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Institute for Case Development

INDEX FOR DIVERSITY IN THE CLASSROOM

(J. Shulman & A. Mesa-Bains) and the

MODEL STANDARDS FOR BEGINNING TEACHER LICENSING AND DEVELOPMENT

(Developed by Interstate New Teacher Assessment and Support Consortium)

 

Model Standards

CONTEXT THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES:
 
Principle
#1
Principle
#2
Principle
#3
Principle #4
Principle #5
Principle
#6
Principle
#7
Principle
#8
Principle
#9
Principle
#10
 
Content Knowledge; Tools of Inquiry
Intellectual Social, & Personal Develop.
Adaptation to
Diverse Learners
Instruct’l Strategies: Critical Thinking, Prob. Solv. Skills
Active Indiv/Grp. Engagem. In Learning Commun.
Verbal, Non-verbal, & Media Communic.
Planning: Knowledge of Content, Students & Curr. Goals
Formal
and Informal
Assessment
Reflective Practitioner/
Seeks Prof. Growth
Fosters Relationsh. w/Colleag. & Commun.
CHAPTER 1: TEACHING NEW CONCEPTS AND SKILLS
Urban- Latino
 Case 1: A Case of Ganas - The story of an E.L.L. student’s desire to learn conveys a teacher’s sense of failure while paradoxically revealing the student’s new understanding of her own learning.
 
X
X
XX
X
X
      
X
  
Urban- African-American
Case 2: Moments of Truth: Teaching Pygmalion - A teacher finds that issues of language and social status cloud her genuine attempts to introduce a new approach to Pygmalion.
 
X
X
X
XX
X
  
X
  
X
  
Multi-Ethnic
Case 3: Attempting to Teach Self-Esteem - A teacher’s idealistic efforts to address problems of poverty and self-esteem in one lesson fall flat.
   
XX
  
X
X
      
X
  
CHAPTER 2: INTEGRATING NON-ENGLISH SPEAKERS INTO THE CLASSROOM
Urban-

E.L.L.

 Case 4: Then and Now: Insights Gained for Helping Children Learn English - A teacher compares her early-career attempt to teach a non-English speaker with a similar situation 25 years later.
   
X
XX
  
X
      
X
  
Urban- E.L.L.
 Case 5: Please, Not Another ESL Student - In collaborating with a colleague, a teacher discovers that English Language Learner students can learn from their English-speaking peers as well as from the teacher.
   
X
XX
X
X
  
X
X
X
  
CHAPTER 3: INTERACTION WITH STUDENTS
Urban- African-American
 Case 6: Fighting For Life in Third Period - A returning teacher’s naive expectations come up against the harsh realities of an inner-city school.
   
X
X
  
XX
      
X
  
CONTEXT THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES:
Urban- African-American
 Case 7: Drained By One Troubled Child: Did I Help? - A teacher must balance the unanswerable needs of a special student with the demands and needs of an entire class.
   
X
XX
  
X
      
X
  
Urban- African-American
 Case 8: Darius: I Hope He Makes It! - A teacher’s heroic attempts to keep faith with a student fails when the student is suspended from school.
   
X
XX
  
X
      
X
  
Spanish-Bilingual Education
 Case 9: A Trip to Hell - A teacher experiences unanticipated difficulties with his pull-out bilingual class.
   
X
X
X
XX
      
X
  
Spanish-Bilingual Education
 Case 10: From "Outsider" to Active Learner: Struggles in a Newcomer School - A teacher illustrates the complexities of the immigrant experience and the importance of establishing social supports and trust with her students.
    X
XX
  
X
      
X
  
CHAPTER 4: THE INFLUENCE OF PARENTS AND COMMUNITY
Asian
 Case 11: My "Good Year" Explodes: A Confrontation With Parents - A teacher’s career and reputation are threatened when active parents express dissatisfaction with her performance.
 
XX
X
X
X
        
X
XX
Asian
 Case 12: Opening Pandora’s Box: The Mystery Behind an "Ideal Student" - A teacher becomes more sensitive to different cultural norms as a result of a child’s outburst during a parent-teacher conference.
   
X
XX
  
X
      
X
XX
Multi-Ethnic
 Case 13: Home Visits - A teacher promotes entering her students’ tense and sometimes hostile communities to gain mutual understanding and cooperation with their extended families.
                  X
XX

This information can be found at
http://www.wested.org /icd/npeat/indexDCPV.html
Last modified July 2, 2001
Portions ©2012 WestEd® || (415) 565-3000 || www.WestEd.org

Contact Information:

Judy Shulman
Director, Institute for Case Development
WestEd
730 Harrison Street
San Francisco, CA 94107


email:
jshulma@WestEd.org
Phone: (415) 565-3057
Fax: (415) 512-2024