Diversity Crosscutting Theme
Diversity Linked to CAEP Standards

As noted in our Diversity Handbook (see evidence) diversity is a focus of both Washburn University and the unit. Diversity is one part of our conceptual framework and is built into the assessments we use. The Diversity Handbook provides a complete overview of the integration of diversity within the unit.

Standard 1:

Diversity is a topic in classes and a part of KPTP. The first section of the KPTP focuses on contextual factors and how they may influence instruction. Chart 1.1D provides data on candidates planning instruction based on learning needs and the developmental levels of all diverse learners, including those with exceptionalities. Chart 1.2E rates the candidates’ proficiency in use of assessments to measure P-12 student progress and instructional effectiveness for all learners. There is documentation that diversity is incorporated into many courses across all licensure programs. Candidates are exposed to learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives.

Standard 2:

Depending on the specific licensure program candidates will have spent from 695 to 985 hours in the schools by the time they graduate. More than thirty courses across all programs include some type of field placement. Data on all field placements is in our department database including data on the semester, school, district, grade level and mentor teacher (see, 2.3 Scope and Sequence for Field Placements). A Scope and Sequence file shows the courses and placements by licensure program, with number of hours, assessments used, and the placement of each candidate, see 2.3 Scope and Sequence for Field Placements by Licensure Program.
Field Experiences Analysis file, (see 2.3 Field Experiences Analysis), shows examples of placements tracked over the years. All candidates are required to complete at least one placement in USD 501 Topeka Schools, which has the largest concentration of diversity in our area. Included is a Demographics file that shows trends in demographics for the four school districts in our immediate geographic area, (see 2.3 School Demographics).

Field placements are often linked to specific courses with specific purposes. For example, the ED 302 Teaching Exceptional Learners has a field placement specifically focused on students with exceptionalities. There are specific placements in the Early Childhood Unified Birth-Grade 3 program, the middle school programs, PE, Art and Music programs as well. Each of the fifteen licensure programs have specific performance indicators linked to each standard and these standards guide the assessments which are conducted.

Standard 3:

Diversity is a priority of the recruitment and retention committee. Data is being collected and a plan has been developed (see evidence 3.1 Recruitment Plan). We have collected data on the number of diverse candidates in the program so as to identify numerical goals and have started work to identify supports for candidates to encourage retention. The Recruitment Plan provides an overview of efforts to recruit and retain candidates from diverse backgrounds. We have made some changes to our scholarships to increase the availability of these monies for all candidates.

Standard 4:

Candidates are required in the KPTP to discuss contextual factors that can influence instructional planning. They are also required to have KPTP data on the impact on learning for sub-groups and focus students and these students are frequently from diverse backgrounds. We have provided data for 2016-2017 but other examples can be provided.

KPTP Focus students (addressed impact on P12 learning for all students):

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Standard 5:
The unit regularly collects and monitors data regarding diversity (candidates, schools, and faculty). The Student Learning Outcome regarding diversity is assessed and reported in several ways including data from: the Kansas Performance Teaching Portfolio (KPTP), Student Teaching Summary Evaluations, Candidate self-assessments, and follow-up survey of building principals.

Diversity across Licensure Programs
Diversity Case Study
Diversity Climate-survey-results-main-campus
Diversity Handbook
Diversity Proficiences Linked to Course Work

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