Middle School Philosophy of Teaching Statement
Middle School Philosophy Statement
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:
·
•
•
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,
educational research, and best practices.
•
Leaders demonstrate courage and collaboration.
•
Ongoing professional development reflects best education 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 are supported in curricula, school-wide programs, and
related policies.
•
The school actively involves families in the education of their children.
•
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
o
How does young adolescent development impact your instructional
decisions?
2. Middle Level Curriculum
o
What do you need to know in order to effectively implement your
curriculum?
3. Middle Level Philosophy and School Organization
o
How will you engage middle school philosophy and school organization in
your role as an educator?
4. Middle Level Instruction and Assessment
o
How will you evaluate what your students know, and meet the learning
needs in your classroom?
5. Middle Level Professional Roles
o
What is your role as a teacher? What practices and behaviors do you need
to exhibit in order to work successfully with others?
Scoring Guide
UNACCEPTABLE (1)
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.
ACCEPTABLE (2)
Middle level candidates
demonstrate a knowledge of the
concepts, principles, theories and
research about young adolescent
development. They use this
knowledge to provide all young
adolescents with learning
opportunities that are
developmentally responsive,
socially equitable, and
academically rigorous.
Middle level candidates
demonstrate a comprehensive
knowledge of the concepts,
principles, theories and research
about young adolescent
development. They use this
knowledge to provide all young
adolescents with learning
opportunities that are
developmentally responsive,
socially equitable, and
academically rigorous.
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
demonstrate comprehensive
understanding of the concepts,
principles, theories, and research
underlying the philosophical and
historical foundations of
developmentally responsive
middle level programs and
schools.
(S1.K.1)
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.
TARGET (3)
(S2.K1)
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 Middle level candidates
and implement developmentally effectively articulate and
responsive practices, such as,
implement developmentally
teaming, advisory, extraresponsive practices, such as,
curricular, and service learning. teaming, advisory, extraThey understand the reasons these curricular, and service learning.
practices work to foster adolescent They understand the reasons these
development academically,
practices work to foster adolescent
socially, emotionally, and
development academically,
physically and make instructional socially, emotionally, and
decisions based on these reasons. physically and make instructional
decisions 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.
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.
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.
(S6.D.8)
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
Middle level candidates hold
value life-long learning and are expectations for their own lifenot committed to refining
long learning and are committed
classroom and school practices
to refining classroom and school
that address the needs of all young practices that address the needs of
adolescents based on research,
all young adolescents based on
successful practice, and
research, successful practice, and
experience.
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.
(S2.P.4)
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.
(S7.D.6)
Target = (18)
below)
Acceptable = (17-12)
Unacceptable = (11 and