VAMLE Newsletter
July 2025 Edition
Welcome to Our Newest Board Member, Brenda Kendall!
VAMLE is excited to announce that Brenda Kendall, 7/8th grade Humanities teacher at the St. Johnsbury School, will be joining us as a member! Brenda brings incredible expertise as a veteran middle level educator, and she is continuously expanding her experience and knowledge through a range of professional learning and growth. Welcome, Brenda!
Our VAMLE Board now includes:
President - Melissa Muzzy, Vergennes Middle Level
President Elect - Andrea Gratton, Brownington Central School
Past President - Nancy Doda, Middle Grade PD Coach
Secretary - Jen MacDonald, People's Academy Middle Level
Treasurer - Rachel Hamm Vaughan, Special Olympics VT
Board Member - Bonnie Johnson-Aten
Board Member - Carrie Gilman, Montpelier Roxbury Schools
Board Member - Brenda Kendall, St. Johnsbury School
Board Member - Gary Russell, FH Tuttle Middle School
Ex Officio Board Member - Ryan Parkman, VT Agency of Education
Executive Director - Kyle Chadburn, Orleans Central Supervisory Union
Interested in becoming part of the VAMLE board? We would love to have you! Our goal is to represent diverse perspectives in middle level education across Vermont, so please reach out and express your interest at any time!
At this time of year, with hiring processes in full swing, it is incredibly critical to keep in mind the importance of finding the right individuals to work alongside our middle level students. Regardless of the grade configurations in our school buildings (K-8, K-12, 5-8, 6-9, etc.), middle level students deserve to engage with staff who are ready, willing, and able to support their unique needs as young adolescents. As This We Believe states, we need leaders who are "committed to and knowledgeable about young adolescents, equitable practices, and educational research," and teachers who "respect and value young adolescents" and "are specifically prepared to teach young adolescents."
Middle level educators and leaders benefit greatly from specialized training in young adolescent development because young adolescents have developmental needs that are distinct from both younger children and older teenagers. According to the Association for Middle Level Education, students between the ages of approximately 10 and 15 experience rapid physical, emotional, intellectual, and social changes that directly affect how they learn and interact with others. Middle school students are often searching for identity, independence, belonging, and purpose, while also coping with significant developmental uncertainty. Educators and leaders who understand these characteristics are better prepared to create learning environments that are responsive, supportive, and developmentally appropriate.
Unlike elementary students, middle level learners are beginning to think more abstractly, question authority, and develop stronger peer relationships. At the same time, they still require significant guidance, structure, and emotional support from caring adults. Teachers and leaders trained specifically in middle level education understand how to balance increasing academic rigor with the social-emotional needs of adolescents. They recognize the importance of building relationships, fostering student voice, and creating opportunities for collaboration and exploration. Without this specialized understanding, educators may unintentionally use instructional approaches that are either too rigid and child-centered or too detached and content-focused for young adolescents.
Middle school educators and leaders must also understand that academic success during early adolescence is closely tied to students’ sense of safety, belonging, and relevance. This We Believe emphasizes that successful middle schools are responsive to the developmental needs of young adolescents and are built upon strong relationships, active learning, and meaningful curriculum. Specialized middle level training helps teachers design lessons that are engaging, interdisciplinary, and connected to real-world experiences. It also equips educators with strategies to support students through social challenges, emotional fluctuations, and varying levels of maturity that are common during these years.
Additionally, middle level educators play a critical role in helping students develop confidence and self-efficacy during a pivotal transitional stage. Young adolescents are highly impressionable and often sensitive to criticism or failure. Educators and leaders with middle level preparation understand the importance of encouragement, advisory systems, inclusive classroom practices, and opportunities for student leadership. They are trained to recognize that middle school is not simply a bridge between elementary and high school, but rather a unique and influential stage of development that deserves intentional and specialized educational practices.
Specialized preparation for middle level educators contributes to stronger school culture and improved student outcomes. This We Believe states that effective middle schools are characterized by educators who are specifically prepared to work with young adolescents and who understand the philosophy of middle level education. When teachers and leaders possess this knowledge, they are more capable of meeting students’ developmental needs, promoting academic growth, and cultivating positive relationships that help students thrive both personally and academically. Specialized middle level training ultimately ensures that schools are not only academically effective, but also places where young adolescents feel valued, understood, and empowered.
Providing literacy instruction across all content areas in middle school is essential to helping students become confident, independent learners. Literacy is not limited to English Language Arts classes, and students must also be able to read, write, analyze, and communicate effectively in science, social studies, mathematics, and unified arts courses. Each discipline has its own vocabulary, text structures, and ways of thinking, and students benefit when teachers explicitly teach the literacy skills needed to navigate those demands. When literacy instruction is embedded across all subjects, students are better equipped to access grade-level content, think critically, and engage more deeply in learning.
A schoolwide focus on literacy also creates consistency for students. When teachers across departments use common language to discuss reading and writing strategies, students are able to transfer skills more easily from one classroom to another. For example, terms such as “claim,” “evidence,” “main idea,” or “annotation,” become familiar and meaningful when reinforced consistently in every subject area. This shared academic vocabulary reduces confusion and helps students build confidence because they know what is expected regardless of the class they are in. The cognitive demand shifts from understand the process to understanding the content. Consistent language also strengthens collaboration among teachers and supports a more cohesive instructional approach.
In addition to common language, shared literacy resources are powerful tools for student success. Graphic organizers, writing templates, note-taking structures, and reading guides provide students with clear frameworks that help them organize their thinking and process complex information. When these tools are used consistently across classrooms, students spend less time learning different formats and more time focusing on content and critical thinking. Shared resources are especially beneficial for struggling readers, multilingual learners, and students with learning differences because they provide scaffolds that support comprehension and communication.
Cross-curricular literacy instruction also promotes equity and access for all learners. Middle school students come to school with varying levels of reading and writing proficiency, and content-area teachers play a critical role in closing skill gaps. By intentionally teaching literacy strategies within every subject, schools ensure that students receive repeated opportunities to practice and strengthen essential skills throughout the day. This collective responsibility helps create a supportive learning environment where all students can engage with rigorous material and demonstrate understanding in meaningful ways.
Ultimately, a coordinated approach to literacy instruction strengthens both academic achievement and long-term student success. When schools prioritize shared literacy practices, common instructional language, and aligned support tools, students develop stronger communication, comprehension, and problem-solving skills that extend beyond the classroom. A unified literacy framework not only improves student outcomes but also fosters collaboration among educators and creates a more consistent, supportive educational experience for middle school learners.
Here are a few resources and tools to help you implement cross-curricular literacy instruction in your school:
- Informational Article: "How to Work Literacy Instruction Into All Content Areas," Edutopia
- Informational Article: "Four Tips for Teaching Reading in the Content Areas," WIDA
- Strategy Guide: "Reading with Purpose in the Content Areas," ReadWriteThink
- Writing Resources: The Writing Revolution
- Attend the Middle Grades Collaborative's monthly "Conversations" to discuss problems of practice and strategies for overcoming them.
- Join the VAMLE board! More information about board membership can be found here on our website. We would love to have you as part of our team!
- Attend the Middle Grades Institute at St. Michael's College or Brownington Central School this summer!
Contact VAMLE: PLEASE NOTE A CHANGE IN THE DIRECTOR'S EMAIL ADDRESS
Kyle Chadburn (he/him)
Executive Director
P.O. Box 62
Newport, VT 05855
vamleorg@gmail.com