Revised 9/3/08
NCATE Standard 4: Diversity
University of Dayton—Middle Childhood Licensure Program
I=Introduced C=Competence demonstrated
PB IL=Post Baccalaureate Initial Licensure
Design, Implementation, &
Evaluation of Curriculum &
Experiences
Curriculum, field experiences,
and clinical practice help
candidates to demonstrate
knowledge, skills, and
dispositions related to
diversity. They are based on
well-developed knowledge
bases for, and
conceptualizations of, diversity
and inclusion so that
candidates can apply them
effectively in schools.
Candidates learn to
contextualize teaching and to
draw upon representations
from the students’ own
experiences and knowledge.
Middle Childhood Dispositions
that Demonstrate Diversity Proficiencies
Undergraduate
Courses
PB IL
Courses
Benchmark Assessments &
Related Fields
1. Are positive and enthusiastic about young adolescents and
are committed to the belief that all young adolescence can
learn at their development appropriate levels.
3. Provide evidence of their beliefs and commitments to the
implementation and support of developmentally responsive
organizational structures that foster socially equitable
educational practices.
12. Believe that their professional responsibilities extend
beyond the classroom and school (e.g., advisory committees,
parent-teacher organizations).
15. Model high standards of ethical behavior and professional
competence and collegiality as part of their professional
practice.
I EDT 222
I EDT 508
Field Case Study
This benchmark assessment
is part of a 20 hour field
experience completed in an
urban, charter school that
houses grades 7-12. It
affords all candidates an
opportunity to work with
diverse clinical educators &
P-12 students.
C EDT 474
C EDT 549
Student Teaching
Evaluations--Observations
around Pathwise & NMSA
Standards.
2. Plan and engage young adolescents in activities related to
their interpersonal, community, and societal responsibilities.
4. Design curriculum and select materials that are
integrative, challenging, and grounded in the ideas, interests,
and experiences of all young adolescents.
8. Create equitable, caring, and productive learning
environments.
11. Value the enrichment of learning that comes from the
diverse backgrounds, values, skills, talents, and interests of all
young adolescents and their families.
I EDT 321
I EDT 509
Classroom Management
Plan
C EDT 474
C EDT 549
Assessment Portfolio EntryPart I
Candidates learn how to
challenge students toward
cognitive complexity and engage
all students, including students
with exceptionalities, through
instructional conversation.
Candidates and faculty review
assessment data that provide
information about candidates’
ability to work with all students
and develop a plan for
improving their practice in this
area.
4. Design curriculum and select materials that are
integrative, challenging, and grounded in the ideas,
interests, and experiences of all young adolescents.
7. Select instructional strategies that are challenging,
culturally sensitive, and developmentally responsive.
13. Are committed to refining classroom and school
practices that address the needs of all young adolescents
based on research, successful practice, and experience.
I EDT 426
EDT 427
EDT 428
EDT 429
I EDT 532
EDT 533
EDT 534
EDT 535
Lesson Plan
C EDT 474
C EDT 549
Student Teaching
Evaluation—based on
Pathwise & NMSA
Standards.
9. Analyze data from formal and informal assessment to
adjust future lesson plans.
10. Value and appreciate all young adolescents regardless of
family circumstances, community environment, health,
and/or economic conditions.
14. Serve as advisors, advocates, and mentors for all young
adolescents.
I EDT 321
I EDT 509
Classroom Management
Plan
C EDT 474
C EDT 549
Assessment Portfolio EntryParts II and III