Description
This stack is designed to provide educators with the tools to meet the intellectual, developmental, and social needs of young adolescents.
What You'll Demonstrate
You will demonstrate the essential components of academic excellence, social equity, developmental responsiveness, and organizational structures and processes in the middle grades.
Who Should Apply
- P12 educators
- Instructional coaches
- Interventionists
- Administrators
- Education support professionals
Micro-credentials

Connecting Rigor to DOK
The educator employs rigorous learning experiences for middle level students at all levels of Webb’s Depth of Knowledge (DOK) throughout the learning process.

Designing School Teaming Structure
The educator designs a plan for implementing middle level teaming for the whole school.

Designing Student Teaming Plan
The educator develops a middle level plan for creating student teams in your school.

Designing Teacher Teaming Plan
The educator develops a middle level plan for creating teacher teams in your school.

Discovering Self-Interest
The educator demonstrates opportunities for students to explore areas of self-interest in academics.

Exercising Reflective Questioning
The educator builds essential critical thinking skills by exercising reflective questioning throughout the learning process.

Exploring Aptitudes in Academics
The educator demonstrates that they are providing opportunities for the learner to explore areas of aptitude in academics.

Facilitating Learner-Generated Questions
The educator facilitates the development of learner-generated questions using a standards-aligned, content-specific stimulus that piques the interest of and motivates middle level learners.

Facilitating Student Movement
The educator demonstrates an understanding of routines and procedures governing effective student movement in the middle level classroom.

Implementing a Comprehensive Teaming Plan
The educator implements a teaming plan for the purpose of teaming teachers and students into smaller learning communities (e.g., teams, houses).

Implementing Perspective Taking Routines
The educator implements perspective-taking thinking routines to pique the interest of middle level learners and meet the expectation of the state standard for developing an argument in the middle grades.

Reflecting on Teaming Implementation
The educator reflects on the implementation of comprehensive teaming in their school by examining grade level/school teams, teacher teams, and student teams.

Supporting Student Academic Discourse
The educator supports student academic discourse utilizing content-specific talk stems.

Understanding Why Teaming Matters
The educator demonstrates an understanding of the role of teaming in the middle level.