Mary E.

Nesbit
Standard 1: Young Adolescent Development
Middle level teacher candidates understand and apply the major concepts, principles, theories,
and research related to young adolescent development that support student development and
learning.

Artifact: Young Adult Cultural Inquiry Project

Topic: Avery Middle Schools Cultural Inquiry Presentation and Analysis
Medium: Oral presentation with a visual slideshow
Technology Used: Google Documents, Google Forms, personal computers, and search engines
This collaboratively produced Young Adult Cultural Inquiry Project has demonstrated our
application of the middle grades concepts and theories. We crafted a presentation, which
evaluated our cooperating schools cultural climate against the principles outlined in This We
Believe. To create this presentation we researched the area surrounding the school using U.S.
census information; we created a survey unique to the areas needs and distributed the survey. As
we surveyed students a critical perspective was necessary to evaluate the structural organization
of our cooperating school, as we assessed the organizational features of our cooperating school.
This assessment of our students culture served to be invaluable, as we develop a habitual inquiry
to provide relevant curriculum, and by comprehending the needs of the adolescent students we
will be better able to guide students and provide supportive services. We will now have the
resources to inquire into our own students needs as to assess the services required. This skill will
allow students to form a trusting relationship with the schools community where students know
they will be supported. A proficient middle grades teacher candidate is expected to, create
positive, productive learning environments where individual differences are respected and
supported and individual potential is encouraged to fulfill Standard One.
Additionally, the collaborative foundation of our middle grades program was
demonstrated as our cohort collaborated internally and with our cooperating school. This
demonstrates the, the major concepts, principles, theories and research that reflect the
philosophical foundations of developmentally responsive middle level programs and schools
including developmentally responsive practices required of a proficient middle grades teacher
candidate.
The honing of this collaborative skill has allowed for successful production of a cohesive
interdisciplinary team, which centered on shared leadership and a structure grounded in
organization. Our inquiry into student lives establishes our commitment to comprehending the
unique differences of our students background and ability as we support and encourage
individual development by crafting a responsive environment. Further, our critique of our
cooperating schools nutrition allowed our cohort to understand the effect of societal changes,
which affect nutrient and technological availability, allow us to develop a critical perspective on,
the effect of societal changes, including the portrayal of young adolescents in the media, which
impact the healthy development of young adolescents.
Our Young Adolescent Inquiry Project allowed us to experience the significance of the
foundations and organization of developmentally responsive. We were able to see the impact of

adults collaborating to create responsive curriculum and appropriate instructions, as students

reported on the schools cultural climate. This affirmed our belief that supportive faculty versed
in middle grades philosophy, student centric learning, twenty-first century technology and
teamed based organization produce positive centers of learning when cohesively implemented.
Artifact: Young Adolescent Advocacy Project
Topic: Constructing a Positive Self Image
Medium: Oral presentation with a website
Technology Used: Ted Talks, Youtube videos, Weebly website creator, and electrical polls
This Young Adolescent Advocacy Project supports, the major concepts, principles,
theories, and research related to young adolescent development that supports student
development and learning as outlined by standard one for Middle Grades education candidates.
The Young Adolescent Advocacy Project is a website designed for adults providing information
for educators and teachers. The content of the project pertains to adolescents creating a positive
self-image regardless of ascribed status. The website has resources for the visitor to do additional
resource, tips for adult and student advocates, and information on self-image in relation to
ascribed status such as disability or gender. Additionally, there are inquiries for visitors to look
through including a self-assessment quiz and an electronic poll.
Creating this presentation allowed me the opportunity to consider the needs of young
adolescents, and as I was pondering the areas that require advocacy I realized that I wanted my
advocacy to have a broad reach. The research required when creating this project allowed me to
practice researching not topics or themes, but a narrow focus of topics in relation to education
and the age ranges within Middle Grades. I am excited to expand my advocacy and cater the
advocacy to that communitys needs, which will require a stable position in a school long term.
These abilities will serve my students, because I need to clearly convey to students my
dedication to their lives as well as their academic achievements. I think by directing my interests
to student lives they will able to form a relationship together, and I will then be able to reach on
them more easily.
I believe advocacy is a critical component of teaching at all levels, but especially within
the middle grades. This aligns with the fifth standard of Middle Grades Teacher Preparation that
clearly states, Middle grades teacher candidates understand the complexity of teaching young
adolescents and engage in practices and behaviors that develop their competence as professionals
and leaders in the field of middle grades education within a global community. We must be
deliberate in our support for students, and I feel this project as allowed me to cultivate a
deliberate goals for an advocacy campaign which are appropriate for the classroom, adolescents,
and the community.
I understand advocacy as an advisor, servicing the community, and professionally
developing myself beyond the classroom. As I created this project it became evident that
research would support my advocacy because it is the best way to adequately apply theories.
The use of technology allows me to reach the community in their settings our twenty-first
century world. I affirm that advocacy allows me to develop respectful, productive, and
collaborative relationships to improve student learning and wellbeing including effective

communication. It has increased my need to support the middle grades philosophy and
organization that includes advisory and exploratory courses because Ive realized that students
learn best when they are in a positive learning environment when members are respected and
accepted.
Artifact: Encouraging Growth Advocacy
Topic/Title: Advocacy Log
Medium: Word Document
Technology Used: Microsoft Word
Within my Advocacy Log I note steps taken to ensure a students success in and outside
of the classroom with parental contact and individualized goals to assist the student in scholarly
and social success. Proficiency in Standard One requires, Collaborat[ion] with colleagues,
families, and community partners for the benefit of young adolescents. I had witnessed a
panicked emotional outburst by a student within the classroom, due to disorganization and
contacted their parent and collaborated with my cooperating instructor and other team members
to identify the root of the issue. I worked diligently to support this student through individual
meetings and set goals to eliminate the source of stress. The standard also states that a candidate
must establish, mutually respectful relationships with young adolescents which support their
intellectual, ethical and social growth and acts an advocate for individuals. By working with
this student personally I attempted to eliminate the students outbursts by setting goals and
meeting weekly for a short period of time until the meetings were deemed no longer necessary
by a parent.