3 Teachers and students in these successful schools created an ethos of caring . Administrators and teachers of middle school students should understand http://www.calvin.edu/academic/education/stronks/msbook/chap3.htm
Raising The Bar -- Action Plan Action Plan for Improving Teaching and Learning in the middle Grades, 2001 2004 The middle school must provide students opportunities to achieve their http://www.greenville.k12.sc.us/district/schools/middle/action.asp
Extractions: Action Plan for Improving Teaching and Learning in the Middle Grades, 2001 - 2004 Presented by the Middle School Task Force The School District of Greenville County January, 2001 The middle school provides educational experiences to prepare emerging adolescents intellectually, socially, emotionally, and physically to become productive and responsible members of society. The School District of Greenville County Middle School Strategic Plan The School District of Greenville County established a Middle School Task Force in the fall of 1999 as the result of recent attention focused on the middle school as a place for needed reform and as the key to successful transition to high school. Implementation of the plan began in the 1999-2000 school year as a step toward addressing Education Plan Goal #1: Raise the level of academic challenge and performance of each student and Goal #2: Ensure quality personnel in all positions . A state middle level task force reinforced the commitment to middle school review and reform under the leadership of a middle level coordinator at the State Department of Education.
English Education: Fees Middle School Project Improve Fees middle school students writing skills and attitudes about It enabled me to see strategies in teaching writing that I have studied in http://www.asu.edu/english/englished/engedfees.htm
Extractions: Service Learning Coordinator: Jan Kelly, ASU The Project The Fees Fire Writers' Writing Club was an after-school writing center for students at Fees Middle School in Tempe, Arizona. The Writing Center was operated by Arizona State University (ASU) English students enrolled in ENG 480: Methods of Teaching Composition and ENG 484: Internship in English (through ASU
El Paso ISD > Middle School Student Has Vision For Success middle school student has vision for success. June 07, 2005. Lawrence Brown Hecompetes in track Sounds like a lot for any middle school student. http://www.episd.org/News/article.php?id=1176
Extractions: by Discipline Arts Education Education Reform Foreign Language Literature and Language Arts Mathematics Science Social Studies and History by Grade K - 2 College/Adult A video workshop for middle school teachers; 8 one-hour video programs, workshop guide, and Web site; graduate credit available Write in the Middle: A Workshop for Middle School Teachers is an eight-part professional development workshop designed to help teachers learn effective practices and strategies to use with middle school students in writing instruction. Through classroom footage of excellent teachers modeling successful strategies and interviews with teachers, students, and nationally recognized experts about the writing process, workshop participants will learn ways to create a positive and productive writing environment for young adolescents.
Extractions: ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports What teaching the standards really means: thanks to the IIUSP process, educators at this middle school now understand and teach the standards, leading to large gains in the school's API Leadership Nov-Dec, 2003 by James Bushman Greg S. Goodman Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. It's teacher appreciation day, and the entire staff has gathered at 7:50 a.m. in the staff lounge to hear a few words from Principal Scott McArthur. Like most teacher staff rooms, this one has a couch, several tables and the teacher mailboxes. On the tables in the center of the room rests an assortment of food designed to cater to everyone's taste. "I just wanted to take a moment to thank all of you for the work you have done this year," said McArthur. "We have made good progress this year, and the administrative team wants you to know we appreciate what yon do."
Extractions: AAACN Viewpoint ABNF Journal, The AIDS Treatment News AMAA Journal ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Student perceptions of the transition from elementary to middle school Professional School Counseling June, 2002 by Patrick Akos Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Transitions are often a difficult time of life. The stress and challenge inherent in adjustment can create developmental crises for even the heartiest individuals. Helping students in transition is similarly challenging. To facilitate successful transitions, helping professionals such as school counselors should consider the developmental tasks of various stages, the coping abilities and flexibility of individuals, and the potent systemic and contextual factors of influence. Continue article Advertisement While most of the research describes the negative outcomes associated with the transition to middle school, several authors also suggested interventions to reduce negative outcomes. Schumacher (1998) identified social, organizational, and motivational factors as important aspects of successful interventions. Eccles et al. (1993) suggested strategies designed to create a school context appropriate to developmental levels of preadolescents. These included building smaller communities within the school, using teaming and cooperative learning, eliminating tracking, empowering teachers, and improving student/teacher relationships. Similarly, Felner et al. (1993) found teaching teams and advisory programs as important preventative interventions for students in transition.
Roadmap To Success Teacher Development is Key to middle school Student success Research showsthat good teaching matters and a well repared, confident, and effective http://www.plato.com/community/roadmap/2004/03/funding.html
Extractions: Teacher Development is Key to Middle School Student Success Data from the National Center for Education Statistics has intensified interest in teacher qualifications, in particular those of middle school teachers who are assigned to teach core subjects and grade levels for which they have little training. Calling attention to "out-of-field" teaching, researchers found that 60 to 70 percent of students in middle school English, mathematics, and science classes had a teacher who did not report an in-field major, minor or certification. Since its enactment in 2002, the No Child Left Behind Act (NCLB) of 2001 has provided to states over $2.9 billion dollars each year to help teachers get the training they need to improve the quality of classroom instruction. In addition, $692 million is allocated annually to education technology programs that help teachers gain the knowledge and skills needed to effectively use and integrate technology into classroom curriculum. This article highlights the teacher development initiatives contained in Title II, Part A (Teacher Quality) and Title II, Part D (Education Technology) of the Act and considers how two schools have designed programs that significantly leverage teacher capacity to teach core academic subjects. Teacher Quality (Title II, Part A)
NEA: Teaching Experience 6 Steps to Successful CoTeaching Helping special and regular education teacherswork middle school students - Hormonal Changes, Powerful Consequences http://www.nea.org/teachexperience/
California League Of Middle Schools She also gives seminars to parents on parenting middle school students, andimplements a successful drug and alcohol unit. Beverly is the consummate http://www.clms.net/awards/eoy/2004/
California League Of Middle Schools As a teacher dedicated not only to his student s successful achievement in the arts, Margaret has been very involved with teaching middle school ELA and http://www.clms.net/awards/eoy/2003/eoy.htm
Success Stories--Truman Middle School Truman middle school, a technology magnet in Fontana, California, These studentsare currently in the middle of their Sticky Things project http://www.ncrel.org/engauge/resource/stories/truman.htm
Extractions: Truman Middle School A 21st Century Skills Scenario http://www.tech-teacher.com/home.html Grade Levels: 7-8 Primary Content Area Addressed: Science (secondary areas include English and reading) 21st Century Skill Cluster Addressed: Digital-Age Literacies Primary Skills Secondary Skills Bilingual teacher, district tech coordinator, and lab instructor Ken Decroo is one of Truman's most vocal advocates for the infusion of this technology into all curricular content areas, and he firmly believes in "learning by doing." In fact, he says, "without curriculum, you have no tech plan." Ken notes the importance of district buy-in, and points to a three-fold model that guides the Fontana School District's integration of technology: Technology use is aligned to standards. An adequate technology infrastructure is in place, including tech coordinators and other support personnel (Fontana, a fairly small district, has three tech coordinators). Instructional methods are differentiated for maximum impact on students.
Extractions: At Pearson Digital Learning, our mission is to provide digital learning solutions that elevate the art and science of teaching and inspire students to reach their greatest potential. With over 40 years in education, Pearson Digital Learning provides a family of standards-based digital curriculum solutions spanning from early foundations through high school graduation. We have helped raise achievement for over 20 million learners in 50,000 schools worldwide. Extensive, engaging instruction to build critical early learning foundations in reading, math, and science. Adaptive instruction to strengthen early foundations into advanced elementary and middle school skills. Dynamic lesson development tools and robust multimedia to enable teachers and administrators to enrich classroom instruction.
Extractions: Revised Course Proposal Approved: Initial Teacher Preparation Committee of the School of Education, 9/30/02 School of Education, 1/17/03 I. Program Rationale II. Course Rationale In this course, the knowledges and performances focus on the standards of Lesson Planning and Preparation, Content Knowledge, Problem Solving and Communication will be assessed. Students will have gained prerequisite knowledges and performances in the courses preceding EDCI 34X. A primary emphasis in EDCI 34X, therefore, will be on assessing these knowledges and performances to ensure success in the subsequent student teaching experience. Substantial field experiences are integral to this course. The field experiences will be designed to supply diverse placements for students based on content and developmental level. III. Overview IV. Course Description(s) EDCI 341-English Teaching in Senior High Schools: Acquaints students with developmentally appropriate content, methods and materials for teaching High School English. Includes an overview of the role of the senior high school English teacher today, the high school philosophy, the use of technology, and planning of instructional units. Field experiences are integrated with classroom instruction. Pattern: 2-3-3 Pattern: 2-3-3 Pre-requisite: EDPS 220;
Helping Middle School Students Make The Transition Into High School For middle school students, including those who have been labeled gifted Bring middle and High school Educators Together. Underlying successful high http://www.spannj.org/BridgeArchives/helping_middle_school_students_m.htm
New Middle School Teacher Guide (In an emergency, go straight to The First Days of middle school) The FirstDays of school It s a rare college studentteaching syllabus that http://www.middleweb.com/1stDResources.html
Extractions: National Teacher Job Bank Recruiting New Teachers, Inc. has updated its National Teacher Recruitment Clearinghouse website to help the thousands of teachers looking for positions for the coming school year. The site provides extensive information about how to become a teacher, where teachers are needed, certification requirements in each state, education and training programs, financial aid for teachers, and tips on locating the right position.
VDOE - Virginia Middle School Teacher Corps VIRGINIA middle school MATHEMATICS TEACHER CORPS FOR 20052006 Completed atleast three years of successful, full-time teaching experience in which the http://www.pen.k12.va.us/VDOE/Instruction/OCP/teachercorps.html
Extractions: A Component of Governor Mark Warner's Education for a Lifetime "Students who could, with the benefit of a series of strong teachers, succeed on our state exams and go on to achieve success in college and beyond never get the chance because we didn't find a way to get them the teachers they need." Governor Mark R. Warner May 5, 2004 OVERVIEW Education reform initiatives often overlook the middle grades. The Virginia Middle School Teacher Corps will reinforce the quality of mathematics instruction in middle schools and help ensure that students receive a solid foundation in mathematics as they prepare to enter high school. This initiative addresses two of the top ten areas of critical teacher shortage in 2004-2005: mathematics and middle school teachers. The Teacher Corps also provides support for middle schools likely to have difficulty finding more qualified mathematics teachers to comply with the No Child Left Behind Act of 2001. Purpose The Virginia Middle School Teacher Corps provides the structure and incentives for school divisions to hire experienced mathematics teachers for middle schools that have been designated as "at risk in mathematics" as a result of being accredited with warning in mathematics or not meeting the Annual Measurable Objectives (AMOs) for mathematics performance as required for Adequate Yearly Progress (AYP). Teachers selected as members of the Teacher Corps will be dynamic well-qualified teachers who have demonstrated success in teaching mathematics in challenging environments. While their top priority will be teaching, they may also work with school administrators and faculty to help less-experienced or struggling teachers. A school eligible to participate in the Teacher Corps will have the opportunity to take part in the initiative for at least three years pending available funding.
Teaching Elementary Latin In Middle And High School developed for teaching the Cambridge Latin Course to middle school studentswill be that are so very successful in teaching consumers what to buy. http://department.monm.edu/classics/cpl/CPLPanels/Teaching Elementary Latin in M
Extractions: Lexington, Kentucky Participants in this panel offer a variety of approaches to teaching elementary Latin to Middle and High School students. They examine the pros and cons of several different textbooks. Advocates of both traditional and reading methods are represented and offer practical tips for the classroom. Significant time will be allotted for discussion with the audience. Moderator: Cathy Daugherty , CAMWS Vice-President Ginny Lindzey of Porter Middle Schoo l The majority of us were taught Latin via the vertical/preceptive approach, learning to chant our declension endings or scribble down noun charts. Modern reading-based textbooks, such as the Cambridge Latin Course, use a horizontal/inductive approach, presenting one case at a time. There is much to praise in this approach, but teachers are often left at a loss with how to properly reinforce grammar without undermining the principles upon which such textbooks are based. Students, especially younger students, need help organizing information which needs to be memorized and mastered. To teach complete declensions of nouns would provide students with more information than needed, and in an abstract form at that. Noun ending charts are merely an organizational convenience and are totally lacking in meaning without context. And yet, to provide students with nothing upon which to hang endings that must be learned is to leave them without the tools necessary to learn and master elementary Latin.
2005 New WI Promise, Prentice Middle School, Prentice Prentice middle school, middle, 2005 Prentice District, schools of The studentsare excited about learning. Their teachers have some wonderful lessons http://www2.dpi.state.wi.us/sst/nwps/2005/prentice_elem_ms.html
