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
In the Developmentally Responsive Middle School Project, 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.
The purpose of the This We Believe project was to assess the real-life
practices of This We Believe, which highlighted the essential characteristics
needed to fit into the category of an effective middle school. This project
allowed us to take theoretical practice and compare it with the real-life
practices of a school. Theoretical practice is wonderful when its on paper,
but its a completely different story when it its in practice. Things dont
always work out the way that they are written down on paper, and this was
my first exposure to that. The school that I worked at did really well with
incorporating the components of This We Believe, which emphasized safe
and inclusive learning environments that promoted responsive and engaging
learning. I have observed many characteristics of This We Believe in my own
classroom, especially in terms of creating an engaging environment built
upon an inclusive classroom culture.
The School Improvement Plan gave me a strong insight in terms of the
purpose of a school improvement plan and why it is necessary to have in the
school. When creating this improvement plan, I had to analyze the schools
report card and performance scores from the previous school years to
identify areas of growth and areas that needed improvement. In completing
this improvement plan, I was able to understand the behind the scenes
components that are involved in supporting young adolescent classroom
development.