Each year, thousands of middle grades preservice teachers assume their places in classrooms across the country, through practica, internships, and student teaching experiences. Over 600 U.S. colleges or universities currently offer some form of specialized middle level teacher preparation (Howell, Faulkner, Cook, Miller, & Thompson, 2016), many of which are in.uenced by national standards that
The excitement in the room is palpable. Teams of middle grades students are engaged in a fingerprinting lab to gather evidence for identifying the likely culprit in a forensics project, “Who Kidnapped Thunder?”, Georgia College’s mascot. “I got it!” one student exclaims, and the entire team races from the room to their suspect board in
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Peer-to-peer sharing is one of our most meaningful and effective kinds of professional development—and it’s so easy to do. Whether it’s presenting at a meeting or conference, writing an article, or participating in an online chat, you can share your expertise with your colleagues, and enrich their professional development as well as your own. Present
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Cultivating, building, and sustaining relationships is not guaranteed in all learning environments; however, just as we help students develop cooperative and communication skills, we can adopt and hone collaborative practices that will enhance our personal and professional lives and those of our colleagues. Here are some simple but inclusive strategies for establishing relationships around campus:
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The phrase “Teachers work in isolation,” has long been used to describe the working conditions of educational professionals, including most middle level teachers. Educators have found ways to solve this problem by creating departmental structures, transdisciplinary teaching teams, professional book clubs, and Professional Learning Communities, among other strategies. Often, these solutions help isolated teachers build
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