Standard 4
Wright State University established diversity as a university priority in 1995 and articulated an agenda to develop and implement new policies and practices to support diversity, redesign curriculum to reflect diversity, and increase efforts to diversify the entire university community. The College of Education and Human Services (CEHS) has engaged in a variety of activities related to promoting awareness and cultural competence within the curriculum, and diversifying the teaching force. Based on national availability, the college exceeds the expected number of minority faculty (see Utilization Report 2006) and partnership schools provide candidates with field experiences in culturally diverse settings.Diversity is one of the major strands in the CEHS conceptual framework and diversity conversations are infused throughout program curricula. Programs of study, course syllabi, and field experience policies and requirements have been designed, refined, and coordinated to assure that all programs foster in candidates the ability to apply diversity-related knowledge, skills, and dispositions. Each program of study includes coursework that introduces candidates to the social and cultural foundations of education, the complexity of teaching in a pluralistic society, and concepts related to using diversity understandings effectively in the classroom. Coursework content is applied in a corresponding sequence of field/practicum/internship experiences in urban and suburban or rural school settings. All program candidates also take at least one course that specifically prepares them to work with students identified as having special needs. In a survey of College of Education and Human Services faculty conducted in June 2007, faculty seemed to affirm the infusion of diversity throughout the curriculum. Faculty responses reflected classroom efforts to help candidates understand the importance of diversity; exposure to a curriculum that prepares candidates to work with diverse students; and specific diversity activities to solidify learning (see results of Diversity Survey).
Candidates must demonstrate proficiency and is assessed within each program at the midpoint portfolio check and the final portfolio review at the end of a candidate’s program.
Teacher candidates and candidates for professional school roles are knowledgeable, competent, and sensitive in working with diverse populations and in diverse settings. This strand represents our commitment to assuring educators and candidates are knowledgeable, competent, and sensitive in working with diverse populations and in diverse settings. This strand includes valuing diversity as socially and culturally beneficial, appreciating the contributions of diverse populations, understanding how to adapt personal responses and professional practices in different contexts, and supporting equitable access and outcomes for all populations.
Diversity interweaves with the other five strands in the Conceptual Framework to develop the art and science of teaching/leadership/counseling. Diversity is an important component in framing content knowledge, delivering services to meet individual needs, making pedagogical decisions and applying technology to facilitate learning. Diversity is fused with the development of Emotional Intelligence and Professionalism to facilitate sensitive and respectful communication in all settings.
Examples of specific proficiencies include reflection upon a topic that relates to students’ learning styles, specifically students with exceptionalities within CTE 440, taken by candidates in CTE, Integrated Business Education and Marketing Education.
In the Early Childhood program the following proficiencies are developed: understanding of and appreciation for the fact that diverse family and communities and how a child’s background, experience and culture can affect their learning styles/preferences; understanding and commitment to “all children can learn”; not judge, but support; modify expectations to meet the needs of students; not base or expect assignments on stereotypes, racial, gender bias, etc.; consciously come up with ideas for the classroom to honor diversity.
Candidates within the Middle Childhood Program include adaptations to address diverse learners on all course lesson plans. All candidates are evaluated on the following NMSA standards twice during field experiences: models the acceptance and appreciation of diversity in and among young adolescents while maintaining developmentally appropriate learning environments; can describe how family background and home environments affect student learning and performance.
Our Intervention Specialist programs are somewhat unique in this area because all students our candidates will teach are considered diverse by way of their disability or exceptionality. Students from minority groups and low SES continue to be disproportionately represented in special education, so our teacher candidates spend a lot of time and effort reflecting upon their own attitudes toward diversity as well as learning skills and strategies to use when collaborating and teaching with diverse groups of individuals. Examples of some proficiencies specific to CEC standards include: individual learning needs, variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family and schooling; cultural perspectives influencing the relationships among families, schools, and communities as related to instruction, to name a few. In EDS 655, Exceptional Learners, candidates
read, discuss and reflect on Ruby Payne’s Framework of Poverty.
Candidate work focuses on understanding and creating effective learning environments for every
student. The overarching goal for teaching candidates is developing and presenting meaningful
instructional experiences that engage and promote success for all students, especially during lead
teaching. For administrative and pupil support candidates the goal is facilitating programs that provide meaningful learning experiences for all students. Candidates document their growth through journals, the professional portfolio, case study analyses, instructional units and lesson plans, dialogue circles, videotapes of teaching, inquiry projects, and comprehensive exams. These products, as well as various teaching evaluation instruments, provide assessment data that reflect each candidate’s ability to work with diverse populations. University and clinical faculty complete several lesson critiques and performance evaluations and conduct regular formal and informal conferences with each candidate in an ongoing effort to assess and improve practice in this area.
All candidates must complete a placement in schools districts that are racially diverse. We look for
opportunities for guest speakers, full time and adjunct faculty to address diversity on a broader scale. In all our classes, we emphasize adapting instruction to different learning styles, connecting instruction or services to students’ experiences and cultures. Early Childhood Education even has a specific class, EDE 318 that focuses on adjusting instruction to meet the needs of students.
Another example is in our Middle Childhood Program. Candidates are placed in schools where they plan and teach lessons in which they are expected to differentiate for different learners documented by field evaluations and course lesson plans. In ED 600, candidates develop a classroom management brochure that must be developmentally responsive, demonstrate fairness, and promote a positive learning environment. In ED 607, candidates create a 2 week unit plan that must address a variety of learning styles and connect lessons to students’ lives. In ED 641 candidates document parent communication and collaboration. They also must include three pieces of evidence within their final portfolio in the MCE program to demonstrate proficiency of the diversity strand.
Examples of additional coursework and experiences at both the initial and advanced levels are:
EDS 659, Communication and Consultation Skills for Educators, focuses on collaboration skills
required by teachers in order to be effective with students, professionals and families. EDS 643 and EDS 653 are IS methods courses that teach candidates how to develop units and lesson plans incorporating individualized instruction and accommodations, modifications as appropriate. Also, in EDS 644, Instructional & Behavioral Management Skills for Intervention Specialists, it addresses how to support students in the classroom environment through the development of functional behavioral plan and positive behavior supports.
Initial teacher candidates take EDS 333: Introduction to Learning Differences, which addresses
diversity, including working with students with exceptionalities. It is one of our four Ohio Transfer
Articulation Guide (TAG) courses. At the advanced level candidates take a variety of courses.
Data from the following assessments support candidate proficiency related to diversity and students with exceptionalities within our CTE, Integrated Business Education and Marketing Education programs: CTE 400 – Learning Styles Inventory; CTE 415 – Class Data; CTE 440 – Essay, Students with Exceptionalities. In the Early Childhood Program, EDE 318 is taken, as noted previously. Within the Gifted Endorsement program, EDS 722, the introductory class exposes candidates to learning about the diversity of exceptionalities, including twice exceptional students, female gifted, multicultural and ESL students and non-verbal testing and identification instruments are shared and discussed. Candidates are evaluated on lesson plans, including adaptations and procedures in method courses ED 717, 606 and 607. They also complete case studies in Ed 709 in which they assess a student’s reading abilities, analyze these results, and make appropriate recommendations to support the student. In spring 2008, the MCE program sponsored a workshop on meeting the needs of ELL learners.
Since the Intervention Specialist Program is primarily concerned with students who have
exceptionalities, all of the program’s key assessment data demonstrate proficiency in this area. Data
from each key assessment shows candidates are overwhelmingly performing at acceptable or target
rates. One key assessment, EDS 655 Language Module, addresses the development of language,
comparing students whose language is developmentally on track and those whose skills are below the norm.
In the Physical Education program, candidates are evaluated on lesson plans, including adaptations and procedures. Candidates are also assessed using the student teaching assessment (Unit and SPA-specific) on their ability to implement instruction that meets all students’ needs, including those with
exceptionalities.
English as a Second Language practicum opportunities are available during the summer through
Tecumseh Local School District. They offer migrant workers a summer school program for the
predominately Hispanic population working on farms in the area. The program is 6 weeks in length and is offered to children, grades K-6, and concentrates on improving language arts and mathematics skills. It has been in operation for over ten years, in conjunction with the Ohio Migrant Education Center (OMEC), along with federal funding through the state government. Though not an official partner district, approximately 25% of practicum assignments were arranged to occur in this program during the summer, and 17 candidates had practicum assignments arranged there during our last academic year (2007-2008).
CF Holliday Elementary, in West Carrollton City Schools, offers a strong ESL training program for
teachers of which our candidates are given opportunities to further their knowledge, skills and
dispositions in working with ESL students. 16.5% of our candidates have been placed in this suburban district during the 2007-2008 academic year.
Dr. John Haught, program advisor for TESOL (Teacching English as a Second Language), also chair of the Miami Valley ESL Consortium, has conducted daylong teacher development workshops for
mainstream teachers, the latest Sept. 208. A student panel from various countries, and presentations by ESL specialists, including Abinar Mohumad of ODE’s Lau Center, also spoke. Dr. Haught offers these workshops annually in WSU’s Student Union. He also has been an invited speaker within our educator preparation programs.
There are not any differences in the ways candidates develop and demonstrate their proficiencies within our programs for other school professionals, off-campus programs, and/or distance learning programs. In environments where courses are offered and the diversity less diverse, opportunities are provided to connect with others representative of other unrepresented groups.
All School Counseling candidates are required to complete a course in Social Cultural Foundations with a grade of B or better. School Counseling candidates are also evaluated on their ability to execute culturally appropriate intervention strategies during their field based experience. Site Supervisor and Employers are also surveyed on School Counseling student’s overall ability to effectively operate with diverse student population.