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Sequence of assessment of candidate cultural competence

When the Culturally Competent Teaching Areas were adopted by FSEHD in 2010, the unit committed to assessing and collecting data on candidates' performance in these areas.  The culturally competent teaching areas and the Culturally Competency Assessment Tool developed through the RITER grant are introduced to candidates in FNED 346, before they are admitted to a teacher preparation program at FSEHD.  There it is used as a formative assessment tool for reflection, discussion, and advising with candidates.
The culturally competent teaching areas and the Culturally Competency Assessment Tool continue to be used for formative purposes in early Concepts of Teaching Courses in each program.  These courses include:  ELED 300, Early Childhood 301, Secondary Education 407, Health Education 300, Physical Education 301, and Special Education 301.


The unit decided to include a formal assessment of candidates' culturally competent teaching at the Preparing to Teach and Student Teaching transition points.  While the unit considered implementing the Culturally Competency Assessment Tool developed through the RITER grant, it was also concerned about burdening faculty, candidates, and cooperating teachers with having to complete another assessment.  Consequently, the assessment committee examined existing unit assessments to investigate whether the indicators and performances they assessed aligned sufficiently with what would hypothetically be found in a Culturally Competent Teaching assessment.  As it was subsequently determined that considerable alignment existed between the Culturally Competent Teaching Areas and the indicators in the Mini Teacher Candidate Work Sample and the revised Implemented Lesson Plan, no new instruments were developed for assessment of dispositions in field settings at the Preparing to Teach.  Consequently, the Mini Teacher Candidate Work Sample and revised Implemented Lesson Plan indicators are coded to the dispositions and reporting on dispositions in field settings at Preparing to Teach is now derived from these existing assessments.  The same process is being used to assess candidates' Culturally Competent Teaching at Exit through aligned indicators in the Teacher Candidate Work Sample and Observation and Progress Report.   The indicators used to assess the Culturally Competent Teaching areas are listed in the unit's alignment documents. The unit has recently begun to report on candidate proficiency in the Culturally Competent Teaching areas, as well.


The following table highlights the assessment points for Cultural Competency Assessment in Teacher Education Programs at Rhode Island College:

Cultural Competency Assessment Tool
Assessment Points
In Teacher Education Programs at Rhode Island College

 

Self-Assessment Assessment Using

Culturally Competency Assessment Tool

Unit Assessment by Faculty/Cooperating Teachers Using Existing Aligned Unit Assessments

 

 

 

 

 

 

FNED 346

Introduce Tool

Conceptual Introduction &

Personal Reflection

 

 

Concepts of Teaching Courses

 

 

 

 

 

 

 

Practicum

In conjunction with Cooperating Teachers

 

 

 

 

 

 

 

Student Teaching

In conjunction with

Cooperating Teachers

 

ELED 300

 

 

Early Childhood 301

 

 

Secondary Education 407

 

 

Health Education 300

 

 

Physical Education 301

 

 

Special Education

301

 

 

 

 

 

 

   
 

Secondary Education 407

 

 

Health Education 300

 

 

Physical Education 301

 

 

Special Education

301