School of Education

Standard 4

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The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty; candidates; and, students in P-12 schools.

4.1 Diversity

How does the unit work with the school partners to deliver field experiences and clinical practice to enable candidates to develop the knowledge, skills, and professional dispositions to help all students learn?

4.2.b Continuous Improvement

  • Summarize activities and changes based on data that have led to continuous improvement of candidate performance and program quality.
  • Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in this standard.

4.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review

Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard.

Download Standard 4 (PDF 164KB)

4.1 Diversity

The SOE demonstrates its commitment to diversity through social justice practices and increased efforts to recruit and retain both faculty and candidates from diverse backgrounds. One hundred fifty years after Edward Austin Sheldon's efforts to educate poor and orphaned children in Oswego, the commitment to his vision of a fair and equitable society still exists. The SOE seeks to emulate this model through the preparation of professional educators who can function as change agents, building and supporting school environments where quality and equality prosper.

Social justice, a foundational principle in our Conceptual Framework, and advocacy, a key professional disposition as described in the SOE Diversity Policy in the Policy Handbook, direct curriculum and program development, faculty and candidate recruitment and retention, and design and implementation of clinical experiences for our candidates. Assisting the processes are two crucial players: 1. The SOE Diversity Committee is charged with developing recommendations on policies, procedures, and actions and coordinating professional development activities that will support departments and programs in implementing the School of Education’s diversity goals; and, 2. The Diversity Coordinator, a faculty member appointed by the Dean, works with the Diversity Committee to identify and develop opportunities for action, coordinates SOE efforts with institutional efforts, develops grant/philanthropic support, and evaluates initiatives in terms of diversity outcomes.

Scoring guides in Exhibit 4.4.a detail the value of social justice and the proficiencies related to diversity that candidates are expected to demonstrate in both initial and advanced programs. Specific proficiencies that must be shown in clinical practice include, for instance, expectations to adapt instruction or services for all students and connect instruction to students' experiences and culture. Since emphasis in our conceptual framework on authentic learning by diverse students and on social justice reflects state and national standards, most program assessments address proficiencies related to diversity.

A learning outcome for diversity, as seen in Exhibit I.5.c: "Demonstrates the capacity to become an effective advocate who promotes authentic learning and high achievement of all students," is demonstrated through the following:

  • Curriculum and Instruction candidates must complete EDU 301 Schooling, Pedagogy & Social Justice; EDU 380 Culturally Relevant Teaching or EDU 381 Schools and Urban Society; and EDU 430 Professional Development & Social Justice.
  • EAD 695 Administrative Internship - Diversity Shadowing Exercise & Written Report - candidates shadow an administrator in a district unlike the one in which they are working. (e.g., rural district to urban or suburban) and report, among other information, what is pertinent to future success as an educational leader for teachers who work with diverse learners in P-12 schools. Diversity related topics are embedded in core courses in the School Building/District Leadership program.
  • Counseling and Psychological Services candidates must complete CPS 502 Race, Gender & Class Issues in Counseling and CPS 507 Educationally Disabling Conditions & Other Learning Differences.
  • Technology Education candidates must complete two field experiences representing diverse placements - TED 211 Observations & Participation in a Technology Education Environment and TED 316 Assisting in a Technology Education Environment. Courses related to the field experiences above are TED 206 Introduction to Technology Education Curriculum, and TED 306 Teaching Methods for Technology Education, and advanced courses TED 532 Advanced Instructional Methodologies in Technology Education.
  • Vocational Teacher Preparation has written a specific course - VTP 444/544 Serving Special Needs Learners in Vocational Education - for all of their programs.
  • Health, Promotion, and Wellness offers HSC 241 Critical Health Issues for their own candidates as well as for any other SOE teacher candidates.
  • Student teachers identify and reflect on individual learner characteristics and the social, cultural, and physical environmental factors that impact teaching and student achievement in the TWS sections: Context, Analysis of Student Learning, and Evaluation & Reflection.
  • A passing score on the NYSED certification test, ATS-W, is required; specifically Sub-Area 1- Student Learning & Development applies here.
  • Meeting the professional disposition expectations through promotion of authentic learning and achievement for all students is identified throughout programs.

Exhibit 4.4.b illustrates curriculum components that address diversity proficiencies in more detail than the list above. The components of the NCATE diversity definition (differences based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area) are identified as specifically as possible in Exhibit 4.4.a.

Since meeting the instructional needs of diverse P-12 students in the field is required of pre-service teachers, analysis of the clinical experience data offers information about candidate performance on multiple indicators related to social justice. Exhibit 4.4.c. indicates that, of the candidates enrolled in clinical practice including student teaching and internships in spring 2012, 85.1 percent met diversity proficiencies on various performance indicators, 13.7 percent were developing, and 1.2 percent did not meet proficiencies. These evaluations are conducted by college supervisors for student teaching and site supervisors for internships.

The SOE commitment to diversity extends to its efforts to increase and maintain faculty diversity. The demographics of the unit's full-time professional education faculty in initial and advanced programs is summarized in Exhibit 4.4.d. Program faculty, initial and advanced programs combined, equal 14 percent non-white compared to all college faculty of 12 percent non-white. Initial professional education faculty is made up of 55.6 percent male, 44.4 percent female; advanced professional education faculty is 33.3 percent male, 67.7 percent female; faculty teaching in both levels is 41.1 percent male 58.9 percent female. Candidates have an opportunity to interact with both male and female faculty and more than one ethnic group when considering the campus faculty as a whole. Article III of the School of Education Policy Handbook states, "The School of Education seeks a diverse faculty that mirrors the richness of the population of New York State. We seek to recruit and retain faculty from traditionally underrepresented populations."(Exhibit 4.4.g)

The Exhibit 5.4.a compilation of faculty scholarship and expertise highlights additional relevant knowledge and experiences to prepare candidates to work effectively with students with exceptionalities and from diverse backgrounds. Expertise demonstrated through research, service, presentations, and publications is reported in the institution's Faculty On-Line Activity Report, which is a self-reporting process used in part to evaluate faculty for promotion, retention, and discretionary salary increases based on merit.

Commitment to a diverse population of candidates in SOE is as strong as the commitment for a diverse faculty. During field and clinical experiences, candidates have the opportunity to engage in professional experiences with male and female students from different socioeconomic, ethnic, and racial groups, in both rural and urban settings. Exhibit 4.4.e includes the demographics for SOE candidates; and, Exhibit 4.4.f includes the demographics of P-12 schools used in clinical practice. Article IV of the SOE Policy Handbook states, "The School of Education seeks to admit and retain more students from historically underrepresented groups at both the undergraduate and graduate levels…The School of Education shares the goals of SUNY Oswego to sustain and increase diversity of the student body."(Exhibit 4.4.h) Additionally, in the School of Education, candidates have the opportunity to participate in the Education Club, Health Promotion and Wellness Club, Oswego Technology Education Association (OTEA), Kappa Delta Pi, and the National Alliance of Black School Educators (NABSB). These student organizations participate in recruitment and retention efforts.(Exhibit 4.4.h)

Field placements ensuring diverse opportunities are guided by Teacher Education Field Placement Policies in the SOE Policy Handbook, "field experiences provide candidates with opportunities to work with a full range of students, including varying ages and abilities and different racial, ethnic, socioeconomic, and linguistic backgrounds. Field experiences occur in appropriate high quality settings that provide experiences in diverse learning environments, including urban/high needs schools, and opportunities for collaborative professional inquiry."(Exhibit 4.4.i)

4.2.b Continuous Improvement

Activities and changes that have led to continuous improvement of candidate performance and program quality include the following:

  • The School of Education Diversity Committee meets regularly with faculty in the School of Education, SUNY Oswego Administration, and Student Services to share information and plan activities geared toward recruiting and retaining students of color. In 2011-12, this committee worked with faculty and students in the Art Department to develop a graphic design to illustrate “Social Justice Spoken Here,” to be used on posters, fliers, and postcards for recruitment. With financial support from the Office of the Provost, members of the committee attended the 2012 National Association of Multicultural Education (NAME) Summer Institute focusing on preparing a diverse and effective teaching force.
  • In 2011, the Teacher Opportunity Corps (TOC) renewed Oswego SOE's three-year grant for $44,000 per year. TOC is an initiative from the Office of Teaching Initiatives in NYS Education Department whose purpose is to enhance the preparation of teachers and prospective teachers in addressing the learning needs of students at risk of truancy, academic failure, or dropping out of school; and to increase the participation rate of historically underrepresented and economically disadvantaged individuals in teaching careers. TOC serves undergraduate/graduate candidates completing the requirements for initial or professional certification with the target audience.(Exhibit 4.4.h)
  • The TESOL program includes a field placement/tutoring component in which the pre-service candidates teach lessons to Syracuse City School District English Language Learners. Following the lessons, candidates, classroom teachers and supervising clinical faculty review the lessons, and provide feedback. This work is partially supported by Project SMART (a NYSED funded SOE professional development initiative described more fully in Standard 5).
  • The TESOL program has a partnership with Oswego City School District’s ESL Department and the Oswego County BOCES Migrant Education Program. The partnership was created so that the three constituencies could more easily collaborate to address concerns of two groups: rural ESL students and TESOL and Linguistics candidates' opportunities to work with and learn from migrant families, many of whom are immigrants.
  • EDU 381, Schools and Urban Society, has been offered each year since 2000 to give candidates an opportunity to spend two weeks immersed in a school in New York City (January) or Syracuse (June) to gain knowledge about urban schooling and to provide support for urban teachers and students. For SOE candidates, the majority of enrollees in this course, the opportunity provides an additional field experience as well as a boost in preparation for student teaching.
  • The Project SMART professional development program supports teams of teachers from Oswego County and Syracuse City Schools and beyond as they engage in a variety of school, classroom, and content-based inquiry activities. Project SMART supported the first journey into New York City schools and Syracuse schools more than 10 years ago. Additionally, it now has funded the work of multiple clinical faculty members who work with Syracuse teachers in Henninger High School, Huntington K-8 School, and Delaware Elementary School.
  • Advanced candidates in the Literacy Program teach in an after-school reading clinic at Salem-Hyde Elementary School in Syracuse as part of the clinical requirements of the Literacy Master’s degree program. A learning community of children, parents, teachers, education candidates, and clinical faculty, the work at Salem-Hyde supports diverse learners in that school and enhances the learning experiences of our Literacy Education candidates.
  • For several years SOE has maintained a partnership with the Onondaga Nation School, a public school located on Onondaga Nation land. Virtually all of the K-8 students are members of the Onondaga Nation. We provide professional development for the teachers, and candidates in the Literacy Program help Onondaga Nation children improve literacy.
  • Significant changes in Field Placement Office (FPO) operational procedures have increased visibility in schools, enhancing partnerships and developing new relationships in order to ensure appropriate and diverse placements for candidates. More than 40 school visits were made in approximately 13 school districts during the 2011-12 academic year. The number of placements increased in both the rural and urban school districts, specifically in Oswego County (61 more placements than the year before) and in the Syracuse City School District (108 more placements than the year before). The urban placements increased significantly in urban school districts: Albany, New York City, Syracuse, Rochester, and Utica. (fall 2010 - 31.2 percent increase, spring 2011 - 12.7 percent increase, fall 2011 - 31.7 percent increase, and spring 2012 - 32.2 percent increase)
  • In spring 2012, C & I professors in collaboration with Fowler High School in Syracuse, designed an after-school program whereby the candidates offered English language instruction to ESL students. The SUNY Oswego Linguistics and TESOL candidates designed and implemented an after-school program in which they offered one-to-one tutoring for students in need of assistance with the Global History Regents' Exam.
  • More than 20 of TESOL and Linguistics candidates participated in a presentation by Fowler High School students during QUEST. Over 12 countries were represented by 40 high school students, who spoke on the circumstances under which they came to the United States and the challenges they have had and are currently facing.

Plans for sustaining and enhancing performance through continuous improvement include the following:

  • As explained in Standard 3, the SOE is working with global partners to make diverse placements and opportunities for diverse educational experiences in other countries including new collaborations in China, Bolivia, Costa Rica, and India.
  • NYS Board of Regents has directed the NYSED to require programs for initial certification to include three credits of study for teachers to develop the skills necessary to provide instruction that promotes the "participation and progress of students with disabilities in the general education curriculum." Additionally, initial programs are required to include 15 of the 100 hours of pre-student teaching field experience in understanding the needs of students with disabilities. One program within the SOE currently has such a course. Other programs are developing similar courses to be delivered in fall 2013.
  • Continuous improvement to support diversity and equity is also reflected in three goals from the SOE Diversity Committee: increase the number of students of color in all programs (and ensure their retention); and, increase the number of faculty of color across the programs (and ensure their retention); and, increase the numbers of field placements in urban schools. The SOE distribution of UG and G candidates by race/ethnicity according to the Office of Institutional Research and Assessment is shown in Exhibit 4.4.h.
  • Discussions are continuing with the Syracuse City School District regarding the partnership and implementation of the Advancement via Individual Determination (AVID) program; with Central Square Central School District regarding the move toward clinically rich placements; and with three community partners to offer candidates alternative placement opportunities. A college readiness program that is designed to increase school-wide learning and performance, AVID helps close the academic achievement gap. During this program, the pre-service candidate and/or classroom teacher act as facilitator, assisting students to move from lower to higher order thinking.
  • The FPO is working with three educational, Syracuse-based community partners (Educational Opportunity Center, MANOS, and Westside Learning Center) to establish additional placement opportunities. These alternative settings will provide candidates with experiences in a diverse community, across the range of student developmental levels, and will allow for interaction with parents and/or caregivers. The Educational Opportunity Center (EOC) provides innovative academic programs leading to higher education and vocational training. EOC serves adult learners and delivers comprehensive, community-based academic and workforce development programs. All candidates positioned in the EOC program will be placed in a classroom based on appropriate disciplinary content. The Westside Learning Center offers ELL adult learners a variety of classes to enhance multiple competencies in literacy, technology, and vocational skills, access employment, and link with community resources. The center also collaborates with Seymour Elementary School (a Syracuse City School) to offer the MANOS program for preschoolers. The program is a dual-language early childhood education program in which students learn both English and Spanish.
  • SOE will continue to work with Admissions to increase scholarship opportunities for promising students from socioeconomically challenging backgrounds. According to Admissions, campus-wide, underrepresented students among freshmen and transfers reached 412 in fall 2012, 20.3 percent of total new enrollees, an increase from 18.5 percent in fall 2011 and from about 12 percent just a few years ago. Scholarships have been noted as one reason for the increase. SOE scholarships are listed in Exhibit 4.4.h
  • Finally, the SOE committed itself to continue to teach for social justice with the adoption of the Conceptual Framework and the Professional Dispositions. We have committed to design and implement anti-bias curricula and programs; recruit and retain diverse faculty and candidates; and, increase the diversity of our field experiences.

4.3 Area for Improvement Cited in Previous Accreditation Review

Candidates have limited opportunities to interact with peers from diverse groups.

School of Education candidates have enhanced opportunities to interact with peers since the last NCATE review. The 189 campus clubs and organizations that have multiple ethnicities, races, and genders as members are open to all students on campus. Specifically, in the School of Education, diverse candidates participate in the Education Club, Health Promotion and Wellness Club, Oswego Technology Education Association (OTEA), Kappa Delta Pi, and the National Alliance of Black School Educators (NABSB).

Specifically, NABSB promotes and facilitates education for all students. Club members have participated in recruitment efforts on behalf of the teaching profession on campus as well as at events in Syracuse. Additionally, the group participates in societal events such as Walk for a Cause-Stop Bullying. (See Exhibit 4.4.h)

The Education Club is open to all SOE candidates and offers programming based on professional, academic, and societal issues pertinent to the teaching profession. Below is a sample agenda for academic year 2012-2013.

Fall 2012 Meeting topics: interviewing skills, shared teaching experiences in practica and non-school-based situations, classroom management techniques, and as always… members' questions.

  • August 2012 - participated in campus Student Involvement Fair.
  • Continued our relationship as volunteers at the Oswego Children’s Center.
  • October 30, 2012 Speaker. Jeff Hendrickson, Principal from Volney Elementary School in Fulton, will be speaking about being more presentable and marketable to a school at which we may interview. Mr. Hendrickson will talk about Common Core Standards as well as the new teacher evaluations. This is a great networking opportunity in which we will hear directly from a principal about what schools are looking for in potential employees.

Spring 2013 Meeting topics Degree Works is starting soon (registration is April 8), changing assessments in NYS and APPR, certification exams, and as always… members' questions.

  • Continued our relationship as volunteers at the Oswego Children’s Center.
  • Club T-shirts design submitted by club member.
  • Book Club book selection - club survey winner was Blink.
  • Advertised for Bobbi Schnorr’s film event, Darius Goes West, on March 12. Paid for cookies to help sponsor the event.
  • April 15, 2013 Speaker - The Education Club welcomes School of Education alumnus and Professional Learning Coach Dennis Taylor to campus. Dennis will offer tips for new teachers, share the latest from NYSED and discuss Common Core curricula and new assessments.
  • April 27-28, 2013 participating in Relay for Life [community service on campus] in collaboration with the Math Club: Team Math/Education Club

ALANA (African, Latino, Asian, Native American) is a campus wide initiative focusing on its Student Leadership Conference as well as offering events based around multiple cultures. The organization is open to all member of the campus community in addition to other college communities in order to create an inter-culture interaction. The coordinator for ALANA sits on the School of Education Diversity Committee. Following is the program for the fall 2013 Student Leadership Conference:

The 27th Annual ALANA Student Leadership Conference 2013

Saturday, September 21
ALANA Fashion Show
7 - 11:00 p.m. Waterman Theater, Tyler Hall
Presenters: ALANA Organizations; Hosted by comedian "Talent" Harris; Music by DJ Tumbo

Monday, September 23
ALANA Reception at The Point
4:30-6:30 p.m. Room 131 Campus Center, The Point
Presenters: ALANA Staff

ALANA Alumni Panel
3:00-4:00 p.m. Room 132 Campus Center Auditorium
Presenters: Various SUNY Oswego Alumni

Thursday, September 27
ALANA Dinner & Banquet & Dessert Reception
4:30 - 7:00 p.m. (Doors open @ 4 p.m.)
Hewitt Union Ball Room - *Tickets Required
Presenters: ALANA 2013 Committee Staff

7:00 p.m. - 9:00 p.m.

Additionally, SOE candidates have the opportunity to live in Hart Hall, a residence hall devoted to global living experiences. Many international students choose this residence hall giving all individuals and groups excellent opportunities to interact academically, culturally, and socially. With the increased campus focus on World Awareness and recruitment of international students, SOE candidates have countless opportunities to interact with diverse groups in classes, dining halls, social settings, and in other residence halls with multi-cultural residents.