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MAMSE is the Michigan Association of Middle School Educators. Founded
in 1971 by Dr. Louis G. Romano and a group of middle level educators, MAMSE is
the oldest middle level professional organization in the country. Members
include all who are interested in the education of young adolescents --
teachers, administrators, supervisors, parents, college personnel, state
department officials and students. It is governed by an executive board
made up of elected officers and regional representatives. MAMSE members
helped start the National Middle School Association in 1973. As an
affiliate of the National Middle School Association, MAMSE is the official voice
for Michigan's middle level people.
MAMSE
By-Laws
BELIEFS
MAMSE BELIEVES:
 | A state organization which focuses on the child is necessary in order to
bring together all who are concerned with developing viable middle level
education programs; |
| The young adolescent is unique, and therefore, unique educational programs
are essential; |
| Research supports the position that programs should be derived from the
specific individual needs of the young adolescent learner; |
| Changes in classrooms and administrative procedures are necessary in order
to education today's young adolescent; |
| Parent and community involvement are imperatives for the success of middle
level education; |
| Institutions of higher education must develop specialized, child centered
educational training programs and certifications for teachers and
administrators who desire to work with young adolescents; |
| The State Department of Education and the State Legislature must recognize
middle level schools and their students as a distinct educational level, and
they must make appropriate policies and provide adequate educational
resources for impacting middle level. |
MAMSE supports the following position of the National Middle School
Association
Middle Level Curriculum: A Work in Progress
We believe 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 about 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
educational opportunities |
| develop caring, responsible and ethical citizens who practice democratic
principles |
Further, we advocate learning experiences which:
| value the dignity and diversity of all individuals |
| allow students to learn and express themselves in a variety of ways |
| use the full range of communication skills and technologies in purposeful
contexts |
| engage students in problem solving through a variety of relevant
experiential learning opportunities |
| involve students in meaningful service which encourages them to make a
difference in the world around them |
| involve students in setting goals, planning, and assessing their own
learning |
| include continuous, authentic and appropriate assessment of students'
progress in academic achievement and the acquisition of desired behavioral
attributes |
Such learning experiences, which must be accessible to all students,
require environments in which:
| challenging content in partnership with appropriate learning strategies
becomes the key to significant learning |
| students and staff are safe, cared for, understood, trusted and respected |
| each young adolescent can experience success |
| faculty is empowered and supported in creating developmentally responsive
curriculum and instructional approaches |
| staff are positive role models |
| the family is actively involved in students' educational endeavors |
| the learning community expands beyond the school |
Because of these convictions, we believe the following conditions should
be evident:
| all areas of knowledge and skill are viewed as important and are
integrated throughout the students' school experience |
| students explore integrated themes which engage them in serious and
rigorous study |
| curriculum is developed by careful and continuing study of students,
social trends and issues, and research-supported school practices |
| flexible learning groups are based upon students' needs and interests |
| active, collaborative, self-directed learning is used |
| a variety of educational materials, resources and instructional strategies
are used |
| staff development promotes and supports developmentally responsive
practices |
| the staff is organized in ways that encourage ongoing collaboration |
| all staff help plan and participate in long-term professional growth
opportunities |
Because of these convictions, we believe the following conditions should
be phased out:
| the curriculum consists of separate subjects and skills taught and tested
in isolation from one another |
| content is judged to be more important than the process by which it is
learned |
| students are labeled and tracked into rigid ability groups |
| lecturing, rote learning, and drill are used excessively |
| textbooks and worksheets dominate |
| faculty is organized by departments |
| staff development efforts are short term and non-productive |
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