College:
Department:
Program:
ELEMENT 4a
NCATE Element 4a Diversity Matrix
PROGRAM INFORMATION
COURSES
- List classes that
address diversityrelated goals and
outcomes. Syllabi
are available on
the CTL/NCATE
website
1. Candidate
proficiencies related to
diversity are
articulated by the unit
2. Candidates
understand diversity,
including English
language learners (ELL)
& students with
exceptionalities
3. Candidates develop
& teach lessons that
incorporate diversity.
4. Candidates connect
instruction & services
to students’
experiences & cultures
FIELD
EXPERIENCES
MEASURES
OF
ASSESSMENT
AGGREGATED
DATA
INTERPRETATION REPORT
& IMPACT FOR PROGRAM
CHANGE
- Identify field
experiences
that are
available in
your program.
If none, leave
blank
- Identify how
elements are
assessed
(artifact, rubric,
etc.)
- Identify data
available
- Identify program changes
made based on data
Identify location of vision
Statements, Goals, and
Standards that specifically
articulate diversity-related
proficiencies and outcomes for
all candidates at the initial and
advanced levels
Identify where in your program
candidates are provided with
multiple opportunities to
understand, interact with,
prepare for work with and reflect
on work with diverse
populations, including English
language learners and students
with exceptionalities at the initial
and advanced levels
Identify where in your program
candidates are provide with
opportunities to develop and
teach lessons that incorporate
diversity
Identify where in your program
candidates are provided with
multiple opportunities to
connect instruction & services to
students’ experiences & cultures
CTL Diversity Matrix: Page 1 of 3
College:
Department:
Program:
ELEMENT 4a
5. Candidates
demonstrate sensitivity
to cultural & gender
differences
6. Candidates
incorporate multiple
perspectives in their
instruction (could be
only student teaching)
7. Candidates develop
classroom/school
climates that value
diversity (could be only
student teaching)
8. Candidates
understand teaching &
learning styles & can
adapt instruction.
9. Candidates
demonstrate
dispositions valuing
fairness & learning by
all (one assessment is
the initial disposition
inventory; at the
advanced level, this
does not need to be
course based).
NCATE Element 4a Diversity Matrix
PROGRAM INFORMATION
COURSES
FIELD
EXPERIENCES
MEASURES
OF
ASSESSMENT
AGGREGATED
DATA
INTERPRETATION REPORT
& IMPACT FOR PROGRAM
CHANGE
Identify where in your program
candidates are provided with
numerous opportunities to
demonstrate sensitivity to
cultural & gender differences
that are evidenced by respectful
relationships, relevance,
responsiveness
Identify where in your program
candidates are provided with
various opportunities to
incorporate multiple
perspectives in their instruction.
Identify where in your program
candidates are provided with
opportunities to observe, design
and practice the development of
inclusive classroom/school
climates that value diversity.
Identify where in your program
candidates are provided multiple
opportunities to understand
teaching & learning styles & can
adapt instruction.
Identify where in your program
candidates are provided multiple
opportunities to demonstrate
dispositions valuing fairness,
equity, inclusion & learning by
all.
CTL Diversity Matrix: Page 2 of 3
College:
Department:
Program:
ELEMENT 4a
10. Assessments
provide data on
candidate ability to
help students from
diverse populations
learn (could be only
student teaching).
11. Assessment data
are used for feedback
to candidates
NCATE Element 4a Diversity Matrix
PROGRAM INFORMATION
COURSES
FIELD
EXPERIENCES
MEASURES
OF
ASSESSMENT
AGGREGATED
DATA
INTERPRETATION REPORT
& IMPACT FOR PROGRAM
CHANGE
Identify where in your program
assessment data are collected,
aggregated, and used to ensure
candidate ability to help students
from diverse populations learn.
Identify where in your program
assessment data are collected,
aggregated and used to ensure
that all course and field-based
assessments, are used for
feedback to candidates
NCATE definition of Diversity = Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities,
language, religion, sexual orientation and geographical area.
WA State definition of cultural competency (from EHB 2261 & ESSB 5973) = "cultural competency" includes knowledge of student cultural histories and contexts,
as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in
adapting instruction to students' experiences and identifying cultural contexts for individual students.
CTL Diversity Matrix: Page 3 of 3