Licensing Rules 2002
Teachers of Adolescence and Young Adulthood
Standard #1: The Development of Adolescents and Young Adults.
The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.
Performances
The teacher of adolescents and young adults:
- Creates learning opportunities that are developmentally appropriate for all adolescents and young adults.
- Creates positive classroom environments where individual developmental differences are respected and supported.
- Adapts curriculum, instruction, resources, and assessment to provide for differences among adolescents and young adults.
The teacher of adolescents and young adults:
- Understands components, principles, and theories of adolescent and young adult development such as identity formation and physical, social, and cognitive characteristics, as noted in research.
- Understands the individual differences among adolescents and young adults and the influence of these differences on their behavior and learning.
- Knows how to create learning activities that take into consideration the developmental characteristics of adolescents and young adults.
- Understands the importance of the social and cultural context in which adolescents and young adults develop.
- Values the uniqueness of each student and the contributions which each can make to society.
- Understands that cognitive dissonance is a natural part of the student's identity development.
The teacher of adolescents and young adults:
- Appreciates the normal life progression of which adolescence and young adulthood is a part.
- Is positive, enthusiastic, and committed to students in this developmental period.
- Respects and appreciates the range of individual developmental differences.
- Holds high expectations that are realistic for individual student's behavior and learning.
The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.
Performances
The teacher of adolescents and young adults:
- Creates opportunities for adolescents and young adults to make decisions and create personal goals within the context of the larger society.
- Engages students in activities related to their interpersonal, community, and societal responsibilities.
- Creates a supportive classroom environment for discussion of issues about decisions facing adolescents and young adults.
- Utilizes school and community resources to support the healthy intellectual, social, and personal development of adolescents and young adults.
- Provides opportunities for students to experience successes through their own talents and strengths.
- Teaches decision-making and problem-solving models and provides opportunities to use them in personal, career, and educational issues.
- Maintains effective classroom management which enables students to become self-directed.
The teacher of adolescents and young adults:
- Recognizes potential behaviors that impact the healthy development of adolescents and young adults.
- Understands that decision making regarding risk-taking choices is directly related to a student's motivation, interests, personal experiences, and expectations of self and others.
- Is aware of societal issues that influence the decisions made by adolescents and young adults.
- Understands the complexity of diverse family structures and the role the family plays in an adolescent and young adult's healthy development.
Is aware of school and community resources which can support the healthy intellectual, social, and personal development of adolescents and young adults.
- Understands that decision-making and problem-solving processes are critical life skills which need to be taught.
The teacher of adolescents and young adults:
- Is enthusiastic about being a positive role model, coach, and mentor for adolescents and young adults.
- Is attentive to indications of challenges or difficulties that may affect healthy development.
- Is committed to establishing a caring environment that supports the healthy development of adolescents and young adults.
- Is committed to working with families and other adults to promote healthy development of adolescents and young adults.
The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.
Performances
The teacher of adolescents and young adults:
- Helps students develop into competent problem solvers and critical thinkers.
- Participates in team and school activities designed to create a positive and productive learning environment.
- Models positive attitudes and appropriate behaviors for the young adult in a democratic society.
- Engages in and supports professional practices for self and colleagues.
- Integrates technology into teaching and learning.
- Provides students with interdisciplinary and integrated learning experiences involving several curricular areas to link knowledge, skills, and methods of inquiry to real life applications.
- Integrates career education/career preparation experiences into learning activities that provide students with necessary workplace skills and awareness.
- Teams with colleagues to discuss students' needs and to collaborate in developing programs which address the developmental needs of adolescents and young adults.
- Provides students with opportunities for making choices and decisions within the curriculum which involve them in the democratic process.
- Provides a safe, caring, and flexible learning environment which is responsive to the needs and abilities of all students.
- Encourages and supports student and teacher participation in co-curricular and extra-curricular activities.
- Uses instructional strategies which meet multiple learning styles in order to meet the identified proficiencies among curricular, co-curricular, and extra-curricular areas.
- Creates a learning climate which is based upon high expectations and which maximizes student learning through high levels of student involvement.
- Uses clear, non-threatening, and non-biased communication with students.
- Models positive attitudes and appropriate behaviors for adolescents and young adults.
- Provides mentoring, advocacy, and support systems for students.
The teacher of adolescents and young adults:
- Understands that the high school learning community expects demonstrated academic achievement for every student in accordance with measurable standards.
- Recognizes the benefits of student and/or teacher participation in co-curricular and extra-curricular activities.
- Understands that high school experience is a transition, providing each student with the skills necessary for future academic, career, and personal success.
- Understands that high school experience serves as a gateway to multiple career and educational options and must prepare each student to be a lifelong learner.
- Understands the importance of the school in fostering democratic principles and good citizenship.
- Understands the importance of diversity in the school population and in the curriculum, instruction, and assessment of all students.
- Understands the role of the teacher as an instructional leader in the high school learning community.
- Understands the importance of wellness in a healthy educational environment.
- Knows the importance of individual guidance and mentoring of each student.
- Knows how to collaborate with others to meet the needs of students.
- Understands how secondary education prepares students for the challenge of the work place.
- Understands the impact of his/her influence on adolescents and young adults.
The teacher of adolescents and young adults:
- Is committed to providing experiences in the high school learning community based on principles and research of good teaching.
- Has high expectations for all students which includes the idea of breadth and depth in learning.
- Appreciates the importance of high school in empowering students for an independent life.
- Values the opportunity of working with a diverse population and recognizes the skills necessary to assure equity.
- Values and appreciates the importance of all staff members, constituents, and students in the collaboration process.
- Values the importance of co-curricular and extra-curricular activities as an essential part of the high school mission.
- Is committed to the creation of an environment which demands the development of critical thinking skills to prepare the student for life.
- Believes that all students can be successful after high school.
- Believes in the value of demonstrating a sense of caring to all students.
- Is committed to the development of thoughtful, ethical, democratic citizens within the context of global interdependence.
- Believes that students need the supportive mentoring of adults as they move from middle/junior high school to the future.
The teacher of adolescents and young adults understands the interdisciplinary nature of the high school curriculum and relates his/her subject matter to foster well-rounded student learning.
Performances
The teacher of adolescents and young adults:
- Collaborates with colleagues, other professionals, and other constituents to assess needs, problem-solve, brainstorm, and research new ideas to improve education for all students.
- Teams with colleagues to implement effective educational programs.
- Engages in formative and summative program evaluation with others.
- Incorporates resources from other curricular areas in the development of his/her curriculum.
- Develops a curriculum that encompasses activities which address students' individual learning styles, multiple intelligences, and skill needs.
- Invites student, parent, and community input into the development of the curriculum.
- Utilizes real life situations that encourage students to develop an awareness of diverse perspectives through observation, experience, questioning, and interpreting ideas.
- Incorporates authentic assessment strategies for the evaluation of the students and the curriculum.
- Provides opportunities to expand students' cultural growth.
The teacher of adolescents and young adults:
- Possesses both a broad and deep knowledge of the content area and standards for which the teacher of adolescents and young adults is responsible.
- Knows how to integrate reading, writing, listening, and speaking skills into the discipline.
- Knows how to apply both inductive and deductive reasoning in the critical thinking process.
- Knows how to integrate subject disciplines in order to demonstrate the connections that exist between knowledge and life.
- Knows how to adapt, organize, and create a curriculum for his/her subject area.
- Knows various types of alternative assessments appropriate to an interdisciplinary curriculum.
- Understands the importance of expanding students' cultural horizons.
- Understands his/her role in promoting and developing educational programs.
- Understands the basic concepts of an effective educational program.
- Knows teaching and interdisciplinary curriculum concepts necessary to help young adults accomplish academic, career, and personal goals.
The teacher of adolescents and young adults:
- Is committed to collaborating with colleagues, constituents, and students to improve the educational program.
- Is committed to collaborative efforts to develop curriculum goals, create interdisciplinary themes, and promote student progress.
- Believes classroom practice, pedagogy, and resources must be current, knowledge-based, interdisciplinary, and supported by research.
- Appreciates that curriculum must be continually renewed because of the dynamic nature of knowledge.
- Values teaching acquisition skills for new knowledge.
- Realizes the interdisciplinary nature of knowledge and respects the enhancement that other disciplines contribute.
- Acknowledges the importance of a broad understanding of cultural and global diversity for both teachers and students.
The teacher of adolescents and young adults understands the teaching/learning research base and employs a variety of instructional strategies, resources, and technologies which advance the learner into high level thinking skills.
Performances
The teacher of adolescents and young adults:
- Employs a variety of teaching strategies designed to meet the diverse learning styles and needs of students.
- Identifies and accesses the resources necessary to maximize the young adult's skills, talents, and individual growth.
- Uses the results of multiple forms of assessment to monitor student progress and improve instruction.
- Creates an educational atmosphere conducive to inquiry, problem solving, and real life applications.
- Participates in continual professional development in the teaching/learning processes.
- Establishes a safe, nurturing, and supportive environment for learning.
- Accesses technologies to support quality instruction.
- Provides experiences that increase the learner's knowledge of global issues.
- Effectively manages the classroom to optimize learning.
The teacher of adolescents and young adults:
- Knows how to locate educational research information to provide for a successful classroom learning environment.
- Understands current research about the learning process and its relationship to teaching students.
- Knows supplementary resources available to promote effective instruction.
- Knows how to use different types of assessments leading to reflective student self-evaluation.
- Knows the goals, limitations, and appropriateness of various methods of instruction.
- Understands the educational impact of exponential advances in technology.
- Understands that past performance will influence current performance.
- Understands that the classroom should be a safe environment for risk taking.
- Knows the importance of reflective listening in order to understand the students' desires and goals.
- Understands the impact of the diversity of student backgrounds on learning.
The teacher of adolescents and young adults:
- Understands that long- and short-term planning is important.
- Understands the importance of being a part of a teaching team.
- Is flexible in the approach to instruction and assessment and in the management of the changing classroom.
- Believes he/she can motivate students to learn.
- Is open to current research on the instructional process.
- Believes that technology enriches student experiences.
- Is committed to seeking out, developing, and continually refining practices that address the individual needs of adolescent and young adult learners.
The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.
Performances
The teacher of adolescents and young adults:
- Connects instruction to students' diverse experiences and brings perspectives to classroom discussions.
- Takes into account unique family needs that affect student learning.
- Establishes and sustains mutually respectful and productive relationships with students' homes to promote student learning and well-being.
- Plans instruction to link home and school experiences to support student involvement.
- Works with resource persons and community groups to promote student learning and citizenship.
- Promotes open communication between students and parents/guardians regarding educational and career options and decisions.
The teacher of adolescents and young adults:
- Understands the diversity of family structures among adolescents and young adults and the implications of that diversity.
- Understands the impact of the relationship of home life to the academic and personal success of the student.
- Understands that a student's success in school is influenced by that student's family involvement in the educational process.
- Knows how to recommend and contact resources within the school (counselors, social workers, nurses, etc.) and agencies within the community which provide services and support for students and parents.
- Understands the importance of the community in the education of the young adult.
The teacher of adolescents and young adults:
- Respects the privacy of students.
- Values the enrichment of learning that comes from the diverse backgrounds, values, skills, talents, and interests represented by all students.
- Realizes the importance of communicating with persons within the home in regard to the needs and accomplishments of the student.
- Believes in active collaboration with community agencies and other resources within the school and community to support the needs of students.
- Values the use of clear, non-threatening communication with students.
The teacher of adolescents and young adults understands the importance of the community in the education of the young adult and works with resource persons and community groups to promote student learning and citizenship.
Performances
The teacher of adolescents and young adults:
- Identifies and uses community resources to foster student learning.
- Acts as an advocate for students in the larger community as well as in school.
- Participates in activities designed to enhance educational experiences beyond the school walls.
- Encourages student participation in activities designed to enhance educational experiences beyond the school walls.
- Establishes respectful and productive relationships and partnerships to support students' learning and well-being.
- Plans instruction to support the development of individual student identity and goals.
- Collaborates with community businesses to provide instructional experiences designed to increase student awareness and to link students with career opportunities within the local community.
The teacher of adolescents and young adults:
- Understands the high school environment as an organization within the larger community context.
- Understands the relationships between other organizations and the school.
- Understands the broad array of resources available within a community to support student achievement of educational goals.
- Understands how opportunities within the community environment influence students' lives and learning.
- Understands the difference between confidential and non-confidential information concerning students and school.
- Understands the importance of following school corporation policy, administrative guidelines, and protocol regarding interagency partnerships and collaborative efforts.
- Recognizes the need for schools to involve community leaders in educational programs.
- Understands his/her responsibility to the community.
- Understands the roles that interested constituencies outside the school setting play in the operation of schools in our society.
- Understands the social, cultural, and societal context in which young adults develop.
- Understands the implications of diversity for school success, career success, and lifelong learning.
The teacher of adolescents and young adults:
- Recognizes and acknowledges the broad spectrum of a student's experience within the culture of the community.
- Is willing to consult with other adults and professionals regarding the education and well-being of students.
- Respects the privacy of students and the confidentiality of information about students.
- Values the right of students to develop their own identities and to pursue their own personal goals.
- Believes professional responsibilities extend beyond the classroom.
- Values learning as a lifelong process.
- Provides learning experiences which integrate life applications to present conditions as well as future education and the work place.
- Helps students keep their educational and career options open as they make decisions regarding their future.
- Models learning as a lifelong process.
Glossary
Draft/Not for Board Approval
Adolescence: The period of life between puberty and adulthood.
Alternative assessments: Procedures for evaluating students by means other than standardized, formal testing items and procedures. An example is portfolio assessment.
Authentic assessments: Assessments which require students to produce something that is valued in the real world.
Co-curricular: School activities outside of the formal curriculum which are an extension of a curricular area. For instance, marching band is a co-curricular activity.
Cognitive dissonance: The discrepancy which occurs when being introduced to a new perspective which is different than one's own belief or value system.
Continuing professional development: The continual upgrading of a teacher's classroom skills throughout his/her career.
Critical thinking: The process of making well reasoned decisions, solving problems skillfully, and evaluating the worth, accuracy, and value of information, ideas, claims, and proposals.
Deductive reasoning: The process of using a general rule to identify particular examples and applications.
Diversity: Cultural, racial, and ethnic differences found in the United States.
Extracurricular: Activities associated with the school which are not a part of the required curriculum.
Family: Those individuals who provide care or support through family or other legal relationships.
Formative evaluation: Assessment which generates feedback to enable prospective or novice teachers to become effective educators.
Inductive reasoning: The process of drawing generalizations based on the observation of specific examples.
Interdisciplinary: Characterized by the participation or cooperation among two or more fields of study.
Pedagogy: The historical, economic, sociological, philosophical, methodological, and psychological foundations of schooling and education. Also, the application of concepts, theories, and research about effective teaching.
Summative evaluation: Assessment which results in retention/dismissal decisions.
