A variety of diverse experiences are a curricular expectation and mandate of the unit's programming in both initial certification and advanced programs (Exhibit 4.3.i.1, p. 7; Exhibit 4.3.i.2, p. 10; Exhibit 4.3.i.3). These planned diverse experiences are interspersed throughout each program to ensure that each candidate has exposure to and interactions with children or adolescents with disabilities, with different ethnicities, with varied socioeconomic levels, and in non-English speaking families. Authentic field and clinical experiences that reflect the makeup of the community or communities into which a candidate may find employment are critical to candidates' development of proficiencies. The unit's candidates experience significant diversity in the urban Jefferson County Public School (JCPS) district (Exhibit 4.3.a.1), with over 100,000 students, in addition to placements in more rural Bullitt County Public Schools and private Archdiocesan schools. Additionally, candidates at both initial and advanced levels complete field experiences in non-traditional placements including Newcomer Academy (non-native English speakers), Waller-Williams Environmental School (students with emotional and behavior disorders), the Binet School (students with multiple disabilities), Canaan After-School Program (primarily African-American males, ages 8-15) and Volunteers of America Family Emergency Center (students who are homeless). Exhibit 4.3.a.2 provides an overall picture of the programs and courses in which various aspects of diversity are addressed, with a more specific sampling of field and clinical experiences and assessments that measure candidate proficiencies related to working with diverse populations in Exhibit 4.3.a.3.
Diversity is addressed via curricular activities in every course syllabus in every program (see course syllabi in Overview section). The matrix provided in Exhibit 4.3.b.1 provides a sampling of candidates' assessments addressing P-12 students with disabilities, second language learners, and issues involving race, ethnicity and culture, gender, sexual orientation, and socioeconomic status. Each program's study of diverse learners involves focused discussions, selected readings, and guided reflection, particularly Valli's critical reflection (see Conceptual Framework, p. 6). With critical reflection comes the acknowledgement of the social, moral, and political dimensions of schooling, and the judgment of these dimensions in light of ethical criteria such as social justice and equality of opportunity. Samples of candidate work that focus on these dimensions and the needs of diverse learners include: 1) candidates in the Master of Arts in Teaching (MAT) program complete a "Why/How" project (Exhibit 4.3.c.1); 2) candidates in the EdS Instructional Leadership program complete a "Culture Audit" of their school (Exhibit 4.3.c.2.a and Exhibit 4.3.c.2.b); and 3) all initial certification candidates use a lesson plan template with significant diversity components (Exhibit 4.3.c.3). Additional assessments, scoring guides, and data relating to diversity may be found in Standard 1, including dispositions assessment data relative to cultural responsiveness.
4.3.a.1 JCPS Enrollment by Race and Gender
4.3.a.2 Diversity Instruction by Program and Courses
4.3.a.3 Emphasis on Diversity - Sampling of Field Experiences
4.3.b.1 Emphasis on Diversity - Curriculum Sampling
4.3.c.1 WHY, HOW Project MAT program
4.3.c.2.a Culture Audit Assignment and Rubric
4.3.c.2.b Candidate Example of Culture Audit
4.3.c.3 Diversity Components on Lesson Plan Template
4.3.i.1 Initial Certification Field Experiences and Junior Practicum Handbook
4.3.i.2 AAD Advanced Programs Handbook
4.3.i.3 EdS in Instructional Leadership Candidate Handbook