Teaching Standards Board, Professional

Teaching Standards Board, Professional

Chapter 5: Middle Level Grades (5-8)

Effective Date: 07/21/2005 to 11/17/2009

Rule Type: Repealed Rules & Regulations

Reference Number: 019.0001.5.07212005

CHAPTER 5

MIDDLE LEVEL GRADES (5-8)

Section 1. Middle Level Language Arts Standards. These standards pertain to the preparing educators to teach language arts to middle level students. To hold this endorsement, one must have a Wyoming certificate in elementary, secondary, or k-12 education.

(a) Content Standards. The teacher candidate demonstrates an understanding of language arts.

(i) The teacher candidate understands the construction of and is able to produce all of the different forms of written discourse appropriate for students in the middle level settings.

(ii) The teacher candidate knows and understands a variety of approaches to reading from current research.

(iii) The teacher candidate understands the theories of communication and is competent in their uses in a variety of situations.

(iv) The teacher candidate knows and understands the middle level students' language acquisition and diversity in language use, patterns and dialects across cultures and ethnic groups.

(v) The teacher candidate knows and understands the evolution of the English language and grammars.

(vi) The teacher candidate knows of and has read middle level literature representing a variety of genres and cultures, including those of the historical and contemporary United States, Great Britain and non-Western cultures.

(vii) The teacher candidate knows and understands the nature of interpretations and inferences and their use in the evaluation of middle level texts.

(viii) The teacher candidate knows of and understands the range and influences of media's influence on culture and students' actions and communications.

(b) Pedagogy Standards. The teacher candidate demonstrates an understanding of effective middle level language arts teaching practices.

(i) The teacher candidate understands and is competent in utilizing a variety of writing strategies to develop middle level student's ability in written discourse.

(ii) The teacher candidate can incorporate teaching English grammars in oral and written forms in a way that is personal and meaningful to the middle level student.

(iii) The teacher candidate understands and is competent in utilizing a variety of reading tools to develop middle level student’s ability to create meaning from a wide range of print and nonprint texts.

(iv) The teacher candidate engages middle level students in making meaning of texts through personal responses and connections.

(v) The teacher candidate is competent in utilizing a variety of speaking and listening tools and helping middle level students to express their ideas orally and comprehend spoken communications.

(vi) The teacher candidate engages middle level students in learning experiences in which students demonstrate their abilities to use language for a variety of communication purposes.

(vii) The teacher candidate understands and is competent in a variety of teaching methods; including: finding essential questions which personally engage the middle level students; collaborative learning, helping middle level students engage in personal discussions and evaluate their own ideas; using direct instruction; and using constructivist learning to teach language arts in a multi-discipline setting.

(viii) The teacher candidate knows and uses the research about teaching English and language arts to support instructional decision making.

(ix) The teacher candidate uses knowledge of the middle child’s language acquisition to support the development of instruction and assessments.

(x) The teacher candidate understands and creates a variety of assessment activities and instruments that evaluate the middle level child who often has nonconsistent performances.

(c) Process Standards. The teacher candidate demonstrates effective reflection and relationship skills.

(i) The teacher candidate is competent in selecting effective instruction that addresses the school district, state and national middle level student language arts standards.

(ii) The teacher candidate can design and implement instruction that integrates reading, writing, speaking, listening, viewing and thinking.

(iii) The teacher candidate understands the “nature of language” guiding the middle level student through a recursive process, doing a fine tuning of all products.

(iv) The teacher candidate collaborates with teachers in other content areas to help students connect important ideas, concepts and skills across the curriculums.

(v) The teacher candidate demonstrates reflective practice, discussing findings with middle level teachers and adapting instruction and behaviors to assist their students’ learning.

(vi) The teacher candidate knows and understands the influences of language and visual images on middle level students’ ability to think and compose their own work.

(d) Disposition Standards. The teacher candidate performs as a professional middle level language arts educator.

(i) The teacher candidate believes that each middle level student has a unique approach to successful writing.

(ii) The teacher candidate believes that each middle level student comes to reading through a variety of reading strategies.

(iii) The teacher candidate believes that each middle level student uses different strategies to succeed in the communication process.

(iv) The teacher candidate believes that all middle level students can connect text to their own experiences and find purposes within their own lives.

(v) The teacher candidate believes that middle level students must construct knowledge based upon what is important to them personally in order to develop a clear understanding of key ideas.

(vi) The teacher candidate acknowledges that the connection between the English language arts curriculum is intimately connected with developments in our culture, society, and education.

(vii) The teacher candidate believes middle level students can monitor their own work and growth in speaking, listening, writing, reading, enacting and viewing.

Section 2. Middle Level Mathematic Standards. These standards pertain to preparing educators to teach mathematics to middle level students. To hold this endorsement, one must have a Wyoming certificate in elementary, secondary, or k-12 education.

(a) Content Standards. The teacher candidate is confident in his/her knowledge of mathematics, understanding specific concepts and procedures as well as the process of doing mathematics.

(i) The teacher candidate has knowledge of number and operations and demonstrates computational proficiency (using properties involving number and operations, mental computation and computational estimation, and creating, solving and applying proportions), including a conceptual understanding of numbers (developing the mathematics that underlies the procedures used for operations involving whole numbers, integers, and rational numbers), ways of representing number, (providing equivalent representation of fractions, decimals and presents), relationships among number and number systems (analyze and explain the distinctions among whole numbers, integers, rational numbers, and real numbers and whether or not the field axioms hold), and meaning of operations (applying the fundamental ideas of number theory).

(ii) The teacher candidate has knowledge of algebra and is competent in emphasizing relationships among quantities including functions, (exploring, analyzing and representing patterns, relations and functions), ways of representing mathematical relationships, (investigating equality, equations, and proportional relationships) and the analysis of change, including using mathematical models to analyze change in various contexts.

(iii) The teacher candidates has knowledge of Euclidean and non-Euclidean geometries and is competent in using spatial visualization (applying transformation and using congruence, similarity and line or rotational symmetry) and geometric modeling to explore and analyze geometric shapes, structures, and their properties and relationships, including exhibiting knowledge of informal proof and specifying locations and describe spatial relationships using coordinate geometry.

(iv) The teacher candidate has knowledge of basic calculus concepts and demonstrates a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in the techniques and application of calculus.

(v) The teacher candidate has a conceptual understanding of discrete mathematics (such as; finite graphs, trees and combinatorics), applies the fundamental ideas of discrete mathematics and using technology in the formation and solution of problems.

(vi) The teacher candidate has knowledge of data analysis, statistics and probability and demonstrates an understanding of concepts and practices related to data analysis (designing investigations, collecting data through random sampling or random assignment to treatments, and using variety of ways to display the data and interpret data representations and using appropriate statistical methods and technological tools to analyze data and describe shape, spread, and center), statistics (identifying misuses of statistics and invalid conclusions for probability) and probability (drawing conclusions involving uncertainty by using hands-on and computer-based simulation for estimating probabilities and gathering data to make inferences and decisions and investigating, interpreting, and constructing representations for conditional probability, geometric probability, and for bivariate data).

(vii) The teacher candidate has knowledge of measurements and is competent in applying and using measurement concepts and tools and recognizes measurement attributes and their effect on the choice of appropriate tools and units.

(viii) The teacher candidate demonstrates knowledge of the historical development of mathematics including contributions from diverse cultures.

(b) Pedagogy Standards. The teacher candidate demonstrates an understanding and skills of effective middle level mathematics teaching practices.

(i) The teacher candidate has knowledge of mathematics pedagogy and possesses a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning.

(ii) The teacher candidate uses multiple strategies, including listening, to understand the ways students think about mathematics and to assess students' learning.

(iii) The teacher candidate plans lessons, units and courses that address appropriate learning goals, including those that address local, state, and national mathematics standards.

(iv) The teacher candidate demonstrates the ability to lead classes in mathematical problem solving and in developing in-depth conceptual understanding, and to help students develop and test generalizations.

(v) The teacher candidate develops lessons that use technology's potential for building understanding of mathematical concepts and developing important mathematical ideas.

(c) Process Standards. The teacher candidate approaches teaching mathematics as a unified whole: its concepts, procedure, and intellectual processes.

(i) The teacher candidate knows, understands and applies the process of mathematical problem solving to build new mathematical knowledge through problem solving.

(ii) The teacher candidate has knowledge of reasoning and proof and is competent in reasoning, constructing, and evaluating mathematical arguments and develops an appreciation for mathematical rigor and inquiry.

(iii) The teacher candidate has knowledge of mathematical communication and is competent in communicating his/her mathematical thinking orally and in writing to peers, faculty, and others.

(iv) The teacher candidate uses the language of mathematics to express ideas precisely to middle level students.

(v) The teacher candidate analyzes and evaluates the mathematical thinking and strategies of middle level students.

(vi) The teacher candidate has knowledge of mathematical connections and is competent in recognizing, using, and making connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding.

(vii) The teacher candidate has knowledge of mathematical representation and is competent in using varied representations of mathematical ideas to support and deepen students’ mathematical understanding.

(viii) The teacher candidate has knowledge of technology and is competent in embracing technology as an essential tool for teaching and learning mathematics, such as spreadsheets, dynamic graphing tools, dynamic statistical packages, graphing calculators and data-collection devices.

(ix) The teacher candidate accepts that middle level students may have episodes of mathematic anxiety and so uses appropriated instructional strategies to minimize these feelings.

(x) The teacher candidate encourages the use of a variety of strategies to develop middle level students’ ability to understand mathematical concepts.

(xi) The teacher candidate collaborates with teachers in other content areas to help students connect important ideas, concepts and skills across the curricula.

(xii) The teacher candidate demonstrates reflective practice, discussing findings with middle level teachers and adapting instruction and behaviors to assist their students’ learning.

(xiii) The teacher candidate demonstrates the knowledge and skills needed to initiate and sustain collaborative relationships with parents to facilitate and encourage active engagement in the education of their children.

(d) Dispositions Standards. The teacher candidate performs as a professional middle level mathematics educator.

(i) The teacher candidate supports a positive disposition toward mathematical processes and mathematical learning.

(ii) The teacher candidate is committed to teaching mathematics to teaching mathematics to middle level students in a way that is personal and meaningful so they can achieve an understanding of mathematics.

(iii) The teacher candidate understands and adapts a variety of assessment activities and instruments which evaluate the middle level student who often has non consistent performances.

Section 3. Middle Level Science Education Standards. These standards pertain to preparing educators to teach science to middle level students. To hold this endorsement, one must have a Wyoming certificate in elementary, secondary, or k-12 education.

(a) Content Standards. The teacher candidate is confident in his/her knowledge of science, understanding specific concepts and processes.

(i) The teacher candidate has knowledge of biology beyond the conceptual level and demonstrates an understanding of and application in a lab setting chemical bases for living things, reproduction and heredity, evolution as a theory, diversity of organism, behavior and adaptation, and populations/ecosystems.

(ii) The teacher candidate has knowledge of physics and chemistry beyond the conceptual level and demonstrates an understanding of and application in a lab setting the structure and properties of matter, physical/chemical changes of matter, forms and uses of energy, conservation of matter and energy, and effects of motions and forces.

(iii) The teacher candidate has knowledge of earth and space science beyond the conceptual level, and demonstrates an understanding of and application in a lab setting the structures of earth systems, earth systems science, solar system, earth's history, and natural renewable and nonrenewable resources.

(iv) The teacher candidate demonstrates knowledge of the historical development of science and the relationship among different areas of science and between science and technology.

(b) Pedagogy Standards. The teacher candidate demonstrates an understanding of effective middle level science teaching practices.

(i) The teacher candidate identifies ways to relate science to the community and uses local resources to promote connections for middle level students' learning of science.

(ii) The teacher candidate has the skills in planning lessons, units and courses to address appropriate learning goals, including those that address local, state, and national science standards.

(iii) The teacher candidate demonstrates the ability to create an environment for scientific inquiry that is purposeful to the middle level student, and is able to help students test generalizations within the context of their own lives.

(iv) The teacher candidate understands middle level students' preconceptions and views of science and is able to develop assessments to evaluate students' understanding of concepts.

(v) The teacher candidate knows how to direct middle level students to analyze and assess their own learning and to engage in group discussions sharing ideas and scrutinizing their findings.

(vi) The teacher candidate knows the practices of a safe science lab and promotes respect for safety and welfare of all living things while engaging the middle level student in scientific activities.

(c) Process Standards. The teacher candidate engages middle-level students in scientific processes.

(i) The teacher candidate has knowledge of the nature of science and engages middle level students in investigating the conventions of science.

(ii) The teacher candidate understands the multiple methods of inquiry leading to scientific knowledge and engages students in inquiries that are meaningful to middle level students to help them develop themselves as scientific investigators.

(iii) The teacher candidate understands the social important issues related to science and technology and engages middle level students to find personal meaning within the analysis of these issues.

(iv) The teacher candidate collaborates with teachers in other content areas to help students connect important ideas, concepts and skills across the curricula.

(d) Dispositions The teacher candidate supports a positive disposition towards the Habits of Mind and the learning of science.

(i) The teacher candidate is committed to teaching science to middle level students in a way that is personal and meaningful so they can make connections to their own lives and make decisions based upon scientific processes and inquiry.

(ii) The teacher candidate understands and adapts a variety of assessment activities and instruments which evaluate the middle level student who often has non consistent performances.

(iii) The teacher candidate believes the middle level students construct their knowledge of science across the disciplines, exploring themes and topics that are import issues in their lives and the world around them.

(iv) The teacher candidate demonstrates the knowledge and skills needed to initiate and sustain collaborative relationships with parents to facilitate and encourage active engagement in the education of their children.

(v) The teacher candidate of science strives continuously to grow and change, personally, and professionally, to meet the diverse needs of his/her students, school, community, and profession. He/she has a desire and disposition for growth and betterment to show his/her disposition for growth. Teachers of science must demonstrate that he/her:

(A) Engages actively and continuously in opportunities for professional learning and leadership that reach beyond minimum job requirements.

(B) Reflects constantly upon his/her teaching and identify ways and means through which he/she may grow professionally.

(C) Uses information from students, supervisors, colleagues and others to improve his/her teaching and facilitate his/her professional growth, demonstrates reflective practice, discussing findings with middle level teachers and adapting instruction and behaviors to assist his/her students' learning.

(D) Interacts effectively with colleagues, parents, and students; mentors new colleagues; and fosters positive relationships with the community.

Section 4. Middle Level Social Studies Standards. These standards pertain to preparing educators to teach social science to middle level students. To hold this endorsement, one must have a Wyoming certificate in elementary, secondary, or k-12 education.

(a) Content Standards. The teacher candidate knows and understands the social studies themes.

(i) The teacher candidate has knowledge of culture and diversity and understands the nature and complexity of a variety of cultures and has knowledge of specific traits of particular cultures throughout the world.

(ii) The teacher candidate has knowledge of time, continuity and change and understands the historically significance of people, dates, conflict and ideas and examines them in relationship to current events.

(iii) The teacher candidate has knowledge of people, place, and environment and understands the world in spatial terms and the world’s interactions between environment and society.

(iv) The teacher candidate has knowledge of power, authority and governance and understands the evolving functions of government in history and the contemporary American and global societies.

(v) The teacher candidate has knowledge of production, distribution, and consumption and understands economic concepts and principles in a global economy.

(vi) The teacher candidate has knowledge of individual development and identity and understands the factors that contribute to theories about humans and his/her interactions with their environments.

(vii) The teacher candidate has knowledge of science, technology and society and understands how it effects and shapes human’s perceptions of and beliefs about the natural and social world.

(viii) The teacher candidate has knowledge of global connections and understands how the interactions among nations and global events create changes.

(ix) The teacher candidate has knowledge of civic ideals and practices and understands how to analyze civic ideals and practices involving local to global current events

(x) The teacher candidate has knowledge of individual, groups, and institutions and understands how institutions change over time, promote social norms, and influence cultures.

(b) Pedagogy Standards. The teacher candidate demonstrates and understanding of effective middle level social studies teaching practices.

(i) The teacher candidate plans lessons, units and courses that address appropriate social studies themes, including those of local, state, and national standards.

(ii) The teacher candidate demonstrates the ability to lead classes in discussions of cause and effect that are purposeful to the middle level student and is able to help students test their thinking within the context of their own lives.

(iii) The teacher candidate understands how middle level students think about social studies themes and develops assessments to evaluate students' understanding of concepts.

(iv) The teacher candidate knows how to direct middle level students to analyze and interpret different sources of data and to present their findings.

(v) The teacher candidate understands the research process and engages middle level students in doing research that is meaningful to them.

(vi) The teacher candidate knows how to teach reading and writing within the social studies curriculum and engages students in reading activities and producing written documents.

(vii) The teacher candidate has knowledge of technology and is competent in using it as an essential tool for teaching and learning social science, such as in research and data collections.

(c) Process Standards. The teacher candidate engages middle level students in understanding the social studies themes

(i) The teacher candidate is competent in selecting effective instruction that address the school district, state and national middle level social studies standards.

(ii) The teacher candidate demonstrates the ability to draw on real-world events and make a connection between content and middle level students' lives.

(iii) The teacher candidate understands the multiple methods of inquiry leading to social science research and engages students in inquiries that are meaningful to middle level students to help them develop themselves as observers and analyzers

(iv) The teacher candidate understands the socially important issues related to social science and technology and engages middle level students to find personal meaning from the analysis of these issues.

(v) The teacher candidate collaborates with teachers in other content areas to help students connect important ideas, concepts and skills across the curricula.

(vi) The teacher candidate demonstrates reflective practice, discussing findings with middle level colleagues and adapting instruction and behaviors to assist their students' learning.

(vii) The teacher candidate demonstrates the knowledge and skills needed to initiate and sustain collaborative relationships with parents to facilitate and encourage active engagement in the education of their children.

(d) Disposition Standard. The teacher candidate performs as a professional middle level social studies educator.

(i) The teacher candidate believes that each middle level student has a unique approach to and brings an individual perspective learning and understanding the social studies themes.

(ii) The teacher candidate believes that all middle level students can connect the social studies themes to their own experiences and find purpose within their own lives.

(iii) The teacher candidate acknowledges that the connection between the middle level students' understanding of the social studies curriculum is intimately connected with the development of our culture and global society

(iv) The teacher candidate believes middle level students can monitor their own growth in understanding and communicating of the social studies themes.