Standard 4.1

Throughout the college's curriculum, diversity is evident in program design and implementation and in the assessment of performance. Programs for initial and advanced candidates include courses in various aspects of diversity. Undergraduates must complete SED 170, Diverse Students in Inclusive Schools, and graduate candidates, SED 500, the Exceptional Student. In addition, diversity issues are appropriately integrated in the instructional content of most, if not all, courses. The ALSDE standards contain sections and competency indicators related to diversity. The unit's candidate proficiencies are aligned with these standards, and courses in which the standards are taught and assessed are identified. ALSDE templates reflect these alignments (state standards, unit conceptual framework proficiencies, courses). Templates may be viewed online and in exhibit room documents. The unit's expected candidate proficiencies include specific competencies related to diversity, and diversity is integrated into all other competencies as well. Some items overtly address diversity issues—how student differences impact learning, for example. Other items embrace diversity in the focus on effective teaching/learning for all students.

Field and clinical experiences expose candidates to a variety of students from diverse backgrounds (urban, rural, socio-economic, and ethnic) with diverse needs (learning styles, exceptionalities). Candidates draw upon their own and the students' prior experiences and the knowledge and skills gained in professional studies courses to plan and implement a variety of meaningful learning experiences to facilitate learning for all students. In these situations, as constructivist decision-makers, candidates learn to adapt their teaching and other professional activities to meet the varying needs of students. Candidates design and implement learning experiences that incorporate diversity and promote a classroom and school climate that values diversity. Unit and lesson plans, reflective writings, and other artifacts are components of portfolio work samples. Candidates reflect on their experiences in their reflective journals. The portfolio is one assessment used to evaluate candidates' professional and pedagogical knowledge and skills in courses and during field and clinical experiences. Samples of these are available for review in the exhibit room.

Diversity Assessment in Initial and Advanced Programs
Candidate performance on competencies related to diversity is assessed in courses and in key unit assessments. Key unit assessments with items assessing knowledge, skills, and dispositions related to diversity are the PSSA (Professional Studies Standards Assessment), the Internship PEPE . (Professional Education Personnel Evaluation), and BTAP (Beginning Teachers Assistance Program) Follow Up Survey.  Where appropriate, courses which include the competencies rated are listed.

The average performance ratings on the assessments provide evidence that candidates have the knowledge and skills to develop and teach lessons that incorporate diversity, that they can promote a learning environment that values diversity, and that they demonstrate the ability to help all students learn. Data reflects ratings well within the ranges prescribed for effective teaching and learning.

Advanced courses also sponsor online graduate interactive discussion forums which offer candidates opportunities to post, read, and provide commentaries on information, questions, and issues related to coursework. Several topics are addressed including “multicultural and diversity issues” and “multicultural education.” The discussion forums are available to education professionals worldwide. Through these forums, faculty are able to analyze candidate commentaries and reflections and make qualitative assessments of their responses.

In all programs two dispositions related to diversity are assessed:  “Believe all children can learn” and “Value human diversity.” The average performance rating on all assessments for these dispositions is above 3, within the “area of strength” value rating. Tables with dispositions ratings are presented in Standard 1, Element 6 .

• Standard  4
   
• Standard 4.1
  • Supporting Artifacts
     
• Standard 4.2
  • Supporting Artifacts
     
• Standard 4.3
  • Supporting Artifacts
     
• Standard 4.4
  • Supporting Artifacts