Shawn A. Faulkner

Testing vs. Teaching: The Perceived Impact of Assessment Demands on Middle Grades Instructional Practices

Abstract As a result of the pressures of educational reform and high-stakes assessment, some schools run the risk of foregoing active, student-centered learning activities for building test-taking skills and the memorization of discrete facts (Gredler, 1999; Jackson & Davis, 2000). Coupled with the additional pressure to fulfill the expectations of No Child Left Behind (NCLB), educators may feel the need to abandon the tenets of the middle school philosophy for more teacher-centered instructional approaches. Since the enactment of the Kentucky Education Reform Act (KERA) in 1990, schools and teachers have been accountable for the achievement of students and implementation of the state’s assessment standards. Using the responses of 216 educators from 17 middle schools in Northern Kentucky, this descriptive study explores middle grade teachers’ perceptions of how high-stakes testing and state accountability standards influence instructional strategies utilized in the classroom. Results indicate that though teachers acknowledge the importance of including active and student-centered strategies on a consistent basis, the state tests seem to drive the curriculum and warrant more teacher-focused instructional methods—lecture, worksheets, and whole-class discussion. In addition, recommendations are offered to improve instructional practice, enhance middle grades teacher preparation programs, and guide future research.

The Use of Common Planning Time: A Case Study of Two Kentucky Schools to Watch.

Abstract Interdisciplinary teams with common planning time have been a hallmark of the middle school organizational structure since the 1960s, yet research on the effective use of common planning time is limited. This study explores how interdisciplinary teams at schools designated Kentucky Schools to Watch use common planning time, including the factors that enhance common planning time effectiveness, the beliefs and perceptions of the teachers concerning the use of common planning time, and the topics and activities discussed during common planning time sessions. Results indicate a common vision and mission, clearly defined goals for all types of planning (interdisciplinary team planning, grade level planning, and professional learning communities), and effective building leadership are factors for enhancing the effectiveness of common planning time.

Specialized Preparation for Middle Level Teachers: A National Review of Teacher Preparation Programs

Abstract Since William Alexander’s (1963, 1995) call for attention to the need for specialized middle level teacher preparation in 1963, 45 states have created requirements for middle level certification, licensure, or endorsement (Association for Middle Level Education [AMLE], 2014) which have led to institutions of teacher preparation creating routes designed to prepare candidates to teach grades 5–9. Because of questions raised about content and consistency of these programs, this study systematically documents components of undergraduate middle level teacher preparation programs in 1,324 institutions from 50 states and the District of Columbia. The findings reveal that even though 45 states have explicit mandates for middle level certification, licensure or endorsement, almost half of the institutions preparing teachers for grades 5–9 do not offer courses or experiences specific to middle level education or young adolescents.

Indicators of Middle School Implementation: How Do Kentucky's Schools to Watch Measure Up?.

Abstract High-performing middle schools are a critical link in the educational continuum. In an effort to stimulate the sluggish reform efforts of middle schools, the National Forum to Accelerate Middle-Grades Reform established the Schools to Watch recognition program. Using responses of school personnel to a statewide survey, this study examined the perceived level of implementation of key tenets of the middle school concept as outlined by This We Believe: Successful Schools for Young Adolescents (National Middle School Association, 2003) in schools designated Kentucky Schools to Watch as compared to non-designated schools. Additionally, the study reviewed the academic performance of Kentucky’s middle schools on the Kentucky Core Content Test to determine whether the schools identified as Kentucky Schools to Watch experienced higher levels of student academic achievement. Results indicated a slightly higher perceived level of implementation of key tenets of the middle school concept in Kentucky’s Schools to Watch and revealed overall higher levels of academic achievement as measured by the Kentucky Core Content Test.

Mapping the Varied Terrain of Specialized Middle Level Teacher Preparation and Licensure.

Abstract For middle schools to fully achieve their goals, it is important for them to be staffed with teachers who understand the unique developmental needs of young adolescents and are specifically prepared to meet those needs. Middle school leaders have long been advocates of specialized teacher preparation and licensure; however, the current terrain of middle level teacher preparation and licensure is inconsistent and somewhat difficult to navigate. This manuscript provides a snapshot of the historical context and current status of middle level teacher preparation and licensure in the United States and calls for renewed efforts to ensure specialized preparation and licensure for all middle level teachers.

The Complexities of Middle Level Teacher Credentialing: Status Report and Future Directions

Abstract Specialized preparation and credentialing for teachers of young adolescents continue to be the focus of advocacy efforts within the field of middle level education. To better understand the status of middle level teacher credentialing throughout the United States, this descriptive, pragmatic, qualitative study explored how specialized middle level teacher credentials are addressed in the United States and what options are available. Researchers reviewed publicly available documents from each state and the District of Columbia. The findings revealed wide variations in the (a) credentialing authority, (b) credential name, (c) credential grade bands, (d) extent of overlapping credentials, (e) testing requirements, and (f) field experience requirements. Findings draw attention to the complexity of educator credentialing in the United States and document the extreme variations of middle level teacher credentialing across the country. Implications for policymakers and institutions of higher education are discussed.

Four Professors, Three Universities, Two Modes of Technology, and One Eighth Grade Classroom: Collaboration in Middle Level Teacher Education.

Abstract This article focuses on four university teacher educators across three mid-western institutions working together to collaborate and develop a shared understanding of practice in middle level teacher education while modeling a team approach to teaching and learning. Three institutions, University of Louisville (UL), University of Kentucky (UK), and Northern Kentucky University (NKU), are located in what is generally termed the “Golden Triangle of Kentucky” (Berger, Bollinger, & Perry, 2002). Louisville, Lexington, and Northern Kentucky-Greater Cincinnati Area are each separated by less than 100 miles and are connected by major interstate highways (Berger et al., 2002; McBrayer, 2011). As teacher educators in this region, we have found it common for teacher candidates from each of our respective universities to accept positions at the same middle schools within this geographic area. Technological advances provide collaborative spaces for anyone to use as a place to engage in teaming activities in middle grades education. In this era of technology innovation, we now have the privilege of giving our teacher candidates and students access to educational and classroom settings previously inaccessible because of geographical or financial restraints. We utilized technology and teaming to provide a simultaneous, virtual experience for our students to learn together in a common space. In the spirit of This We Believe (National Middle School Association [NMSA], 2010), we hope our teaming through cross-institutional collaboration will spark ideas and inspiration for other middle grades teacher preparation programs, school districts, middle school teams and teachers. It is our hope that through this promising collaboration of four professors, three universities, and one eighth grade classroom, we not only help others use technology to eliminate geographical restraints to teaming, but also develop a shared understanding of effective middle level practices that will positively impact the middle school experience for young adolescents in our state.

Perceptions of Co-Teaching in the Clinical Experience: How Well Is It Working?

ABSTRACT This study examined the perceptions of teacher candidates, cooperating teachers, and university supervisors in the first year of state-mandated co-teaching in the clinical experience. Study results suggest the need (a) to emphasize the importance of the teacher candidate exerting leadership, (b) to develop and communicate specific criteria for teacher candidates to enhance their ability to take the lead in planning, organization, management, lesson delivery, and assessment during their co-teaching experience, (c) to redefine the nature of the “solo” period, and (d) to deepen the understanding of all stake holders to increase their commitment to the tenets of co-teaching.

The developmentally responsive middle school: Meeting the needs of all students

Abstract While This We Believe (NMSA, 2010b) certainly advocates for a rigorous, challenging academic environment for middle grades students, it also strongly suggests the education of young adolescents includes three additional “essential attributes” (p. 14). A middle school education should be developmentally responsive, empowering, and equitable. Nagel Middle School, in Cincinnati, Ohio, has discovered a way to fully embrace what makes middle level education unique—a deep understanding of the developmental spectrum of its students; attention to professional behaviors and dispositions of its teachers; the creation of supportive organizational structures; and the development of healthy relationships among students, staff, teachers, and administration. Using the lens of the Core of Effective Middle Level Practices, this article provides a portrait of Nagel Middle School as it educates the whole, young adolescent child within the context of today’s educational climate. Though not a blueprint for others to follow, this portrait can serve as an inspiration to other middle schools who desire to reaffirm their commitment to a developmentally responsive education for their students.