Hanover College Addendum 2
March 21, 2014
Hanover College EPP Addendum 2
All exhibits specific to this second part of an addendum that addresses BOE request for evidence related to Standards 4, 5, and 6 are grouped together in the College webpage as “Addendum 2 Exhibits.” Most exhibits are indexed by standard, section in the BOE Offsite Report, and number of evidence requested. Please see
STANDARD 4 DIVERSITY
4.5.1 How is the expectation of being “culturally responsive” (from the conceptual framework)
articulated to all teacher candidates across all education courses?
At Hanover College we provide our students with a myriad of opportunities for learning about the diverse linguistic, cultural, ethnic, and socio-economic representatives in today’s schools. For example, in our Inquiry to Education courses (EDU 101 and 201) teacher candidates are exposed to works of fiction (e.g., Palacio, 2012) and non-fiction (e.g., Sadowski, 2010) that discuss student identity development related to disability, race, religion, sexual orientation, socio-economic, and so forth. These texts are read, discussed and critically analyzed throughout the course and students are provided with the opportunity to make connections between what they are reading and discussing and what they see in the schools. In the senior seminar (EDU 461), teacher candidates read, reflect and respond to “culturally responsive” texts such as Lisa Delpit’sOther People’s Children: Cultural Conflict in the Classroom (2006) and "Multiplication Is for White People": Raising Expectations for Other People’s Children (2013) and Eric Jensen’s Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do about It (2009). These experiences, and others included on the Diversity Curriculum Matrix (Exhibit 4.3.b), provide our teacher candidates with the necessary background knowledge so that they can effectively incorporate culturally responsive teaching within their classroom experiences.
Two of the EPP’s core assessments (for all teacher candidates) are the papers written in EDU 230; one paper is a case study as a result of observing in special education setting and in inclusive classrooms, and the second paper is the course participant’s revision of a typical lesson plan to better meet the needs of an English Language Learner. The rubric for this second paper and analysis of results is found in Addendum Exhibit 4.5.1.
To provide students with the opportunity to create pedagogical connections between the discussion and understanding of cultural diversity and culturally responsive teaching, teacher candidates are required to include adaptations and modifications for diverse learners in all lesson and unit plans completed in the junior level methods courses (EDU 302,303,304,305,316, 33X) and student teaching (EDU 455, 456). This provides students with the opportunity to put into action what had been previously learned and discussed. Teacher candidates are assessed on their ability to apply concepts and proven strategies in order to increase ELL achievement. Finally, the elementary education comprehensive exam requires senior candidates to justify applications of researched-based differentiated strategies to meet student special needs. Please see Addendum Exhibit 4.5.1. Through repeated class discussions and assignments, including lesson and unit plans, our teacher candidates are aware of the importance of understanding cultural diversity and the expectations we hold on becoming more culturally responsive.
4.5.2What criteria are used for determining if a candidate has met or not met the standard on the cross-cultural paper rubric?
A new rubric for the cross-cultural experience was created in February 2014 (Exhibit 4.d). This rubric better aligns with the paper requirements and provides students with more detailed and specific expectations. As noted on the rubric, candidates must receive a score of met or exceeded on 80% (9 out of 11; or 8 out of 10 if the language criteria was not applicable) of the required criteria.
4.5.3What samples of graded papers are available for the cross-cultural experience, in reference to Exhibit 4.3.c Cross Cultural Paper Rubric? How are determinations made that a candidate has met or not met the standard? Who grades these? Is there a norming process to help for consistency in grading?
Cross-cultural papers from the class of 2013 and the class of 2014 that were collected between January 2013 and December of 2013, were scored using Exhibit 4.3.c Cross Cultural Paper Rubric. These papers were collected and scored by the EPP’s Laurie Bauer. Data for this collection will be provided to the BOE team during the on sight visit. Prior to January 2013, Cross-Cultural Papers were collected and scored by students’ individual advisors based on a “pass/fail” scoring system. Unfortunately, data for these students is not available due to inconsistencies in the grading rubric and procedure. The Cross Cultural Paper Rubric (Exhibit 4.3.c ) was created when the EPP began using the Pass-Port assessment system in order to make the grading criteria and expectations more consistent. Since then, the rubric has been significantly changed (see Exhibit 4.d).
Since the creation of the new Cross-Cultural Rubric (Exhibit 4.d) a norming session was conducted to ensure consistency in grading and to verify the clarity and effectiveness of the new rubric. As of March 17, 2014, two sample papers have been decided upon as papers that meet the current requirement of the Cross-Cultural Paper (Exhibit 4.d.2). Both samples met or exceeded 100% of the required criteria. Going forward, these papers will be used as samples for students. As papers are received in the upcoming weeks, a third sample paper, from an abroad Cross-Cultural Experience, will be determined and used in the future. This allows the EPP to have multiple examples from the varying types of cross cultural experiences. In addition, the EPP has decided that teacher candidates’ EDU advisors will be responsible for the goal setting and grading of the Cross-Cultural requirement and paper. At the end of each term, during a department meeting, the EPP will discuss the progress teacher candidates make on their Cross-Cultural requirement and will conduct a norming session to ensure that grading has remained consistent.
4.5.4How are data on diversity proficiencies collected for all candidates? Exhibit 4.3.c includes a rubric for the cross-cultural paper, but it could not be identified where data from this rubric were collected.
Diversity proficiencies are evaluated at various times throughout the EPP’s required courses. Please see Addendum Exhibit 4.5.4 Summary of Diversity Proficiency Assessments. In EDU 201: Inquiry in Education, teacher candidates critically analyze arguments and viewpoints of poverty to formulate a personal view of poverty and implications for classroom teaching. Specifically, students are exposed to Ruby Payne’s Understanding Poverty as well as articles reflecting differing viewpoints on poverty by Paul Gorksi, Anita Bohn and so forth. Data specific to this assignment will be available during the on-sight visit.
During EDU 230: Instruction for Diverse Learners, teacher candidates complete a differentiated lesson plan that demonstrates how well they can apply recommendations and strategies for students who are non-native speakers of English. Teacher candidates plan a lesson that integrates multicultural curriculum at a grade level and content area of their choice. Moreover, they complete a descriptive paper that describes differentiation methods they would recommend for an English Language Learner. The rubric for this assignment can be found in Addendum Exhibit 4.d.3. Analysis of data is part of Addendum Exhibit 4.5.1.
During the Junior Level Methods courses, teacher candidates are evaluated on “[expressing] an interest in understanding diverse learning needs and talents of [their] students.” Since Fall term of 2010, only 23% of elementary teacher candidates received a score of a 1 (somewhat true) on this item. Since Winter term of 2010, only one, or 3%, of the secondary teacher candidates received a score of a 1 (somewhat true) on this item. These scores indicate that junior teacher candidates are well prepared for the diverse learning needs of their students and have a growing interest in meeting the needs of all students.
In EDU 461 Senior Seminar, elementary teacher candidates are required to complete a classroom management plan. The Classroom Management Plan includes issues of learner diversity. Classroom Management Plan Rubric (Addendum Exhibit 4.d.4) includes criteria based on the ways teacher candidates assure equity and maximize learning for all students. This includes gender, cultural, & academic diversity. Data and analysis for the Classroom Management Plan can be located in Exhibit 4.d.5. Since the Fall term of 2012, 100% of all elementary teacher candidates have met or exceeded the planning for learner diversity within their completed Classroom Management Plan. Specific planned activities and procedures included, but were not limited to, gender neutral classroom themes, utilizing authentic multicultural literature, multicultural units and author studies, small group and cooperative learning, project based learning, and Response to Intervention.
In addition to these specific assignments, data that shows diversity proficiencies are also included in the analysis of the Pre/Post Assignment (Exhibit 2.b) and analysis of Student Teaching Evaluation (Exhibit 2.band Addendum Exhibit 4.5.4, Section III of student teaching evaluation rubric). Portfolio indicators also include diversity indicators. Please see Addendum Exhibit 4.5.4 2013 Portfolio disaggregated data.
4.5.5How are candidates assessed on their use of Banks’ model for integrating multicultural curriculum? Is there a rubric for this? Is this assessed for all lesson plans and required field experiences for all courses? What data on candidates’ implementation of diversity into the lessons and during field experience are collected?
The Banks’ model for integrating multicultural curriculum is first introduced to candidates in EDU 230 and includes specific ways of recognizing contributions of various cultural groups and incorporating multicultural content into the existing curriculum. Candidates are then expected to apply the framework at multiple points throughout their educational courses and fieldwork experiences. The EPP uses a template for formal lesson and unit plans (Exhibit 4.3.b) that includes application of Banks’ model for integration of multicultural curriculum. In addition, student teachers are evaluated (Addendum Exhibit 4.5.4) on a) their ability to “[facilitate] a community of learners that demonstrates awareness ofinclusion(cultural identity, language, socio-economic status, learning differences, beliefs, global perspective, and gender);” b) create “an atmosphere where all students can be successful and learn to the best of their ability;” and, c) makes “appropriate accommodations for ELL students.” As the analysis of the Student Teaching Evaluations indicates (Exhibit 2.b) , 100% of candidates scored a 3 or a 4 on the first two items (a and b) and 57% percent of candidates scored a 3 or a 4 on the third item. The EPP recognizes that there are limited opportunities for teacher candidates who student teach locally to plan for and instruct ELL students. An effort is made to place students in the most diverse schools and classroom setting in the area; however, due to recent demographics this isn’t always feasible. Finally, the final portfolio includes candidates’ documentation of Banks’ application. Please see Addendum Exhibit 4.5.5 for cultural responsive indicators (INTASC Principle 3) and data.
4.5.6How are pre and post survey results collected in EDU 230 to demonstrate that entry-level teacher candidates are increasingly more culturally competent as they begin EDU 230 studies and College life?
The pre and post survey for EDU 230 participants has been a personal interest of study for instructor, Kay Williams. Exhibit 4.5.6 is earlier summary of results from EDU 230 participants. Before EDU 230 participants begin working with required readings, class discussion and the required field experience, they complete the pre-survey, which is a self- assessment exercise with no discussion or clarification about what prompts might actually mean. This pre-survey is collected. Typically, participants choose not to respond to the last open-ended prompt in the pre-survey. For the most part, if pressed for an early response, participants write, “I don’t know.” At the end of the course, the participants are given the same survey that they previously marked, and are asked to mark the survey again using a different marking for post-survey. Again, this is a self-assessment exercise. This survey is NOT a graded task. The last open-ended prompt is addressed earlier in the course, when participants are asked to complete a 20-minute quick write about their cultural identity. The instructor gives them six characteristics of culture (Smith) to organize their thoughts.
4.5.7What policies and practices, including good faith efforts, are currently in use for recruiting and retaining diverse faculty?
In February Hanover College’s Immigration Consultant provided training for faculty department heads and those involved in search committees. The focus was on making sure Hanover College advertises faculty openings on approved immigration recruiting sites (e.g., The Chronicle of Higher Education). This would be in addition to other locations the particular department feels would attract the best and diversified applicants. This allows the college to be in better standing to hire international faculty members and minimize any future immigration issues.
For the EPP’s most recent search, the job posting was advertised on the college website and The Chronicle of Higher Education for three months. All completed applications were reviewed based on the same criteria. Seven candidates (six male and one female) participated in a phone interview and two candidates (one male and one female) were brought to campus for interviews. Specific cultural backgrounds of the candidates was not asked for nor revealed.
Hanover College’s Human Resource Department is currently working on improving the recruiting process at the college. Currently, Human Resourcesdoes not play an active role in the recruitment of faculty members. The Human Resource Department is responsible for posting open faculty positions on our college website. The hiring department and Dean’s Office would post on their associations sites and lists serves.Faculty positions are advertised on the Chronicle website when required.
4.5.8What policies and practices . . . are currently in use for recruiting and retaining diverse candidates?
There are three key practices that the EPP currently depends upon to recruit and retain diverse candidates. First the College, under the leadership of President DeWine, has been visibly recruiting and supporting students of color through Admissions and through the Benjamin Templeton Scholars program, a collaboration between Admissions and the Haq Center for Multicultural Affairs and International Programs ( ). The Benjamin Templeton Scholars program offers competition for scholarships to high school students of color. The Education professors often assist in the annual weekend competition and can actively recruit participants to seek teacher certification at Hanover College. Second, the Haq Center and Education Department are working to re-establish Panthers Teach, which recruits high school students of color from Louisville to consider teacher certification and higher education at a small liberal arts college just down the river (see IR, page 30-31). Please see Exhibit 4.5.8 for the Panthers Teach Application form. Currently, the first cohort of applicants has been accepted to participate. Funding for this program is still being sought. Finally, the Education Department offers its Cullie Brooks Spicer Phillips scholarship (Addendum Exhibit 4.5.8) to help candidates afford the entry-level teacher placement exam (currently Pearson CASA), student teaching in an urban setting (room and board), and an off-campus study of the civil rights movement in Alabama and Tennessee. Financial assistance is a significant factor in recruiting and retaining diverse candidates. The Robert Noyce Scholarship proposal and Independent Colleges of Indiana proposal to recruit STEM teacher candidates hold opportunity to recruit diverse candidates. These proposals are being written.
4.5.9What comprehensive diversity inquiry was under way in 2007?
The Education under the leadership of a professor who has since left, began an Education team inquiry about diversity (Addendum Exhibit 4.5.9). The EPP created nine elements in the inquiry which included “student”, “admissions”, and “institutional.” The EPP over time addressed the “educational policies”, “education department faculty and staff questions”, “students”, and “education department field work” elements before the good professor accepted an appointment in Maine.
Standard 5 Faculty Qualifications, Performance, and Development
5.5.1 The IR lists seven faculty, where exhibit 5.3.a lists 16 faculty. Can the EPP clarify?
Currently the EPP has eight faculty in the education program. These are the faculty (assistant or associate professors, instructors or adjunct faculty) whose primary teaching assignment is within the education department. The sixteen listed previously were those faculty who work with candidates to complete certification requirements. For instance, for elementary education certification, candidates are required to take a course in biology, American history, and a survey of world literature. These courses are taught within the various departments on campus and were included in the report. Also, the EPP uses content experts from other departments to teach psychology, and methods in the arts and physical education; these courses were also included in the count for a total of 16 faculty. Therefore, the eight faculty in the Education Department are: Professors Hanson (Chair), Bauer, Williams (Director of Teacher Education), Imel (Visiting Instructor), Johnson (Social Studies Content Area Specialist), Vance (Visual Arts Content Area Specialist), Beck (student teacher supervisor), and Ohlendorf (student teacher supervisor).