Mary E.

Nesbit
Standard 2: Middle Grades Philosophy and School Organization
Middle level teacher candidates understand and apply the philosophical foundations of
developmentally responsive middle level programs and schools and the organizational
structures that support young adolescent development.
Artifact: Young Adolescent Advocacy Project
Topic: Constructing a Positive Self Image
Medium: Oral presentation with a website
Technology Used: Ted Talks, Youtube videos, Weebly website creator and electrical polls
This Young Adolescent Advocacy Project supports, the major concepts, principles, theories, and
research related to young adolescent development that supports student development and
learning as outlined by standard one for Middle Grades education candidates. The Young
Adolescent Advocacy Project is a website designed for adults providing information for
educators and teachers. The content of the project pertains to adolescents creating a positive
self-image regardless of ascribed status. The website has resources for the visitor to do additional
resource, tips for adult and student advocates, and information on self-image in relation to
ascribed status such as disability or gender. Additionally, there are inquiries for visitors to look
through including a self-assessment quiz and an electronic poll.
Creating this presentation allowed me the opportunity to consider the needs of young
adolescents, and as I was pondering the areas that require advocacy I realized that I wanted my
advocacy to have a broad reach. The research required when creating this project allowed me to
practice researching not topics or themes, but a narrow focus of topics in relation to education
and the age ranges within Middle Grades. I am excited to expand my advocacy and cater the
advocacy to that communitys needs, which will require a stable position in a school long term.
These abilities will serve my students, because I need to clearly convey to students my
dedication to their lives as well as their academic achievements. I think by directing my interests
to student lives they will able to form a relationship together, and I will then be able to reach on
them more easily.
I believe advocacy is a critical component of teaching at all levels, but especially within the
middle grades. This aligns with the fifth standard of Middle Grades Teacher Preparation that
clearly states, Middle grades teacher candidates understand the complexity of teaching young
adolescents and engage in practices and behaviors that develop their competence as professionals
and leaders in the field of middle grades education within a global community. We must be
deliberate in our support for students, and I feel this project as allowed me to cultivate a
deliberate goals for an advocacy campaign which are appropriate for the classroom, adolescents,
and the community.
I understand advocacy as an advisor, servicing the community, and professionally developing
myself beyond the classroom. As I created this project it became evident that research would
support my advocacy because it is the best way to adequately apply theories. The use of
technology allows me to reach the community in their settings our twenty-first century world. I
affirm that advocacy allows me to develop respectful, productive, and collaborative relationships

to improve student learning and well-being including effective communication. It has increased
my need to support the middle grades philosophy and organization that includes advisory and
exploratory courses because Ive realized that students learn best when they are in a positive
learning environment when members are respected and accepted.
Artifact: Developmentally Responsive Middle School Project
Topic/Title: Mountain Top Middle School-Developmentally Responsive Middle School Project
Medium: PowerPoint Presentation
Technology used: PowerPoint
The Developmentally Responsive Middle School Project requires the creation of a model for a
middle school that meets the developmental needs of young adolescents. The project requires
concise report of the essential features of a successful middle school. These features include
philosophy, organization of grades, interdisciplinary teaming, block scheduling, advisory
programs, support personnel, total school curriculum, core curriculum, non-core curriculum,
instructional strategies, grouping practices, and necessary community contributions. The
elements of the Developmentally Responsive Middle School Project are supported by scholarly
sources such as This We Believe by AMLE and Introduction to Middle School by Powell. The
practices outlined through these texts are found to be key to effective middle school design.
Through the investigation of the elements of a Developmentally Responsive Middle School and
the creation of this project there is a demonstration of competency in Standards 1, 2, and 5 for
the Middle Grades Teacher Preparation Standards.
A proficiency in Standard 1 can be observed in the fulfillment of the standard and its various
indicators. Some of these include, indicator 1, The proficient middle grades teacher candidate:
Creates learning opportunities that reflect an understanding of the development of young
adolescent learners where differences are respected and supported and individual potential is
encouraged. The fulfillment of this indicator is found in the investigation of group practices and
attention to exceptional learners in the Developmentally Responsive Middle School Project. This
indicator asked for the contemplation and understanding of the support need for the development
of young adolescent learners as it applies to theories and research of student learning and
development. Another indicator that is exhibited in the Developmentally Responsive Middle
School Project is indicator 2, The proficient middle grades teacher candidate: Uses
developmentally responsive (intellectual, physical, social, emotional, and moral) instructional
strategies. The evidence of mastery of this indicator is found in the philosophy, instructional
strategies, and curriculum set out in the Developmentally Responsive Middle School Project.
Through a thoughtful designation of services that students will receive at the Developmentally
Responsive Middle School, created in this project, the exhibition of this indicator is clearly
achieved. Proficiency in Standard 1 is achieved in various ways through the completion of the
Developmentally Responsive Middle School Project.
A proficiency in Standard 2 can be observed in the fulfillment of the standard and its various
indicators. A few of these indicators include, The proficient middle grades teacher candidate:
Works successfully as a member of an interdisciplinary team to maximize student learning. The
Developmentally Responsive Middle School Project requires an exploration of teaming

principles and organization of teaming. Research to assist this exploration is found in both
Powell and This We Believe. The benefits for teachers and more importantly student learning are
clearly outlined in the research, so through the inclusion of these practices in the
Developmentally Responsive Middle School Project, the proficiency of Standard 2 is evident.
The two additional indicators that the Developmentally Responsive Middle School Project helps
achieve are The proficient middle grades teacher candidate: Uses best practices to maximize
student learning in a variety of school organizational settings. and The proficient middle
grades teacher candidate: Supports middle level organizational components and structures that
maximize student learning. These indicators are fulfilled through the culmination of this
assignment. The Developmentally Responsive Middle School Project addresses how the learning
styles and diversity of young adolescent development is met through developmentally responsive
organization and structure. Through the organization and structure investigated in the creation of
the Developmentally Responsive Middle School Project it is clear that Standard 2 is being
fulfilled.
The Developmentally Responsive Middle School Project has transformed our understanding of
Standards 1 and 2 in the Middle Grades Teacher Preparation Standards. This project has
enhanced our comprehension of the importance of the middle grades organization, philosophy,
and curriculum, and the developmental needs of young adolescents.

Artifact: Performance: Enrichment project

Topic/Title: Performance of Standard Two
Medium: Word Document
Technology used: Microsoft Word

Within Student Teaching I developed an Enrichment program within my classroom that

eventually expanded to include the grade level voluntarily three days a week. My school did not
have an advisory or traditional enrichment period, but rather a biweekly study hall within first
block. I advocated to change that study hall period into an exploration of literature. Standard Two
states that candidates must apply, knowledge of the philosophical foundations of middle level
education and historical and contemporary models of schooling for young adolescents in their
classrooms, schools, and communities. With the assistance and support of my cooperating
instructor I was able to develop a literacy book talk program that students engaged in twice a

week within our first block. The need to address the foundations of a middle school program led
me to develop this program. Students were to exercise lightly through use of the track, but
students within my first period and the grade level were allowed to stop by and participate in my
enrichment period.