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Standard Two: Rationale Reflection

Artifacts: Developmentally Responsive Middle School Project;


Advisory Project; This We Believe Project
Topic/Title: Creating an organized middle school based on middle
grades theory; Creating an advisory program for middle school
students; Response to This We Believe
Medium: Prezi, Google Docs
Technology Used: Microsoft Word, Internet Research, This We
Believe, Prezi
I chose three different projects to demonstrate my competency
in the area of Standard Two: Middle Grades Philosophy and School
Organization, and they are: The Developmentally Responsive Middle
School Project (DRMS), the Advisory Project, and the This We Believe
Project (TWB). With these three projects, I was required to work both
individually and collaboratively with my fellow teacher candidates to
research and present on elements of the middle grades teaching
philosophy and school-level organization. With the DRMS, I worked with
a group of my peers as a team to develop a plan for an ideal middle
school that employed all of the elements required for it to be
developmentally responsive. My group members and I drew on our
collective knowledge from courses and readings to create a Prezi that
displayed the following: a school philosophy, organizational structures
(interdisciplinary teams, advisory, etc.), both core and non-core
curriculum, a daily schedule, a plan of action to support exceptional
learners, and a plan to improve family and community involvement.
For the Advisory Project, my fellow teacher candidates and I designed
an advocacy program that fosters positive student/teacher

relationships while delivering an appropriate and engaging curriculum,


which advocates for young adolescent health and wellness. With the
TWB Project, my group member and I combined our knowledge of This
We Believe with our middle school internship experiences to compare
the ideal middle school to everyday practices at a local middle school.
We interviewed school-based personnel, including our cooperating
teachers and administrators to see how this founding document
worked in the public schools of North Carolina.
The DRMS and Advisory Projects exemplify my knowledge of the
ASU Teacher Preparation Program Standard Two: Middle Grades
Philosophy and School Organization for a number of reasons. First, both
projects demonstrate my understanding of the elements of Standard
Two and my ability to apply that understanding to hypothetical
situations in which I collaboratively created developmentally
responsive curriculum and research-based school organization. I had to
take into consideration adolescent development and philosophical
theory to ensure that both projects demonstrated the use of higher
order thinking and cooperative learning in a diverse school
environment to promote the overall mental and physical well-being of
all students at any academic level. In addition, both of these projects
advocated for students to participate in outdoor activities such as
kayaking/canoeing in which students will learn both safety tips and a
variety of ways to exercise and make healthy choices. With the DRMS,

students would participate in a variety of courses such as heath and


P.E. that promote a healthy lifestyle.
The TWB Project displays my proficiency in Standard Two
because within it, I was asked to delve into the nuances of middle
grades philosophy and apply my understanding of those educational
theories to a working middle school. This project helped me recognize
areas of shortcomings in curriculum and instruction that I could easily
remedy in my own classroom to ensure that my students receive the
most developmentally responsive education possible. I was also able to
gain the perspective of current faculty and teachers to see what their
school did well and what they needed to continue to improve upon in
the future.