Middle Childhood Generalist Standards

Third Edition

for teachers of students ages 7–12

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ISBN 978-1-878520-47-0

Table of Contents

Preface .................................................................................................................................................. 4

About the National Board forProfessionalTeachingStandards �� 4

About the Standards �� 6

About Certication �� 7

Foundation of National Board Certiﬁcation for Teachers ................................................................... 8

Five Core Propositions �� 8

Architecture of Accomplished Teaching �� 11

Standards ........................................................................................................................................... 12

Introduction �� 12

Middle Childhood Generalist Standards Statements �� 17

Standard I: Knowledge of Students �� 19

Standard II: Respect for Diversity �� 22

Standard III: Establishing an Environment forLearning �� 25

Standard IV: Knowledge of Content andCurriculum �� 29

Standard V: Instructional Decision Making �� 42

Standard VI: Partnership and Outreach �� 49

Standard VII: Professionalism, Leadership, andAdvocacy �� 52

Standard VIII: Responsiveness to Change �� 55

Standard IX: Reective Practice �� 60

Standards Committees ...................................................................................................................... 62

Acknowledgments .............................................................................................................................. 64

Middle Childhood Generalist Standards 4

Preface

About the National Board forProfessionalTeachingStandards

The National Board for Professional Teaching Standards (National Board) is a not-for-proﬁt professional

organization, created and governed by practicing teachers and their advocates. The founding mission of

the National Board is to advance the quality of teaching and learning by

maintaining high and rigorous standards for what accomplished teachers should know and be

able todo;

providing a national voluntary system certifying teachers who meet these standards; and

advocating related education reforms to integrate National Board Certiﬁcation into American

education and to capitalize on the expertise of National Board Certiﬁed Teachers.

Recognized as the “gold standard” in teacher certiﬁcation, the National Board believes higher standards

for teachers means better learning for students.

Founded in 1987, the National Board began by engaging teachers in the development of standards for

accomplished teaching and in the building of an assessment—National Board Certiﬁcation—that validly

and reliably identiﬁes when a teacher meets those standards. Today, there are 25 certiﬁcate areas that

span 16content areas and four student developmental levels. The essence of the National Board’s vision

of accomplished teaching is captured in the enduring document What Teachers Should Know and Be

Able to Do, at the heart of which are the Five Core Propositions:

1. Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to teach those subjects to students.

3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.

The National Board believes that board certiﬁcation should become the norm, not the exception, and

should be fully integrated into the fabric of the teaching profession. In other professions, such as medicine,

engineering, and architecture, board certiﬁcation has helped to create a culture of accomplished practice

and is a major reason why those professions are held in such high regard by the public. Those professions

did what teaching must now do: strengthen the coherent pipeline of preparation that begins in pre-

service and continues through board certiﬁcation and beyond, with each step engineered to help teachers

develop toward accomplished. More than 110,000 teachers had achieved board certiﬁcation by 2014, a

number which represents the largest group of identiﬁed teaching experts in the country. Given the size

of the teaching workforce, however, this sizable number represents fewer than 3 percent of teachers.

Middle Childhood Generalist Standards 5

For most children that means they go through their entire schooling without being taught by a board-

certiﬁed teacher. Each teacher who pursues board certiﬁcation helps to close this gap, strengthening the

profession and the quality of teaching and learning. In a world where board certiﬁcation is the standard

that all teachers aspire to and most achieve, students experience accomplished teaching throughout their

schooling, unleashing their potential.

Middle Childhood Generalist Standards 6

About the Standards

Every child deserves an accomplished teacher—one who is qualiﬁed to equip students with the skills

to succeed in a global community. The core mission of the National Board for Professional Teaching

Standards is to create ﬁeld-speciﬁc standards for accomplished teaching that are grounded in the Five

Core Propositions and that articulate the actions that accomplished teachers employ to advance student

learning. Each standards document represents a professional consensus on the attributes of practice that

distinguish accomplished teaching in that ﬁeld. Many school systems use the standards as the basis for

ongoing professional development, and many colleges and universities incorporate the standards into

their undergraduate and graduate teacher education programs.

Standards are developed and revised by a committee of 12–15 members who are representative of

accomplished professionals in their ﬁeld. A majority of standards committee members are practicing Board

certiﬁed teachers. Other committee members are experts in academic content and child development,

including teacher educators, researchers, and other professionals in the relevant ﬁeld. Standards are

disseminated widely for public comment and subsequently revised as necessary before adoption by the

National Board’s Board of Directors.

Throughout the development of both the standards and the certiﬁcation process, the National

Board ensures broad representation of the diversity that exists within the profession; engages pertinent

disciplinary and specialty associations at key points in the process; collaborates closely with appropriate

state agencies, academic institutions, and independent research and education organizations; and

establishes procedures to detect and eliminate instances of external and internal bias.

National Board Standards and certiﬁcations are deﬁned by the developmental level of the students and

by the subject or subjects being taught. Teachers select the subject area that makes up the substantive

focus of their teaching. They may choose Generalist certiﬁcates if they do not focus on one particular

subject area in their practice. The four overlapping student developmental levels (listed below) indicate the

age of the majority of their students.

Early Childhood (EC)—ages 3–8

Middle Childhood (MC)—ages 7–12

Early Adolescence (EA)—ages 11–15

Adolescence and Young Adulthood (AYA)—ages 14–18+

Middle Childhood Generalist Standards 7

About Certiﬁcation

National Board Certiﬁcation

is a voluntary, standards-based process designed for teachers to

transform the Five Core Propositions into practice. In order to be eligible for certiﬁcation a teacher must

Hold a baccalaureate degree from an accredited institution

;

Have a minimum of three years’ teaching experience at the early childhood, elementary, middle

school, or high school level; and

Where it is required, hold a state teaching license.

The assessments, aligned with the Five Core Propositions and the standards, are designed so that

teachers demonstrate their practice by providing evidence of what they know and do. The evidence-

based assessment honors the complexities and demands of teaching.

In 2014, the National Board initiated revision of the assessment to make the process more ﬂexible,

affordable, and efﬁcient for teachers. In all certiﬁcate areas, candidates for National Board Certiﬁcation

are now required to complete four components: three portfolio entries, which are submitted online, and a

computer-based assessment, which is administered at a testing center. Teachers develop portfolio entries

that require analysis of their practice as it relates to student learning and to being a reﬂective, effective

practitioner. Designed to capture what a teacher knows and is able to do in real time and in real-life

settings, the portfolio consists of description, analysis, and reﬂection focused on student learning that is

captured on video and in student work samples. The process requires teachers to reﬂect on the underlying

assumptions of their practice and the impacts of that practice on student learning.

Teachers also demonstrate content knowledge by responding to open-ended and multiple choice

questions delivered at a secure testing site. The assessment center component complements the

portfolio, validates that the knowledge and skills exhibited in the portfolio are accurate reﬂections of what

a candidate knows, and provides candidates with opportunities to demonstrate knowledge and skills not

sampled in the portfolio.

Assessments are based on the standards and are developed for every certiﬁcate area by educators

who specialize in the same content and student developmental level as the candidates. Educators who are

themselves practitioners in the certiﬁcate area score the submitted portfolio entries. They must successfully

complete intensive training and qualify for scoring on the basis of their understanding of National Board

Standards and scoring guidelines.

Candidates registering for the Career and Technical Education certiﬁcate are required to hold a bachelor’s degree only if their

state required one for their current license.

Middle Childhood Generalist Standards 8

Foundation of National Board Certiﬁcation

for Teachers

Five Core Propositions

The National Board framework for accomplished teaching was established in its 1989 publication,

What Teachers Should Know and Be Able to Do. The Five Core Propositions serve as the foundation

for all National Board standards and assessments, deﬁning the level of knowledge, skills, abilities, and

commitments that accomplished teachers demonstrate. Teachers embody all Five Core Propositions in

their practices, drawing on various combinations of these skills, applications, and dispositions to promote

student learning.

1. Teachers are committed to students and their learning.

Accomplished teachers base their practice on the fundamental belief that all students can learn and meet

high expectations. They treat students equitably, recognizing the individual differences that distinguish one

student from another and taking account of these differences in their practice. They adjust their practice

based on observation and understanding of their students’ interests, abilities, skills, knowledge, language,

family circumstances, and peer relationships. They view students’ varied backgrounds as diversity that

enriches the learning environment for every student.

Accomplished teachers understand how students develop and learn. They consult and incorporate a

variety of learning and development theories into their practice, while remaining attuned to their students’

individual contexts, cultures, abilities, and circumstances. They are committed to students’ cognitive

development as well as to students’ ownership of their learning. Equally important, they foster students’

self-esteem, motivation, character, perseverance, civic responsibility, intellectual risk taking, and respect

for others.

2. Teachers know the subjects they teach and how to teach those subjects to

students.

Accomplished teachers have a rich understanding of the subject(s) they teach and appreciate how

knowledge in their subject is created, organized, linked to other disciplines, and applied to real-world

settings. While maintaining the integrity of disciplinary methods, content, and structures of organization,

accomplished teachers develop the critical and analytical capacities of their students so they can think for

themselves.

Accomplished teachers command specialized knowledge of how to convey and reveal subject matter

to students. They are aware of the preconceptions and background knowledge that students typically bring

to each subject and draw upon pedagogical and subject matter understandings to anticipate challenges,

Middle Childhood Generalist Standards 9

modify their practice, and respond to students’ needs. They also demonstrate a commitment towards

learning about new strategies, instructional resources, and technology that can be of assistance. Their

instructional repertoire and professional judgment allow them to generate multiple paths to knowledge

in the subjects they teach, and they are adept at teaching students how to pose and solve their own

problems so they can continue exploring and advancing their understanding.

3. Teachers are responsible for managing and monitoring student learning.

Accomplished teachers view themselves as facilitators of student learning within dynamic instructional

settings. They create, enrich, maintain, and alter learning environments while establishing effective ways

to monitor and manage those environments and the student learning that occurs within them. They

possess a comprehensive knowledge of instructional methods, know when each is appropriate, and can

implement them as needed. They use instructional time constructively and efﬁciently, customizing physical

layout, resources, and instructional methods. They enlist the knowledge and support of a wide range of

stakeholders to provide their students with enriched opportunities to learn. They understand the strengths

and weaknesses of pedagogical approaches they may take, as well as the suitability of these approaches

for particular students.

Accomplished teachers know how to engage students in varied settings and group conﬁgurations.

They create positive and safe learning environments that guide student behavior and support learning,

allowing the schools’ goals for students to be met. They are adept at setting norms for social interaction

among students and between students and teachers. They understand how to motivate students and

value student engagement, supporting them as they face and learn from challenges.

Accomplished teachers assess the progress of individual students as well as that of the class as a

whole. They apply their knowledge of assessment to employ multiple methods for measuring student

growth and understanding. They use the information they gather from monitoring student learning to

inform their practice, and they provide constructive feedback to students and families. They collaborate

with students throughout the learning process and help students engage in self-assessment.

4. Teachers think systematically about their practice and learn from experience.

Accomplished teachers possess a professional obligation to become perpetual students of their craft.

Committed to reﬂective learning, they are models of educated persons. They exemplify the virtues they

seek to inspire in students—curiosity, honesty, fairness, respect for diversity and appreciation of cultural

differences—and the capacities that are prerequisites for intellectual growth: the ability to reason and take

multiple perspectives, to be creative and take risks, and to adopt an experimental and problem-solving

orientation.

Accomplished teachers draw on their knowledge of human development, subject matter, and

instruction, and their understanding of their students to make principled judgments about sound practice.

Their decisions are not only grounded in established theories, but also in reason born of experience. They

engage in lifelong learning, which they seek to encourage in their students.

Accomplished teachers seek opportunities to cultivate their learning. Striving to strengthen their

teaching and positively impact student learning, teachers use feedback and research to critically examine

Middle Childhood Generalist Standards 10

their practice, seek to expand their repertoire, deepen their knowledge, sharpen their judgment and adapt

their teaching to new ﬁndings, ideas and theories.

5. Teachers are members of learning communities.

Accomplished teachers participate actively in their learning communities to promote progress and

achievement. They contribute to the effectiveness of the school by working collaboratively with other

professionals on policy decisions, curriculum development, professional learning, school instructional

programs, and other functions that are fundamental to the development of highly productive learning

communities. They work collaboratively and creatively with families and the community, engaging them

productively in the work of the school and cultivating students’ connections with the opportunities,

resources, and diversity they afford.

Accomplished teachers can evaluate school progress and the allocation of school resources in light of

their understanding of state and local educational objectives and their knowledge of student needs. They

are knowledgeable about and can advocate for specialized school and community resources that can be

engaged for their students’ beneﬁt, and are skilled at employing such resources as needed.

Middle Childhood Generalist Standards 11

Architecture of Accomplished Teaching

The Architecture of Accomplished Teaching provides a view of how the use of the Five Core Propositions

and the standards that are developed from them result in student learning. As depicted in the Architecture

of Accomplished Teaching illustration, shown below, one strand represents teaching practice as grounded

in the Five Core Propositions, while the other strand represents the teacher’s impact on students and their

learning.

The National Board program certiﬁes accomplished teachers who positively inﬂuence student learning

through effective teaching practice. The process includes the core propositions for all teachers, a common

set of accomplished teaching standards speciﬁc to the content ﬁeld and students’ developmental levels,

and a set of evidence-based assessments speciﬁc to the ﬁeld that certify what accomplished teachers

know and do.

Middle Childhood Generalist Standards 12

Standards

Introduction

Accomplished teachers believe that educators are critical to making the world a better place. They

know that teachers are powerful agents of change. They understand the profound power of a teacher’s

words and their ability to inﬂuence the children who enter and leave their classrooms. Accomplished

teachers reﬂect continually on their practice as well as the decisions they make because they appreciate

the artistry, knowledge, and skills that characterize excellent teaching.

Accomplished middle childhood generalists view their students as the future—as aspiring

communicators, contributors, and problem solvers who will one day make decisions on a local, regional,

national, and global level. These teachers make learning relevant—integrating it within a variety of contexts so

that the opportunities for learning are evident and applicable—showing students how to make connections

to the world around them. Teachers and their students belong to interrelated learning communities, informed

by the relationships between classroom, home, local, and global cultures. Accomplished teachers thus

collaborate with families, community members, and other educators and present multiple perspectives

on issues to produce critical, independent thinkers who embrace individuality while exercising intellectual

responsibility in a global society. These teachers want their students to think about the world beyond

themselves, their families, and their communities. Accomplished middle childhood generalists know that

students can reach potentials they cannot yet conceive; they realize that the boundless possibility of these

children is powerful and inspiring. To achieve this goal, they consider the needs of the whole child—social,

physical, emotional, and intellectual.

Accomplished teachers demonstrate conﬁdence, ﬂexibility, perseverance, and competence, which

they strive to instill in their students and model for their colleagues. This revised edition of Middle Childhood

Generalist Standards emphasizes the signiﬁcance of developing and reﬁning effective, innovative teaching

skills while strengthening creative problem solving and response to change. Foundational to these goals is

the importance of professional practice: what it means to advocate and work for students, their families, and

communities; to act as educational leaders; and to reﬂect upon teaching and learning in a sustained and

comprehensive manner. The National Board for Professional Teaching Standards committee responsible

for the revised edition of these standards recognizes and acknowledges the increasing demands placed

on, and the responsibilities assigned to, educators of the twenty-ﬁrst century. They understand that, in the

face of these challenges, it is imperative for teachers to become empowered as professionals, to enhance

their pedagogical skills, and to build their capacity as educational leaders and change agents.

Accomplished teachers know that all children can learn. These teachers engage students by sharing

the joy of learning and fostering curiosity, persistence, and a desire to succeed. Accomplished middle

childhood generalists teach in a variety of settings and hold a myriad of responsibilities, but they all share

a singular passion—the desire to have students know, understand, and fully realize that learning can

enrich their lives. Such teachers accept the signiﬁcant challenge of helping students transition from early

Middle Childhood Generalist Standards 13

childhood to adolescence. These teachers encourage their students to become more resilient so they will

be able to negotiate future challenges on their own.

Accomplished teachers know they can make a signiﬁcant difference in a child’s life by helping that

child build a strong sense of character and a feeling of self-worth. These teachers see their students

as individuals, with their own likes, dislikes, families, cultures, histories, and aspirations. Accomplished

teachers strive to build their students’ trust within inclusive environments.

Middle childhood generalists distinguish themselves not only by a command of the subjects areas they

teach, but also by their disposition toward students, the pedagogy they use to enhance their students’

learning and development, and their commitment to the integration of subject area knowledge. This

emphasis on interdisciplinary studies stems from a desire to help students see important connections

among ideas and ﬁnd relevance and meaning in their learning. The world outside the classroom requires

a multifaceted approach to thinking and acting; seldom do individuals face compartmentalized tasks that

require knowledge of only one discipline. To teach in an integrated manner, accomplished generalists

possess a strong foundation in the content knowledge and skills of the various subject areas comprising

the elementary school curriculum (English language arts, mathematics, science, social studies, the arts,

and health and wellness). This depth of knowledge provides teachers with the ﬂexibility to vary their

approaches, depending on their students’ needs and their immediate instructional goals; it also allows

them to distinguish between signiﬁcant ideas and topics of lesser importance. Teachers’ extensive

knowledge base allows them to determine and address ambitious but reasonable expectations for student

learning, to sequence instructional activities in ways that make sense conceptually, to see the underlying

structures and connections among various subjects, and to coordinate strategies and ideas as part of

interdisciplinary teams.

Accomplished practitioners employ a wide variety of instructional strategies that actively engage all

students, promote collaboration, provide for various levels of concrete and abstract representations,

foster student inquiry, and promote creative thinking. Sensitive to their students’ individual differences,

accomplished teachers tailor their instruction accordingly. In these revised standards, Knowledge of

Content and Curriculum covers the breadth of subject area knowledge that accomplished middle childhood

generalists possess, while Instructional Decision Making addresses how they employ this knowledge

in their teaching. The latter standard emphasizes the cyclical and interrelated nature of assessment,

instruction, and reﬂection with an understanding that information is not simply delivered to students but

that meaningful learning requires students to employ new ideas in real world contexts. Accomplished

teachers forge relationships with their students that help guide them in developing the habits of critical and

creative thinkers and the inquiring nature of the intellectually curious. These endeavors, which result in the

acquisition of deepening knowledge, in turn lead to the joy of learning and the pleasure of teaching others.

Accomplished teachers work collaboratively to create educational partnerships that increase student

learning. Partnership and Outreach seeks to provide a broad understanding of family structures, which

vary widely, and a focused description of how accomplished teachers view their partnerships with each

family. These teachers understand that communication does not emanate solely from the classroom to

the home as directed by a teacher; rather, it accommodates a ﬂow of ideas, projects, and programs from

multiple sources, such as between the home and the classroom or between the classroom and the local

community and beyond. In Establishing an Environment for Learning, the learning environment is viewed

as an ever-widening community that encompasses classroom, home, local, and global cultures with which

accomplished teachers work in the collective pursuit of educating all children. The accomplished teacher

Middle Childhood Generalist Standards 14

monitors the social and emotional dynamics of the classroom while establishing a learning environment that

thrives on these social interactions. The revised edition of the standards emphasizes an understanding of

classroom climate, as well as the accomplished teacher’s ongoing reﬂection upon this and other aspects

of knowledge for pedagogical teaching.

To support content-related and pedagogical goals, accomplished teachers integrate and use

instructional tools, including technology, within the curriculum. Applications of such technological and

other related instructional tools are thus embedded throughout the standards with an awareness that

today’s emerging technology will likely look much different in the future. While no one can predict the

speciﬁc types of innovations we may one day enjoy, accomplished teachers remain as open as possible to

the current and future use of emerging instructional tools. The standards therefore explore how such tools,

including technology, may be used to support teaching and learning for themselves and their students

instead of focusing on how to use speciﬁc tools which may change.

The increasingly rapid pace of social interaction and technological advancement requires teachers

and their students to be ﬂexible, critical, and creative problem solvers. Changes in policies, educational

practice, and social dynamics affect decisions and classroom cultures. This necessarily inﬂuences the

ways accomplished teachers approach the profession. The management of outside inﬂuences can be

challenging for the accomplished teacher, making a proactive attitude and consistent reliance on careful

responses critical. Deﬁning the course of the profession is imperative in this context, which is why the

committee created a new standard, Responsiveness to Change.

Another standard, Professionalism, Leadership, and Advocacy, has been expanded to include the

importance of acting as a professional within various contexts, helping to deﬁne the course of the profession,

advocating for students, promoting teachers as educational leaders, and modeling for students what it

means to be a lifelong learner and an engaged citizen. This standard acknowledges that leadership can be

demonstrated in different ways, but the assertiveness of the accomplished teacher and the empowerment

of the teaching profession remain paramount, especially given the proliferation of educational data and

policies impacting teaching and teachers. Accomplished teachers have powerful voices. They realize their

potential and seek forums for voicing their views, beliefs, and ideals, to speak among and with one another

to deﬁne teaching excellence for their profession and the educational community at large.

Finally, while diversity and reﬂection are topics addressed within separate standards, they are an

important focus throughout the standards due to their inﬂuence on every aspect of learning and teaching

for students and teachers alike. An appreciation of individual differences and a respect for others occurs

when we take the time to learn about each other and strive to achieve common goals. Similarly, the

accomplished educator reﬂects continually on actions and decisions to improve teaching practice. A

thoughtful respect for diversity and a disciplined reliance on reﬂection are hallmarks of accomplished

teachers.

These standards should in no way be considered deﬁnitive or all-inclusive. They are meant to address

critical issues, describe teaching expectations, and provide a lens for professional development. The art

and science of teaching are complex. As in so many other ﬁelds, there is typically more than one way

to achieve any given goal. This document does not intend to suggest that one approach is preferable

to another. Accomplished teachers realize that different approaches are needed for different students at

different times. More importantly, they understand that all goals lead to student learning. Accomplished

teachers believe that students represent the ﬁrst and ﬁnal consideration for all educators.

Middle Childhood Generalist Standards 15

Developing High and Rigorous Standards for Accomplished Practice

Middle Childhood Generalist Standards describes what accomplished teachers should know and be

able to do. The standards are meant to reﬂect the professional consensus at this point about the essential

aspects of accomplished practice. The deliberations of the Middle Childhood Generalist Standards

Committee were informed by various national and state initiatives on student and teacher standards that

have been operating concurrently with the development of NBPTS Standards. As the understanding of

teaching and learning continues to evolve over the next several years, these standards will be updated

again.

An essential tension of describing accomplished practice concerns the difference between the

analysis and the practice of teaching. The former tends to fragment the profession into any number of

discrete duties, such as designing learning activities, providing quality explanation, modeling, managing

the classroom, and monitoring student progress. Teaching as it actually occurs, on the other hand, is a

seamless activity.

Everything an accomplished teacher knows through study, research, and experience is brought to bear

daily in the classroom through innumerable decisions that shape learning. Teaching frequently requires

balancing the demands of several important educational goals. It depends on accurate observations of

particular students and settings, and it is subject to revision on the basis of continuing developments in

the classroom.

The paradox, then, is that any attempt to write standards that dissect what accomplished teachers

know and are able to do will, to a certain extent, misrepresent the holistic nature of how teaching

actually takes place. Nevertheless, the fact remains: Certain identiﬁable commonalties characterize the

accomplished practice of teachers. The standards that follow are designed to capture the knowledge,

artistry, proﬁciency, and understandings—both deep and broad—that contribute to the complex work that

is accomplished teaching.

The Standards Format

Accomplished teaching appears in many different forms, and it should be acknowledged at the outset

that these speciﬁc standards are not the only way it could have been described. No linearity, atomization,

or hierarchy is implied in this vision of accomplished teaching, nor is each standard of equal weight. Rather,

the standards are presented as aspects of teaching that are analytically separable for the purposes of this

standards document but that are not discrete when they appear in practice.

Standard Statement—This is a succinct statement of one vital aspect of the practice of the accomplished

middle childhood generalist. Each standard is expressed in terms of observable teacher actions that

have an impact on students.

Elaboration—This passage provides a context for the standard, along with an explanation of what

teachers need to know, value, and do if they are to fulﬁll the standard. The elaboration includes

descriptions of teacher dispositions toward students, their distinctive roles and responsibilities, and

their stances on a range of ethical and intellectual issues that regularly confront them.

Middle Childhood Generalist Standards 16

In addition, throughout the document are examples illustrating accomplished practice and demonstrating

how decisions integrate various individual considerations and cut across the standard document. If the

standards pull apart accomplished teaching into discrete elements, the examples put them back together

in ways more clearly recognizable to teachers. Because the National Board believes there is no single

“right” way to teach students, these examples are meant to encourage teachers to demonstrate their own

best practice.

Middle Childhood Generalist Standards 17

Middle Childhood Generalist Standards Statements

The National Board for Professional Teaching Standards has organized the standards for Accomplished

Middle Childhood Generalists into the following nine standards. These standards have been ordered to

facilitate understanding, not to assign priorities. They each describe an important facet of accomplished

teaching and often occur concurrently because of the seamless quality of accomplished practice. These

standards serve as the basis for National Board Certiﬁcation in Middle Childhood/Generalist.

Standard I: Knowledge of Students

Accomplished teachers use their knowledge of child development, their knowledge of students as

individuals, and their knowledge of students as learners to develop and strengthen relationships that

enhance learning.

Standard II: Respect for Diversity

Accomplished teachers respect and comprehend the complex nature of diversity. They provide

opportunities for all students to access the knowledge, skills, and understandings they need to become

caring and thoughtful participants in a global citizenry.

Standard III: Establishing an Environment for Learning

Accomplished teachers establish and maintain safe and respectful learning communities that nurture

relationships and create climates that promote student engagement in learning.

Standard IV: Knowledge of Content and Curriculum

Accomplished teachers draw on and expand their knowledge of content and curriculum to determine

what is important for students to learn and experience within and across the subject areas of the middle

childhood years.

Standard V: Instructional Decision Making

Accomplished teachers are effective instructional decision makers. They use a process of assessing,

planning, implementing, and reﬂecting to guide teaching and learning.

Standard VI: Partnership and Outreach

Accomplished teachers establish and maintain partnerships with families and the greater community

to enhance teaching and support student learning.

Standard VII: Professionalism, Leadership, and Advocacy

Accomplished teachers are leaders who advocate for the teaching profession and student learning.

Middle Childhood Generalist Standards 18

Standard VIII: Responsiveness to Change

Accomplished teachers are cognizant of the changes that occur in society and in education. They

thoughtfully and proactively analyze and respond to change as it affects their students and their profession.

Standard IX: Reﬂective Practice

Accomplished teachers reﬂect on their practice continually to improve the quality and effectiveness of

teaching and learning.

Middle Childhood Generalist Standards 19KNOWLEDGE OF STUDENTS

Standard I

Knowledge of Students

Accomplished teachers use their knowledge of child development,

their knowledge of students as individuals, and their knowledge of

students as learners to develop and strengthen relationships that

enhance learning.

Introduction

To chart an educationally sound course for their students, accomplished middle

childhood generalists must understand child development and be acquainted with

students as individuals and as learners. They must relate to them in a variety of ways

and appreciate the similarities as well as the differences that characterize each child.

Teachers

help students grow and mature by working vigilantly to learn what students

know, how they think, what they value, who they are, where they come from, and what

motivates them. To meet this goal, middle childhood generalists consistently observe

and listen to students as they work, learn, and play in a variety of settings. Teachers

use the knowledge they gain to determine the direction, approach, and focus of their

instruction. The more they learn about their students, the more they can adapt their

teaching to engage and motivate students while meeting their speciﬁc needs.

Child Development

The knowledge that accomplished teachers have of their students is enhanced by

their understanding of the social, physical, emotional, and intellectual development

that characterizes middle childhood. Teachers recognize that these students are

maturing in their ability to progress from concrete to symbolic and abstract thinking.

These students are beginning to consider perspectives other than their own and are

becoming increasingly aware that learning holds intrinsic value.

Although a number of generalizations can be made about students at this age,

accomplished teachers understand that each class and each student is unique.

They realize that every student begins the school year with a speciﬁc combination of

interests, capabilities, and attitudes or dispositions toward learning. Teachers remain

sensitive to their students throughout the year, noticing changes that may occur in

patterns of behavior, social interactions, and physical development and considering

how these changes might impact student performance as a whole.

All references to teachers in this document, whether stated explicitly or not, refer to accomplished

middle childhood generalists.

Middle Childhood Generalist Standards 20KNOWLEDGE OF STUDENTS

Accomplished teachers use their understanding of child development to meet

their students’ needs and to promote learning. They appreciate the importance of

having students learn with and from one another and thus provide opportunities

for student interaction and participation in class and small group discussions. They

know and value that creative expression and play nurture children’s imaginations

and innovative thinking. Importantly, they realize that their students’ creativity,

inquisitiveness, energy, sense of fair play, and—as they get older—skepticism, are

assets to learning.

Students as Individuals

Accomplished teachers cultivate interactions with their students to connect with

each child on a meaningful level. They employ a variety of strategies and assessments

to accomplish this objective. Teachers learn about students by observing them at

work and play. This type of observation helps teachers determine the areas in which

their students are successful and those in which they are less adept. Teachers gather

information about student interests, abilities, learning preferences, and motivations.

They may do so by using written inventories, interactive devices, or other forms of

communication, including personal conversations with students and their families.

Middle childhood generalists use a number of ways to learn about their students

by interacting with them and their families

and by gaining knowledge about their

communities, languages, and cultural backgrounds.

Accomplished teachers understand that a variety of factors including, but not

limited to, language, culture, socioeconomic status, family conﬁguration, sexual

orientation, self-conﬁdence, physical and social well-being, race, ethnicity, and

gender, can inﬂuence learning and affect the nature of the interactions they have

with students. They view the diverse backgrounds of their students as assets to

teaching and learning. Accomplished teachers may therefore call upon children to

share their life experiences; they may also use English language learners ﬂuent in

another language as resources, asking these students to explain how a concept

or idea might be expressed differently in their native languages. Middle childhood

generalists acknowledge the individuality of their students while capitalizing on the

similarities that unite these children. (See Standard II—Respect for Diversity.)

Accomplished teachers know that the interests young people share can provide

contexts for engaging students in learning. Discussions about subjects such as

music, entertainment, or sports can foster class cohesion while providing students

with safe forums to express their individuality. Teachers carefully counter any gender,

racial, ethnic, or other stereotypes that might appear during these interactions,

doing so through their observation of the classroom environment as well as their

selection of instructional topics. They may therefore use instances of stereotyping

as opportunities to address the issue of individuality and respect in a constructive

manner.

The terms family and parent are used throughout this document to refer to people who are the

primary caregivers, guardians, or signiﬁcant adults in the lives of children.

Middle Childhood Generalist Standards 21KNOWLEDGE OF STUDENTS

Accomplished teachers know that changes in a child’s demeanor or schoolwork

may signal the start of a signiﬁcant developmental breakthrough or a problem

requiring attention. Knowledge of the challenges that many young people face—

poverty, family violence, health issues, divorce, or societal ills—may help shape

teachers’ instructional decisions. They work to ﬁnd solutions when students struggle

with situations. For example, teachers may sometimes provide accommodations on

homework assignments, though they do so while maintaining high expectations for

students. Using different strategies as needed helps teachers respond and adapt to

individual changes. By providing each student with additional opportunities to learn,

middle childhood generalists help all students experience success, enjoyment, and a

growing measure of self-conﬁdence.

Students as Learners

Accomplished teachers hold high expectations for their students and believe that

each student beneﬁts when challenged. They are aware of the ways that students

develop analytic and abstract thinking skills and provide appropriate opportunities

for students to test their abilities. These teachers understand that all students have

the capacity for reﬂection, self-evaluation, and analysis and are shortchanged if

their schooling prioritizes the rote recollection of facts and skills. At the same time,

teachers recognize that an understanding of, and proﬁciency with, basic tasks

provides students with a foundation for success in problem solving and higher-level

learning.

Accomplished teachers know that children learn in different ways. Some students

are more comfortable working alone, while others prefer to work in teams. Teachers

nurture a variety of strategically planned learning experiences to help students interact

within the learning environment.

They prepare students to work in collaborative

and cooperative groups, some of which are teacher-guided and others student-

led. They also provide support for students to work independently and represent

their understandings in different modalities. Some students may express themselves

more easily in writing than in group discussions, while others may thrive with the

use of hands-on approaches or visual cues. Accomplished teachers combine their

knowledge of students with their teaching experience and understanding of research

to design innovative practices and utilize proven methods that promote learning for

all students.

Throughout this document, the term learning environment refers to the physical and virtual spaces

in which students learn as well as the social communities in which they grow and develop. The

term is thereby meant to represent the interrelation between the physical and social components of

any classroom space.

Middle Childhood Generalist Standards 22RESPECT FOR DIVERSITY

Standard II

Respect for Diversity

Accomplished teachers respect and comprehend the complex

nature of diversity. They provide opportunities for all students to

access the knowledge, skills, and understandings they need to

become caring and thoughtful participants in a global citizenry.

Appreciating Diversity

Accomplished middle childhood generalists are cognizant of the need to show

respect for their students as they teach and model advocacy for the rights of all. In

an increasingly pluralistic society, they recognize and value diversity among people

of different ages, genders, sexual orientations, physical characteristics, races,

ethnicities, cultures, primary languages, origins of birth, socioeconomic status, family

conﬁgurations, religions, abilities, achievements, and exceptionalities. Teachers

address diversity dynamically, as an ongoing learning process, by making a concerted

effort to learn about their students’ uniqueness through personal interaction with

students, families, colleagues, community members, and other individuals.

Accomplished teachers understand that diversity provides a meaningful context

for teaching and learning. They know that their instructional methods may impact

the manner in which their students learn. Because they recognize their power to

inﬂuence and afﬁrm each student’s sense of personal worth, teachers acknowledge

their personal biases and consider how these perspectives may affect the learning

environment. They strive to be self-aware and reﬂect on how these insights can be

used to increase their students’ ability to access learning. Accomplished teachers

understand and uphold the belief that all students should be treated with dignity and

feel safe to learn in their schools and communities, so they may work with students

in various ways to create environments in which bullying is not tolerated. By assisting

students in recognizing discrimination, prejudice, and stereotypes, accomplished

teachers help students understand and use democratic principles of freedom,

justice, and equality. In so doing, they nurture the development of these civic values

in their students.

Accomplished teachers understand that a learning environment is enriched when

students of various cultures, backgrounds, and abilities can see themselves in curricula

and work together to achieve common goals. Exposing students to cultures unlike

their own and teaching them an understanding of difference prepares students for

interactions with groups and cultures with which they are not familiar. Accomplished

teachers may thus discuss with their students literature related to different family

Middle Childhood Generalist Standards 23RESPECT FOR DIVERSITY

structures, people with exceptionalities, or social issues such as homelessness.

An inclusive climate nurtures their students’ ability to recognize, acknowledge, and

appreciate diversity, setting the stage for effective cross-cultural communication and

a comprehensive and global approach to problem solving.

Addressing Diversity

By providing students with opportunities to be familiar with different ethnic and

cultural communities, accomplished teachers help students confront personal biases

and stereotypes while nurturing a more global awareness. Teachers use pedagogy

that is fair and equitable, providing all students with opportunities to experience

success in academic and social arenas. They lead students to discover positive

personal identities and attitudes regarding differences in themselves and others.

Accomplished teachers demonstrate effective communication skills with a

heightened awareness of, and sensitivity for, the members of a diverse learning

environment. While appreciating variations in the English language, they strive to

demonstrate and develop students’ oral proﬁciency in social and academic English.

Furthermore, teachers understand how the context and purpose of learning activities

can affect oral and written language. They understand that children with diverse

cultural histories may be accustomed to different forms of social interaction and

beliefs or modes of communication. For example, grandparents who speak languages

other than English may be the primary care givers of children. School expectations

of language use may differ from the expectations of culturally diverse students

and their families. Middle childhood generalists employ resources that can help

them communicate better with families, creating or seeking translations for written

communication or acquiring the support of interpreters for oral communication.

Accomplished teachers identify, model, and teach the skills that students need

to interact with classmates from different groups in a way that reduces bias, fear,

anxiety, and discrimination. They create student groups that stimulate cohesion

and reveal similarities between and among classmates to support the improvement

of intergroup relations and to facilitate commonalities in the ways students learn.

Teachers may stress similarities in values between or among groups to reduce

prejudice, for example, by demonstrating how ideals like freedom and charity exist

across cultures, ethnicities, and racial groups.

Accomplished teachers understand that required curricula and instructional

materials may offer limited viewpoints, and that the study of diverse perspectives can

deepen their students’ content knowledge while enriching their global understandings.

They enable students to explore the value, meaning, and signiﬁcance of different

viewpoints as students analyze subject information. When studying historical

events, for example, accomplished teachers might have students write letters from

the viewpoints of different participants. During a unit on issues associated with the

Gold Rush, students may write personal narratives from the vantage point of those

affected, such as miners, ranchers, or native tribes. Teachers understand that the

Middle Childhood Generalist Standards 24RESPECT FOR DIVERSITY

study of diverse viewpoints encourages students to think ﬂexibly as they draw on

and apply multiple sources of information to analyze global concerns.

Accomplished teachers actively seek ways for students to bring meaning to their

learning. They plan lessons and employ instructional strategies that take into account

their students’ knowledge, skills, interests, and dispositions. Teachers differentiate

instruction and assessment based on these factors, using knowledge of their students

as a platform for inquiry. They provide students with opportunities to share information

about themselves, and they integrate activities that honor students’ cultural practices

and beliefs in responsive and innovative ways. When structuring these activities,

teachers strive to represent the uniqueness of students’ cultural backgrounds while

respecting the norms of each culture. For example, because some artifacts may be

sacred to a particular population, teachers will choose not to reproduce them in the

classroom. Cultural activities provide teachers with insights into the individuality of

their students while encouraging the development of empathy, understanding, and

personal connections among classmates.

Accomplished teachers also ensure that classroom displays and visual resources

such as posters and other instructional materials reﬂect the diversity of their students

and extend their awareness of others. They challenge students to think critically

and creatively about these sources of information, asking students to consider how

displays may or may not accurately portray students and who they aspire to become.

Accomplished teachers encourage students to express their personal feelings and

ideas in a sensitive manner that conveys respect for themselves and other individuals.

Recognizing the interconnectedness of the global community, accomplished

teachers identify resources available within their communities or through technology

to expand their students’ understandings of diversity. They may reach out to area

colleges, universities, and private agencies for current research and expertise. For

example, during a unit on immigration, teachers might contact outside experts as well

as local or regional cultural centers. Alternatively, when studying conﬂict, they might

use technology to connect students with primary sources such as civil rights leaders

not present in the local community. Accomplished teachers use various sources to

provide a more comprehensive perspective on cultural studies in the classroom.

By addressing issues of diversity proactively, accomplished teachers create

supportive learning environments in which all students feel safe as individuals. They

help students participate in curricular and extra-curricular experiences that nurture

positive attitudes and foster productive relationships. Middle childhood generalists

know that improving the quality and consistency of student participation in school

improves academic performance and increases student engagement in the classroom

and the world at large.

Middle Childhood Generalist Standards 25

III

ESTABLISHING AN ENVIRONMENT

FOR LEARNING

Standard III

Establishing an Environment

forLearning

Accomplished teachers establish and maintain safe and respectful

learning communities that nurture relationships and create climates

that promote student engagement in learning.

Introduction

Accomplished middle childhood generalists create learning environments that

foster a sense of community by safeguarding each student’s dignity and emotional

wellbeing. Teachers nurture student participation in collaborative learning activities

and encourage risk taking within caring, inclusive, and supportive environments.

They facilitate the development of communication skills that allow their students to

solve problems together and afﬁrm the contributions of individual classmates. In a

vibrant community of learners, accomplished teachers support the welfare of the

community by valuing the unique perspectives of students and their families.

Careful management of a well-designed classroom sets the foundation for this

type of learning environment. Accomplished teachers involve their students in the

establishment of clear expectations for classroom behavior. They model, teach,

and monitor class rules and routines to uphold these expectations consistently.

To maintain their students’ focus on learning, teachers create smooth transitions

between activities. Whether the environment is physical or virtual, middle childhood

generalists establish safe and productive parameters for learning. Well-organized,

efﬁcient, yet ﬂexible managers of time, accomplished teachers make classroom

management seem nearly effortless so that learning can occur.

Building a Community

Accomplished teachers are attuned to the diversity of their students. They

consider distinctions in educational and cultural backgrounds as well as individual

personalities and dispositions toward schoolwork. They use this understanding

to design a variety of approaches for maintaining the well-being of the class while

acknowledging the uniqueness of its members and promoting fairness and equity

for all. Teachers hold high expectations for students and consistently communicate

the belief that all students can participate and learn in an inclusive environment. (See

Standard II—Respect for Diversity.)

Middle Childhood Generalist Standards 26

III

ESTABLISHING AN ENVIRONMENT

FOR LEARNING

Accomplished teachers model and provide opportunities for students to work

collaboratively by having students communicate through discourse with their peers.

This type of communication might include cooperative learning techniques, partner-

conversations, or Socratic seminars during scientiﬁc experiments or while solving

mathematical problems. Middle childhood generalists understand that these types

of interactions can help groups appreciate the value of individual contributions while

embracing the diverse perspectives of all students. Teachers consistently provide

students with challenging opportunities in which risk taking is essential to reaching

their potential. In the learning communities created by these teachers, students feel a

sense of ownership and purpose. By guiding their students to contribute productively

in the classroom, teachers help their students build character and become productive

members of society as well.

Accomplished teachers create culturally responsive environments that include

family members. They demonstrate a fundamental interest in their students’ lives

by building a bridge between home and school and establishing an atmosphere in

which families feel welcomed, valued, and respected. Communicating regularly with

families helps teachers learn more about their students’ backgrounds and cultures.

These conversations show teachers what families expect and hope for their children

while providing meaningful opportunities to involve families in school activities.

Accomplished teachers know that, to be most helpful to their students,

conversations with families may include students, interpreters, or translators as

needed to accommodate a mutual exchange of information. Teachers work with

families to create goals for students and establish ways that they can partner to

reach these goals. By communicating thoughtfully with parents, teachers can gain a

better understanding of students and establish a positive working relationship with

their families. (See Standard VI—Partnership and Outreach.)

Organizing and Managing the Classroom

Accomplished teachers establish procedures and expectations with their classes

at the beginning of the school year. Teachers reﬂect on these procedures throughout

the year to maintain efﬁcient classrooms, adapting them as appropriate to meet the

needs of individual students and classroom communities. They design activities to

help students know and respect each other and build productive environments.

They know that modeling respectful behavior encourages students to exhibit positive

behavior toward their peers as they provide constructive feedback. When students

understand that it is important to respect themselves and others, they are better able

to take personal responsibility, consider other perspectives, disagree appropriately,

and advocate for themselves.

To support the development of respectful and productive educational

environments, accomplished teachers use class discussions and student feedback

to include students in the development of mutually determined routines and

expectations. Teachers facilitate student-centered discussions to establish norms for

decision making in the classroom. Students then help deﬁne the rules they live by,

Middle Childhood Generalist Standards 27

III

ESTABLISHING AN ENVIRONMENT

FOR LEARNING

to create communities for which they feel responsible. Accomplished teachers know

that students’ input encourages positive interactions, nurtures constructive peer

relationships, and facilitates individual and collective problem solving.

Accomplished teachers recognize that a willingness to accept input from

students regarding procedures is essential. For example, a student might propose

an efﬁcient way to move from one activity to another that minimizes the time spent

transitioning; an accomplished teacher might then incorporate this improvement in

class procedures and review it later with students to see if it is working. Throughout

the school year, teachers monitor the procedures established for their classes and

assess their effectiveness in supporting learning activities and the development of

their students’ concepts and skills.

Accomplished teachers demonstrate their respect and concern for students

by celebrating students’ successes and addressing inappropriate behavior

constructively. They ﬁnd ways to acknowledge students who act appropriately

and compliment their academic or social behavior. When students begin acting

in negative or unproductive ways, accomplished teachers may recognize factors

aggravating a situation and prevent or mitigate the effects of a conﬂict. If not, they

manage and resolve the conﬂict another way. For example, knowing that clear

expectations and established consequences can minimize conﬂict, teachers may

assert that the learning environment is a bully-free zone and stress that there is no

tolerance for disrespectful or unsafe behavior within that community. Accomplished

teachers act promptly and equitably when disciplinary action is required. They refrain

from causing students embarrassment and provide them, instead, with opportunities

to re-establish themselves as positive members of the classroom.

Accomplished teachers recognize the importance of instilling within their students

the idea that learning can be enjoyable yet challenging, that experimenting is essential,

and that recognizing and correcting mistakes is as critical and worthwhile as enjoying

successes. Teachers encourage their students to state their ideas and support their

opinions to promote inquiry and inspire them to embrace the independent pursuit

of learning. In this kind of environment, students can learn from peers, learn from

mistakes, and acquire the persistence needed to strive for success.

Accomplished teachers optimize the use of classroom space and plan all

aspects of classroom design to maximize learning. The physical setting, including the

placement of furniture, equipment, and materials, can facilitate the learning process

by stimulating student engagement and motivation while supporting a harmonious

class dynamic. Teachers are aware, for example, that exhibits of student work,

arrangements of works of art, as well as color and lighting, can contribute to a positive

classroom climate while creating a sense of belonging and ownership in the class.

They also know that they can plan the ﬂow of student trafﬁc to promote function,

safety, and responsibility. They may therefore consider the best way of organizing

supplies so that all students can readily access and return them without delay or

disturbance.

Middle Childhood Generalist Standards 28

III

ESTABLISHING AN ENVIRONMENT

FOR LEARNING

Accomplished teachers also arrange classroom furniture to adapt their use of

space based on planned learning activities. For example, students might move their

desks to one side of the classroom so that they have room to act out a scene from

a play, take part in a simulation, or participate in an activity where students estimate

and then measure the area or perimeter of the classroom ﬂoor. Teachers use their

classrooms to help coordinate student activities throughout the instructional day; for

example, they may have students take gallery walks to observe student work posted

on the walls. They group students for a variety of reasons, to organize them based

on student interest, content area, or ability level, for instance.

Accomplished teachers help students participate fully in the life of the class by

adapting the physical setting to meet the needs of all students. Middle childhood

generalists advocate for and negotiate to address their students’ physical requirements

by coordinating with school administrators and district professionals to obtain

necessary equipment and building modiﬁcations for students with exceptional needs.

For example, one teacher may request an FM device to help a student who is hard of

hearing, while another may request a sidewalk cut on a curb near the classroom to

provide wheelchair access. If a student continually squints, a third teacher may write

a referral for evaluation by the district vision specialist. Accomplished teachers know

the service providers for students with exceptional needs and facilitate the support

these providers give their students.

Accomplished teachers always think proactively to meet their students’ social,

physical, emotional, and intellectual needs. They consider all aspects of their

learning environments to achieve this goal. Teachers understand that their learning

communities extend beyond the four walls of their classrooms to include any setting,

physical or virtual, in which their students interact. They therefore build communities,

organize and manage classes, and make adaptations as needed to maximize their

students’ engagement with learning in each of these settings.

Middle Childhood Generalist Standards 29

KNOWLEDGE OF CONTENT

AND CURRICULUM

Standard IV

Knowledge of Content

andCurriculum

Accomplished teachers draw on and expand their knowledge of

content and curriculum to determine what is important for students

to learn and experience within and across the subject areas of the

middle childhood years.

Introduction

Accomplished middle childhood generalists have a strong understanding of

content and a disposition that compels them to deepen and extend their subject

area knowledge while reﬁning their pedagogy. Teachers know that essential to

the development of a sound teaching practice is the ﬁrm foundation of the major

concepts, methods, and modes of inquiry in the subject areas that constitute a

common curriculum: English language arts, mathematics, science, social studies,

the arts, and health and wellness. Although generalists cannot be expected to have

a specialist’s in-depth focus on subject knowledge in every aspect of the curriculum,

they do possess a solid base of understanding, as well as the interest and desire

to expand their knowledge on their own and in the company of their colleagues

and students. Such teachers routinely make connections among topics, concepts,

and understandings within and across disciplines. They model the use of content-

speciﬁc language, vocabulary, and skills and provide real-world applications which

relate academic contexts to college- or career-related situations.

Accomplished teachers are passionate about engaging students in learning.

They strive to meet and exceed curricular standards and expectations, using

varied assessments to monitor their students’ growth. They employ creativity and

imagination to explore new and intriguing learning paths that extend their students’

pursuit of knowledge even further. It is precisely this type of excitement for learning

that helps accomplished teachers establish high standards for student investigation.

They adopt inquiry-and problem-based approaches and use technological tools as

appropriate to help students construct meaning in context and apply critical thinking

skills. Middle childhood teachers involve their students in determining the direction of

their education. To make instruction relevant and foster students’ natural curiosity to

learn, teachers select instructional resources that relate to their students’ interests,

cultural identities, and social contexts in meaningful ways. Accomplished teachers

take advantage of new opportunities for learning that emerge during instruction,

Middle Childhood Generalist Standards 30

KNOWLEDGE OF CONTENT

AND CURRICULUM

exploring questions and topics based on class interest. (See StandardV—Instructional

Decision Making.)

Careful reﬂection helps accomplished teachers contemplate how skilled

instructional decision making can better prepare them to capitalize on spontaneous

opportunities that may positively transform students’ learning and involvement.

They consider how to manage, address, or avoid situations that have a negative

impact on teaching and learning and how to embrace situations that lead to

deeper understandings. Teachers know that unscheduled events and unexpected

opportunities can arise during planned learning experiences and that these situations

may provide valuable sources of information about teachers and their students

as well as chances to promote student engagement, growth, and understanding.

Accomplished teachers analyze their teaching systematically to evaluate the

unanticipated decisions they make and the impact that these decisions have on their

students’ ability to achieve curricular expectations and fully participate in the life of

the class.

Using a wide variety of strategies and techniques, accomplished teachers design

instruction characterized at once by its structure and ﬂexibility, planning, articulating,

and coordinating activities to meet their goals. Middle childhood generalists adapt

their instruction of subject matter as informed by contexts and student needs.

English Language Arts

Student mastery of the language arts is essential to success in all subject areas as

well as inquiry learning, critical thinking, and problem solving. Accomplished teachers

know effective strategies and skills that support reading, writing, speaking, listening,

viewing, and multimodal representation. They understand how children acquire and

become adept at using oral and written language. Teachers recognize that language

is socially, politically, historically, and culturally deﬁned and that its use can vary by

ability, gender, region, socioeconomic status, education, and culture. They therefore

provide instruction that includes a wide variety of textual materials to appeal to their

students’ interests while furnishing them with access to information that will help

them navigate the world in which they live.

Accomplished teachers draw on students’ cultural and linguistic experiences

as resources for enhancing their communication skills. They employ strategies,

adaptations, and resources designed to aid language and literacy development

based on students’ speciﬁc strengths and needs. With students for whom English is

a new language, teachers are aware of second language acquisition techniques and

thus recognize that a student’s ﬁrst language can be used to support the transference

of English communication skills. Accomplished teachers advocate for these students

and work to obtain the necessary resources for their acquisition of language.

Accomplished teachers provide balanced literacy programs that may include

diverse structures such as collaborative or independent reading from a variety of

genres. Whether students are emergent, early, or ﬂuent readers, teachers incorporate

Middle Childhood Generalist Standards 31

KNOWLEDGE OF CONTENT

AND CURRICULUM

reading strategies that build on students’ strengths and meet their needs to construct

meaning. These programs may include careful use of skills and strategies for word

identiﬁcation, vocabulary building, comprehension, critical thinking, and ﬂuency.

Teachers also provide a number of real and signiﬁcant opportunities before, during,

and after reading for students to express themselves orally and in writing. These

processes help students become articulate about the content being studied while

developing their analytical skills and building a curiosity that motivates independent

exploration.

Accomplished teachers advance their students’ development of communication

skills through the mutual reinforcement of reading, writing, speaking, and listening.

Teachers regard these communication skills as reciprocal processes that result in the

construction of meaning. They understand the vital role that oral language plays in

learning and know that oral and written language are best learned in language-rich

environments that provide opportunities to vary language use depending on audience,

situation, and purpose. Accomplished teachers employ a variety of methods for

students to explore written and oral language so they can communicate effectively

in society and achieve personal goals. Teachers also emphasize the importance

of critical listening so that students understand that listening well contributes to

effective communication and thorough understanding. They are adept at teaching

their students how speaking relates to writing and how to recognize and use the

conventions of written English. Developing these skills contributes to the proﬁciency

of students as readers, writers, speakers, and viewers.

Accomplished teachers instruct students to approach writing as a means of

communicating with others as well as a means of self-expression. They scaffold

students’ learning through strategies such as modeling, teacher-guided and group-

assisted writing activities, and individual student conferences to advance student

facility with different steps of the writing process: prewriting, drafting, revising,

editing, and publishing. They understand that writing can help develop thinking skills,

facilitate personal expression, and enable students to explore the use of different

voices and purposes for different audiences. Making use of available instructional

tools, they provide students with many opportunities to apply written language

skills across curricula using traditional or electronic means—writing explanations of

solutions to mathematical problems; writing a research report for science; writing an

editorial about a social studies issue; critiquing art; creating stories, poems, or plays;

or submitting queries or comments to Web sites. They employ a number of ways to

involve their students in meaningful representations of ideas and concepts.

Accomplished teachers facilitate meaningful communication and provide

opportunities for students to express themselves orally as individuals, group

members, and leaders through activities such as presentations, speeches, debates,

and panel discussions, as well as through the use of digital media. They help students

understand and appreciate diversity in language and communicative styles, and they

model the ﬂuent use of spoken English. Teachers know and stress to their students

when to use formal or academic English to promote greater access to personal

success, civic inﬂuence, and ﬁnancial independence. They are also aware that

Middle Childhood Generalist Standards 32

KNOWLEDGE OF CONTENT

AND CURRICULUM

having a shared form of English facilitates communication across societal divisions.

However, they respect that dialects or languages may be important to students’ home

and community lives and understand that these contribute to students’ learning and

feelings of belonging. Consequently, while protecting the integrity of their students’

primary dialect or language, they help every student gain command of academic

English.

Accomplished teachers are extensive readers, and they know a wide range

of children’s and young adult literature that includes both ﬁction and non-ﬁction

texts. They provide students with access to a variety of classic and contemporary

texts in various genres, including fables, folktales, myths, biographies, and works

from varied perspectives and different ethnic and cultural traditions. These texts

represent a range of subject-matter areas, styles, and communicative purposes.

Teachers might challenge any prejudices that students hold with a study of texts

that counter stereotypes. Teachers use a broad base of texts to develop students’

analytical skills and strategies as well as their aesthetic capabilities. For instance,

students might study advertisements to analyze media critically and understand the

persuasive properties of advertising. The students of accomplished teachers learn

to read for different purposes, such as deriving factual knowledge, attaining critical

understanding, and seeking personal enjoyment.

Accomplished teachers introduce students to the interpretation of a wide variety

of ﬁction and nonﬁction, thereby helping them understand how authors organize

and express ideas for different purposes using various forms and text structures.

Teachers help their students employ text structures to aid their comprehension of

dense, disciplinary texts. They provide opportunities for students to generate written

texts, such as experimental reports that include content vocabulary, symbols, charts,

graphs, and visualizations. These teachers enrich their curricula by supplementing

printed texts with various media and the arts, which reinforce the need to read, view,

and listen critically. Teachers encourage students to generate multiple interpretations

and provide rationales for their conclusions. They also act on students’ interests

to design meaningful projects and provide choices for independent reading.

Consequently, teachers foster students’ abilities to understand multiple perspectives

while instilling within them a lasting love of reading.

Accomplished teachers are adept at implementing multiple assessments and

opportunities to observe students’ progress in reading, writing, speaking, listening,

viewing, and multimodal representation. They evaluate their students’ current

strengths and determine what they need to learn next. Teachers know that language

is learned through approximation and that making mistakes is an integral part of

learning. They provide students with multiple opportunities to demonstrate what they

know, what interests them, and how they interpret texts. They provide students with

chances to engage in self-assessment while receiving constructive feedback from

their peers and teachers. Accomplished teachers excel at using a wide range of

response activities, such as journals, dramatic productions, informal presentations,

and report writing for the purpose of ongoing assessment. These and other activities

provide teachers numerous opportunities to differentiate processes as they measure

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student understanding and determine the extent to which students are reaching

immediate and long-term instructional objectives.

Accomplished teachers incorporate their students’ language skills and strategies

into other areas of their curricula. They understand that reading, writing, speaking,

listening, viewing, and multimodal representation are employed throughout school

curricula, and they emphasize their usefulness in all subject areas as well as

nonschool settings. Teachers also understand and communicate to their students

the importance of multimedia literacy in an information-rich, global society. They

design signiﬁcant tasks across curricula that help students appreciate the usefulness

of reading, writing, speaking, listening, viewing, and multimodal representation as

tools for learning, as ways of acquiring and organizing new information, and as a

means of enjoyment.

Mathematics

Accomplished teachers have a command of the mathematical content knowledge

required to teach students ages 7–12 and beyond. They know and understand the

major concepts and procedures that deﬁne number, including operations and the

problems they solve, geometry, measurement, and statistics and probability. They

are also cognizant of algebraic thinking topics that include work with patterns,

expressions and equations, functions, and ratio and proportion. Teachers are well

versed in important mathematical practices, particularly the critical role of problem

solving and reasoning in mathematics teaching and learning. They routinely stress

the importance of problem solving and encourage their students to make sense of

the problems they are solving and to persevere in solving them.

Accomplished teachers recognize that an important, albeit sometimes unwritten,

expectation of mathematics learning at these levels is the development of number

sense. This instructional trajectory begins with counting and advances to include

place value, operations, mental mathematics, and estimation, all directed toward

computational ﬂuency with whole numbers and fractions (deﬁned here as a/b fractions,

decimals, and common percents). Mathematics at these levels includes important

geometric concepts and vocabulary involving shape, as well as applications involving

measurement, such as perimeter, area, and volume. Problem-based contexts provide

students with opportunities to gather and analyze data. Teachers at these levels also

know that much of their work with early algebra, including expressions, equations,

and functions, serve as foundational building blocks to more formal experiences in

algebra at the middle and high school levels.

Accomplished teachers comprehend how knowledge in mathematics is organized

and sequenced and how it is connected to other subject areas. Teachers recognize

that how children learn mathematics and which mathematics children should learn

are topics of ongoing research. They know how to build on children’s informal

understandings as a link to more formal mathematics. For example, they may share

eight objects among three students to have them think about how to use division

and to help them understand fractions and mixed numbers. Accomplished teachers

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know that mathematics learning is critical. They serve as advocates to ensure that all

students have access to meaningful mathematics instruction, which is instrumental

for achieving success in other subject areas.

In the classrooms of accomplished teachers, students are engaged through

a variety of activities that reinforce the concepts and skills they are learning. For

example, a teacher may provide student groups with 3 meters of yarn and ask them

to create shapes and determine the shape with the greatest area. Another activity

would be to have students determine the best bargain for buying a beverage: ﬁve

bottles for $12 or two bottles for $5. Teachers encourage students to explain their

thinking by discussing their reasoning. Students thereby construct viable arguments

by collaborating and interacting with one another as they solve problems and discover

the impact of mathematics on their lives. Accomplished teachers help students

recognize that there are multiple ways to solve many problems and that thinking

through and explaining a problem is as critical as providing the correct solution.

Recognizing the signiﬁcance of mathematical language, accomplished teachers

provide students with ways to link mathematical vocabulary to important expectations.

For example, teachers may have students use journals to record mathematical

vocabulary using words, pictured representations, or equations. An entry for the

distributive property might appear as follows: 23 x 8 = (20 x 8) + (3 x 8) = 160 + 24,

and could also include a visual representation using a bar or box diagram.

Accomplished teachers use classroom resources in an effective manner. These

resources include, but are not limited to, textbooks, supplemental resources,

manipulative models and materials—hands-on and virtual—and technological tools.

They are comfortable using a variety of manipulative and pictorial representations

to establish conceptual understandings and help students connect concepts to

procedures. For instance, teachers might have students use base 10 blocks to

represent tenths and hundredths when learning about decimals or use a number line

or rectangular regions when comparing fractions. In addition, accomplished teachers

can readily locate or create problem solving tasks that challenge their students and

extend their mathematics learning to higher-level concepts or connect them to other

mathematical topics and subject areas. Teachers are acutely aware of the need to

prepare students for a more global and technologically-rich society. They understand

and use emerging technological tools to expand and enhance their pedagogy

accordingly. These tools may include Web sites, virtual models and manipulatives,

online texts, or spreadsheet applications.

Adept at diagnosing learner needs in mathematics, accomplished teachers

provide interventions and accommodations accordingly. They recognize and value

the different ways that students think and interpret mathematics, and they take these

differences into consideration when creating classroom learning environments. These

environments support and encourage the development of mathematical practices

that include making sense of problems, reasoning through mathematical situations,

and constructing viable arguments. Importantly, accomplished teachers realize that

an approach to mathematics learning that is engaging, challenging, and problem-

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based is critical for their students to develop and maintain a positive disposition

toward mathematics.

Science

Accomplished teachers understand that an education in the sciences helps

students develop scientiﬁc habits of mind while gaining the knowledge and skills

necessary to become scientiﬁcally literate. They realize that scientists and children

use inquiry-based processes to discover and construct meaning. They foster the

innate curiosity that children possess to help them become inventive, reﬂective, and

skeptical thinkers, open to new ideas and willing to experiment and take risks.

Accomplished teachers know the four domains of science and introduce their

students to these domains based on their curricula: earth and space science,

life science, physical science, and engineering and technology. They know that a

synergy exists between these domains and that engineering is the application of

scientiﬁc knowledge to solve problems. When designing activities to help students

understand these domains, middle childhood generalists teach concepts that appear

across them—pattern, similarity and diversity; cause and effect; scale, proportion

and quantity; systems and system models; energy and matter; form and function;

and stability and change. Teachers integrate domains and concepts to help students

develop a comprehensive understanding of science.

Knowledge of science enables accomplished teachers to encourage students to

observe, generate questions, predict, explore, experiment, discuss ideas, interpret

data, and draw conclusions around fundamental scientiﬁc concepts. As students

design and perform experiments, they may employ problem-solving, critical thinking,

and mathematical and measurement skills; they may also use computation, graphing,

data collection and recording skills, tools and technology, oral speaking, writing,

collaboration, and research skills. For instance, to understand the concept that

air contains water molecules, students might perform an investigation to discover

why the outside of a cold container shows water droplets when placed in a warmer

environment. These experiences allow teachers to address misconceptions and help

students better understand natural phenomena.

Accomplished teachers capitalize on students’ prior knowledge as they design

a rich array of open-ended experiences that integrate knowledge and practice and

allow students to engage in cognitive, social, and physical practices, to formulate

critical questions, and to follow their interests. For example, an accomplished

teacher might guide students in designing an experiment to discover if light refracts

when moving from one medium to another. Through experimentation, the teacher

facilitates student understanding of refraction and how to observe and record results.

The teacher purposefully plans instruction that leads students to discover unifying

concepts and generate questions for further experimentation. Accomplished teachers

know that “doing science” is not limited to direct experimentation but also includes

sharing ideas with peers through discourse, using content-speciﬁc vocabulary, and

developing representations of phenomena.

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Accomplished teachers understand that science is a collaborative exchange.

Throughout classroom activities, teachers model how to use scientiﬁc and

mathematical language appropriately and measure students’ ability to do so. They

facilitate the appropriate use of scientiﬁc vocabulary in discourse and argumentation.

Students collaborate as they experiment and share problem statements, observations,

and conclusions. They also learn to participate in scientiﬁc discussions, to adopt a

critical stance while respecting the contributions of others, and to be willing to ask

questions and revise opinions.

Accomplished teachers help students use texts to become scientiﬁcally literate,

to increase scientiﬁc knowledge, and to improve language art skills. Teachers

assess students’ learning as they listen and participate in discussions between and

among groups of students. They may also evaluate students’ understanding of

science and engineering as they review students’ work such as journal entries, lab

reports, physical models, and responses to assessments. Teachers recognize that

providing prompt feedback is essential to fostering and expanding students’ thinking

and facilitating further investigation. They are aware of students’ preconceptions

and misconceptions. When these arise, teachers respond in a timely manner to

guide students to experiences that will help them correct their misunderstandings.

Teachers help students understand that scientiﬁc thinking has changed over time

and that scientiﬁc knowledge will continue to change. (See Standard V—Instructional

Decision Making.)

Accomplished teachers provide a balance of factual information and hands-

on experiences to nurture a greater understanding of science and engineering.

They teach students to use tools such as microscopes, rulers, computers, and

graduated cylinders in the process of doing science. Teachers know that creating

representational models such as pictures, diagrams, physical models, mathematical

models, or computer simulations can help students reﬁne their mental models and

thereby internalize scientiﬁc concepts and build meaning. For example, a teacher

might help students understand scale better by relating familiar objects such as

marbles, pinheads, and balls to objects in the solar system. The teacher could then

have students pace the relative distance of each planet to the sun. Accomplished

teachers know that the use of models allows students to participate in rich discourse,

reﬁne their thinking, and solve problems.

Accomplished teachers help students connect earth, life, and physical science

concepts and processes to real-life applications. They may use technology to

research connections between and among disciplines, recruit speakers, plan virtual

or actual ﬁeld trips, enlist the support of families and community members, or provide

other experiences that allow science learning to come alive for their students. They

look for opportunities to expose children to career options in science as well. For

example, when students are designing experiments to discover how plants grow in

different light conditions, an accomplished teacher might invite family or community

members to share how they use their knowledge of plants as they experiment and

create hybrid varieties.

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Accomplished teachers understand the similarities and differences between

engineering design and scientiﬁc inquiry. They show their students that technology

and engineering employ scientiﬁc principles to create products and processes that

meet human and environmental needs. For example, when discussing reliance on

the limited supply of fossil fuels, students may employ the design process to develop

innovative ways to address the problem. Accomplished teachers are resourceful and

mindful of environmental issues. They are adept at creating learning experiences that

show students their dependence on, and relationship with, their communities and

the natural environment. For instance, they may have students investigate changing

air and water quality and create solutions to problems based on inquiry and the use

of critical thinking skills. Teachers help students investigate, understand, and learn

about community and environmental stewardship.

Using their knowledge of child development as well as an understanding of

content in all curriculum areas, middle childhood generalists employ many strategies

and techniques to facilitate scientiﬁc learning. Experiences such as these not only

tap into students’ natural curiosity of the world and how it works, but also help these

future stewards of the natural and technological world explore, understand, and

contribute meaningful ideas and advancements.

Social Studies

Accomplished teachers have a strong foundation in the many disciplines that

comprise social studies, such as civics, economics, geography, and history. They

understand that social studies interconnects these disciplines to provide students

with a broad basis for critical investigation and that this foundation will later enable

students to pursue speciﬁc disciplines in greater depth. Each discipline represents

its own area of knowledge based on research, theories, methods, themes, and

concepts. Accomplished teachers understand that social studies is a core content

area that interweaves these disciplines and presents students with a common means

of understanding the human and physical worlds. They demonstrate their ability and

skill to teach social studies by designing lessons that incorporate and interweave the

disciplines. These lessons challenge students to build their knowledge and engage

in higher level thinking.

Accomplished teachers understand the major issues, concepts, and themes in

social studies, such as culture, technology and society, and global connections. They

are also aware of the current issues and events in their communities, nation, and world.

Teachers design lessons that require students to employ critical thinking skills as they

gain an appreciation of these topics. Using available technology helps to make global

connections possible. An accomplished teacher might collaborate with an English

language teacher from Germany to conduct videoconferences between classes,

thus providing students with opportunities to engage in dialogue with a peer group

from another culture. Local resources can also help social studies concepts come

to life. Teaching the economic concept of scarcity becomes tangible, for example,

when a teacher has ﬁve water bottles for a class of twenty. How should the water

be divided among the students? What is the value of each bottle? Is it the same for

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every student? These are the types of questions that students might pursue in small

and large group discussions. Accomplished teachers use their content knowledge

to structure meaningful lessons and simulations for their students. They make sound

curricular choices and design compelling instructional activities so that students may

become informed, critical, and questioning citizens engaged in a global society.

Accomplished teachers realize that lessons become powerful when students can

make connections to their surroundings, world events, and cultural environment.

Teachers connect abstract concepts with concrete, real-world experiences. For

example, after discussing the United States Bill of Rights, students could develop a

children’s bill of rights. When participating in discussion groups to determine which

rights should be addressed, students may share personal opinions and learn to listen

respectfully to the opinions of others. Further inquiry might require students to use

their research skills to ﬁnd the published version of The Children’s Bill of Rights and

compare this document to the one they have created. Acknowledging the viewpoints

of others and respecting their rights are crucial responsibilities for a democratic

citizenry.

Accomplished teachers use secondary sources such as textbooks, political

cartoons, online stories, and magazine articles for students to acquire new knowledge

and information, draw conclusions, assess perspectives, and think critically. They

also use primary sources such as autobiographies, memoirs, oral histories, diaries,

photographs, cultural artifacts, and other creative work to engage students in

learning. For example, an accomplished teacher might have students listen to taped

slave narratives from the National Archives while studying the Civil War. After a unit

on immigration, another teacher may ask students to choose countries or cultures

with which they identify and share the reasons for their connections. A student might

decide to share a story related to Japanese heritage and describe the journey that

student’s parents took to reach the United States; this student might also bring

photographs and artifacts from home to help illustrate this culture’s inﬂuence on

the student’s life. These activities demonstrate personal connections to humanity’s

ongoing challenges and conﬂicts.

As accomplished teachers guide students through tasks such as recognizing

propaganda and bias or discerning fact from opinion, they have them integrate skills

like organizing, interpreting, critiquing, analyzing, and synthesizing across curricula

to promote strong social studies programs. When studying world cultures, teachers

may choose to read non-ﬁction picture books aloud and have students take notes on

newly learned facts before writing an expository essay that incorporates previously

learned knowledge as well. To extend this activity, students could analyze Web sites

for bias and present their ﬁndings by creating products such as editorial responses

that use appropriate citations.

Recognizing that social studies relates the social sciences with the humanities,

accomplished teachers often extend student inquiries into the arts, religion, philosophy,

science, and technology. This interweaving of subjects creates a stimulating

environment. Students may address current and future global challenges while

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examining the dynamic interaction of human beings and their ethical dilemmas and

choices. They may be asked to write essays discussing conservation efforts around

the world and offer their opinions on the most economically effective measures, using

their social studies, science, and mathematics knowledge. Accomplished teachers

create opportunities for students to use their information processing skills across

curricula to increase their students’ social science vocabulary, ability to read, critical

thinking skills, and effective use of technology.

Accomplished teachers create integrated lessons to help students build a

foundation of facts and information for their exploration of social studies. With an

acknowledgement of their biases and perspectives, teachers design activities that

encourage respect for opposing points of view, appreciation of well-supported

opinions, sensitivity to cultural differences, and commitment to the social welfare

of communities. Teachers link new content with pre-existing knowledge and

beliefs to help students make connections across curricula. They develop activities

that encourage community involvement through which students may apply their

knowledge to current, local issues. They provide experiences that feature active

learning in small group settings to stimulate student interaction and collaboration.

Accomplished teachers provide students with opportunities to develop a sense of

belonging and heighten their awareness of the multicultural world in which they live

so they may become engaged and empowered citizens.

The Arts

Accomplished teachers understand the intrinsic value of the arts and their

usefulness in gaining insight into other disciplines. Dance, music, theater, and the

visual arts individually and collectively contribute to the stimulation of imagination

and cognitive growth while providing vehicles for creative expression. Teachers

understand that the arts represent a unique human endeavor that enriches students’

artistic heritages, tastes, and creativity, while nurturing divergent thinking and an

appreciation for various forms of expression. They know that teaching about and

through the arts helps students develop knowledge and skill sets that can challenge,

expand, and enhance their lives; teachers include the arts in their classrooms for

the aesthetic, intellectual, and perceptual value they offer. By including the arts on

their own, with the help of subject-area specialists, or through available community

resources, middle childhood generalists foster a thoughtful and interactive learning

environment. They know that involvement in the arts will develop their students’

thought processes, deepen their understanding of other academic areas, and

promote their understanding of different cultures.

Accomplished teachers are willing to take risks to create environments that

nurture their students’ individual expression of, and experimentation with, the arts.

Teachers may share their personal artistic perspectives with students as they provide

them with the opportunities, resources, and encouragement they need to explore

their emerging tastes. Teachers recognize the value of the arts in bringing pleasure,

enthusiasm, and heightened motivation to their students. They help students develop

skills in the arts for their inherent creative value and as a means of communicating

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about interests and issues important to them. They guide students in forming an

appreciation of aesthetic values and the social and global uses of the arts by drawing

attention to similarities and differences in major ideas and themes. For example, to

enhance a comparative literature unit on Cinderella stories from various cultures,

an accomplished teacher might ask students to develop and perform a play to

demonstrate a version of the tale they have written themselves. Teachers understand

that the arts can offer a helpful way of assessing students’ academic skills and

abilities.

Accomplished teachers help students extend their study of other subject areas

in creative and critical manners. They relate content to the arts and have students

engage in various learning modalities by interpreting subject matter using alternative

forms of expression. For example, teachers may provide students with opportunities

to create visual poetry from typographical word arrangements or perform a kinesthetic

representation or pantomime of plant growth from seed to maturity. To emphasize

their students’ understanding of other content area concepts, teachers might

examine the relationship between mathematics and music by comparing metric

beats with fractions or the similarities of pattern development in tessellations and

the architectural wall renderings of the Alhambra in Granada, Spain. Accomplished

teachers know that creating, critiquing, and evaluating in and through the arts help

students interconnect the world they live in with more clarity. They also know that

these experiences bridge the transfer of knowledge and understanding from one

content area to the other through the integration that is facilitated by the arts and

their connections to the global community that surrounds them.

Health and Wellness

Accomplished teachers understand that a comprehensive health education

program encompasses the many components of wellness, taking into account

students’ social, physical, emotional, and intellectual well-being. These teachers

advocate for and create safe and healthy learning environments, which may include

access to water, hand washing before meals, healthy snacks, bully-free zones, and

frequent physical activity breaks. Teachers create innovative opportunities for students

to develop and practice health-enhancing skills through daily routines such as regular

exercise, nutritious eating, conﬂict management, and the maintenance of positive

interpersonal relationships. For example, they may have students move throughout

the school environment in creative ways—instead of simply walking, they may hop

or skip to use different muscle groups. Teachers may also show students how to

manage conﬂict by using techniques such as “I-messages” to express feelings. They

may have students manage their stress by learning strategies such as removing

themselves from stressful situations, breathing deeply, taking walks, getting water,

or speaking about their conﬂicts. Teachers also recognize that organizing time and

resources can help students manage work-related stress.

Accomplished teachers are aware of the distinction between physical activity

and physical education. They recognize that children need breaks from sedentary

activities in the classroom. They plan activities that help develop students’ motor

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skills so that students can enjoy physical activity and move toward health-enhancing

levels of physical ﬁtness. For example, teachers may have students move around

the learning environment throughout the school day, incorporating frequent activity

breaks or transitions such as walking around desks, stretching to music, or running in

place. Teachers may also integrate physical activity into subject content, for example,

by having students use their bodies to demonstrate shapes or angles. Middle

childhood generalists understand that children with physical challenges must work

with specialists to address their speciﬁc needs. They also recognize that kinesthetic

experiences and regular physical activity enhance academic achievement.

Accomplished teachers understand the foundations of good health, including the

structure and function of the body and its systems and the importance of physical

ﬁtness and healthy eating habits. They know that the amount and type of physical

activity that children require daily is critical to the maintenance of a healthy lifestyle.

Based on this knowledge, they may have students wear pedometers or heart rate

monitors to collect data regarding their physical activity; teachers may then have

students record their physical activity minutes and create graphs, charts, or journal

entries to track their performance and support discussion during mathematical or

scientiﬁc activities. Similarly, accomplished teachers may have students talk about

the number of fruits and vegetables they eat daily to think critically about whether

their diet includes healthy foods. Teachers incorporate an awareness of healthy

habits while engaging their students meaningfully in classroom activities across a

range of subject areas.

Accomplished teachers help students understand that a healthy lifestyle is

affected by the habits they develop and the personal choices they make. They may

use children’s ﬁction and nonﬁction or other materials, such as stories, pamphlets, or

nutritional labels, to discuss health issues such as friendship, bullying, or nutritional

choices. Teachers are alert to major health issues affecting children and the social

forces that inﬂuence them; they are particularly aware of the need to impart this type of

information sensitively. Accomplished teachers establish safe learning environments

for students to explore these health topics. They address issues in ways that help

students understand internal and external inﬂuences, recognize potentially dangerous

situations, clarify misconceptions, ﬁnd reliable sources of information, make informed

decisions, and set personal goals. Teachers may provide opportunities for positive

peer pressure when role playing situations regarding the possible use of tobacco or

alcohol—or when exploring the dynamics of bullying. Accomplished teachers present

good health practices as an immediate and vital part of building lifelong habits they

encourage students to adopt.

Middle Childhood Generalist Standards 42INSTRUCTIONAL DECISION MAKING

Standard V

Instructional Decision Making

Accomplished teachers are effective instructional decision makers.

They use a process of assessing, planning, implementing, and

reﬂecting to guide teaching and learning.

Introduction

Accomplished middle childhood generalists engage students within their schools

and communities to build an awareness of their learning needs and determine how

instruction can support these needs. The more teachers learn about their students,

the more they can tailor the social, emotional, and intellectual components of their

instruction to inspire students. The broad knowledge of curricula and pedagogy that

middle childhood generalists have provides them with a number of resources and

strategies. As they differentiate instruction and maximize students’ learning, they

ensure that they honor the ways students make meaning. Accomplished teachers

motivate and empower students so they can become conﬁdent and independent

thinkers using multiple pathways to success.

Accomplished teachers routinely use formal and informal assessments to gather

information about what their students are learning and how they are learning it. They

use data to evaluate the effectiveness of their instructional decisions and adjust their

practice as needed for the success of all students. Teachers share feedback with

students and their families to help students take ownership of their education and

establish appropriate goals for learning. Accomplished teachers know that thoughtful

reﬂection sets the stage for the advancement of their students’ growth and their own

professional growth.

Engaging Students

Accomplished teachers engage students to construct meaning and build an

understanding of subject matter. They help students realize that what they learn

in one context may transfer to others and can extend beyond traditional subject,

disciplinary, or classroom boundaries. Teachers achieve this goal by planning learning

experiences that include multiple forms of representation, varied interpretation, critical

reasoning, and personal reﬂection. These learning tasks broaden students’ inquiry,

questioning, and deliberation skills so that they consider the world they live in with a

greater level of insight and engagement. This type of meaningful, student-centered

learning occurs when teachers guide students through experiences that challenge

their perspectives, knowledge, abilities, understandings, and dispositions.

Middle Childhood Generalist Standards 43INSTRUCTIONAL DECISION MAKING

Accomplished teachers are adept at using responsive instruction to address the

diverse needs of students in their classrooms. They make purposeful efforts to become

acquainted with students and their families. These teachers also share their own

interests and motivations, modeling active involvement in learning while building trust

and personal connections with their students. Attuned to each student’s uniqueness,

teachers design activities with careful consideration of students’ strengths, interests,

and individual learning preferences to support the learning needs of all students. (See

Standard I—Knowledge of Students.)

Accomplished teachers make learning interactive, challenging, and enjoyable

by providing the accommodations and support systems that students need to be

successful. They adapt their lessons to address unforeseen developments or to

pursue the enriching, rewarding paths opened by class discussion. They vary their

instructional approach based on students’ dialogue, performances, or understandings

and misconceptions; they adjust the pace, structure, and focus of instruction

according to the needs of students. For example, an accomplished teacher may

determine that a question posed by a student about a subject being discussed,

while not directly related to the discussion, could present an opportunity to expand

the topic in a meaningful way; that teacher may allow the discussion to shift in this

new, unanticipated direction. An accomplished teacher purposefully incorporates

learning activities that allow students to move around when they have been sitting

for a lengthy period of time. The ﬂexibility generated by varied approaches creates

a classroom climate that empowers students to think about how they learn and

what they can do to improve how they synthesize the knowledge that they gain.

These experiences also help students take ownership of their learning and become

independent thinkers who know what they must do to grow and thrive.

Accomplished teachers provide students with opportunities to confront and solve

challenging instructional tasks. They foster problem solving, creative thinking, and

open-mindedness to help students understand that ﬁnding the answer to a problem,

correct or otherwise, is not always as important as the process of reaching the

solution. These experiences stimulate thinking by requiring students to extend and

expand their knowledge and reasoning.

Accomplished teachers make instructional decisions based on their assessment

of the social, physical, emotional, and intellectual needs of their students. They gain

knowledge and understanding of their students that informs the content they teach

and the pedagogical approaches they use to motivate students. Teachers employ

various approaches to topics, themes, concepts, and skills to change the pace of

instruction and modify it in response to students’ needs and performances. They

continuously adjust their instruction to expand opportunities for students and establish

learning that nurtures and supports students’ individual strengths. By respecting

the uniqueness of their students and establishing high expectations, accomplished

teachers increase the engagement of all students in the learning process.

Middle Childhood Generalist Standards 44INSTRUCTIONAL DECISION MAKING

Planning and Implementing Instruction

Accomplished teachers plan and implement instruction to meet the needs of all

students, including students with exceptional needs or English language learners.

They consider learning goals; the use of appropriate instructional resources; the

selection of worthwhile, engaging, and challenging topics; and the employment of

effective instructional strategies to develop students’ skills and dispositions.

Accomplished teachers are skilled at selecting instructional resources thoughtfully

from the wide variety available. When choosing materials, they seek instructional

contexts that reﬂect the diversity of their classrooms while making connections

between their students’ lives and those of people in local and global communities.

Teachers select materials that vary in several ways, including form, style, content,

and point of view, to appeal to students with different backgrounds, abilities, and

interests. Teachers adapt these resources as needed or seek new ones to engage all

their students. They explore current and available technology as well. For instance,

a teacher might display a virtual manipulative to provide a visual representation of

fractions as part of a region, set, array, area model, or number line. Teachers integrate

technology to investigate topics with their students in a broad manner that extends

instruction in exciting and interesting ways.

Accomplished teachers share their talents and resources as they collaborate

with colleagues and stakeholders in instructional planning, design, and delivery.

Other educators with speciﬁc areas of expertise may serve as consultants, sharing

information about a particular content area or insights on the personal histories of

students, or by providing suggestions for other types of resources and strategies.

For example, a middle childhood generalist may work with an exceptional needs

teacher to determine the most effective teaching strategies and text modiﬁcations

for a child with a learning disability. Accomplished teachers are adept at managing

additional classroom personnel, such as instructional assistants and volunteers,

to provide students with more individualized attention and meet the needs of all

learners. Viewing the local community as an extension of the classroom, teachers

may invite families and community members, agencies, colleges and universities,

or businesses to help enrich curricula and enhance student learning. For example,

a teacher may collaborate with the school library/media specialist or community

librarian to instruct students in the use of primary sources during research; the

teacher may also invite local veterans or senior citizens to share their experiences so

that students can conduct interviews and create digital artifacts for future projects.

Teachers understand the power of collaboration to extend teaching and learning

beyond their classrooms and to build capacity in their colleagues as well as in their

students. (See StandardVI—Partnership and Outreach.)

Accomplished teachers select worthwhile topics for study based on their

students’ needs and interests, as well as curricular expectations. Teachers do not

view curricula as limiting to their practice; they instead incorporate related topics

and issues to extend their students’ thinking, knowledge, and understanding of how

the curricular goal or expectation relates to the world beyond the classroom. Middle

childhood generalists understand that meaningful learning occurs when students

Middle Childhood Generalist Standards 45INSTRUCTIONAL DECISION MAKING

delve deeply into relevant topics that draw on their conceptual understandings,

skills, and experiences with different content areas. They plan cross-curricular

learning experiences that help students understand the interconnectedness of

various disciplines. Teachers may present authentic opportunities for students to

experience working as, and with, artists, scientists, or other experts. For example, a

teacher might link a scientist’s study of current environmental challenges to particular

concepts, skills, and understandings in science, mathematics and social studies.

This type of curricular integration develops students’ capacities to think critically

and analytically while extending their knowledge and understanding of the world.

Accomplished teachers consider the needs and abilities of students so that the

topic of study becomes meaningful for each student. For instance, during a unit

on woodland forests, a teacher recognizing the differing interests and abilities of

students in the classroom may have the class identify and describe plant life in the

forest while allowing one student to research the impact of acid rain on the forest

ecosystem and share this study with the class. Accomplished teachers recognize the

enriching opportunities that this type of differentiated instruction offers all students.

Accomplished teachers choose from a wide repertoire of pedagogical strategies

to plan instruction that addresses a range of classroom needs. They provide learning

activities that address the breadth, depth, novelty, and complexity of subject area

content and become more challenging as students gain conﬁdence, reach expected

levels of proﬁciency, and mature. Further, teachers differentiate content, process,

and product in ways that are appropriate to subject matter as well as to students’

strengths and needs. Teachers may lead the class as a whole or encourage small

groups and individuals to explore on their own at times. They alter their instructional

approach based on their students’ current progress toward their learning goals. For

example, teachers may use demonstrations to inspire new ways of thinking; they

may use direct instruction to facilitate skill learning; or they may use cooperative

group work and discussion to foster creative thinking and open-mindedness.

Accomplished teachers plan for and structure learning tasks that encourage

inquiry and require students to explain their thinking. They address students’

confusion and misconceptions as they build their students’ capacity to construct

important ideas. To promote independence and help students gain conﬁdence in

their ability to solve problems, teachers encourage them to challenge assumptions,

take risks, initiate projects and activities, share insights, explore the use of unfamiliar

technologies, and persist in the exploration of new or challenging material. Teachers

provide students with opportunities to reﬂect on their thinking and learning by giving

them feedback gained from a number of sources, including rubrics, peer review, and

personal commentaries from stakeholders and educators. These types of responses

allow students to measure their work against established criteria in, and beyond, the

classroom, helping them improve their future efforts. Accomplished teachers model

learning as a life-long process and encourage students when they are on unfamiliar

ground. They not only plan for and teach important concepts, skills, and ideas, but

also demonstrate thinking processes, problem solving, and creative thinking.

Middle Childhood Generalist Standards 46INSTRUCTIONAL DECISION MAKING

Using Assessment to Inform Instruction

Data and related information generated from formal and informal assessments

represent an integral component of instructional decision making. Accomplished

teachers use information from a variety of pre-assessments, as well as formative

and summative assessments, to monitor students’ learning and guide planning

and instruction. They use assessments to analyze students’ readiness, evaluate

students’ performances, interpret students’ understandings, determine students’

progress, and inform their professional practice in general. Knowing that each

assessment provides different kinds of information about students, accomplished

teachers carefully match the type of assessment to the knowledge and skills being

assessed and to the purpose of the assessment, bearing in mind the abilities and

developmental needs of their students.

Accomplished teachers analyze the assessment data they collect based on the

instructional needs of their students and classes. They study assessment results

and related data independently and collaboratively within and across grade levels,

with students, teaching colleagues, team leaders, school administrators, and, where

appropriate, with family members. This layered analysis helps teachers identify

issues for individuals and groups of students to recognize trends in the data and

support the educational choices they make in the classroom. They also may use

assessment results to identify students with previously unrecognized learning or

language problems or students with a high aptitude for learning while simultaneously

monitoring the progress of all students. They develop instructional plans to improve

student learning and modify those plans as needed. Accomplished teachers know

the beneﬁts and limitations of different methods of assessment and can justify the

assessments and assessment procedures they select for their classes, including

those employed for students with exceptional needs.

Accomplished teachers recognize the important role of formative assessment in

their daily instruction, carefully monitoring students’ progress and modifying instruction

as needed. For example, a teacher may pre-assess students’ knowledge and skills

at the beginning of a unit of study or instructional period when making instructional

decisions appropriate for the class. Observation of students as they engage in the

learning process constitutes another critical opportunity for formative assessment.

Accomplished teachers use observation to determine students’ involvement in lessons,

the level of success they attain, and whether an intervention should be employed to

address misconceptions or lack of prerequisite skills. Classroom conversations and

interviews in which individual students or groups of students discuss their thinking

also offer valuable forms of formative assessment. Accomplished teachers recognize

that formal and informal conversations with families are signiﬁcant components of the

assessment process, while routine classroom activities such as homework, student

notebooks and journals, quizzes, portfolios, projects, and digitally-created artifacts

provide other options for assessing students’ understanding, expressiveness, and

progress in relation to learning behaviors and curricular expectations.

Accomplished teachers assess as they teach. They observe students and ask

different types of questions, noting when some children are more engaged than

Middle Childhood Generalist Standards 47INSTRUCTIONAL DECISION MAKING

others. Teachers analyze multiple indicators of their students’ behavior to track the

success of lessons and modify instruction as needed. Teachers know students,

content, and pedagogy well enough to appreciate when a lesson is not working or

when students do not understand a concept; these teachers will modify or adjust

instruction and approach concepts in a different manner to generate greater student

success. Middle childhood generalists also show students how to use evidence

generated from each learning experience to determine what they need or how they

might adjust their own approaches to learning to experience greater success. In

short, accomplished teachers know that formative assessment generates evidence

that guides their instructional paths and their students’ learning daily. The data and

related information they gather on the progress of individuals, groups of students, and

the class as a whole allows them to evaluate the relative success of their students

and their instructional strategies and serves as a guide for improving their practice.

Accomplished teachers know, understand, and appreciate the beneﬁts and

limitations of using formative and summative assessment to assist in planning and

instruction. This knowledge allows them to engage in informed discussions with

students, colleagues, and families. Teachers know the importance of providing

prompt constructive feedback and explicit evaluation criteria so that students can

learn about their growth, development, and progress. For example, an accomplished

teacher may involve students in developing the criteria for a scoring guide and

review assessment data with them as well to help students establish learning goals.

Teachers recognize that students who reﬂect on their own learning are better able to

set manageable goals and develop habits that help them become more successful

learners.

Formative and summative data can support an understanding of individual

student performance and curricular decision making, as well as careful reﬂection

on instructional practice. If, for example, over half the students in a grade level were

unsuccessful on a state summative assessment item measuring the comparison of

fractions using a number line, it would be helpful to discuss the types and amount

of instruction that students received on using the number line, what changes might

be needed, and the extent to which they were, and may currently be, comfortable

using this representation to compare fractions. Accomplished teachers analyze

data by examining how their students, schools, or districts fare from a comparative

perspective; by identifying targets for improving students’ progress; and by

determining strategies that can be implemented to assist students. They use the

analysis of assessment data to gauge students’ achievement, recognizing that

assessments are tools created not only for measuring students’ learning, but also for

guiding and supporting instruction.

Accomplished teachers help develop and implement individualized education

and Section 504 plans, working cooperatively with various staff members to provide

accommodations and modiﬁcations for students with exceptional needs. Teachers

realize that students’ needs differ and that accommodations for assessments are

essential, though standardized and modiﬁed tests may be assessing similar skills.

For example, an accomplished teacher may create a mathematics word problem for

Middle Childhood Generalist Standards 48INSTRUCTIONAL DECISION MAKING

use as a formative assessment, then realize that a student with a reading disability

may encounter difﬁculties demonstrating proﬁciency in the mathematical skill being

measured. The teacher would then modify the mathematical problem by lowering

its readability to the student’s instructional level so that the question measures the

student’s mathematical skills rather than reading skills. When modifying assessments

or providing additional accommodations to meet students’ needs, accomplished

teachers may seek additional resources from other staff members.

Reﬂecting on Instructional Decision Making

Accomplished teachers appreciate the value of reﬂection, recognizing that a

deliberate study of their practice optimizes their instructional decision making. These

teachers know that by undertaking this purposeful and highly individual process of

self-analysis, they gain greater insight into the signiﬁcance of their choices and the

impact that these choices have on students’ learning. Teachers recognize that their

in-depth and focused efforts to review and reﬁne their practice before, during, and

after instruction help them make informed decisions about their teaching. These

decisions take into consideration the engagement of students, the planning and

delivery of instruction, and the utility of different assessments. Careful reﬂection helps

accomplished teachers improve students’ performances and the quality of learning

experiences.

Accomplished teachers are adept at analyzing and evaluating how well-selected

events and planned interactions meet their intended purposes. They are skilled at

determining the degree to which their decisions sustain and support progress in

students’ learning by creating rich and effective educational experiences. Middle

childhood generalists contemplate methods to improve upon their successes,

continually considering how additional resources, knowledge, or support could

further enhance each student’s learning experience and each lesson’s usefulness.

They reﬂect with purpose to determine the effectiveness of their instructional decision

making and to identify steps they might take to maintain success and promote their

students’ development. Through reﬂection, teachers identify, analyze, and evaluate

decisions they make about learning experiences. Accomplished teachers know

that their actions, whether implicit or explicit, inﬂuence their students’ classroom

experiences and ability to learn.

Middle Childhood Generalist Standards 49PARTNERSHIP AND OUTREACH

Standard VI

Partnership and Outreach

Accomplished teachers establish and maintain partnerships with

families and the greater community to enhance teaching and

support student learning.

Introduction

Accomplished middle childhood generalists actively seek to involve families and

community members in the educational process. When necessary and as appropriate,

teachers assist families by serving as advocates and promoting their interests

within schools. They keep families informed regarding their children’s progress and

collaborate with families purposefully to build relationships that will support, motivate,

and improve students’ learning. In addition, teachers understand the importance of

working with members of their local and larger communities to enrich curricula and

classroom learning by presenting students with various viewpoints and experiences.

They know the signiﬁcance of providing meaningful opportunities for students to

contribute to their communities.

Partnerships with Families

Accomplished teachers realize that gaining an understanding of their students’

lives outside the school is critical to planning instruction and implementing curricula

within the school. Through ongoing and varied interactions with parents, teachers

learn about students’ backgrounds and cultures while establishing a rapport with

their families. Teachers may assist families in ﬁnding additional resources, specialists,

and services inside and outside the school, such as health care, English-language

classes, or counseling. They realize that this type of guidance can be invaluable when

one or more family members need professional help. Middle childhood generalists

strive to become allies and advocates for families as they acclimate to schools and

communities.

Accomplished teachers recognize that effective communication is integral to the

creation of positive working relationships between parents and teachers. Sensitive to

different family structures and changing dynamics, teachers carefully employ varying

methods of communication, using translations or interpreters as needed, to impart,

exchange, and receive information that is meaningful for teachers and for families.

Middle childhood generalists establish and maintain open lines of communication

using multiple strategies to help parents feel welcomed. They work to develop trusting

Middle Childhood Generalist Standards 50PARTNERSHIP AND OUTREACH

relationships in which parents see themselves as equal partners in their children’s

education.

Accomplished teachers make good use of opportunities to gather and share

information about their students. For instance, teachers may lead school events such

as math nights or fund-raising fairs to have parents and students actively participate

in common activities. Teachers may also schedule parent meetings or evening

workshops to explain school objectives and gain feedback on parents’ expectations.

When discussing students’ work, accomplished teachers help parents understand

curricular expectations and assessment data, providing parents with snapshots of

their children’s social, emotional, and academic progress. Teachers invite parents

to be volunteers in the classroom and provide strategies for working with students

at home. They see collaboration with families as an essential way of providing the

support, motivation, and understanding that will enhance students’ education. (See

Standard III—Establishing an Environment for Learning.)

Accomplished teachers recognize that parents have expertise and insights that

can enrich the quality of students’ learning. Parents are often keen observers and

accurate reporters of their children’s strengths and needs. They have a continuing

and critical inﬂuence on their children’s development and attitudes toward school

and learning. Teachers treat parents with respect and understanding as they elicit

perspectives on students’ development. While so doing, accomplished teachers

recognize that families often have differing views about the goals and public purposes

of schooling and the essentials of good practice. Teachers seek common ground with

all parents, attempting to build relationships that will best serve students’ interests.

Accomplished teachers know how to learn from parents and help them promote

their children’s growth. If the participation of families has diminished, teachers ﬁnd

respectful ways to reengage these families. They invite parents to the school and

ensure that families feel included within school outreach. Teachers help students

and families understand that student effort and family support are directly related to

student performance at all levels. The actions of middle childhood generalists clearly

indicate that teachers and families share a mutual interest in seeing their children

succeed.

Partnerships with the Greater Community

Accomplished teachers understand that the knowledge, skills, and strategies that

students learn in school help prepare them for their roles in the world at large. Teachers

therefore emphasize the signiﬁcance of building their students’ capacity to identify

and address the needs evident within their communities. They work with students

to apply strategies such as collaboration, conﬂict resolution, and productive debate

to community issues. They show students how to maintain sensitivity to multiple

perspectives and viewpoints, as well as various cultures, while communicating in a

variety of ways, such as by writing letters or meeting virtually via satellite links. Middle

childhood generalists are adept at connecting students with the greater community,

present or virtual.

Middle Childhood Generalist Standards 51PARTNERSHIP AND OUTREACH

Accomplished teachers know that when students have an opportunity to give

back to their communities, they gain a new appreciation for the skills they learn

and the knowledge they acquire. Students come to value partnership and outreach

and may seek similar opportunities on their own or in the future. Through activities

such as service learning and volunteering, teachers provide real-world experiences

that allow students to see and understand the roles they can play in sustaining and

improving local and global communities. For example, a teacher might engage

students in research on homeless populations before having them organize a food

drive in partnership with a local soup kitchen. Outreach experiences like this not only

offer students the opportunity to exercise their problem-solving skills, but also show

them the signiﬁcance of becoming involved within their communities.

Accomplished teachers know that students and their families are part of the

larger communities in which they live. Teachers see these communities as extensions

of schools and classrooms, and they recognize the importance of using community

resources that students value. Teachers take advantage of cultural, economic, and

physical assets by actively recruiting parents and community members, agencies,

universities, or businesses to become involved in classroom or school programs.

By partnering with these groups, teachers enhance curricula and extend students’

learning and development. These opportunities enrich students’ knowledge with

the beneﬁt of exposure to multiple perspectives and help teachers develop strong

connections between schools, families, and communities.

Middle Childhood Generalist Standards 52

VII

PROFESSIONALISM, LEADERSHIP,

AND ADVOCACY

Standard VII

Professionalism, Leadership,

andAdvocacy

Accomplished teachers are leaders who advocate for the teaching

profession and student learning.

Introduction

Accomplished middle childhood generalists possess a positive outlook; a strong

work ethic; and a willingness to change, learn, and grow. They lead by example,

understanding that continued reﬂection and perseverance represents an integral

component of professional teaching behavior. Their advocacy for students and the

profession is evident from their leadership within the classroom and throughout larger

communities.

Accomplished teachers are critical and creative thinkers with the discipline

to put ideas into practice. They stay current, read journals, attend professional

presentations, and integrate life experiences in classroom learning. These teachers

may write articles or review manuscripts for journals, present at conferences, network

professionally, write grants for innovative ways to facilitate students’ learning, lead

grade-level or curriculum meetings, or hold ofﬁces in professional organizations while

actively participating in the improvement of teaching and learning.

Accomplished teachers accept responsibility for improving their practice and the

teaching profession on a continual basis. They are open to considering new and

creative ideas related to their profession and reﬂect on these ideas, reﬁning their

practice as needed. They share content and pedagogical knowledge with their peers.

Accomplished teachers care deeply about their students, their colleagues, and their

profession.

Demonstrating Professional Responsibility

Accomplished teachers are leaders in their profession and community and see

themselves as positive forces for meaningful change. They engage with, and invite

critique from, the broader educational community, working with educators from

colleges, universities, and other institutions or agencies. To advance their profession,

these teachers may pilot programs, pursue their own research initiatives, conduct

action research projects, teach postsecondary courses, or mentor student teachers

and interns to promote best practices. They serve as peer coaches to student

Middle Childhood Generalist Standards 53

VII

PROFESSIONALISM, LEADERSHIP,

AND ADVOCACY

teachers, new teachers, or experienced colleagues, and seek opportunities to

receive similar feedback on their own teaching. They may work with virtual coaches

to improve their practice or extend their content knowledge. These teachers

collaborate with colleagues to design, improve, or evaluate staff development plans

and practices. To improve school policies, organization, or procedures, they may

work on projects with other educators or community members; they may also search

for, or even create, opportunities to serve on local, regional, or national committees.

Middle childhood generalists encourage and promote a variety of learning initiatives

to improve instruction and inﬂuence school reform in their communities and beyond.

Accomplished teachers solve problems in a creative and proactive manner.

When resources to develop and maintain initiatives are unavailable, they look for

alternative paths to acquire materials and ﬁnancial support through grant-writing or

other sponsorship opportunities. They understand that conﬂict and debate frequently

represent necessary components of instructional and institutional improvement.

Undaunted, they engage in these processes in a positive manner, conducting

themselves professionally while putting students’ needs at the forefront. Whether

they are working alone or in groups, accomplished teachers may promote change in

innovative or divergent ways, thinking outside traditional boundaries to achieve the

best possible results for their students and colleagues.

Accomplished teachers are reﬂective practitioners who demonstrate integrity and

strive for excellence. They know their practice and possess the skills and abilities

to demonstrate their expertise, seeing themselves as members of larger learning

communities with responsibilities that extend beyond their classrooms. Because they

are actively involved in their professional culture, they are committed to the continued

growth and development of their schools, colleagues, and profession, as well as

themselves. Their use of appropriate technology in teaching and learning expands

their professional knowledge and outreach to education professionals, parents, and

other stakeholders as they endeavor to improve the educational experiences of all

students. For example, when accomplished teachers become aware of innovative

practices in their schools or districts, they may seek professional development

experiences, virtual or face-to-face, to understand better the complexity of these

practices as well as the current and potential connections the practices may hold for

their schools and communities. These teachers skillfully collaborate and coordinate

their activities with those of other faculty members such as counselors, library media

specialists, and resource teachers to ensure that all students’ needs are met. When

encountering abused or neglected children, they seek the help of their colleagues

and the community to act constructively to protect their students. Accomplished

teachers seek out other educators to understand and improve the scope and

sequence of instruction so that middle childhood students experience a successful

transition to the early adolescent level. In so doing, these teachers help ensure their

students’ greatest possible chance for success.

Middle Childhood Generalist Standards 54

VII

PROFESSIONALISM, LEADERSHIP,

AND ADVOCACY

Advocating for the Teaching Profession

For accomplished teachers, advocacy entails raising awareness of the importance

of education as well as improving the teaching and learning resources and

opportunities for students in their classroom, their school, and beyond. By reading

professional journals, networking with teaching colleagues, and becoming members

of professional organizations, teachers stay informed of policy initiatives that impact

their profession. This knowledge includes an awareness of proposed changes at the

school, district, state, regional, and federal levels. Teachers are aware of important

contacts within their school systems as well as political contacts locally, regionally,

and nationally; they use these contacts, when appropriate, to improve teaching and

learning.

Accomplished teachers highlight issues articulately and take action accordingly,

changing ideas into reality through inclusive engagement that proposes solutions. For

example, they might offer forums in which students, parents, community members,

teachers, and administrators use creative problem solving and discourse to address

current school or community issues. The advocacy of accomplished teachers is

respected because of their knowledge of the ﬁeld, as well as current and proposed

initiatives related to their work. They recognize the importance of their role as advocates

for children, learning, curricula, and their profession. They know that when they take

action, their voices can lead to the development of practices and policies that beneﬁt

other teachers, students, and society. They actively inﬂuence professional norms in

their schools, encouraging an attitude of exploration, innovation, and collaboration

with their colleagues.

Middle Childhood Generalist Standards 55RESPONSIVENESS TO CHANGE

VIII

Standard VIII

Responsiveness to Change

Accomplished teachers are cognizant of the changes that occur

in society and in education. They thoughtfully and proactively

analyze and respond to change as it affects their students and their

profession.

Introduction

In a dynamic world, the survival and success of individuals depends on their

ability to monitor changes and adjust their responses strategically. Accomplished

middle childhood generalists respond to this challenge by adapting their teaching

practices to meet changes in content and curricula, technological innovations, school

environments, and educational policies, as well as in students and communities.

These teachers understand that change takes place on a continual basis, and

they address change proactively and responsibly. Teachers do so not only to fulﬁll

professional goals and obligations, but also to meet the imperative of creating

successful, adaptive life-long learners. Accomplished teachers model positive

dispositions as they anticipate, accept, and address change.

Content and Curricula

Accomplished teachers understand that content and curricula are continually

evolving, and they incorporate changes into their planning and instruction

appropriately. For instance, changes in mathematics curricula during middle childhood

have resulted in the introduction of rational number and algebra concepts formerly

introduced during early adolescence. Teachers modify their instructional strategies

to meet the current needs of their students as well, aware that students’ interests

and perceptiveness, technology use, and cultural environments are ever-changing.

These teachers study prevailing theories, emerging practices, and current research

ﬁndings, selecting ideas and techniques that could improve their practice before

implementing these resources through action plans, professional development, and

research projects. By so doing, they explore topics in which they may have previously

had limited expertise. (See Standard IV—Knowledge of Content and Curriculum.)

Accomplished teachers recognize that as content and curricula change, so

must assessment strategies. They know that the primary purpose of formative and

summative assessments is to measure students’ knowledge of content and inform

pedagogy. They use a variety of assessments because they know that learning must

be supported using varied content and pedagogical approaches. Teachers provide

Middle Childhood Generalist Standards 56RESPONSIVENESS TO CHANGE

VIII

multiple avenues and opportunities for students to demonstrate their knowledge,

understanding that students’ performances can be inﬂuenced by a number of

factors, such as testing environment or assessment format. Teachers are willing to

create and incorporate new methods of assessment in their repertoires to maintain

a valid and reliable correlation between content and assessment. (See Standard V—

Instructional Decision Making.)

Technology

Accomplished teachers recognize that the increasing availability of digital

information and the steady shift toward a global society have increased the pace at

which information and knowledge are transmitted and received. Teachers utilize online

learning environments as a resource for enhancing their professional development.

They strive to advance their technological skills as they remain attuned to the use of

technology by their students, the profession, and the surrounding world. Teachers

might employ technology, for example, to support student investigation of renewable

resources by having students study how people protect the environment in other

states or countries; in this instance, Web-based meetings might create opportunities

for students to collaborate with their peers in other parts of the state, country, or

world. Teachers view technological skills as an asset to enhance learning and a

means of connecting with students and others using real-world applications and

experiences.

Accomplished teachers show students how to use technology critically and

effectively because their interaction with it inﬂuences how they process information

and communicate with others. Voice, demeanor, and their relationship to other

individuals change based on the means and modes of communication that students

employ. Teachers might have students engage in different interpersonal exchanges

so they become as adept communicating face-to-face as they are through cyber

space. Each setting offers students a form of immediacy they need to negotiate, be

it the rapid relay of information during text messaging or the changing expression of

body language during personal conversations.

Accomplished teachers address the responsibilities as well as the advantages

of technological literacy by discussing the ramiﬁcations of sharing and exchanging

information digitally. They consistently advocate safe and ethical ways of using

technological resources. Throughout instruction, teachers remain sensitive to

their students’ varying levels of technological proﬁciency, understanding that their

experiences and opportunities to engage with technology may differ. Teachers take

these differences into consideration when planning lessons that involve the use

of existing or emerging digital tools. They may vary the technologies they employ

during different activities. For example, to share school news, students might create

a digital newsletter, deliver the news over an electronic broadcast, or create videos to

document school and community events. The method used would reﬂect students’

needs as well as school resources.

Middle Childhood Generalist Standards 57RESPONSIVENESS TO CHANGE

VIII

Accomplished teachers act as positive role models for their students and for

their colleagues by sharing their knowledge of emerging technologies. They know

that the effective use of tools such as interactive white boards, student response

systems, document cameras, and personal electronic devices has the potential to

engage students and augment instruction. Similarly, they understand that assistive

technologies such as voice recognition software and sound ampliﬁcation systems

can be used to adapt materials and activities to meet the needs of individual students.

Accomplished teachers learn from, and teach their colleagues about, the ways that

these technologies can help differentiate instruction and maximize student learning.

School Environments

Accomplished teachers adapt to changes throughout the school environment.

They adjust to alterations in school personnel, organization, and policies to provide

continuity to the educational services offered in the classroom. These modiﬁcations

may include changes in procedures, funding levels, curriculum, teaching and

assessment tools, data collection, the student population, and the physical

environment. Teachers recognize that they must sometimes work with personnel who

possess different attitudes and perspectives to reach a common goal, as when an

accomplished teacher meets with a vertical team to ensure cross-grade alignment of

curricula. In these situations, as in all others, teachers remain positive and productive.

Accomplished teachers are aware that maintaining an inclusive classroom

poses a particularly critical challenge. Within their classrooms, they have increasing

responsibility for addressing the multiple, varied needs of all students.

Accomplished teachers realize that they may not have all the needed strategies

and solutions immediately available. They not only use their repertoire of knowledge

and skills to advocate for all students and solve problems within their classrooms, but

also work with colleagues to access various resources and to brainstorm possible

solutions. (See Standard VI—Partnership and Outreach.)

Educational Policy

Accomplished teachers carefully review prevailing research on all aspects of their

practice, remaining knowledgeable about the political contexts surrounding current

policy debates in the disciplines and the profession. They develop an informed

perspective on these issues, and they articulate their positions while keeping the best

interests of students and the profession in mind. As new policies emerge, teachers

advocate for policies that support educational excellence, and they think critically

about the impact that these policies have on their classrooms.

Accomplished teachers use various informational sources to remain informed and

aware of current issues related to local, state, and federal educational policies and

laws. They seek avenues to voice their perspectives and help promote meaningful

change. Teachers may join professional organizations and participate in education-

speciﬁc social networking groups. They may also become actively involved in

Middle Childhood Generalist Standards 58RESPONSIVENESS TO CHANGE

VIII

school, district, state, or national educational committees. These activities empower

teachers by asking them to engage in critical thinking and to become leaders who

can help inﬂuence policies that advance the profession and students’ learning. (See

StandardVII—Professionalism, Leadership, and Advocacy.)

Students and Communities

Accomplished teachers recognize that change arises in many facets of their

lives as well as in those of their students. They are cognizant of relationships and

events outside their schools that can affect students’ social, physical, emotional,

and intellectual well-being, all of which ultimately affect their ability to learn. Because

teachers are also aware that students’ interests and activities change over time, they

incorporate contemporary culture within their lesson plans as appropriate to keep

students motivated and engaged. They understand that in an increasingly pluralistic

society, their students represent a wide variety of cultures and socioeconomic

groups, with different languages, traditions, and beliefs. Teachers embrace the

diversity of student perspectives when planning and implementing instruction and

when interacting with students.

In the classroom, accomplished teachers attune themselves to the subtle changes

in students’ interests, behaviors, and preferences. They understand that these

changes could indicate either a critical developmental breakthrough or a signiﬁcant

problem requiring action. If a sudden change in behavior occurs, teachers investigate

the situation by engaging students in conversation or seeking additional information

from other individuals. Teachers react sensitively while demonstrating positive

attitudes toward change and modeling the qualities of empathy, perseverance,

ﬂexibility, and creative problem solving. When responding to change, middle childhood

generalists address student needs by adjusting their strategies, curricular materials,

and assessments as needed.

Students represent an increasing array of cultures and family structures; therefore,

accomplished teachers make purposeful choices when interacting with their students’

families. They adapt their modes of communication based on the message and the

family, carefully taking the characteristics of each family into consideration, from

their structure to their practices and beliefs. A teacher may choose to communicate

information to families in various ways. A newsletter in a child’s home language may

be effective for some families, while the use of technology or face-to-face interaction

may be more effective for others. For some families, it may be more suitable to call

parents or visit the home, whereas other families may value privacy and prefer a

formal letter. Knowing students and their families allows teachers to make informed

judgments based on what is most appropriate.

Accomplished teachers realize that change may not always be desirable or

address all students’ needs, but they strive to create productive solutions within the

professional parameters of a middle childhood generalist. The awareness that change

can bring beneﬁts and burdens helps them respond practically and thoughtfully.

Teachers know that they can be advocates for their students and, in turn, serve as

Middle Childhood Generalist Standards 59RESPONSIVENESS TO CHANGE

VIII

catalysts for positive change. They also recognize the signiﬁcance of balance and

renewal when responding to the changing demands of the profession. This sense

of renewal allows accomplished teachers to share their curiosity, enthusiasm, and

passion for learning with their colleagues and students.

Middle Childhood Generalist Standards 60REFLECTIVE PRACTICE

Standard IX

Reﬂective Practice

Accomplished teachers reﬂect on their practice continually to

improve the quality and effectiveness of teaching and learning.

Accomplished middle childhood generalists engage in a ﬂuid process of reﬂection

that is cyclical in nature. They know that reﬂection is a deliberate, purposeful, sustained

process that helps them consider aspects of their practice in a careful, analytical

manner to improve teaching and learning. The National Board’s Architecture of

Accomplished Teaching, embraced by National Board Certiﬁed Teachers, illustrates

the interrelated components of teaching addressed by this process, which focuses on

students, goal setting, implementation, evaluation, reﬂection, and the establishment

of new goals. Teachers recognize reﬂection as an integral process that requires

critical thinking, problem solving, and decision making. They reﬂect independently

and collaboratively with stakeholders to strengthen their content and pedagogical

knowledge.

Accomplished teachers consider the inﬂuence that biases, values, and personal

experiences play in teacher instruction and student learning. They understand that

students’ and teachers’ behaviors and interactions are inﬂuenced by the complexity

of a learning environment that includes people of different ages, genders, sexual

orientations, physical characteristics, races, ethnicities, cultures, primary languages,

origins of birth, socioeconomic status, family conﬁgurations, religions, abilities,

achievements, and exceptionalities. Based on this realization, they strive to ensure

that all students have equitable opportunities to learn. Teachers take a nurturing

approach and target their instructional focus to meet the speciﬁc needs and

requirements that each student brings to the classroom. (See Standard II—Respect

for Diversity.)

For accomplished teachers, every learning situation and group of students

provides an opportunity for reﬂection. Teachers remain ﬂexible, willing to change their

practice or approach as a result of their reﬂection. When they review their students’

work, middle childhood generalists assess themselves as well. The conversations

they have with students help accomplished teachers gain insight and direction on

classroom climate and interactions. Once teachers have deﬁned a speciﬁc outcome

they would like to achieve, they think critically to improve instruction with a wide

range of strategies and techniques. By considering what has been successful or by

trying new ideas, teachers plan their next steps strategically. They know there are

many ways to reach the same goal of strengthening students’ learning and their own

teaching practice.

Middle Childhood Generalist Standards 61REFLECTIVE PRACTICE

Accomplished teachers consider a number of issues when evaluating their

approach in the classroom. They analyze their practice based on their students’

responses to instruction, completion of classroom tasks, assertion of feelings and

thoughts, and connection to learning. Teachers determine what their students know

and the instruction they need. Teachers reﬂect independently, with colleagues, with

students, and with families as they analyze their students’ performance. Middle

childhood generalists use these conversations to help their students identify

performance patterns, examine strengths and needs, address learning challenges,

and modify and adjust goals. Involving students in this process empowers them as

they take responsibility for their educational experiences.

Accomplished teachers grow continuously as a result of their reﬂection. They

challenge assumptions, sharpen their judgment, afﬁrm what they are doing well,

expand their repertoire of teaching methods, deepen their knowledge, and increase

the efﬁcacy of their reﬂection. Middle childhood generalists are deeply invested in

the ongoing growth and development of their students and themselves. They set

professional goals that help them meet students’ needs and improve their schools.

They identify productive ways that prevailing theories, emerging practices, and

promising research ﬁndings inform their work with students, families, and colleagues.

They explore topics in which they may have limited expertise and experiment creatively

with alternative materials, approaches, and instructional strategies. They may also

conduct action research projects in their classrooms, collaborate with peers and

educational researchers, or examine their teaching practices critically using various

strategies. With open minds, accomplished teachers select ideas and techniques

that can improve their practice and increase students’ learning. A commitment to

reﬂection and professional development provides teachers with avenues for self-

renewal. The insights they acquire help them articulate for students, parents, and

colleagues the rationales for what they do and why they do it; these insights also

contribute to the artistry and knowledge that accomplished teachers need to make

decisions in the classroom.

Accomplished middle childhood generalists analyze and evaluate experiences in

ways that enhance the development of their students and their personal growth as

professionals. They embrace the lifelong study of the art and science of teaching and

respond constructively to the many demands of their profession while recognizing the

importance of balance and self-renewal. As a result, teachers convey their curiosity,

enthusiasm, and passion for learning to their students. Accomplished teachers

exemplify the highest ethical and moral ideals and take responsibility for their growth

as teachers, recognizing where they have been and where their next steps should

take them.

Middle Childhood Generalist Standards 62

Angelique Acevedo-Barron, NBCT

District Diversity Administrator

Jeffco Public Schools

Golden, CO

Janice Adair

Health Education Methods

Minnesota State University-Moorhead

Moorhead, MN

Tracy Ajello, NBCT

Fifth Grade Teacher

Doolittle Elementary School

Cheshire, CT

Jeri Carroll

Professor of Curriculum and Instruction

Wichita State University

Wichita, KS

Jaime Cole, NBCT

Fourth Grade Gifted/ELL Teacher

Window Rock Elementary School

Window Rock, AZ

Dawn Duke, NBCT

Fourth & Fifth Grade Teacher

Brookland-Cayce Grammar Number One

West Columbia, SC

Francis “Skip” Fennell—Co-Chair

L. Stanley Bowlsbey Professor of Education and

Graduate and Professional Studies

McDaniel College

Westminster, MD

Karen Giesler, NBCT

3–5 Grade Mathematics Teacher

Center for Creative Learning

Ellisville, MO

Susan Klabunde, NBCT

Sixth Grade Teacher

Cheney Middle School

West Fargo, ND

Suzanne Nakashima, NBCT—Co-Chair

Fourth Grade Teacher

Lincrest Elementary School

Yuba City, CA

Kim O’Neil, NBCT

Third Grade Teacher

Liverpool Elementary School

Liverpool, NY

Victoria Risko

Professor of Language and Literacy

Peabody College

Vanderbilt University

Nashville, TN

José Rodríguez

Third Grade Bilingual Teacher

U.S. Dept. of Ed. Teaching Ambassador Fellow

Washington, DC

Onny Tabares, NBCT

Fourth & Fifth Grade Teacher

John Rogers Elementary School

Seattle, WA

Susan Williams, NBCT

Third Grade Teacher

Mabel I. Wilson School

Cumberland, ME

Standards Committees

Standards Committee, Third Edition

Middle Childhood Generalist Standards 63

Standards Committee, Second Edition

Kathleen A. Bearer, NBCT

Gerviece H. Brown

Elizabeth A Butler

Yoland D. Chapa

Sharon Feiman-Nemser

JoAnn Fox

Susan LaSpina

Toni Lofgren

Maria Martinez

David H. Millstone

Jane B. Moriarty

Marie E. Mullins, NBCT

Donna Richardson

Lonna Sanderson, NBCT

Dorothy Strickland—Vice Chair

Jay Sugarman—Chair

Mary Jo Thomas

Ruben Zepeda II

Standards Committee, First Edition

Patsy T. Arrouet

Gerviece H. Brown—Chair

Yolanda D. Chapa

Sharon Feiman-Nemser

Marilyn Gore

Marcy Greenspan

Julia V. Heaton

Tarry L. Lindquist

Jacquelyn Ann Smith

M. Trika Smith-Burke

Susan S. Stodolsky

Jay Sugarman—Vice Chair

John Swang

Middle Childhood Generalist Standards 64

Acknowledgments

Middle Childhood Generalist Standards, Third Edition, derives its power to describe accomplished

teaching from an amazing degree of collaboration and consensus among educators from the ﬁeld. Through

the expertise and input of three standards committees; numerous reviews by the board of directors; and

three periods of public comment by educators, policymakers, parents, and the like, as well as through the

intense study of candidates for National Board Certiﬁcation who have immersed themselves in the ﬁrst

and second editions, these third-edition standards emerge as a living testament to what accomplished

teachers should know and be able to do. Middle Childhood Generalist Standards, Third Edition represents

the best thinking by teachers and for teachers about advanced teaching practice in the ﬁeld.

The National Board for Professional Teaching Standards is deeply grateful to all those who contributed

their time, wisdom, and professional vision to Middle Childhood Generalist Standards, Third Edition. Any

ﬁeld grows, shifts, and evolves over time. Standards, too, must remain dynamic and therefore are subject

to revision. In 2010, the National Board for Professional Teaching Standards convened a third Middle

Childhood Generalist Standards Committee. This committee was charged with achieving both continuity

and change, using the ﬁrst two editions of the standards as the foundation for its work but modifying the

standards to reﬂect best practices of the early 21st century. The Middle Childhood Generalist Standards

Committee exempliﬁed the collegiality, expertise, and dedication to the improvement of student learning that

are hallmarks of accomplished teachers. Special thanks go to committee co chairs, Suzanne Nakashima,

NBCT, and Francis (Skip) Fennell for their invaluable leadership in making the third edition a reality.

A debt of gratitude is owed to the two original committees which debated, reﬂected, and articulated

the multiple facets of accomplished teaching to advance the ﬁeld and to provide a rigorous and sound

basis for national certiﬁcation of teachers. In particular, the National Board appreciates the leadership

of chairs and vice chairs of previous committees, Jay Sugarman, Dorothy Strickland, and Gerviece H.

Brown, who skillfully led the effort to weave the National Board’s Five Core Propositions into ﬁeld-speciﬁc

standards of teaching excellence.

The work of the Middle Childhood Generalists Standards Committee was guided by the NBPTS

Board of Directors. The National Board Certiﬁcation Council was instrumental in selecting the standards

committee, reviewing the current edition of the standards, and recommending adoption of the standards

to the full board of directors. Stakeholders from disciplinary and policy organizations, teacher associations,

and higher education provided insight into the current status of the ﬁeld and recommended members

for the committee. Writer Susan Lopez Bailey and staff members Joan Auchter, Lisa Stooksberry, Mary

Lease, NBCT, and Emma Parkerson supported the committee in their task.

In presenting these standards for accomplished middle childhood generalist teachers, NBPTS

recognizes that this publication would not have evolved without the considerable contributions of many

unnamed institutions and individuals, including the hundreds of people who responded to public comment.

On behalf of NBPTS, we extend our thanks to all of them.

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