National Directory of Teacher Education Programs for Teachers of Linguistically and Culturally Diverse Students

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Introduction
History and Methodology
How to Read Profiles
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Reading Program Profiles

The profiles are designed to provide the most recent information about programs of professional preparation that prepare teachers for culturally and linguistically diverse student populations. The focus of programs is multicultural education, English as a Second Language (ESL) and English Language Development (ELD), and bilingual education. The information in each profile is self-reported by a program representative (program director or coordinator, faculty member, dean, etc.). This information was collected from responses to a national survey. For in-depth and specific information about program offerings or state licensing requirements, the user is encouraged to contact programs and state education agencies (SEAs, see section VII) directly.

The profiles are organized into three sections, corresponding to the general program types (see Typology). Within each section the profiles are alphabetized by state, then by institution. A description of how to read each section of a profile follows. Profile information for all sections is not provided in some cases. Some questions did not apply to all programs, and in some cases, the respondent did not provide enough information on the survey.

Institution: Name of institution at which program(s) is located.
State: State abbreviation indicating state in which program(s) is located.
Contact Information: Name and address of program, department or school, and institution.

Diversity Preparation Indicators
These indicators emphasize areas of the program that feature the specific areas program(s) prepares teacher candidates for cultural and linguistic diversity. They include the following:

NCATE Accreditation: Program is accredited by the National Council of the Accreditation of Teacher Education (NCATE).

State Accreditation: If state has specific program accreditation standards for teaching language and culturally diverse students, such as for ESOL, Bilingual, and Multicultural Education, AND the program is accredited by the state.

NCATE Standards: Program reported use of NCATE standards in its basic design (but not accredited by NCATE).

NABE Standards: Program reported use of NABE standards in its basic design.

TESOL Standards: Program reported use of TESOL standards in its basic design.

State Standards: If state has specific program accreditation standards for teaching language and culturally diverse students, such as for ESOL, Bilingual, and Multicultural Education AND the program reported use of state standards (but not accredited by state)

Pedagogy: CREDE Five Standards of pedagogy are included because these pedagogical principles are based on the most current research findings related to the most effective teaching practice and learning context. The respondents were asked to rate their use of these practices in their program on a scale of 1-5 (see Pedagogical Emphases below). CREDE Standards are included as a Diversity Preparation Indicator for programs that reported 4 or 5 on all five pedagogy standards.

Diversity Requirement: Program reported coursework that addresses issues of cultural and linguistic diversity is required for all candidates.

Content Areas: The program includes the majority of content components specified for its program type based on how the program is categorized in the program typology (see section V).

Second Language Requirement: ESL and Multicultural Education type programs require candidates to study of a second language. Bilingual Education type programs require second language proficiency of candidates.

Methods Course(s) in a Language Other Than English: Program offers methods courses that are taught in a language other than English.

Placements: Program reported “frequently” or “always” as the minimum frequency in how often candidates are placed in field/teaching experiences where they work with ethnic minority students, students from low SES backgrounds, immigrant students, and students from homes where a language other than English is spoken.

Candidate Teaching in a Language Other Than English: Program reported “frequently” or “always” as the minimum frequency in how often candidates teach in a language other than English for field/teaching experiences.

Teacher Candidate Composition: Program reported that at least 50% or more candidates are from racial/ethnolinguistic minority groups (candidates of color).

Recruitment: Program reported the presence of program or institutional recruitment practices specifically for recruiting racial/ethnolinguistic minority candidates (candidates of color).

Faculty Composition: Program reported at least 50% or more faculty are from racial/ethnolinguistic minority groups (faculty of color).

Faculty Professional Development: Program offers initial and continuing support for faculty professional development related to the education of culturally and linguistically diverse students.

Program Type
The programs have been divided into three general program classifications. They include multicultural education, ESL/Multicultural and bilingual education programs. Analysis of the responses to the survey has been based on these self-reported classifications. Within the three general classifications, seven types of programs are presented that describe preparation content, curriculum, and field experiences (if applicable) of programs (see Program Typology, section V).

General Program Information
This section provides general program information about the level of teacher preparation (inservice or preservice), degrees offered, grade level of preparation (elementary, secondary, or K-12), and the type of licensure or authorization offered by the program. It also includes any formal state, national or professional accreditation that programs may have. Information is also provided on the length of the program.

Curriculum
This section provides information on program design, and the use of professional, national or state standards and the theoretical frameworks used in the design and implementation of the program.

Culture, Language, and Diversity Requirements:This section provides information on required coursework that address issues of culture and diversity. It also indicates if the program requires study of or proficiency in a language other than English. For Bilingual Education type programs, the languages that are offered and/or accepted to meet language proficiency requirement are given as well as when and how language proficiency is assessed, and if methods courses are offered in a language other than English.

Content Areas: Because it is often difficult to determine the actual content of courses by course titles, this section describes the content considered essential in the seven types of programs. It does not indicate the extent or the depth to which the content is covered. Required topics covered in the course of study that teacher candidates must take. Possible content areas include:

Linguistics/Psycholinguistics/Sociolinguistics
Linguistic Diversity in the US
Study of Dialects
Multiculturalism/Cultural Pluralism in the US
Cultural Anthropology
Cross-Cultural Studies
Studies of Specific Ethnic and/or Linguistic Groups in the US
Methods for Literacy and Language Development in English
Methods for Subject Matter Content in English, adapted for English Language Learners
Methods for Literacy and Language Development in the Primary (non-English) Language
Methods for Teaching Subject Matter Content in the Primary Language
Culture Classes Taught in the Primary Language
Contrastive Language Structure/Grammar
Assessment of English
Assessment of Primary Language
Assessment of Subject Matter Content
First Language Acquisition
Second Language Acquisition
Second Language Development
Issues in Bilingualism
Educational Equity
Curriculum Development in English for English Language Learners
Curriculum Development in the Primary LanguageField Experiences

Field Experiences: This section provides information on the types and duration of teaching/field experience placements. It also notes whether candidates “frequently” or “always” teach in a language other than English. This section also describes how candidates are placed and who is involved in placement decisions. It describes placement settings of candidate teaching/field experiences by the types of student populations and the frequency of these placements (frequently or always): ethnic/racial minority students; students form low socioeconomic status (SES) backgrounds; students from immigrant families and are themselves immigrants; students from homes where English is not spoken, students from rural, urban, and suburban settings; students in special education programs.

Pedagogical Emphases
Programs were surveyed about the kinds of pedagogical strategies and practices presented to and modeled for candidates in courses and teaching/field experiences. Respondents rated each pedagogical method for their programs on a scale of 1 to 5: 1 = Never, 2 = Minimal extent, 3 = Moderate extent, 4 = Considerable extent, 5 = Always.

Teacher Candidates
Provides information on teacher candidates in the program. Average number of candidates who enter the program each year and candidate groupings (e.g. cohorts)

Recruitment and Outreach
Recruitment and outreach efforts used by the program and/or its institution to specifically increase the number of racial/ethnolinguistic minority candidates (candidates of color), or diversifying the program, are discussed.

Funding
Some programs noted that funding was available for candidates. Loans are not included.

Program Faculty
This section provides information on which faculty teaches methods courses and/or supervise teaching/field experiences. Gives information on professional development related to cultural and linguistic diversity available to faculty.

Induction
This section provides information on the type of formal induction (beginning teacher support) and resources available to support graduates of the program. The nature of collaboration and type of support resources provided by the program and/or partner school districts are described. Support resources are:

Training in strategies for first year teachers
Mentoring
Group lessons/unit planning
Sharing/learning about resources
Building collegial relationships
Peer observations and feedback
Mentor teacher observations and feedback
Supervisor observations and feedback
Consultations with mentor teachers
Consultations with others
Community involvement

©2002 Center for Research on Education, Diversity & Excellence. All rights reserved.