Standard 4

Standard 4. The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools.

4.1    How does the unit prepare candidates to work effectively with all students, including individuals of different ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and/or geographical area?

 

Newman University School of Education provides both opportunities and experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn throughout their educational program.

The Conceptual Framework provides the basis for all programs in the School of Education. The Conceptual Framework includes diversity as a central focus, along with dispositions such as compassion, integrity, and respect for every person. Candidates desiring to enter the initial Teacher Education Program are required to submit a reflection on how their own thinking about education and teaching fits with the School of Education’s Conceptual Framework.  Candidates are interviewed by faculty members using questions developed around the six central program goals of the Conceptual Framework: knowledge, care and responsibility, reflection, vision, collaboration, and ethics. Data from the student application and interview are used to assess the candidate and this information is reviewed by the Admissions and Progressions Committee which approves all candidates for admission and reviews their progress as they proceed through their program of study.  Candidates also submit another written reflection on how their understanding of the Conceptual Framework has increased as part of their application materials when they are seeking permission to enter the Teacher Internship Program. Candidates address how they have grown throughout their educational program at Newman.  This submission is scored using a standard rubric and the score on the essay becomes part of the candidate’s profile for TIP admission.

The Conceptual Framework is included in all syllabi and is central to all School of Education coursework. All instructors refer to components of the Conceptual Framework throughout their courses and many include activities directly related to the Conceptual Framework goals.  

The School of Education is committed to preparing teachers and other professionals who have the capacity to work with ALL children.  Candidates will be expected to have experiences with various forms of diversity.   The program requires candidates to address the needs of all students they work with as they complete their professional education coursework. Syllabi in both the initial and advanced programs include a description of how the course will address diversity and exceptionalities, both of the candidates and the students they will be working with.

Students complete at least part of their EDUC 2002 Field Experience I placement in a Title I school setting where they interact with students from diverse populations. Students in EDUC 3002 Field Experience II for elementary students and the EDUC 4002 Secondary Field Experience class are required to clearly address diversity and exceptionalities in detail in the lesson plans they create for lessons they teach in the classroom. Class activities in EDUC 3003 The Exceptional Child requires candidates to complete a case study of a student with an exceptionality and EDUC 3323 Methods of Differentiation and Multicultural Education is required of all candidates in the initial Program. Students in the advanced program take the EDUC 6003 Cultural Diversity course in which they examine a variety of diversity issues and develop classroom materials which will be useful in enhancing classroom learning in diverse schools. ESOL courses such as EDUC 6113 Applied Linguistics, 6123 ESL Assessment, and 6133 Teaching English as a Second Language address very specifically the needs of second language learners and effective techniques to improve their language learning.

Newman University School of Education utilizes the Newman Lesson Plan in every methods course in the initial program to guide the candidate’s planning so as to include methods and techniques for reaching all students.  Candidates are guided by faculty at the university and the participating schools, and are given specific feedback to make sure that their lesson plans address English Language Learners, exceptionalities, struggling learners and those who are working above grade level. Candidates are also required to address the diverse learning styles of students. 

Newman University is a small university.  This allows instructors and advisors to provide individual attention to candidates and guide them closely in addressing the need of all students they will come in contact with.  Often candidates will conference individually with faculty and instructors about concerns that arise in the classroom.  The School of Education’s faculty work to carry out their mission . . . “to inspire and encourage students to become caring, reflective practitioners who are intellectually and spiritually motivated to transform self, schools, and society.”


4.2.b    Continuous Improvement

·       Summarize activities and changes based on data that have led to continuous improvement of candidate performance and program quality.

·       Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in unit Standard 4.

 

The School of Education at Newman University clearly strives to meet the needs of all candidates and, in turn, strives to equip candidates to meet the needs of all students.

Newman University is cognizant of the fact that the population in Kansas is changing rapidly in many areas and now includes many Second Language Learners.  This is especially apparent at the Western Kansas Center in Dodge City.  The population of Second Language Learners in the school system is increasing and the number of Second Language Learners at the education program at the Western Kansa Center is increasing as well.  These candidates sometimes experience challenges with the standardized testing that is required for admission to the Teacher Education Program, as well as the testing required for licensure.  Free tutoring has been implemented through the Dodge City office is available to students in western Kansas.  The tutoring provided ensures equity between the main campus and the outreach center.  Students on campus have access to tutoring services through the Math and Writing Center based on the Newman campus.  Now the students in Western Kansas also have access to tutoring also.

 While meeting the diverse needs of students in clearly stated and required in each of our School of Education syllabi, there have been instances where these requirements were not met.  Efforts have been increased to provide guidance to all regular and adjunct about these requirements. This communication begins with the orientation meeting and meetings between regular and adjunct faculty held at the beginning of each academic year. These efforts continue through our monthly departmental and staff meetings.

Candidates are required to examine and reflect on the diversity of the students they are working with at several different points in the program. During field experience classes, methods classes, and during student internship, students are required to create a profile of the students in their classrooms. In the past, this profile has been written in a narrative form.  One of the changes we have made is to require students to create a more detailed profile during their student internship which provides more information about their students The purpose of  this profile is to inform their practice and to guide their instruction to better meet the needs of the students in the future. This expanded profile requires candidates to provide details about the ethnic make-up of the students they work with, specialized learning differences and needs, and the profile will assist them in meeting the needs of all students. 

Diversity is addressed in every Newman Lesson Plan candidates write.  Data are kept for the total points a candidate earns on Newman Lesson Plans from several courses, but the score that addresses diversity is included in the total.  An individual score is not recorded for the portion of the lesson plan that addresses the needs of diverse learners.  A data point will be set to address this need so that candidates will prove they have adequately addressed the needs of all students.  This will also make clear to candidates diverse needs MUST be addressed and it will help instructors provide more precise feedback to candidates.

The School of Education faculty will review assessment data, curriculum and other materials annually to determine what action needs to take place to better meet the needs of all candidates and all students.

 

Standard 4 Exhibits

 

S4.1

Candidate proficiencies related to diversity

S4.2

Program components that address diversity

 

S4.3a

S4.3b

S4.3c

S1.6a

S1.6b

S1.12c

S1.14

Assessments and rubrics related to diversity:

Newman lesson plan guidelines

Newman lesson rubric

TIP Reflection essay rubric

Guidelines for using the OAFTI

OAFTI form

Class Profile from NUTPP example

Candidate admission interview

S4.4

Faculty demographics

S4.5

Candidate demographics

S4.6

Students in P-12 clinical schools demographics

S4.7

Procedures for recruiting faculty

S4.8

Policies and practices for retaining candidates

S4.9

Policies and practices for working with P-12 students from diverse groups