SYLLABUS FOR CURRICULUM DEVELOPMENT

1

 

 

Term:   Summer 2005--Transition to Teaching—April 30, May 14, and May 21, 2005

Course Number:    Education TE/TS-342-F—Curriculum Development—Elementary and Secondary

Instructor:    Kevin T. Zajdel, Ed.D.                               Office:   Room 300

Instructor Background:    B.A. in English (St. Meinrad College);  M.S.Ed. in Secondary Education (Indiana University Northwest);  Graduate coursework in counseling and administration (Purdue University Calumet); Ed.D. in Instructional Leadership (National-Louis University).  Experience teaching middle school, high school, and higher education; administrative experience at the elementary, high school, college, and district levels.

Office Phone:    219.473.4304       CCSJ Switchboard—219.473.7770  or  773.721.0202

E-mail:    kzajdel@ccsj.edu                              (In the RE: section, indicate “ED 342 and YOUR NAME”)

Office Hours:   Before class, during break/lunch, and after class; and by appointment

Course Time:   Saturdays, 8:00 am to 4:30 pm

Course Description:   This comprehensive course, including historical, sociological, philosophical, and psychological analyses of school curriculum as well as an examination of theories, trends, and methods of curriculum construction, prepares the teacher candidate to work with individual students and groups through the study of the teaching/learning process, evaluation of learning needs, lesson planning for both individuals and groups, and choice and use of instructional media.  Field experiences required.

Prerequisites:   ED 200 (Introduction to Teaching); ED 300 (Educational Psychology), and ED 311 (Foundations of Education).

Learning Outcomes/Competencies:   Teacher candidates will demonstrate reflection and understanding about the following:

 

Textbook (required):    Posner, G. J. (2004). Analyzing the curriculum (3rd Ed).  New York: McGraw Hill.

 

Learning Strategies:   Professional literature analysis, student discussions, small group activities, professional consultation (interviewing), professional observation (classroom), personal reflection. 

Major assignments include

1.   Reading assignments from the textbook, Blackboard materials, and class handouts are necessary for class discussion and participation; students should be prepared for the topics to be covered in class that day.   [INTASC Principles 2-10]

2.   Students are required to participate in Blackboard activities each week.   [INTASC Principles 2-10]

3.   Students will engage in the progressive lesson plan process following patterns established by the Education Program of Calumet College of St. Joseph.  These will be critiqued by peers and then revised as part of the process of developing curriculum documentation.   [INTASC Principles 7, 9]

4.   Students will collaborate to develop a lesson plan on a text chapter and present (i.e., teach) it in class.   [INTASC Principle 7]

5.   Students will observe two classes in an elementary, middle school, and/or high school—in urban, suburban, and Catholic schools—and document the objectives, instructional strategies, and assessment procedures used as well as the educational perspective or paradigm the teacher appears to be using.   [INTASC Principles 7, 9, 10]

6.   Students will interview a classroom teacher and a curriculum director (or administrator, if no curriculum director is available) in an elementary, middle school, and/or high school—in urban, suburban, and Catholic schools—regarding curriculum perspectives and/or paradigms, curriculum development approach, curriculum implementation, and curriculum assessment.   [INTASC Principles 7, 9, 10]

7.   Students will reflect on their progress meeting the INTASC standards.   [INTASC Principle 9]

8.   Students will develop a “philosophy of education” based on class discussions, professional observations and interviews, and personal convictions (this will be part of the final exam).   [INTASC Principles 7-10]

9.   An exit exam will cover the entire course.  (There is no make-up exam.).   [INTASC Principles 1-9]

10.  Class participation (students will take an active part in ongoing classroom activities, discussions, debates, and so on) will be linked to attendance and disposition.  Teacher candidates are expected to be present for the entire class sessions.  Class interaction is invaluable--and cannot be "made up" individually.   [See “Class Policy on Attendance” below.]

 

Assessment:   In order to demonstrate the relative importance of these requirements as they comprise a course grade, the following percentages are provided:

15%        Article Critiques and INTASC Reflections posted on Blackboard and included in portfolio

15%        Lesson Plan Development projects (project I, project II, project II revised, and collaborative lesson

                                plan and presentation)

15%        Two Observations of classroom instruction, followed by reflection and documentation

15%        Two Professional Consultations (interviews), followed by reflection and documentation

25%        Exit exam will include an objective item section and an essay section (completed outside of class)

15%        Class attendance (for entire class periods),  participation, and disposition appropriate for the

                                Education profession.

 

Class Policy for Missed Quizzes and Late Assignments:   There are no make-up quizzes and no make-up exams; these are given once.  Assignments need to be completed as scheduled since one assignment builds on another.  Late assignments incur a grade reduction.  Please note the timetable for the deadline for late assignments.  In addition, scheduled presentations need to be made during the scheduled class to avoid disrupting the educational process for the entire class.

 

Format for Written Assignments:   The professional Education community has adopted the standards delineated in the Publication Manual of the American Psychological Association, 5TH edition (2001).  The standards described therein are those expected in the professional education community; as professional educator candidates, students of education also need to demonstrate in their writing the standards adopted by the professional education community.  While this manual is not required, it is available in the Calumet College bookstore and in the Specker library (REF.BF/76.7/.P82/2001).  Specific expectations for course papers include, but are not limited to, the following:

*  Title page includes your name, type of assignment, date of work, course title, and instructor (correctly

spelled)

*  Margins are no less than one-inch on all sides of the page

*  Contents are double-spaced

*  Type is typically Times New Roman, 12 point

*  New paragraphs are indented

*  Page numbers are provided in the upper right

*  If a running head is used (not required in short papers), use your last name.  In this way, if the pages come

apart, they can be readily reassembled.

*  References—in APA style—appear at the end of the paper

*  Staple (in the upper left hand corner) pages together

*  Standard, formal language is expected:  be explicit, use active voice, and use correct grammar and

spelling at all times.

*  NO abstract is needed (since these are relatively “short” papers)

 

Statement of Plagiarism:   If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. (Academic Planner 2002-2003)

 

Citation Guidelines:   Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e.,  APA).  All of these guidelines are available in the Calumet College of St. Joseph library or bookstore.  These texts outline how to cite references from a variety of sources, including electronic media.

 

Grading Scale:

A: 92-100                A-: 90-91               B+:  88-89     B: 82-87         B-:  80-81    C+: 78-79

C: 72-77                 C-: 70-71              D+:  68-69     D: 62-67         D-:  60-61    F:  59 & below

 

Class Policy on Attendance:   Teacher candidates are expected to be present and on time for all classes.  Class interaction is invaluable--and cannot be "made up" individually.  In addition, attendance is a critical issue in Education (you will get fired for being late to your class since you were not supervising your students).  Furthermore, attendance is part of what is measurable under the INTASC heading “disposition.” 

                Teacher candidates are, therefore, expected to display a consistent professional disposition, in part, by their punctuality—by appropriately observing the beginning and end of class, as well as breaks.

 

Class Policy on Electronic Devices:  Cell phones, beepers, and pagers are considered a distraction from the educational process and are, therefore, discouraged.

 

Center for Academic Excellence:    Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

 

Withdrawal from Classes Policy:    After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed.

                An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).

 

Course Outline, Dates, and Topics:

 

For Day One

1.   Teacher candidates should come to class having become familiar with the following documents and

websites (references to which can be found on Blackboard):

a.   Syllabus (under Syllabus)

b.   INTASC Core Standards (under Web Sites)

c.   Indiana State Academic Standards (under Web Sites)

d.   Indiana Academic Standards Resources (under Web Sites)

e.   Indiana Teacher/Developmental Standards (under Web Sites)

2.   The following documents are under the CCSJ Education Program section of Blackboard:

*  Behavior Objective                          *  Sample Lesson Plan

*  Lesson Plan Template                   *  Unit Plan

3.   Teacher candidates should read the first three chapters (pages 1-65) of the primary text Analyzing the

Curriculum prior to Day One.  (Skip pages 27-28 and 39.)

4.   Topics/activities will include examination of syllabus and course requirements; overview of educational

paradigms, philosophies, theories, and perspectives; review of elements of educational planning (on the macro and micro level); consideration of INSTASC standards, Indiana Academic Standards, and Indiana Developmental Standards. 

 

For Day Two

1.   Teacher candidates should read chapters four through seven (pp. 69-187) of the primary text Analyzing

the Curriculum prior to Day Two.  (Skip pages 84-87, 110-112, 118-121, and 167-169.)

2.   Lesson Plan Development Assignment I is due—really.

3.   Documentation of classroom observations are recommended.

4.   Blackboard assignments--articles 1, 2, 3, 4, and 5--are due.

5.   Topics/activities will include examination of content-centered (quantitative) and student-centered

(qualitative) approaches to curriculum development, instructional planning, and assessment.

 

For Day Three

1.  Teacher candidates should read chapters eight (pp. 189-215) and ten through twelve (pp. 237-280) of

the primary text Analyzing the Curriculum prior for Day Three.  Skip chapter nine (216-236) and

pages 269-270.

2.   Lesson Plan Development Assignment II is due--really.

3.   Documentation of professional interviews (including list of questions used) is recommended.

4.   Blackboard assignments--articles 6, 7, 8, and 9—are due. 

5.   Group chapter lesson plan and presentation due—really.

6.   The exit exam will be taken on particular date. (NOTE: There is no make-up final.)

7.   Topics/activities will include evaluation of curriculum; comparison and contrast of educational paradigms

and perspectives; consideration of an integrated approach for curriculum development applicable for today’s classrooms.

 

Final (Really) Due Date For All Assignments will be one week after Day Three. 

1.   A portfolio of assignments should include the following, in this order:

                a.   Critiques of articles 1-9 (nine one-or-two paragraph responses)

                b.   Reflections on INTASC Principles 1, 2, 4, 7, and 9 (five paragraphs)

                c.   Lesson Plan Development Section

                                --Lesson Plan Development Assignment I (Ia and Ib):  Objectives and Lesson Plan

                                --Lesson Plan Development Assignment II:  Unit Plan

                                --Lesson Plan Development Assignment II Revised:  Unit Plan Revised

                                --Collaborative Lesson Plan for In-Class Presentation of Text Chapter

                d.   Observations:  Documentation and Analysis Paper

                e.   Interviews:  Documentation and Analysis Paper

                f.    Essay for Exam

2.   Objective questions for final exam will be taken the last day of class or on-line (Blackboard)—tba. 

 

Directions for Projects/Activities

1.   Critiques of articles 1-9:  nine responses (a minimum of one paragraph for each article summarizing the

article and providing your professional evaluation of it) posted on Blackboard (see Communications/Discussion) and copied in portfolio

2.   Reflections on INTASC Principles 1, 2, 4, 7, and 9:  five one-paragraph reflections on your progress

                to-date meeting the criteria set forth in each INSTASC principle.

3.   Lesson Plan Development Section

                a.   Separate directions and rubric will be provided for Lesson Plan Development Assignment I

                b.   Separate directions and rubric will be provided for Lesson Plan Development Assignment II

                c.   A revision of the Lesson Plan Development Assignment II is to be included in the portfolio

4.   A (one-day/class) Lesson Plan will be developed and given to the class on a chapter from the text; each

                student in the class is to be presented with the lesson plan prior to the lesson implementation.

5.   Observations:  Documentation and Analysis

Students will observe two classes in an elementary, middle school, and/or high school—in urban, suburban, and Catholic schools (pick two!)—and document the objectives, instructional strategies, and assessment procedures used as well as the educational perspective or paradigm the teacher appears to be using.

Directions include:

a.  Observe two complete classes in two different schools (urban, suburban, or Catholic), noting such

things as seating arrangement, displays of student work, student activity, teacher activity, instructional objectives, instructional strategies, and assessment strategies.

b.   Write one paragraph for each class (for a total of two paragraphs) documenting who and what you

observed.

c.   In a third paragraph, (1) identify the educational perspective (see Posner) and paradigm(s) being

used by each teacher, and (2) compare and contrast the classes. 

d.   In the fourth paragraph, (1) evaluate (6th level of Bloom’s taxonomy) your experience and (2) reflect              on your future teaching.

6.   Interviews:  Documentation and Analysis

Students will interview a classroom teacher and a curriculum director (or administrator, if no curriculum director is available) in an elementary, middle school, and/or high school—in urban, suburban, and Catholic schools (pick two!)—regarding curriculum perspectives and/or paradigms, curriculum development approach, curriculum implementation, and curriculum assessment. 

Directions include:

a.  Prepare a list of questions prior to talking to a professional.  This allows you to make good use of

the time and be able to compare and contrast answers from various interviewees.

b.  Take notes or record answers during interviews.

c.   Write one paragraph for each interview (for a total of two paragraphs) documenting who talked and

what was said. 

d.   In a third paragraph, (1) identify the educational perspective (see Posner) and paradigm(s) being

used by each interviewee, and (2) compare and contrast them. 

e.   In the fourth paragraph, (1) evaluate (6th level of Bloom’s taxonomy) your experience and (2) reflect

on your future teaching.

7.   Essay for Exam should be turned in separately. 

8.   Objective questions for final exam will be taken the last day of class or on-line (Blackboard)—tba. 

 

Articles (see Web Sites and Communications/Discussion)

Article #1:   "Standardized Testing is Undermining the Goals of Reform"

(http://www.ncrel.org/mands/docs/4-2.htm)

Article #2:   "On Standardized Tests for Young Children? Not Yet!!"

(http://users.stargate.net/~cokids/Standard.testsNOT.html)

Article #3:   "ETS on the Issues"   (http://www.ets.org/aboutets/issues8.html)

Article #4:   “Planning Integrated Curriculum: Exploring the Process”

(http://www.ascd.org/ed_topics/1993drake/chapter1.html)

Article #5:   "Teaching Learning Styles and Multiple Intelligences to Students"

(http://www.ascd.org/ed_topics/2000silver/chapter6.html)

Article #6:   “What Does Problem-Based Learning Look Like in Classrooms?”

(http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=50b486b18fcaff00VgnVCM1000003d01a8c0RCRD)

Article #7:   “Introduction to In Search of Understanding; The Case for Constructivist Classrooms”

(http://www.ascd.org/ed_topics/brooks1999_intro.html)

Article #8:   “Differentiating Instruction:  Finding Manageable Ways to Meet Individual Needs”  

(http://www.ascd.org/ed_topics/cu2000win_willis.html)

Article #9:   "Reconcilable Differences?  Standards-Based Teaching and Differentiation"

(http://www.ascd.org/ed_topics/el200009_tomlinson.html)

Journal Reflection #10:   Choose five of the INTASC principles—1, 2, 4, 7, and 9--and comment on your

progress in achieving them. 

 

Bibliography and Resource Materials:

 

Armstrong, T. (1994).  Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Bloom, B. S. (Ed.). (1956).  Taxonomy of educational objectives: Handbook I: Cognitive domain.  New York:

Longmans.

Bryk, A. S., Lee, V. E., & Holland, P. B. (1993).  Catholic schools and the common good.  Cambridge, MA: Harvard University Press. 

Dewey, J. (1910). How we think.  Boston: D. C. Heath.

Dewey, J. (1916). Democracy and education.  New York: Macmillan.

Dewey, J. (1990). The school and society (1900) and The Child and the curriculum (1902)  Chicago: The University of Chicago Press.

Freire, P. (1989).  Pedagogy of the oppressed.  New York: Continuum Publishing Company.

Gardner, H. (1993).  Frames of mind: The theory of multiple intelligences.  New York: Basic Book.

Gardner, H. (1993).  Multiple intelligence: The theory in practice.  New York: Basic Book.

Gilligan, C. (1982).  In a different voice: Psychological theory and women's development.  Cambridge, MA: Harvard University Press.

Goleman, D. (1995).  Emotional intelligence.  New York, NY: Bantam Books.

Gronlund, N. E., & Linn, R. L. (1990). Measurement and evaluation in teaching (6th ed.).  New York: Macmillan.

Gronlund, N. E. (1993).  How to make achievements tests and a and assessments (5th ed.).  Boston: Allyn & Bacon.

Gronlund, N. E. (1995).  How to write and use instructional objectives (5th ed.).  Englewood Cliffs, NJ: Merril.

Kozol, J. (1991).  Savage inequalities: Children in America's schools.  New York: Crown Publishers, Inc.

Kozol, J. (1995).  Amazing grace: The lives of children and the conscience of a nation.  New York: Crown

Publishers, Inc.

Krathwohl, D. R., Bloom, B. S., & Bertram, B. M. (1964). Taxonomy of educational objectives: Handbook II: Affective domain.  New York: David McKay.

Louis Harris and Associates, Inc. (1996). Students voice their opinions on: Their education, teachers, and schools, part II: The Metropolitan Life survey of the American teacher.   New York: Louis Harris and Associates, Inc.

Mager, R. F. (1962).  Preparing instructional objectives.  Palo Alto, CA: Fearon.

Mager, R. F. (1984).  Preparing instructional objectives (ref. 2nd ed.).  Belmont, CA: Pitman Learning.

Mager, R. F. (1997).  Preparing instructional objectives: A critical tool in the development of effective instruction (3rd ed.).  Atlanta, GA: The Center for Effective Performance, Inc.

Noddings, N. (1984).  Caring: A feminine approach to ethics & moral education. Berkeley: University of

California Press.

Noddings, N. (1992).  The challenge to care in schools: An alternate approach to education.  New York: Teachers College Press.

Rogers, C. R. (1951). Client-centered therapy.  Boston: Houghton Mifflin. 

Rogers, C. R. (1961). On becoming a person.  Boston: Houghton Mifflin. 

Rogers, C. R. (1983). Freedom to learn for the 1980s (2nd ed.). Columbus, OH: Merrill.

Rosenthal, R., & Jacobson, L. (1968).  Pygmalion in the classroom: Teacher expectation and pupil's intellectual development.  New York: Jolt, Rinehart and Winston.

Sadker, M., & Sadker, D. (1994).  Failing at fairness: How America's schools cheat girls.  New York: Charles Scribner's Sons.

Shor, I., & Freire, P. (1987).  A pedagogy for liberation: Dialogues on transforming education.  New York:

Bergin & Garvey.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners (2nd ed). Alexandria, VA:  Association for Curriculum and Supervision.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA:  Association for Curriculum and Supervision.

Tomlinson, C.A., & Allan, S.D. (2000).  Leadership for differentiating schools & classrooms. Alexandria, VA:  Association for Curriculum and Supervision.

Tyler, R. W. (1949). Basic principles of curriculum and instruction.  Chicago: University of Chicago Press.

Vygotsky, L. S. (1962).  Thought and language.  New York: Wiley.

Vygotsky, L. S. (1978).  Mind in society: The development of higher psychological processes.  Cambridge, MA: Harvard University Press.

Wadsworth, B. J. (1996). Piaget's theory of cognitive and affective development: Foundations of constructivism (5th ed.).  White Plains, NY: Longman.

Zemelman, S. (1998).  Best practice.  Portsmouth, NH: Heineman.

 

Portfolio:

As of the 2002-2003  academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course.  This portfolio should contain examples of professional development from various courses and activities.  Many of the projects connected with this course would make appropriate additions to such a portfolio.

                Students submit their portfolios twice:   the presentation portfolio is due once the student has applied for student teaching; the professional portfolio is due after student teaching.

 

Interstate New Teacher Assessment and Support Consortium (INTASC) Principles.  

Principle #1:   The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.                                                                                                                        Principle #2:   The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.                                                                  Principle #3:   The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.                                                                    Principle #4:   The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.                             Principle #5:   The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.                                                                                                                                            Principle #6:   The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.            Principle #7:   The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.                                                                                                                            Principle #8:   The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.                                         Principle #9:   The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.                                                                                      Principle #10:   The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

TEACHER STANDARDS—DEVELOPMENTAL:   TEACHERS OF EARLY CHILDHOOD

Standard #1: Core Knowledge.   The early childhood education professional possesses core knowledge that is extensive and comprehensive and goes well beyond common knowledge.                         Standard #2: Child Growth & Development.   The early childhood education professional understands typical and atypical growth and development within each developmental domain and possesses the knowledge to facilitate healthy growth and development in all young children.        Standard #3: Foundations of Education & Learning.   The early childhood education professional understands the roles of history, philosophy, and educational learning theories as being fundamental to planning curricula that are developmentally appropriate for each of the individual children in a group.                                                                                                                                                                          Standard #4 : Curriculum and Instruction.   The early childhood education professional understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children.                                                                                                                                   Standard #5: Family, Culture, and Community.   The early childhood education professional understands the influence of the family, community, and culture on the learning and development of the young child.                                                                                                                                                 Standard #6: Observation and Assessment.  The early childhood education professional is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families.                                                                                       Standard #7: Professionalism.   The early childhood education professional embraces and actively models professionalism, ethical behavior, and commitment to lifelong learning.                                             Standard #8: Learning Environments.   The early childhood education professional promotes an environment that nurtures and encourages the physical, emotional, social, moral, aesthetic, language, and cognitive growth and development of all young children.

TEACHER STANDARDS—DEVELOPMENTAL:   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.                                                                                                                                                                          Standard #2: Curriculum.   The middle childhood generalist creates, modifies, and implements integrated, meaningful curricula appropriate for children aged 7-12.                                                                  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.                                                                                                                                    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.                                                                                                                                                                    Standard #5: Professional Role.   The middle childhood generalist demonstrates professionalism through collegiality, peer support, and professional self-assessment.                                   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.                                                                                                                                                                      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.                                                                                                                                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.

TEACHER STANDARDS—DEVELOPMENTAL:  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.                                                                                                                           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.

TEACHER STANDARDS—DEVELOPMENTAL:   TEACHERS Of ADOLESENCE 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.                                                                                                                                                                  Standard # 2: Decision Making.   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.                                                                                                                                                   Standard #3: The High School Learning Community.   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.                             Standard #4: Curriculum.   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.                                                                                                                                                                Standard #5: Instructional Strategies.   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.                                       Standard #6: The Home-School Connection.   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.                                                                     Standard #7: Community and Transition to the Future.   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.