Grand Valley State University College of Education

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Standard 4.1 Design, Implementation, and Evaluation of the Curriculum and Experiences
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Standard 4.0: Overview

Standard 4.1 Design, Implementation, & Evaluation of Curriculum, & Experiences

Standard 4.2 Experiences Working with Diverse Faculty

Standard 4.3 Experiences Working with Diverse Candidates

Standard 4.4 Experiences Working with Diverse Students in P-12 Schools

Standard 4: Recommendations/Summary

Exhibits and Displays for Standard 4

Design of the Curriculum and Experiences

A fundamental portion of the unit's focus on diversity begins with Foundations courses. In deciding two years ago to adopt the Council of Learned Societies in Education's Standards for Social Foundations, the unit wished to promote an even fuller understanding of the significance of diversity in a democratic society. Basic to this goal is for candidates to understand individual differences and adapt instruction accordingly. The newly adopted curriculum standards also lead candidates beyond understanding individual differences to seeing how broader differences of class, race, power, culture, and other social stratifications affect the very fabric of education.

Foundations classes in Initial programs (ED 200, 225; ED 652, EDG 685 seminar) emphasize diverse populations, legal struggles, student rights and responsibilities, learning styles, bias and stereotypes, accessibility, adaptation, and alternative assessments. Initial program proficiencies specify that candidates "use their knowledge of age group, developmental characteristics, varied instructional approaches, interests, and cultural heritage in planning instruction to meets individual student learning needs."

Foundations classes in Advanced programs (ED 671, 672) address similar topics as those listed above but from the perspective of policy, politics, and schools as institutions. Candidates examine education as a social system, church-state separation, standards and accountability, hidden curriculum, construction of knowledge and many other topics. Among Advanced proficiencies most closely related to diversity in teaching and learning are these from NBPTS: "Candidates treat students equitably and show very clear respect for equity and differences of culture and gender. . . (they) extend their mission beyond developing the cognitive capacity of students . . . (they) are effective in fostering student self-esteem, motivation, character, responsibility, and respect." Among Advanced emphasis areas, two new programs were established, and a third program was strengthened to serve growing needs.

The emphasis in Educational Differentiation was created and approved during the past academic year to assist the large population of general education teachers who wish to better serve diverse groups in one classroom at one time, e.g., gifted learners, special education students, struggling learners, and numerous others who vary in terms of readiness and interests. The curriculum draws faculty from special education, general education, and gifted and talented education.
The Master's in Education in School Counseling, was formed around state and national standards which are especially attentive to diversity, legal and ethical issues, special needs, accurate and unbiased assessment, and cultural differences such as race, gender, status, disability and sexual orientation. The program meets growing needs in the state for licensed school counselors and has admitted over 170 candidates.
The emphasis in Teaching English to Speakers of Other Languages began five years ago when the state established an endorsement in English as a Second Language. Offered in conjunction with English Department classes, the program has admitted over 160 candidates. Almost 10,000 students in area public schools are identified as having limited English proficiency.

Implementation and Evaluation of the Curriculum and Experiences

All Initial and Advanced programs expect candidates to incorporate diversity principles into their lessons, adapt those lessons for all students, and assess with data whether instruction meets the goal of helping all students learn. Proficiencies related to diversity, adaptation, and assessment appear in six of the common assessments for all Initial candidates.

The array of Advanced emphasis areas requires an individualized approach to assessments for curriculum diversity. Within emphasis areas, however, all candidates have common assessments. This table shows proficiencies from at least one common assessment in each of the 14 Advanced emphasis areas.

Grand Valley State University is an Equal Opportunity/Affirmative Action Institution