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4a. Design, Implementation, and Evaluation of Curriculum and Experiences

4a.1.      Describe the proficiencies related to diversity that candidates are expected to develop and demonstrate.

Diversity is one of the nine components of the conceptual framework. Our vision, our mission and other key elements of our conceptual framework reflect our commitment to support the learning of all students.  The diversity curriculum and experiences are guided by the beliefs described in our conceptual framework.

The teacher candidate will develop and demonstrate the following proficiencies:

  • Demonstrate the ability to listen and be respectful of divergent viewpoints.
  • Demonstrate behaviors that are consistent with the belief that all students can learn.
  • Create lesson plans which indicate a respect for cultural and linguistic diversity.
  • Create lesson plans for individual needs, abilities, and interests.
  • Modify instruction to create student-centered classroom environments that respects, values, and meets the needs of all students.
  • Develop habits of reflection that will lead to a deeper understanding of diversity in the classroom in order to improve learning for all students.

The unit uses multiple key assessments to evaluate the teacher candidate on proficiencies relating to diversity during Core I, II, and III courses and in field and clinical experiences.

The teacher candidate builds their knowledge base about diversities in the following classes: EDU200 Introduction to Education, EDU468 Exceptional Learners, EDU320 Exploring Diversity: Influences and Issues in Educational Settings, and EDU316 Methods and Strategies. Each course offers opportunities for reading, discussions, presentations; and research about relevant laws, requirements and teaching strategies.  As a result of this knowledge base, the teacher candidate progresses from awareness and valuing diversity to developing the knowledge, skills, and professional dispositions to adapt instruction and/or services for diverse populations, including linguistically and culturally diverse students and students with exceptionalities.  The teacher candidate is provided many opportunities to develop and present lessons that include all learners. Differentiated instruction is a requirement in all lesson plan development.  Modifications, enrichment opportunities, assessments of student learning, and strategies for remediation are developed and reflected in future lessons.

4a.2.      Describe the required coursework and experiences that will enable teacher candidates and candidates for other school professional roles to develop:

  • Awareness of the importance of the diversity in teaching and learning and
  • The knowledge, skills, and professional dispositions to adapt instruction and /or services for diverse populations, including linguistically and culturally diverse students and students with exceptionalities.

The unit has a planned sequence of coursework and field experiences in ECE and MGE/SEC that provide the teacher candidate with the content knowledge, pedagogical skills, and opportunities to develop appropriate professional dispositions to appreciate, be sensitive to, and adapt instruction for diverse learners.  All unit courses encourage respect for all learners and strategies for including all students. The Diversity Outcomes X Course X Key Assessment Table indicates how the outcomes, which are the focus of this question, are aligned with unit courses and key assessments.

 



 

 

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