The diversity of the classrooms in which our candidates participate in field experiences and clinical practice reflect a broad range of diversity in terms of race/ethnicity, language, free or reduced lunch, diverse learners, exceptionalities,  and social economic levels.  A concerted effort is made to ensure that all candidates have the opportunity to demonstrate the knowledge, skills and dispositions necessary for working with diverse students in classroom based assignments and projects. The competencies adopted by the unit are being incorporated into their experiences and projects.  Evidence of the programs’ commitment to providing diverse experiences is present in the assignments and rubrics used to evaluate those experiences.  Clear expectations for the candidates are articulated in class syllabi, along with the assessments used to evaluate their performance.  In addition, candidates’ dispositions are assessed using the unit-wide rubric at three points throughout their education program, at foundation level, in methods courses, and during their clinical experience.

To further ensure that all candidates experience diversity in their field experiences, a DRG Tk20 database was created.  The Connecticut State Department of Education publishes a District Reference Group (DRG) classification listing every ten years which classifies public school students based on their education, income, and need, with those in similar districts (IR Addendum Exhibit 4.2.6 District Reference Groups).  Our elementary education candidates do their field work in the Danbury Public School District. Danbury is classified under the H category on the DRG.  It is probably one of the most diverse school districts in terms of racial/ethnic and economically balanced districts in Connecticut. See Danbury Indicators of Educational Need.

In addition to their classroom experience in many of the schools in the district, students may apply to attend the interdistrict magnet school, and are selected by lottery.  The Academy of International Studies (AIS) K-5 magnet school located on campus which provides a unique opportunity for an international focus.  In Connecticut, Interdistrict Magnet Schools are designed to voluntarily reduce racial, ethnic and economic isolation. At AIS urban students at AIS learn with peers from surrounding suburban districts.  AIS is one of the sites that our students are involved with for field experiences and clinical practice.

Secondary candidates are placed in the Bethel School District for their professional semester. Bethel has seen a significant increase in families from foreign countries in recent years. The racial/ethnic and socio economic status of their students has changed significantly. There has been an increase in services for their students for whom English is not the primary language and social emotional learning curriculum has been provided in grades K-8 on dealing with conflict and teaching tolerance.  In 2006, (the most recent DRG) Bethel was classified under the D category on the DRG but it is expected that will change during the next district reference classification because of the significant change in diversity. Indicators of Educational Need (IR Bethel Indicators of Educational Need and the Race/Ethnicity of Students for the 2011-2012 school year shows the categories for which the students in each school district subscribe to. See  

4.3 Feedback on correcting previous areas for improvements (AFI).

Rationale
The unit states that it has used the last few years as a period of constructive attempts to improve Standard 4. However, the unit does not specifically address in this section how it has ensured “that all candidates have an opportunity to complete field experiences in settings with P-12 students from diverse populations.” Their stated goal is to ensure that students enrolled in all initial and advanced programs are exposed to activities, processes, and outcomes that address all aspects of diversity. The unit has also developed goals, and associated activities to provide experiential learning opportunities to their candidates.

Teacher candidates are provided the opportunity through selective courses to reflect upon their own multicultural socialization. They are guided towards the cultivation of openness towards difference and a gradual journey towards cultural competence. Revised assessments include the Teacher Work Sample, based on the edTPA (4.4.i.8).

The unit amended the curriculum, field experiences, and clinical practice to enhance candidates’ knowledge, skills, and professional dispositions. The assessments all indicate some level of diversity training. There is evidence that in the initial program preparation there are courses geared towards preparing candidates to work with diverse students. Evidence of field experiences are found in EPY 203, EPY 204 and ED 206 which all require 15 hours. In ED 320 students are in the field for 10 days. ED 341 and ED 342 are the student teaching experiences for Elementary and Secondary candidates, which take place for one full semester. In the MAT program there is the one semester full internship.

The unit wherever possible prepares candidates to foster differentiated and culturally influenced learning techniques in order to connect to students’ existing cultural norms or reference. Candidates learn to embed multicultural resources and incorporate multiple perspectives to engage all students and strengthen the curriculum.

WCSU Response

4.3.1.   Teacher candidates are provided the opportunity through selective courses to reflect upon their own multicultural socialization. They are guided towards the cultivation of openness towards difference and a gradual journey towards cultural competence. Revised assessments include the Teacher Work Sample, based on the edTPA (IR Exhibit 3.4.f.3b Teacher Work Sample Directions and Rubric). The unit amended the curriculum, field experiences, and clinical practice to enhance candidates’ knowledge, skills, and professional dispositions. The assessments all indicate some level of diversity training. There is evidence that in the initial program preparation there are courses geared towards preparing candidates to work with diverse students. Evidence of field experiences are found in EPY 203, EPY 204 and ED 206 which all require 15 hours (increased to 20 hours in Spring 2014). In ED 320 students are in the field for 10 days. ED 341 and ED 342 are the student teaching experiences for Elementary and Secondary candidates, which take place for one full semester (See Syllabi IR Exhibit 1.5.b.1, Standard 1, by course). In the MAT program in addition to the field and student teaching experiences there is an additional 20 hours of service curing summer 2 (post-student teaching) to an urban organization serving youth and/or families.  The unit wherever possible prepares candidates to foster differentiated and culturally influenced learning techniques in order to connect to students’ existing cultural norms or reference. Candidates learn to embed multicultural resources and incorporate multiple perspectives to engage all students and strengthen the curriculum.

4.4 Areas of concern related to continuing to meet the standard

• The unit does not ensure that all candidates have an opportunity to complete field experiences in settings with P-12 students from diverse populations.

Rationale

The unit continues to have its largest school placements in suburban areas with at least two- thirds (61%) of the candidates place in suburban schools and only approximately one-third (37%) of the students in urban school settings. Rural placements are minimal (2%). Although many of the courses in the MAT program specify experiences working with diverse students, these courses are mainly theoretical with no field experience, except the student teaching and ED 571, which has a 20-hour service component. See 2014 WCSU Field and Clinical Placements  

Partnerships with local districts called Professional Development Centers allow for collaboration between the unit and the local schools; however, a survey of IR Exhibit 4.4.f.1 Appendix C – Diversity of PK-12 Students in Clinical Practice TU 7-14-22013 shows the diversity of P-12 students clinical practice sites for initial and advanced program placements are few. Of the115 schools there are 16 schools with a high number of diverse students including Black/African Americans, Asians, Hispanic/Latino and students with Disabilities, where candidates can experience those challenges and issues that typically face urban schools. The population of the majority of P-12 schools is predominantly White, non-Hispanic, which is representative of the demographics of the population of the region. There are however, variations of other diversity, such as students with learning disabilities and those receiving free or reduced lunch within these school populations.

WCSU Response

4.4.1    One way that the unit ensures that all candidates have an opportunity to work with diverse populations by placing all candidates in Danbury at Broadview or Ellsworth Elementary Schools.  Min the M.A.T. urban education experience.

Candidates in the advanced program are required to complete assignments focused on diversity as represented in IR Addendum Exhibit 4.2.2 Diversity Proficiencies – Assignments021214.

Student teacher placements, for the spring 2014 (2014 WCSU Field and Clinical Placements  ) semester, indicate 27 out of 67 are placed in urban school districts.  Student teachers work in a variety of school districts with diverse learners. They design lesson plans and create instructional environments to impact student learning.  The student teacher instrument and lesson plan rubrics used are responsive to the identified needs and differences of the students. (See also IR Exhibit 3.4.b.1 Aggregate Data on Placement in Field and Clinical Experiences – All Candidates from the Institutional Report).

The unit ensures that teacher candidates are placed in a diverse array of field/clinical settings. The unit’s partners range from high needs to low need schools in urban and rural settings. (See Tables 2 and 3 in IR Addendum Exhibit 4.1.1 2014 WCSU Field and Clinical Placements .

• Candidates do not have an adequate opportunity to interact with diverse faculty.

Rationale

Faculty diversity remains an area for improvement since the majority of faculty members in the initial and advanced program are Caucasian. Faculty demographic data indicates the teacher education faculty members are predominantly white, especially in the advanced programs. Of the 9 faculty members in the advanced programs only 1 is of Hispanic/Latino race. The unit highlights its continuing commitment to increase faculty diversity through advertisements in publications that target diverse populations. The unit also enhances their recruitment strategies conducting diversity training in recruitment and retention of diverse faculty along with other organizations within the institution.

WCSU Response

4.4.2    There are 13 full-time members of the Educational Unit who reside in the Education and Educational Psychology Department. Forty-six percent of the full-time faculty within the unit are diverse.

The experiences and knowledge that unit faculty has related to preparing candidates to work with diverse populations is varied.  All faculty are members of professional associations related to their areas of specialization. These organizations provide program structure and professional development opportunities for faculty.  Some faculty members serve as mentors to candidates through student organizations such as the Education Club, Connecticut Education Association, National Association of Music Education, and LETRA a student organization that promotes the study of languages other than English.