CANDIDATE DIVERSITY PROFICIENCIES

Diversity curriculum and experiences are guided by beliefs explicated in our Conceptual Framework  that guide our engagement in “…the preparation of a diverse and comprehensive array of education professionals who are life-long learners, skilled in pedagogy and content, knowledgeable of standards and assessment, and capable of working with all populations in a changing global environment.” Our Conceptual Framework further states, “Successful professional educators respect and respond to multiple representations of diversity that include racial, ethnic, linguistic, gender, philosophical, cultural, socio-economic status, age, ability, and sexual orientation.” Further, “Our vision, our mission, and key elements of our Conceptual Framework all reflect our commitment to preparing candidates to support the learning of all students.”  (Conceptual Framework)

Candidate proficiencies delineated into knowledge, skills and dispositions not only guide the development and implementation of diversity in our curriculum but provide concrete and expected behaviors to be developed, practiced and assessed in coursework and field experiences across their programs. The proficiency of Competence in Caring in our Conceptual Framework promotes candidates’ understanding and demonstration of diversity.

  • Caring: Faculty, partners, and candidates respect all learners, each other, and community members. They work together to support the intellectual, academic, social, emotional, and physical well being of those in their care.
    • Initial Candidates: Demonstrate a desire to reflect upon and promote unbiased attitudes and impart the skills necessary for understanding and performing successfully in a diverse world.
    • Advanced Candidates: Candidates are able to transmit and promote unbiased attitudes toward diversity and impart the academic and social skills necessary for understanding and performing successfully in a diverse world.

UNC Standard Nine: Diversity - The teacher candidate creates an inclusive environment for all students by drawing upon representations from students’ experiences, knowledge, and beliefs.

  • 9.1 Candidates recognize and understand how students differ from one another
  • 9.2 Candidates create a classroom setting that supports diversity by providing learning opportunities for individuals with diverse backgrounds, experiences, abilities, values, and perspectives
  • 9.3 Candidates develop and select curriculum and resources that enhance learning to meet the needs of all learners.