MLMED - Standards
Standard 1
Early Adolescent Nature and Needs & Foundations of Middle Level Education
A. The nature and needs of early adolescents
1) biological, physical, health
2) cognitive
3) social, emotional
B. Foundations of middle level education
Subsumed here is an understanding of the physical, emotional, intellectual and moral development (including health and sexuality) of young adolescents, and awareness of small and large scale processes by which this development can be nurtured. These processes would involve school, home and community contexts, and informal and institutional settings.
Standard 2
Content Knowledge
A. Academicknowledge base
B. Interrelatedness of subject area
C. Current pedagogical knowledge base
Implicit is a well-rounded education in the liberal arts with some of the breadth of an elementary generalist, some of the depth of a secondary specialist and a sound intellectual capacity to understand and convey the interrelatedness of varied subject disciplines.
Standard 3
Curriculum and Instruction
A. Curriculum
B. Instruction
C. Literacy Instruction
D. Assessment
E. Accommodation of diversity
1) ability/achievement level
2) gender
3) interests
4) background
Appropriate curriculum and pedagogy would include, but not be limited to, teaching of reading, writing, speaking and listening in authentic contexts; team planning and teaching; individualized instruction; cooperative/collaborative learning; basic skills and enrichment learning; effective use of educational technology; teaching of skills and attitudes for lifelong learning; cross-age grouping; flexible scheduling; service and apprenticeship learning.
Assessment should include a broad range of formative and summative, teacher-designed and standardized, authentic and decontextualized, and student and parent measures. Emphasis must be placed on recognizing and addressing the diversity within and across various subgroups of students and families.
Standard 4
Interpersonal Skills
A. Communication,
B. Classroom Management
C. Counseling/guidance
D. Collaboration
Teachers should be committed to and capable of serving as close, positive role models for students; facilitators of personal growth and development of self-esteem; leaders of student activities; and able to develop and maintain positive
intellectual, social and emotional environments in the classroom and school.
They should be able to apply effective human relations skills in a variety of contexts including with individuals, small groups and large groups; school and community settings; and faculty teams.
Standard 5
Professionalism
A. Enjoyment and appreciation of early adolescents and their education
B. Exercising leadership within and beyond school
C. Engaging in disciplined inquiry
1) professional reflection
2) interpreting and critiquing research
3) engaging in educational research
4) membership in professional organizations
Teachers should be prepared and committed to collaborate with all other stake-holders in promoting positive development for early adolescents. They should also be prepared and committed to serving as leaders, spokespersons and advocates in the rapidly developing field of middle level education in order to steer the field on a course of continued development and reflection.