For more information or to request additional standards contact:
Anna Lynch
Wright School of Education, Room 1000
Indiana University
201 North Rose Avenue
Bloomington, IN 47405-1006
(812) 856-8573
fax: (812) 856-8518
e-mail: standard@indiana.edu
website: www.state.in.us/psb
One of the IPSB charges to the Comprehensive Standards Advisory Group (CSDAG) has been to compile and streamline single documents for teachers in each identifiable school setting along with corresponding developmental level(s) (see Section IV, p.2) in order to provide teachers and teacher education program planners with a useful, concise, and readable document. This document should detail what teachers and teacher candidates should know and be able to do in each performance area.
The current document reflects the CSDAG's attempt to meet this charge. The first part of the document provides an overview of both the work of the original advisory groups for the given developmental level, as well as an overview of the standards, followed by the standards as they have been currently approved by the Indiana Professional Standards Board (including all performances, knowledge, and dispositions). Please note:. Readers must refer to the IPSB Content Standards in depth descriptions of performances, knowledge statements, and dispositions for specific licensing areas.
| School Setting/s Appearing on a License | Developmental Level Standards Required by School Setting/s | Content Standards Applicable to School Settings |
| PRESCHOOL* | Early Childhood | Generalist Standards for Early Childhood, or Specific Content (which will appear on license as either Preschool Generalist or as specific content area/s).** |
| ELEMENTARY: PRIMARY* | Early Childhood | Generalist Standards for Early and Middle Childhood, or Specific Content (which will appear on license as either Elementary: Primary Generalist or as specific content area/s). |
| ELEMENTARY: INTERMEDIATE | Middle Childhood | Generalist Standards for Early and Middle Childhood, or Specific Content (which will appear on license as either Elementary: Intermediate Generalist or as specific content area/s). |
|
MIDDLE SCHOOL/ JUNIOR HIGH |
Early Adolescence | Early Adolescence Generalist or Specific Content (which will appear on license as Early Adolescence Generalist with two content areas noted or as specific content area/s). |
| HIGH SCHOOL | Adolescence/ Young Adulthood | Specific Content Area/s. |
* It is understood that preschool is pre-kindergarten, and elementary: primary begins with kindergarten.
** The Comprehensive Standards Document Advisory Group (CSDAG) has identified content standards appropriate to the preschool school setting.
Section IV
Table of Contents
Part I: Early Adolescence
Developmental Standards
Introduction and Standards IV.5
Standard 1: Young Adolescent Development IV.7
Standard 2: Healthy Development of Young Adolescents IV.8
Standard 3: Middle School Philosophy and School Organization IV.9
Standard 4: Middle School Curriculum IV.10
Standard 5: Middle School Instruction IV.11
Standard 6: Family Involvement IV.13
Standard 7: Community Involvement IV.14
Standard 8: Teacher Roles IV.15
Standard 9: Collaborative Behavior IV.16
Part II: Early Adolescence
Developmentally Appropriate Content
Refer to IPSB Content Standards IV.19
Part III: References IV.21
Standards for Early Adolescence Generalist Teachers
Early adolescence is a period of human growth and development that requires education professionals to have unique knowledge and expertise. The beginning middle school/junior high teacher must be prepared to enter the profession with this unique body of knowledge and must be committed to and enjoy working with students at this developmental level. The early adolescence generalist will provide opportunity for success for all students by demonstrating teaching performances which have been recognized by the profession to be "best practice."
The influence of the early adolescence generalist in the lives of students in the middle grades extends beyond the classroom. The early adolescence generalist teacher must be able to assume the responsibility of collaborating with, and making connections to, colleagues, families, and the community to insure success for all students in the middle. Teacher preparation programs and partner schools must provide preservice and internship experiences which enable the early adolescence generalist to:
The Early Adolescence Generalist Advisory Group drafted the standards in harmony with these principles. To meet these standards, beginning middle school/junior high teachers will demonstrate the necessary knowledge and dispositions through their educational and professional performance. These standards, when applied collectively, will assure educational excellence for children during the middle grade years of schooling.
(Early Adolescence Advisory Group, Draft Standards Introduction, July, 1996)
Standard 1: Young Adolescent Development
The early adolescence generalist understands the range of developmental characteristics of early adolescence within social, cultural, and societal contexts and uses this knowledge to facilitate student learning.
Standard 2: Healthy Development of Young Adolescents
The early adolescence generalist demonstrates an understanding of the risk behaviors of young adolescents and the changes in family setting and society that affect their development by establishing a learning environment that promotes positive, productive, healthy development.
Standard 3: Middle School Philosophy and School Organization
The early adolescence generalist understands the philosophical foundations of developmentally responsive middle schools and the unique school organization these schools employ and can work successfully within these organizational features.
Standard 4: Middle School Curriculum
The early adolescence generalist understands and can implement the established middle school curriculum.
Standard 5: Middle School Instruction
The early adolescence generalist understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents.
Standard 6: Family Involvement
The early adolescence generalist has a thorough understanding of the role of the family in a student's educational development and is able to use this knowledge to assist and support both young adolescents and their families in the young adolescent's education.
Standard 7: Community Involvement
The early adolescence generalist understands the importance of the community in the education of the young adolescent and can work cooperatively with resource persons and community groups to promote student learning.
Standard 8: Teacher Roles
The early adolescence generalist understands and performs the complex role of the teacher of young adolescents within the context of young adolescent development, middle school curriculum, instruction, and school organization.
Standard 9: Collaborative Behavior
The early adolescence generalist understands the importance of collaboration with colleagues, families, resource persons, and community groups, and collaborates to improve schools for young adolescents.
The early adolescence generalist understands the range of developmental characteristics of early adolescence within social, cultural, and societal contexts and uses this knowledge to facilitate student learning.
Performances
The early adolescent generalist...
1. creates learning opportunities that are appropriate and challenging for all young adolescents.
2. creates positive classroom environments where developmental differences are respected and supported and where individual potential is encouraged.
3. adapts curriculum, instruction, resources, and assessment to provide for the range of differences in young adolescents.
Knowledge
The early adolescent generalist...
1. understands the major concepts, principles, theories, and research of young adolescent development (physical, social, emotional, cognitive, and moral).
2. understands the range of individual differences which exists in young adolescents and the influence of this range on young adolescent behaviors and learning.
3. knows how to develop learning activities that take into consideration the range in developmental characteristics of young adolescents.
4. understands the social, cultural, and societal context in which young adolescents develop.
Dispositions
The early adolescent generalist...
1. appreciates the natural life progression of which early adolescence is a part.
2. is positive, enthusiastic, and committed to students in this developmental period.
3. respects and appreciates the range of individual developmental differences.
4. holds high expectations that are realistic for individual students' behavior and learning.
The early adolescence generalist demonstrates an understanding of the risk behaviors of young adolescents and the changes in family setting and society that affect their development by establishing a learning environment that promotes positive, productive, healthy development.
Performances
The early adolescent generalist...
1. creates opportunities for young adolescents to make decisions, create personal goals, and identify their place within the context of the larger society.
2. engages students in activities related to their interpersonal, community, and societal responsibilities.
3. creates a supportive classroom environment for discussion of issues of healthy development.
4. utilizes school and community resources to support the healthy intellectual, social, and personal development of young adolescents.
Knowledge
The early adolescent generalist...
1. understands issues of young adolescent health and sexuality.
2. recognizes potential risk behaviors that impact the healthy development of young adolescents.
3. is aware of changes in society that may put young adolescents at risk.
4. understands the range of family structures and the role the family plays in a young adolescent's healthy development.
5. is aware of school and community resources which can support the healthy intellectual, social, and personal development of young adolescents.
Dispositions
The early adolescent generalist...
1. is enthusiastic about being a positive role model, coach, and mentor for young adolescents.
2. is attentive to indications of challenges or difficulties that may affect healthy development.
3. takes responsibility for establishing a caring environment that supports the healthy development of young adolescents.
4. is committed to working with families and other adults to promote healthy development of young adolescents.
The early adolescence generalist understands the philosophical foundations of developmentally responsive middle schools and the unique school organization these schools employ and can work successfully within these organizational features.
Performances
The early adolescent generalist...
1. cooperates with other teachers to schedule instructional time effectively, matching learning priorities with the blocks of time necessary for student mastery.
2. teams with colleagues to discuss students' needs and to develop units and programs which address the developmental needs of young adolescents.
3. creates interdisciplinary learning experiences that allow students to link knowledge, skills, and methods of inquiry from several subject areas.
4. serves in an advisory capacity to young adolescents, advocates healthy development of students, and makes appropriate referrals to professionals within the school and community.
5. designs and implements exploratory activities to engage students in a variety of learning experiences.
6. provides orientation to students in transition from an elementary school, from another middle grades school, or to a secondary school.
Knowledge
The early adolescent generalist...
1. understands and articulates the underpinning rationale and characteristic features of middle grades schools which are organized according to the needs of young adolescents.
2. is knowledgeable of the various historical models of schooling for young adolescents, including the advantages and disadvantages of each.
3. identifies best practices for schooling young adolescents in a variety of middle grades settings.
Dispositions
The early adolescent generalist...
The early adolescence generalist understands and can implement the established middle school curriculum.
Performances
The early adolescent generalist...
1. implements the middle school curriculum for which he or she is responsible.
2. integrates current knowledge and skills from multiple subject areas and includes literacy and critical thinking skills in designing the curriculum.
3. plans curriculum activities that address varied intelligences, learning styles, and modes of expression.
4. incorporates learners' ideas, interests, and questions into a curriculum which expands students' views of the world.
5. develops curriculum that encourages students to observe, question, and interpret ideas from diverse perspectives.
6. develops assessment strategies as a part of curriculum planning.
Knowledge
The early adolescent generalist...
1. possesses both a breadth and depth of content area knowledge for which he/she is responsible.
2. knows how to incorporate literacy (reading, writing, listening, speaking, and critical thinking) skills into the subject area(s) being taught.
3. understands the interdisciplinary nature of knowledge, and knows how to make connections among subject areas.
4. recognizes different models for organizing curriculum.
5. understands how to use assessment as a part of curriculum planning.
Dispositions
The early adolescent generalist...
1. values the ever-changing nature of subject knowledge and the need to revise curriculum.
2. realizes the importance of connecting curriculum to students' experiences and range of abilities.
3. realizes the need for being knowledgeable and current in the curriculum areas being taught and assessed.
4. is committed to an interdisciplinary curriculum that accommodates and supports all students' learning.
The early adolescence generalist understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents.
Performances
The early adolescent generalist...
1. uses a variety of instructional strategies and resources that are motivational and appropriate for young adolescents.
2. uses a variety of formal and informal assessment techniques to evaluate the progress of students and to modify teaching and learning strategies.
3. creates learning experiences that encourage exploration and problem solving so that the learner is actively engaged in applying ideas.
4. plans effective instruction individually and in cooperation with colleagues.
5. participates in professional development activities to be current in his/her practice.
6. establishes a positive learning climate in the classroom and works to maintain such a climate through a classroom management plan.
Knowledge
The early adolescent generalist...
1. understands the principles of instruction and assessment as well as the research behind these principles.
2. knows how to use different assessment methods to evaluate instruction.
3. knows how to vary instruction and assessment to motivate and meet the needs of students.
4. knows how to facilitate and motivate learning through the use of a wide variety of materials and resources.
5. understands effective classroom management techniques for young adolescents.
Dispositions
The early adolescent generalist...
1. values both long- and short-term planning as an individual and as a member of a team.
2. values the use of ongoing and varied assessment strategies and realizes the importance of basing instruction, materials, and methods on assessment data.
3. believes that plans must be adjustable, revisable, flexible, and based upon student needs and changing circumstances.
4. believes classroom practice must be current, knowledge-based, and supported by research.
5. values a classroom environment which promotes the understanding that all students can learn.
The early adolescence generalist has a thorough understanding of the role of the family in a student's educational development and is able to use this knowledge to assist and support both young adolescents and their families in the young adolescent's education.
Performances
The early adolescent generalist...
1. connects instruction to the students' experiences, bringing multiple perspectives to classroom discussions.
2. takes into account unique family needs that affect student learning.
3. establishes and sustains mutually respectful and productive relationships with parents in order to promote student learning and well-being.
Knowledge
The early adolescent generalist...
1. understands the diversity and uniqueness of families.
2. understands how students' learning is influenced by prior learning, differing experiences, cultural background, and unique family make-up.
3. understands the need for involving the family in the students' learning.
4. understands the challenges that families may encounter in contemporary society and is knowledgeable of support services/networks in the school or community that can assist families.
5. knows how to communicate with parents to gain support for student learning and well-being.
Dispositions
The early adolescent generalist...
1. respects students and their families and realizes the importance of privacy and confidentiality of information.
2. values the enrichment of learning that comes from the diverse backgrounds, values, skills, talents, and interests of students.
3. realizes the importance of communicating the needs and accomplishments of the student with the families.
4. is willing to provide or seek support for both students and families.
The early adolescence generalist understands the importance of the community in the education of the young adolescent and can work cooperatively with resource persons and community groups to promote student learning.
Performances
The early adolescent generalist...
1. identifies and uses community resources to foster student learning.
2. acts as an advocate for students in the larger community, as well as in school.
3. participates in activities designed to enhance educational experiences beyond the school walls.
4. encourages student participation in activities designed to enhance educational experiences beyond the school walls.
5. establishes respectful and productive relationships and partnerships to support students' learning and well-being.
Knowledge
The early adolescent generalist...
1. understands middle level schools as organizations within the larger community context and the relationships between other organizations and the school corporation.
2. is familiar with the different kinds of resources available within a community to support the schooling of its students.
3. understands how opportunities in the students' community environment may influence students' lives and learning.
4. knows what information concerning students may be shared with community members and keeps it separate from private confidential information.
5. understands the importance of following school corporation policy, administrative guidelines, and protocol regarding interagency partnerships and collaboratives.
Dispositions
The early adolescent generalist...
1. recognizes and acknowledges the importance of all aspects of a child's experience.
2. is willing to consult with other adults and professionals regarding the education and well-being of students.
3. respects the privacy of students and confidentiality of information.
The early adolescence generalist understands and performs the complex role of the teacher of young adolescents within the context of young adolescent development, middle school curriculum, instruction, and school organization.
Performances
The early adolescent generalist...
1. models positive attitudes and appropriate behaviors for the young adolescent.
2. serves as an advisor to a small number of young adolescents.
3. acts as an advocate and mentor for young adolescents.
4. works as a member of a team on an ongoing basis.
5. engages in and supports appropriate professional practices for self and colleagues.
Knowledge
The early adolescent generalist...
1. understands the role of the teacher within the total middle school concept.
2. recognizes the importance of his/her influence on young adolescents.
3. recognizes his/her responsibility for upholding high professional standards.
4. understands his/her responsibility to the community.
Dispositions
The early adolescent generalist...
1. values and models learning as a lifelong process.
2. is committed to seeking out, developing, and continually refining practices that address the individual needs of young adolescent learners.
3. perceives himself/herself as a member of a larger learning community.
4. believes his/her professional responsibilities extend beyond the classroom.
5. believes that the profession must maintain high standards for all teachers.
6. is committed to the development of thoughtful, ethical, democratic citizens.
The early adolescence generalist understands the importance of collaboration with colleagues, families, resource persons, and community groups, and collaborates to improve schools for young adolescents.
Performances
The early adolescent generalist...
1. collaborates with colleagues and other professionals to reflect on best practices, problem solving, and new ideas to improve education.
2. teams with colleagues to develop interdisciplinary curriculum and instruction.
3. participates in team and school activities designed to create a positive and productive learning environment.
4. collaborates with community groups and other resource persons to promote education and achieve common goals for young adolescents.
Knowledge
The early adolescent generalist...
1. knows how to collaborate with others in planning curriculum and instruction.
2. knows how to collaborate with others in designing a positive learning environment.
3. knows how to collaborate with others to address student difficulties.
4. knows how to collaborate with community groups to help promote education.
Dispositions
The early adolescent generalist...
1. is committed to collaborating with colleagues to improve professional practice.
2. values and appreciates the importance of all staff members.
3. is committed to teaming to develop curriculum goals, create interdisciplinary themes, and promote student progress.
4. is committed to working with families, resource persons, and community groups to improve the overall learning environment for students.
Section IV
Part II: Early Adolescence
Developmentally Appropriate Content
Refer to IPSB Content Standards
References
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