Coursework and Assessments Related to Diversity...

Coursework and Assessments Related to Diversity Proficiencies

Course Standard(s) Course Objective(s) Assessment

EDUC 242 INTASC 1, 2, 9 Guiding Principle 1, 3

List characteristics of typical and atypical children in early childhood, middle childhood, and adolescence and discuss the implications of these characteristics on academic performance; understand how the social/cultural environment can influence the development of language, identity, and self-perception. Understand the ways in which students differ and choose appropriate methods to accommodate and assist them in learning.

Article Review and Reflection

EDUC 290 INTASC 1, 2, 3 Guiding Principle 1

Students will consider information about students’ experiences, family situations, culture, developmental levels, behavioral needs, and learning styles when designing instruction for students.

Lesson Plans

EDUC 291 INTASC 3 Guiding Principle 1, 3

Articulate the importance of diversity in the school population in relationship to curriculum, instruction, and assessment.

Case Study

EDUC 293 INTASC 2, 3, 5, 9 Guiding Principle 1, 2, 3

Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of students and families and use this background information to inform practice.

Reflection on Cultural Immersion Project

EDUC 310 INTASC 3, 5, 9 Guiding Principle 2, 3

Design a safe learning environment that encourages respect, acceptance, and appreciation of student differences and utilizes strategies that encourage the development of social skills and the use of appropriate personal and social behaviors with emphasis on building positive relationships among all students.

Key Assessment: Comprehensive Classroom Management Project

EDUC 330 INTASC 1, 2, 4, 6 Guiding Principle 1, 3

Demonstrate the ability to teach developmentally appropriate content that reflects IEP goals, sensitivity to diverse learners, and uses research-supported teaching

Key Assessment: Interdisciplinary Unit

INTASC 1, 2, 3, 5, 6, 9 Guiding Principle 1

strategies that motivate and engage students, as well as specialized instructional techniques and materials for students with disabilities across environments to promote skill acquisition, maintenance, and generalization. Recognize the impact of teacher expectations and communication techniques, characteristics of the disability, approaches to learning, levels of knowledge and functioning, prior experiences, cultural factors, and interest and preferences on student learning.

EDUC 350 INTASC 8 Guiding Principle 1

Discuss inappropriate assessment and misidentification of students with cultural, ethnic, gender, and linguistic differences and describe preventive measures that can be taken to ensure appropriate assessment and decisions.

Key Assessment: Student Case Study

EDUC 372 INTASC 1, 2, 4, 6, 7 Guiding Principle 1, 9 INTASC 3, 7, 9 Guiding Principle 3

Demonstrate the ability to teach developmentally appropriate content that reflects IEP goals, sensitivity to diverse learners, and uses research-supported teaching strategies that motivate and engage students, as well as specialized instructional techniques and materials for students with disabilities across environments to promote skill acquisition, maintenance, and generalization Consider the potential interactions between students’ cultural experiences, family expectations, and/or learning styles and their disabilities and reflect upon how students learn and how to best teach them

Key Assessment: Differentiated Instruction Project

EDUC 477 INTASC 1-10 Guiding Principle 1-5

Develop sensitivity to differences in family structure, culture, language, and gender by integrating authentic experiences that take into account culturally valued content and

Key Assessment: Student Teaching Evaluation

curriculum as well as students’ home experiences.

EDUC 492 INTASC 1-10 Guiding Principle 1-5

Create an environment within the school and classroom that models and encourages acceptance and inclusion, promotes student self-advocacy, enhances feelings of dignity and self-worth of all students, and focuses on teaching appropriate student interactions, active engagement in individual and small group activities, and the prevention of behavior problems. Encourage student learning and engagement by offering choices that reflect student needs and interests, recognizes different learning styles and developmental levels, promotes problem-solving, includes high teacher expectations, positive communication and social interactions among teacher and students.


EDUC 495 INTASC 1-10 Guiding Principles 1-5

Demonstrate sensitivity to differences in family structure, culture, language, and gender by integrating authentic, integrated experiences that take into account culturally-valued content and curriculum as well as students’ home experiences.


EDUC 493/494 INTASC 1, 2, 3, 4, 7, 8, 9 Guiding Principle 3

Examine his/her personal biases regarding students with cultural, socioeconomic, behavioral or learning differences and identify the influence of these biases on instruction and on interactions with parents and families.

Key Assessment: Learning Curve Project

ADDITIONAL COURSE ACTIVITIES AND PROJECTS THAT FEATURE DIVERSITY

Courses in the Education program focus on the knowledge, skills, and dispositions needed to provide appropriate services to diverse students. Within the core Education courses, candidates have multiple opportunities to build a strong knowledge base and increase their individual awareness and dispositions with respect to student and family diversity. Following are examples of how information, activities, and projects related to diversity are interwoven throughout the program.

• EDUC 200 – Candidates evaluate assistive technology such as text reading software designed to aid students with reading/visual handicaps. Candidates also use learning programs to identify their dominant modes of learning as part of a lesson on learning styles and software evaluation. Candidates also examine software to identify racial, gender, and other stereotypes.

• EDUC 290 – Candidates address diversity in a unit on Direct Instruction/Teaching Concepts. The class discusses stereotypes, archetypes, superordinate, subordinate, and base levels of classification, generalization, identity, and physical attributes. Candidates also observe and participate in a field experience and observe teacher/student interactions and examine the teacher’s ability to engage and include all students. Teacher candidate also will select and observe a student in the classroom that has an identifiable characteristic that produces “differentness.” The candidate will reflect in his/her journal how the difference is assimilated by the rest of the class.

• EDUC 291- Candidates focus on individuals with exceptional learning/behavioral needs. Issues surrounding socioeconomic status, gender, and working with students and families living in poverty are addressed through lecture and case studies. Information regarding the disproportionate ratio of males to females and the disproportionately high number of low socioeconomic status students and students from different cultures and races identified for special education services also are presented.

• EDUC 293 – Candidates focus on diversity by participating in reading and discussing Ruby Payne, reading and reflecting on journal articles that discuss diversity, engaging in several diversity activities, and interacting with a speaker who teaches in a diverse school. The featured project of EDUC 293 is the cultural immersion project at Ben Davis University School in Indianapolis, IN. During this project, candidates spend two days interacting with students and faculty in a very diverse and unique high school and preschool setting. Candidates reflect and discuss their experiences upon returning to class. Lastly, candidates work through case studies that feature diversity issues.

• During the core Education courses, Math and Science candidates take EDUC 218: Psychology of Childhood and Adolescence, while Special Education/Elementary Education candidates enroll in EDUC 242: Educational Psychology. In both courses, teacher candidates explore diversity issues through readings and journal article reviews. Several case studies are presented during these courses and candidates discuss and reflect upon the different facets of diversity that involve direct connections with the classroom setting. Additionally, candidates in EDUC 218 experience a “simulation” in which the instructor will openly discriminate against certain populations. Reflection and discussion will follow the simulation.

• All methods courses (EDUC 330, 360, 361, 362, 363, 372, 421, and 431), weave diversity throughout the courses through discussions, lesson planning, textbook and materials evaluation, modifications to meet diverse student learning styles, interviews/observations, and reflection. Candidates evaluate textbooks and classroom materials to determine their appropriateness for elementary/secondary classrooms. Candidates also develop lesson plans that reflect diversity and include diverse populations within the context of the lesson (i.e., a history lesson from diverse perspectives). Further, teacher candidates are required to modify assessments and teaching methods and materials to facilitate learning for students with cognitive, behavioral, and/or language differences.

• In EDUC 364: Corrective Reading, candidates learn about struggling readers and how difficulties in the area of reading can be assessed and remediated. Teacher candidates are required to implement reading remediation with difficult-to-teach readers for 15 hours during the semester. Most of these students are from low socioeconomic backgrounds and second language learners.

Diversity Course

All candidates in the Education program are required to take HUMN/SOCL 245: Cultural Diversity. One component of the cultural diversity course focuses on the school setting. Candidates are required to do several readings in the area of diversity as it relates to children and schooling. Candidates are asked to participate in class discussions and debates related to diversity issues in school. Candidate Dispositions Throughout all courses and field experiences teacher candidates must demonstrate appropriate dispositions related to diversity. Dispositions of the teacher candidates are evaluated by instructors in select courses. Dispositions also are evaluated in all field and clinical experiences.

CANDIDATE PROFICIENCIES RELATED TO DIVERSITY Faculty are committed to ensuring that candidates acquire and demonstrate the knowledge, skills, and dispositions related to diversity and to ensure that they are prepared to teach all students. This commitment to diversity involves curriculum and field experiences that relate to national, state, and institutional standards and facilitates the development of appropriate skills and abilities related to working with a diverse student body. The commitment to diversity represented in the Conceptual Framework is translated into VU’s Guiding Principles One through Four: Guiding Principle 1: Successful candidates recognize that students are multifaceted and diverse and consider the relationship that exists between the characteristics of their students and learning. The developmental levels of the students, exceptional learning/behavioral needs, family and cultural backgrounds, prior experiences, interests, and prerequisite knowledge and skills must be considered when planning learning experiences. Guiding Principle 2: Candidates understand the critical relationship between managing the classroom and student behaviors. They acknowledge that they must create positive, cohesive classroom communities where all students feel safe, respected, and valued. Today’s classrooms include students who are diverse in many ways. Effective teacher candidates promote equitable treatment of students by personally modeling respect for all students. Guiding Principle 3: Candidates are asked to continually examine their feelings, assumptions, and values as they interact with students, colleagues, and organizations. As teachers reflect on what they are learning and doing, they acquire the knowledge, skills and dispositions necessary to assume responsibility for positive learning outcomes for all. Reflecting on one’s passions, fears, skills, and weaknesses allows teacher candidates to learn every day and be responsive to the ever-changing world in which they live. Guiding Principle 4: The development of collaboration and partnerships between schools and other agencies has become increasingly important in the field of education as teachers attempt to meet the complex needs of their diverse students. Teachers often must seek expertise across institutional boundaries. Candidates are required to develop collaborative skills to facilitate partnerships that will improve the lives of children, adolescents, and young adults. Further, through the Dispositions Rating Form, candidates are assessed on fairness, the belief that all children can learn, and valuing diversity. Both the Guiding Principles and Dispositions are woven throughout the coursework and field experiences ensuring that candidates are responsive to the needs of a diverse student population.

Assessing Diversity

Key Assessments Related to Diversity

Rubric Items and Candidate Data

The following are Key Assessments related to diversity. Information included: (1) Course Title, (2) Course Objective(s) Related to Diversity, (3) Key Assessment Rubric Items Related to Diversity, and (4) Candidate Performance Data.

EDUC 310 – Classroom Management

Key Assessment: Comprehensive Classroom Management Project

Course Objective Related to Diversity: • Design a safe learning environment that encourages respect, acceptance, and appreciation of student differences and utilizes

strategies that encourage the development of social skills and the use of appropriate personal and social behaviors with emphasis on building positive relationships among all students.

Rubric Items Related to Diversity Classroom Climate The plan for creating a positive

classroom climate is specific and ambitious in its potential to create a climate that is conducive to student learning and to facilitate appropriate student behaviors. At least four specific ideas are provided to establish a positive environment.

The plan for creating a positive classroom climate promises to create a climate conducive to student learning and is likely to facilitate appropriate student behaviors. At least three specific ideas are provided to establish a positive environment.

The plan for creating a positive classroom climate is likely to create a climate that is conducive to student learning and may facilitate appropriate student behaviors. At least two specific ideas are provided to establish a positive environment.

The plan shows little to no potential to create a climate conducive to student learning or to facilitate appropriate student behaviors. Only one specific idea is provided to establish a positive environment.

Relationship Development

The plan features four strategies to encourage teacher-student relationships and four strategies to facilitate peer relationships.

The plan features three strategies to encourage teacher-student relationships and three strategies to facilitate peer relationships.

The plan features two strategies to encourage teacher-student relationships and two strategies to facilitate peer relationships.

The plan features one or fewer strategies to encourage teacher-student relationships and one or fewer strategies to facilitate peer relationships.

Candidate Data VU Main Campus Spring 2009 Grads VU Main Campus Spring 2010 Grads Component (4)

Exemplary (3)

Above Average

(2) Average

(1) Unacceptable

Total #

(4) Exemplary

(3) Above

Average

(2) Average

(1) Unacceptable

Total #

(4) Classroom Climate

55% (n=12)

23% (n=5)

18% (n=4)

0%

22 91% (n=21)

9% (n=2)

0%

0%

23

(7) Relationship Development

73% (n=16)

9% (n=2)

18% (n=4)

0%

22 87% (n=20)

4% (n=1)

4% (n=1)

4% (n=1)

23

VU Main Campus Spring 2009 Grads VU Main Campus Spring 2010 Grads Component (4)

Exemplary (3)

Above Average

(2) Average

(1) Unacceptable

Total #

(4) Exemplary

(3) Above

Average

(2) Average

(1) Unacceptable

Total #


100% (n=5)

0%

0%

0%

5 100% (n=7)

0%

0%

0%

7


100% (n=5)

0%

0%

0%

5 100% (n=7)

0%

0%

0%

7

VU Main Campus Spring 2011 Grads VUJC Spring 2011 Grads Component (4)

Exemplary (3)

Above Average

(2) Average

(1) Unacceptable

Total #

(4) Exemplary

(3) Above

Average

(2) Average

(1) Unacceptable

Total #


93% (n=27)

3% (n=1)

3% (n=1)

0%

29 100% (n=7)

0%

0%

0%

7


79% (n=23)

17% (n=5)

3% (n=1)

0%

29 100% (n=7)

0%

0%

0%

7

EDUC 330 – Methods and Materials

Key Assessment: Interdisciplinary Unit

Course Objectives Related to Diversity:

• Articulate the importance of building a community of learners where all students are valued as contributing members

• Develop lesson plans and integrated instructional units that utilize various teaching strategies, including individualized, small and large group instruction, direct instruction, cooperative learning, inquiry, independent study, interdisciplinary study, intrinsic/extrinsic motivational strategies, active student engagement and the maintenance and generalization of skills

• Demonstrate the ability to teach developmentally appropriate content that reflects sensitivity to diverse learners and to use research-supported teaching strategies, as well as specialized instructional techniques and materials for students with disabilities across environments (school and home) to promote skill acquisition, maintenance, and generalization

• Display the ability to modify curriculum, instruction, and the environment to meet individualized student learning, and

Rubric Items Related to Diversity:

Unit Goals (X2)

Goals for the unit are clearly articulated, are developmentally appropriate, are observable and measureable, show high expectations for student performance and clearly can be seen throughout the unit

Goals for the unit are clear, developmentally appropriate, are mostly observable and measureable, show appropriate expectations for student performance, and can be seen throughout the unit

Goals for the unit are adequate, are appropriate for age level, some goals are observable and measureable, show average expectations for student performance, and most goals are, evident throughout the unit

Goals for the unit are unclear, inappropriate, reflect low expectations for student performance, are not observable or measureable, and are not evident throughout the unit

Opening Activity (X2)

Opening activity is creative and engaging and very likely to capture the attention of all students

Opening activity is engaging and likely will capture the attention of most students

Opening activity is adequate and likely will capture the attention of some student

Opening activity is not adequate and is not likely to engage student

Description of Unit Activities (X3)

All of the activities presented are interesting and engaging, relate to unit goals, include multiple levels of learning, group work, and a variety of activities and all assignments are very likely to fully engage and motivate students

The activities are mostly interesting and relate to unit goals, most activities include differentiated levels of learning, some group work, and some variety of activities and assignments that will likely

Some activities are interesting and mostly related to unit goals, some activities include different levels of learning, at least one group activity, and some variety of activities and assignments to likely engage some students

The activities reflect limited levels of learning, no group work, and only a few activities and assignments that are likely to engage students

engage and motivate students ITIP Lesson Plan – Reading (X2)

Candidate clearly demonstrates exceptional competence in the knowledge, understanding, and use of concepts from reading, language, and child development and can design and implement excellent reading/ language arts instruction. Eight sections of the ITIP format are covered very well.

Candidate demonstrates above average competence in the knowledge, understanding, and use of concepts in reading, language, and child development and can design and implement above average reading/ language arts instruction. Six to seven sections of the ITIP format are covered.

Candidate demonstrates average competence in the knowledge, understanding, and use of concepts in reading, language, and child development and can design and implement adequate reading/ language arts instruction. Four to five sections of the ITIP format are covered adequately.

Candidate demonstrates below average competence in the knowledge, understanding, and use of concepts in reading, language, and child development. Candidate is ineffective in designing and implementing reading/language arts instruction. Three or fewer sections of the ITIP format are covered.

ITIP Lesson Plan – Science (X2)

Candidate clearly demonstrates exceptional competence in knowing, understanding and using fundamental concepts of physical, life, and earth/space sciences and has the ability to design and implement excellent instruction in the area of science. All eight sections of the ITIP format are covered very well.

Candidate demonstrates above average competence in knowing, understanding and using fundamental concepts of physical, life, and earth/space sciences and has the ability to design and implement appropriate instruction in the area of science. Six to seven sections of the ITIP format are covered well.

Candidate demonstrates average competence in knowing, understanding and using fundamental concepts of physical, life, and earth/space sciences and has the ability to design and implement adequate instruction in the area of science. Four to five sections of the ITIP format are covered adequately.

Candidate demonstrates below average competence in knowing, understanding and using fundamental concepts of physical, life, and earth/space sciences. Candidate lacks the ability to design and implement appropriate instruction in the area of science. Three or fewer sections of the ITIP format are covered.

ITIP Lesson Plan – Mathematics (X2)

Candidate clearly demonstrates exceptional knowledge, understanding, and use of the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. Candidate clearly demonstrates the ability to design and implement excellent mathematics instruction. All eight sections of the ITIP format are covered very well.

Candidate demonstrates above average knowledge, understanding, and use of the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. Candidate demonstrates the ability to design and implement appropriate mathematics instruction. Six to seven sections of the ITIP format are covered well.

Candidate demonstrates average knowledge, understanding, and use of the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. Candidate demonstrates the ability to design and implement adequate mathematics instruction. Four to five sections of the ITIP format are covered adequately.

Candidate demonstrates below average knowledge, understanding, and use of the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability; lacks the ability to design and implement appropriate mathematics instruction. Three or fewer sections of the ITIP format are covered.

ITIP Lesson Plan – Social Studies (X2)

Candidate clearly demonstrates exceptional knowledge, understanding and use of the major concept of social studies and can design and implement excellent instruction that facilitates students’ abilities to become productive citizens. All eight sections of the ITIP format are covered very well.

Candidate demonstrates above average knowledge, understanding and use of the major concept of social studies and can design and implement appropriate instruction that facilitates students’ abilities to become productive citizens. Six to seven sections of the ITIP format are covered well.

Candidate demonstrates average knowledge, understanding and use of the major concept of social studies and can design and implement adequate instruction that facilitates students’ abilities to become productive citizens. Four to five sections of the ITIP format are covered adequately.

Candidate demonstrates a lack of knowledge, understanding and use of the major concept of social studies and is unable to design and implement instruction that facilitates students’ abilities to become productive citizens. Three or fewer sections of the ITIP format are covered.

Candidate Data

VU Main Campus Spring 2011 Jasper Campus (VUJC) Spring 2011 Evaluation Component Guiding Principle #1

4 Exemplary

3 Above

Average

2 Average

1 Unacceptable

Total #

4 Exemplary

3 Above

Average

2 Average

1 Unacceptable

Total #

(2) Unit Goals 50% (n=20)

35% (n=14)

15% (n=6)

0% (n=0)

40 73% (n=19)

4% (n=1)

15% (n=4)

8% (n=2

26

(3) Opening Activity 98% (n=39)

3% (n=1)

0% (n=0)

0% (n=0)

40 73% (n=19)

12% (n=3)

8% (n=2)

8% (n=2)

26

(4) Description of Unit Activities 90% (n=36)

8% (n=3)

3% (n=1)

0% (n=0)

40 88% (n=23)

0% (n=0)

12% (n=3)

0% (n=0)

26

(5) Lesson Plan – Reading 58% (n=23)

18% (n=7)

23% (n=9)

3% (n=1)

40 92% (n=24)

0% (n=0)

4% (n=1)

4% (n=1)

26

(6) Lesson Plan – Science 58% (n=23)

35% (n=14)

8% (n=3)

0% (n=0)

40 88% (n=23)

4% (n=1)

4% (n=1)

4% (n=1)

26

(7) Lesson Plan - Mathematics 53% (n=21)

40% (n=13)

8% (n=3)

0% (n=0)

40 92% (n=24)

0% (n=0)

4% (n=1)

4% (n=1)

26

(8) Lesson Plan – Social Studies 60% (n=24)

33% (n=13)

8% (n=3)

0% (n=0)

40 92% (n=24)

0% (n=0)

4% (n=1)

4% (n=1)

26

(13) Assessment 83% (n=38)

10% (n=4)

5% (n=2)

3% (n=1)

40 38% (n=10)

12% (n=3)

35% (n=9)

15% (n=4)

26

EDUC 372 – Teaching in the Inclusive Classroom

Key Assessment: Differentiated Instruction Unit

Course Objectives Related to Diversity:

• Demonstrate the ability to teach developmentally appropriate content that reflects sensitivity to diverse learners and to use research-supported teaching strategies, as well as specialized instructional techniques and materials for students across environments (school and home) to promote skill acquisition, maintenance, and generalization.

• Demonstrate the ability to co-teach and/or collaborate with other professionals to differentiate instruction and modify the school and learning environment to utilize a variety of resources, materials, instructional technology, and instructional strategies based on students’ individual learning needs, learning styles, interests, and preferences to enhance learning and well-being in general education

• Design an inclusive classroom environment that facilitates positive social interactions among students, encourages active participation in individual and group activities, promotes the physical and emotional well-being of all students, and consistently enforces classroom rules and routines.

Rubric Items Related to Diversity:

Pre-Assessment Pre-assessment for the overall unit does a thorough job of assessing all of the following: student abilities (strengths and needs), prior knowledge, and interests

Pre-assessment for the overall unit does a good job of assessing all of following: student abilities, prior knowledge, and interests

Pre-assessment for the overall unit does an adequate job of assessing at least two of the following: student abilities, prior knowledge, and/or interests

Pre-assessment for the overall unit fails to adequately assess student abilities, prior knowledge, or interests

Small Group Activities

Three opportunities for students to participate in small group activities are described. Each small group opportunity includes three engaging activities that are differentiated by ability level, learning style, or interest.

Three opportunities for students to participate in small group activities are described. Each small group opportunity includes three somewhat engaging activities that either differentiate by ability level,

Three opportunities for students to participate in small group activities are described. Each small group opportunity includes three activities that are moderately engaging and are somewhat differentiate by

Three opportunities for students to participate in small group activities are described. Each small group opportunity includes three activities. The activities are not particularly engaging and are not clearly differentiated by ability level, learning style, or

learning style, or interest. ability level, learning style, or interest.

interest.

Three whole group activities

Three exemplary whole group activities are included in the unit that are very likely to engage all learners

Three adequate whole group activities are included in the unit that will engage most learners

Two adequate whole group activities are included in the unit (or) the three whole group activities presented are only somewhat relevant

One or no whole group activities are included in the unit (or) the three whole group activities are unsatisfactory

Tic-Tac-Toe Formative Assessment

Nine excellent, motivating, and appropriate activities are described. The activities across the board are clearly differentiated into three levels of difficulty, learning styles, or interest – but all are equally interesting to students

Nine mostly motivating and appropriate activities are described. The activities are differentiated into three levels of difficulty, learning styles, or interest – most of the activities would be interesting to students

At least seven appropriate activities are described that would, for the most part motivate and interest students. The activities are differentiated into three levels of difficulty, learning styles or interest – most activities would engage students

Five or fewer appropriate activities are described that would possibly motivate and interest students. The activities are not clearly differentiated in terms of difficulty levels, learning styles or interest

Summative Assessment (Test and Modified Test)

An excellently constructed test is provided that would be appropriate for most students and an excellent test is provided for students who need modifications. The test provides an excellent summative assessment of the entire unit.

A very well designed test is provided that would be appropriate for most students and a good test is provided for students who need modifications. The test provides a good summative assessment of the entire unit.

An adequately constructed test is provided that would be appropriate for most students and an acceptable test is provided for students who need modifications. The test provides an adequate summative assessment of the entire unit.

A poorly constructed test is provided that is inappropriate for most students and a modified test is provided that is inappropriate for students who need modifications. The test does not provide an adequate summative assessment of the entire unit.

Candidate Data VU Main Campus Spring 2009 VU Main Campus Spring 2010 (6) Pre-Assessment

91% (n=20)

0% (n=0)

0% (n=0)

9% (n=2)

22 48% (n=11)

35% (n=8)

13% (n=3)

4% (n=1)

23

(7) Introducing the Unit

91% (n=20)

0% (n=0)

9% (n=2

0% (n=0)

22 83% (n=19)

0% (n=0)

17% (n=4)

0% (n=0)

23

(8) Small Group Activities

36% (n=8)

36% (n=8)

18% (n=4)

9% (n=2)

22 57% (n=13)

39% (n=9)

4% (n=1)

0% (n=0)

23

(9) Large Group Activities

91% (n=20)

9% (n=2)

0% (n=0)

0% (n=0)

22 43% (n=10)

39% (n=9)

17% (n=4)

0% (n=0)

23

(10) Tic-Tac-Toe Activities

68% (n=15)

14% (n=3)

18% (n=4)

0% (n=0)

22 70% (n=16)

9% (n=2)

13% (n=3)

9% (n=2)

23

(12) Summative Assessment

64% (n=14)

27% (n=6)

9% (n=2)

0% (n=0)

22 4% (n=1)

39% (n=9)

57% (n=13)

0% (n=0)

23

VUJC Spring 2009 VUJC Spring 2010 (6) Pre-Assessment

100% (n=5)

0% (n=0)

0% (n=0)

0% (n=0)

5 14% (n=1)

86% (n=6)

0% (n=0)

0% (n=0)

7


100% (n=5)

0% (n=0)

0% (n=0)

0% (n=0)

5 57% (n=4)

43% (n=3)

0% (n=0)

0% (n=0)

7


100% (n=5)

0% (n=0)

0% (n=0)

0% (n=0)

5 100% (n=7)

0% (n=0)

0% (n=0)

0% (n=0)

7

(9) Large Group Activities

80% (n=4)

20% (n=1)

0% (n=0)

0% (n=0)

5 100% (n=7)

0% (n=0)

0% (n=0)

0% (n=0)

7


100% (n=5)

0% (n=0)

0% (n=0)

0% (n=0)

5 43% (n=3)

57% (n=4)

0% (n=0)

0% (n=0)

7

(11) Content Enhancements

60% (n=3)

20% (n=1)

20% (n=1)

0% (n=0)

5 100% (n=7)

0% (n=0)

0% (n=0)

0% (n=0)

7


40% (n=2)

40% (n=2)

20% (n=1)

0% (n=0)

5 14% (n=1)

86% (n=6)

0% (n=0)

0% (n=0)

7

VU Main Campus Spring 2011 VUJC Spring 2011 (6) Pre-Assessment

17% (n=5)

76% (n=22)

7% (n=2)

0% (n=0)

29 50% (n=14)

38% (n=4)

13% (n=1)

0% (n=0)

8


45% (n=13)

45% (n=13)

10% (n=3)

0% (n=0)

29 75% (n=6)

25% (n=2)

0% (n=0)

0% (n=0)

8


10% (n=3)

76% (n=22)

14% (n=4)

0% (n=0)

29 75% (n=6)

13% (n=2)

0% (n=0)

13% (n=2)

8

(9) Whole Group Activities

28% (n=8)

48% (n=14)

17% (n=5)

7% (n=2)

29 88% (n=7)

0% (n=0)

13% (n=1)

0% (n=0)

8


48% (n=14)

31% (n=9)

21% (n=6)

0% (n=0)

29 38% (n=3)

38% (n=3)

25% (n=2)

0% (n=0)

8

(11) Content Enhancements

59% (n=17)

31% (n=9)

3% (n=1)

7% (n=2)

29 13% (n=1)

63% (n=5)

13% (n=1)

13% (n=1)

8


41% (n=12)

41% (n=12)

17% (n=5)

0% (n=0)

29 25% (n=2)

75% (n=6)

0% (n=0)

0% (n=0)

8

EDUC 493 Capstone Course in Education Key Assessment: Learning Curve Project Course Objectives Related to Diversity:

• The teacher candidate will examine his/her personal biases regarding students with cultural, socioeconomic, behavioral or learning differences and identify the influence of these biases on instruction and on interactions with parents and families

• The teacher candidate will connect theory to practice by implementing research-based techniques and strategies presented in

course work and reflecting on their effectiveness Rubric Items Related to Diversity Instructional unit is clear, developmentally appropriate, meaningful instructional unit (connection to prior learning, introduction of new material, application), facilitates learning for all students. Differentiation of instruction is clearly evident and very well done.

Instructional unit is developmentally appropriate for most student learners. Differentiation of instruction is evident.

Instructional unit is developmentally appropriate for most student learners. Some differentiation of instruction is evident.

Instructional unit is not developmentally appropriate and does not address the learning needs of all students. Differentiation of instruction is not evident.

Lesson uses at least five appropriate, research-based instructional strategies and/or resources.

Lesson uses four appropriate, research-based instructional strategies and/or resources.

Lesson uses three appropriate, research-based instructional strategies and/or resources.

Lesson uses only one or two appropriate, research-based instructional strategies and/or resources.

Candidate Data

VU Main Campus Spring 2009 Graduates VU Main Campus Spring 2010 Graduates Component (4)

Exemplary (3)

Above Average

(2) Average

(1) Unacceptable

Total #

(4) Exemplary

(3) Above

Average

(2) Average

(1) Unacceptable

Total #

Lesson Foundation

95% (n=21)

5% (n=1)

0%

0%

22 87% (n=20)

4% (n=1)

9% (n=2)

0%

23

Research Base 59% (n=13)

41% (n=9)

0%

0%

22 13% (n=3)

70% (n=16)

9% (n=2)

9% (n=2)

23

VU Jasper Campus Spring 2009 Graduates VU Jasper Campus Spring 2010 Graduates

Component (4) Exemplary

(3) Above

Average

(2) Average

(1) Unacceptable

Total #

(4) Exemplary

(3) Above

Average

(2) Average

(1) Unacceptab

le

Total #

Lesson Foundation

80% (n=4)

20% (n=1)

0%

0%

5 100% (n=7)

0%

0%

0%

7

Research Base 40% (n=2)

60% (n=3)

0%

0%

5 71% (n=5)

29% (n=2)

0%

0%

7

*Rubric reflects revisions made for the Spring 2011 Graduating class

VU Main Campus Spring 2011 Graduates VUJC Spring 2010 Graduates Component (4)

Exemplary (3)

Above Average

(2) Average

(1) Unacceptable

Total #

(4) Exemplary

(3) Above

Average

(2) Average

(1) Unacceptable

Total #

Instructional Strategies

71% (n=20)

14% (n=4)

14% (n=4)

0% (n=0)

28 67% (n=4)

17% (n=1)

17% (n=1)

0% (n=0)

6

Research-Based Instruction

64% (n=18)

14% (n=4)

14% (n=4)

7% (n=2)

28 83% (n=5)

17% (n=1)

0% (n=0)

0% (n=0)

6

EDUC 477 and 492: Student Teaching Key Assessment: Student Teaching Evaluation Course Objectives Related to Diversity:

• Create an environment within the school and classroom that models and encourages acceptance and inclusion, promotes student self-advocacy, enhances feelings of dignity and self-worth of all students, and focuses on teaching appropriate student interaction, active engagement in individual and small group activities, and the prevention of behavior problems

• Encourage student learning and engagement by offering choices that reflect student needs and interests, recognize different learning styles and developmental levels, promote problem-solving, include high teacher expectations, and positive communication and social interactions among teacher and students

• Collaborate and/or co-teach with general educators, related service providers, paraprofessionals, volunteers, and tutors to implement inclusive education, share responsibilities for students with disabilities, and use information regarding general characteristics of students with disabilities or from diverse linguistic backgrounds to assist in modifying curriculum and instruction and/or to providing an expanded curriculum to accommodate individual student needs based on the behavior and/or learning goals as stated in the IEP

Scoring Rubric Related to Diversity Guiding Principle 1: Teacher candidates know the subjects they teach and how to teach those subjects to students [INTASC 1, 2, 3,4, 6, 7, & 8]

Indicator 4 3 2 1 N Develops lesson plans and units that are developmentally appropriate for students Considers family and cultural backgrounds, prior experiences, interests and preferences, and prerequisite knowledge of students when planning learning experiences

Employs a variety of teaching strategies, materials, and resources Recognizes and respects diversity of student learning needs and preferences Uses specialized strategies and adaptations to modify curriculum and instruction to accommodate students with special learning needs

Guiding Principle 2: Teacher candidates demonstrate proficiency in managing and monitoring classrooms [INTASC 2, 3, 5, & 6]

Indicator 4 3 2 1 N Creates a positive classroom environment that fosters respect among students and establishes a caring atmosphere Demonstrates high expectations for all students Develops creative lessons and activities with learning objectives that are meaningful and relevant to students Models respect for students who have cultural, religious, and racial differences and for students with specific learning and/or behavioral needs

Develops and maintains rapport with students in ways that are appropriate to the students’ developmental needs Plans for active student engagement and motivating tasks Creates a learning environment that encourages positive social interaction among students Establishes a climate that promotes fairness Guiding Principle 5: Teacher candidates use appropriate technology to enhance student learning [INTASC 1, 2, 3, 4, 6, 7 & 8]

Candidate Data Candidate performance on Elementary Education Student Teaching Evaluation Spring 2009 Graduates VU Main Campus (n=15) Jasper Campus (VUJC) (n=12)* Evaluation Component Guiding Principle #1

Score 4

Score 3

Score 2

Score 1

# Sts

Score 4

Score 3

Score 2

Score 1

# Sts

Develops lesson plans and units that are developmentally appropriate for students

67% (n=10)

20% (n=3)

13% (n=2)

0% 15 67% (n=8)

25% (n=3)

8% (n=1)

0% 12

Considers family and cultural backgrounds, prior experiences, interests and preferences, and prerequisite knowledge of students when planning learning experiences

57% (n=8)

21% (n=3)

21% (n=3)

0% 14 42% (n=5)

50% (n=6)

8% (n=1)

0% 12

Employs a variety of teaching strategies, materials, and resources

67% (n=10)

20% (n=3)

13% (n=2)

0% 15 67% (n=8)

25% (n=3)

8% (n=1)

0% 12

Recognizes and respects diversity of student learning needs and preferences

73% (n=11)

7% (n=1)

20% (n=3)

0% 15 75% (n=9)

17% (n=2)

8% (n=1)

0% 12

Indicator

4 3 2 1 N

Uses technology to support learner-centered strategies that address the diverse needs of students

Uses specialized strategies and adaptations to modify curriculum and instruction to accommodate students with special learning and/or behavioral needs

62% (n=8)

23% (n=3)

15% (n=2)

0% 13 55% (n=6)

36% (n=4)

9% (n=1)

0% 11

Evaluation Component Guiding Principle #2

Creates a positive classroom environment that fosters respect among students and establishes a caring atmosphere

67% (n=10)

27% (n=4)

7% (n=1)

0% 15 75% (n=9)

8% (n=1)

17% (n=2)

0% 12

Demonstrates high expectations for all students 67% (n=10)

27% (n=4)

7% (n=1)

0% 15 75% (n=9)

17% (n=2)

8% (n=1)

0% 12

Develops creative lessons and activities with learning objectives that are meaningful and relevant to students

73% (n=11)

20% (n=3)

7% (n=1)

0% 15 75% (n=9)

8% (n=1)

17% (n=2)

0% 12

Models respect for students who have cultural, religious, and racial differences and for students with specific learning and/or behavioral needs

73% (n=11)

20% (n=3)

7% (n=1)

0% 15 75% (n=9)

17% (n=2)

8% (n=1)

0% 12

Develops and maintains rapport with students in ways that are appropriate to the students’ developmental needs

73% (n=11)

27% (n=4)

0% 0% 15 67% (n=8)

25% (n=3)

8% (n=1)

0% 12

Plans for active student engagement and motivating tasks

73% (n=11)

20% (n=3)

7% (n=1)

0% 15 67% (n=8)

17% (n=2)

17% (n=2)

0% 12

Creates a learning environment that encourages positive social interaction among students

67% (n=10)

33% (n=5)

0% 0% 15 75% (n=9)

8% (n=1)

17% (n=2)

0% 12

Establishes a climate that promotes fairness 67% (n=10)

27% (n=4)

7% (n=1)

0% 15 75% (n=9)

25% (n=3)

0% 0% 12



62% (n=8)

15% (n=2)

23% (n=3)

0% 13 67% (n=6)

22% (n=2)

11% (n=1)

0% 9

• The number of candidates varies because not all items were completed by the Cooperating Teachers. • Supervision for seven Student Teachers from the Vincennes Main Campus was provided by faculty from VU Jasper Campus

Candidate performance on Elementary Education Student Teaching Evaluation Spring 2010 Graduates

VU Main Campus (n=22) Jasper Campus (VUJC) (n=8) * Evaluation Component Guiding Principle #1

Score 4

Score 3

Score 2

Score 1

# Sts

Score 4

Score 3

Score 2

Score 1

# Sts


77% (n=17)

18% (n=4)

5% (n=1)

0% 22 88% (n=7)

13% (n=1)

0% 0% 8


68% (n=15)

23% (n=5)

9% (n=2)

0% 22 88% (n=7)

13% (n=1)

0% 0% 8


62% (n=13)

33% (n=7)

5% (n=1)

0% 21 88% (n=7)

13% (n=1)

0% 0% 8


73% (n=16)

23% (n=5)

5% (n=1)

0% 22 88% (n=7)

13% (n=1)

0% 0% 8


55% (n=11)

30% (n=6)

15% (n=3)

0% 20 83% (n=5)

17% (n=1)

0% 0% 6



73% (n=16)

27% (n=6)

0% 0% 22 100% (n=8)

0% 0% 0% 8


18% (n=4)

9% (n=2)

0% 22 88% (n=7)

13% (n=1)

0% 0% 8


68% (n=15)

27% (n=6)

5% (n=1)

0% 22 100% (n=8)

0% 0% 0% 8


76% (n=16)

19% (n=4)

5% (n=1)

0% 21 100% (n=8)

0% 0% 0% 8


64% (n=14)

32% (n=7)

5% (n=1)

0% 22 100% (n=8)

0% 0% 0% 8


59% (n=13)

36% (n=8)

5% (n=1)

0% 22 88% (n=7)

13% (n=1)

0% 0% 8


68% (n=15)

32% (n=7)

0% 0% 22 100% (n=8)

0% 0% 0% 8


32% (n=7)

0% 0% 22 100% (n=8)

0% 0% 0% 8



68% (n=13)

21% (n=4)

11% (n=2)

0% 19 88% (n=7)

13% (n=1)

0% 0% 8

• The number of candidates varies because not all items were completed by the Cooperating Teachers. • Supervision for one Student Teacher from the Vincennes Main Campus was provided by faculty from Jasper Campus

Candidate performance on Elementary Education Student Teaching Evaluation Spring 2011 Graduates


Score 4

Score 3

Score 2

Score 1

# Sts

Score 4

Score 3

Score 2

Score 1

# Sts


46% (n=12)

38% (n=10)

15% (n=4)

0% 26 71% (n=5)

29% (n=2)

0% 0% 7


58% (n=15)

31% (n=8)

12% (n=3)

0% 26 67% (n=8)

33% (n=4)

0% 0% 7


48% (n=13)

41% (n=11)

11% (n=3)

0% 27 43% (n=3)

57% (n=4)

0%

0% 7


52% (n=14)

33% (n=9)

15% (n=4)

0% 27 71% (n=5)

297% (n=2)

0% 0% 7


36% (n=9)

40% (n=10)

24% (n=6)

0% 25 14% (n=2)

86% (n=5)

0%

0% 7



59% (n=16)

26% (n=7)

15% (n=4)

0% 27 86% (n=5)

14% (n=2)

0% 0% 7


37% (n=10)

15% (n=4)

0% 27 71% (n=5)

29% (n=2)

0% 0% 7

Develops creative lessons and activities with 48% 33% 19% 0% 27 57% 43% 0% 0% 7

learning objectives that are meaningful and relevant to students

(n=13) (n=9) (n=5) (n=4) (n=3)


69% (n=18)

23% (n=6)

8% (n=2)

0% 26 57% (n=4)

43% (n=3)

0% 0% 7


59% (n=14)

26% (n=7)

15% (n=4)

0% 27 71% (n=5)

29% (n=2)

0% 0% 7


44% (n=12)

44% (n=12)

11% (n=3)

0% 27 57% (n=4)

43% (n=3)

0%

0% 7


48% (n=13)

33% (n=9)

19% (n=5)

0% 27 57% (n=4)

43% (n=3)

0%

0% 7


37% (n=10)

7% (n=1)

0% 27 57% (n=4)

43% (n=3)

0%

0% 7



59% (n=14)

26% (n=7)

15% (n=4)

0% 27 71% (n=5)

29% (n=2)

0% 0% 7

• The “number” of candidates varies because not all items were completed by the Cooperating Teachers.

Candidate performance on Special Education Student Teaching Evaluation Spring 2011 Graduates


Score 4

Score 3

Score 2

Score 1

# Sts

Score 4

Score 3

Score 2

Score 1

# Sts


65% (n=17)

23% (n=6)

12% (n=3)

0% 26 83% (n=10)

17% (n=2)

0% 0% 12


48% (n=13)

37% (n=10)

15% (n=4)

0% 26 67% (n=8)

33% (n=4)

0% 0% 12


69% (n=18)

23% (n=6)

8% (n=2)

0% 26 83% (n=10)

8% (n=1)

8% (n=1)

0% 12


74% (n=20)

15% (n=4)

11% (n=3)

0% 26 83% (n=10)

17% (n=1)

0% 0% 11

Uses specialized strategies and adaptations to 53% 33% 13% 0% 26 67% 25% 8% 0% 12

modify curriculum and instruction to accommodate students with special learning and/or behavioral needs

(n=8) (n=5) (n=2) (n=8) (n=3) (n=1)



67% (n=10)

33% (n=5)

0% 0% 15 83% (n=10)

17% (n=2)

0% 0% 12


33% (n=5)

7% (n=1)

0% 15 83% (n=10)

17% (n=2)

0% 0% 12


53% (n=8)

47% (n=7)

0% 0% 15 83% (n=10)

17% (n=2)

0% 0% 12


71% (n=10)

29% (n=4)

0% 0% 14 92% (n=11)

8% (n=1)

0% 0% 12


71% (n=10)

21% (n=3)

7% (n=1)

0% 14 83% (n=10)

17% (n=2)

0% 0% 12


53% (n=8)

47% (n=7)

0% 0% 15 83% (n=10)

8% (n=1)

8% (n=1)

0% 12


60% (n=9)

40% (n=6)

0% 0% 15 75% (n=9)

17% (n=2)

8% (n=1)

0% 12


40% (n=6)

0% 0% 15 75% (n=9)

17% (n=2)

8% (n=1)

0% 12



60% (n=6)

20% (n=2)

20% (n=2)

0% 10 58% (n=7)

33% (n=4)

8% (n=1)

0% 12

• The “number” of candidates varies because not all items were completed by the Cooperating Teachers. * Supervision for seven Student Teachers from the Vincennes Main Campus was provided by faculty from VU Jasper

Experiences with Faculty from Diverse Groups Vincennes University is making a concentrated effort to provide candidates with opportunities to interact with instructors and/or school-based faculty from diverse groups. All candidates take 46-47 hours of general education/liberal education courses. In those courses, candidates have multiple opportunities to interact with diverse members of the university community, including faculty, guest speakers, and students. Further, many extra-curricular activities, such as student government association and athletic programs, provide candidates with the opportunity to attend and participate in functions that broaden their opportunities to interact with diverse individuals. Additionally, many teacher candidates also have attended state and national conferences, including the PATINS Assistive Technology Conference, the Indiana Learning Disabilities Conference, and the International Council for Exceptional Children Conference. These experiences also provided candidates with opportunities to hear presentations and to interact and learn from individuals with diverse perspectives. Another opportunity to interact with diverse faculty is the Cultural Immersion Project completed by EDUC 293: Special Education Practicum candidates. Special Education/Elementary Education candidates spend two days at the Ben Davis University School campus interacting with students and faculty both at the high school and at the pre-school. Ben Davis University School is a diverse teaching environment with approximately 23% diversity among the full-time and adjunct faculty. The pre-school faculty is equally diverse. Focused observations and reflections are required assignments related to this project.

Faculty Demographics

Prof. Ed. Faculty Who Teach Only In Initial Teacher Preparation Programs n (%)

Prof. Ed. Faculty Who Teach Only In Advanced Teacher Preparation Programs n (%)

Prof. Ed. Faculty Who Teach in Both Initial Teacher Preparation & Advanced Programs n (%)

All Faculty in the Institution n (%)

School-based Faculty n (%)

American Indian or Alaska Native

0 N/A N/A 0 0

Asian 0 N/A N/A 1 0 Black or African American, non-Hispanic

0 N/A N/A 5 0

Native Hawaiian or Other Pacific Islander

0 N/A N/A 0 0

Hispanic or Latino

0 N/A N/A 1 0

White, non-Hispanic

5 N/A N/A 237 123

Two or more races

0 N/A N/A 0 0

Other 0 N/A N/A 0 0 Race/ethnicity unknown

0 N/A N/A 2 0

Total 5 N/A N/A 246 123 Female 4 N/A N/A 110 113 Male 1 N/A N/A 136 10 Total 5 N/A N/A 246 123

Faculty Recruitment The university engages in efforts to hire and retain male and female faculty from various racial and ethnic backgrounds, geographic locations, and religious beliefs. Positions are posted in national publications such as the Chronicle of Higher Education, at professional meetings and conferences, and on the Vincennes University website. New faculty orientation and professional development opportunities support the unit’s efforts to retain a diverse faculty.

Experiences with Candidates from Diverse Groups All teacher candidates in the VU Education Program enroll in general education/liberal education courses in which they have multiple opportunities to interact with diverse students. Further, candidate participation in extra-curricular activities also provides candidates with the opportunity to attend and participate in functions that broaden their opportunities to interact with diverse individuals. Within the Education Unit, a number of students from diverse racial backgrounds declare education as their intended major. Candidates have multiple opportunities to interact during Education core courses during the first two years of the program. Unfortunately, many diverse students fail to pass Praxis I and seek Associate degrees in Education rather than the Bachelor of Science degree. Additionally, many teacher candidates also have attended state and national conferences, including the PATINS Assistive Technology Conference, the Indiana Learning Disabilities Conference, and the International Council for Exceptional Children Conference. These experiences also provided candidates with opportunities to interact with diverse candidates from other institutions. Teacher candidates who are currently enrolled in the third and fourth years of the Education program represent diversity regarding socioeconomic and religious backgrounds. Many of the teacher education candidates from Knox County and Davies County are primarily rural, very low SES, first-generation college students, and mostly Caucasian. Many teacher candidates who reside in Martin, Davies, and surrounding counties are Amish and Mennonite.

Candidate Demographics

3rd & 4th year candidates 2010 School Year

Candidates in Initial Teacher Preparation Programs

All Students in the Institution

American Indian or Alaska Native

1 26

Asian 1 32 Black or African America, non-Hispanic

1 803

Native Hawaiian or Other Pacific Islander

0

Hispanic or Latino 106 White, non-Hispanic 76 5,555 Two or more races International 54 Race/ethnicity unknown 305 Total 79 6,522 Male 12 3,621 Female 67 3,260 Total 79 6, 821

Candidate Recruitment Currently, the Office of Admissions is making proactive efforts to recruit diverse students to the university. Target recruitment areas include northwestern Indiana and urban areas in Indianapolis, Fort Wayne, and Evansville. In addition, Vincennes University has a partnership with Ben Davis University School to provide high school students with an opportunity to earn a two-year Associates' Degree while completing their high school requirements. Efforts have been made to recruit diverse students from Ben Davis University School in Indianapolis, IN. Education faculty members have presented detailed information to BDU students and their parents regarding the Education program. It is hoped that this partnership will encourage Ben Davis students to come to Vincennes University to complete four-year degree programs; thereby increasing the diversity within Vincennes University student body. In addition, Vincennes University has two scholarships available that are specifically for minority (African American) students. The Martin Luther King scholarship is awarded by the Director of International and Cultural Affairs, and the William Crawford scholarship is awarded by the Director of Youth Programs – Indiana Black Expo, Inc. Additionally, all students who are US Citizens are eligible for all Foundation and Academic scholarships. In terms of retention of a diverse study body, the Multicultural and International Student Affairs Office supports African American students, students of color, underrepresented students, and all international students in achieving their goals at VU by encouraging their academic, cultural, and professional development. See the following link: (http://www.vinu.edu/cms/opencms/student_services/multicultural_international_student_services/ ). Further the Multicultural and International Student Affairs Office sponsors dinners and cultural events for students and for the community at large. In addition, VU has two programs designed to support academic achievement of diverse students, STEP and COPE. The STEP Program provides comprehensive services for students with learning disabilities. The COPE Program provides services to low income and first-generation college students, and/or students who have a learning or physical disability.

Facilitating Experiences of VU Candidates with Students from Diverse Groups

The proficiencies related to diversity are expressed in national, state, and institutional standards. These standards are incorporated into VU's Education Program in various ways. The field-based experiences and student teaching experiences also are aligned with standards. All of the course objectives and the evaluation instruments from the field experience courses (EDUC 290 and EDUC 293) and from student teaching (EDUC 477, EDUC 492, and EDUC 495) also are aligned with national, state, and institutional standards.

During early field experiences (EDUC 290 and EDUC 293), VU candidates spend 60 hours observing and participating in schools in Vincennes and the surrounding areas. In these schools, there are students of various cultures and races, many students of low socioeconomic status, and students who have a variety of religious backgrounds. For the most part, these same schools are used for the student teaching experiences (EDUC 477, EDUC 492, and EDUC 495). The diversity of these schools is indicative of the cultural, racial, socioeconomic, and religious make-up of Vincennes and the surrounding counties.

Of particular note, during EDUC 293: Special Education Practicum, the teacher candidates have the opportunity to be involved in a Cultural Immersion Project. The candidates spend two days immersed in a culturally diverse school in Indianapolis, IN observing in a high school setting and also in a preschool setting. The candidates have focused assignments to complete while in the field. The demographics of Ben Davis University School are as follows: 50% White, 35% African-American, 10% Hispanic, 1% Asian, and 4% Multi-racial. Thirty-nine percent of the students receive free lunch and 12% receive reduced priced lunch. This experience has become an integral component of the Special Education Practicum.

Additionally, teacher candidates are assessed on their dispositions during field experiences and student teaching. Teacher candidates are assessed on caring, fairness, the belief that all children can learn, and valuing diversity. Dispositions are assessed at the conclusion of each field experience and during the Midterm and Final Evaluation of the student teaching experience.

Demographics on Sites for Field Experience and Clinical Practice

Name of School

American Indian

Asian Black Native Hawaiian or other Pacific Islander

Hispanic White Two or more races

Students receiving

free/reduced price lunch

English Language Learners

Students with

Disabilities

Barr-Reeve Primary Grade School, Montgomery, IN

0 0 0 0 0 120 (100%)

0 30 (25%)

0 17 (14.2%)

Bloomfield Elem, Bloomfield, IN

4 (.7%)

2 (.4%)

2 (.4%)

0 12 (2.1%)

533 (93.7%)

16 (2.8%)

240 (42.2%)

0 60 (10.5%)

Bridgeport Grade School, Bridgeport, IL

0 1 (.3%)

0 0 2 (.6%)

326 (96.4%)

9 (2.7%)

182 (53.8%)

Not Available

Not Available

Burris Elem, Mitchell, IN

1 (.2%)

2 (.5%)

1 (.2%)

0 4 (.9%)

421 (97.2%)

4 (.9%)

227 (52.4%)

0 75 (17.3%)

Carlisle Elem & Jr. High, Carlisle, IN

0 2 (.8%)

1 (.4%)

0 7 (2.8%)

239 (94.8%)

3 (1.2%)

145 (57.5)

0 44 (17.5%)

Cedar Crest Intermediate School, Huntingburg, IN

1 (.5%)

0 1 (.5%)

0 4 (1.8%)

209 (96.3%)

2 (.9%)

52 (24%)

0 27 (12.4%)

Chrisney Elem, Chrisney, IN

5 (2.8%)

0 0 0 0 170 (96.6%)

1 (.6%)

72 (40.9%)

1 (.6%)

32 (18.2%)

Clark Middle School, Vincennes, IN

1 (.2%)

3 (.5%)

9 (1.4%)

0 17 (2.7%)

584 (92.7%)

16 (2.5%)

342 (54.3%)

3 (.5%)

83 (13.2%)

Dubois Elem, Dubois, IN

0 0 0 1 (.4%)

3 (1.2%)

248 (96.1%)

6 (2.3%)

91 (35.3%)

0 39 (15.1%)

Dugger Elem, Dugger, IN

1 (.6%)

0 2 (1.6%)

0 7 (4%)

163 (94.2%)

0 82 (47.4%)

0 30 (17.3%)

Ferdinand Elem, 0 3 3 0 9 254 0 58 5 30

Ferdinand, IN (1.1%) (1.1%) (3.3%) (94.4%) (21.6%) (1.9%) (11.2%) Fifth Street Elem, Jasper, IN

1 (.2%)

3 (.7%)

10 (2.4%)

2 (.5%)

98 (23.4%)

303 (72.5%)

1 (.2%)

228 (54.5%)

79 (18.9%)

86 (20.6%)

Franklin Elem, Vincennes, IN

0 8 (2.1%)

8 (2.1%)

0 13 (3.4%)

346 (90.6%)

7 (1.8%)

188 (49.2%)

0 62 (16.2%)

Helen Griffith Elem, Washington, IN

0 4 (.9%)

5 (1.2%)

1 (.2%)

63 (14.8%)

335 (78.6%)

18 (4.2%)

328 (77%)

31 (7.3%)

80 (18.8%)

Huntingburg Elem, Huntingburg, IN

1 (.2%)

3 (.5%)

1 (.2%)

0 157 (25.5%)

445 (72.3%)

8 (1.3%)

315 (51.2%)

105 (17%)

84 (13.7%)

Ireland Elem, Ireland, IN

1 (.2%)

9 (1.9%)

0 0 5 (1%)

461 (96.4%)

2 (.4%)

39 (8.2%)

3 (.6%)

41 (8.6%)

Lawrenceville High School, Lawrenceville, IL

0 2 (.5%)

1 (.3%)

0 4 (1.1%)

361 (96.5%)

6 (1.6%)

162 (43.3%)

Not Available

Not Available

Lena Dunn Elem, Washington, IN

1 (.3%)

0 11 (3%)

0 122 (33.6%)

206 (56.7%)

23 (6.3%)

324 (89.3%)

86 (23.7%)

92 (25.3%)

Lincoln Elem, Bedford, IN

2 (.6%)

1 (.3%)

2 (.6%)

0 5 (1.5%)

306 (94.4%)

8 (2.5%)

202 (62.3%)

0 61 (18.8%)

Lincoln Elem, Robinson, IL

1 (.3%)

1 (.3%)

4 (1.3%) 0 8 (2.5%)

287 (90.8%)

15 (4.7%)

149 (47.2%)

Not Available

Not Available

Lincoln High School, Vincennes, IN

1 (.1%)

12 (1.5%)

18 (2.3%)

1 (.1%)

13 (1.7%)

719 (91.5%)

22 (2.8%)

313 (39.8%)

6 (.8%%)

110 (14%)

Linton-Stockton Elem, Linton, IN

0 2 (.3%)

1 (.1%)

0 10 (1.4%)

673 (95.9%)

16 (2.3%)

353 (50.3%)

0 91 (13%)

Loogootee Elem, Loogootee, IN

0 2 (.5%)

0 0 7 (1.8%)

373 (97.4%)

1 (.3%)

148 (38.6%)

0 51 (13.3%)

Loogootee Jr-Sr High and Intermediate School, Loogootee, IN

0 1 (.2%)

0 0 2 (.3%)

601 (97.7%)

11 (1.8%)

216 (35.1%)

0 117 (19%)

Lyons Elem, 0 3 0 0 5 163 3 73 0 32

Lyons, IN (1.7%) (2.9%) (93.7%) (1.7%) (42%) (18.4%) Nancy Hanks Elem, Ferdinand, IN

0 1 (.3%)

0 0 2 (.7%)

277 (96.2%)

8 (2.8%)

46 (16%)

4 (1.4%)

41 (14.2%)

North Daviess Elem, Elnora, IN

6 (.9%)

1 (.2%)

4 (.6%)

2 (.3%)

8 (1.2%)

634 (96.8%)

0 254 (38.8%)

73 (11.1%)

85 (13%)

North Elem, Washington, IN

4 (1%)

3 (.7%)

2 (.5%)

0 30 (7.2%)

369 (88.3%)

10 (2.4%)

189 (45.2%)

21 (5%)

65 (15.6%)

North Knox Central Elem, Bicknell, IN

0 2 (.7%)

4 (1.3%)

0 7 (2.3%)

288 (95.7%)

0 214 (71.1%)

0 38 (12.6%)

North Knox High School, Bicknell, IN

1 (.2%)

1 (.2%)

2 (.5%)

1 (.2%)

3 (.7%)

399 (97.1%)

4 (1%)

176 (42.8%)

0 52 (12.7%)

North Knox West Elem, Bruceville, IN

2 (.9%)

0 2 (.9%)

0 0 220 (98.2%)

0 81 (36.2%)

0 29 (12.9%)

Orleans Elem, Orleans, IN

0 1 (.2%)

2 (.5%)

0 0 435 (99.1%)

1 (.2%)

228 (51.9%)

0 69 (15.7%)

Otwell Elem, Otwell, IN

0 0 0 0 3 (1.5%)

190 (97.4%)

2 (1%)

68 (34.9%)

1 (.5%)

34 (17.4%)

Patoka Elem, Patoka, IN

2 (1.3%)

0 0 0 7 (4.5%)

137 (88.4%)

9 (5.8%)

115 (74.2%)

0 26 (16.8%)

Perry Central Elem, Leopold, IN

0 1 (.2%)

0 0 4 (.6%)

628 (97.7%)

10 (1.6%)

240 (37.3%)

0 80 (12.4%)

Petersburg Elem, Petersburg, IN

0 1 (.2%)

5 (1.1%)

0 2 (.4%)

453 (96.2%)

10 (2.1%)

198 (42%)

4 (.8%)

142 (30.1%)

Pine Ridge Elem, Birdseye, IN

0 0 2 (.8%)

0 3 (1.3%)

231 (96.7%)

3 (1.3%)

88 (36.8%)

1 (.4%)

21 (8.8%)

Precious Blood, Jasper, IN

0 0 0 0 3 (1.5%)

197 (98.5%)

0 4 (2%)

0 14 (7%)

Riley Elem, Vincennes, IN

0 0 0 0 9 (4.9%)

161 (87.5%)

14 (7.6%)

147 (79.9%)

1 (.5%)

42 (22.8%)

Shoals 3 3 1 0 5 314 11 203 0 86

Community Elem, Shoals, IN

(.9%) (.9%) (.3%) (1.5%) (93.2%) (3.3%) (60.2%) (25.5%)

Springs Valley Elem, French Lick, IN

2 (.5%)

0 14 (3.2%)

0 21 (4.8%)

376 (85.5%)

27 (6.1%)

234 (53.2%)

4 (.9%)

112 (25.5%)

South Knox Elem, Vincennes, IN

0 1 (.1%)

0 1 (.1%)

15 (2.2%)

639 (95.7%)

12 (1.8%)

198 (29.6%)

0 110 (16.5%)

South Knox Middle-High, Vincennes, IN

0 1 (.2%)

0 0 14 (2.5%)

528 (95.7%)

9 (1.6%)

146 (26.4%)

0 53 (9.6%)

Sullivan Elem, Sullivan, IN

1 (.2%)

2 (.3%)

3 (.5%)

1 (.2%)

8 (1.3%)

598 (94.8%)

18 (2.9%)

296 (46.9%)

0 72 (11.4%)

Sullivan Middle School, Sullivan, IN

1 (.3%)

2 (.7%)

0 0 9 (3.1%)

277 (94.5%)

4 (1.4%)

107 (36.5%)

0 39 (13.3%)

Sumner Attendance Center, Sumner, IL

0 0 2 (.9%)

0 2 (.9%)

207 (94.1%)

9 (4.1%)

125 (56.8%)

Not Available

Not Available

Tecumseh-Harrison Elem, Vincennes, IN

1 (.3%)

3 (.8%)

6 (1.7%)

0 10 (2.8%)

323 (90%)

16 (4.5%)

258 (71.9%)

0 38 (10.6%)

Tenth Street Elem, Jasper, IN

4 (.8%)

7 (1.4%)

2 (.4%)

1 (.2%)

89 (18.3%)

372 (76.5%)

11 (2.3%)

231 (47.5%)

64 (13.2%)

64 (13.2%)

Veale Elem, Washington, IN

1 (.6%)

0 2 (1.2%)

0 2 (1.2%)

155 (96.3%)

1 (.6%)

36 (22.4%)

2 (1.2%)

16 (9.9%)

Vigo Elem, Vincennes, IN

1 (.3%)

1 (.3%)

7 (2%)

0 16 (4.7%)

309 (90.1%)

9 (2.6%)

244 (71.1%)

1 (.3%)

60 (17.5%)

William Tell Elem, Tell City, IN

2 (.2%)

6 (.7%)

3 (.3%)

1 (.1%)

12 (1.4%)

820 (94.5%)

24 (2.8%)

453 (52.2%)

2 (.2%)

90 (10.4%)

Winslow Elem, Winslow, IN

0 2 (.7%)

1 (.4%)

0 0 273 (97.5%)

4 (1.4%)

129 (46.1%)

0 73 (26.1%)

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