Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.09 - Middle-Level Teaching Fields (Grades 4-8)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
Great teacher
			 preparation for middle grade teachers is not the same as great teacher
			 preparation for secondary teachers. "Early adolescence is a period of both
			 enormous opportunities and tremendous risks" (Jackson et al. 2000). One of the
			 most critical challenges in improving high school graduation rates may be
			 ensuring a high level of quality in middle grades coursework and course
			 performance. Middle grade teachers have the responsibility of planning and
			 implementing developmentally appropriate, rigorous and quality middle grade
			 coursework and curriculum in classrooms that engage students intellectually,
			 emotionally, socially, and behaviorally in learning. The Association for Middle
			 Level Education (AMLE) standards for teacher preparation provide a benchmark
			 for middle level teacher preparation programs and serve to highlight the
			 nuances of top-quality preparation of teachers for employment in the middle
			 grades. These rules are effective for new programs submitted for review May 1,
			 2019, and thereafter. A middle-level program also must meet Rule
			 290-3-3-.10.,.11,.12
			 or.13.
(2)
Middle Level
			 Standards Applicable to All Teaching Fields.
The following standards
			 were adapted from the Association for Middle Level Education.
(a)
Young Adolescent
			 Development.
Middle level teacher candidates understand the major
			 concepts, principles, theories, and research underlying the philosophical
			 foundations of developmentally responsive middle level programs and schools.
			 They work successfully within middle level programs and practices such as
			 interdisciplinary teaming, advisory programs, flexible block schedules, and
			 common teacher planning time. They relate positively to manifestations of young
			 adolescent development and the diversity of learners. They demonstrate their
			 ability to apply this knowledge when making curricular decisions, planning and
			 implementing instruction, participating in middle level programs and practices,
			 and providing healthy and effective learning environments for all young
			 adolescents. Effective teacher preparation programs provide multiple and
			 continuing opportunities for middle level teacher candidates to learn about the
			 unique characteristics, needs, and interests of young adolescents and to
			 document their ability to use the knowledge gained in their practice.
(b)
Curriculum.
Middle level
			 teacher candidates understand and use the central concepts, standards,
			 research, and structures of content to plan and implement middle level
			 curriculum that develops all young adolescents' competence in subject matter.
			 They use their knowledge and available resources to design, implement, and
			 evaluate challenging, developmentally responsive curriculum that results in
			 meaningful learning outcomes. Middle level teacher candidates demonstrate a
			 depth and breadth of subject matter content knowledge in the subjects they
			 teach and assist all young adolescents in understanding the interdisciplinary
			 nature of knowledge
.
Middle level teacher candidates use their
			 knowledge of local, state, and national standards to frame their teaching. They
			 draw on their knowledge of these standards to design, implement, and evaluate
			 developmentally responsive, meaningful, and challenging curriculum for all
			 young adolescents. They design and teach curriculum that is responsive to all
			 young adolescents' local, national, and international histories,
			 language/dialects, and individual identities (e.g., race, ethnicity, culture,
			 age, appearance, ability, socioeconomic status, family composition). They use
			 information literacy skills and state-of-the-art technologies to enhance their
			 teaching.
(c)
Philosophy and
			 School Organization.
Middle level teacher candidates understand middle
			 level philosophy and school organization. They understand the major concepts,
			 principles, theories, and research underlying the philosophical foundations of
			 developmentally responsive middle level programs and schools, and they work
			 successfully within middle level programs and practices such as
			 interdisciplinary teaming, advisory programs, flexible block schedules, and
			 common teacher planning time. Well-prepared middle level teacher candidates
			 demonstrate their knowledge of the philosophical underpinnings of middle level
			 education and document their ability to use this knowledge in their practice.
			 They can articulate the rationale for developmentally responsive programs and
			 practices such as interdisciplinary teaming and advisory programs, and they use
			 this knowledge within the context of a range of school settings. Middle level
			 teacher candidates exhibit a commitment to developmentally responsive
			 organizational structures that foster socially equitable programs and practices
			 that enhance the education and well-being of all young adolescents. They
			 demonstrate their ability to participate successfully in best practices that
			 are supported by the middle-level knowledge base in a variety of school
			 settings.
(d)
Instruction and
			 Assessment.
Middle level teacher candidates understand, use, and reflect
			 on the major concepts, principles, theories, and research related to
			 data-informed instruction and assessment. They employ a variety of
			 developmentally appropriate instructional strategies, information literacy
			 skills, and technologies to meet the learning needs of all young adolescents
			 (e.g., race, ethnicity, culture, age, appearance, ability, socioeconomic
			 status, family composition). Well-prepared middle level teacher candidates
			 demonstrate their ability to use a wide range of assessments to inform their
			 decisions about instruction. They use multiple methods of formative and
			 summative assessments to engage young adolescents in their own learning. Middle
			 level teacher candidates document their ability to draw upon their subject
			 matter knowledge when planning instruction, teaching, and conducting
			 assessments. They enhance student learning, information literacy skills (e.g.,
			 critical thinking, problem solving, evaluation of information gained), and
			 technology skills in the students they teach. Middle level teacher candidates
			 prepare young adolescent learners for the demands of particular assessment
			 formats and make accommodations in assessments for learners with
			 exceptionalities and language learning needs. They employ technology to support
			 assessment practices that engage young adolescents in assessing their own
			 learning needs and interests.
(e)
Professional Roles.
Middle level teacher candidates understand
			 their complex professional roles as teachers of young adolescents. These
			 specialized professional roles constitute one of the primary differences in
			 specialized middle level teacher preparation programs and professional
			 preparation programs designed to prepare teachers of young children for the
			 primary grades or older adolescents at the senior high school level. Teacher
			 candidates engage in practices and behaviors that develop their competence as
			 middle level professionals.
They are informed advocates for young adolescents and middle
				level education, and work successfully with colleagues, families, community
				agencies, and community members. Middle level teacher candidates demonstrate
				positive dispositions and engage in ethical professional behaviors.