Bright Futures

This article "Bright Futures: A Framework of Twelve Core Practices for Maine Middle Grades Schools Developing Full Academic, Personal and Social Potential for Maine Young Adolescents," presents the twelve Core Practices that should be implemented and adhered to to ensure effective middle schools for Maine youth. The concept behind these practices is to fully prepare students to be contributing members in today's society and to be successful in their futures.
The first practice states that students should have access to curriculum that is relevant, challenging, integrative, and exploratory and maximizes accessibility for all individuals. The second says that teachers use instructional practices that are research-based and are effective in upping the learning and achievement of the students. Core practice 3 is about teachers in every content area using teaching and learning practices that have their foundation in 21st century literacies. In the fourth practice students can access one-to-one computing technology integrated throughout the curriculum, which allows them to gain the critical thinking skills related to information, media, and technology. The fifth practice states that all middle school students experience learning opportunities that stress creativity and innovation. In the sixth practice school leaders focus on establishing an environment that supports the learning needs of the students. In the seventh, faculty, administration, and students all work together to build a safe and caring climate that nurtures the individual. Number eight focuses on how students benefit from organizational structures within the middle school that increase the sense of community, support meaningful relationships, and optimize curriculum delivery. The ninth core practice says that students have access to a co-curricular program that encourages all students to become involved, develop skills, be a member of a team, and simply have fun. Number ten states that teachers' professional development is an ongoing process that is included in the school daily. The eleventh is about how parents are actively involved in the life of the school and their child's education. The twelfth and final core practice states that teachers, administrators, and staff who are responsible for the education of the middle grade students are knowledgeable about their developmental needs and appreciate them for being unique.

One thing I did want to reflect on after reading this was the idea of having teams in the middle school. Prior to my practicum experience at Mt. Blue Middle, I had never heard of or seen in place teams, and so I sort of assumed that this was just something this school did. After reading this, however, I realize that not only do other schools implement this, but it is highly suggested that they do so. One of the core practices that related a great deal to my own beliefs about myself as a future educator was the twelfth one. Since my time in the middle school during Practicum, I knew this was where I wanted to teach; I appreciate the students and what stage they are at developmentally in their lives in and out of school and I enjoy teaching the content. Core Practice 12 assured me that if this is how I feel, then I will be in the right place, for myself and my students. I think that all middle schools should try to put in place and adhere to any and all of the 12 Core Practices, I think they would benefit on an individual, community, and state-wide level.