Evidence+of+Organizational+Structure+&+Processes

The organizational structure and processes of a developmentally responsive middle school are complex, indeed. First the curriculum for the students should be one that is interdisciplinary otherwise known as //integrated,// meaning it's organization and processes successfully "combine subject matter traditionally taught independently" (Bucher and Manning, 2011, pg. 106). Studies have shown that the brain processes information based on patterns and connections and "emphasizes coherence over fragmentation" (Bucher and Manning, 2010, pg.109). Information can be presented in the form of themes, questions, and concerns. Math could be taught in relation to science in order for concepts such as the large spaces between planets of our solar system or, perhaps, the chemical components that result in pollution to be better understood by the students. Works of literature could be studied in history or social studies class to give the student a sample of the point of view of people from a certain point in history or specific geographical location. This structure supports a curriculum that involves application of knowledge rather than rote memorization and helps young adolescents understand their place in a global society (Bucher and Manning, 2012, pg.107). Speaking of a global society, the developmentally responsive middle school organizational structure and processes will be based, largely, on student choice, or //exploratory// based. Of course there will be the core curriculum of traditional subjects, but there will also be a substantial amount of time and resources applied to "mini-courses or other learning experiences that are designed to help young adolescents explore curricular areas based on their needs, interests or aptitudes (Bucher and Manning, 2012, pg.119). Professional musicians, artists, writers, or scientists may find themselves here but that is not the full measure of success exploratory programs. Classes and clubs such as chorus, band, and art will be heavily invested in in order to provide students with the most information, tools, time, and freedom to find out who they are as a fulfilled human being.

Teachers/staff who are effective in their teaching in this complex and time consuming process do not have an easy job. And yet they still have another essential role to fill in the developmentally responsive middle school, that of personal advisory. '"The advisory program helps each student develop a meaningful relationship with at least one significant adult in the middle school while that adult is providing personal and academic guidance" (Bucher and Manning, 2012, pg. 68). The teacher/staff will be assigned certain students who they see several times a week on a variety of topics. From academics and skills-based, to invigoratingly stimulating and community focused to even "Advocacy" and "Administrative", advisory programs help students develop and evolve (Bucher and Manning, 2012, pg. 68). When we use the terms, //develop// and //evolve//, keep in mind that we are not not just focused on a successful and happy young adolescence. We also have stock in on the young person's //development// into high school student and further still, into a not so distant adulthood of teaching, learning, working and a continued //evolving// into a willing contributor to an overall positive effect on the processes and products of society.

The processes of assessment in a developmentally responsive middle school address not only on the content and skills taught, but student's critical thinking, curiosity and other personal attributes (Bucher and Manning, 2012, pg. 195). Teachers should develop checklists and observation scales in order to measure and evaluate projects such as portfolios and demonstrations the students present for assessment. As a healthy development for each individual student is part of our overall goal, assessment and evaluation for the middle schooler "should emphasize individual progress rather than comparison with other students and should help young adolescents discover and understand their strengths, weaknesses, interests values and personalities (NMSA, 2012).

Of course, this takes substantial effort among the teachers who must collaborate and work together across subject lines to produce and teach their lessons to the variety of learners in their charge. Some teachers may struggle to just meet the NC standard of "knowing the content they teach" (NCPTSC, 2006)! Not only that, but they must also have the skills and resources to build on students' interests while simultaneously providing appropriate and workable learning activities (Bucher and Manning, 2012, pg. 111). Gone are the days of the isolated classroom as we have arrived at a new dawn where an effective middle school is a collaborative effort, an integrated and cooperative environment where school resources work together for the education and overall well-being of the young adolescent. School resources include not only core and extra- curriculum teachers but all available assets of the school including the librarian and technology department. Some teachers may be opposed to or intimidated by these methods, however, it must be emphasized to them that they are teaching in a developmentally responsive school where their role expands from one of a mere "dispenser of knowledge" to that of an effective "facilitator of learning" (Bucher and Manning, 2012, pg.109).


 * SIP calls for Teams of teachers that appear to be from various subject lines meet every thirty days
 * ** SIP calls for all core classes will give a common formative assessment every three weeks, in coordination with three week progress reports. ** This gives teachers the opportunity to modify their teaching strategies to reach lower scoring students.