Faculty Member Name Degree, Field, & the faculty member Trk (Yes/ No) Associations, and Service: List up to 3 major contributions in the past 3 years P-12 schools Amy Ph.D. Research Loyola University Chicago Full-time MCED/TCED Faculty & MCED undergraduate coordinator Associate Professor Yes Sedivy-Benton, A. (2013) The Impact of K-20 policies on Teachers, from Effectiveness to Attrition. In C.V. Wang (Ed.). Handbook of Research on Teaching and Learing in K-20 Education. Hershey, PA: IGI Global. Sedivy-Benton, A.L., Hunt, A.L., Hunt, T.L., Fetterly, J.M., & Wood, B.K. (2013). Emergence of Successful Online Courses: Faculty and Student Shift. In S. Mukerji & P. Tripathi (Eds.), Handbook of Research on Transnational Higher Education Management. Hershey, PA: IGI Global. Sedivy-Benton, A.L., Boden McGill, C.J. (2012). Significant factor for teachers’ intentions to stay or leave the profession: Teacher influence on school, perception of control and perceived support. National Teacher Education Journal, 5,2, 101-116. Professional facilitator with K-12 Educators including topics around Data Driven Decision Making, Curriculum Mapping, and Classroom Management. Provided to teachers in over 10 states. Andrew Hunt Ph.D., University of Associate Professor Yes 1. Hunt, A. L. & Grable, C. R. (2007). Digital field experience in teacher preparation: Virtually Shiloh Christian School grades 7 – 9 & 12, faculty, social studies
importance of creating and maintaining safe learning environments that promote the development of young adolescents. learning environments that promote the healthy development of diverse populations of young adolescents. safe and supportive learning environments that promote the healthy development of all young adolescents. They create dynamic environments that celebrate and incorporate the diversity found within student populations. Middle teacher candidates understand the importance of using young adolescent development when selecting instructional strategies and making curricular decisions. Middle level teacher candidates assess the diverse developmental levels of their students and use this information when selecting instructional strategies and making curricular decisions. Middle teacher candidates assess the diverse developmental levels of their students and use this information effectively when selecting instructional strategies and making curricular decisions. They reflect on their decisions and revise their practice to enhance their teaching effectiveness and to increase student learning. Middle teacher candidates demonstrate awareness about the ways young adolescent development impacts school organizations and middle level programs and practices. Middle teacher candidates articulate and apply their understanding of the diversities of young adolescent development as they work successfully within middle level school organizations and engage in middle level programs and practices. Middle level teacher candidates articulate and apply their understanding of school organizations and the components of middle level programs and practices. They use this understanding to help ensure a successful schooling experience for all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They use reflection to improve their ability to be successful in middle level programs and practices in a variety of school organizational patterns. References Association for Middle Education (2006). Association for Middle Level Education position statement on the professional preparation of middle level teachers. Westerville, OH: Author. Retrieved from
UNACCEPTABLE ACCEPTABLE TARGET Middle level teacher candidates can articulate a variety of content specific teaching and assessment strategies. Middle level teacher candidates demonstrate their knowledge of content specific teaching and assessment strategies by using them successfully in their teaching. Middle teacher candidates demonstrate their knowledge of content specific teaching and assessment strategies, use a wide variety of them in their teaching, and modify their use based on the unique learning needs of their students. Middle level teacher candidates understand the importance of creating learning experiences that are developmentally responsive and that engage young adolescents. Middle level teacher candidates create challenging, culturally sensitive, and developmentally responsive learning experiences that encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained). In collaboration with students, colleagues, and other stakeholders, middle level teacher candidates create challenging, culturally sensitive, and developmentally responsive learning experiences that encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained). Middle level teacher candidates recognize the importance of formative and summative assessment in effective instruction. Middle level teacher candidates understand the multiple roles of assessment and use this knowledge to create formative and summative tools. They use assessment data to inform their instruction (e.g., adjust pace, differentiate for individuals, create meaningful learning experiences, and implement effective lessons). Middle level teacher candidates collaborate with students and colleagues to select and create a wide variety of formative and summative assessments. They analyze the data to evaluate their practice and inform their instruction (e.g., adjust pace, differentiate for individuals, create meaningful learning experiences, and implement effective lessons). Middle level teacher candidates understand the importance of motivating young adolescents. Middle level teacher candidates demonstrate their ability to motivate young adolescents. They facilitate student learning through developmentally responsive materials and resources (e.g., technology, manipulative materials, information literacy skills, contemporary media). Middle level teacher candidates facilitate student learning through a wide variety of developmentally responsive materials and resources (e.g., technological resources and contemporary media). They employ a process of self-analysis and collaboration with students
importance of ethical behavior and professional competence. appropriate ethical behaviors and professional competence. They recognize the impact of their behaviors on young adolescents. impact they have on young adolescents and colleagues. They take responsibility for modeling appropriate ethical behaviors and high levels of professional competence. Middle level teacher candidates recognize the importance of professional development opportunities. Middle level teacher candidates engage in professional development opportunities that extend their knowledge and skills. Middle teacher candidates self-assess their professional development needs and take initiatives to seek out and participate in opportunities that address them.