Teacher Licensure
Diversity Proficiencies,
Courses, and Assessments
I=Introduced C=Competence demonstrated
Adolescent to Young Adult (AYA) Candidates will
Diversity Proficiencies
1.
2.
Learn to develop a classroom and
school climate that values diversity
and become aware of different
teaching and learning styles shaped by
cultural influences.
Demonstrate dispositions that value
learning by all students and develop
and teach lessons that incorporate
diversity.
Courses
I: EDT 110/507
Portfolio
entries/reflections from
field experience linking
observations with class
discussions
C: EDT 475/569
Observations of student
teacher (Domain B and
C)
Case Study of a
Learner (benchmark
assignment)
I: EDT 222/508
C: EDT 475/569
3.
Demonstrate dispositions that value
fairness. This includes the fair
treatment of students of different
genders, ethnicity, cultural
backgrounds, socio-economic status,
and English language learners
exceptionalities.
I: EDT 338/509
C: EDT 475/569
4.
Adapt instruction and services
appropriately for all students,
including students with
exceptionalities.
Assessments
I: EDT 340/570
Observations of student
teacher (Domain A and
C)
Class lesson
plan/portfolio reflection
(benchmark
assignment)and CT
evaluation
Lesson plan and
Observations of student
teacher (Domain B)
Lesson plan and
reflections
C: EDT 459/ 602
DECA: assessment and
student plan for student
learning
C: EDT 475/569
Observations of student
teacher (Domain A and
C)
1
Teacher Licensure
Diversity Proficiencies,
Courses, and Assessments
Art Education (AE) Candidates will
Diversity Proficiencies
1.
2.
Demonstrate dispositions that value
learning by all students including
English learners and learners with
exceptionalities.
Demonstrate dispositions that value
fairness. This includes the fair
treatment of students of different
genders, ethnicity, cultural
backgrounds, socio-economic status,
English language learners and
exceptionalities.
Courses
Assessments
I: EDT 222/508
Case Study of a
Learner (benchmark
assignment)
C: EDT 475/569
Observations of student
teacher (Domain A and
C)
C: EDT 475/569
Lesson plan and
Observations of student
teacher (Domain B)
Early Childhood Education (ECE) Candidates will
Diversity Proficiencies
1.
Recognize one’s own culture and the
cultural characteristics of others.
2.
Recognize how biases and
assumptions impact perceptions and
interactions with others.
3.
Communicate with people of all
cultures in ways that build trust and
respect.
Courses
Undergrad
I EDT 211
C EDT 313
Grad
I EDT 510
C EDT 528
Undergrad
I EDT 340
C EDT 313
Grad
I EDT 570
C EDT 513
Undergrad
I EDT 340
C EDT 313
Grad
I EDT 510
C EDT 513
2
Assessments
EDT 313 Family
Culture Study
EDT 510 Diversity
Case Study
EDT 528 Internship
Observation Record
EDT 313 Family
Culture Study
EDT 510 Diversity
Case Study
EDT 528 Internship
Observation Record
EDT 313 Family
Culture Study
EDT 510 Diversity
Case Study
EDT 528 Internship
Observation Record
Teacher Licensure
Diversity Proficiencies,
Courses, and Assessments
4.
Resolve conflicts that arise as a result
of biases, assumptions, and cultural
misunderstandings or
misinterpretations.
5.
Create a learning environment that is
fair, avoids discrimination and that
demonstrates the candidate’s belief
that all students can learn.
6.
Demonstrate an understanding of laws
related to diversity and inclusion.
Undergrad
I EDT 212
C EDT 473
Grad
I EDT 510
C EDT 528
Undergrad
I EDT 340
C EDT 473
Grad
I EDT 570
C EDT 528
Undergrad
I EDT 340
C EDT 473
Grad
I EDT 570
C EDT 528
EDT 473 ECE Student
Teaching Addendum
EDT 528 Internship
Observation Record
EDT 473 ECE Student
Teaching Addendum
EDT 528 Internship
Observation Record
EDT 473 ECE Student
Teaching Addendum
EDT 528 Internship
Observation Record
Foreign Language (FL) Candidates will
Diversity Proficiencies
1.
2.
Demonstrate dispositions that value
learning by all students including
English learners and learners with
exceptionalities.
Demonstrate dispositions that value
fairness. This includes the fair
treatment of students of different
genders, ethnicity, cultural
backgrounds, socio-economic status,
English language learners and
exceptionalities.
Courses
Assessments
I: EDT 222/508
Case Study of a
Learner (benchmark
assignment)
C: EDT 475/569
Observations of student
teacher (Domain A and
C)
C: EDT 475/569
Lesson plan and
Observations of student
teacher (Domain B)
3
Teacher Licensure
Diversity Proficiencies,
Courses, and Assessments
Intervention Specialist (IS) Candidates will
Diversity Proficiencies
Understands laws & legal issues
related to diversity & inclusion and
that all students can learn
2. Understand beliefs, traditions, &
values across & within cultures can
affect relationships among students,
their families, & school community
3. Be familiar with and use resources that
promote respect for linguistic, cultural,
and familial diversity, as well as
exceptionalities and ensures that all
students are treated fairly
4. Demonstrate how linguistic, cultural,
and familial diversity interacts with
exceptionalities to impact
individualized instruction
1.
Courses
I EDT 343/572
C EDT 344/575
Assessments
I EDT 343/572
C EDT 344/ 576 & 579
Research Paper/ Case
Study
Assessment
Journal Reflection
Resource Notebook
I EDT 343/ 572
C EDT 476/587 & 589
Resource notebook
Lesson Plan
I EDT 343/572
C EDT 476/589
Case Study
Student Teaching
Evaluation
Middle Childhood (MC) Candidates will
Diversity Proficiencies
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.
Provide evidence of their beliefs and
commitments to the implementation
and support of developmentally
responsive organizational structures
that foster socially equitable (fair)
educational practices for all students.
3. Design curriculum and select materials
that are integrative, challenging, and
grounded in the ideas, interests, and
experiences of all young adolescents.
2.
Courses
Assessments
EDT 222/508
Field Case Study
EDT 474/549
Student Teaching
Evaluations
EDT 222/508
Field Case Study
EDT 474/549
Student Teaching
Evaluations
EDT 321/509
Field Case Study
EDT 474/549
Student Teaching
Evaluations
4
Teacher Licensure
Diversity Proficiencies,
Courses, and Assessments
4.
5.
Create equitable, caring, and
productive learning environments.
Value the enrichment of learning that
comes from the diverse backgrounds,
values, skills, talents, and interests of
all young adolescents and their
families.
EDT 321/509
Field Case Study
EDT 474/549
Student Teaching
Evaluations
EDT 321/509
Field Case Study
EDT 474/549
Student Teaching
Evaluations
Music Education (ME) Candidates will
Diversity Proficiency
1.
2.
Courses
Assessments
Demonstrate dispositions that value
learning by all students including
English learners and learners with
exceptionalities.
I: EDT 222/508
Case Study of a
Learner (benchmark
assignment)
C: EDT 475/569
Observations of student
teacher (Domain A and
C)
Demonstrate dispositions that value
fairness. This includes the fair
treatment of students of different
genders, ethnicity, cultural
backgrounds, socio-economic status,
English language learners and
exceptionalities.
C: EDT 475/569
Lesson plan and
Observations of student
teacher (Domain B)
Physical Education (PE) Candidates will
Diversity Proficiencies
Courses
Assessments
Instruction- (Fairness)
Candidates identify, select, and implement
appropriate instructional methods that are
sensitive to students’ strengths/
weaknesses, multiple needs, learning
styles, and prior experiences (e.g. cultural,
personal, family, community; cognitive,
emotional, and physical exceptionalities).
101
220
300
324
470
417
1. Lesson Plan
Evaluations
2. Reflective Journals
3. Praxis III/ Pathwise
Evaluations (417)
4. University of Dayton
Adaptation of the
Test of Gross Motor
Development &
Physical Fitness
5
Teacher Licensure
Diversity Proficiencies,
Courses, and Assessments
Communication
Candidates communicate in ways that
demonstrate sensitivity to all students and
are considerate of ethnic, cultural, socioeconomic, ability, gender differences;
cognitive, emotional, and physical
exceptionalities.
101
220
300
324
470
417
Assessment
Candidates use an array of assessment
techniques to assess student performance,
provide feedback, and communicate
student progress with consideration to
ethnic, cultural, socio-economic, ability,
gender differences; cognitive, emotional,
and physical exceptionalities and/or
modifications made in relation thereto.
101
220
300
324
470
417
Reflection
Candidates engage in a reflective cycle
involving description of teaching,
justification of the teaching performance,
critique of the teaching performance, the
setting of teaching goals, and
implementation of change with
consideration to the ethnic, cultural, socioeconomic, ability, gender differences;
and/or cognitive, emotional, and physical
exceptionalities of their students; and their
personal responses to the those students
relative to attitude and disposition.
101
220
300
324
470
417
6
1. Lesson Plan
Evaluations
2. Reflective Journals
3. Praxis III/ Pathwise
Evaluations (417)
4. University of Dayton
Adaptation of the
Test of Gross Motor
Development &
Physical Fitness
(UDATGMDPF)
(220 only)
1. Lesson Plan
Evaluations
2. Reflective Journals
3. Praxis III/ Pathwise
Evaluations (417)
4. University of Dayton
Adaptation of the
Test of Gross Motor
Development &
Physical Fitness
(UDATGMDPF)
(220 only)
1. Lesson Plan
Evaluations
2. Reflective Journals
3. Praxis III/ Pathwise
Evaluations (417)
4. University of Dayton
Adaptation of the
Test of Gross Motor
Development &
Physical Fitness
(UDATGMDPF)
(220 only)