Historical, Philosophical, and Organizational
Foundations of Middle School
Instructors
Dr. Frank Powers,
Dr. Cherie Major, cmajor@uidaho.edu
University of Idaho
Office: University of Idaho Harbor Center (208) 667-2588
Course Description
This course will examine Idaho Standards for Middle School Teachers:
Principal 9: Professional Commitment and Responsibility – teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching and
Principal 11: Middle Level Philosophy and School Organization – The teacher understands the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and how they work successfully within these organizational components.
Required Texts
Jackson, A., & Davis, G., (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press. ISBN 0-8077-3996-0
National Middle School Association. (2001). This We Believe: And now we must act. Columbus, OH: Author ISBN 1-56090-167-5
*Tuning Points: Transforming Middle Schools. (2002). Benchmarks to becoming a turning points school. Boston: Author
*Tuning Points: Transforming Middle Schools. (2001). School structures that support learning and collaboration. Boston: Author
*These two texts can be obtained from:
National Turning Points Center
Center for Collaborative Education;
1135 Tremont St.
Boston, MA 02120
(617) 421-0134
Goals and Objectives
Principle 9
Knowledge – the educator
Ø Uses a variety of self assessment strategies
Ø Is aware of biases that affect teaching
Ø Learns to access professional resources for middle school teachers
Ø Knows the major middle level organizations
Ø Understands the middle school reform movement and research
Ø Uses technology to access information and to inform
Principle 11
Knowledge - the educator
Ø Understands the philosophical foundations of middle school
Ø Is knowledgeable of the historical and contemporary models for middle school
Ø Understands the rational and characteristic components of a development responsive middle school
Ø Knows best practices for middle school instruction
Ø Understands the team process, flexible organizational structure, and the roles of teachers in the middle school context
Ø Knows advisory/advocate theories, skills and curriculum
Special Accommodations
Any student requiring special accommodations for various assignments and tests must notify the instructor as soon as possible. Please note the Student Support Services section of the University Student Handbook.
Assignments and Requirements
1. Pre- Assessment: Write a philosophy paper on middle grades schooling using the following topics: grades, curriculum, instruction, assessment, parents, guidance/advisory, organization, governance, health and wellness, sports, scheduling and data. Please do not prepare for this assignment. We are curious about your beginning point. This should not be more than one to two pages in length. Save it in a electronic format.
2. Read Turning Points 2000 and create a power point presentation of the critical components of each chapter.
3. Develop a one or a two page summary/outline of This we believe and now we must act.
4. Examine and write a one-page review of the following web sites:
5. Write a one-page review on two different articles from NMSA Research on-line articles
6. Identify 5 additional excellent web sites for middle grades teachers
7. Read Turning Points School structures that support learning and collaboration and Benchmarks to becoming a turning points school. Identify and make a school visit to two middle schools. After the visit fill out the streamlined benchmarks worksheet on each school. You may use the school where you work if you would like.
8. Re-write your philosophy paper based on what you have learned from this course. Please use your original paper and write new ideas and rationales under the original. Use a different color so we can see the changes and additions (assuming there are some).
9. Use or share your knowledge from this class. Send us a
proposal, which must be approved, and then a reflection after the sharing.