Preparing Education Professionals to Work with Students from Diverse Populations: Standard 4 What Should NCATE Expect?

1. Preparing Education Professionals to Work with Students from Diverse Populations: Standard 4What Should NCATE Expect? Donna M. Gollnick Senior Vice President, NCATE donna@ncate.org February 2005

2. Standard 4 Diversity

3. Standard 4. Diversity 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.

4. Importance of Standard • Candidates report that they do not know how to work with students from diverse groups. • Too many candidates do not seek jobs in high need areas. • New teachers leave high need schools as soon as possible. • Number of teachers of color does not match the number of P-12 students.

5. Pan-Ethnic and Racial Diversity of Preschool, Elementary, and Secondary Teachers and Students: 2003

6. Myth #1 • NCATE looks only at race and ethnicity. Reality #1 NCATE’s definition is much broader than just race and ethnicity. NCATE expects diversity across many identity groups.

7. NCATE’s Definition of Diversity ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. Differences among groups of people and individuals based on

8. Rubric for Standard 4 Element of Standard Unacceptable Acceptable Target/Goal Design, Imple- mentation, and Evaluation of Curriculum and Experiences Diverse Faculty Diverse Candidates Diverse P-12 Students in Field Experiences

9. Experiences Working with Diverse Faculty Unacceptable Acceptable Target Candidates have limited or no interactions 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. Professional education and school faculty have limited knowledge and experiences related to diversity. The unit is not seeking faculty from diverse cultural backgrounds to increase faculty diversity. 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. Faculty with whom candidates work in professional education classes and clinical practice have knowledge and experiences related to preparing candidates to work with students from diverse cultural backgrounds, including students with exceptionalities. The affirmation of the value of diversity is shown through good-faith efforts made to increase or maintain faculty diversity. Candidates interact in classroom settings on campus and in schools with professional education faculty, faculty in other units, and school faculty who represent diverse ethnic racial, gender, language, exceptionality, and religious groups. Faculty with whom candidates work through-out their preparation program are knowledgeable about and sensitive to preparing candidates to work with diverse students, including students with exceptionalities.

10. Myth #2 • When it comes to providing opportunities for candidates to interact with diverse faculty, peers, and P-12 students, NCATE’s diversity standard refers only to diversity of race and ethnicity.

11. Reality #2 • The rubrics for the latter three elements of the diversity standard at the acceptable level identify, at a minimum, the diverse groups of individuals with which candidates should have opportunities to interact. These groups are groups for which data can be legally collected.

12. NCATE’s Expectations • Diversity is required for candidates to be interacting with faculty, candidates, and P-12 students from diverse groups. • Institutions and BOE teams are expected to report numbers in regard to diversity in the IR and BOE report.

13. What if? • If the unit creates experiences--summer programs, visiting scholars, lecture series, etc.--can these be sufficient to meet the intent of the element on faculty diversity? • If they are on-going and regularly offered, they may contribute to candidate development of knowledge, skills, & dispositions related to diversity

14. What if? • If good faith efforts are being made to recruit & retain diverse faculty & candidates, but there are no results, will an area for improvement be cited? • An area for improvement must be cited, but the good faith efforts should be described in the team’s findings.

15. Myth #3 • NCATE BOE members have “unstated quotas” in mind when they evaluate institutions on candidate opportunities to interact with diverse faculty, diverse candidates, and diverse field placements.

16. Reality #3 • While NCATE affirms the need for candidates to have opportunities to work with diverse peers, faculty members, and P-12 students, NCATE does not endorse quotas. • There is no magic number, nor percentage, nor percentage comparison when NCATE teams evaluate these elements. • The UAB asks teams to report the types of diversity within units for contextual understanding.

17. Standard 4. Diversity 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.

18. What is required to address the 1st element of Standard 4?

19. Myth #4 • A course in multicultural education will ensure that the first element of the standard is adequately addressed.

20. Reality #4 • The first element of Standard 4 is more complex than a single course in multicultural education. It requires the unit • to identify the candidate proficiencies related to diversity, • to assess the development of these proficiencies, and • to analyze the assessment findings.

21. Myth #5 • The BOE team will focus on the syllabi of courses to determine whether this element is being addressed.

22. Realty #5 • BOE teams will examine syllabi to determine how diversity is being incorporated in the program, but more importantly, the element also requires the identification of proficiencies and the assessment of them.

23. Design, Implementation, and Evaluation of Curriculum and Experiences Acceptable The unit clearly articulates the proficiencies that candidates are expected to develop during their professional program. Curriculum and accompanying field experiences are designed to help candidates understand the importance of diversity in teaching and learning. 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. They demonstrate dispositions that value fairness and learning by 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.

24. Common Sense about Uncommon Knowledge: The Knowledge Bases for Diversity by G. Pritchy Smith Washington, DC: AACTE 1998.

25. #1 Foundations of Multicultural Education #2 Sociocultural Contexts of Human Growth & Psychological Development in Marginalized Ethnic & Racial Cultures #3 Cultural & Cognitive Learning Style Theory & Research #4 Language, Communication & Interactional Styles of Marginalized Cultures

26. #5 Essential Elements of Cultures #6 Principles of Culturally Responsive Teaching & Culturally Responsive Curriculum Development #7 Effective Strategies for Teaching Minority Students #8 Foundations of Racism

27. #9 Effects of Policy & Practice on Culture, Race, Gender, & Other Categories of Diversity #10 Culturally Responsive Diagnosis, Measurement, & Assessment #11 Sociocultural Influences on Subject- Specific Learning #12 Gender & Sexual Orientation #13 Experiential Knowledge

28. Design, Implementation, and Evaluation of Curriculum and Experiences Acceptable The unit clearly articulates the proficiencies that candidates are expected to develop during their professional program. Curriculum and accompanying field experiences are designed to help candidates understand the importance of diversity in teaching and learning. 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. They demonstrate dispositions that value fairness and learning by 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.

29. Candidates should • understand the importance of diversity in teaching and learning • develop and teach lessons that incorporate diversity • develop a classroom and school climate that values diversity

30. Candidates should • be aware of different teaching and learning styles shaped by cultural influences • adapt instruction and services appropriately for all students, including students with exceptionalities • demonstrate dispositions that value fairness and learning by all students

31. www.emporia.edu/teach/dean/grant/index.htmPerformance Assessment of Competencies for Culturally Responsive Teaching(Project of Emporia State University)

32. What if? • 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?

33. 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. • It is difficult to have little or no candidate, faculty, and P-12 diversity and still meet the standard.

34. What if? • If the unit is diverse, but the unit does not meet the expectation of the first element of standard 4, is the standard met? • No

35. Myth #6 • Standard 4 on diversity is frequently not met by institutions. Reality #6 Only a few institutions have not met Standard 4 since the standards became effective in fall 2001.

36. And Remember Why You Are Doing All of this Work…