Standard 1: Middle Level Philosophy and School Organization

Personal Reflection: 

AMLE Standard 1 acknowledges the understanding behind developmentally suitable middle level programs and schools, and how they work well within organizational structures. Focusing on Middle Level Philosophy and School Organization is crucial for educators as it sets the foundational understanding and framework for how to approach teaching in middle level settings. Included in this, would be understanding developmental needs, the equity in education, effective organization and promoting student success. 

I believe I have demonstrated growth and achievement related to this standard and its components by continuing to first foster and create learning environments that are not only meeting the diverse needs of students, but also holding equitable educational practices that ultimately enhance learning for students, regardless of their backgrounds or abilities.  As a student, intern and student-teacher, I have become very aware of the importance of this and what a classroom looks and feels like when the environment is not suitable for young adolescents. 

In my professional life, I will continue to grow in learning equitable educational practices that reflect my knowledge and application within the classroom when it comes to understanding major concepts, principles, theories and research in order to best meet the academic, social, emotional and physical well being of each student.

Alignment with each component: 

(Component 1.a) In order to create enriching learning experiences that support the development of young adolescents, I needed to demonstrate an understanding of the philosophical foundations of developmentally responsive middle level programs. My work and accomplishments showcased areas of growth and many reflection periods. For each lesson, I wanted to incorporate various instructional methods like hands-on activities and cooperative learning opportunities that could foster social-emotional growth as well. While utilizing differentiated instructional methods, it was still vital that I was meeting the needs of each student. In order to ensure this, I often reflected on my practices. I, myself, would take time to highlight and make note of student achievement after each lesson. In addition to this, I often requested feedback from not just my Teaching Coach, but students as well. The reflections align teaching practices with the philosophical foundations of middle level education as it gave me the opportunity to refine instructional approaches to best meet the needs of young adolescents. 

(Component 1.b) In order to foster such an environment as mentioned above, I had to not only familiarize myself with and understand the theories and principles underlying middle level education, but apply this knowledge inside my internship as a student teacher. An example of this would include interdisciplinary teamings, advisory programs and teacher planning time where time was focused on meeting the needs of all students. Interdisciplinary teamings occurred every Monday with all 8th grade educators. In every meeting, we discussed student needs, student achievements, student roadblocks, assessments and how we could tie together units across varying subjects. Being a part of these meetings each week was an outstanding opportunity for me to grow not only as a student teacher, but as a future educator. In addition to this, each grade level had planning blocks allotted each day. This time was beautifully spent as well with fellow educators, planning and reviewing lesson plans. In these meetings, I was able to ask questions and assist with such lesson plans, with goals in mind to promote student success.