Candidates' Development of Diversity KSDs through Experiences

The Center for Teacher Education requires candidates to complete experiences in a range of settings with diversity during field and clinical practice as described above.  During each of these experiences, candidates plan, teach, and assess students with this diversity in mind.  The EDUC 1501 Five Day Field Experience I, which is the first field experience completed by many candidates, requires the candidate to complete a classroom profile to identify various differences among groups of students and/or between individual students as pertaining to race, ethnicity, class, and special needs.  Other differences such as gender, language, religion, and/or sexual orientation are also considered.  Upon completion of the field experience, the candidate writes a paper discussing how any of those differences impact teaching and learning.  In addition, the candidate identifies a student in the class who is having difficulty learning and reflects on how a teacher could meet that student's unique learning needs.  Finally, the student must analyze communication in the classroom and consider how that affects learning by addressing such issues as the hidden and null curriculum, the language used in the classroom, teacher's individual assumptions, stereotypes and biases about students, and the manner in which knowledge is organized and transmitted.  The candidate is scored on the paper using a rubric which is aligned with KSDs from ONU's Commitment to Diversity goal (Five-Day Field Experience I Assignment and Rubric, Data).

Throughout later experiences, candidates use the ONU Lesson Plan template to plan appropriate lessons while considering the diversity within the classroom.  This template asks the candidate, "How will you accommodate for students with special needs/ethnic or cultural differences/limited English proficiency?"  After the lesson has been taught the candidate must write a reflection to the question, "Were the accommodations/modifications effective?  How do you know?"  The evaluation form for field experience, which is completed by both the university faculty member and the cooperating teacher, includes item such as, "Plans to meet the needs of all students, despite differences," "Develops rapport with students as appropriate to individuals' differences," and "Takes responsibility for student learning."  A new form which is better aligned with the Ohio Standards for the Teaching Profession is being piloted and includes items such as "Teachers understand student learning and development, and respect the diversity of the students they teach."  Data is included in the KSD Assessment Data document where particular attention should be paid to the section on Commitment #1:  Commitment to Diversity.

Similarly, during student teaching, clinical practitioners again plan lessons with the diversity and needs of the classroom considered.  Regular observations and debriefings with university supervisor(s) and the cooperating teacher help the candidate to focus on success and improvement in this area.  The mid-term and final evaluation forms completed by the university supervisor, cooperating teacher, and the candidate includes such items as, "Models respect for students' diverse characteristics", "Recognizes characteristics of exceptional learners and intervenes appropriately", "Uses information about student learning to deliver instruction that will close the achievement gap", "Differentiates instruction to meet the needs of all students", "Maintains an environment that is conducive to learning for all students", and others which are all aligned with the unit's KSDs (Form).  A new Student Teaching Mid-term and Final Evaluation Form includes similar items to those on the pilot Field Experience Evaluation Form described above since both are based on the Ohio Standards for the Teaching Profession.  Data from both forms is included with the KSD Assessment Data document described above.