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