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Have You “Met” Standard 4? Maureen D. Gillette Northeastern Illinois University Fall 2007 Standard 4: Diversity (Initial & Advanced)

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have you met standard 4

Have You “Met” Standard 4?

Maureen D. Gillette

Northeastern Illinois University

Fall 2007

standard 4 diversity initial advanced
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.
four elements
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 AFI in another.

ncate definition of diversity
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
why is it so difficult to document diversity proficiency
WHY IS IT SO DIFFICULT TO DOCUMENT DIVERSITY PROFICIENCY?
  • AWARENESS (candidate has his/her eyes opened but does not know how to implement culturally relevant teaching)
  • ACCEPTANCE (candidate understands diversity but does not know how to implement culturally relevant teaching)
  • AFFIRMATION (candidate knows, understands, and can implement culturally relevant teaching)
conceptual framework
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.”
conceptual framework resources
Conceptual Framework Resources
  • Smith, G.P. (1998). Common Sense about Uncommon Knowledge: The Knowledge Bases for Diversity. AACTE
  • Dottin, E. S. (2005). Creating a Professional Community through Means-Ends Connections to Facilitate the Acquisition of Moral Dispositions. Landham, MD: University Press of America.
  • Sapon-Shevin, M. & Breyer, R. (2004). And Noboby Said Anything: Uncomfortable Converstions about Diversity. Syracuse, NY: Syracuse University (video)
  • Preconference clinic on meeting NCATE Standard 4. Annual Conference of the National Association for Multicultural Education, 2006, November in Phoenix, AZ
slide8

CONCEPTUAL FRAMEWORK

  • UNIT DEFINITION OF DIVERSITY
  • CANDIDATE DIVERSITY PROFICIENCIES
  • What knowledge, skills, and dispositions related to diversity do you expect of your candidates?
  • __________________________________________________
  • Faculty Conversations
  • Collaboration with the Professional Community
  • Candidate Input
  • Work with Liberal Arts and Sciences Colleagues
  • ________________________________________________
  • HOW WILL YOU COLLECT BASELINE DATA ON CANDIDATES AND ON THE CURRICULUM ?
slide9
Element 4.1:Design, Implementation, and Evaluation of Curriculum & Experiences(Crossed to 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
slide10

“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
slide11

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 initial candidate data on diversity proficiencies is available
  • No advanced candidate data on diversity proficiencies is available
  • No feedback mechanism related to diversity proficiencies is evident
  • Faculty are not analyzing and using the data to improve candidate’s ability to meet diversity proficiencies
  • IF THE UNIT DOES NOT MEET ELEMENT ONE AT THE ACCEPTABLE LEVEL, THE TEAM MUST FIND THE STANDARD “NOT MET”
slide12

CONCEPTUAL FRAMEWORK

CANDIDATE DIVERSITY PROFICIENCIES

(UNIT OR PROGRAM)

CURRICULUM MAPPING

FOR COVERAGE

SYLLABI TEXTS & ASSIGNMENTS CLINICAL

MATERIALS ASSESSMENTS FORMS &

RUBRICS FEEDBACK

slide13

SYLLABI - If it is not visible to the candidates on the syllabus, it is not seen as important to them. It is a myth that the team will not want to look at syllabi in the “new” NCATE process. They should be available on line or during the visit and you might want to consider coding them for ease of identification of diversity (and technology) integration.

  • 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.
common issues
COMMON ISSUES
  • The same materials (e.g., videos, case studies) are used throughout the program
  • Having one course on diversity is seen as “solving the problem”
  • Some aspects of diversity are overemphasized and others are ignored
  • Candidate expectations for proficiency do not change as they move through the program
  • Some programs in the unit are doing an excellent job and others are not doing anything
  • NOTE: Faculty and students who resist discussions of and inclusion of diversity in their work are often insecure – they need assistance and support
data on program unit effectiveness related to diversity
DATA ON PROGRAM/UNIT EFFECTIVENESS RELATED TO DIVERSITY
  • STUDENT FOCUS GROUPS
  • ALUMNI SURVEYS
  • ALUMNI FOCUS GROUPS
  • EMPLOYER SURVEYS
  • EVALUATIONS OF SPECIAL, REQUIRED EVENTS
  • CANDIDATE WORK SAMPLES
  • FIELD AND CLINICAL FORMS
  • PORTFOLIOS
diverse faculty standard 5 6
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 institutional faculty diversity
  • Data on unit 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
common problems in element 2
Common Problems in Element 2
  • Unit faculty are not diverse
  • Diverse faculty do not stay at the institution
  • Liberal Arts faculty are not diverse
  • Clinical faculty are not diverse
  • The institution is making minimal efforts to recruit and retain diverse faculty

“We advertise in the Chronicle but no one applies……Diverse faculty do not want to live here……..”

key question
KEY QUESTION
  • On balance, do candidates interact in meaningful ways with diverse faculty?
  • If not, what can you do? HAVE A PLAN and BE WORKING ON IT!

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

good faith efforts vs results
“Good Faith Efforts” vs Results
  • What are effective recruitment strategies?
  • Pairs/Small Group Recruitment
  • Recruit like school districts! HBCUs, HSIs, Community Colleges
  • Grow Your Own through graduate programs
  • Use the web (e.g.,www.insidehighered.com; www.AcademicCareers.com (e.g., their “diversity package);
  • http://latinosinhighered.com)
  • What type of college/university environment supports retention of diverse faculty?
  • Faculty focus groups and exit surveys to find factors that support retention – develop a plan to address any issues raised and implement the plan! Support for teaching, research, service – find and support projects that make institutional or programmatic connections
  • Mentors, support groups
continued
Continued
  • What type of school/college of education environment supports retention of diverse faculty?

(e.g., the work is exciting and professionally challenging, there is support and mentoring)

  • What types of faculty professional development indicate a commitment to ensuring that faculty are aware, accepting, and affirming of diversity and can facilitate those perspectives in candidates?

(e.g., diversity is integrated into faculty PD, professional discussions etc.)

  • What type of statistics can you keep to document your efforts?

- diversity of the candidate pool

- interviews with candidates who turn you down

- exit surveys

diverse candidates standard 6 initial and advanced
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 3
Common Problems with Element 3
  • Candidates in the unit are not diverse
  • Candidates in certain programs are not diverse
  • Opportunities to interact with diverse peers are not available
  • There is no recruitment and/or retention plan in place – data on candidate diversity is not being collected, analyzed, and addressed
data data data
DATA, DATA, DATA
  • HAVE A PLAN OR A SYSTEMATIC APPROACH AND BE IMPLEMENTING IT!
  • Demographics by institution, unit, program
  • Recruitment, retention &/or diversity plans
  • Be using an analysis of how diverse students are doing (e.g., courses, standardized tests, graduation rates) to improve candidate performance
  • Descriptions of special programs & results of those programs
  • On balance, what is the character and quality of the interactions of diverse peers?
  • “Good Faith” efforts vs results?
recruitment retention
RECRUITMENT & RETENTION
  • Partnerships with liberal arts & sciences
  • Community College pipeline
  • P-12 Pipelines, e.g.,

FEA/FTA clubs

Substantive school partnerships – “adopt” a school, even one that is far away

DATA, DATA, DATA – Know the issues for your institution and unit & be taking action!

experience with diverse students in p 12 schools standard 3 initial and advanced
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.”
common problems with element 4
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
  • Candidate are not provided substantive (documented) feedback related to diversity through assignments, seminars, or by supervisors
ensuring experience with diverse p 12 learners
Ensuring Experience with Diverse P-12 Learners
  • What types of innovative field and clinical placements provide experience with at least two types of diverse P-12 learners?

Summer programs, exchanges

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

First Year Experience for Education candidates w/field experience

College of Arts & Sciences Education Program for first and second year w/ field

Middle School MST Program w/field

slide28

How can those be graduated and mediated to support awareness, acceptance, affirmation?

  • BUILD IN MEDIATED EARLY FIELD
  • Consider out-of-school placements (e.g., after school programs, community agencies)
  • Use Service Learning programs
  • Use alternative schools
  • INCREASE EXPECTATIONS OVER TIME
  • How can you use technology to assist you?
  • Collaboratory, Keypals
  • Ongoing video/distance exchange
meeting standard 4
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!
resources
RESOURCES
  • Multicultural Pavilion – www.edchange.org/multicultural (Paul Gorski’s web site)
  • Center for Research on Education, Diversity, and Excellence (CREDE) – http://www.creded.ucsc.edu/)
  • The Civil Rights Project – www.civilrightsproject.harvard.edu
  • Gay, Lesbian, Straight, Educators Network(GLSEN) – www.glsen.org.
  • MidAtlantic Equity Consortium – www.maec.org
  • A synthesis on scholarship on multicultural education –

www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htm

  • Grant, C. A & Gillette, M (2006). Learning to teach everyone’s children: Equity, empowerment, and education that is multicultural. Belmont, CA: Thomson.