"...no other age level has so clear and legitimate a claim to the designation of unique as does this period of transition between childhood and full-blown adolescence, roughly ages ten to fourteen" (This We Believe (1992), p. 4).
Middle School philosophy originated in the United States in the early 1970s. The National Middle School Association (NMSA) was founded in 1973 and its core beliefs are contained in the monograph This We Believe: Successful Schools for Young Adults (2003). The cornerstone of middle school philosophy is "...no other age level has so clear and legitimate a claim to the designation of unique as does this period of transition between childhood and full-blown adolescence, roughly ages ten to fourteen" (NMSA, 2003, p. 4). The NMSA vision is substantially different than the guiding ideas behind junior high schools, which were designed to be "junior" versions of high school curriculum and organization (Lounsbury, 1991). Middle schools strive to avoid the specialization and
departmentalization of the traditional junior high school. The middle school concept fosters programs that keep the uniqueness of its clientele at the forefront of every decision.
Exemplary middle schools generally have five key components:
1. Interdisciplinary teaming refers to the organizational structure of a core of teachers assigned to the same group of students. A variety of configurations have been successful ranging from 2 - 5 team members in two, three or four subject areas.
2. Advisory programs consist of a small group of students (usually 20 or fewer) assigned to a teacher, administrator, or other staff member for a regularly scheduled meeting to discuss topics of concern to students.
3. Varied instruction includes (1) integrating learning experiences, addressing students' own questions and focusing upon real life issues relevant to the student; (2) actively engaging students in problem-solving and accommodating individual differences; (3) emphasizing collaboration, cooperation, and community; (4) seeking to develop good people, caring for others, democratic values, and moral sensitivity (NMSA, 1995).
4. Exploratory programs capitalize on the innate curiosity of young adolescents, exposing them to a range of academic, vocational, and recreational subjects for career options, community service, enrichment, and enjoyment. Exploratory topics include foreign languages, intramural sports, health, clubs, student government, home economics, technological arts, independent study projects, music, art, speech, drama, careers, consumer education, creative writing, and several other special areas.
5. Transition programs focus on creating a smooth change of schools for the young adolescent. (NMSA, 2003).
Successful schools for young adolescents have adopted many, if not all of these five characteristics (Jackson & Davis, 2000; National Middle School Association, 2003). To meet the needs of young adolescent learners, middle schools strive to provide a relevant, challenging curriculum; multiple learning and teaching approaches; assessment and evaluation to promote quality learning; organizational structures like teams that support meaningful relationships and learning, school-wide policies for health and safety; and several levels of assistance for students. (National Middle School Association, 2003.)
I do not wish to denigrate what happens in the majority of schools. I merely want to suggest these principles are the way schools should be organized.
Developmentally responsive middle level schools are characterized by:
- a shared vision
- educators committed to young adolescents
- a positive school climate
- an adult advocate for every student
- family and community partnerships
- high expectations for all
Therefore, they provide:
- a curriculum that is challenging, integrative, and exploratory
- varied teaching/learning approaches
- assessment and evaluation that promote learning
- flexible organizational structures
- programs and policies that foster health, safety, and wellness
- comprehensive guidance and support services (NMSA, 2003).
The National Middle School Association (2004) further advocates that learning experiences for young adolescents should
- address their varied intellectual, physical, social, emotional and moral development
- help them make sense of themselves and the world around them
- be highly integrated and connected to life
- include their questions, needs, developmental issues and ideas
- involve them in rich and significant knowledge about the world
- open doors to new ideas that evoke curiosity, the desire to explore and, at times, awe and wonder
- challenge students and encourage them to take maximum advantage of learning opportunities
- develop caring, responsible, and ethical citizens who practice democratic principles
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