Proficiencies Related to Diversity

As described in the Center for Teacher Education's conceptual framework, the unit holds a commitment to diversity and strives to help its teacher candidates develop the same commitment.  The commitment to diversity, one of six goals cited in the conceptual framework document, is a commitment to understanding differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.  A commitment to diversity engenders a teacher's ability to see potential in every student and to use her/his understanding about diversity to develop fair and unbiased approaches to teaching.   The teacher education candidate who has this commitment demonstrates respect and acceptance of the individuality and dignity of each student, a belief that all students are ready to learn although they might not all learn the same thing at the same time, and a willingness to adjust instruction to meet individual and group learning needs.

Critical behaviors of teachers, as confirmed by the research cited in conceptual framework (References), are reflected in the knowledge, skills and dispositions that have been adopted for Ohio Northern University teacher candidates.  These behaviors exemplify standard practices of good teaching that are consistent with the Ohio Standards for the Teaching Profession.  The ONU knowledge, skills, and dispositions that demonstrate a commitment to diversity are as follow:

 

Knowledge: The teacher education candidate

  • K1-a) develops understanding of differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.
  • K1-b) knows and appreciates that knowledge is impacted by the multiple perspectives of the learners who come from a multicultural, pluralistic society.
  • K1-c) understands that all students can be ready to learn although they might not learn the same thing at the same time.
  • K1-d) is aware of various teaching, learning, and motivational strategies that can help students learn.

 

Dispositions: The teacher education candidate

  • D1-a) accepts and respects the individual dignity of diverse persons.
  • D1-b) believes all students can learn and is willing to adjust instruction to meet individual learning needs.

 

Skills: The teacher education candidate

  • S1-a) plans and teaches instructional units that match a variety of instructional strategies to the needs and abilities of the spectrum of learners in the classroom.
  • S1-b) critically selects and uses materials, instructional strategies, technologies, and assessments appropriate to the age, developmental level, gender, learning differences, and cultural and ethnic background of students.
  • S1-c) incorporates appropriate themes of diversity within content.

 

Teacher candidates are expected develop and display these KSDs as a part of coursework, field experiences, and clinical experience.  Data collection instruments and accompanying data and review described below document this work.