NCATE Standard 4 Report
At Grambling State University the Unit practices concepts and principles to design
powerful and effective learning experiences for candidates and PK-12 students. The
Unit strives to improve the impact of curriculum and instruction by helping candidates
work effectively with all students, including individuals of different ethnicities,
races, socioeconomic status, gender, exceptionalities, languages, religions, sexual
orientations, and/or geographical areas (Exhibit 4.4.e.1). Candidates have opportunities
to experience these factors as they work on committees and education projects related
to education and content areas. Faculty design teaching and learning activities, lesson
plans, and curriculum units that use concepts and principles of culturally responsive
pedagogy. Candidates, initial and advanced, are expected to develop and demonstrate
various proficiencies related to diversity. The diversity of initial and advanced
candidates is reflected in the Conceptual Framework (Exhibit 1.5.c.1). The unit provides
candidates a living and learning environment which nurtures their development for
leadership in academics, athletics, campus governance, and in their future pursuits.
Hence, a teaching and learning framework is used, modified, and adjusted to better
meet candidates essential characteristics, strengths, interests, readiness levels,
needs, prior knowledge, experiences, and profiles. The Unit recognizes that today's
society is much more technology-driven, information saturated, faster-paced, global,
multicultural, consumer-oriented and pluralistic in its viewpoints and ideas. As such
society demands a greater capacity to adapt to change than was the case in past generations.
In order to thrive in such a society, the Unit understands that candidates need to
be connected to a large network of ideas, experiences, people, and support systems.One
such support system is a common prayer session for all candidates to learn tolerance
and accept each other (Exhibit 4.4.b.8).
The diversity proficiencies are clearly articulated in the outcomes of the Conceptual
Framework.(Exhibit 1.5.c.1a) They are: describe diverse strategies for interrelating
disciplines in the instructional process; identify technology infusion strategies
for diverse populations; demonstrate the use of diverse experiences that incorporate
the underlying philosophy of education that is multicultural across the curriculum;
apply strategies that accommodate diverse learner needs by selecting and using appropriate
resources; analyze research that relates to strategies for promoting effective teaching
and learning in a global society; demonstrate an awareness of the social, cultural,
political, economic, and comparative contexts of schools and learners; display positive
self-concept development and respect for others ; display sensitivity to diverse learning
styles and multiple intelligences; and demonstrate sensitivity to the many facets
of diversity. Furthermore, the Unit prepares candidates at the advanced level to take
roles of leadership in highly diverse educational settings. The Unit provides curricular
experiences for the development of proficiencies "to help all students reach their
full potential" which is a commitment outlined in GSU's mission statement as well
as the Conceptual Framework (Exhibit 1.5.c.2).
For initial programs, an awareness of the importance of diversity in teaching and
learning is infused throughout the curriculum to expose candidates to curricular experiences
designed to prepare them effectively to meet the issues of a diverse society of the
21st century. Teaching diverse learners in uniquely small class arrangements where
close attention is provided to meet learner needs is one aspect which makes our program
unique. The Unit recognizes that students in today's classrooms pose a wide range
of diverse learning needs that teachers must be prepared to address, adapt instruction
and/or services for diverse populations, including linguistically and culturally diverse
students and students with exceptionalities. Part of this process is learning how
to understand and reach out to children who have a wide range of life experiences,
behaviors, beliefs about themselves and what school means to them. Diversity is a
critical component in the placement of candidates in field experiences by requiring
coursework and creating experiences that enable candidates to develop diversity proficiencies.
Field and clinical experiences afford candidates opportunities to apply understandings
about diversity in a variety of settings (Ex. 3.4.b.2). Furthermore, professional
development opportunities such as research symposia are implemented annually to enhance
cultural responsiveness, instructional skills and contributions to the professional
knowledge base. In addition, Grambling State University promotes diversity through
the Center for International Programs Exhibit 4.4.a.4 (https://www.gram.edu/life/studentlife/ciap/about.php)
in which teacher candidates are actively involved.
The professional development foundation courses in the primary teacher preparation
programs provide much of the knowledge base and dispositions for understanding and
valuing diversity and adapting instruction. The courses taught indicate the concept
of diversity as infused throughout the curriculum; the process begins at 100- level
and the 200- level, developed and emphasized at the 300- level and mastered and applied
at the 400-level coursework. ED 162, Introduction to Teaching addresses equity issues
in American public schools, as well as field work that focus on observing and identifying
various learning styles and instructional strategies. Candidates have the opportunity
to become reflective decision-makers, tap into prior and present experiences, and
make concrete applications in their professional practice. Awareness of the influence
of diverse contexts is introduced early in ED 200 Human Growth and Development (Exhibit
2.2.b.1) and the emphasis increases as students advance in the program. ED 200 introduces
social-cultural differences related to ethnic background, language, and gender as
well as exceptionalities and learning differences. Candidates explore human development
from a multicultural perspective and connect and integrate knowledge and experience
of human development across cultures. Candidates are required to complete fifteen
hours of field experience work to experience aspects of diversity. Courses that specifically
target candidate development of knowledge, skills and dispositions related to diversity
are ED 312 Introduction to the Education of Exceptional Children and ED 317 Multicultural
Education (Exhibit 2.2.b.1). ED 317 Multicultural Education course focuses on the
educational, sociological, and psychological principles of teaching diverse learners
where candidates explore the philosophies, theories, strategies, and competencies
required to effectively motivate, educate, direct, manage and evaluate learners in
a diverse classroom. Field experiences in the course consist of 10 hours of observation
and participation, the focus of which includes exploration of levels of cultural knowledge
and acceptance of diversity within specific populations and engagement in microteaching
activities for diverse learners. ED 322 Teaching Reading in the Middle/Junior & Senior
High School course requires candidates to study strategies and materials that promote
multicultural education in the content reading program. Moreover the academic content
areas address diversity issues in methods classes (ED 452 Advanced Teaching Methods,
candidates develop and apply a wide repertoire of questioning, apply differentiated
instructional strategies, and assessment techniques. Candidates create a working e-portfolio
artifacts and reflection and present research on educational trends and issues in
diversity, assessment, and literacy/reading. ED 402 Instructional Technology Integration,
and ENG 455 Methods of Teaching English further focus on diversity issues. Lesson
plans are developed to include application to diverse learners. All of the curriculum
and instruction methods courses for content areas include the development of teaching
strategies that are appropriate for a diverse population. Faculty require candidates
to reflect on and integrate their observations and experiences with course discussion
and assignments. Candidates engage in diversity embedded curriculum in the Colleges
of Arts and Sciences as well as the College of Education. In ART 210 Visual and Performing
Arts, teacher candidates study how the beliefs and values of various cultures affect
the creation and production of art. ART 302 Teaching Young Children through the Arts;
provides instruction on specific teaching strategies for diverse students. Music education
candidates study music from all cultures. In the mathematics methods course, candidates
study diverse numerical systems and study cultural history regarding mathematics.
As advanced candidates progress through the program, they are given opportunities
to develop skills to understand and honor diversity, demonstrate the ability to work
effectively with students, parents and colleagues from various backgrounds and create
a transformative environment for student learning. Field experiences in master's level
courses take place in diverse settings and involve working with diverse students,
parents, school district personnel and community members. All required graduate courses
are designed to meet the educational needs of diverse students, including individuals
with special needs and exceptionalities and individuals from different ethnic, racial,
gender, cultural, language, socioeconomic, and religious backgrounds. Candidates interact
with diversity and equity issues through experiential learning as seen in graduate
syllabi (Exhibit 2.2.b.1).
The Unit is committed to moving towards continuous improvement in areas related to
diversity. Since 2010, the unit has made changes in designing, implementing, and evaluating
curriculum and providing experiences for candidates to acquire and demonstrate the
knowledge, skills, and professional dispositions necessary to help all students learn.
Assessments indicate that candidates can demonstrate and apply proficiencies related
to diversity. Classrooms are becoming increasingly diverse and a growing number of
PK-12 students are classified as having a variety of diverse needs including exceptionalities.
Opportunities for candidates to apply understandings about diversity in a variety
of settings are available through the various coursework, field experiences, program
design and resources. Expanded Service Learning opportunities at the University has
allowed the Unit to expose candidates to additional diverse cultural, educational,
and community experiences. Through the OPLE office clinical practice is designed to
help candidates understand the influence of culture on education and acquire the ability
to develop meaningful learning experiences for all students. The unit understands
the obligation to foster, cultivate, and develop any of the intelligences advocated
by Howard Gardner and others by providing environments and opportunities to maximize
individual capacity. Faculty practice a variety of teaching strategies and styles
to match the learning and motivational styles of candidates. The Unit collects evaluation
and survey data to document that candidates develop the necessary proficiencies to
teach students with diverse backgrounds and exceptionalities. As an on-going study,
the Unit administers a survey of student teachers, and university coordinators and
supervising teachers evaluate student teachers during the practicum experience (Exhibit
3.4.f.1 and 3.4.f.2).
The College of Education now named College of Educational, Professional and Graduate
Studies has over the years made adjustments reflecting the latest curriculum frameworks
adhering to state and national standards. Faculty makes crucial and pertinent adjustments
and changes based on trends in curriculum understandings and ways of learning, and
then customizing teaching methods to reach all students. The college prides itself
with this role especially as a beacon of hope to those learners that are labeled at
risk. With renewed energy and articulation, the concept of diversity is infused more
rigorously throughout the curriculum, introduced at the freshman to senior level in
different courses (Exhibit 4.4.b.1). Furthermore, the Unit affirms the moral mandate
that educators as reflective decision-makers must have the knowledge, skills, and
dispositions to allow them to respond to students of diverse backgrounds. In addition,
each candidate strives to become an educator who is tolerant to diversity. The Unit
demonstrates its dedication to preparing candidates who reflect on and implement their
knowledge, skills, and dispositions, for the goal of educating diverse learners using
a multifaceted approach. All instructional and professional advanced programs have
updated the curriculum to reflect components of diversity. For example, in the Reading
Analysis class ED 505 candidates understand the differences in learning styles and
work with students to help those lacking behind. Other required courses that specifically
target candidate development of knowledge, skills and dispositions related to diversity
are ED 312 Introduction to the Education of Exceptional Children and ED 317 Multicultural
Education. In the Multicultural education course ED 317 an interactive atmosphere
is created- a component of Service learning called 'Multicultural Day'. This is held
annually to give candidates an opportunity to display their cultural awareness through
activities and cultural artifacts. ED 304: Children's Literature, undertakes a Multicultural
Literature Project designed to expose teacher candidates to quality trade books that
also serve as instructional tools for addressing social and cultural issues that are
prevalent today. Given that the school age population of minority children is rapidly
increasing; it is imperative for pre-service and in-service teachers to be able to
select, present, evaluate, and implement multicultural books that reflect cultural
diversity throughout the plot, characterization, and settings that are also relevant
to real world life experiences. The premise of the "Multicultural Literature Project"
is for candidates to develop a display that includes children's books specific to
international countries and cultures such as Asian, Hispanic, Native American, Jewish,
African American, Norwegian, French, and African. Candidates also include artifacts
and foods that are relevant to the selected culture. An overview of each book along
with interesting facts about the children's literature for the selected cultures is
provided. The goal of the project is for teacher candidates to enhance pedagogical
skills and proficiency in the implementation of culturally specific literacy content
to diverse student populations in PK-5 academic settings. ED 220 Human Growth and
Development, students focus on finding out about their social identity, a reflective
look at who they are, their preferences, dislikes and likes through the Marvelous
Me project (Ex. 4.4.b.2). The purpose for the project is for candidates to get to
know themselves better and enable them to make personal connections by examining who
they are so they can understand the other person. The uniqueness of each individual
to respect and value each one for who they are and their sexual preferences and religion
is encouraged through discussion. Furthermore, Kappa Delta Pi promotes diversity activities
and provides opportunities for candidates to travel and mingle with other members
from a variety of states. Kappa Delta Pi is an international Honor Society in Education
that recognizes excellence in education and outstanding contribution to education.
The society elects those who exhibit the ideals of scholarship, high personal standards,
and promise in teaching and allied professions. Selection to membership is based on
high academic achievement, a commitment to education as a career, and a professional
disposition that assures steady growth in the profession (Exhibit 4.4.b.6). Another
continued unique activity is the Reconstructing Lives project in the ED 200 (Ex 4.4.c.1).
In this project candidates are engaged in critical analysis of an achiever's life.
The project kindles interest primarily by an increased understanding of the routes
to success, and secondly, by an increased encouragement, new awareness of possibilities
for personal achievement, and positive behaviors and plans to increase personal success.
Over the years, candidates have read several real stories of icons which made a difference
in deeper understanding that success begets success. Our candidates evidently learn
to conceptualize and draw effectively from connecting their own experiences and culture
to what they learn in their courses. Consequently, candidate improvements in diversity
proficiency are shown in the "Reconstructing Lives" assessment outcome (Exhibit 4.4.c).
Grambling State University's vision statement is "To be one of the premiere universities
in the world that embraces educational opportunity and diversity". Currently, additional
opportunities are provided as the unit informs candidates of innovative programs such
as the Apple HBCU Scholars Program open to students as a future tech investment .
The program exposes gifted and talented students from HBCU's to a career in technology
as part of a creative process .The program provides candidates with a diverse and
valuable set of learning and personal growth opportunities (Exhibit 4.4.b.7) . Hence,
the unit is committed to enhance the issues of diversity in the community and campus.
The unit's plan is to make it possible for candidates to be able to visit places within
and outside Louisiana to experience firsthand cultural similarities and differences
and diversity in action. The unit continues to expand the cooperating schools in the
area so that candidates gain richer experiences to teach in the surrounding parishes.
The plethora of international travels and commitment to creating connections for the
unit's faculty and candidates underscore the vital commitment of the unit to increase
faculty and candidate knowledge of diverse peoples and cultures. The unit participates
fully when the University hosts annual events that focus on diversity. These include
International Education Week; Hispanic Heritage Month; Black History Month; and Women
Conference the Presentation on Empowering and Self-Efficacy in women and their roles
in diverse cultures; where women from different countries converged to share their
experiences (Exhibit 4.4.b.8). The vision for the future is to continue to prepare
candidates to understand and recognize that affective education includes multicultural
education. Candidates present a variety of cultures, displaying artifacts and video
clips for each of the cultures represented (exhibit 4.4.a.3). The unit continues to
foster to produce candidates, who can make responsible use of assessment techniques,
recognize the context of gender, race, ethnicity, cultural-social values and disabilities.
By 2016/17 the unit plans to develop and execute a comprehensive other race student
recruitment strategy and to enhance and strengthen cooperative links between Grambling
State University, area schools, community colleges and other institutions. The demands
of education requires integration education which aim to 'think the world together'
rather than 'think it apart' to know the world in a way that empowers educated people
to act on behalf of wholeness rather than fragmentation.
Standard 4 Exhibits
