Chelsea Womack

Rationale Reflection
Standard 2: Middle Grades Philosophy and School Organization
Middle level teacher candidates understand and apply the philosophical
foundations of developmentally responsive middle level programs and
schools and the organizational structures that support young adolescent
development.
Example 1:
Artifact: Developmentally Responsive Middle School Project
Topic/Title: R. Agnes Middle School
Medium: Google Slides Presentation
Technology Used: Google Slides, Internet research
Example 2:
Artifact: This We Believe Project
Topic/Title: This We Believe
Medium: Google Slides Presentation
Technology Used: Google Slides, Internet research
Example 3:
Artifact: Professional Development Plan
Topic/Title: School Improvement Plan
Medium: Written plan
Technology Used: Microsoft Word
Our fictional middle school applies major concepts, principles, and
theories that are concurrent with effective middle school practices today
(Middle level philosophy). Our teachers, who are all highly qualified and
certified to teach middle grades, are actively involved in professional
development opportunities, which provide them with current and effective
strategies in order to remain confident in their teaching practices. We believe
that student interests should be explored and that the lessons they receive
outside of core classes are just as important as information learned inside
those core classes. Because of this belief, we actively incorporate grades 6
through 8 in TAG, intramural sports, core and non-core academics,
interdisciplinary teams, and health and wellness programs. The combination
of these components allows for our middle school to incorporate
developmentally responsive practices in all aspects of teaching and learning
opportunities (Best practices). Furthermore, the creation of our fictional
middle school has demonstrated that we have a developed understanding of
the philosophical foundations of middle level education when making
decisions about curriculum, instruction, and schooling. The curriculum and
instructional strategies that we have created are carefully crafted to meet a
variety of learners needs in reference to instructional style, content delivery,

and social/cultural connections (Middle school organization). We understand

that in order to do this effectively and remain current with student learning
needs, it is crucial to have effective interdisciplinary teams that keep in
constant and productive communication (Teaming). We have demonstrated
our application of knowledge of the philosophical foundations of middle level
education by conducting extensive research that supports our decisions.
Research suggests that the edition of 6th grade smoothens the transition
from primary to secondary education and further discourages educations
previous problems with junior high programs. The inclusion of 6th grade in our
middle school coincides with the philosophical middle school concept and
also demonstrates our efforts to make transition periods for students as
smooth as possible (Middle school model). During a time of rapid physical,
mental, and social maturation, it is imperative that we pay special attention
to student needs. We believe that student interests should be explored and
that the lessons they receive outside of core classes are just as important as
information learned inside those core classes. Because of this belief, we
actively incorporate grades 6 through 8 in TAG, intramural sports, core and
non-core academics, interdisciplinary teams, and health and wellness
programs. The combination of these components allows for our middle
school to incorporate developmentally responsive practices in all aspects of
teaching and learning opportunities (Best practices). Furthermore, the
creation of our fictional middle school has demonstrated that we have a
developed understanding of the philosophical foundations of middle level
education when making decisions about curriculum, instruction, and
schooling. We believe that student interests should be explored and that the
lessons they receive outside of core classes are just as important as
information learned inside those core classes. Because of this belief, we
actively incorporate grades 6 through 8 in TAG, intramural sports, core and
non-core academics, interdisciplinary teams, and health and wellness
programs. The combination of these components allows for our middle
school to incorporate developmentally responsive practices in all aspects of
teaching and learning opportunities (Best practices). Furthermore, the
creation of our fictional middle school has demonstrated that we have a
developed understanding of the philosophical foundations of middle level
education when making decisions about curriculum, instruction, and
schooling. We believe that student interests should be explored and that the
lessons they receive outside of core classes are just as important as
information learned inside those core classes. Because of this belief, we
actively incorporate grades 6 through 8 in TAG, intramural sports, core and
non-core academics, interdisciplinary teams, and health and wellness
programs. The combination of these components allows for our middle
school to incorporate developmentally responsive practices in all aspects of
teaching and learning opportunities (Best practices). Furthermore, the
creation of our fictional middle school has demonstrated that we have a
developed understanding of the philosophical foundations of middle level

education when making decisions about curriculum, instruction, and

schooling.