Middle atement
Middle School Philosophy Statement Assignment
It is expected that you create a Middle School Philosophy of Teaching statement prior to graduation. This
statement identifies what you have learned about Middle Level education, as well as what you aim to achieve
with your future students. Reflect on personal experiences and content learned in your coursework to articulate
your philosophy of being a Middle School educator. Keep in mind that this will be a springboard for future
interviews, as interviewers often ask what your goals and aspirations are as a teacher.
You may choose to write your statement acknowledging the three headings of the 16 Characteristics of
Successful Schools for Young Adolescents. Or, it can be prepared as a five paragraph essay that targets the
critical points of teaching.
The 16 Characteristics of Successful Schools for Young Adolescents are:
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Curriculum, Instruction, and Assessment
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Educators value young adolescents and are prepared to teach them.
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Students and teachers are engaged in active, purposeful learning.
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Curriculum is challenging, exploratory, integrative, and relevant.
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Educators use multiple learning and teaching approaches.
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Varied and ongoing assessments advance learning as well as measure it.
Leadership and Organization
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A shared vision developed by all stakeholders guides every decision.
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Leaders are committed to and knowledgeable about this age group, educational research, and
best practices.
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Leaders demonstrate courage and collaboration.
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Ongoing professional development reflects best education practices.
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Organizational structures foster purposeful learning and meaningful relationships.
Culture and Community
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The school environment is inviting, safe, inclusive, and supportive of all.
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Every student’s academic and personal development is guided by an adult advocate.
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Comprehensive guidance and support services meet the needs of young adolescents.
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Health and wellness are supported in curricula, school-wide programs, and related policies.
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The school actively involves families in the education of their children.
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The school includes community and business partners.
As you write your philosophy, address the items listed below. Provide supporting documentation that you have
addressed each area by citing evidence from your TWS that clearly shows your competency in each area.
1. Young Adolescent Development
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How does young adolescent development impact your instructional decisions?
2. Middle Level Curriculum
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What do you need to know in order to effectively implement your curriculum?
3. Middle Level Philosophy and School Organization
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How will you engage middle school philosophy and school organization in your role as an
educator?
4. Middle Level Instruction and Assessment
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How will you evaluate what your students know, and meet the learning needs in your classroom?
5. Middle Level Professional Roles
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What is your role as a teacher? What practices and behaviors do you need to exhibit in order to
work successfully with others?
Middle School Teaching Philosophy Scoring Guide
UNACCEPTABLE (1)
ACCEPTABLE (2)
TARGET (3)
Middle level candidates fail to show
acceptable levels of knowledge of the
concepts, principles, theories and research
about young adolescent development. They
fail to provide all young adolescents with
learning opportunities that are
developmentally responsive, socially
equitable, and academically rigorous.
(S1.K.1)
Middle level candidates demonstrate a
Middle level candidates demonstrate a
knowledge of the concepts, principles, theories comprehensive knowledge of the concepts,
and research about young adolescent
principles, theories and research about young
development. They use this knowledge to
adolescent development. They use this knowledge
provide all young adolescents with learning
to provide all young adolescents with learning
opportunities that are developmentally
opportunities that are developmentally responsive,
socially equitable, and academically rigorous.
responsive, socially equitable, and
academically rigorous.
Middle level candidates fail to show
acceptable levels of understanding of the
concepts, principles, theories, and research
underlying the philosophical and historical
foundations of developmentally responsive
middle level programs and schools. (S2.K1)
Middle level candidates demonstrate
understanding of the concepts, principles,
theories, and research underlying the
philosophical and historical foundations of
developmentally responsive middle level
programs and schools.
Middle level candidates do not possess the
foundational knowledge to articulate and
implement developmentally responsive
practices, such as, teaming, advisory, extracurricular, 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. (S2.D.2)
Middle level candidates articulate and
Middle level candidates effectively articulate and
implement developmentally responsive
implement developmentally responsive practices,
practices, such as, teaming, advisory, extrasuch as, teaming, advisory, extra-curricular, and
curricular, and service learning. They
service learning. They understand the reasons
understand the reasons these practices work to these practices work to foster adolescent
foster adolescent development academically, development academically, socially, emotionally,
socially, emotionally, and physically and make and physically and make instructional decisions
instructional decisions based on these reasons. based on these reasons.
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. (S2.P.4)
Middle level candidates are committed to
Middle level candidates are committed to
developmentally responsive organizational
developmentally responsive organizational
structures that foster socially equitable
structures that foster socially equitable educational
educational practices. Candidates implement practices. They enthusiastically promote
developmentally responsive practice and
organizational components that maximize student
components that reflect the philosophical
learning. As they work successfully within teams
foundations of middle level education. As they and utilize flexible instructional time, candidates
work within teams and utilize flexible
understand the significance of their actions on
instructional time, candidates understand the student learning.
significance of their actions on student
learning.
Middle level candidates are ignorant of how
diverse family structures and family and
cultural backgrounds influence and enrich
learning. They are unable to work
successfully with parents and community
members to improve the education of all
young adolescents. (S6.D.8)
Middle level candidates understand and value
how both diverse family structures and family
and cultural backgrounds influence and enrich
learning. They work successfully with parents
and community members to improve the
education of all young adolescents.
Middle level candidates understand the
relationships between schools and community
organizations and communicate effectively with
all stakeholders. They comprehend the challenges
that families may encounter in contemporary
society and subsequently use available support
services and other resources.
Middle level candidates do not value lifelong learning and are not committed to
refining classroom and school practices that
address the needs of all young adolescents
based on research, successful practice, and
experience. S7.D.6)
Middle level candidates hold expectations for
their own life-long learning and are committed
to refining classroom and school practices that
address the needs of all young adolescents
based on research, successful practice, and
experience.
Middle level candidates model life-long learning
and take a leadership role in refining classroom
and school practices that address the needs of all
young adolescents based on research, successful
practice, and experience.
Target = (18)
Acceptable = (17-12)
Middle level candidates demonstrate
comprehensive understanding of the concepts,
principles, theories, and research underlying the
philosophical and historical foundations of
developmentally responsive middle level
programs and schools.
Unacceptable = (11 and below)