Developmentally Appropriate Practices to Support the Young Adolescent
•
1 like•1,830 views
Developmentally Appropriate Practices to Support the Young Adolescent How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning. Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Developmentally Appropriate Practices to Support the Young Adolescent
Similar to Developmentally Appropriate Practices to Support the Young Adolescent (20)
More from North Carolina Association for Middle Level Education
More from North Carolina Association for Middle Level Education (20)
Recently uploaded
Recently uploaded (20)
Developmentally Appropriate Practices to Support the Young Adolescent
- 1. Refocusing on the Middle School Model Developmentally Appropriate Practices to Support the Young Adolescent
- 2. What do people say when they find out you work “in the middle?” “Thank you for this! When I tell people I teach middle school, I often get the response, "Oh, I'm sorry," as if I was forced to be where I am. A note on the goals of teachers; many teacher-training programs in colleges don't even have a middle school major. Pretty much all middle school teachers came from elementary or secondary backgrounds, which creates a very interesting group of teachers with all sorts of different philosophies.” -Comment post from the article. NCMLE Annual Conference -- March 2014
- 3. Adolescent Development Goal of this project was to ensure alignment of our structures and practices with the developmental needs of young adolescents. NCMLE Annual Conference -- March 2014
- 4. Our Need and Rationale for Refocusing on the Middle Staff and Administrative Changes New Standards and Assessments Focus School/Title I Middle School NCMLE Annual Conference -- March 2014
- 5. We recognized that it was time to revisit the middle school model. NCMLE Annual Conference -- March 2014
- 6. District Action Steps 1. Analyze student data to present need for additional support for adolescents 2. Investigate middle school model elements 3. Visit a middle school in another district 4. Attend Middle School Conference 5. Define Middle School Concept 6. Plan the Transition 7. Provide Professional Development Middle School Week 8. Include elements in New Teacher Orientation 9. Continue throughout school year NCMLE Annual Conference -- March 2014
- 7. What the Data Showed Significant Achievement Gaps Drop in Proficiency from 5th grade to 8th grade Inconsistencies in Programming Fragmented Collaboration Lack of Vision NCMLE Annual Conference -- March 2014
- 8. What Makes a Middle School? Distinguishing Characteristics of Effective Middle Schools Finding our Focus for Middle Level Education Research and Trends NCMLE Annual Conference -- March 2014
- 9. Professional Development Middle School Conference Middle School 101 Processing the Session Middle School Week NCMLE Annual Conference -- March 2014
- 10. Middle School Week • Three Days in the Summer • Voluntary Attendance • Continuing Education Units • Interactive Wiki • Advisory Planning Time • Part of New Teacher Orientation NCMLE Annual Conference -- March 2014
- 11. Define Middle School • Created HPS Definition of Middle School • Leveraged Rich Sources of Information • Articulated Vision in Writing and Shared Based on Investigation NCMLE Annual Conference -- March 2014
- 12. Highlights of the Middle School Model • Focus on Adolescent • Teaming • Advisory • Content Integration • Relationships • Dually Certified Teachers NCMLE Annual Conference -- March 2014
- 13. Plan for the Transition • Present Middle School Document to School Improvement Team • Provide Information at Staff Meetings • Collaborate with Human Resources on Teacher Licensure • Request Teacher Input for Teams • Hire Middle School Teachers • Revise Master Schedule NCMLE Annual Conference -- March 2014
- 14. Challenges Along the Way • Finding Middle School Certified Teachers with dual licensure • Planning ‘balanced’ teams • Making meetings meaningful • Fostering teaming • Creating one voice in a team NCMLE Annual Conference -- March 2014
- 15. Teaming NCMLE Annual Conference -- March 2014
- 16. School Level Administrative Actions Required to… • Meet a minimum number of times each week • Share minutes • Create weekly or monthly parent newsletters Encouraged to… • Utilize flexible schedule • Support cross-curricular planning • Consider Schools To Watch criteria NCMLE Annual Conference -- March 2014
- 17. Northview Middle School Monday Tuesday Wednesday Thursday Friday Individual Planning Individual Planning Individual Planning Individual Planning Individual Planning Team Meeting Content Meeting Team Meeting Team Meeting Content Meeting NCMLE Annual Conference -- March 2014
- 18. Team Meeting vs. Content Meeting Student Focus Performance Data Interventions Conferencing Curriculum & Alignment Instructional Strategies Common Assessments Differentiation Enhance Teacher Leadership NCMLE Annual Conference -- March 2014
- 19. Teacher Perspectives NCMLE Annual Conference -- March 2014
- 20. Team Must Haves Organization Cooperation and Fairness Buy In and Commitment
- 21. Buy In and Commitment • Are we all on board? – Looking at the whole child – Many hands make light work • Setting team standards – Sharing Perspectives – Rules and Roles – Shared Understanding NCMLE Annual Conference -- March 2014
- 22. Organization • Start with a plan – When , where, and how often do we meet? – Who does what? Who is there? • Aligning decisions – HPS Pacing Guide – Principal follow-up – Department level standards – Student centered NCMLE Annual Conference -- March 2014
- 23. Organization Student Team Principal District NCMLE Annual Conference -- March 2014
- 24. Cooperation and Fairness • Division of Tasks – Develops synergy – Builds team morale – Reduces stress level – Establishes shared understanding • Collaboration – Support staff – PEPs – Teacher Conferences – Discipline NCMLE Annual Conference -- March 2014
- 25. Tools and Resources Seamless Communication for all stakeholders – Google Drive – Outlook Calendar – Remind101.com – Website – Team Newsletter – Shared drive NCMLE Annual Conference -- March 2014
- 26. Outcomes • Established a Vision • Built community for students • Engaged with student-driven conversations • Restructured schedule • Decreased number of discipline referrals • Increased teacher accountability • Fostered a unified staff NCMLE Annual Conference -- March 2014
- 27. District Perspective • Collaborative vision for middle schools • Structure builds in time to discuss new standards and instructional practices • Consideration of data and the developmental needs of students • Continued Focus NCMLE Annual Conference -- March 2014
- 28. Next Steps • Next level teaming • Integration of non-core staff • Middle Week to focus on content integration and vertical alignment of writing • Cross-school visits NCMLE Annual Conference -- March 2014
- 29. Questions or Feedback? • Chief Academic Officer • pattersonde@hickoryschools.net Dr. Patterson • Principal, Northview Middle School • dischiavist@hickoryschools.net Stephanie Dischiavi • Curriculum Specialist • griffinje@hickoryschools.net Jennifer Griffin NCMLE Annual Conference -- March 2014
- 30. References Caskey, M. M., & Anfara, V. A., Jr. (2007). Research summary: Young adolescents' developmental characteristics. Retrieved [13 March 2014], from http://www.amle.org/TabId/207/ArtMID/8 41/ArticleID/300/Research-Summary- Developmental-Characteristics.aspx NCMLE Annual Conference -- March 2014