Standard 4: Diversity

4.5 Evidence for the Onsite BOE Team to validate during the onsite visit:

Examples of candidate work samples. How are proficiencies related to diversity being addressed and assessed?

Diversity Committee Meeting ? October 08, 2010


The following chart is a result of a Standard Four NCATE  Committee meeting/brainstorming session regarding diversity assignments and answering the BOE Off-Site Review, Request for Evidence, Standard 4, #1


How are proficiencies related to diversity being addressed and assessed?

Addressed? Assessed?
All Diversities Addressed
HLRN 325 Test
SEDU 415  
LIBS 451 Cases, unbaised
SWK 220 Presentations, journals, test
TCED 302  
TCED 305  
TCED 780  
Some Diversities Addressed
SPED 300/500 test
TCED 450 research
All Diversities Addressed
EDFN 720 ? awareness of each of the diversities tests, discussions, self-assessment, cases, research
Some Diversities Addressed
EDLD 745 case ? respond, aggregate test scores
TCED 650 research


Diversity issues are being addressed in other courses as indicated course syllabi.


Addressing Diversity TCED 340

Addressing Diversity Social Work 220 Activities

Addressing Diversity Social Work 220 Syllabus

Addressing Diversity Art

Addressing Diversity - Judaism - Student-made Powerpoint


2. Mid-session student teaching progress report. How are diversity proficiencies addressed on this report? How are candidates performing on these assessments?

Mid-Session Dispositions Alignment with CF

Candidates Performance on Mid-Session Dispositions Rating


3. Demographics of the unit faculty. How diverse is the unit faculty?

Unit Faculty Diversity


4. Demographics of the teacher education candidates. How diverse are the candidates in educator preparation?

Education Majors Diversity

Area Demographics

To view data, click on "Totals" or county name.

Martin Area (Main Campus)


Surrounding Counties








Parsons Center


Surrounding Counties








Selmer Center


Surrounding Counties






Ripley Center


Surrounding Counties






5. Placement of candidates in diverse P-12 settings? What is the process for placing candidates in those systems that show the greatest racial diversity? How does the unit track placements to ensure that all candidates gain experiences working with students from diverse groups?

Because our institution's service area is small, we are limited in the racially diverse experiences we can provide to our candidates in surrounding local school districts One way we ensure each candidate has a placement in a diverse setting is through our partnership with Union City Schools TCED 302 and/or TCED 305, which all majors except Health and Human Performance take, requires a placement in Union City Schools where both racial and socioeconomic diversity is 40-50% If candidates are not placed in Union City Schools during TCED 302 and/or TCED 305, the Director of Education Student Services assures that placement occurs with one of our racially diverse partnering schools during one of the candidate's clinical practice placements In addition to the TCED 302 and/or TCED 305 experience, candidates are also placed for field experiences in racially diverse settings for specific courses, such as SEDU 415/615's service-learning  project with Martin Housing Authority as well as ECED 460 and SPED 386 field experiences at Dresden Head Start The Office of Education Student Services keeps a database of all field placements for each candidate in the Teacher Education Program. Candidates lacking a diverse experience prior to clinical practice are flagged and are guaranteed a diverse placement for at least one of the clinical practice placements.


6. Process if a candidate is not performing at an acceptable level on the dispositions assessment. How are candidates assessed for dispositions related to diversity throughout the program? The unit has several avenues to assess professional dispositions related to diversity; however they appear to be assessed mainly before exiting the program. What safeguards are in place for those candidates identified as having problems with diverse learners?

Recognizing that our candidates have a limited opportunity to interact with diverse learners, we have attempted to be proactive in designing our program and have intentionally embedded opportunities and experience to interact with diverse populations All our graduate (Advanced and Initial licensure) programs take EDFN 720 Multicultural Issues in Education and Counseling with the exception of Education Leadership, whose candidates must have three-years' successful teaching experience, i.e. successful experience working with diverse learners The discussion board in the Multicultural class is used by the professor to survey attitudes toward diverse learners and counsel any biased attitudes that might appear. Until this semester, the instructor in EDFN 720 completed a dispositions rating, and only once was a diversity problem detected The instructor was able to resolve that with the assistance of her department chair.


In TCED 302/305 placements are made in Union City Schools which has around 40-50% racial and socio-economic diversity in its three schools (Union City Elementary, Union City Middle, and Union City High Schools) Dispositions are assessed there, and no problems have been detected


In Field Experience I and II classes the cooperating teachers have an opportunity to assess candidates in regard to their attitude toward working with diverse learners No problems have ever been reported.


Overall, through required coursework, assignments, and discussion board postings, all graduate and undergraduate students are introduced to various diverse topics and scenarios These required experiences provide faculty the opportunity to rate each candidate's disposition and provide additional opportunity for understanding and remediation to prevent negative interaction prior to exposure in an actual public school setting


See also Standard 1, Request for Evidence, #8.