This We Believe Assignment Rubric – 20 points

This We Believe Assignment Rubric – 20 points

Due: Wednesday, October 2 – upload to BV by 11:59 PM

This We Believe is a position paper that describes a vision of what developmentally responsive middle schools could be and should be. In a 3-4 page (12-point font double-spaced) written assignment, respond to these guiding prompts to address the components of TWB and your middle school experiences. Cite evidence from This We Believe in your writing using APA format. A link to assistance with APA: HYPERLINK “https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html” https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

What is your reaction to the information in this position paper (concepts, principles, theories and research about young adolescent development)?

How will the adolescent developmental characteristics of the students impact your classroom, such as your learning environment and a diverse student population?

How do organizational structures impact middle school programs and practices?

How is this information valuable to you as a future teacher as you consider socially equitable practices and your knowledge of middle schools?

Standard 1

Element a. Knowledge of Young Adolescent Development: Middle level teacher candidates demonstrate a comprehensive knowledge of young adolescent development. They use this understanding of the intellectual, physical, social, emotional, and moral characteristics, needs, and interests of young adolescents to create healthy, respectful, supportive, and challenging learning environments for all young adolescents, including those whose language and cultures are different from their own.

DID NOT ADDRESS

0 UNACCEPTABLE

1-2 ACCEPTABLE

3-4 TARGET

Middle level teacher candidates do not understand the importance of being knowledgeable about young adolescent development.

Middle level teacher candidates understand the importance of being knowledgeable about young adolescent development.

Middle level teacher candidates demonstrate their knowledge of the concepts, principles, theories and research about young adolescent development. They apply this knowledge in their practice.

Middle level teacher candidates understand and accurately interpret the concepts, principles, theories and research about young adolescent development.

They use this knowledge to deconstruct classroom events and other experiences, analyze how this information impacts student learning, and modify their teaching to reflect this new understanding.

Middle level teacher candidates do not understand the importance of creating and maintaining safe learning environments that promote the development of young adolescents. Middle level teacher candidates understand the importance of creating and maintaining safe learning environments that promote the development of young adolescents. Middle level teacher candidates create supportive learning environments that promote the healthy development of diverse populations of young adolescents. Middle level teacher candidates create and maintain 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.

Standard 3

Element a. Middle Level Philosophical Foundations: Middle level teacher candidates demonstrate an understanding of the philosophical foundations of developmentally responsive middle level programs and schools.

DID NOT ADDRESS

0 UNACCEPTABLE

1-2 ACCEPTABLE

3-4 TARGET

Middle level teacher candidates do not recognize the importance of the philosophical and historical foundations of developmentally responsive middle level programs and schools.

Middle level teacher candidates recognize the importance of the philosophical and historical foundations of developmentally responsive middle level programs and schools.

Middle level teacher candidates demonstrate an understanding of the knowledge base underlying the philosophical and historical foundations of developmentally responsive middle level education. They understand that the implementation of successful programs, practices, and schools can occur in a variety of organizational patterns that enroll young adolescents (e.g., grade 6-8, K-8, 7-12). They apply this knowledge in their practice. Middle level teacher candidates advocate for and provide leadership in the authentic implementation of middle school programs and practices, understanding that these may occur in a variety of organizational patterns that enroll young adolescents (e.g., grade 6-8, K-8, 7-12).

Middle level teacher candidates cannot describe developmentally responsive practices. Middle level teacher candidates can describe developmentally responsive practices. Middle level teacher candidates articulate the rationale for developmentally responsive and socially equitable practices, and they use this knowledge within the context of the school setting.

Middle level teacher candidates articulate the rationale for developmentally responsive and socially equitable practices, and they use this knowledge to foster healthy adolescent development within their practice. They assess the effectiveness of middle level components within the school context and share that knowledge when appropriate.

Writing

DID NOT ADDRESS

0 UNACCEPTABLE

1-2 ACCEPTABLE

3-4 TARGET

Sentence structure and word choice are simple. There are more than 4 distracting errors, which impede understanding.

Sentences show a little variety and word choice is inconsistently appropriate. There are 3-4 distracting errors, which also occasionally impede understanding. Language is competent. Sentences are somewhat varied and word choice is sometimes varied and precise. There may be 1-2 errors, but they are not distracting. Shows a good command of language. Sentences are varied and word choice is varied and precise. No writing errors.