Exhibit 4.4.b.2: Overview--How Diversity Proficiencies are Incorporated and Assessed in Required Coursework and Field and Clinical Experiences

NCATE Prompt for Exhibit 4.4.b: Curriculum components and experiences that address diversity proficiencies.

Initial Preparation Programs

Each candidate is required to complete the University's diversity-related requirements. Prior to fall 2011, candidates were required to take coursework in two specific, diversity-related General Education categories, II.C.3: Cultural Plurality and Diversity, and II.D. Global Awareness-Non-Western Cultures. Beginning fall 2011, each candidate is required to complete the University's diversity-related Core Curriculum requirements. As explained in the Institutional Report, Section4.2.b Continuous Improvement, #2, the unit developed a required, pre-requisite, sequential, three-course Core Curriculum diversity-focused “package” to develop candidates’ foundational understanding of and preparation for the diverseand inclusive classrooms in which they will work.

Core diversity-related requirements are extended through program-specific requirements (courses, assignments, presentations, projects, field and clinical requirements) and numerous assessments (standards-based diversity focusedidentified in Standard 4, Institutional Report) to enable and require candidates to develop and demonstrate the knowledge, skills, and dispositions to adapt instruction and/or services for diverse and inclusive communities of learners. Unit and program-specific assessment data confirm that candidates demonstrate diversity proficiencies.

As noted in Standard 4, initial preparation programs are based on the InTASC Standards and incorporate Maryland’s Institutional Performance Criteria Component IV: Diversity (R2.4.a.6).Per the NCATE prompt for required NCATE Exhibit 4.4.b, program-specific folioettes include two matrices (S1.3.a.1-S1.r.1.b) that document the alignment of required courses and related field and clinical experiences with 1: the InTASC Standards identified as preparing candidates to work effectively with all students, and 2. Maryland’s Institutional Performance Criteria Component IV: Diversity Performance Criteria, primarily addressed in each required course (S1.5, p.6).(Included are new majors/programs (ex., ECSE) and new courses (ex., ECED 460) developed specifically to promote candidates' diversity-related knowledge, skills, and dispositions. (R4.4.3.b).

Also noted in Standard 4, every program is also required to complete the YASU/DAR with required sections addressing how it analyzes and uses data to assess & improve candidates' diversity proficiencies (R2.4.d.1; 2.4.a.3-6). In Part III, programs address Maryland Accreditation: Selected Accountability Priorities from the MIPC-D; the Institutional Performance Criteria now include race/ethnicity, socio-economic status, English Language Learners [ELL], giftedness and inclusion of students with special needs in regular classrooms. In Part III, Standard 4, programs address how they provide instructionin how to teach a diverse student population, andhow they assess proficiency.

(See individual YASU/DARs for additional program-specific information (R2.4.g.1-31).

As documented in the program-specificfolioettes, required course syllabi and internship handbooks, representative examplesof required curriculum components and experiences that address diversity, and that provide multiple learning opportunities which require feedback that helps candidates reflect on their practice in and with diverse learners,include:

Initial Preparation:

--SCED 341, Principles of Secondary Education (the first required professional education course for all SCED interns), has a required field experience in which candidates must complete reflective observation logs-which become the subject of interaction with peers and faculty-on a variety of instructional topics; additionally Course Goals # 1, 6, 7 specifically address differentiation to meet the needs and interests of individual learners—including “learners with differing developmental needs, interests, and cultural backgrounds”…English Language Learners, Gifted and Talented students, and students with special needs.”

--ECED conducts “All-Ins” for the Pre-Primary Curriculum (ECED 341) and the Primary Curriculum (ECED 342) courses. These “are whole group sessions where the cohorts at each of these levels participate in lectures and presentations by faculty and or guest speakers to reinforce best practices and maintain a consistent understanding of professional expectations. The faculty engages speakers to present information related to current and relevant topics. For example, the department utilizes the expertise of a Teacher Educator in Residence (currently a K-12 administrator from the Baltimore County Public Schools) to provide presentations on a wide range of topics. This partnership has provided a new focus on two goals in our pre-service work with teacher candidates: a) Raising student achievement in the schools; B) Promoting greater teacher retention. This bridge of communication built between this school system and the University is providing presentations to both audiences that promote teaching best practices in the classroom that are based on solid pedagogy and researched educational theory. Among the diversity-related presentations have been :

  • Effectively Addressing Cultural Diversity
  • Addressing the Impact on Learning for Disadvantaged Students
  • Working with Families in Alignment with the NAEYC Standards
  • Using Data Effectively: Communicating Results to Administrators, Colleagues, Parents, and Even Students!
  • Moving from Gradual Release to Differentiation Effectively

--The handbook for both ECED 343, Preprimary PDS Internship, and ECED 344, Primary PDS Internship, require that interns maintain a Collaboration/Reflection Log designed to serve as a tool for ongoing dialogue between the intern and mentor regarding their instruction. Additionally, mentors model for and mentor interns to provide for a variety of learning styles and classroom adaptations when planning instruction, help the Intern modify and revise plans appropriately, and provide the Intern with strategies to differentiate instruction to include all students (R3.4.e.2, see pp. 7, 20).

--Candidates learn about exceptionalities and inclusion through SPED 301, Introduction to Special Education K-12, a universal requirement for all undergraduate initial preparation programs. SPED 637, Inclusion for the Classroom Teacher, is the requirement in the initial preparation MAT. Program-specific course requirements extend diversity-related knowledge, skills, and professional dispositions (ex., in addition to the three required, diversity focused, Core Curriculum courses, ELED/SPED 401, Curriculum and Methods of Inclusion; SCED 305, Adolescent Learning, Development, and Diversity; ECED 460, Teaching English Language Learners.

--In Kinesiology/Teacher Education,

--candidates learn about exceptionalities in KNES 423, Adapted Physical Education:

--Candidates must prepare and teach to peers at least 2 simulated activities from any area of Physical Education and any grade PreK-12. This is part of an assignment in which they must summarize a chapter pertaining to a disability from the text (Sherrill), prepare a summary of that disability chapter and a supporting power point. This assignment also includes a statement of 5 adaptations for that disability.

-All students in the KNES 423 course must participate in the student-directed activities with discussion by professor. Every learning experience mentioned in this course addresses these students participating first in an inclusive environment.

-Representative additional requirements are that candidates must customize/construct a piece of Physical Education equipment for use by a student with an Orthopedic impairment, design & demonstrate use of Boardmaker for student(s) with communication disorder, and complete two critical reviews/assessments of learning experiences candidates have both designed, implemented or modeled from a mentor teacher.

--In KNES 324, Elementary Methods and KNES 325, & Secondary Methods,

candidates are assessed on proficiency of ability to plan instruction, adapt materials, implement differentiated instruction in an inclusive environment, and to provide positive behavior support for students with disabilities. PreK-12 students with disabilities may or may not exhibit differently-abled performance, knowledge, and/or dispositions consistent with expectations in the physical education environment and Maryland State Standards for Physical Education. As such, candidates are given instruction to both plan and deliver developmentally and instructionally appropriate content and modifications for any PreK-12 student, based on individual needs, regardless of ability. Candidates are provided instruction for how to provide remediation and extensions for each PreK-12 student who exhibits differently-abled performance in the physical education content area. (Remediation-- those modifications which decrease task complexity and/or difficulty. Extensions-- those modifications which increase task complexity and/or difficulty.)

--In Health Education,

--HLTH 315, Curriculum and Planning in Health Education,candidates are required to write a program proposal and take into consideration the needs of a diverse audience. The Pandemic Influenza Planning Case study is used as a midterm examination, and requires students to address working with diverse students in P-12 schools and the Coordinated School Health Model. Assessments and rubrics address candidates’ proficiency in developing and implementing integrated learning experiences for diverse student needs. These assessments also require candidates to plan instruction, adapt materials and implement differentiated instruction in an inclusive classroom. Use of the Coordinated School Health Model in the Pandemic Influenza Planning Case Study requires candidates to collaborate with specialized resource personnel.

--Likewise, in HLTH 430, Organization/Implementation/Management of Health Programs, the Middle School “Healthy Body, Health Me” Health Fair and Rubric, in conjunction with Local Education Agency Middle School requires students to working with very diverse students in a Middle School where 30 different languages/dialects are spoken in the students’ homes, and a variety learning styles exist. Rubrics are utilized to score both these important assessments to assess proficiency of teacher candidates in developing and implementing integrated learning experiences for diverse student needs. These assessments also require candidates to plan instruction, adapt materials and implement differentiated instruction in an inclusive classroom. The Healthy Me Health Fair requires candidates to collaborate with specialized resource personnel utilizing the Coordinated School Health Model. Rubrics are utilized to score this assessment to assess proficiency of teacher candidates.

---By the nature of the content, SPED, ECSE, and EESE incorporate and assess diversity in required coursework and field and clinical experiences. Representative examples include SPED 413, Assistive Technology for Students with Disabilities, SPED 646, Using Technology to Differentiate Instruction, and ECSE 413, Instructional Technology for Young Children in which candidates complete the UDL Lesson Plan signature assessment, following instruction of content in this area. Specific requirements for addressing ELL and GT learners are embedded into the rubric and scoring guides for this assessment. Additionally, a specific section to address differentiating for GT students has been added to the UDL lesson plan assignment in SPED 413 and SPED 646. Following instruction, teacher candidates and required to embed instructional strategies for diverse students in their unit and lesson planning during coursework and internships, followed by reflective practice statements. Candidates receive feedback on these plans, with the opportunity for revision.
Signature assessments and portfolio artifacts that must be successfully completed prior to graduation from the programs include: UDL Lesson Plan, Positive Behavior Support Plan, Evidence of Student Learning Unit Plan, and IEP Case Study.

Continuing Preparation Programs and Programs for Other School Personnel.

Advanced programs’ diversity content and assessment is SPA- and/or program-specific.While the unit Assessment System is applicable to all programs, assessment at the advanced program level is program-specific. Program-specific data confirm that candidates demonstrate diversity proficiencies.

As noted in Standard 4, programs incorporate SPA- and program-specific diversity content and assessments, and the Maryland’s Institutional Performance Criteria Component IV: Diversity (R2.4.a.6). Per the NCATE prompt, program-specific folioettes (S1.3.a.1-S1.3.r.1.b) include a matrix that documents the alignment of required courses and related field and clinical experiences with Maryland’s Institutional Performance Criteria Component IV: Diversity Performance Criteria primarily addressed in each required course (S1.5, p.6). (Included are new programs (SPED M. Ed.--Teacher as Leader in Autism Spectrum Disorder concentration) and courses (ELL) developed specifically to promote candidates' diversity-related knowledge, skills, and dispositions (R4.4.3.b).

As noted in Standard 4 of the Institutional Report, SPA-based diversity standards content in the Reading (REED), Speech Pathology, Audiology, and School Psychology programs drive how diversity proficiencies are incorporated and assessed in required coursework and field and clinical Experiences. As a specific example, REED candidates have two required internships (REED 626, Clinic Internship, and REED 726, Advanced Internship) with diverse learners, in the on-campus Reading Clinic and/or at the off-campus summer Reading Clinic at a Baltimore City Public School. REED outreach efforts (see Institutional Report, Standard 4, Section4.2.b Continuous Improvement) further ensure that candidates have experiences working with diverse P-12 students in both the on- and –off-campus clinics. R4.4.f.2 provides demographic data for the on-campus clinic, and R4.4.f.3 identifies the sites and client profile for the off-campus Summer Reading Clinic. A review of course syllabi and the IRA SPA confirms that both experiences are closely supervised and evaluated, and include ongoing feedback from peers and supervisors that enables candidates to reflect on and improve their ability to support learning by their diverse clients.

To ensure systematic attention to diversity content and assessment, every advanced program—including continuing preparation programs for teachers-- is required to complete the Yearly Assessment System Update/Data Analysis Report (R2.4.a.3, 5). In Part III, Standard 4, programs address—in program-specific ways-- how they provide instruction in how to teach a diverse student population, and how they assess candidates’ diversity proficiency. Additional data, descriptions of program-specific assessments, and scoring tools are found in program-specific YASU/DAR(R2.4.g.1-26)and SPA reports (in AIMS).

As documented in the program-specific folioettesand required course syllabi, representative examples of required curriculum components and experiences that address diversity, and that provide multiple learning opportunities that help candidates reflect on their practice in and with diverse learners include:

-- ARED 609, Multicultural Art Education, addresses diverse cultures, in the U.S. and globally. Candidates investigate their own culture, country or culture their ancestors descended from, and complete a unit plan to teach in their own classroom that looks at diversity of their own student population, and all aspects of the culture of which they belong or descended from. Examples of a specific activitiesthat address diversity include:

--candidates read two chapter books--When My Name Was Keoka by Linda Sue Park (Korean culture), and So Far From the Bamboo Grove by Yoko Kawashima Watkins (Japanese culture) that deal with the same time period in history – Japanese occupation of Korean during WWII. Each book is written from the viewpoint of the author’s cultural and historical background, one Korean and one Japanese.Candidates compare the differing viewpoints of the same world event.

--The required, final artwork presented in the course expresses diversity in the

candidates’own culture, diversity in subject matter, diversity in art materials and techniques and in size of the final piece.

--The required, unit plans designed by each candidate must document this same type of diversity dealing with student population in the class, and ways to express their own diversity in the art projects they create.

--In the ELED M. Ed.,

--ELED 665, Curriculum Theory and Development, EDUC 660, Teaching in a Multicultural Society, ELED 647, Advanced Processes of Teaching and Learning,

and ELED 775, Integrated Professional Practice Seminar/Project include content and skills to address different types of learners, different populations within the school community, and require the graduate student to 1) conduct needs assessment and analysis to identify diverse populations of students, 2) gather additional information on the populations they are addressing in regard to learning needs and instruction, and 3) create, revise, or adapt educational components and practices to address individual differences.

--Instruction related to ELL is addressed specifically in EDUC 660, Teaching in a Multicultural Society

--Learning needs of minority and low-socioeconomic students are addressed in ELED 647, Advanced Processes of Teaching and Learning, and ELED 665, Curriculum Theory and Development.

--In addition, graduate students may enroll in a number of elective courses that relate to Special Education, ELL and/or gifted education as part of their elective block (REED 651 Instruction and Assessment for Second Language Learners, REED 650 Second Language Literacy, ELED 601 Critical and Creative Thinking, ELED 632 Seminar in Social and Emotional Development of Gifted and Talented, ELED 631 Introduction to Gifted Education, ELED 632 Differentiating Curriculum for Advanced Learning, ELED 648 Differentiating Instruction for Advanced Learning).

--In the ECED M. Ed, diversity-related instruction:

-- is explicitly provided in ECED 607, Learner Diversity and Inclusion, and

--reflecting alignment with NAEYC Advanced Standards (revised 2010) throughout the program is infused in all courses. The NAEYC Advanced Standards provides the following framework: “The language all children is revised to either each child or every child, to strengthen the integration of inclusion and diversity that is a thread across all standards. In some cases, the phrase each child has been added to a key element of a standard. This revision clarifies the intent that early childhood teachers should differentiate instruction to meet the needs of each child and that diversity and inclusion should be addressed in program reports across each standard. Cultural competence has been added or emphasized in the standards. Family and child diversity - including race, ethnicity, language, culture, social class, immigrant status, special needs, and learner characteristics - is explicitly listed as one of the multiple influences on children’s development and learning” (NAEYC, 2010, p. 21). ()

--Evidence supports NAEYC Advanced Standards related to diversity. Examples can be found in ECED 619, Assessment, Observation, and Evaluation in Early Childhood Education, ECED 665, Curriculum Development in Early Childhood Education, ECED 609, Growth and Development of Young Children, and ECED 610, Learning Environments: Curriculum and Technology