This chapter provides middle school mathematics teachers with strategies to specifically address culturally responsive teaching goals. Authors provide background on culturally sustaining practices and use Ellerbrock and Vomvoridi-Ivanovic’s (2019) three goals for Responsive Middle Level Mathematics Teaching (RMLMT) as a foundation to suggest three specific tools middle level practitioners can use to enhance their students’ experiences. The first goal, advancing young adolescent learners’ mathematical thinking, includes getting to know individuals’ mathematical selves. Goal two addresses promoting equity in young adolescent learner’s mathematical classroom learning experiences. Goal three, attending to young adolescents’ characteristics, needs, and interests, includes an examination of ways to use young adolescent characteristics in middle school math classrooms. The three tools we are recommending include: reflection, literacy integration, and utilization of place-based, problem-based learning. Each of these tools reflect practices that sustain an environment operationalizing the goals of RMLMT.

Colleges of education must instantiate their candidates’ knowledge, skills, and dispositions for accreditation. Professors often have candidates reflect on field experience as a way to enhance their learning. This study examines reflections of 43 candidates over a 2-year period. Candidates engaged in an after-school enrichment program as service volunteers and participated with content area teachers in a professional development site to teach lessons as part of an introductory course to middle-level education. Each week candidates met in small groups to share their thoughts and wrote up summaries of their experiences. By reflecting on both, the benefits and value of field experiences and service learning their responses have been examined in light of the National Council for the Accreditation of Teacher Education (NCATE) Specialty Area Standards. Ultimately, this research suggests that field experiences and service learning are needed to develop candidates’ knowledge, skills, and dispositions.

Collaborations between the National Association for Middle Level Education (NAPOMLE) and the European League for Middle Level Education (ELMLE) can be mutually beneficial. This article reflects on NAPOMLE’s past experiences with our global affiliate ELMLE and promotes future partnerships expanding our commitment to supporting the development of middle schools and middle level leaders. We advocate a global approach to preparing and empowering the next generation of middle school leaders.

Over the past two years, middle school advocates have been sharing their thoughts on the following prompt: “What drives your spirit and commitment to middle level education?” The purpose has been to capture ‘the spirit’ of middle school* educators?’ From these stories five characteristics emerged that can help us consider how to promote the next generation of middle school leaders. Perhaps using the findings from this exercise can help us advocate for the next generation of middle school leaders. * For the purpose of this study, middle school refers to those who work with 10-15 year olds and includes intermediate schools, a K-8, middle schools, junior highs, or 9th grade academies.

Nancy Ruppert is the past-president of AMLE and past-president of NAPOMLE. She is the chair of the education department at UNC Asheville. Her current areas of interest are in advocating for middle school alumni and creating resources to advocate for middle level education. Here she invites readers to contribute to ideas for ongoing professional development.