Licensing Rules 2002
EARLY ADOLESCENCE GENERALIST TEACHERS
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.
Performances
The early adolescence generalist:
- creates learning opportunities that are appropriate and challenging for all young adolescents.
- creates positive classroom environments where developmental differences are respected and supported and where individual potential is encouraged.
- adapts curriculum, instruction, resources, and assessment to provide for the range of differences in young adolescents.
The early adolescence generalist:
- understands the major concepts, principles, theories, and research of young adolescent development (physical, social, emotional, cognitive, and moral).
- understands the range of individual differences which exists in young adolescents and the influence of this range on young adolescent behaviors and learning.
- knows how to develop learning activities that take into consideration the range in developmental characteristics of young adolescents.
- understands the social, cultural, and societal context in which young adolescents develop.
The early adolescence generalist:
- appreciates the natural life progression of which early adolescence 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 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 adolescence generalist:
- creates opportunities for young adolescents to make decisions, create personal goals, and identify their place 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 of healthy development.
- utilizes school and community resources to support the healthy intellectual, social, and personal development of young adolescents.
The early adolescence generalist:
- understands issues of young adolescent health and sexuality.
- recognizes potential risk behaviors that impact the healthy development of young adolescents.
- is aware of changes in society that may put young adolescents at risk.
- understands the range of family structures and the role the family plays in a young adolescent's healthy development.
- is aware of school and community resources which can support the healthy intellectual, social, and personal development of young adolescents.
The early adolescence generalist:
- is enthusiastic about being a positive role model, coach, and mentor for young adolescents.
- is attentive to indications of challenges or difficulties that may affect healthy development.
- takes responsibility for establishing a caring environment that supports the healthy development of young adolescents.
- 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 adolescence generalist:
- cooperates with other teachers to schedule instructional time effectively, matching learning priorities with the blocks of time necessary for student mastery.
- teams with colleagues to discuss students' needs and to develop units and programs which address the developmental needs of young adolescents.
- creates interdisciplinary learning experiences that allow students to link knowledge, skills, and methods of inquiry from several subject areas.
- serves in an advisory capacity to young adolescents, advocates healthy development of students, and makes appropriate referrals to professionals within the school and community.
- designs and implements exploratory activities to engage students in a variety of learning experiences.
- provides orientation to students in transition from an elementary school, from another middle grades school, or to a secondary school.
The early adolescence generalist:
- understands and articulates the underpinning rationale and characteristic features of middle grades schools which are organized according to the needs of young adolescents.
- is knowledgeable of the various historical models of schooling for young adolescents, including the advantages and disadvantages of each.
- identifies best practices for schooling young adolescents in a variety of middle grades settings.
The early adolescence generalist:
- is committed to the application of sound middle grades' practices.
- is committed to the creation of programs responsive to the needs of young adolescents.
The early adolescence generalist understands and can implement the established middle school curriculum.
Performances
The early adolescence generalist:
- implements the middle school curriculum for which he or she is responsible
- integrates current knowledge and skills from multiple subject areas and includes literacy and critical thinking skills in designing the curriculum.
- plans curriculum activities that address varied intelligences, learning styles, and modes of expression.
- incorporates learners' ideas, interests, and questions into a curriculum which expands students' views of the world.
- develops curriculum that encourages students to observe, question, and interpret ideas from diverse perspectives.
- develops assessment strategies as a part of curriculum planning.
The early adolescence generalist:
- possesses both a breadth and depth of content area knowledge for which he/she is responsible.
- knows how to incorporate literacy (reading, writing, listening, speaking, and critical thinking) skills into the subject area(s) being taught.
- understands the interdisciplinary nature of knowledge, and knows how to make connections among subject areas.
- recognizes different models for organizing curriculum.
- understands how to use assessment as a part of curriculum planning.
The early adolescence generalist:
- values the ever-changing nature of subject knowledge and the need to revise curriculum.
- realizes the importance of connecting curriculum to students' experiences and range of abilities.
- realizes the need for being knowledgeable and current in the curriculum areas being taught and assessed.
- 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 adolescence generalist:
- uses a variety of instructional strategies and resources that are motivational and appropriate for young adolescents.
- uses a variety of formal and informal assessment techniques to evaluate the progress of students and to modify teaching and learning strategies.
- creates learning experiences that encourage exploration and problem solving so that the learner is actively engaged in applying ideas.
- plans effective instruction individually and in cooperation with colleagues.
- participates in professional development activities to be current in his/her practice.
- establishes a positive learning climate in the classroom and works to maintain such a climate through a classroom management plan.
The early adolescence generalist:
- understands the principles of instruction and assessment as well as the research behind these principles.
- knows how to use different assessment methods to evaluate instruction.
- knows how to vary instruction and assessment to motivate and meet the needs of students.
- knows how to facilitate and motivate learning through the use of a wide variety of materials and resources.
- understands effective classroom management techniques for young adolescents.
The early adolescence generalist:
- values both long- and short-term planning as an individual and as a member of a team.
- values the use of ongoing and varied assessment strategies and realizes the importance of basing instruction, materials, and methods on assessment data.
- believes that plans must be adjustable, revisable, flexible, and based upon student needs and changing circumstances.
- believes classroom practice must be current, knowledge-based, and supported by research.
- 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 adolescence generalist:
- connects instruction to the students' experiences, bringing multiple perspectives to classroom discussions.
- takes into account unique family needs that affect student learning.
- establishes and sustains mutually respectful and productive relationships with parents in order to promote student learning and well-being.
The early adolescence generalist:
- understands the diversity and uniqueness of families.
- understands how students' learning is influenced by prior learning, differing experiences, cultural background, and unique family make-up.
- understands the need for involving the family in the students' learning.
- 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.
- knows how to communicate with parents to gain support for student learning and well-being.
The early adolescence generalist:
- respects students and their families and realizes the importance of privacy and confidentiality of information.
- values the enrichment of learning that comes from the diverse backgrounds, values, skills, talents, and interests of students.
- realizes the importance of communicating the needs and accomplishments of the student with the families.
- 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 adolescence generalist:
- 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.
The early adolescence generalist:
- understands middle level schools as organizations within the larger community context and the relationships between other organizations and the school corporation.
- is familiar with the different kinds of resources available within a community to support the schooling of its students.
- understands how opportunities in the students' community environment may influence students' lives and learning.
- knows what information concerning students may be shared with community members and keeps it separate from private confidential information.
- understands the importance of following school corporation policy, administrative guidelines, and protocol regarding interagency partnerships and collaboratives.
The early adolescence generalist:
- recognizes and acknowledges the importance of all aspects of a child's experience.
- is willing to consult with other adults and professionals regarding the education and well-being of students.
- 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 adolescence generalist:
- models positive attitudes and appropriate behaviors for the young adolescent.
- serves as an advisor to a small number of young adolescents.
- acts as an advocate and mentor for young adolescents.
- works as a member of a team on an ongoing basis.
- engages in and supports appropriate professional practices for self and colleagues.
The early adolescence generalist:
- understands the role of the teacher within the total middle school concept.
- recognizes the importance of his/her influence on young adolescents.
- recognizes his/her responsibility for upholding high professional standards.
- understands his/her responsibility to the community.
The early adolescence generalist:
- values and models learning as a lifelong process.
- is committed to seeking out, developing, and continually refining practices that address the individual needs of young adolescent learners.
- perceives himself/herself as a member of a larger learning community.
- believes his/her professional responsibilities extend beyond the classroom.
- believes that the profession must maintain high standards for all teachers.
- 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 adolescence generalist:
- collaborates with colleagues and other professionals to reflect on best practices, problem solving, and new ideas to improve education.
- teams with colleagues to develop interdisciplinary curriculum and instruction.
- participates in team and school activities designed to create a positive and productive learning environment.
- collaborates with community groups and other resource persons to promote education and achieve common goals for young adolescents.
The early adolescence generalist:
- knows how to collaborate with others in planning curriculum and instruction.
- knows how to collaborate with others in designing a positive learning environment.
- knows how to collaborate with others to address student difficulties.
- knows how to collaborate with community groups to help promote education.
The early adolescence generalist:
- is committed to collaborating with colleagues to improve professional practice.
- values and appreciates the importance of all staff members.
- is committed to teaming to develop curriculum goals, create interdisciplinary themes, and promote student progress.
- is committed to working with families, resource persons, and community groups to improve the overall learning environment for students.
