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Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,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 units conceptual framework(s)reflects the units 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 units 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 teams 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 u
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