Thomas S. Dickinson

National Board Certified Teachers' Views Regarding Specialized Middle Level Teacher Preparation.

As educators and policymakers acknowledge the unique demands of teaching young adolescents (usually considered to be ages ten to fourteen and enrolled in grades five to eight), the call for specialized professional preparation of middle level teachers is gaining momentum. A consensus is also growing about what the contents of professional preparation programs for teaching on the middle level should be (e.g., comprehensive study of early adolescence and of the philosophy and organization of middle level education; middle level field experiences; and preparation in two or more teaching fields, such as mathematics and social science [McEwin and Dickinson 1995]). The emergence of the National Board for Professional Teaching Standards1 offers new opportunities for exploring the views of highly accomplished middle level teachers concerning the professional preparation for teachers of young adolescents. For the first time in history, nationally recognized and board-certified middle level teachers have been identified through a rigorous assessment program. It seemed logical to us to ask these distinguished teachers what they believe about the professional preparation of middle level teachers. We were especially interested to learn whether their views strengthened or contradicted the decades-long call for the specialized preparation of middle level teachers.

Why Specialized Preparation is Critical

Abstract Mandating specific teacher-preparation programs may be necessary to ensure that teachers are adequately prepared for the unique challenges and rewards of teaching young adolescents