Have You Met Standard 4?

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Feb 5, 2013 (4 years and 9 months ago)

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Standard 4

Diversity

Presented By:

Facilitator:

Shirley L. Barnes, Ph.D.,Chairperson


Diversity Committee:


Esenc Balam, Ph.D.


Necoal Driver, Ph.D.


Daniel Lucas, Ph.D.


Jacqualine Myers, Ph.D.


Gene Ramsey, Ph.D.


Parichart Thornton, M.Ed.








Standard 4: Diversity

(Initial & Advanced)


The unit designs, implements, and
evaluates curriculum and experiences for
candidates to acquire the knowledge,
skills, and dispositions necessary to help
all students learn. These experiences
include working with diverse higher
education and school faculty, diverse
peers, and diverse students in P
-
12
schools.

NCATE Definition of Diversity


Differences among groups of people and
individuals based on ethnicity, race,
socioeconomic status, gender,
exceptionalities, language, religion, sexual
orientation, and geographic area

Conceptual Framework


Commitment to Diversity


“The unit’s
conceptual framework(s) reflects the unit’s
commitment to preparing to support learning for
ALL
students and provides a conceptual
understanding of how knowledge, dispositions,
and skills related to diversity are integrated
across the curriculum, instruction, field
experiences and clinical practice, assessments,
and evaluations.”

FOUR ELEMENTS


4.1: Design, implementation, and evaluation of
curriculum and experiences


4.2: Diverse Faculty


4.3: Diverse Candidates


4.4: Diverse P
-
12 Students


Note:Because these elements can be cross
listed with other Standards, sometimes a
problem in one place means an Area for
Improvement (AFI) in another.

Element 4.1:

Design, Implementation, and
Evaluation of Curriculum & Experiences

(
Standard 1, Standard 2, Standard 6)

THE NCATE “ACCEPTABLE” RUBRIC AND COMMON PROBLEMS


“The unit clearly articulates the proficiencies that candidates are expected
to develop during their professional program

No diversity proficiencies have been identified by the unit




“Curriculum and accompanying field experiences are designed to help
candidates understand the importance of diversity in teaching and learning”

Syllabi do not reflect the unit’s emphasis on diversity

Field Experience and Clinical Practice forms do not reflect diversity
proficiencies


“Candidates learn to develop and teach lessons that incorporate diversity
and develop a classroom and school climate that values diversity.
Candidates become aware of different teaching and learning styles shaped
by cultural influences and are able to adapt instruction and services
appropriately for all students, including students with exceptionalities.

Assessments do not assist programs/unit in ascertaining whether or not
candidates are developing the expected diversity proficiencies

Candidate performance data on diversity proficiencies is not available



“They demonstrate dispositions that value fairness and learning by all
students.”

Programs/units have no clear dispositions related to fairness and learning
for all students



Assessments of candidate proficiencies provide data on the
ability to help all students learn. Candidates’ assessment
data are used to provide feedback to candidates for
improving their knowledge, skills, and dispositions.”


No candidate data on diversity proficiencies is available


No feedback mechanism related to diversity proficiencies is
evident



COMMON ISSUES


The same materials (e.g., videos, case studies) are used
throughout the program


Some aspects of diversity are overemphasized and
others are ignored


Candidate expectations for proficiency do not change as
they move through the program


Faculty and students who resist discussions of and
inclusion of diversity in their work are often insecure


they need assistance and support


Some programs in the unit are doing an excellent job
and others are not doing anything

Unit Accreditation Board (UAB)
Questions


Is diversity of faculty & candidates still an
expectation of the standard?


Yes



Does the UAB still expect teams to report
numbers in regard to diversity?


Yes


UAB Questions (continued)


If the unit creates experiences
--
summer
programs, visiting scholars, lecture series,
etc.
--
can these be sufficient to meet the
intent of the standard?



If they are ongoing and regularly offered, they
may contribute to candidate development of
knowledge, skills, & dispositions related to
diversity

UAB Questions (continued)


If “good faith efforts” are being made to
recruit & retain diverse faculty &
candidates, but there are no results,
should a weakness still be cited?



A weakness should be cited, but the “good
faith efforts” should be described in the team’s
findings.

UAB Questions (continued)


If candidate & faculty diversity is limited
or non
-
existent, but the unit meets the
expectations in the first element
“Design, Implementation and Evaluation
of Curriculum and Experiences” is the
standard met?


It depends on the experiences being
provided by the unit. It may be possible
for a unit to compensate for the lack of
faculty & candidate diversity through use
of technology, visiting professors, etc.

UAB Questions (continued)


If the unit is diverse, but the unit does not
meet the expectation of the first element of
standard 4, is the standard met?



No

BOE Questions


How does the unit ensure the
integration of knowledge, skills, and
dispositions related to diversity
throughout courses, experiences,
and assessments?



How is the unit’s commitment to
diversity demonstrated?


Standard 4 is not the
only reference to
diversity….

Candidate

Knowledge,

Skills, and

Dispositions

Standard 1

Diversity in Standard 2


Assessment System
(Element 1)



The unit takes effective steps to eliminate
sources of bias in performance
assessments and works to establish the
fairness, accuracy, and consistency of its
assessment procedures.

Standard 3

Field Experiences &
Clinical Practice

Element 3:
Candidates’ Development &
Demonstration of Knowledge, Skills, &
Dispositions to help All Students Learn


Field experiences & clinical practice
provide opportunities for candidates to
develop & demonstrate knowledge,
skills, and dispositions for helping all
students learn.


All candidates participate in field
experiences or clinical practice that
include students with exceptionalities
& students from diverse ethnic, racial,
gender, & socioeconomic groups.

Experience with Diverse Students in P
-
12
Schools (Standard 3;Initial and Advanced)


“Field experiences or clinical practice in
settings with exceptional populations and
students from different racial, ethnic,
gender, and socioeconomic groups are
designed for candidates to develop and
practice their knowledge, skills, and
dispositions for working with all students.
Feedback from peers and supervisors
helps candidates reflect on their ability to
help all students learn.”

Ensuring Experience with
Diverse P
-
12 Learners


What types of innovative field and clinical
placements provide experience with diverse P
-
12
learners?



Summer programs, exchanges


Is there a way to collaborate with colleagues in the
liberal arts and sciences?



-
First Year Experience for Education




candidates w/field experience



-
College of Arts and Sciences Education


-
Program for first and second year w/ field



-
Middle School MST Program w/field

Diversity in Standard 5
-

Faculty


Modeling Best Professional Practices in
Teaching
(Element 2)


Faculty integrate diversity and technology
throughout their teaching.


Unit Facilitation of Professional Development
(Element 7)


…the unit provides opportunities for faculty to
develop new knowledge & skills, especially as
they relate to the conceptual framework(s),
performance assessment, diversity,
technology, & other emerging practices.

DIVERSE FACULTY

(Standard 5 & 6)

“Candidates interact in classroom settings on campus
and in schools with professional education faculty,
faculty from other units, and school faculty from
diverse ethnic, racial, and gender groups.”


Data on institution diversity


Data on School/College of Ed diversity


Data on faculty by program


Data on Clinical Faculty Diversity


Data on Cooperating Teacher/Mentor Diversity


Data on faculty involvement in teaching, research, service, and
professional development that indicates expertise or growth in
diversity


Data on endowed chairs, visiting lecturers, faculty exchanges



DIVERSE CANDIDATES

(Standard 6; initial and advanced)


“Candidates interact and work with candidates
from diverse ethnic, racial, gender, and
socioeconomic groups in professional education
courses on campus and in schools. Candidates
from diverse ethnic, racial, gender, and
socioeconomic groups work together on
committees and education projects related to
education and the content areas. The
affirmation of the values of diversity is shown
through good
-
faith efforts made to increase or
maintain candidate diversity.

Common Problems with
Element 4



Unit/program does not track placements


Unit/program does not provide demographic data
on placements


Not all candidates have experience with diverse
placements


Advanced programs do not ensure diverse
placements


Candidates are not provided substantive
(documented) feedback related to diversity
through assignments, seminars, or by supervisors



KEY QUESTION


On balance, do candidates interact in meaningful ways
with diverse faculty?


If not, what can you do?
HAVE A PLAN!


Team/Collaborative Teaching (liberal


arts/methods)


-
Visiting Scholars, Faculty Exchanges,


Endowed Chair, Distinguished Clinical


Professor


-
Partnerships with Community Colleges


-
Look at course taking patterns if faculty


teach across programs



DATA, DATA, DATA


HAVE A PLAN!


Demographics by institution, unit, program


Recruitment, retention and/or diversity plans


Descriptions of special programs and
results

of
those programs


On balance, what is the character and quality of
the interactions of diverse peers?


“Good Faith” efforts vs results?


MEETING STANDARD 4


Collect, analyze, and use data on all elements from all
constituencies to understand and explain the issues


and then to address them (i.e., Have a plan!)


Collaborate, Collaborate, Collaborate


Be clear about your expected proficiencies and
document the results


Use available resources (e.g., NAME, CREDE, NCATE
web)


Analyze before adoption of materials (e.g., the
controversy over Ruby Payne’s Framework for Analyzing
Poverty). Be able to explain why you are implementing
the programs, materials, strategies that you select.


Use this meeting and others (ATE, AACTE) to share
strategies


The faculty is the key!


SYLLABI


If it is not visible to the candidates on the syllabus, it is not seen as
important to them.


TEXTS AND MATERIALS


Find texts that infuse diversity rather than relegate the discussion of
diversity to one chapter


All materials (videos, case studies, readings, etc.) should teach or reinforce
the concept or strategy while addressing diversity in a balanced way.


ASSIGNMENTS, ASSESSMENTS, RUBRICS


If it is not assigned & assessed, it is not seen as important to the
candidates.


CLINICAL FORMS & FEEDBACK


Align all forms and feedback instruments with CF and diversity
proficiencies.

DATA ON PROGRAM/UNIT EFFECTIVENESS RELATED
TO DIVERSITY



STUDENT FOCUS GROUPS


ALUMNI SURVEYS


ALUMNI FOCUS GROUPS


EMPLOYER SURVEYS


EVALUATIONS OF SPECIAL EVENTS


CANDIDATE WORK SAMPLES


FIELD AND CLINICAL FORMS


PORTFOLIOS