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Overview Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8

Target Behaviors for Diversity Key Assessments

Key Assessment

Target Behaviors

Checkpoints

Evaluator

Professional Core Teacher Dispositions Assessment

 

  • Ability to listen and be respectful of divergent viewpoints
  • Behaviors that are consistent with the belief that all students can learn

Every semester in every division course

 

Unit faculty

Field Experience/Student Teaching Midterm/Final Summative Assessment

 

  • Plans indicate extensive efforts are made to meet the cultural and linguistic diversity* of the students in the classroom through a variety of ways: instructional content, strategies, and materials. TC creates an active, fair and equitable learning environment by reducing wait time, providing numerous practice opportunities for all students, and having specific rationale for grouping or pairing students.  All students are equally encouraged and feedback is provided to all students.
  • TC plans routinely reflect sophisticated adaptations for abilities (all levels) and needs (interests and motivation) with a sound rationale. Adaptations are for students with identified disabilities as well as others who have learning problems and/or who are gifted.
  • TC effectively and consistently uses multiple instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences. 

All Field Experiences and Clinical Practice

 

Mentor teacher and university supervisor

Student Teaching Work Sample

 

Contextual Factors

  • Comprehensive description of the relevant characteristics of the school and community.
  • Comprehensive description of specific relevant student characteristics is provided. Specific implications of these characteristics for instruction and assessment are provided.

Assessment Plan /Results

  • Significant patterns accurately analyzed and described based upon both pre-assessment data and contextual factors. Specific instructional decisions linked to analysis.

Lesson Plans

  • Accommodations related carefully to individual student needs.

Reflections

  • Reflections suggest specific changes to increase student learning through accommodations/modifications and extensions.

Clinical practice

Unit faculty

E-Portfolio

Diversity

  • Defines diversity drawing from theory, research and literature reviews
  • Discusses significance of diversity and impact on PK-12 student learning
  • Provides multiple examples of diversity sensitivity/inclusiveness and impact of PK-12 student learning
  • Multiple artifacts from across the program are included that demonstrate an  in-depth and thoughtful understanding of diversity

Clinical practice

Unit faculty

Lesson Plan Rubric

 

  • Ample opportunities provided for meeting diverse abilities
  • Sensitivity to the diverse nature of the classroom is apparent.

Field Experiences and Clinical Practice in Core I and Core III

Unit faculty and university supervisor

Mentor Teacher Survey of Teacher Candidate Performance

  • Is able to relate to, plan for, and teaches with consideration given to the diversity of the students in the classroom, culturally and academically. Relates to the school, family, and community contexts in connecting to students’ prior experience to provide meaningful learning experiences and help all students learn.
  • Demonstrates the ability and willingness to reflect upon their practice and make necessary adjustments to facilitate learning for all students.

Field Experiences and Clinical Practice

 

Mentor teachers

 

 

 

Teacher Candidate Self-Assessment Survey

  • I am able to relate to, plan for, and teach with consideration given to the diversity of the students in the classroom, culturally and academically. I relate to the school, family, and community contexts in connecting to students’ prior experience to provide meaningful learning experiences and help all students learn.
  • I demonstrate the ability and willingness to reflect upon my practice and make necessary adjustments to facilitate learning for all students.

Field Experiences and Clinical Practice

Teacher candidate

 

New Teacher Hire Survey

  • New teachers from Thomas University are able to relate to, plan for, and teach with consideration given to the diversity of the students in the classroom, culturally and academically. TU teacher candidates relate to the school, family, and community contexts in connecting to students’ prior experience to provide meaningful learning experiences and help all students learn.
  • New teachers from Thomas University demonstrate the ability and willingness to reflect upon their practice and make necessary adjustments to facilitate learning for all students.

One year after completing program.

 

Principal

 

Recent Graduate Self-Assessment Survey

  • Prepared me to relate to, plan for, and teach with consideration given to the diversity of the students in the classroom, culturally and academically, and prepared me to relate to the school, family, and community contexts in connecting to students’ prior experience to provide meaningful learning experiences and help all students learn.
  • Helped me develop the desire and skills to reflect upon my practice and make necessary adjustments to facilitate learning for all students

One year after completing program.

 

Recent graduate

 

 

 

 

Education that Engages... Empowers... TRANSFORMS

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