Have You Met Standard 4：你见过标准.pptVIP

Standard 4 Presented By: Facilitator: Shirley L. Barnes, Ph.D.,Chairperson Diversity Committee: Esenc Balam, Ph.D. Necoal Driver, Ph.D. Daniel Lucas, Ph.D. Jacqualine Myers, Ph.D. Gene Ramsey, Ph.D. Parichart Thornton, M.Ed. Standard 4: Diversity(Initial Advanced) The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse peers, and diverse students in P-12 schools. NCATE Definition of Diversity Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographic area Conceptual Framework Commitment to Diversity – “The unit’s conceptual framework(s) reflects the unit’s commitment to preparing to support learning for ALL students and provides a conceptual understanding of how knowledge, dispositions, and skills related to diversity are integrated across the curriculum, instruction, field experiences and clinical practice, assessments, and evaluations.” FOUR ELEMENTS 4.1: Design, implementation, and evaluation of curriculum and experiences 4.2: Diverse Faculty 4.3: Diverse Candidates 4.4: Diverse P-12 Students Note:Because these elements can be cross listed with other Standards, sometimes a problem in one place means an Area for Improvement (AFI) in another. Element 4.1: Design, Implementation, and Evaluation of Curriculum Experiences(Standard 1, Standard 2, Standard 6) COMMON ISSUES The same materials (e.g., videos, case studies) are used throughout the program Some aspects of diversity are overemphasized and others are ignored Candidate expectations for proficiency do not change as they move through the program Faculty and students who resist discussions of and inclusion of diversity in their work are often insecure – they need assis