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Standard 4. Element One: Design, Implementation, and Evaluation of Curriculum ExperiencesThe Unit’s Commitment to Diversity The goal of the Professional Education Programs Unit coincides with Virginia State University’s commitment to diversity that is guided by its 2020 Vision Long-Range Plan and the School of Liberal Arts and Education’s (SLAE) Mission Statement. [1]The statement reads, “a dedication to the promotion of knowledgeable, perceptive, and humane citizens- secure in their self-awareness,… sensitive to the needs and aspirations of others, and committed to assuming productive roles in a challenging and ever-changing global world” (Virginia State University, 2004). The Unit’s Conceptual Framework incorporates diversity within the competencies listed in this report, to ensure candidates demonstrate competent, caring, effective and reflective behaviors with all students. Virginia State University’s commitment to diversity is exemplified in the establishment of the Institute for the Study of Race Relations Office, International Student Affairs Office and International Studies Department. These organizations work collaboratively with the Unit to ensure dialogue and shared decision-making on topics related to diversity. Further information regarding collaboration amongst faculty, candidates and pre-candidates and PK-12 schools follows. Design, Implementation, and Evaluation of Curriculum Experiences The Conceptual Framework features a number of diversity related proficiencies. All candidates will learn to demonstrate understanding, respect, and an ability to perform the assessments required to guide the learning process of students from diverse backgrounds. Candidates encounter PK-12 students who reflect the diverse race, ethnicity, gender, socioeconomic and exceptionality of students from local districts. Candidates in the Unit demonstrate their knowledge and understanding of students from diverse backgrounds through field experiences and clinical practice. These experiences also enable candidates to become competent (knowledge), caring (disposition), effective (skills), and reflective practitioners who are able to demonstrate competencies that emphasize diversity within the Unit’s Conceptual Framework. These competencies include the following knowledge, skills and dispositions: Competent: Knowledge K.2 Candidates will have the ability to demonstrate an understanding of the impact of gender, ethnicity, race, socioeconomics, exceptionalities and diverse learning styles. K.3 Candidates will have the ability to demonstrate and understanding and application of content that reflects individual cultures. Caring: Dispositions D.1 Candidates will demonstrate a belief that all students can learn. D.2 Candidates will demonstrate a respect of diversity, including the gender, race, ethnicity, socioeconomics and exceptionalities of students in P-12 schools. D.9 Candidates will demonstrate a commitment to service students, parents and collaborate with diverse communities. Effective: Skills S.5 Candidates will be able to select materials and instructional strategies that reflect an understanding of student’s gender, race, ethnicity, socioeconomic status and exceptionalities. S.7 Candidates will be able to use differentiated instruction to foster learning for all students. S.8 Candidates will be able to accommodate the learning styles of students and facilitate mastery of content by students through the processes through individualized study. Initial and advanced program course assignments are designed to provide candidates with the knowledge (competent), dispositions (caring) and skills (effectiveness) required to effectivelywork with students in PK-12 schools. The competencies in the Unit’s Conceptual Framework articulate the diversity proficiencies (race, ethnicity, gender, exceptionalities and socioeconomics) that candidates are expected to develop and demonstrate during and after completion of their professional program. These proficiencies are embedded within the courses, field experiences and clinical practice. Sexual orientation, language and religion will also be discussed in the dialogue circle featured later in this report and added as proficiencies within the Conceptual Framework in the future. Initial Teacher Education Program Diversity Emphasized in Unit Courses Across all program areas, pre-candidates and candidates learn to conceptualize teaching while calling upon their own knowledge and experience. Pre-candidates and candidates also learn to challenge students intellectually and to create an environment where student interaction is encouraged. All candidates seeking a teaching endorsement must take academic major courses. Table 42 does not comprise the entire list of curriculum courses; it lists only those academic courses that include aspects of diversity. Diversity in the Professional Studies Courses (K-6) Professional studies courses are defined as required courses for all pre-candidates and candidates seeking teaching endorsements. Table 43 indicates the initial teacher education program professional courses that address diversity and enable pre-candidates and candidates to demonstrate proficiencies within the Conceptual Framework related to diversity. Reading First Collaboration with PK-6 Schools The Initial Teacher Education Programs, in collaboration with regional elementary schools, sponsors a Reading First Center for elementary school students. The center is set up in a tutorial format for elementary grades in reading. When students visit the center, pre-candidates and candidates teach lessons using scientific-based reading research strategies to enhance students’ phonics, phonemic awareness, vocabulary, fluency and comprehension. These students reside in the Petersburg City School and the Chesterfield County School districts. In the fall 2005 semester, over 100 elementary students came from the Petersburg School district to the VSU campus and engaged in differentiated instructional strategies in reading. Pre-candidates and candidates planned and implemented all lesson activities. Each lesson included student accommodations and modifications to meet the learning needs of all students. Lessons also take into account the gender, race, ethnicity, and language of all students. The pre-candidates, candidates, and students enjoyed the two hours of fun filled reading activities. Special Education (K-12) Program Special Education (K-12) courses listed in Table 44 address diversity being taught in the areas of race, ethnicity, gender, socioeconomics, and exceptionality. Pre-candidates and candidates seeking a Special Education K-12 endorsement are required to take the following professional courses that emphasize diversity. Field Experiences and Clinical Practice Supervised field experiences and clinical practice provide pre-candidates and candidates in the advanced programs with an opportunity to use and develop knowledge (competence), skills (effectiveness), dispositions (caring), and reflective behaviors necessary to be successful in managing and instructing exceptional individuals with diverse backgrounds. Since the No Child Left Behind Act (2001), all facilities which house students must be given educational opportunities commensurate with their learning abilities and state assessments. The correctional facilities in Virginia, such as Bon Air, Beaumont and Lunenburg house both juveniles and adults. 90% of the population in the juvenile facilities are students with disabilities; therefore, the Individual Education Plan (IEP) must be followed along with Virginia State Standards of Learning (SOL) objectives. Instructors of these students must be highly qualified. Continuing Education partnered with the Department of Corrections (DOC) for many years. Virginia State University offers courses leading to endorsements in following three areas: 1) Mental Retardation, 2) Learning Disabilities, and 3) Emotional Disturbances. These instructors not only get course work from Virginia State, but the Department of Corrections also provides opportunities for their employees to travel internationally to learn the languages of the inmates. Because of high incidents of juvenile and adult inmate affiliation to gangs, the (DOC) also provides training in gang affiliations to its employees. Special Program on Students with Exceptional Needs in PK-12 Schools The Health and Physical Education Department sponsors an annual VSU Adaptive Physical Education Program that includes at least 100 students with exceptional needs from Dinwiddie County, Petersburg City, and Prince George County School Districts. The program operates on Fridays from 10:00-10:50 a.m. for five weeks. VSU pre-candidates and candidates who are enrolled in PHED 400 Adaptive Physical Education and PHED 300 Adaptive Field Experience prepare different physical activities in tennis, volleyball, dance, basketball, football, baseball, kickball and soccer for students who are blind, in wheelchairs, have cerebral palsy, muscular dystrophy, ADHD and other severely profound disabilities. All activities are adaptive to the needs of the students. Secondary Education Endorsement Programs Diversity in the Undergraduate Secondary Education Endorsement programs is embedded in many of the subjects, which include math, science, social science, history, English, health and physical education, music and technology. The two required courses that all secondary education minors take are EDUC 315 Generic Teaching and EDUC 427 Reading in the Subject Areas. The Secondary Education Endorsement programs are presently revising the professional courses to align with the Virginia Department of Education competencies and Specialty Program Associations (SPA) standards. The titles and descriptions of the required listed in Table 43 may change, but the changes will still meet the state, professional and national standards related to diversity. Evaluation of Candidates’ Knowledge and Understanding of Diversity The following assessment results show the performance of candidates in the initial teacher education programs on various assessments, with items related to diversity. These assessments include, Teacher Education Admission Interview Evaluation (Fall 2004- Fall 2005), Student Teacher Exit Assessment (Fall 2004- Fall 2005), Cooperating Teacher Satisfaction Survey (Spring 2005), and Advance Programs that include Counseling Program On-Site Evaluation (Fall 2005), Educational Administration and Supervision Exit Survey (Fall 2005) and Educational Administration and Supervision Satisfactory Survey (Spring 2003-Spring 2005). Advanced Programs for Other School Personnel: Courses that Emphasis Diversity The advanced programs for other school personnel include Counselor Education and Educational Administration and Supervision. In an effort to align advanced program curricula with the Virginia State Board of Education competencies and Specialized Professional Associations (SPA) standards. Candidates in the Unit’s advanced programs demonstrate their knowledge and understanding of students from diverse backgrounds through field experiences and clinical practice. The field experiences and clinical practice also enable candidates to become competent (knowledge), caring (disposition), effective (skills), and reflective practitioners who are able to demonstrate the following proficiencies that emphasize diversity within the Unit’s Conceptual Framework: Educational Administration and Supervision Competent: Knowledge K.3 Candidates will have knowledge of both student and adult applied learning and motivational theories. K.4 Candidates will know how to promote the success of all students through a school culture and instructional program conducive to student learning and staff professional growth. K.7 Candidates know and can demonstrate an understanding of the major historical, philosophical, social and economic issues and trends that potentially impact student learning in a democratic society. Caring: Dispositions D.1 Candidates will demonstrate a respect for the accepted legal and ethical norms and values of education, schools, and the community. D.2 Candidates will demonstrate a willingness to continuously examine their beliefs and practices to ensure student learning and staff’s professional growth. D.6 Candidates are committed to acting with integrity, fairness and in an ethical manner and as well as model values, beliefs and attitudes that inspire others to higher levels of performance. Effective: Skills S.3 Candidates demonstrate appreciation for and sensitivity to the diversity of the school community and utilize this knowledge to mobilize community resources to help solve problems and achieve goals. S.4 Candidates treat people fairly, equitably and with dignity and respect. S.6 Candidates can promote the success of all students by facilitating the development, articulation and stewardship of a vision of learning that is shared and supported by the school community. S.7 Candidates know and can demonstrate how to use knowledge of learning, teaching and student development to inform management decisions. Counseling Education Conceptual Framework proficiencies for candidates in the Counseling Education program that emphasize diversity are as follows: Competent: Knowledge K.4 Candidates will know how to promote the success of all students. K.5 Candidates will have knowledge and understanding of issues and trends that potentially impact student learning. K.6 Candidates will have knowledge and understanding of the values of diversity, which includes gender, ethnicity, race, socioeconomics, and exceptionalities. K.10 Candidates will know of ethical principles, policies, and laws. Caring: Dispositions D.4 Candidates demonstrate respect, sensitivity, and appreciation for all cultures and backgrounds and the diversity of the school community. Effective: Skills S.2 Candidates demonstrate the ability to protect the rights and confidentially of students, parents and staff. S.3 Candidates will apply research and counseling theory that reflect an understanding of gender, ethnicity, race, socioeconomics, and exceptionalities. S.10 Candidates can demonstrate how to promote a counseling environment of caring and trust. Counseling Education Core Courses with Emphasis on Diversity The Unit offers a program in Counseling Education for candidates pursuing a career in school-related counseling in PK-12 schools. The courses listed in Table 50 are courses that focus on theory and practice but do not represent all required course work. Diversity in Counselor Education Field Experiences and Clinical Practice Candidates complete 400 clock hours in field and clinical settings that may include elementary, middle or secondary schools. They also provide counseling services to individuals from diverse cultural backgrounds, which meet competency standards expected of a professional practicing counselor. Diversity in Advanced Courses with Emphasis on Diversity The Doctoral of Education degree (Ed.D.) in Educational Administration and Supervision prepares candidates for leadership positions at the school district level who can meet the challenges of a changing and multicultural society. The program’s objectives are to have educational leaders develop:
The doctoral program provides highly comprehensive courses. Research courses, leadership internships, and dissertations may also include topics related to diversity as defined by NCATE. Candidate Proficiencies Related to Diversity- Educational Administration and Supervision Candidates in the doctoral program demonstrate their knowledge and understanding of students from diverse backgrounds through field experiences and clinical practice. The doctoral program Conceptual Framework proficiencies related to diversity include the following: Competent: Knowledge K.4 Candidates demonstrate an ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political, and service organizations to strengthen programs and support district goals. Caring: Dispositions D.1 Candidates understand and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. D.3 Candidates develop a sustained approach to improve and maintain a positive district culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students. Effective: Skills S.3 Candidates develop and demonstrate the skills needed to work with a board of education to facilitate the development of a vision of learning for a school district that promotes the success of all students. S.7 Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. S.8 Candidates demonstrate the ability to organize a district based on indicators of equity, effectiveness, and efficiency and can apply legal principles that promote educational equity. Advanced Program Evaluations The following assessment results show the performance of candidates in the advanced preparation programs for other school personnel on various assessments, with items related to diversity. These assessments include, Counseling Program On-Site Evaluation (Fall 2005), Educational Administration and Supervision Exit Survey (Fall 2005) and Educational Administration and Supervision Satisfactory Survey (Spring 2003-Spring 2005). |
