of 4 to 6 by their subject area concentrations.
Your first group presentation will integrate your data from your first observation with those of your group
members and apply your conclusions toward implications for teaching. The format of the presentation is up
to the group – debate, panel, lesson, scenario, etc. Presentations should last between 20 and 25 minutes.
Plan to spend time outside of class with other group members planning and preparing for the presentation.
Your second group presentation will follow the same general format as the first. However, special
emphasis will be placed on culturally relevant teaching based on your students’ minority culture, and this
presentation will be made via Power Point and will include a demonstration of one web site, which
effectively integrates the Internet and multicultural education
4. Reflective Journal on Pang’s Questions and Cultural Immersion Experience: (40 points) Each
teacher candidate will maintain a 3-ring journal or WebCT account of their typed reflections based on
chapter questions raised by Valerie Ooka Pang in her caring-centered reflective approach to multicultural
education and the cultural immersion experience described below. The specific question numbers for the
Ooka’s reflections are listed in the Course Outline. Each question reflection should be no more than one
typed page. Reflections will be submitted as a group on the date listed in the course outline.
5. Cultural Immersion Experience (25 points) Also included in this journal with be a three-page paper
describing the candidate’s experience attending a cultural activity involving individuals of a group of a
different race, religion, sexual orientation etc. from their own.
6a., 6b. Review of Current Research Articles: (20 points each) Each teacher candidate will find and read
two (2) research articles related to adolescent development. The primary goal is to read and understand
current research or recommendations in an area of interest and then be able to discuss the topic in class.
One article must address a research question related to multicultural adolescent development. The articles
can be located through technology tools such as CD-ROM, WWW, Galileo, ERIC, microfilm or
microfiche, etc. You are encouraged to go to the library and explore the resources available to you.
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
7. End of Course Narrative and Grid: (25 points) This assignment provides you an opportunity to reflect
back on the course and the assignments, activities you have completed or in which you have participated. In
an assignment grid you will describe how the activities, assignments etc. have helped you develop your
expertise as a future teacher. You must connect the activities to the Kennesaw State University’s Candidate
Performance Indictors and explain how you have improved your expertise in the domains.
8a., 8b. Attendance/Professionalism: (10 points each) It has been noted that when teacher candidates are
not successful in their advanced field experiences (TOSS and student teaching), the area often cited as the
focus of concern is that of professionalism. Behaviors that indicate professional skill may be demonstrated
in a teacher candidate’s approach to participating in and completing the requirements for any particular
course, such as this one. Professional behavior will be monitored in this course. Should concerns arise
regarding an individual teacher candidate, the instructor of this course will communicate these concerns to
the teacher candidate and to the program coordinator of the teacher candidate’s major program with the
purpose of drawing attention to deficiencies so that they may be remedied before further field placements.
Indicators of professionalism that will be monitored are addressed in the questions below.
Does the teacher candidate:
 Model high standards and expectations for him or herself?
 Display a commitment to becoming a teacher and to the profession of helping students learn?
 Enjoy learning and indicate enthusiasm toward working with students to facilitate their
learning?
 Regularly reflect on and assess his or her performance and effectiveness for selfimprovement?
 Learn from experiences and show improvement over time?
 Manage interpersonal relationships effectively?
 Demonstrate courtesy, respect, and civility in interactions with others? (If appropriate, the
instructor should include descriptions and/or copies of emails from and/or conversations with
the teacher candidate that may be judged unprofessional.)
 Work collaboratively with professional colleagues and faculty?
 Demonstrate punctuality and timely completion of responsibilities? (Include any tardies,
absences, and late or missing work.)
 Accept responsibility for actions and non-actions, placing the locus of control upon him or
herself rather than shifting blame or claiming inability to control outside factors?
 Maintain appropriate attire and appearance?
 Promote and model standards of academic honesty?
Attendance at all class meetings is expected and will be monitored. I respect your schedule, so we will
begin class and end class promptly at the scheduled time. Habitual absences, tardiness, and leaving class
early are issues of professionalism. In case of emergencies, please email or call to inform me of your
conflict/emergency.
Finally, one final issue regarding professionalism-please turn off all cell phones and pagers during class.
Disturbances by these devices are disrespectful, disrupt the flow of ideas during discussions, and are
nuisances that can be easily avoided. Seldom is there a reason to speak on the phone that could not wait
until the end of class.
The points available for professionalism will be determined both by your peers and myself. Your
participation and contribution to your assigned group’s activities will be assessed twice by your peers (each
worth 10 points).
9. Midterm Evaluation (5 points) This assignment is designed to allow you to voice your opinions and perceptions
regarding the course as of the mid-term. There is no right or wrong way to complete this assignment, other
than not completing it. Due to the nature of this assignment, there are no make-ups.
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
IX.
EVALUATION AND GRADING
A = 448-500 points
B = 398-447 points
C = 348-397 points
D = 298-347 points
F = < 298 points
All written assignments should be typed using 12-point font, double-spaced, on white 8 ½ X 11
paper. They should represent quality, college level work, which includes correct spelling,
grammar and punctuation.
X.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation and/or falsification of
University records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of
the University Judiciary Program, which includes either and “informal” resolution by a faculty
member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student
to the Code of Conduct’s minimum one semester suspension requirement.
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
COURSE OUTLINE AND TOPICS
NOTE: Adjustments to this syllabus may be necessary. Students will be notified of changes in
advance.
Date
1-8-04
1-13-04
1-15-04
1-20-04
Topic
Introduction and
expectations;
Outcomes and the
CPI, NMSA;
WebCT Courses
Introduction
1-22-04
1-27-04
Same as above
The Science of
Adolescent
Development
Same as above
Puberty and Health
1-29-04
Same as above
2-3-04
2-5-04
2-10-04
Cognitive
Development
Same as above
EXAM I
2-12-04
Families
2-17-04
PREREADING
PREREADING
Pang Text
(question for
reflective
journal in
parenthesis)
Santrock Text
Classroom
Activity
Assignment
Due (number
refers to
syllabus
description as
well as
WebCT
directions)
Discussion
Group
Collaborations
Online Demos
Chapter 1 (#1)
Chapter 1
Discussion and
Lecture
Gaileo Research
Chapter 5 (#4)
Chapter 2
Discussion,
Lecture
Chapter 6 (#3)
Chapter 3
(pp.76-86, and
90-96 only )
Lecture,
Discussions
Chapter 4
Lecture
Discussion
Group
Formations
Lecture
Discussion
Chapters 1-4
1a
Chapter 5
(pp. 156-180
only)
Lecture
Discussion
Peers
Chapter 6
(pp. 186-196
only)
2-19-04
Same as above
Chapter 6
pp. 197-215
2-24-03
Group
Presentations
Group
Presentations
Schools
Lecture
Discussion
Group
Collaboration
Time
Lecture
Discussion
Presentations
3a
Presentations
3a
Lecture
Discussion
8a
2-26-04
3-2-04
Chapter 7 (#1)
6a
Chapter 2 (#3)
Chapter 7
2a
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
3-3-04
Date
LAST DAY TO WITHDRAWAL WITHOUT ACADEMIC PENALTY
Topic
PREPREClassroom
READING
READING
Activity
Pang Text
(question for
reflective
journal in
parenthesis)
3-4-04
Schools
3-9 and
3-11-04
3-16-04
3-18-04
3-23-04
Spring Break !!!!
3-25-04
3-30-04
Same as Above
Gender
4-1-04
4-6-04
Same as Above
Sexuality
4-08-04
Adolescent
Problems
4-13-04
4-15-04
4-20-4
Same As Above
Same as Above
Group
Collaborations
4-22-04
Exam III
4-27-04
Group
Presentations
Group
Presentations
End of Course Grid
Assignment 7a
Assignment 8b
4-29-04
FINAL
5-2-04
Submit
Via
WebCT
NO
CLASS
Review as needed
Exam II
Identity
Santrock Text
Chapter 7
Lecture
Discussion
Assignment
Due (number
refers to
syllabus
description as
well as
WebCT
directions)
9
Chapter 3 (#1)
Chapters 9, 10
(no
reflections)
Chapters 5-7
Chapter 9
4 and 5
Chapter 10
Lecture
Discussion
Chapter 11
(pp. 344-356
only)
Chapter 11
(pp. 357-375)
Chapter 14
Lecture
Discussion
6b
Lecture
Discussion
2b
Movie
Group
Collaboration
Time
Chapters
9,10,11,14
Group
Presentations
Group
Presentations
3b
3b
7a
8b
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
IIX. REFERENCES/BIBILIOGRAPHY
Adolescent Development
Berk, Laura E. (2002). Child development. Boston: Allyn & Bacon.
Berk, Laura E. (2002) Infants, children, and adolescents. Boston: Allyn & Bacon.
Berns, Roberta M. (1994). Topical child development. Belmont, CA: Wadsworth Publishing.
Daniels, Denise, Beaumont, Lorrie, and Doolin, Carol. (2001). Understanding children:
An interview and observation guide for educators. Columbus, OH: McGraw-Hill.
Gearheart, Bill R. and Gearheart, Carol J. (1993). Exceptional individuals: An introduction.
Belmont, CA: Wadsworth Publishing.
Owens, Karen B. (2002). Child and adolescent development. Belmont, CA:Wadsworth Publishing.
Rathus, Spence. (2003). Voyages: Childhood and adolescence. Belmont, CA: Wadsworth Publishing.
Rice, F. Philip and Dolgin, Kim Gale. (2001). The adolescent: Development, relationships,
and culture. Boston: Allyn & Bacon.
Santrock, John W. (2002). A topical approach to life-span development. Boston: McGraw-Hill.
Shaffer, David R. (2002). Developmental psychology: Childhood and adolescence.
Belmont, CA: Wadsworth Group.
Schickedanz, Judith A. and Schickedanz, David I. (2001). Understanding children
and adolescents. Boston: Allyn & Bacon.
Adolescent Literature
Fox, Paula. (1991). Monkey island. New York: Doublesday Dell Books
Freedman, Russell. (1994). Kids at work: Lewis Hine and the crusade against child labor. New York:
Scholastic
Mers, Walter. D. (1993). Malcolm X: By any means possible. New York: Scholastic Inc.
Hamanaka, Sheila. (1995). On the wings of peace: In memory of Hiroshima and Nagasaki. New
York: Houghton Mifflin Company.
Tsuchiya, Yukio. (1988). Faithful elephants: A true story of animals, people and war. New York:
Houghton Mifflin Company.
Teacher Resources
Alboun, M. (1997). Tuesdays with Morrie. New York: Doubleday.
Crawford, Susan Hoy. (1996). Beyond dolls and guns: 101 ways to help children avoid gender bias.
Portsouth, N. H.: Heinemann.
Fadiman, Anne. (1997). The spirit catches you and you fall down. New York: The Noonday Press.
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
Fedullo, Mick, (1992). Light of the feather: Pathways through contemporary Indian America. New York:
William Morrow.
Levine, D., Lowe, R., Peterson, B., & Tenorio, R. (1995). Rethinking schools: An agenda for change. New
York: The New Press.
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
CPI
Kennesaw State University
Outcomes and Proficiencies for Initial Programs
Outcomes and Proficiencies
SUBJECT MATTER EXPERTS
1.1 Candidate possesses knowledge of discipline content, methods of
inquiry, and connections to other disciplines and applications to
common life experiences.
1.2 Candidate knows and represents content accurately in multiple
explanations, technology integration, and the application of
various instructional strategies.
1.3 Candidate uses content and pedagogical knowledge to assist
students in the mastery of subject matter knowledge.
FACILITATORS OF LEARNING
2.1 Candidate demonstrates knowledge of how learners develop, learn
and think about subject content, as well as successful strategies to
motivate students to learn.
2.2 Candidate uses knowledge of the influences of society, culture,
community, and family on schools and learning to create and
implement instruction that embodies multiple cultures and a rich,
diverse curriculum.
2.3 Candidate creates effective, well-managed and active learning
environments that reflect high expectations for student
achievement.
2.4 Candidate designs and implements instruction that makes effective
use of a variety of methods, materials, and technologies to
positively impact learning of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student
learning and uses the results to improve the quality of instruction
that is differentiated to accommodate students’ diversities.
COLLABORATIVE PROFESSIONALS
3.1 Candidate reflects upon and improves professional performance
based on professional standards, feedback, best practices and
effective communication.
3.2 Candidate builds collaborative and respectful relationships with
colleagues, supervisors, students, parents and community
members.
3.3 Candidate displays professional and ethical behavior consistent
with recognized educational standards and codes of ethics.
NCATE
Standard
Content
Pedagogical
Content
Pedagogical
Content
Pedagogical
&
Professional
Pedagogical
&
Professional
Pedagogical
&
Professional
Pedagogical
&
Professional
Student
Learning
Pedagogical
&
Professional Student Learning
Disposition
Disposition
Disposition
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Stockdale 2202/2004
KSU Theme 2004: Forty Years of Excellence: Daring to Dream and Do
“The Collaborative Development of Expertise in Teaching and Learning”
NATIONAL MIDDLE SCHOOL ASSOCIATION
MIDDLE LEVEL TEACHER PREPARATION STANDARDS
Programmatic Standards
Standard 1 Middle Level Courses and Experiences
Institutions preparing middle level teachers have courses and field experiences that specifically and
directly address middle level education.
Standard 2 Qualified Middle Level Faculty
Institutions preparing middle level teachers employ faculty members who have middle level
experience and expertise.
Performance-Based Standards For Initial Middle Level Teacher Preparation
Standard 1 Young Adolescent Development
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.
Standard 2 Middle Level Philosophy and School Organization
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.
Standard 3 Middle Level Curriculum and Assessment
Middle level teacher candidates understand the major concepts, principles, theories, standards, and
research related to middle level curriculum and assessment, and they use this knowledge in their
practice.
Standard 4 Middle Level Teaching Fields
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.
Standard 5 Middle Level Instruction and Assessment
Middle level teacher candidates understand and use the major concepts, principles, theories, and
research related to effective instruction and assessment, and they employ a variety of strategies for a
developmentally appropriate climate to meet the varying abilities and learning styles of all young
adolescents.
Standard 6 Family and Community Involvement
Middle level teacher candidates understand the major concepts, principles, theories, and research
related to working collaboratively with family and community members, and they use that knowledge
to maximize the learning of all young adolescents.
Standard 7 Middle Level Professional Roles
Middle level teacher candidates understand the complexity of teaching young adolescents, and they
engage in practices and behaviors that develop their competence as professionals.
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