element 4a college, courses field experiences measures … · group project artifact (livetext) e....

Element 4a

COLLEGE, DEPARTMENTand PROGRAM

COURSES FIELD EXPERIENCES MEASURES OF ASSESSMENT

AGGREGATED DATA

INTERPRETATION REPORT & IMPACT FOR PROGRAM CHANGE

1. Candidate proficiencies related to diversity are articulated by the unit

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, must have Vision Statements, Goals, and Standards specifically articulating diversity‐related proficiencies and outcomes for all candidates at the initial and advanced levels

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, identify specific foundation, methods, content and pedagogy classes that address diversity‐related goals and outcomes. All initial and advanced program course syllabi, under the purview of the CTL, identify and articulate specific diversity‐related goals and and learner outcomes

All field‐based course experiences, observations, practica, student teaching and internships provide and identify specific diversity‐focused experiences and seminars that allow candidates field‐based reflective opportunities related to the knowledge , skills and dispositions necessary to be an Inclusive and culturally competent educator as defined by State law.

At each CTL transition point candidates are assessed on their ability to meet expected proficiencies and outcomes related to diversity: INITIAL LEVEL 1. Admission 2. Endorsement Preparation 3. Student Teaching 4. Certification 5. Post‐ Graduation Followup ADVANCED LEVEL 1. Admission 2. Focus area of study, certification, endorsement preparation 3. Internship portfolio or advanced field‐ based praxis. 4. Thesis/Project/ Comprehensive Examination 5. Post‐ Graduation Followup

Each College, Department, Program and Endorsement area collect aggregated data related to the effectiveness of candidate’s ability to successfully meet articulated proficiencies related to diversity standards, goals and outcomes (University, CTL, College, Department and Program Vision Statement, Goals, Standards, National, State and Professional Standards, Syllabi, LiveText Rubrics, WACTE‐PPA, Standards.)

Report at the end of spring terms, including the summer before, will be reviewed by CTL Executive Board and the CTL Diversity and Equity Committee and evaluated for needed changes. Data‐driven decisions will identify strengths, areas of need, and data gaps leading to program change and improvement on a systemic basis. Have there been changes? (Identify) If so what? Are there changes pending? (Identify) Waiting on (cultural competency) outcomes identified at State level.

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2. Candidates understand diversity, including English language learners (ELL) & students with exceptionalities

Colleges, Departments Programs and Endorsement areas, within the purview of the CTL, provide candidates with multiple opportunities to understand, interact with, prepare for work with and reflect on work with diverse populations, including English language learners and students with exceptionalities at the initial and advanced levels

Colleges, Departments Programs and Endorsement areas, within the purview of the CTL, require: PREREQUISITES TO ADMISSION Candidates to provide evidence of successfully completed (Gen Ed) diversity‐focus coursework – minimum 2 courses (proposed); and participation in a field‐based observation /practicum and seminar experiences where engagement with diverse populations will likely occur. (proposed) INTITIAL LEVEL Candidates to take foundation coursework directly related to diverse populations (EDCS 431), including English Language

PREREQUISITES TO ADMISSION 1. Programs require pre‐admission candidates to enroll in a field‐based observation/practica experience where engagement with diverse populations will likely occur. (proposed) INITIAL LEVEL 2. Programs require PreAutumn Experience in a school setting where engagement with diverse populations will likely occur and that new understandings be documented. 3. Classes promote and utilize field‐based assignments where engagement with diverse populations will likely occur and candidates will likely gain new understandings to

INITIAL LEVEL 1. EDCS 300 PreAutumn Handbook Artifact (LiveText)2. a. PSYC 314 ? Artifact (LiveText) b. PSYC 315 ? Artifact (LiveText) 3. a. EDCS 431 – Interview Artifact (LiveText) b. EDBL – proposed Artifact (LiveText) c. EDF 302 – Group Project Artifact (LiveText) d. EDCS 442‐ Unit Plan Artifact (LiveText) Final Evaluation Artifact (LiveText) e. Classes and artifacts (Livetext) identified by/ from content

The CTL and each Department/ Program will collect aggregated data related to the effectiveness of candidates ability to successfully meet articulated proficiencies related to diversity standards, goals and outcomes. Data will be collected at the end of each term. CTL in collaboration with Department Chairs and Program Coordinators will compile a yearly report.

Report at the end of spring terms, including the summer before, will be reviewed by CTL Executive Board and the CTL Diversity and Equity Committee and evaluated for needed changes. Data driven decisions that lead to program change and improvement on a systemic basis.

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Learners (EDBL‐proposed), and students with exceptionalities (EDF 302) at the initial level. ADVANCED LEVEL, Candidates are required to enroll in education foundation coursework (EDF 507 or (proposed) other designated classes accepted by the CTL with specific focus on issues and problems confronted by diverse populations in the educational setting which generate candidate praxis

be documented. 4. Programs and content/endorsement area specific practica and internships require candidates to be placed in settings where engagement with diverse populations will likely occur and candidates new understandings be documented. 5. Programs require Student Teaching where engagement with diverse populations will likely occur and understandings can be demonstrated. ADVANCED LEVEL Candidates enrolled in Internships, advanced Practica and other advanced coursework with field‐based experiences will demonstrate

areas and content area programs. ADVANCED LEVEL 3. a. EDF 507 Site and Personal Analysis Artifact (LiveText) b. OTHER Advanced Level Coursework‐ (ie.,Psy, ThArts) Artifact (LiveText) c. Classes and artifacts (LiveText) identified by/from content areas and content area programs. 4. a. EDAD 692, 693, 694 Internship Portfolio Artifact (LiveText) b. PSYC 574 Internship Portfolio

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understanding of and competency when working with diverse populations, including English Language Learners (ELL) & students with exceptionalities

MAKSS, Site Sup and Prg. Dir. Eval Artifact (LiveText) c. OTHER 5.a. EDCS/EDF/ EDAD/EDSE/ EDBL/EDRD 700 Thesis/Project/ Comprehensive Examination

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3. Candidates develop & teach lessons that incorporate diversity.

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, provide opportunities for candidates to develop and teach lessons that incorporate diversity

Colleges, Departments Programs and Endorsement areas, within the purview of the CTL, require candidates to evidence their ability to effectively develop & teach lessons that incorporate diversity: INITIAL LEVEL EDCS 311 and all Content/ Endorsement Area methods classes provide opportunities to participate in, develop and practice teach lessons that that evidence incorporation of diversity. ADVANCED LEVEL 1. Advanced level classes and artifacts (Livetext) identified by/ from content areas and

Colleges, Departments Programs and Endorsement areas require candidates to enroll and participate in coursework that emphasizes field‐ based experience where they will evidence their ability to effectively develop & teach lessons that incorporate diversity: INITIAL LEVEL EDCS 442‐ Requires candidates to observe, participate in, develop and teach lessons that that evidence competency in the incorporation of diversity. ADVANCED LEVEL 1. Advanced level field‐based teaching experience artifacts

INITIAL LEVEL 1. EDCS 311 and all Content/ Endorsement Area methods courses. Unit Plan Artifact (LiveText) 2. EDCS 442 a.) Unit Plan Artifact (LiveText) b.) Final Evaluation Artifact (LiveText) 3. Other classes and field‐based teaching experience artifacts (Livetext) identified by/ from content areas and content area programs. ADVANCED LEVEL 1. Advance level classes and field‐based teaching experience artifacts

The CTL and each Department/ Program will collect aggregated data related to the effectiveness of candidate’s ability to successfully meet articulated proficiencies related to diversity standards, goals and outcomes. Data will be collected at the end of each term. CTL in collaboration with Department Chairs and Program Coordinators will compile a yearly report.

Report at the end of spring terms, including the summer before, will be reviewed by CTL Executive Board and the CTL Diversity and Equity Committee and evaluated for needed changes. Data‐driven decisions that identify strengths, areas of need and data gaps leading to program change and improvement on a systemic basis

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content area programs.

(Livetext) identified by/ from content areas and content area programs.

(Livetext) identified by/ from content areas and content area programs.

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4. Candidates connect instruction & services to students’ experiences & cultures

Colleges, Departments Programs and Endorsement areas provide candidates with multiple opportunities to connect instruction & services to students’ experiences & cultures

Colleges, Departments and Programs and endorsement areas require candidates to evidence their ability to effectively identify and respond to students’ experiences, cultures and communities through appropriate and relevant inquiry, culturally responsive and relevant instructional practice, and culturally competent service provision INTITIAL LEVEL candidates are required to enroll in foundation coursework directly related to diverse populations that enhances their ability to effectively identify and respond to students’ experiences, cultures and communities through appropriate

Faculty, mentors and supervisors model, facilitate and articulate features of learning opportunities that address diverse students’ experiences, cultures and communities in field‐based settings of inquiry, instructional practice, and service provision. Candidates are evaluated on their demonstrated ability to effectively identify and respond to students’ experiences, cultures and communities through appropriate and relevant inquiry, culturally responsive and relevant instructional practice, and culturally competent service

INITIAL LEVEL 1. EDF 300 PreAutumn Handbook Artifact (LiveText) 2. a. PSYC 314 ? Artifact (LiveText) b. PSYC 315 ? Artifact (LiveText) 3. EDCS 311 and all Content/ Endorsement Area methods courses. 1.) Unit Plan Artifact (LiveText) 4. a. EDCS 431 – Interview Artifact (LiveText) b. EDBL‐ (proposed) Artifact (LiveText) c. EDF 302 – Group Project Artifact (LiveText) e. EDCS 442 a.)Unit Plan Artifact

The CTL and each Department, Program and Endorsement area will collect aggregated data related to the effectiveness of candidate’s ability to successfully meet articulated proficiencies related to diversity standards, goals and outcomes. Data will be collected at the end of each term. CTL in collaboration with Department Chairs and Program Coordinators will compile a yearly report as aggregated data by course and program


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and relevant inquiry, responsive instructional practice, and culturally competent service provision (EDCS 431), including English Language Learners (EDBL‐proposed), and students with exceptionalities (EDF 302) at the initial level. EDCS 311 and all Content/ Endorsement area methods classes provide opportunities to observe, participate in, develop and practice teach lessons that evidence incorporation of diverse student populations experiences, cultures and communities in relevant and meaningful ways ADVANCED LEVEL,

provision INTITIAL LEVEL Candidates are required to enroll in PreAutumn Experience (EDF 300) where observations & engagement with diverse populations in the educational and community setting will likely occur, and observation, inquiry and understanding can be enhanced. EDCS 442‐provides opportunities to observe, participate in, develop and teach lessons that that evidence a candidates competency in connecting students’ experiences, cultures and communities to instruction and service provision in responsive, relevant and meaningful ways

(LiveText) b.) Final Evaluation Artifact (LiveText) e. Classes and artifacts (Livetext) identified by/ from content areas and content area programs. ADVANCED LEVEL 1. a. EDF 507 Site and Personal Analysis Artifact (LiveText) b. OTHER Advanced Level Coursework‐ (ie.,Psy, ThArts) Artifact (LiveText) c. Advanced level classes and artifacts (LiveText) identified by/from content areas and content

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candidates are required to enroll in education foundation coursework (EDF 507 or (proposed) other designated classes accepted by the CTL with specific focus on issues and problems confronted by diverse populations in the educational setting which generate candidate praxis

ADVANCED LEVEL Candidates enrolled in Internships, advanced Practicum’s and other advanced coursework with field‐based experiences will demonstrate understanding of and competency when working with diverse populations, including English Language Learners (ELL) & students with exceptionalities

area programs. 2. a. EDAD 692, 693, 694 Internship Portfolio Artifact (LiveText) b. PSYC 574 Internship Portfolio MAKSS, Site Sup and Prg. Dir. Eval Artifact (LiveText) c. OTHER Advance level field‐based experiences and artifacts (LiveText) identified by/from content areas and content area programs. 3.a. EDCS/EDF/ EDAD/EDSE/ EDBL/EDRD 700 Thesis/Project/ Comprehensive Examination

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5. Candidates demonstrate sensitivity to cultural & gender differences

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, provide candidates with numerous opportunities to demonstrate sensitivity to cultural & gender differences that are evidenced by respectful relationships, relevance, responsiveness

Colleges, Departments, Programs and Endorsement areas require candidates inall foundations, methods, pedagogy, curriculum and content area classes within the purview of the CTL, to demonstrate responsiveness and relevance as indicators of sensitivity to cultural and gender differences that engender respectful relationships exampled in: INITIAL LEVEL (EDCS 431), including English Language Learners (EDBL‐proposed), and students with exceptionalities (EDF 302) at the initial level. EDCS 311 and all Content/ Endorsement area methods classes

Faculty, mentors and supervisors model, articulate, and facilitate the demonstration of sensitivity to diverse cultural and gender differences, through differentiated and adaptive practice; and engenders the development of respectful relationships, appropriate responsiveness and connective relevance to diverse populations and their communities. Candidates throughout their field‐based settings are required to demonstrate sensitivity to cultural and gender differences: INTITIAL LEVEL Candidates are required to enroll in PreAutumn Experience (EDF

INITIAL LEVEL 1. EDCS 300 PreAutumn Artifact (LiveText) 2. a. PSYC 314 ? Artifact (LiveText) b. PSYC 315 ? Artifact (LiveText) 3. a. EDCS 431 – Interview Artifact (LiveText) b. EDBL‐ (Proposed) Artifact (LiveText) c. EDF 302 – Group Project Artifact (LiveText) d. EDCS 311 and all Content/ Endorsement area methods courses. 1.) Unit Plan Artifact (LiveText) e. EDCS 442 1.) Unit Plan Artifact (LiveText)

The CTL and each Department, Program and endorsement area will collect aggregated data related to the effectiveness of candidate’s ability to successfully meet articulated proficiencies related to diversity standards, goals and outcomes. Data will be collected at the end of each term. CTL in collaboration with Department Chairs and Program Coordinators will compile a yearly report as aggregated data by course and program


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provide opportunities to develop and practice relevant strategies and responsive skills that demonstrate culture and gender sensitivity ADVANCED LEVEL, Candidates are required to enroll in education foundation coursework (EDF 507 or (proposed) other designated classes accepted by the CTL with specific focus on issues and problems confronted by diverse populations in the educational setting which generate candidate praxis and sensitivity to cultural and gender differences

300) where observations & engagement with diverse populations in the educational and community setting will likely occur, and observation, inquiry and understanding can be enhanced. All foundations, pedagogy, content, and endorsement area practica and in class field‐based assignments shall occur where observations & engagement with diverse populations in the educational and community setting will likely occur, and candidates can demonstrate sensitivity to cultural and gender differences EDCS 442‐provides opportunities to observe, participate in, develop and

2.) Candidate Final Evaluation Artifact (LiveText) 4. All classes and field‐based experiences identified by/from content/ endorsement areas and content/ endorsement area programs. Each with an evidenciary artifact (LiveText) ADVANCED LEVEL 1. a. EDF 507 Site and Personal Analysis Artifact (LiveText) b. OTHER Advanced Level Coursework‐ (ie.,Psy, ThArts) Artifact (LiveText) c. Advanced

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teach lessons that that evidence a candidates competency in connecting students’ experiences, cultures and communities to instruction and service provision in responsive, relevant and meaningful ways ADVANCED LEVEL Candidates enrolled in Internships, advanced Practicum’s and other advanced coursework with field‐based experiences will demonstrate understanding of and competency when working with diverse populations, including English Language Learners (ELL) & students with exceptionalities

level classes and artifacts (LiveText) identified by/from content areas and content area programs. 2. a. EDAD 692, 693, 694 Internship Portfolio Artifact (LiveText) b. PSYC 574 Internship Portfolio MAKSS, Site Sup and Prg. Dir. Eval Artifact (LiveText) c. OTHER All advanced level field‐ based experiences and artifacts (LiveText) identified by/from content areas and content area programs.

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3.a. EDCS/EDF/ EDAD/EDSE/ EDBL/EDRD 700 Thesis/Project/ Comprehensive Examination

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6. Candidates incorporate multiple perspectives in their instruction.

Colleges, Departments, Programs and Endorsement areas within the purview of the CTL, provide candidates various opportunities to incorporate multiple perspectives in their instruction.

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, require candidates in all foundations, methods, pedagogy, curriculum and content area classes to demonstrate the development of a knowledge base and skills necessary to effectively incorporate multiple perspectives through culturally relevant and responsive instructional planning and delivery: INITIAL LEVEL (EDCS 431), including English Language Learners (EDBL‐proposed), and students with exceptionalities (EDF 302) at the initial level. EDCS 311 and all

Faculty, mentors and supervisors model, articulate, and facilitate the development of a knowledge and skills base that will allow candidates to demonstrate the incorporation of multiple perspectives in their instructional planning, delivery, management and assessment. Candidates throughout their field‐based settings, are required to collect relevant information and adapt practices that allow them to effectively demonstrate the incorporation different perspectives in their instructional planning, delivery, assessment, management, and or service provision. INTITIAL LEVEL

INITIAL LEVEL 1. EDCS 300 PreAutumn Artifact (LiveText) 2. a. PSYC 314 ? Artifact (LiveText) b. PSYC 315 ? Artifact (LiveText) 3. a. EDCS 431 – Interview Artifact (LiveText) b. EDBL‐ (Proposed) Artifact (LiveText) c. EDF 302 – Group Project Artifact (LiveText) d. EDCS 311 and all Content/ Endorsement Area methods courses. 1.) Unit Plan Artifact (LiveText) e. EDCS 442 1.) Unit Plan Artifact (LiveText)



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Content/ Endorsement area methods classes provide opportunities to develop and practice relevant and responsive instructional planning, delivery, assessment and management skills necessary to demonstrate inclusion of multiple perspectives ADVANCED LEVEL, Candidates are required to enroll in educational foundation coursework (EDF 507 or (proposed) other designated classes accepted by the CTL with specific focus on issues and problems confronted by diverse populations in the educational setting, which generate candidate praxis, and inclusion of multiple

Candidates are required to enroll in PreAutumn Experience (EDF 300) where observations & engagement with diverse populations in the educational and community setting will likely occur, and observation, inquiry and understanding can be enhanced. All foundations, pedagogy, content, and endorsement area practicums, internships and in‐ class field‐based assignments shall occur where observations & engagement with diverse populations in the educational and community setting will likely occur, and candidates can demonstrate a growing knowledge and skill base related to inclusion

2.) Candidate Final Evaluation Artifact (LiveText) 3.) Classes and artifacts (Livetext) identified by/ from content areas and content area programs. ADVANCED LEVEL 1. a. EDF 507 Site and Personal Analysis Artifact (LiveText) b. OTHER Advanced Level Coursework‐ (ie.,Psy, ThArts) Artifact (LiveText) c. All advanced level classes and artifacts (LiveText) identified by/from content areas

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perspectives reflecting culturally relevant and culturally, linguistically and exceptionality responsive instructional planning, delivery, assessment, management, and culturally competent service provision

of multiple perspectives relevant to instructional planning, delivery, assessment, management, and service provision EDCS 442‐provides opportunities to observe, participate in, develop and teach lessons that that evidence a candidates competency in the inclusion of multiple perspectives in instructional planning, delivery, assessment, management, and service provision in responsive, relevant and meaningful ways ADVANCED LEVEL Candidates enrolled in Internships, advanced Practica and other advanced coursework with field‐based

and content area programs. 2. a. EDAD 692, 693, 694 Internship Portfolio Artifact (LiveText) b. PSYC 574 Internship Portfolio MAKSS, Site Sup and Prg. Dir. Eval Artifact (LiveText) c. All advanced level field‐ based experiences and artifacts (LiveText) identified by/from content areas and content area programs. 3.a. EDCS/EDF/ EDAD/EDSE/ EDBL/EDRD 700 Thesis/Project/ Comprehensive Examination

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experiences will demonstrate understanding of and competency when working with diverse populations, including English Language Learners (ELL) & students with exceptionalities

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7. Candidates develop classroom/school climates that value diversity.

Colleges, Departments, Programs and Endorsement areas within the purview of the CTL, provide candidates with opportunities to observe, design and practice the development of inclusive classroom/school climates that value diversity.

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL , require candidates, in all foundations, methods, pedagogy, curriculum and content area classes, to evidence developing knowledge, skills and dispositions necessary to create and implement inclusive classroom/school climates that value diversity, exampled by: INITIAL LEVEL (EDCS 431), including English Language Learners (EDBL‐proposed), and students with exceptionalities (EDF 302) at the initial level. EDCS 311 and all Content/ Endorsement area

Faculty, mentors and supervisors model, articulate, and facilitate the development of a knowledge and skills base that will allow candidates to demonstrate their ability to develop classroom/school climates that are inclusive and value diversity Candidates throughout their field‐based settings, are required to, document and adapt practices in ways that will allow them to effectively demonstrate their ability to create classroom/school climates, that are inclusive, safe and nurturing of all students and highlighted by high expectations, cooperation, respectful relationships, cultural responsiveness &



Report at the end of spring terms, including the summer before, will be reviewed by CTL Executive Board and the CTL Diversity and Equity Committee and evaluated for needed changes. Data‐driven decisions that identify strengths, areas of need and data gaps leading to program change and improvement on a systemic basis.

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methods classes provide opportunities to develop and practice culturally relevant and culturally, linguistically and exceptionality responsive instructional planning, delivery, assessment and management skills necessary to demonstrate inclusion of multiple perspectives ADVANCED LEVEL, Candidates are required to enroll in educational foundation coursework (EDF 507 or (proposed) other designated classes accepted by the CTL with specific focus on issues and problems confronted by diverse populations in the educational setting, generating candidate praxis.

relevance, responsibility and reciprocity. INTITIAL LEVEL Candidates are required to enroll in PreAutumn Experience (EDF 300) where observations & engagement with diverse populations in the educational and community setting will likely occur, and observation, inquiry and understanding can be enhanced. All foundations, pedagogy, content, and endorsement area practica, internships and in‐ class field‐based assignments shall occur where observations & engagement with diverse populations in the educational and community setting will likely occur, and

2.) Candidate Final Evaluation Artifact (LiveText) 3.) Classes and artifacts (Livetext) identified by/ from content areas and content area programs. ADVANCE LEVEL 1. a. EDF 507 Site and Personal Analysis Artifact (LiveText) b. OTHER Advanced Level Coursework‐ (ie.,Psy, ThArts) Artifact (LiveText) c. All advanced level classes and artifacts (LiveText) identified by/from content areas and content

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candidates can demonstrate a growing knowledge and skill base related to the creation and development of classroom and school climates that are inclusive and value diversity. EDCS 442‐provides opportunities to observe, participate in, develop and create classroom and school climates that evidence a candidates level of competency in the establishment of an environment that is inclusive and values diversity in respectful responsive, relevant and meaningful ways ADVANCED LEVEL Candidates enrolled in Internships, advanced Practicum’s and other advanced

area programs. 2. a. EDAD 692, 693, 694 Internship Portfolio Artifact (LiveText) b. PSYC 574 Internship Portfolio MAKSS, Site Sup and Prg. Dir. Eval Artifact (LiveText) c. All advanced level field‐ based experiences and artifacts (LiveText) identified by/from content areas and content area programs. 3.a. EDCS/EDF/ EDAD/EDSE/ EDBL/EDRD 700 Thesis/Project/ Comprehensive Examination

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coursework with field‐based experiences will demonstrate understanding of and competency when working with diverse populations, including English Language Learners (ELL) & students with exceptionalities

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8. Candidates understand teaching & learning styles & can adapt instruction.

Colleges, Departments, Programs and Endorsement areas within the purview of the CTL, provide candidates with multiple opportunities to understand teaching & learning styles & can adapt instruction.

Colleges, Departments, Programs and Endorsement areas within the purview of the CTL, require all candidates, to evidence a knowledge base and developing understanding of teaching and learning styles, especially those relevant and responsive to diverse populations, and further evidence skills and dispositions necessary to adapt instruction constructively and appropriately to those same populations. INITIAL LEVEL (PSY 314) and (PSY 315); (EDCS 431), including English Language Learners (EDBL‐proposed), and students with exceptionalities (EDF

Faculty, mentors and supervisors model, articulate, and facilitate development of a knowledge and skills base that will allow candidates to evidence their understanding of teaching and learning styles, especially those of diverse populations, and demonstrate their abilities to appropriately adapt instructional planning, delivery, management assessment and service provision. Candidates throughout their field‐based settings, are required to identify and collect relevant information and responsively adapt practices including instructional planning, delivery, assessment, management, and/




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302) at the initial level. EDCS 311 and all Content /Endorsement area methods classes provide opportunities to develop and practice relevant and responsive instructional planning, delivery, assessment and management skills necessary to demonstrate adaptation of teaching styles to the learning styles of students, especially those appropriate to diverse populations ADVANCED LEVEL, Candidates are required to enroll in educational foundation coursework (EDF 507 or (proposed) other designated classes accepted by the CTL with specific focus on issues and

or service provision, to the teaching and learning styles appropriate to the diverse populations being served. INTITIAL LEVEL Candidates are required to enroll in PreAutumn Experience (EDF 300) where observations & engagement with diverse populations in the educational and community setting will likely occur, and observation, inquiry and understanding can be enhanced. All foundations, pedagogy, content, and endorsement area Practica, Internships and in‐ class field‐based assignments shall occur where observations & engagement with diverse populations in the education

2.) Candidate Final Evaluation Artifact (LiveText) 3.) Classes and artifacts (Livetext) identified by/ from content areas and content area programs. ADVANCE LEVEL 1. a. EDF 507 Site and Personal Analysis Artifact (LiveText) b. OTHER Advanced Level Coursework‐ (ie.,Psy, ThArts) Artifact (LiveText) c. All advanced level classes and artifacts (LiveText) identified by/from content areas and content

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problems confronted by diverse populations in the educational setting, generating candidate praxis.

and community setting will likely occur, and candidates can demonstrate a growing knowledge and skill base related to the identification, understanding and application of teaching and learning styles relevant to diverse populations, and appropriate adaptations of instructional planning, delivery, assessment, management, and service provision that support culturally, linguistically and exceptionality responsive practice and student success EDCS 442‐provides opportunities to observe, participate in, develop and teach lessons that that evidence a candidates

area programs. 4. a. EDAD 692, 693, 694 Internship Portfolio Artifact (LiveText) b. PSYC 574 Internship Portfolio MAKSS, Site Sup and Prg. Dir. Eval Artifact (LiveText) c. All advanced level field‐ based experiences and artifacts (LiveText) identified by/from content areas and content area programs. 2. EDCS/EDF/ EDAD/EDSE/ EDBL/EDRD 700 Thesis/Project/ Comprehensive Examination

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competency in identification and use of appropriate teaching styles that adapt to the learning styles of students from diverse populations, in the processes of instructional planning, delivery, assessment, management, and service provision in responsive, relevant and meaningful ways ADVANCED LEVEL Candidates enrolled in Internships, advanced Practicum’s and other advanced coursework with field‐based experiences will demonstrate competency through analysis, identification and appropriate application of communication, teaching and

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service provision styles adapted to students and clients learning styles, and their community norms, when working with diverse populations, including English Language Learners (ELL) & students with exceptionalities

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9. Candidates demonstrate dispositions valuing fairness & learning by all.

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, ensure that candidates are provided multiple opportunities to demonstrate dispositions valuing fairness, equity, inclusion & learning by all.

Colleges, Departments, Programs and Endorsement areas within the purview of the CTL, require candidates, in all foundations, methods, pedagogy, curriculum and content area classes, to evidence dispositions demonstrating values, knowledge, actions and skills that are committed to the promotion and practice of fairness, inclusion, equity and learning by all, including: 1. Rigor ‐ establishment and pursuance of high and reasoned expectations/ standards for one’s self and all students; 2. Promotion, development, and maintenance of Respectful Relationships through outreach to, inclusion of,

Faculty, mentors and supervisors articulate, model, facilitate and demonstrate the dispositions expected of all candidates. . Candidates throughout their field‐based settings, are required to demonstrate dispositions that value fairness, equity, inclusion and learning by all INTITIAL LEVEL Candidates are required to enroll in PreAutumn Experience (EDF 300) where observations & engagement with diverse students, populations in the educational and community setting will likely occur, and observation, inquiry and understanding can be enhanced.

INITIAL LEVEL 1. EDCS 300 PreAutumn Artifact (LiveText) 2. a. EDF 301 Philosophy Statement Artifact (LiveText) b. PSYC 314 ? Artifact (LiveText) c. PSYC 315 ? Artifact (LiveText) d. EDCS 431 – Interview Artifact (LiveText) e. EDBL‐ (Proposed) Artifact (LiveText) f. EDF 302 – Group Project Artifact (LiveText) g. EDCS 316 ePal (Proposed) Document Artifact (LiveText) h. EDCS 444



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cooperation with, collaboration with and validation of diverse student and community populations; 3. Relevance – consistently and intentionally contextualize, create and facilitate learning environments and experiences that build on and reflect the funds of knowledge, ways of knowing, skills, history and experiences of all students, including diverse students, communities and populations; 4. Responsiveness – demonstrate the knowledge of, skills needed and qualities required to evidence authentic caring, communications and instructional practice that are understood by and engage all students, including diverse students,

All foundations, pedagogy, content, and endorsement area practica, Internships and in‐ class field‐based assignments shall occur where observations & engagement with diverse populations in the education and community setting will likely occur, and candidates can demonstrate dispositions that value fairness, equity, inclusion and learning by all EDCS 442‐provides opportunities candidates to demonstrate dispositions valuing fairness, equity, inclusion & learning by all, in authentic, relevant, responsive and meaningful ways.

Reflection Document Artifact (LiveText) i. EDCS 311 and all Content/ Endorsement area methods courses. 1.) Unit Plan Artifact (LiveText) j. EDCS 442 1.) Unit Plan Artifact (LiveText) 2.) Candidate Final Evaluation Artifact (LiveText) 3.) Classes and artifacts (Livetext) identified by/ from content areas and content area programs. ADVANCE LEVEL 1. a. EDF 507 Site and Personal Analysis Artifact

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communities and populations; 5. Responsibility ‐ evidence the attributes of and commitment to: a.) students and their success (all children can/do learn ‐ failure is not an option), b.) student’s communities/populations (inclusive, adaptive to and valuing of the context‐students are contextual learners) first), c.) society ‐ promote pursue and practice fairness, justice and inclusion; challenge prejudice, bias, stereotypes and discrimination‐ (students are marginalized, limited and harmed by these practices), d.)the profession – the provision of high quality, informed educational practice and service, including the active

ADVANCED LEVEL Candidates enrolled in Internships, advanced Practicum’s and other advanced coursework with field‐based experiences will demonstrate dispositions valuing fairness, equity, inclusion & learning by all, including identification and reflection on school and community norms, when working with diverse populations, including English Language Learners (ELL) & students with exceptionalities

(LiveText) b. OTHER Advanced Level Coursework‐ (ie.,Psy, ThArts) Artifact (LiveText) c. All advanced level classes and artifacts (LiveText) identified by/from content areas and content area programs. 2. a. EDAD 692, 693, 694 Internship Portfolio Artifact (LiveText) b. PSYC 574 Internship Portfolio MAKSS, Site Sup and Prg. Dir. Eval Artifact (LiveText) c. All advanced level field‐ based experiences

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participation in inclusive professional learning communities that pursue enhanced understanding and excellence – (quality practice engages and impacts student achievement), and e.) self (reflection and life long learning) 6. Reciprocity‐ demonstrate and model commitment to, and engagement with, the community of which the school and its students are a part (students reflect and draw from the strengths of their community, and are expected to contribute to its dynamics in positive, meaningful ways) Addressed, modeled or exampled in: INITIAL LEVEL (EDF 301) (PSYC 314) (PSYC 315) (EDCS 431),

and artifacts (LiveText) identified by/from content areas and content area programs. 3.a. EDCS/EDF/ EDAD/EDSE/ EDBL/EDRD 700 Thesis/Project/ Comprehensive Examination

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including English Language Learners (EDBL‐proposed), and students with exceptionalities (EDF 302) at the initial level. (EDCS 316) (EDCS 444) EDCS 311 and all Content/ Endorsement area methods classes provide opportunities for candidates to demonstrate dispositions valuing fairness, equity, inclusion & learning by all. ADVANCED LEVEL, Candidates are required to enroll in educational foundation coursework (EDF 507 or (proposed) other designated classes accepted by the CTL with specific focus on issues and problems confronted by diverse populations

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in the educational setting, generating candidate praxis and demonstration of dispositions valuing fairness, equity, inclusion & learning by all including identification and reflection on school and community norms, when working with diverse populations, including English Language Learners (ELL) & students with exceptionalities

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10. Assessments provide data on candidate ability to help students from diverse populations learn.

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, ensure that all foundations, methods, pedagogy, curriculum and content area courses, including field‐based experiences, practica, student teaching, internships and culminating assessments, both individually and collectively amassed, contribute evidentiary data on a candidates ability to help students from diverse populations learn.

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, require candidates in all foundations, methods, pedagogy, curriculum and content area courses, including field‐based experiences, to complete and electronically submit evidence for evaluation, that specifically reflects or contributes to generative praxis on a candidates ability to help students from diverse populations learn in meaningful ways

Colleges, Departments, Programs, and Endorsement areas within the purview of the CTL, require candidates in all field‐based experiences, practica, student teaching, and internships, to complete and electronically submit evidence for evaluation that specifically reflects or contributes to generative praxis on a candidates ability to help students from diverse populations learn in meaningful ways

PREREQUISITE LEVEL 1. Dispositional Survey 2. Candidates to provide evidence of successfully completed (Gen Ed) diversity‐focus coursework (proposed) and, 3. Participation in a field‐based observation /practicum and seminar experiences where engagement with diverse populations will likely occur. (proposed) INITIAL LEVEL 1. LiveText data/rubrics and Candidate(s) Electronic Portfolio 2. Post completion Survey ADVANCED LEVEL 1. LiveText data/rubrics and Candidate(s) Electronic



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Portfolio 2. Advanced Programs Inventory of Diversity Proficiency 3. Theater Arts Diversity Proficiency Survey 4. School Counseling Diversity Survey 5. Education Administration Internship Portfolio (Electronically submitted to LiveText) 6. EDCS/EDF/ EDAD/EDSE/ EDBL/EDRD 700 Thesis/Project/ Comprehensive Examination (as appropriate)

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11. Assessment data are used for feedback to candidates

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, ensure that all course and field‐based assessments, are used for feedback to candidates

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, ensure that candidates in all foundations, methods, pedagogy, curriculum and content area courses, including field‐based experiences, are assessed and provided feedback based on their evidenced knowledge, skills and dispositions in each course and field‐based experience. Candidates at the Prerequisite, Initial and Advanced levels are formatively and cumulatively assessed and provided feedback at each transition point. (see 4a ‐1‐ Measures of Assessment)

Colleges, Departments, Programs and Endorsement areas, within the purview of the CTL, ensure that candidates in all field‐based experiences, practica, student teaching, and internships are assessed and provided feedback based on their evidenced knowledge, skills and dispositions. Candidates at the Prerequisite, Initial and Advanced levels are formatively and cumulatively assessed and provided feedback at each transition point. (see 4a ‐1‐ Measures of Assessment)

INITIAL LEVEL 1. LiveText data/rubrics and Candidate(s) Electronic Portfolio 2. Post completion Survey ADVANCED LEVEL 1. LiveText data/rubrics and Candidate(s) Electronic Portfolio 2. Advanced Programs Inventory of Diversity Proficiency 3. Theater Arts Diversity Proficiency Survey 4. School Counseling Diversity Survey 5. Education Administration Internship Portfolio (Electronically submitted to LiveText) 6. EDCS/EDF/ EDAD/EDSE/



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EDBL/EDRD 700 Thesis/Project/ Comprehensive Examination (as appropriate)

NCATE definition of Diversity = Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation and geographical area.

WA State definition of cultural competency (from EHB 2261 & ESSB 5973) = "cultural competency" includes knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students' experiences and identifying cultural contexts for individual students.

element 4a college, courses field experiences measures … · group project artifact (livetext) e....

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