Licensing Rules 2002
TEACHERS OF MIDDLE CHILDHOOD
Standard #1: Development
The middle childhood generalist understands that the developmental changes that occur in children aged 7-12 are more radical than those for any other age group.
Performances
The middle childhood generalist:
- creates and modifies learning opportunities and environments that are respectful of individual and group development and are based on research and reflective practice.
- uses multiple assessments to support the development of each child.
- establishes learning goals which motivate students to achieve.
- models self-control and positive social interaction and is proactive in promoting the same in the learning environment.
The middle childhood generalist:
- recognizes that language and social development and the formation of basic values and self-esteem during middle childhood lay the foundation for successful adolescence and adulthood.
- knows that children aged 7-12 are maturing in their ability to think concretely, symbolically, and abstractly.
- realizes that children aged 7-12 are eager to learn and can begin to make inferences, to explore topics deeply, and to establish informed points of view
- understands that although children aged 7-12 are willing to conform to adult expectations, they are increasingly influenced by their growing interest in peer approval.
- recognizes that while there are commonalities among children, each child is unique and requires developmentally appropriate learning opportunities.
- knows how to use developmentally appropriate assessments to gather and apply qualitative and quantitative data about individual children to assist them in their development.
The middle childhood generalist:
- appreciates independent thinking in children.
- appreciates group dynamics as they affect the 7-12 age group.
- responds positively to diversity among children and appreciates this diversity as an asset within the classroom.
- is committed to supporting children in their development and continuous progress (intellectual, physical, emotional, social, aesthetic, and ethical).
- values the use of multiple assessments as a means to help support children aged 7-12 in their development.
Standard #2: Curriculum.
The middle childhood generalist creates, modifies, and implements integrated, meaningful curricula appropriate for children aged 7-12.
Performances
The middle childhood generalist:
- communicates meaningful purpose for the curriculum plan.
- demonstrates enthusiasm for the curriculum and engages children in active learning experiences.
- encourages students to understand, question, and interpret ideas from diverse perspectives.
- pursues ongoing professional development opportunities that will impact student learning.
- demonstrates the ability to collaborate and reflect with colleagues and others.
The middle childhood generalist:
- has a strong knowledge base in the subject areas that comprise the middle childhood curriculum.
- understands that the variation among any group of children is normal and respects this diversity in how he/she approaches the curriculum.
- knows a wide variety of approaches to curriculum design, implementation, and assessment.
- understands that curriculum is based on children's needs, interests, and backgrounds as well as on the community and curricular goals.
- knows the concepts and skills connected to subject matter and understands content developmentally and in an integrated fashion.
The middle childhood generalist:
- believes that curriculum should involve all stakeholders (teachers, parents, community, and students) working together.
- appreciates the need to continually expand his/her knowledge base in the subject areas.
- is responsive to classroom events and the needs of individual children, adjusting curriculum as necessary.
Standard #3: Instruction.
The middle childhood generalist plans and implements instruction based upon knowledge of students, learning theory, pedagogy, information technology, subject matter, curricular goals, and community.
Performances
The middle childhood generalist:
- applies knowledge of learning theory, pedagogy, information technology, subject matter, curriculum development, student development, and the community in planning and implementing instruction.
- modifies his/her instruction based on the individual and developmental needs of children aged 7-12.
- monitors his/her instructional practice and behavior in relation to student needs and performance.
- uses developmentally appropriate resources and instructional strategies (e.g., small group projects, open-ended questioning, group discussion, problem solving, collaborative learning, inquiry experiences, and play) to help children develop intellectual curiosity, solve problems, make decisions, and become successful learners.
- uses effective classroom management techniques to promote positive relationships, cooperation, and purposeful learning in the classroom.
The middle childhood generalist:
- understands learning theory, pedagogy, information technology, subject matter, curriculum development and student development, and the community.
- understands when and how to modify instruction to meet the individual and developmental needs of children aged 7-12.
- knows how to use a variety of assessment methods to guide instructional decisions.
- knows how to stimulate active learning through the use of a variety of resources, materials, information technology, and instructional strategies.
- understands effective classroom management techniques appropriate for children aged 7-12.
The middle childhood generalist:
- values the importance of learning theory, pedagogy, information technology, subject matter, curriculum development, student development, and the community in planning and implementing instruction.
- recognizes that effective instructional practices must be flexible and based on the individual and developmental needs of children aged 7-12.
- recognizes the importance of ongoing and varied assessment strategies as a means to inform instructional practice.
- knows that effective classroom management is a process that enhances what and how children learn.
- recognizes that classroom practice must be current and supported by research.
Standard #4: Assessment.
The middle childhood generalist understands the importance of multiple assessments (informal and formal, formative and summative) and uses a variety of developmentally appropriate assessments, some of which are performance-based, to improve student learning.
Performances
The middle childhood generalist:
- appropriately selects, uses, and interprets a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessment, peer assessment and standardized testing).
- creates and modifies assessment techniques that respond to individual development.
- uses assessment information to enhance his/her knowledge of learners, to monitor student progress and performance, to communicate with parents, to support children in self-assessment, and to modify teaching/ learning strategies.
- maintains useful records of student work and performance and, based on appropriate indicators, can communicate student progress knowledgeably and responsibly to students, parents, and colleagues.
The middle childhood generalist:
- knows how to develop and use appropriate assessments for the purpose of monitoring children's development as a continuous process, planning curriculum and instruction, and communicating with students and parents.
- understands that assessment is an ongoing process (formative and summative) that informs curricular decisions and instructional practices.
- understands the benefits and limitations of different assessment methods and instruments.
- understands the importance of student self-assessment in improving student learning.
The middle childhood generalist:
- values the use of ongoing, multiple assessments in informing classroom practice, communicating with parents, and supporting self-assessment.
- believes in using multiple measures (informal/formal, formative/summative) in assessing the intellectual, physical, emotional, social, aesthetic, and ethical growth of children aged 7-12.
- values children's misconceptions as opportunities for learning and growth, rather than as mistakes to be corrected.
Standard #5: Professional Role.
The middle childhood generalist demonstrates professionalism through collegiality, peer support, and professional self-assessment.
Performances
The middle childhood generalist:
- collaborates with school personnel in constructing and implementing a positive learning environment.
- establishes and maintains respectful, effective, professional communication with colleagues and others within the school community.
- exhibits professional ethical behavior (e.g., respects students and adults, demonstrates commitment, maintains confidentiality, etc., and responds appropriately to constructive feedback).
- utilizes self-assessment as a basis for professional growth.
The middle childhood generalist:
- understands the relationship between being an ethical professional and being a positive role model for children.
- understands that peer support and collegiality with all stakeholders serve as a necessary foundation for professionalism.
- recognizes that self-assessment provides a basis for professional growth.
The middle childhood generalist:
- believes that effectively communicating and collaborating with all school personnel is essential to promoting student development.
- values the professional responsibility of serving as an ethical role model for children.
- appreciates constructive feedback through peer and administrative collaboration.
- is sensitive to the responsibilities of self-evaluation through reflective practice.
Standard #6: Student Learning.
The middle childhood generalist understands the complexity of how children aged 7-12 learn and creates a learning environment that supports all children and their development.
Performances
The middle childhood generalist:
- exhibits an enthusiasm for learning that sparks curiosity and a love of learning.
- applies the concepts of learning and inquiry to create learning experiences that inspire the excitement of learning and foster risk-taking and collaboration.
- uses the knowledge of how children aged 7-12 differ in their development and approaches to learning to create and modify environments and experiences that meet the individual needs of all children, including those with exceptional and/or special needs.
- is reflective about his/her classroom practice and continually assesses and evaluates the effects of his/her instructional choices in view of his/her understanding about learning theory and personal beliefs about teaching and learning.
- uses a variety of learning resources, including technology, to foster inquiry and support learning.
The middle childhood generalist:
- understands how learning occurs, comprehends how children aged 7-12 construct knowledge, acquire skills, and develop habits for lifelong learning, and knows how to plan educational experiences accordingly.
- knows how to create a classroom environment that motivates students, fosters risk-taking, stimulates curiosity, nurtures inquiry, and honors diversity.
- possesses an extensive knowledge of a wide variety of learning resources, including technology, and understands how to select and utilize these resources appropriately to support learning.
- knows and understands how cultural, socioeconomic, physical, and linguistic diversity, as well as social, emotional and aesthetic intelligences, influence learning.
The middle childhood generalist:
- acknowledges that the construction of meaning and the application of knowledge are more significant than the mere acquisition of facts.
- is disposed to using children's strengths as a basis for children's growth.
- respects the varied needs, interests, and approaches to learning by children aged 7-12 and takes these into account when planning experiences and establishing environments which support growth.
- respects children's cultural, socioeconomic, and linguistic diversity and acknowledges that children are best understood in the context of their family, culture, and society, as well as in the context of their physical, intellectual, and emotional development.
- believes that a rich array of learning resources and instructional strategies enhances and supports the learning experience.
- values the role of students in promoting each other's learning and recognizes the importance of peer relationship in establishing a climate of learning.
- recognizes the value of intrinsic motivation to students' lifelong growth and learning.
Standard #7: Family/Community.
The middle childhood generalist develops and maintains positive working relationships with families, school colleagues, support services, and community members at large to support children in their learning.
Performances
The middle childhood generalist:
- participates in collaborative activities designed to make the entire school and community supportive of children and their learning.
- uses information (as educationally and legally appropriate) about students' experiences, family situations, culture, learning behavior, needs, and progress as solicited from family members, colleagues, and the students themselves.
- uses knowledge of laws and policies in order to act as an advocate for students.
- identifies and uses community resources to facilitate student learning.
The middle childhood generalist:
- understands schools as organizations within the larger community context and understands the role of community resources in supporting student growth.
- knows how to communicate and work with all stakeholders (e.g., families, youth serving agencies, policy makers, school colleagues and community organizations) in gaining support for student learning and well-being.
- understands how factors in a student's environment outside of school (family circumstances, community environments, health and economic issues) influence a student's life and learning.
- understands policies and laws related to rights and responsibilities of students, parents, and teachers (e.g., equal education, appropriate education for students with special needs, confidentiality, privacy, appropriate treatment of students, and reporting in situations related to possible child abuse).
- knows and understands the cultural, socioeconomic, and linguistic characteristics of students' families and the community at large.
The middle childhood generalist:
- respects the diversity of individuals, groups, and communities.
- values collaboration with families, school colleagues, support services, and the community at large to support student learning and well-being.
- acknowledges the responsibility to cooperate with school colleagues, families, and support services to address legal and policy issues related to students.
Standard #8: Professional Development.
The middle childhood generalist actively engages in professional growth and development in order to revitalize both the professional role of teachers and student learning.
Performances
The middle childhood generalist:
- utilizes research and resources to construct a professional development plan.
- constructs and implements a continuing self-development plan.
- chronicles achievement as evidenced in a portfolio or other holistic assessment instrument.
The middle childhood generalist:
- is aware of major areas of research on teaching and of resources available for professional learning.
- is cognizant of his/her professional strengths and weaknesses.
- understands how to construct a professional development plan for self-improvement.
The middle childhood generalist:
- values the influences of past and present educational traditions, organizations, and thought as well as the importance of forming an educational philosophy and growth plan.
- is willing to actively seek appropriate resources to facilitate professional growth and development.
- is committed to self-improvement through lifelong learning.
