Early and Middle Grades Education

Middle Grades
Preparation (Grades 4-8)

Outcomes

1. The teacher candidate will demonstrate the ability to integrate content, pedagogical, and professional knowledge and skills to create learning experiences that make the central concepts, tools of inquiry, and structures of the content area meaningful for all children and young adolescents in Grades 4-8.
   (WCU Subject and Pedagogical Specialist; INTASC 1; AMLE 3, 4; PDE II; NCATE 1)

2. The teacher candidate will demonstrate knowledge, understanding, and use of the major concepts, principles, theories and research related to development of children and young adolescents to construct learning opportunities that support the individual's development, acquisition of knowledge, and motivation.
   (WCU Subject and Pedagogical Specialist, INTASC 2; AMLE 1, 3; PDE I; NCATE 1)

3. The teacher candidate, in order to meet the needs of all children and young adolescents Grades 4-8, including those with exceptionalities and from diverse backgrounds, will: a) demonstrate knowledge of different approaches to learning; b) demonstrate the ability to create instructional opportunities adapted to all learners, and c) implement instruction that builds on children's prior experiences and diversities.
   (WCU Subject and Pedagogical Specialist, Diversity Advocate, Classroom Community Builder, Assessment and Instructional Designer; INTASC 3; AMLE 5; PDE I; NCATE 1)

4. The teacher candidate will demonstrate the ability to plan and implement a variety of instructional strategies that promote a) critical and creative thinking and problem solving, b) independent and collaborative inquiry, c) active engagement in learning, and d) self and group motivation.
   (WCU Assessment and Instructional Designer; INTASC 4, 5; AMLE 5; PDE I; NCATE 1)

5. The teacher candidate will demonstrate knowledge and use of a) effective verbal, nonverbal, and media communications for fostering active inquiry, collaboration, and supportive interactions in the classroom, and b) educational technologies in instruction, assessment, and other professional practices.
   (WCU Diversity Advocate, Classroom Community Builder, Assessment and Instructional Designer; INTASC 6; AMLE 5, 7; PDE I; NCATE 1)

6. The teacher candidate will demonstrate planning and management of instruction based on a) knowledge of young adolescent learners, b) content and curriculum standards, c) the school and local community, and d) the philosophical foundations and organization of middle level education including the essential role of the classroom teacher and children and young adolescents in curriculum development.
   (WCU Subject and Pedagogical Specialist, Assessment and Instructional Designer; INTASC 7; AMLE 2, 3, 5; PDE I, II; NCATE 1)

7. The teacher candidate will demonstrate knowledge and implementation of formal and informal assessment strategies, including student self-assessment, for evaluating and ensuring the continuous intellectual, academic, social, and physical development of children and young adolescent learners in Grades 4-8.
   (WCU Assessment and Instructional Designer; INTASC 8; AMLE 3, 4, 5, 7; PDE III; NCATE 1)

8. The teacher candidate will demonstrate the ability to a) identify, evaluate, and use information effectively and within ethical and legal guidelines, b) reflect on one's own content knowledge, teaching skills and effects of each on the growth and learning of children and young adolescents, and c) seek opportunities to grow professionally.
   (WCU Self-Directed Practitioner, Assessment and Instructional Designer; INTASC 9; AMLE 7; PDE I; NCATE 1)

9. The teacher candidate will demonstrate understanding of collaboration with school colleagues, families, and agencies in the larger community, to support and advocate for the learning and well being of children and young adolescents.
   (WCU School and Community Professional; INTASC 10; AMLE 6, 7; PDE I; NCATE 1)