Assessment Dissemination Project

Assessment of Multicultural/Diversity Outcomes Grant

Diversity Essay Rubric for ___________________________

Duration: Quantity of time spent in a diverse setting. Do not count listed experiences more than once to determine total hours.

1-Minimal

2-Moderate

3-Lengthy

Less than 100 hours.

Between 100 and 200 hours.

Greater than 200 hours.

Total Hours: ________

Duration Score: Intensity: Quality of experience in a diverse setting. Consider the most intense experience/title/description within a placement.

1 -Observer

2 - Participant

3 - Participant w/ supervision responsibilities

Student served only as an observer. Student had little or no influence or interaction with population(s).

Student was actively involved with population(s), but had no responsibility in planning, decision making or care with regard to population(s).

Student was actively involved with the population(s). At least one role with responsibility in planning, decision making or care with regard to population(s).

Ex. EL/ED 220 Observation

Teacher's Aide, Reading Tutor

Camp counselor, teacher, team teaching, substitute teacher, activities coordinator.
(e.g., someone who makes decisions at a higher/program level or structures learning/instruction)

Score:

Diversity: Breadth of cultural/diverse exposure.

1-Homogeneous Exposure

2-Moderate Exposure

3-Diverse Exposure

Has worked with only one population (i.e., Low SES, Ethnicity, Special needs, At-risk)

Has worked with 2 or 3 populations

Has worked with all 4 populations

Score:
Comments:

Total Score:
Range 3-9

Scale:
3-4 Needs diverse placement

*Requested School(s):

5-6 Diverse placement advisable

7-9 Adequate diverse experience

*asterisk schools with a diversity rating of 20% or higher

Name

ID#

Rubric for Diversity Assessment Questions:

Question #1:
Briefly describe your philosophy of teaching. Explain how these identified diverse experiences have affected your philosophy of teaching. Include such things as the effect of educational expectations on student outcomes, building self-esteem and relating to students.

Question #2:
Using examples, describe how your philosophy translates into actual methods and strategies of teaching. Include such things as to how to promote equity, how to establish an accepting climate, and how to plan effective instruction to meet individual and group needs.

Purpose of question and learning objectives covered:
This question was designed to evaluate student philosophy. The assessment question centers around the issue of "what are good components of a healthy philosophy. In other words, "Do you think this person has a healthy philosophy and what evidence demonstrates this in their response." The rater should ask themselves "what components make up a healthy philosophy for student-teacher?"

Purpose of question and learning objectives covered:
The purpose of this question is to assess knowledge about the employment of strategies. The rater should ask "if this person was in a classroom , do you think they would have an awareness of effective strategies?"

Professional Philosophy (4)
(at this career stage)

Proficient

_____Connectiveness

-Indicates a true shift from "I" to "we.". It is a process of humanization. Language indicates a willingness to put people "lower" than themselves on equally human footing. Their response suggests a cognitive change in their perception of human "hierarchies." That is, the student-teacher and student are on same level or continuum. They may say: "I look at oppression of people as a problem now, and not just as a subject." Their response does not convey belief that the student must save a labeled group. Responses will not use "us" and "them." The student-teacher uses more of a team approach to meeting individual needs of students (i.e., work together to accomplish the goal).

____Future Impact

-Some evidence that the student-teacher believes their experience will impact the student-teacher’s and their student’s lives (e.g., "my students will incorporate experience in their everyday life."). They may express a commitment to explore the issues again.

____Shift in Philosophy

-Response reflects on their original views/beliefs and they are able to articulate how they see and hear things differently. They are aware of any personal fears and the basis of those fears. They indicate and awareness of their biases and their reactions due to their biases.

_____Comprehension of Diversity

-Talk about individuals and individual needs (rather than grouping). Response shows a deviation from "I don’t see color...I treat all students alike" to "Each person’s needs are different."
-Increased range of inclusiveness beyond race and gender.

____Strategy Inclusiveness

-Degree of inclusiveness in their definition of equity beyond cultural and gender. A narrow definition would not include many of the 12 areas of diversity (gender, culture, family, geography, sexual orientation, see Cushner). Their response indicates their belief in getting to know the uniqueness of each student.

____Strategy Variety and Depth (related to instruction component)

-Response indicates that the student has a command (and willingness to use) a variety of strategies or approaches. They may discuss: Cooperative learning, Demonstration/modeling, Role model approaches, Multiple Intelligence/Learning styles. Does not rely on "tourist" or "food day" approaches. Diversity goes beyond simply teaching knowledge about cultures. Their instructional strategies involve promoting interaction skills or knowledge to appropriately relate to individuals who they may not think are like themselves.

____Appropriate Learning Climate (related to accepting climate component)

-Strategies encourages safe, secure and respected environment. e.g.
-Visual presence of diversity in their classroom
-Voice "everyone has an opportunity to speak" balance of power
-No put-downs or degrading
-Diverse perspectives in curriculum
-Shows personal responsibility (verses a dictatorial approach e.g., "I’m going to teach them to...")
-Invitational (sharing experiences, backgrounds cultures)

__________ Total Question #1

__________ Total Question #2

Please feel free to email Dr. Anthony Ambrosio, if you have any concern about the grant. Thank you.

Original website designed by Marcos A. Prono and Sarah J. Stump revised by John W. Parton.
Last revision: Oct. 2006