Standard 4

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and school faculty, diverse candidates, and diverse students in P-12 schools.

4a. Design, implementation, and evaluation of curriculum and experiences

4a.1. Proficiencies Expected of Candidates

As noted in the conceptual framework, the goals of teacher education at the University of North Dakota are to enable the development of teachers who are committed to the continuing process of learning with an emphasis on learning to teach; who are able to take an active role in promoting the learning of all students; and who can envision alternative solutions to the challenges posed in schools. Embedded within these goals are the following proficiencies candidates are expected to develop:

Candidates recognize the impact of diversity on ways of learning;
Candidates consider individual characteristics of learners ;
Candidates recognize and appreciate the rich fabric of our society even when diversity in our predominantly mono-cultural area might not be immediately evident.
Candidates demonstrate behaviors consistent with ideas of fairness and a belief that all students can learn (NCATE Unit Standards Revised, Standard 4, p. 1)

4a.2 Coursework and Experiences

Programs to support and embrace all dimensions of diversity are woven throughout our curriculum. Beginning with the liberal arts foundation, the university as a whole is dedicated to providing all students with the knowledge, skills, and dispositions to understand and respect all populations. In May 2007, the University Senate voted to accept a new Essential Studies requirements incorporating the following four goals: thinking and reasoning, communication, information literacy, and diversity (E-exhibit 4a.2.1, pp 9-13). A capstone experience is also required of all undergraduates and must incorporate at least 2 of these goals. Candidates in initial programs will complete a Senior Capstone Experience to fulfill this requirement and we believe that it will address all Essential Studies’ goals (E-exhibit 4a.2.2). Additional detail related to initial and advanced programs is presented below.

4a.2.1 Initial programs

All candidates are required to take an introductory education course: TL 325: Exploring Teaching in Secondary Schools (E-exhibit 4a.2.1.1) or 330: Introduction to Teaching and Learning (E-exhibit 4a.2.1.2) or TL 310: Introduction to Early Childhood Education (E-exhibit 4a.2.1.3). In these courses, instructors promote a study of diversity through the use of case studies, diverse readings with reflections regarding ethnicity, language barriers, socio-economics, learning preferences, sexual orientation, religious affiliation, and exceptionalities. A portfolio review, based on INTASC principles, is conducted at the end of the course to provide teacher candidates with an opportunity to share their growing knowledge, skills, and dispositions regarding working with diverse individuals.

All teacher candidates take TL 433: Multicultural Education (E-Exhibit 4a.2.1.4). Within this course candidates write a Personal Cultural History, attend five cultural events (e.g., UNDIA Time Out/Wacipi celebration, International Centre events), and take a field trip to one of our local Indian Reservation schools. TL 433 candidates also develop and reflect upon case studies and conduct and report on research on a variety of ethnic groups (Hard Copy Exhibit 4a.2.1.1).

All early childhood, elementary, and middle school candidates are required to take TL 315: Education of the Exceptional Student (E-exhibit 4a.2.1.5). This course provides candidates an introduction to understanding and working with students who have disabilities. Candidates take part in debates, experiential situations, games, experiments, and discussions of critical information regarding students with special and diverse needs. Candidates research various disabilities, explore issues about families who have members with special needs and listen to students who have special needs.

The secondary program integrates the special education experience into their coursework with the assistance of a special education faculty. The secondary and middle school field experiences involve several specific requirements that provide opportunities for teacher candidates to work with students with special needs (E-exhibit 4a.2.1.6). Candidates majoring in Music and Art take the same roster of professional courses required by the secondary program. Candidates in physical education take courses in the secondary sequence and PWX 404: Adapted Activities Programming where they learn to adapt physical education activities for challenged learners.

It is also noteworthy that approximately 30 candidates per year pursue a minor in special education (E-exhibit 4a.2.1.7).

We have added an elective course, TL 390/590: Differentiated Instruction (E-exhibit 4a.2.1.8) which addresses topics related to brain research, learning preferences, multiple intelligences, individual attitudes and personalities that affect learning. A study of the philosophical beliefs as well as the various strategies that addresses the needs of every learner is discussed. In addition, approximately a third of the faculty indicated that they address differentiation within their coursework and a majority of the faculty reported addressing learning preferences within their courses as well.

The study of the literacy needs of individual learners is an important part of our early childhood and elementary programs. TL 328: Children’s Literature (E-exhibit 4a.2.1.9), 335: Understanding Readers and Writers (E-exhibit 4a.2.1.10), 410: Teaching Reading and Writing in the Elementary School (E-exhibit 4a.2.1.11) address issues related to multicultural literature, cultural values, and the understanding of readers and writers. In addition, 415: Language and Literacy Development of English Language Learners (E-exhibit 4a.2.1.12) examines the foundations of teaching English language and literacy to ELLs and studies the various approaches to ELL/bilingual education, methods of instruction, assessment of English language proficiency and development, and increasing the comprehensibility of academic content. This is an elective but must be taken by any candidates seeking the endorsement (E-exhibit 4a.2.1.13).

All middle school students are required (and other candidates may elect) to take TL 409: Reading in the Content Area (E-exhibit 4a.2.1.14). Within this course, candidates are introduced to reading strategies, various literacy approaches, and the incorporation of modifications and accommodations. During the spring 2007 semester, candidates in this course elected to spend time in a public school setting assisting students who were having difficulty. Candidates preparing to teach in content areas in English/language arts and foreign languages are also required to take courses that address issues pertaining to literacy, multiculturalism, cultural specifics, and ethnic studies.

TL 422: Development of the Gifted and Talented (E-exhibit 4a.2.1.15), an elective, emphasizes “gifted education without discrimination” and with a strong connection to multiculturalism and socio-economics. TL 413/414: Assessing and Correcting Reading Difficulties and the Practicum focus on assessing and correcting reading difficulties (E-exhibit 4a.2.1.16). The practicum course, implements the knowledge and skills learned in TL 413 in a practicum setting that works with children that are having difficulty with reading and/or writing.

TL 350: Development and Education of the Adolescent (Exhibit 4a.2.1.17) requires a 10-hour field experience with students from the ESL Language Center (on campus). Through this experience, candidates can gain knowledge about the student (e.g., customs, family, education system, languages, etc.) and provide tutoring to the ESL students.

In order to increase our candidates’ experiences with diverse populations a new program requirement, Volunteers in Teaching and Learning (VITAL), was developed in 2006 and is slated for implementation in the fall of 2007. All Teacher Education candidates must provide evidence of 30 volunteer hours with diverse populations prior to student teaching (Exhibit 4a.2.1.18)

4a.2.2 Advanced Programs

Candidates in our advanced programs and programs for other school professionals receive degrees in early childhood, elementary education, reading, general studies, educational leadership, school counseling, and speech pathology. The required coursework varies tremendously yet diversity is embedded throughout the advanced programs.

A common thread related to diversity is found in foundations coursework in the advanced programs. Six credits of foundation coursework is required in the MS Ed. The Department of Educational Foundations and Research (EFR) is committed to encouraging interdisciplinary efforts to increase understanding of our multicultural society. EFR 500: Foundations of Educational Thought (Exhibit 4a.2.2.1) and addresses an historical perspective of education including dialogue regarding black and Native American education, and other diverse issues (e.g., poverty, religion, gender, rural education, special education, etc.). EFR 501: Psychological Foundations of Education (Exhibit 4a.2.2.2) focuses on individual differences regarding learning, growth and development, and personality. EFR 506: Multicultural Education (E-exhibit 4a.2.2.3) is highly recommended for programs of study as it provides educators with processes for incorporating multicultural education into educational environments. Study and discourse around topics such as Native Americans, African Americans, Hispanic Americans, Asian Pacific Americans, refugees, poverty, and English Language Learners is critical to the course. EFR 507: Gender and Education (E-exhibit 4a.2.2.4) and EFR 590: Boys and Masculinity (E-exhibit 4a.2.2.5) also provide interesting perspectives regarding differences in learning.

Within the M.A. program in Counseling Psychology and Community Services, diversity is woven throughout the program through courses such as Coun 532: Multicultural Counseling with emphasis on research, theories, and paradigms of counseling with diverse populations; Coun: 565: Midlife and Older Adult Development (an interdisciplinary exploration of the developmental aspects in older adults); Coun 580: Counseling Practicum (provides candidates with clinical practice with multicultural and ethical issues and their application); Coun 530: Theories of Counseling, Personality and Development; Coun 519: Career Counseling in which candidates study the impact/influence of gender, culture, social class, sexual orientation, and disability on career development. In addition, Coun 518: Group Therapy and Process and Coun 517: Assessment in Counseling address the needs of multicultural or diverse clients. And finally, Coun 531: Psychology of Women, Gender, and Development emphasizes the understanding of the interface between gender, sexuality, violence, work, biology, culture, relationships, race, and aging in women’s life. To review each of the syllabi listed above, click on the School Counseling program re-approval report located under ESPB Programs on our NCATE webpage.

Candidates in our advanced programs in Teaching & Learning may choose from a number of courses that address learning styles and needs of diverse populations. TL 529: Language Development in Children (E-exhibit 4a.2.2.6), TL 530: Foundations of Reading (E-exhibit 4a.2.2.7) and TL 534: Basic Reading Diagnosis and Remediation (E-exhibit 4a.2.2.8) address the needs of learners experiencing reading and language difficulties. TL 545: Adult Learners (E-exhibit 4a.2.2.9) addresses specific needs across all learners and particular attention is paid to differences in learning styles, cultural backgrounds, gender, and life experiences. TL 553: Collaborative Relationships: Home, School, and Community (E-exhibit 4a.2.2.10) promotes an understanding of family systems and discusses characteristics and functioning of all types of families. TL 519: Social Studies in the Elementary School explores racial, cultural, gender, socioeconomics, harassment, social justice, linguistics, and religious topics (E-exhibit 4a.2.2.11). TL 590: Differentiated Instruction (E-exhibit 4a.2.1.8) assists educators with a philosophical understanding of how to meet the learning needs of all students.

The Resident Teacher (RT) Programs in Elementary Education (E-exhibit 4a.2.2.12) and Middle Level Education (E-exhibit 4a.2.2.13) and Special Education (E-exhibit 4a.2.2.14) involve mentoring first year teachers while they complete their masters’ degree. These signature advanced programs work diligently to promote awareness, understanding, and provide proficiencies needed to teach all students. The public schools where these programs are located, Phoenix Elementary, Lake Agassiz Elementary, Carl Ben Eielsen Elementary (on the nearby US Air Force base), Valley Middle School, are some of the most diverse in ethnicity, socioeconomic status in our city and state.

In the Educational Leadership program, attention to diversity is woven throughout. For example, in the EDL 514: Personnel, Supervision, and Staff Development course, various in-depth discussions regarding diversity occur (e.g., Native American and the BIA system). Candidates in EDL 516 Policy and Educational Finance conduct research on various schools, locations, and issues. An example of a research project may be an exploration of the funding for a Native American school. In EDL 519: The Principalship, principals from various schools (including Indian Reservations) discuss the complexity of education and how it affects students, teachers, and communities. A course that places an emphasis on diversity is EDL 501: Leadership, Planning, and Organizational Behavior. Studies include shaping school culture, addressing individual and group needs, setting goals and priorities according to the context of the community. And in EDL 511: Personal Communications and Ethics, discussions are held on how culture, age, and socioeconomics influences education. To review each of the syllabi listed above, click on the Educational Leaders program re-approval report located under ESPB Programs on our NCATE webpage.

Candidates may also have experiences working with children from diverse backgrounds at the University Children’s Center (UCC). This center is staffed with professional teachers and is an excellent field experience site for many of our candidates (E-exhibit 4a.2.3). The reported ethnic diversity of the UCC is 40% White, 16% Native American, 2% African American, 2% Hispanic. Numerous faculty and university parents/students utilize the center, as the UCC is an affordable, reliable, licensed childcare provider.

The university “takes pride in its mission to meet the individual and group needs of a diverse and pluralistic society through education, research, and service. The peoples served by and associated with the University vary widely; all must be valued for the richness their different cultures, heritages, perspectives, and ideas bring to the community” (excerpted from http://www.und.edu/dept/registrar/senate/min2006/Diversity%20Statement%2012.7.06%20final.pdf). In response to this mission, UND offers many opportunities for candidates to participate in a multiplicity of cultural experiences including those available through the Office of International Programs (Exhibit 4a.2.4); The American Indian Student Services Center (Exhibit 4a.2.5); and the Multicultural Student Services Center (Exhibit 4a.2.6).

In sum, information gleaned through a review of course syllabi and faculty surveys (Exhibits 4a.2.7 and 4a.2.8), provides evidence that the courses and experiences offered in the unit and across the university are designed to providing our candidates with the knowledge, skills, and dispositions needed to understand and appreciate and teach diverse populations.

4a.3. Assessments Related to Diversity

Candidates in initial programs are assessed within courses as they complete assignments and projects. They are also assessed through 3 critical tasks: Multicultural Teaching, Lesson Plan, and Student Teaching Evaluations. The critical task labeled Multicultural Teaching has only been recently developed and limited information is available for this task at this time. The Lesson Plan provides insight on candidates’ developing proficiencies at mid-point and Student Teaching Evaluations at the close of their program. The Candidate Disposition Report (E-exhibit 4a.3.1) gathers information on candidates’ sensitivity to diversity, attitude toward learners, ethics/confidentiality (respect), etc. The capstone portfolio experience will provide a final opportunity for candidates to provide evidence of meeting program proficiencies related to diversity.

Candidates in advanced programs and programs for other school professionals are assessed as they complete course projects and assignments. The North Dakota Education Standards and Practices Board has developed a standard requiring the study of multicultural education including Native American studies and strategies for instructing and assessing diverse learners. All programs, initial and advanced must satisfactorily address this standard in order to retain program re-approval. The unit’s response to this standard for all programs can be found in the individual program re-approval reports located under “ESPB Program Reports” on our NCATE webpage. Table 4a.3.1 further details how and when the proficiencies presented in 4a.1 above are assessed.

Data tables for initial programs in Standard 1 provide detailed information related to the results of assessments. Table 4a.3.2 provides an aggregated summary of and directly targets the assessments that address proficiencies presented in 4a.1 above. The Unit’s response to Section II. Multicultural/Native American /Diversity Standard can be found in all ESPB Program Reports and includes assessment data related to diversity proficiencies. Detailed data for advanced programs is limited since the new assessment system is just now being fully implemented; still, individual ESPB Program Reports provide initial data in the advanced program goals that align with diversity proficiencies.

Assessments show that, in general, our candidates’ performance meets or exceeds expectations, especially at the point of student teaching. There have however been some programmatic changes as a result of an analysis of findings related to adapting instruction for learners. In the May 2007 Assessment Retreat, elementary education faculty targeted the issue of responding to diverse students needs as a result of the dispositions reports, surveys and critical tasks. They decided to develop virtual cases of students that candidates would use as they developed lesson plans in their methods courses prior to the attached field experience. In the fall of 2007, Nathan was created in collaboration with special education faculty to build candidates’ awareness of IEPs and strengthen their ability to differentiate instruction (E-exhibit 4a.3.2).

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4b. Experiences Working with Diverse Faculty

4b.1-2. Faculty Diversity Characteristics

The university is dedicated to providing candidates opportunities to interact with faculty whose experiences, cultures and backgrounds represent diverse groups. Faculty demographics in the teacher education unit and the university reflect a commitment to the diversity of our campus within a state and region that is primarily monocultural. (Demographics from the Chronicle of Higher Education Almanac Issue, 2007-2008, indicate that 91.9% of the state’s population is white, .8% Black, 5.4% American Indian, .7% Asian, and 1.7% Hispanic.) Table 4b.1.1 details the faculty demographics for the unit and institution.

4b.3 Knowledge and Experiences of Faculty Related to Diverse Groups

The knowledge and experiences of the faculty are important to consider as these experiences allow the faculty to provide the teacher candidates with a breadth of knowledge as they prepare to work with students from diverse backgrounds. We have collected information related to faculty’s numerous and varied experiences and the list these in Table 4b.3.1.

4b.4 Recruitment and Retention of Diverse Faculty

The University of North Dakota is an Equal Opportunity/Affirmative Action Employer. The College of Education and Human Development (CEHD) works to recruit diverse faculty. The CEHD regularly advertises in the Chronicle of Higher Education, in on-line journals, and through faculty contacts at professional conferences. The Department of Educational Leadership sends out position descriptions to universities with a high percentage of minority students and to specific Educational Leadership departments and programs. The Department of Counseling Psychology and Community Services makes a special effort to advertise in professional association publications and electronic lists that serve racial, ethnic, and sexual minority candidates. Table 4b.4.1 provides information related to The Department of Teaching and Learning’s advertising efforts for the last five years. The relatively isolated geographic location paired with our mono-cultural society requires that we take clear steps to ensure that our candidates are exposed to as wide a range of diversity as possible.

The university employs various strategies in an effort to retain new faculty. The university offers housing for new faculty at a nice location, close to campus with many amenities (pool/sauna/spa, security building, large apartment). Annually, the president hosts a week long bus tour for all new faculty in an effort to showcase the state, its geography, history and people. Of special note is the Alice T. Clark mentorship program (E-exhibit 4b.4.1). It is university wide and designed for new faculty. It provides support related to college teaching, research, and service throughout the first year.

At the college level, the Department of Teaching and Learning pairs new faculty with established faculty for the first year. Also, the college has established a writer’s group and new faculty are strongly encouraged to become involved as this group offers support and feedback to faculty engaged in scholarly writing.

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4c. Experiences Working with Diverse Candidates

4c.1. Diversity of Candidates

Teacher candidates interact and work with candidates with exceptionalities and from diverse ethnic, racial, gender, language, socioeconomic, and religious backgrounds in professional education courses, through grants, and in P-12 schools. The diversity of candidates in initial and advanced programs parallel state demographics. Initial programs have slightly more white, non Hispanic candidates than the institution or state while advanced programs have fewer. The American Indian population in the advanced programs is higher than that of the institution or state due in part to successful grant activities in special education and educational leadership programs targeting this population. Table 4c.1.1 details the demographics of our candidates, the institution and geographical area.

4c.2-3. Opportunities to Interact with Candidates from Diverse Groups

Ongoing efforts are made to recruit and retain under-represented populations though outreach programs such as the TRIO Program (http://www.trio.und.edu/about.html). Also, several campus organizations provide support to underrepresented groups and promote activities and experiences to increase understandings of diverse populations. A representative list is offered below:

American Indian Student Services (http://www.und.nodak.edu/dept/aiss/)
Disability Support Services (http://www.und.edu/dept/dss/)
University Learning Center (http://www.und.edu/dept/ULC/)
Multicultural Student Services (http://sos.und.edu/erabell/)

Several initiatives have been launched to recruit diverse candidates to our teacher education programs at both the graduate and undergraduate levels. At the University level, students from historically under-represented groups (African American, American Indian, Asian American, Hispanic American, and the economically disadvantaged) can apply for Cultural Diversity Tuition Waivers (E-exhibit 4c.2-3.1). The college has also successfully competed for a number of educational grants that have enhanced opportunities for diverse candidates. Each is described briefly below.

4c.2-3.1 Initial programs

The American Council of International Education awarded faculty within the Department of Teaching and Learning a grant to bring eight Russian Educators to UND for five weeks. While at UND, they studied teacher education, presented to teaching and learning classes and observed within our public schools. Our teacher candidates (both undergraduate and graduate) were able to share their ideas about education, learn how different education is in Russia, and discuss the values of education as well as other similarities and differences of U.S./Russian education (E-exhibit 4c.2-3.1.1).

An ESL/Bilingual grant was acquired to develop a program to enable candidates to obtain ESL/ELL endorsement. This program has grown since its inception and many candidates elect to take courses within the endorsement. Approximately five candidates per year complete the entire 29 credit hour program.

The college also received a Teacher Quality Recruitment Grant from 1999 to 2006. Fifteen scholarships were awarded to students recruited from the Fort Berthold Community College and the Turtle Mountain Community College to complete their degrees in teacher education. Of these 15 candidates, 10 completed their student teaching in high-need schools. Through this grant, approximately 700 candidates enrolled in education courses in the tribal colleges (1999-2006). This unique program combined coursework on site at the Tribal Colleges and at the University of North Dakota campus in an effort to bring students from diverse groups together for study and a meaningful exchange of cultural and educational experiences with other teacher candidates. Materials related to this grant is available in the Hard Copy Exhibit Room under 4c.2-3.1.1.

In addition, a collaborative grant with the United Tribes Technical College Educators Program resulted in the graduation of 12 American Indian students preparing to be secondary teachers. This program was the product of a consortium of tribal colleges and the University of North Dakota in an effort to provide quality teacher preparation programs for under-represented communities in our state. Materials related to this grant is available in the Hard Copy Exhibit Room under 4c.2-3.1.2.

4c.2-3.2 Advanced programs

As mentioned above, the college participated in the Teacher Quality Recruitment grant from 1999 to 2006 (Grants). Under this grant, 26 scholarships were awarded to teachers to become highly qualified. From 1999- 2006, approximately 320 participants attended educational workshops for faculty in high-need schools. Twenty new supervisors (mentors for student teachers and new teachers) were trained.

In 2006, United Tribes Technical College and the University of North Dakota received a 1.7 million dollar grant for the re-education of teachers to the field of special education (E-exhibit 4c.2-3.2.1). This program involves 16 graduate students who have committed to working in a district that serves a population of at least 25% Native American.

In 2005, the Department of Educational Leadership and the United Tribes Technical College received a grant for $1,063,382 from the U.S. Department of Education through its Office for Indian Education. The purpose of the grant is to increase the number of American Indian principals in the state (E-exhibit 4c.2-3.2.2). There are a total of 12 individuals participating in the grant.

In 2007, a $1.5 million grant from North Dakota’s Department of Public Instruction was awarded to the College of Education and Human Development and the School of Arts & Sciences to provide professional development opportunities for teachers in North Dakota in the areas of math and science (E-exhibit 4c.2-3.2.3). Teachers from 24 high-need schools were invited to participate in this three year grant. The grant provides each participant with tuition to complete15 graduate credits in physics, chemistry, biology or middle level mathematics. In the first year of the grant, 38 individuals participated. Currently, the PI is recruiting an additional 32 individuals.

The U.S. Department of Education (Title III) awarded $445,000 to develop a graduate distance education program for the completion of an ELL endorsement. Forty-eight teachers were trained in the area of ELL. This grant recently ended but the department has retained the ELL program for endorsement and currently has 12 teachers enrolled (E-exhibit 4c.2-3.2.4).

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4d. Experiences Working with Diverse Students in P-12 schools

4d.1. Diversity in P-12 Settings

Programs for teacher education and other school personnel are designed to provide extensive field based opportunities for our candidates. Throughout the professional programs, candidates are placed in settings within and outside of our community that reflect a wide range of diverse populations. The North Dakota Public School Education Profile indicates that 51.7% of our students are male. The race/ethnicity percentages of P-12 students are as follows: White, Non-Hispanic: 87.2%; Black, Non-Hispanic:1.5%); Asian/Pacific Islander: 0.9%; American Indian/Alaskan Native: 8.6%; and Hispanic: 1.7%. 21.6% of students qualify for free lunch programs and an additional 8% are eligible for the reduced-price lunch program.

The majority of our candidates complete their field experiences in Grand Forks and East Grand Forks schools. The demographics of the schools settings within the Grand Forks communities reflect a range of ethnic and socio-economic situations. The Grand Forks Public School District has a non-white enrollment rate of 13%, and the rate of free/reduced lunch percentages ranged from 16.4% to 67.3%. East Grand Forks Public School District has a non-white enrollment of 14% and 32% of the students receive free/reduced lunches. Table 4d.1.1 further details the diversity in the various schools in which candidates are placed in and out of the state.

4d.2. Field Experiences with Students from Diverse Groups

To increase candidates’ interactions with diverse groups, the teacher education unit added a volunteer requirement to the program in 2006. Prior to student teaching, all candidates who entered the university in the fall of 2007, must complete the Volunteers in Teaching and Learning (VITAL) program. The VITAL program involves 30 hours of service learning/volunteerism within our community. At least 5 hours must involve working in a multicultural setting and 5 hours must involve working with individuals that are impoverished or have special needs (E-exhibit 4a.2.1.18).

Many faculty include diverse field experiences within their courses. These experiences include trips to Head Start locations in area schools, University Children’s Center, The International Centre, Multicultural Student Services, American Indian Student Services, and to high need schools in the district and surrounding communities.

Specific courses also provide opportunities for candidates to work with diverse students. In TL 433 Multicultural Education, candidates are expected to complete field experiences that take them into environments where they work with individuals from diverse backgrounds. Currently candidates complete a 6-hour field experience in a Reservation school observing, interaction, and assisting American Indian students. The Office of Student Teaching and Field Placement is actively pursuing an extended experience (3 day trip) to a reservation. Through this experience, candidates will observe, teach, and share in the lives of children in a tribally operated school.

The Office of Student Teaching and Field Placement continues to research the possibility of establishing a one-week inner-city school experience requirement. Although it is still in the infancy, conversations have taken place within the teacher program to plan, develop, and implement an extended inner-city field experience that would provide a richly diverse component for teacher candidates.

As of spring 2008, all students enrolled in methods field experiences will extend their field assignment to include a component for working with students with exceptionalities. This requirement accompanies the collaborative teaching model that faculty from Teaching and Learning and Special Education will implement to provide additional and focused instruction for students prior to their going into the field to work with diverse learners.

The Office of Student Teaching and Field Placement is committed to expanding our candidates’ experiences with diverse populations. As of fall 2007, UND Teacher Education has placed student teachers in a variety of rural, urban, and international sites in addition to Grand Forks/East Grand Forks schools. These include:

165 student teachers in North Dakota schools
316 student teachers in other states (CA, CO, ID, IN, IA, FL, MS, MT, NB, NC)
33 student teachers in QUEST urban schools
30 student teachers in international placements through Global Student Teaching

QUEST Program. A majority of candidates remain in the local area for student teaching; however, many request assignments out of the area. Formal partnerships have been established with schools of highly diverse populations in three regions of the country through the Quality Experiences for Student Teachers (QUEST) program. The cooperating districts include Clark County Schools in Las Vegas, Nevada; Cartwright Public Schools in Phoenix, Arizona; and St. Paul Public Schools in St. Paul, Minnesota. (E-exhibit 4d.2.1). All of the schools are Title I schools. The Director of Field Placement visited all of the QUEST sites during the summer of 2007, delivered updated affiliation agreements to each district office, and visited many schools in each of the districts. A new partnership was established with Glendale Union in Glendale, Arizona to provide Title I high schools for candidates since Cartwright District is Elementary and Middle Level only.

Global Student Teaching Program. A formal agreement was established in 2004 to provide select candidates an opportunity to teach abroad through the Global Student Teaching (GST) program. Teacher Education partners with the University of Minnesota-Morris to offer student teaching sites in 22 countries. The University of Minnesota-Morris Teacher Education Office manages the placements and supervision of UND student teachers in a transfer arrangement with the UND Office of International Programs. In recent years candidates have student taught in Australia, Thailand, Ireland, London, New Zealand, and Greece.

Faculty in the Teacher Education Program remain concerned about the need to provide a broader array of field and clinical experiences for candidates. The Department of Teaching and Learning in collaboration with the Office of Student Teaching and Field Placement established a Diversity Experience Taskforce in the fall of 2007 to address the issue directly. The minutes of the first meeting are included in E-exhibit 4d.2.2

4d.3-4 Monitoring Candidates During Field Experiences and Clinical Practice

In order to track candidates’ diverse experiences as well as their perceptions of those experiences, student teachers submit an electronic Classroom Diversity Survey (Exhibit 4d.3-4.1). The survey provides the following information on each student teacher's classroom: Student Teacher's Ethnicity; Cooperating Teacher Ethnicity; Gender; Title I students; Accelerated or Enriched Placement; Student Ethnicities: Black, Indian or Alaskan, Hispanic, Asian, Caucasian, Other Race; Student Exceptionalities: Autism, Emotional Behavior Disorders, Learning Disabilities, Mental Retardation, Language- Physical-Visual, or Hearing Impairments, Cross Categorical; and Students on IEP 504 Plans. Candidates are also asked to comment on their experiences. Survey data demonstrates that all candidates teach in classrooms with at least some of type of diverse learners (E-exhibits 4d.3-4.2 , 4d.3-4.3 , 4d.3-4.4).

Candidates developing skills, knowledge and dispositions related to issues of diversity are also monitored through the Candidate Professional Disposition Form (E-exhibit 4a.3.1) and Student Teaching Mid and End Evaluation Form (E-exhibit 4d.3-4.5). A dispositions form is completed by classroom teachers and supervisors for every field and clinical experience. In order to advance in the teacher education program candidates must receive a score of developing or proficient in all areas including: “sensitivity to diversity”, “responsiveness to feedback”, and “attitude toward learners”. Standard 1, element 1g provides data related to candidates’ dispositions.

Candidates are also assessed at the mid point and end point of the student teaching semester using a form which is aligned with the INTASC Standards. This process provides information the following areas that relate to issues of diversity: human development and learning, adapting instruction, reflective practice and facilitation of partnerships. Candidates must meet or fulfill expectations in all areas in order to make satisfactory progress. Standard 1, elements 1c & 1d provides student teaching evaluation data that relate to the above areas.

Hard Copy Exhibits in Support of Standard 4
4a.2.1.1: TL 433: Multicultural Education: Ethnic Groups Study: Student Work Samples
4c.2-3.1.1: Materials Related to the Teacher Quality Recruitment Grant
4c.2-3.1.2: Materials Related to the Collaborative Grant With United Tribes Technical
College Educators

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