II. Unit Standards
II. Unit Standards
Standard 4:Diversity
4.1 How does the unit prepare candidates to work effectively with all students, including individuals of different ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and/or geographical area?
Chadron State College and the unit are committed to graduating competent, professional, and caring teachers with the requisite knowledge, skills, and professional dispositions to support all students learning. Embracing the concept of diversity through valuing our differences is a part of that commitment; preparation programs are intentionally planned with the goal of exposing candidates to a variety of learning environments and student characteristics. The unit’s core beliefs include the following ideas: #1) All students are capable of learning; #2) The teacher’s role is to facilitate the learning process for every student; #6) Holding appropriately high learner expectations is essential to the learning process; and #8) All aspects of diversity must be valued and respected within the learning environment. (Exhibit 4.3.a: CSC’s Visionary Leaders for Lifelong Learning)
Merriam-Webster defines Diversity as, “the condition of having or being composed of differing elements …” Variety is given as a synonym for diversity. ( retrieved 10/12/2012) America has always been a diverse nation, built upon the strengths of its many peoples. The unit realizes the value of differences and the responsibility to model and promote diversity within its many aspects. The unit recognizes diversity and related issues in cultures, ethnicity, religion, gender, learning styles, age, sexual orientation, language, geographic area, exceptionalities, and socio-economic class. The population of CSC’s service region is considered sparse; however, current economic opportunities have made Nebraska a fast-growing population state. In terms of ethnic and racial diversity, the largest groups in the region are Hispanic and Native American. Many new Nebraskans are non-English speaking immigrants. In addition to ethnic and racial diversity, other forms of diversity (by definition) may be found within the CSC service region. Poverty is the predominant diversity most candidates encounter.
CSC has designed a comprehensive teacher education program and a conceptual framework, Visionary Leaders for Lifelong Learning, of which a primary focus is Human Relations/Diversity. The unit expects all candidates to work toward: 1) demonstrating a respect for diversity in all people and recognizing their own biases; 2) working toward resolving conflicts in positive ways, encouraging group collaboration, problem solving and decision-making while respecting divergent opinions; and 3) showing willingness to model and exhibit tolerance for all persons and backgrounds, and fostering relationships with school colleagues, parents, and agencies of the larger community. (Exhibit 4.3.a)
CSC strives to infuse diversity into college-wide experiences and curriculum. CSC Vision 2011 - CSC Strategic Planand the updated Re-imaginingCSC Strategic Plan.Recruitment of diverse faculty members and students/teacher education candidates is an ongoing effort. (Presidential Committee--Diversity and Affirmative Action In the education unit instructors provide candidates with opportunities to interact with diverse populations through curriculum components, presentations, and field trips; field experiences and clinical practice settings include schools in predominantly in our region as well as candidate-selected schools in other states. Candidates are provided with a “sense of place” by embracing the rural regional culture and challenged to develop the range of skills necessary to become effective classroom teachers wherever their journey leads them.
Design, Implementation, and Evaluation of Curriculum and Experiences
Initial Teaching Programs
Candidate proficiencies related to diversity are based on institutional standards, the education unit’s conceptual framework, Visionary Leaders for Lifelong Learning and Nebraska Department of Education standards (NDE Rule 20) (Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Programs.(Exhibit 4.3.a) NDE Rule 20 program performance standards are based on Interstate New Teacher Assessment and Support Consortium (InTASC) Principles and are focused on candidates’ impact on P-12 student learning. (Exhibit 4.3.a) The teacher education unit’s diversity proficiencies are guided by Nebraska Department of Education, Rule 24: Regulations for Certificate Endorsements
and the CSC Teacher Education Handbook, (p. 3-4).
CSC Visionary Leader conceptual framework Human Relations/Diversity principle states: “Successful candidates, whether from initial or advanced programs, will know, understand, and respect the value for developing and maintaining a physically inclusive and emotionally safe classroom environment conducive to effective learning that encourages voicing student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.” (Exhibit 4.3.a)
NDE Rule 20 standards incorporated into the unit’s curriculum include:
- Adapt lessons and instructional style to meet the needs of diverse learners
- Recognize sources of biases in instructional materials
- Relate effectively to other individuals and groups in a pluralistic society (Exhibit 4.3.a)
The CSC Visionary Leader conceptual framework is designed around three distinct curricular areas, including: a) General Studies (now Essential Studies) which provides the broad education base of a college education, b) Specialty Studies which provide specific knowledge bases, and c) Professional Studies which prepares candidates as professional teachers. Curriculum, field experiences, and clinical practice promote candidates’ development of knowledge, skills, and professional dispositions related to diversity. (Exhibit 4.3.a)
The unit prepares all candidates to work effectively with all students including individuals of different ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and/or geographical area. Diversity topics include: poverty, multisensory learners, brain-based learning, harassment and bullying, materials and assessment bias, English language learners, universal design for teaching and learning, Response to Intervention, high ability learners, encouraging family and community involvement, and communication. Supporting the CSC Visionary Leader conceptual framework, many CSC syllabi address diversity concepts. (Syllabi may be accessed by contacting Dr. Margaret Crouse, Education Unit Dean.)
As candidates progress through program gateways and courses, (Exhibit 4.3.a: Initial Program Gateway Table) the assessment process provides them with feedback concerning their progress in all areas including diversity. Dialog between candidates and supervising faculty, candidates and cooperating teachers, and candidates and peers provides continuous reference to knowledge, skills, and professional dispositions with culturally diverse students who demonstrate different learning styles. Candidates incorporate multiple perspectives in the subject matter being taught or services being provided.
Candidates are taught and assessed on the unit’s Human Relations/Diversity conceptual framework proficiencies at the freshman level (EDUC 131), sophomore level (PSYC 231), junior level (EDUC 300/320), and during clinical practice (teacher internship/student teaching). (Standard 1 Exhibits 1.3.c & 1.3.d)
Field experiences are found in EDUC 131 Introduction to Teaching (10 hours) and PSYC 231 Educational Psychology (15 hours). These courses require brief, observational field experiences in P-12 classrooms. The EDUC 320—Elementary/Middle School Observation and Participation class requires students to be in two or more classrooms at different levels and adds an additional 100 hours for elementary candidates and 75 hours for secondary candidates (EDUC 300). Professors who teach these courses and P-12 cooperating teachers assess candidate proficiencies related to Human Relations/Diversity. Between the years 2007-2011, CSC initial program candidates logged a total of 100-125 field experience hours in P-12 schools across 16 states and 1 Canadian province prior to the professional year. (Exhibit 4.3.f: Standard 3 Table 3.1a: CSC P-12 School Partners Initial Program Feld Experiences: Fall 2010-Spring 2012 Field Experience Schools) Data are gathered, aggregated and used to provide feedback to candidates for improving their knowledge, skills, and professional dispositions in relation to helping students from diverse populations learn. (Standard 1 Exhibits 1.3.c & 1.3.d)
As mandated by federal law IDEA, many special services are delivered in an inclusive, least restrictive educational setting/environment–the general education classroom. As a result, candidates have opportunities to work directly with students of all ability levels. Given these opportunities for working with diverse learners, CSC requires SPED 230 Intro to the Exceptional Learner, SPED 334 Differentiated Instruction for the Diverse Classroom, and SPED 412 SPED Practices and Strategies for all regular education teacher candidates. (Exhibit 4.3.b) These courses require a heightened awareness of different learning styles and an ability to adapt instruction or services appropriately for all students, including linguistically and culturally diverse students and students with exceptionalities.
During the Professional Semester (Block), candidates take EDUC 415 Human Relations/Multicultural Education. (Exhibit 4.3.b)Class requirements include two diversity experience trips: 1) The first diversity experience is in Lexington, NE, schools where candidates experience a bi-lingual school and ELL schools serving Hispanic, Somali, and Sudanese immigrant populations (Exhibit 4.3.b), and 2) The second diversity experience is in Pine Ridge Reservation schools where candidates experience Pine Ridge School (a Bureau of Indian Education school) and Red Cloud Indian School (a private Jesuit school). During these experiences, candidates are encouraged to assist teachers and interact with students in P-12 classrooms. (Exhibit 4.3.b) A debriefing session follows each experience.
Teacher intern placements are arranged by the director of field experiences and monitored by CSC faculty supervisors. Between the years 2007-2011, CSC initial program teacher intern clinical practice occurred in P-12 schools in eight states with most candidates being placed in the four states bordering western Nebraska. (Exhibit 4.3.f: Standard 3 Table 3.1b: CSC P-12 School Partners Initial Program Clinical Practice (Teacher Internship/Student Teaching): Fall 2010--Spring 2012) At some sites, school administrators assign the candidate’s cooperating teacher(s) which may either limit or enhance the diversity the candidate experiences. During these clinical experiences, candidates interact with a variety of teachers and their P-12 students who come from economically and racially/ethnically diverse backgrounds, and who have exceptionalities.Through lesson plans and student interactions teacher interns develop a classroom and school climate that values diversity. (Exhibit 4.3.a: CSC Teacher Intern Guidebook(secondary) Elementary Education Professional Year Guidebook) Teacher interns demonstrate behaviors that are consistent with the ideas of fairness and the belief that all students can learn.
An area for improvement in the 2006 NCATE visit was given for not having assessment data that are systematically collected and analyzed on the candidates’ ability to help all students learn. As a result, unit faculty members (1) analyzed the Teacher Intern Checklist to determine conceptual framework items that relate to the candidate’s impact on student learning, and (2) refined the Teacher Work Sample to place more emphasis on understanding and accommodating diverse learner needs. Data analysis has been refined to better evaluate candidate’s impact on student learning as described in the following section. (Exhibit 4.3.c: Standard 1 Exhibits 1.3.c & 1.3.d)
Human Relations/Diversity items assessed during the teacher internship by the cooperating P-12 teacher, college supervisor(s), and intern, using the Teacher Intern Checklist(Exhibit 4.3.c) are:
- (K) The candidate demonstrates a respect for diversity in all people and recognizes his/her own biases.
- (S) The candidate works to resolve conflicts in positive ways. The candidate encourages group collaboration, problem solving and decision-making while respecting divergent opinions.
- (D) The candidate shows willingness to model and exhibit tolerance for all persons and backgrounds; The candidate fosters relationships with school colleagues, parents, and agencies of the larger community.
Additionally, teacher interns develop a teacher work sample during their internship semester. The first component of the Teacher Work Sample involves candidates in researching the contextual information regarding their district, school, and classroom. Candidates consider the contextual factors as they develop lesson plans, accommodations for exceptionalities, and appropriate assessments. Reflection questions cause candidates to examine their teaching and assessment practices in relation to their P-12 students’ learning outcomes. (Exhibit 4.3.b: TWS assignment, TWS rubric, TWS reflection questions)
Teacher internship performance data may be viewed at: Table 4a.1: Mean Ratings for Conceptual Framework Items Relating to Human Relations/Diversity Proficiencies as Measured by the Teacher Intern Checklist (Exhibit 4a.1 & 4.3.c), Standard 1 Table 1d.1: Mean Ratings for Conceptual Framework Items Relating to Effects on Student Learning as Measured by the Teacher Intern Checklist, and Standard 1 Table 1a.5All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011 Summary (Exhibit 4.3.c)
Candidate proficiency in relationship to Human Relations/Diversity and the candidates’ impact on P-12 student learning are also assessed through follow-up studies of initial program graduates and their employers. Data may be viewed at: Table 4a.2: Conceptual Framework Human Relations/Diversity Items as Measured by Initial Program Follow-up Survey (Exhibit 4a.2 & 4.3.c)andStandard 1 Table 1d.2Conceptual Framework Items Relating to Candidate’s Effects on Student Learning as Measured by Follow-up Survey(Exhibit 4.3.c)
Advanced Programs for Teaching and Other School Professionals
Most advanced program candidates’ coursework is delivered online. Advanced candidates are located in a wider variety of states than would be possible with a campus-based program; this allows a wider variety of diversity opportunities. Table 4c.1: Graduate Student Enrollment –By Ethnic Group & Major (Fall 2005 & Fall 2012) illustrates the changing demographics of CSC’s advanced program candidates, allowed by the online delivery of courses. (Exhibit 4.3.e) Graduate candidates interact with colleagues, mentor administrators, and fellow candidates. As graduate candidates interact, they bring a wider vision of diversity to the program through forums and discussions. Advanced programs include course assignments and field experience opportunities aimed at increasing competence in working with diverse audiences. All advanced programs are based on the specific program standards described below and those standards are aligned with the CSC Visionary Leader conceptual framework. The CSC Visionary Leaderconceptual framework Human Relations/Diversity principle states: “Successful candidates, whether from initial or advanced programs, will know, understand, and respect the value for developing and maintaining a physically inclusive and emotionally safe classroom environment conducive to effective learning that encourages voicing student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.” (Exhibit 4.3.a)
An area for improvement in the 2006 NCATE visit was given for the lack of field experiences and internships being designed with exceptional populations and students from different ethnic, gender, and socioeconomic groups. Advanced candidates are now asked to describe the populations served during their clinical experiences and if the population is not diverse relative to exceptional populations, including ethnicity, race, gender, or socioeconomic groups, the candidate is asked to spend a period of time in adiverse setting.
An additional area for improvement in the 2006 NCATE visit was given for not having assessment data that are systematically collected and analyzed on the candidate’s ability to help all students learn. As a result, unit faculty members examined all key assessment rubrics and identified conceptual framework items related to advanced candidates’ impact on student learning. Data analysis has been refined to better evaluate candidates’ impact on student learning as described in the following sections. (Exhibit 4.3.c: Standard 1 Exhibits 1.3.c & 1.3.d)
Curriculum and Instruction. Chadron State College offers one (1) degree program for advanced preparation for teachers—the Master of Education in Curriculum and Instruction at the elementary and secondary levels. Similarly to initial program candidates, master’s level teachers are taught and assessed on the education unit’s conceptual framework, Visionary Leaders for Lifelong Learning, and Nebraska Department of Education standards (NDE Rule 20) (Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Programs(Exhibit 4.3.a) NDE Rule 20 program performance standards are based on Interstate New Teacher Assessment and Support Consortium (InTASC) Principles and are focused on candidates’ impact on P-12 student learning. (Exhibit 4.3.a)
Candidates receive information about expected proficiencies through course syllabi and key assessment instruments. Core courses that emphasize human relations/diversity topics and/or focus on teaching and assessment practices that support the education of all students are: EDCI 633 Educational Philosophy, EDCI 635 Curriculum Development, EDCI 638 School Law, EDUC 539 Advanced Methods of Performance, SPED 530 Characteristics of Behavioral and Emotional Disabilities. (Exhibit 4.3.b) Other specialized courses in the elementary and secondary options allow candidates to develop and apply knowledge, skills, and professional dispositions that increase their proficiencies in effective instruction for all students. Candidates in the Master’s of Curriculum and Instruction reading emphasis may choose to complete the additional reading specialist endorsement program requirements; those requirements include READ 636 Practicum in Reading with 100 clinical practice hours.
C&I candidates develop a professional portfolio that is presented at the time of the culminating oral examination. The portfolio includes a reflective summary for each course and specifically focuses on each component of the conceptual framework, including Human Relations/Diversity proficiencies.
Human Relations/Diversity proficiencies are demonstrated through coursework performance (GPA), culminating oral examination, and follow-up studies of C&I graduates and their employers. (Exhibit 4.3.c Standard 1 Exhibits 1.3.c &1.3.d) Human Relations/Diversity items assessed are:
- (K) Develop curriculum based on diverse learner needs and abilities.
- (S) Implement curriculum based on diverse learner needs and abilities.
- (D) Demonstrate cultural awareness, gender sensitivity, and racial and ethnic appreciation in fostering an inclusive learning environment.
C&I candidates’ impact on student learning is also assessed through selected conceptual framework items: Leadership, Assessment, Human Relations/Diversity, Methodology/ Technology, Professionalism, and Thinking Skills. (See Table 1d.3 for specific items.) (Exhibit 4a.3)