ncate Institutional Report
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ge with lowest mean scores on a self-evaluation tool and a faculty evaluation instrument ranging between 3.12 and 3.38 on a scale of one to four.  Patterns of strengths and weaknesses among faculty ratings were not clear but among self-assessments by candidates, indicator 6, “Engages families in collaborative decision-making” was consistently rated as the weakest skill related to diversity and indicator 2, “Reflects on issues of student development from a social or cultural perspective” was consistently rated as the strongest skill.  

2

At the summative transition point, advanced candidates' competency in the diversity and professionalism standards are assessed through the self-evaluation tool and a faculty evaluation.  Mean ratings range from 3.08 to 3.39 (on a scale of one to four) on the summative assessment of the diversity competency.  Patterns among faculty ratings are not evident but self-assessment ratings by candidates reflect patterns similar to the formative point.  Candidates report the lowest ratings in diversity indicator 6, “Engages families in collaborative decision-making” until the Fall 09 semester, where candidates report a higher degree of development in this indicator compared to others within diversity.  Indicator 2, “Reflects on issues of student development from a social or cultural perspective” is still rated by candidates among the most developed skill. 

The figure below highlights little change in faculty ratings between the formative and summative assessment points in the diversity competency.  This lack of variability reflects an opportunity to focus on candidate weaknesses related to diversity and consider strategies to enable candidates make additional gains between the formative and summative assessment points.  

4

Recent graduate follow up surveys of advanced candidates indicate that advanced programs graduates rated their preparation highest in areas related  understanding diversity.  However, they  also felt they were less than adequately prepared to incorporate considerations of other professionals and/or stakeholders when determining a plan of action (mean=2.78) Employer survey data reveal perceived strengths of advanced graduates in diversity, although employer ratings of were slightly lower for the indicator focusing on graduates' demonstration of a comprehensive understanding of diversity as it relates to field specific content.

The unit is in the beginning stages of assessing the Culturally Competent Teaching Areas of its initial candidates.  Comprehensive reporting on Culturally Competent Teaching Areas performance at Admissions, Preparing to Teach, and at Exit (via aligned indicators on existing assessments) will commence at the conclusion of Spring 2011.