2015 Self Study Report
Exhibit 4.4.c.1 Diversity Experiences of Candidates
Initial Licensure Preparation Programs – Course synopsis and experiences follow
Courses / ECED-BSED / TALN-BSED / ITGS-BSED / PETE-BSED / ECED-MAT / SPED-MAT / ELED-MAT / MSSE-MAT / SCED-MAT
ECED 3555 / X
ECED 4005 / X
ECED 4500 / X
ECED 4510 / X
ECED 4515 / X
ECED 4520 / X
ECED 4530 / X
ECED 4540 / X
ELED 3242 / X
ELED 3251 / X
ELED 3261 / X
ELED 3271 / X
ENGL 4531 / X / X
ICL 3333 / X / X / X / X
ICL 4001 / X / X / X
ICL 4002 / X
ICL 4003 / X
ICL 4004 / X
ICL 4005 / X
ICL 4006 / X
ICL 4020 / X
ICL 4021 / X
ICL 4800 / X / X / X / X
ICL 4902 / X
ICL 4904 / X
ICL 4913 / X
ICL 4914 / X / X / X
IDT 3600 / X / X / X / X
PETE 3308 / X
PETE 3604 / X / X / X / X
PETE 3800 / X
PETE 4201 / X
PETE 4301 / X
PETE 4401 / X
PETE 4501 / X
PETE 4601 / X
PETE 4701 / X
RDNG 4240 / X / X
RDNG 4241 / X / X
SPED 2000 / X / X / X
SPED 3800 / X
SPED 3802 / X
SPED 3803 / X / X
SPED 3804 / X
ECED-BSED / TALN-BSED / ITGS-BSED / PETE-BSED / ECED-MAT / SPED-MAT / ELED-MAT / MSSE-
MAT / SCED-MAT
ECED 6510 / X
ECED 6520 / X
ECED 6530 / X
ECED 6540 / X
ECED 7102 / X
ICL 7030 / X
ICL 7059 / X
ICL 7105 / X
ICL 7106 / X / X / X
ICL 7165 / X
ICL 7174 / X
ICL 7303 / X
ICL 7502 / X
ICL 7504 / X
ICL 7602 / X
ICL 7605 / X
ICL 7652 / X
ICL 7654 / X
ICL 7709 / X
ICL 7808 / X / X / X / X
ICL 7913 / X
ICL 7993 / X / X / X / X / X
IDT 7061 / X / X / X / X
RDNG 7545 / X / X
RDNG 7553 / X / X
RDNG 7554 / X
SPED 7000 / X / X / X / X / X
SPED 7001 / X / X
SPED 7211 / X / X
SPED 7212 / X
SPED 7221 / X / X
SPED 7241 / X
Advanced Preparation Programs – Course synopsis and experiences follow
Courses / ICL-MS / ECED-MS / RDNG-MS / SPED-MS / SLIS-MS (proposed)ECED 7100 / X
ECED 7101 / X
ECED 7102 / X
ECED 7103 / X
ECED 7104 / X
ECED 7107 / X
ECED 7108 / X
EDPR 7109 / X
EDPR 7110 / X
EDPR 7111 / X / X
EDPR 7117 / X
EDPR 7131 / X
EDPR 7521 / X / X / X / X / X
ICL 7059 / X / X / X
ICL 7132 / X
ICL 7133 / X
ICL 7134 / X
ICL 7301 / X
ICL 7304 / X
ICL 7730 / X
ICL 7731 / X
ICL 7800 / X
ICL 7950 / X
ICL 7992 / X / X / X / X / X
ICL 7996 / X / X
IDT 7064 / X
LDPS 7310 / X
LDPS 7311 / X
LDPS 7320 / X
LDPS 7330 / X
LDPS 7340 / X
LDPS 7350 / X
RDNG 7000 / X
RDNG 7304 / X / X
RDNG 7540 / X
RDNG 7541 / X
RDNG 7545 / X
RDNG 7548 / X
RDNG 7560 / X
RDNG 7809 / X
SPED 7000 / X / X
SPED 7101 / X
Below is a synopsis of the course and activities with references to diverse learners, situations, or environments highlighted in yellow. Diversity is infused in all courses.
ECED 3555 / Observation and Assessment of Infant & Early Childhood Development- Candidates spend time in an urban preschool, Head Start, or K-3 grades. The purpose is to conduct a comprehensive, functional assessment by observing one student who has been diagnosed with a special need or who is at risk.ECED 4005 / Family/School Collaboration in Early Childhood Education-Candidates will review practical and contextual cases and write his/her reflection and each action plan. The case will include a plan to differentiate based on diversity, e.g., ESL, SES, and academic abilities. Candidates will review a case of Poplar Grove and write a collective family engagement plan based on 7 different categories. Candidates need to include a plan based on student diversity, e.g., ESL, SES and academic abilities.
ECED 4500 / Emergent Literacy/Language Development-Candidates will select a target child from one of the clinical sites and use their knowledge of child development and learning to effectively assess the target child through observation, documentation, and testing. Candidates will work in small groups to schedule 2 (two) individual read-alouds at the Salvation Army’s Emergency Family Shelter (EFS). Candidates will meet in small groups with an in-service Kindergarten teacher at a low achieving school. During an interview/discussion with the teacher, the group will then determine the teacher’s intentions for a “Family Literacy Night” for her Kindergarten students’ families. The group will be responsible for planning and executing one (1) center for the “Family Night” and assisting with other preparations for the night per the expectations of the assigned teacher (including procurement of sponsors, materials, etc.)
ECED 4510 / Early Childhood Education Programs and Practices-This course explores, examines and investigates the early childhood profession, its multiple historical, philosophical, and social foundations; current issues, trends and public policies affecting children, families, programs for young children; and explores the roles and responsibilities of early childhood teacher the through observations in multicultural (multiethnic) settings.
ECED 4515 / Teaching and Learning in Early Childhood-Candidates create lesson plans that foster children’s engagement in learning and assessing children’s learning progress. Additional topics are the behaviors of children and working with families.
ECED 4520 / Planning and Facilitating Early Childhood Social Learning and Development-Candidates will present, in class, a brief personal identity (focus on WHERE I’M FROM) project of a poster, diorama, book, skit, all about me bag, illustrated poem or other oral presentation-type project. Candidates will take 2 photos that illustrate a social injustice to them. One photo will be taken on campus; one photo will be taken off-campus in your community. Candidates will include a short explanatory paragraph with each of their photos. Candidates will create one original lesson plan for social studies using the R2T lesson plan template. Plan should be respectful of and accommodating of diversity, e.g., ESL, SES, and academic abilities.
Candidates will create a “First Day” Newsletter—either a digital version in the form of a website, blog or other or a traditional paper version. Newsletter should reflect candidate’s respect for student and family diversity, e.g., ESL, SES, and academic abilities.
ECED 4530 / Planning and Facilitating Math and Science Learning and Development-Candidates focus on the strategies of teaching math and science to young children with varying needs and backgrounds.
ECED 4540 / Planning and Facilitating Infant/Toddler development and Care- Candidates will develop five lesson plans on cognitive, physical, and language development. The lessons will also include diversity and family involvement activities to guide learning and summative performance-based assessment. Their assessment includes reflective summaries of each lesson plan. These lessons will include a plan to differentiate students’ needs based on their diversity, eg., ESL, SES. The lesson plans will also require formative evaluation data.
ELED 3242 / Teaching and Learning in the Elementary School-Candidates will develop a lesson plan that exhibits understanding of various strategies, diversity, academic language and formative assessment.
ELED 3251 / Math Methods in the Elementary School- Candidates focus on the strategies of teaching math to elementary children with varying needs and backgrounds.
ELED 3261 / Science Methods in the Elementary School- Candidates focus on the strategies of teaching science to elementary children with varying needs and backgrounds.
ELED 3271 / Social Studies Methods in the Elementary School- Candidates focus on the strategies of teaching social studies to elementary children with varying needs and backgrounds.
ECED 6510 / Early Childhood Education Programs and Practices-Candidate explores, examines and investigates the early childhood profession, its multiple historical, philosophical, and social foundations; current issues, trends and public policies affecting children, families, programs for young children; and explores the roles and responsibilities of early childhood teacher the through observations in multicultural (multiethnic) settings.
ECED 6520 / Planning and Facilitating Early Childhood Social Learning and Development-Candidates will present, in class, a brief personal identity (focus on WHERE I’M FROM) project of a poster, diorama, book, skit, all about me bag, illustrated poem or other oral presentation-type project. Candidates will take 2 photos that illustrate a social injustice to them. One photo will be taken on campus; one photo will be taken off-campus in your community. Candidates will include a short explanatory paragraph with each of their photos. Candidates will create one original lesson plan for social studies using the R2T lesson plan template. Plan should be respectful of and accommodating of diversity, e.g., ESL, SES, and academic abilities.
Candidates will create a “First Day” Newsletter—either a digital version in the form of a website, blog or other or a traditional paper version. Newsletter should reflect candidate’s respect for student and family diversity, e.g., ESL, SES, and academic abilities.
ECED 6530 / Planning and Facilitating Math and Science Learning and Development-Candidates focus on the strategies of teaching math and science to young children with varying needs and backgrounds.
ECED 6540 / Planning and Facilitating Infant/Toddler development and Care- Candidates will develop five lesson plans on cognitive, physical, and language development. The lessons will also include diversity and family involvement activities to guide learning and summative performance-based assessment. Their assessment includes reflective summaries of each lesson plan. These lessons will include a plan to differentiate students’ needs based on their diversity, eg., ESL, SES. The lesson plans will also require formative evaluation data.
ECED 7102 / Observation and Assessment in Inclusive Early Childhood Programs-Candidates explore measurement and evaluation in the early childhood years. They explore the use of standardized tests and alternate assessments e.g., anecdotes, checklists, portfolios, teacher-designed tests and the advantages and disadvantages for use with young children with various abilities and needs; and professional ethical issues regarding evaluating young children and includes informed interpretation of observational and assessment data and implications for instructional programs and practices.
ENGL 4531 / Methods and Techniques in ESL-Candidates explore our current understanding of second language acquisition, cross-cultural issues and the varying methods and techniques used to teach language skills to students of English, at the K-12 level, in intensive and immigrant programs in the U.S. and overseas.
ICL 3333 / Student Assessment and Instructional Decision-Making-This course examines aspects and types of classroom assessments, with particular emphasis on formative assessment, and the subsequent use of assessment results to improve student learning. Particular instruction is on formative assessments to ensure all children are learning.
ICL 4001 / Teaching in Diverse Environments-Candidates will reflect on and write a paper on their individual cultural backgrounds as a precursor to the course’s study of the impact diverse cultures have on the classroom. Candidates will present themselves to the class through a PowerPoint. Candidates will apply experiences from participating in an unfamiliar cultural activity to their future role as teacher in a diverse classroom. Candidates will interview 3 parents and record responses regarding their personal school involvement practices, challenges, and suggestions. Candidates will use this information to respond to specific reflective questions and discuss its potential impact upon their future diverse classrooms.
ICL 4002 / Fundamentals in Urban Middle Grade Education-Candidate create a presentation about themselves. Include general background, educational experiences (focusing on race, ethnicity, SES), life experiences, personal teaching philosophy and how you feel about urban education.Candidates revisit, It’s all about me an educational autobiography, and relate to adolescent development physical, emotional, cognitive, and social development. Pay particular attention to race, ethnicity, and poverty. Candidates develop a case study on a middle school student in which he/she will describe the four areas of development.
ICL 4003 / Candidates take two of these four methods courses in which they learn to plan lessons and teach middle school content. The four courses are aligned similarly. Middle school students present a variety of academic and social needs that are addressed as part of instruction in these four courses.
ICL 4004
ICL 4005
ICL 4006
ICL 4020 / Language and Communication in Diverse Classrooms-Candidates will understand that families, communities, and cultures may perceive disabilities differently depending upon differing values and belief systems. Candidates seek to use these insights when working with students and their families and they use cultural accepted ways of seeking information about the student’s background.
ICL 4021 / Professional/Ethical Practices-Candidates explore education policy and practice; accountability, ethics, advocacy, and social challenges with respect to children with special needs and their families. Additionally, they explore working with families and community stakeholders, instructional planning that includes creating individual education plans, individual family plans and transition planning.
ICL 4800 / Professional Seminar-Teacher candidates analyze and seek solutions to specific situations in teaching in urban, suburban and rural classrooms. Problem-solving, decision making and responsibility taking skills combine with pedagogical knowledge in group discussions, individual conferences, reading and research on school-based situations.
ICL 4902 / Clinical Residency II (ECED)-Candidates demonstrate competencies associated with successful teaching and student achievement in urban, suburban and rural classrooms.
ICL 4904 / Clinical Residency II (TAL)-Candidates explore and address the uniqueness of the learners they encounter. They consider the impact of socio-cultural experiences and SES on student preparedness and perspective. They respond appropriately to the unique issues faces in urban educational settings.
ICL 4913 / Clinical Residency II (Middle Grades)-Candidates demonstrate competencies associated with successful teaching and student achievementin urban, suburban and rural classrooms.
ICL 4914 / Residency I Practicum-Candidates will build a respectful learning focused environment by: demonstrating positive rapport with all students; reinforcing positive behavior and strong academic effort; setting high and demanding academic expectations for every students; and promoting an environment where students work hard, remain focused, and persevere through challenges.
ICL 7030 / Assessment and Evaluation-Candidates learn to engage in best practices in creating, examining, interpreting teacher-created assessments in urban, suburban and rural classrooms.In addition, candidates learn to use assessment results in planning further instruction.
ICL 7059 / Models of Instruction-Candidates learn to write lesson plans with adaptations and assessments to meet the needs of a variety of diverse students (i.e., ESL, above and below typically developing).
ICL 7105 / Language and Communication in Inclusive Classrooms-Candidates explore the instruction of students with typical and exceptional communication needs. Includes interpreting speech/language assessment reports and designing instruction. Also use of augmentative and alternative communication devices and working with non-native English speaking students.
ICL 7106 / Professional and Ethical Practices in Inclusive Classrooms-Candidates demonstrate respect for students first as unique human beings as they identify the strengths of the child. Candidates understand similarities and differences in human development and interpret assessment results in a narrative format.
ICL 7165 / The Middle School-Candidates explore the complex and structure of the middle school and the diverse physical and social development of middle school students.
ICL 7174 / Specialized Methods in Foreign Language- Candidates explore practical issues relating to teaching of foreign languages to K-12 children in urban, suburban and rural classrooms.
ICL 7303 / English/Language Arts Comp Secondary School-Candidates create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability. Candidates prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressions their own clearly and persuasively. Candidates will develop a unit plan that integrates student use of technology to achieve CCSS English/Language Arts. The unit will include a plan to differentiate based on student diversity, e.g., ESL, SES, and academic abilities.
ICL 7502 / Teaching Mathematics-Candidates will develop knowledge of research-based instructional strategies (including, but not limited to—use of instructional tools; cooperative learning strategies, strategies for effective instruction of ELL students; culturally relevant teaching strategies, etc.) and apply these strategies in the planning of instruction.
ICL 7504 / Math Methods in the Elementary School- Candidates focus on the strategies of teaching math to elementary children with varying needs and backgrounds in urban, suburban and rural classrooms.
ICL 7602 / Teaching Science Secondary School-Candidates will construct science lesson plans that include designing investigations; observing, predicting, and analyzing data; and providing evidence to communicate results and additionally, address the needs of a diverse group of students in urban, suburban and rural classrooms.
ICL 7605 / Science Methods in the Elementary School- Candidates focus on the strategies of teaching science to elementary children with varying needs and backgrounds in urban, suburban and rural classrooms.
ICL 7652 / Middle/Secondary Social Studies Methods-Candidates focus on the strategies of teaching social studies to middle and secondary students in urban local settings.
ICL 7654 / Social Studies Methods in the Elementary School- Candidates focus on the strategies of teaching social studies to elementary children with varying needs and backgrounds.
ICL 7709 / Learning in the Urban Environment- Candidates will reflect on and write a paper on their individual cultural backgrounds as a precursor to the course’s study of the impact diverse cultures have on the classroom. Candidates will present themselves to the class through a PowerPoint. Candidates will apply experiences from participating in an unfamiliar cultural activity to their future role as teacher in a diverse classroom. Candidates will interview 3 parents and record responses regarding their personal school involvement practices, challenges, and suggestions. Candidates will use this information to respond to specific reflective questions and discuss its potential impact upon their future diverse classrooms.
ICL 7808 / Clinical Teaching Semester in Secondary Schools-Candidates engaged in full-time clinical placement appropriate to candidate's area of licensure providing opportunities to demonstrate professional competencies associated with successful teaching and student achievement in urban, suburban and rural classrooms.
ICL 7913 / Student Teaching in Middle Grades-Candidates practice student teaching, experience a supervised practicum, and other similarly organized professional experiences; designed to complement on-campus course study with actual on-site professional experience in urban, suburban and rural classrooms.
ICL 7993 / Professional Seminar-Candidates’ integrative capstone seminar for advanced teacher certification students; students will apply reflective, analytical, and critical thinking to selected issues regarding school curriculum, teaching methods, professional ethics, legal issues, leadership and advocacy, professional relations, communication, and problem solving in urban, suburban and rural classrooms.