As noted in element 4a1, both the 2003-2008 and 2009 versions of the unit’s conceptual framework include diversity-related performance outcomes to measure candidate proficiencies. These proficiencies are assessed in both course-based and field-based signature assignments across all unit programs. Additionally, Assessment of Professional Dispositions instruments include diversity-related criteria. The instruments are administered by university supervisors and cooperating teachers/site supervisors (field-based faculty) during the field experience/clinical stages of all unit programs. Diversity related criteria are in yellow highlight in the following documents: baccalaureate, exceptional needs, school counseling.
Systematic administration of multiple assessments from the Candidate Field Assessment Process, (as noted in 4a3) all of which are field-based signature assignments, supports candidates’ development and practice of diversity-related proficiencies. These assessments constitute the field-based signature assignments in baccalaureate and post-baccalaureate teacher education programs, at both initial and advanced licensing levels. These assignments enable university supervisors to monitor candidate competencies at the planning, implementation, and assessment phases of formal lessons. Additionally, on the Undergraduate Exit Survey, baccalaureate initial licensing program completers rate the quality of their field experiences working with students with exceptionalities as satisfactory.
Post-Baccalaureate exceptional needs candidates are assessed on their performance related to knowledge, skills, and professional dispositions related todiversity in courses strategically placed throughout the program, such asSPED 513 and SPED 583. If discrepancies in candidate dispositions or skills occur, a remediation plan is developed and monitored.
As part of the weekly campus supervision class for candidates in practica and internships, candidates are required to gather demographic data about their schools from the Indiana Department of Education website. These data, including ethnic breakdown, percent of students on free and reduced lunch, testing scores, etc., allow for discussion of diversity issues. Candidates compare their own school with others in the field. This allows for the candidates to experience how various sites can be different and how they can be similar. After this assignment, the issues of diversity are revisited throughout the semester.
The following table contains information on the schools where the unit assigns its candidates in practica, student teaching, and clinical experiences. Table 10
Candidates use formative and summative assessment feedback from peers and supervisors to reflect on their skills in working with students from diverse groups.
Assessment occurs with candidates in baccalaureate initial licensing programs, when candidates and university faculty collaboratively review dispositional competencies. This occurs in Introduction to Education in Inclusive Settings, EDUC 140, and Practicum, EDUC 201. (Please refer to yellow highlights on the Assessment of Professional Dispositions, undergraduate.) In Student Teaching, EDUC 480, cooperating teachers (field-based faculty) and university supervisors meet with candidates to review dispositional performance in the field. As a significant majority of candidates are assigned to diverse field settings, their class discussions in Practicum, EDUC 201 and Advanced Practicum, EDUC 301 often include candidates’ reflections on experiences working with students from diverse backgrounds.
Assessment components of the Candidate Field Assessment Process (CFAP) used during practica and student teaching require that candidates reflect on instructional and assessment practices with students from diverse groups. On the Post-Observation Lesson Analysis Narrative (POLAN), candidates are expected to comment on the effectiveness of their instruction with all students, incorporating their personal perceptions and feedback written feedback from university supervisors. Also, during the post-observation conference with the university supervisor, performance on candidates’ use of appropriate communication and materials, as well as their dispositional stance are reviewed. The supervisor uses the Evaluation of the Formal Lesson instrument and, when appropriate, the Assessment of Professional Dispositions, as references for discussion.
Another assessment, the Student Teaching Evaluation instrument includes criteria to assess candidate skills in planning, implementing, and assessing lessons for diverse learners. For example, Section #3 of the instrument, Diverse Learners, includes seven prompts requiring teacher candidates to identify and properly respond to needs of diverse student populations. The Student Teaching Evaluation instrument is administered at mid-term and end-term in two student teaching placements, thus, ensuring that candidates engage with university supervisors and cooperating teachers in discussions regarding students from diverse groups.
Candidate Field Assessment Process (CFAP) assessments that feature diversity performance outcomes are integral components of post-baccalaureate Exceptional Needs Programs. Candidates in field and clinical experiences reflect on their skills in working with all student populations as they complete the POLAN signature assignment. In Practicum, SPED 513, the assessment instruments are the Evaluation of the Formal Lesson, SPED 513, and Practicum Evaluation. In Student Teaching, EDUC 583, the assessment instruments areEvaluation of the Formal Lesson Student Teaching and the Student Teaching Evaluation. In both SPED 513 and EDUC 583, the Assessment of Professional Dispositions instrument is used. University field supervisors, cooperating teachers, and candidates collaboratively review the several assessment instruments, prompting reflective discussions about candidates’ work with students from diverse groups.
In the School Counseling Program, at mid-term and end-of-term, candidates meet with site supervisors and the Director of School Counseling to assess the status of their work in the field. These assessment sessions include discussion of candidates’ interactions with students from diverse populations. The School Counseling Practicum/Internship Evaluation Instrument and Assessment of Professional Dispositions instrument are the bases for reflective discussions in Practicum in School Counseling, PSYC 579. Additionally, field candidates meet weekly in class taught by the Director of School Counseling to review, problem-solve, and reflect on practica and internship issues. These sessions are designed for candidates to share experiences, to explore programmatic and inter-personal issues and to dialog with peers.