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

4.1.a     Design, Implementation, and Evaluation of Curriculum and Experiences

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 in P-12 schools.

One of the principal goals of the Unit is to recognize and cater for diverse learning needs of all students. The Unit supports the development of educators who believe that all students can learn, are sensitive to diversity, and treat students with dignity, respect, and fairness. The Unit’s Disposition Survey assesses these at selected points in the program. The Virgin Islands New Teacher Standards I, II, III, IV, & VII also affirm that teachers create learning environments that address diversity among learners, and design and implement instruction and appropriate assessment that show consistent sensitivity to individual academic, physical, social, and cultural differences. All programs in the Unit are designed to meet all Virgin Islands Standards as evidenced by portfolio and other assessments.

The Unit uses a multidimensional approach to validate its commitment to preparing candidates who reflect on and implement their knowledge, skills, and dispositions for catering for diverse learners. Learning activities in the core courses that are shared across programs emphasize the needs of diverse learners. Additionally, the Unit ensures that the design of programs, the provision of resources, and experiences integrated into courses enhance candidates’ understandings of and dispositions for catering for the needs of diverse students.

In the required courses for elementary and secondary education majors listed below, candidates pursue curricular experiences designed to help them deliver education that is sensitive to the diverse needs of the learners. In EDU 221, Foundations of Education, candidates are provided with an overview of the field of education in P-12 schools and they discuss the major cultures from which their students might come. They reflect on ways they may deal with diversity in their future classrooms.   Candidates examine multicultural literature that can be integrated across the curriculum and demonstrate how they could address diversity-related themes in their instruction. They explore positive teacher-student and peer interactions and the class climate that caters for diversity, ethnicity, or exceptionalities. In EDU 230, Educational Psychology, candidates explore the various dimensions and stages of human development, the uniqueness of some students with regard to development, and the importance of differentiation of instruction and culturally responsive teaching.  In EDU 351, Classroom Management, candidates examine the personal/psychological and learning needs of diverse learners from various ability levels, socioeconomic backgrounds, and ethnic groups. They explore how they can meet those needs, and how they can build a positive, nurturing learning community that enhances students’ sense of personal value and efficacy. Candidates study a wide range of strategies for providing preventative and supportive discipline for students with mild to disruptive behavior problems.

In EDU 250, Curriculum Development and Instruction, candidates study the various diverse groups brought together to develop curriculum that caters for diverse learners. Emphasis is placed on the selection, planning, and implementation of differentiated curriculum and instruction. In EDU 353 & 354, Teaching the Language Arts, students are instructed in informal diagnosis and developmental and remedial techniques for children with various types of reading difficulties including English Language learners. Students have the opportunity to engage in field experiences that consist of observing and assisting teachers in a public elementary school with instruction in the language arts. They observe and assist with teaching children from various ethnic and socioeconomic backgrounds. In EDU 302, Introduction to Special Education, candidates are acquainted with the various types of exceptionalities and their need to develop the caring and tolerant dispositions that are indispensible to successfully including students with disabilities in the regular classroom.

Early childhood education majors pursue the following required courses designed to enhance their knowledge and sensitivity to teaching diverse learners. In the following two courses, EDU 109, Inclusive Early Childhood Environments I & EDU 114, Inclusive Early Childhood Environments II, students develop an in-depth understanding of the variability in patterns of development in children pre-natal to age 8 including children with disabilities. They learn how to create and sustain developmentally appropriate inclusive environments. In EDU 216, Inclusive Early Childhood Curricula, candidates develop learning activities for a variety of inclusive settings taking into consideration developmental delays and different learning styles. In EDU 403, Assessment for Effective Teaching in Inclusive Early Childhood Education, candidates develop a basic understanding of the assessment process and practice a variety of formative assessment techniques that are developmentally appropriate, culturally and linguistically competent. They will learn how to communicate assessment results with parents. In EDU 304, Teaching Reading and Literacy in Inclusive Early Childhood Education, inclusive early childhood majors are provided with an understanding of the reading process, as well as a detailed view of research-based principles of effective literacy instruction from kindergarten through third grade, including children with disabilities.

At the graduate level, a number of courses address diversity and the diverse needs of learners.  Following are specific examples. In EDU 501, Educational Psychology, candidates review the developments of theories of learning, cognition, motivation and memory and how they are applied in the classroom. They explore learning preferences and the importance of catering for learning differences and students with disabilities and the overrepresentation of ethnic and minority students in the various disability categories.  In EDU 505, Anthropological and Sociological Foundations of American Education with Reference to the Virgin Islands, candidates analyze the impact of culture and the environment upon American education, with specific reference to the US Virgin Islands. In EDU 520, Characteristics of Exceptional Children, candidates survey students with mental, physical, emotional and learning disabilities and the gifted and talented. Also, candidates study the nature of giftedness, characteristics, methods and procedures for screening and identification, and educational program options for public education in EDU 529, Gifted and Talented Students: Characteristics, identification and Educational Programs. In EDU 523, Educational Diagnosis and Prescriptive Teaching, candidates are provided with knowledge and skills in diagnosing children’s academic and behavior problems and in writing and implementing educational prescriptions. In EDU 531, Education in a Multicultural Society, candidates develop a knowledge base (theories and concepts) concerning the area of multicultural and multiethnic education and a skills or action base (strategies, methods and techniques) for application in various educational situations.

Field placements expose candidates to a relatively diverse learning environment as is typical in the Virgin Islands. See Table 10 (Exhibit 12) for demographic data for schools in the Virgin Islands. The school population represents the diversity of the region and provides opportunities for candidates to see and implement practical applications. During the practicum experience in EDU 257, Math and the Elementary Teacher, and EDU 354, Teaching the Language Arts, students observe and plan lessons for diverse learners. During the elementary and secondary clinical experiences—EDU 452, EDU 469, students observe, plan and teach lessons for diverse learners.  For the early childhood field placements (EDU 304, 406, 407) candidates visit schools with a diverse population and observe and reflect on challenges of providing inclusive education.  During EDU 406 student teaching in IECE, they actually teach diverse students.  Instructors evaluate how candidates cater for diversity.

Outcomes Based on Key Assessments

Data collected, through surveys and evaluation, document the necessary proficiencies that candidates develop to teach diverse students including English language learners and students with exceptionalities. Candidates are expected to complete several lesson plans while fulfilling the requirements of the program. The attached lesson planning rubric is an evaluation tool that is used to assess candidate competency in planning throughout the program. During curriculum and literacy courses, practicum and student teaching they are required to design lesson plans that incorporate a variety of strategies and materials that cater for differentiated instruction. Lessons plans should reflect an ability to address diversity (e.g., cultural, linguistic, academic, and learning styles.) The attached lesson planning rubric is an evaluation tool that is used to assess candidate competency in planning. See Exhibit 4.3.a for aggregate data for elementary education and inclusive early childhood education from lesson planning assessment, with diversity sections highlighted. The results for fall 2012 show that by the completion of the course all elementary education candidates were rated at the ‘target’ or ‘developing’ level across four content areas on all items. This feedback shows that elementary education candidates are meeting national program and Unit standards. The results for inclusive early childhood education students show that by the completion of the course candidates were rated at the ‘target’ or ‘developing’ level on 2 out of the 4 areas related to diversity, and at ‘beginning’ or higher on 2 out of the 4 areas. This feedback shows that more effort is needed to ensure that all candidates are meeting national program and Unit standards.

During the fourteen-week clinical experience students engage in reflection and self-evaluation using the Student Teacher Competency and Evaluation Record. Furthermore, the university supervisors and cooperating teachers use the same tool to evaluate the candidates. Criteria related to diversity include adapting instruction to the needs of students, making connections to the students’ life and culture, and demonstrating respect and acceptance for all cultures. See Exhibit 4.3.a for aggregate data for elementary education and inclusive early childhood education candidates from Student Teacher Competency and Evaluation Record, with diversity sections highlighted. The results for fall 2012 show that the candidates were rated highly on diversity competencies ranging between 4.0 and 5.0 on a 5-point scale. This feedback shows that candidates are meeting national program and Unit standards by the completion of their student teaching course. For the inclusive early childhood education candidates, the results for fall 2012 show that they were rated on diversity competencies ranging between 2.0 and 4.0 on a 5-point scale. This feedback shows that candidates could have performed better toward meeting national program and Unit standards.

Candidates are also assessed on pedagogical and professional dispositions. They use the Disposition Survey as a self-assessment and reflection tool. At the end of student teaching experience, the university supervisor and the cooperating teacher complete the survey to further authenticate the students’ self-evaluations.  This assessment requires students to show their commitment to teaching and learning and to demonstrate professional dispositions during practicum and internship.  This includes their sensitivity to student differences, and treating students with dignity, respect, and fairness. See Exhibit 4.3.a for aggregate data for elementary education and inclusive early childhood education candidates from Student Teacher Dispositions Survey, with diversity sections highlighted. For the elementary education candidates, at the end of student teaching in spring 2012 and fall 2012, all students were rated as ‘agree’ or ‘strongly agree’ on the various diversity related proficiencies. For the inclusive early childhood education candidates, data provided for fall 2011 show that by completion of the course in student teaching, all students were rated mostly at the ‘strongly agree’ level. 

The candidate’s effect on student learning is assessed based on the analysis the candidate makes of student data. The scoring rubric Analysis of Student Learning (TWS) is the assessment tool. The Teacher Work Sample (TWS) that is comprised of several different components.  Taken as a whole, they are designed to assess each candidate's level of proficiency in a variety of areas all leading to a decision on the candidate's effect on student learning.   Candidates' abilities are assessed in four major areas that are aligned with and related to the professional standards and the School of Education's proficiencies as identified in the unit's Conceptual Framework.  Although assessment data is slated to be collected in fall 2013, some effort is being made to pilot portions of this assessment this spring semester. The Student Teaching Portfolio is a well-organized collection of carefully selected materials and reflections that provide evidence of candidates’ student teaching experiences and growth. It documents ones knowledge, skills and ability to teach and impact student learning.  The portfolio is built around the four themes of the unit’s Conceptual Framework. Those themes include: i) The Professional as Reflective;  ii) The Professional as an Enabler of Student Learning; iii) The Professional as Active Learner; and iv) The Professional as Leader.  It includes documentation and artifacts that serve as evidence of developing competencies in the areas above.  The portfolio assignment is assessed by the university supervisor and cooperating teacher at the completion of the student teaching course. The data collected for fall 2012 show that by the completion of the course all elementary education candidates were rated at the ‘indicator met’ level. This feedback shows that candidates are meeting national program and Unit standards. See Exhibit 4.3.a for aggregate data from elementary education and inclusive early childhood education candidates from the portfolio rubric with diversity sections highlighted. For the inclusive early childhood education candidates, the results for fall 2012 show that 1 of 2 candidates was rated at the ‘indicator met’ level on diversity competencies and the other candidate was rated at the ‘partially met’ level on one of the diversity competencies.

Candidates engage in activities to broaden their knowledge, skills, and understanding of working effectively with diverse families throughout the program. As a teacher of young children, they should know and understand the role of the family and the community in the learning of the child. This class project requires that the candidate develop a Family Involvement Plan for a project (or activity) that involves the child, the school team, the family and the community.  The plan must be well conceived, demonstrate sensitivity for students individual needs and interests, and clearly and concisely describe how the candidate will actively engage the school team, students, family and other community members in the project (home-based and school-based); the plan should discuss the method of conveying the candidate’s expectations to all participants. The diverse families represented in a typical Virgin Islands classroom must be represented as part of the project. The assessment has been recently developed and has not yet been administered.

4.1.b Experiences Working with Diverse Faculty

The University recruits, hires, and retains a diverse teaching staff.  Diverse faculty within the University and the School of Education provide several opportunities for candidates to interact professionally with faculty from a broad range of backgrounds and experiences.  As shown in Exhibit 4.3.d, there are more than six ethnic groups represented among the faculty. The initial teacher preparation programs as well as the advanced programs include a representation of faculty from diverse backgrounds from 4 ethnic groups.  Faculty members provide a range of perspectives and backgrounds. Candidates in all programs work with diverse faculty in K-12 schools during their field experiences.

Unit and clinical faculty have themselves been exposed to a variety of diverse environments in their pursuit of higher education and in participation in diversity activities, e.g., faculty have taught multicultural education to student teachers and practicing teachers. Faculty members have taught in diverse schools in the United States, Europe, Africa, and the Caribbean. The Unit caters for the professional development opportunities for faculty members in order to enhance faculty knowledge, skills, and abilities for preparing candidates to work with students in a diverse environment.

As the faculty demographics show in Exhibit 4.3.d, the unit adheres to UVI policies and procedures to employ competent and diverse faculty.  According to the University Human Resources Policy Manual, “Department heads must utilize an employment-related strategy based on the principles of equal employment opportunity which provide for diversity. . . “(p. 94).  The School of Education also supports the hiring of diverse faculty. “Recruiting diverse faculty will be facilitated by identifying venues for advertisement of open positions in publications, and on the Internet targeted for various communities in the world.  Diversity also includes, but is not limited to those who are considered constituents of the Individual Disabilities Education Act (IDEA), as defined by the US Government. When examining resumes of prospective faculty, diversity is a key consideration. Currently, the background experiences of each faculty member are notably filled with professional and personal experiences rich with diversity.

4.1.c Experiences Working with Diverse Candidates

Teacher education students have the privilege to interact with a diverse student population across the University and in their communities.  In fall 2011, in the student population there were 9 American Indians, 21 (1%) Asians, 2015 (76%) Africans Americans, 1 Native Hawaiian, 165 (6%) Hispanics, 155 (6%) Whites, and 18 (1%) combined races. Additionally, the University hosted 141 international students representing 13 countries/islands.

“The University is a member of the National Student Exchange program which offers undergraduate students an opportunity to study for up to one year at one of the 171 colleges and universities in the United States and its territories. On the St. Croix campus the university hosted 8 students for the 2011-2012 school year.  The University is also a member of the Association of Caribbean Universities and Research Institute (UNICA) and participates in the Caribbean Intercollegiate Student Exchange program.  This program allows students from participating Caribbean colleges and universities, to spend a semester or academic year at UVI” (UVI Undergraduate Catalog, 2012-2013, p. 4).

The University is a coeducational, multi-cultural, equal opportunity, and affirmative action institution. The School of Education policies and practices are consistent with the UVI general recruitment policies and practices. 

Through its Access and Enrollment Services, the University networks (regarding scholarships and other opportunities) with schools as it seeks to attract students, including teacher candidates, from all the various ethnic and racial groups in the Virgin Islands school population. The school district data in Table 10 reflect the diversity in the geographic region that the university serves. Also, through college fairs and other recruiting events, the University advertises to college-bound students in the VI and from other islands of the Eastern Caribbean that include, Anguilla, Antigua and Barbuda, Dominica, St. Kitts, St. Lucia, St. Maarten,  Nevis and Tortola.  Recruitment efforts also focus on Washington DC CAP program which encourages students in DC to attend university in US territories away from the crowded capital. Also, the Enrollment Services department has been assertive in targeting the Latino/Hispanic population. Through a committee that has been formed, specific activities have been planned that are geared toward attracting students from the Latino/ Hispanic group.

The unit seeks to recruit from the diverse geographical area by advertising the School of Education to the general public during special days. For instance, during an annual event—The Afternoon on the Green—the Unit, other, programs as well as appealing features of the University are displayed for the public of the United States Virgin Islands, the major geographical area from which the University usually attracts its candidates.

The Unit advertises its initial and advanced programs to practicing teachers and other school professionals. In collaboration with the Board of Education, through the P-16 Initiative, the Unit seeks to attract teachers to pursue certification. The Unit intends to continue its networking with the Board of Education and to target recruitment efforts to all the various ethnic groups as it seeks to improve the content and pedagogical knowledge and skills of practicing teaching.

The Unit focuses on retention through academic advising and in collaboration with the UVI Student Support Services and Programs. For example, the Center for Student Success (CSS) provides assistance with concerns that affect the academic and personal success of candidates. The Counseling and Career Services Office facilitates interpersonal, personal, social and cognitive development of students outside the classroom. Additionally, counselors facilitate the coordination of services with other departments of the University in order to accommodate students’ special needs, e.g., testing, scheduling, etc. As needed, students will utilize the services of the Virgin Islands University Center for Excellence in Developmental Disabilities (VIUCEDD), which serves students and families of students with disabilities.

4.1.d Experiences Working with Diverse Students in P-12 Schools 

The school district data in the Table below shows the diversity in the geographic region that the university serves. All field experiences are located in schools in the Virgin Islands. According to 2011-2012 data for the Virgin Islands school districts, there were 22 American Indians/ Alaska Natives, 53 Asians, 2,951 Hispanics, 22 Native Hawaiian or other Pacific Islanders, 12, 272 Blacks or African Americans, 233 Whites, and 158 multi-race. There are 1,035 students with disabilities, and 553 students with limited English proficiencies.

According to the World Fact Book, a publication of the Central Intelligence Agency (CIA), the languages spoken include English 74.7%, Spanish or Spanish Creole 16.8%, French or French Creole 6.6%, other 1.9% (2000 census). The school population represents the diversity of the region and provides opportunities for candidates to see and implement practical applications.

Demographics on Sites for Clinical Practice in Initial and Advanced Programs

In order to cater for the reality of increasingly diverse classrooms and communities, the Unit ensures that through various required courses candidates have developed the knowledge, skills, and dispositions that will enable them to cater for the needs of students with different genders, ethnicities, race, language, sexual orientation, geographic area, religions, exceptionalities, and socioeconomic backgrounds.  During their field experiences and clinical practice candidates are required to develop and submit lesson plans that incorporate a variety of instructional strategies, assessments, and materials that are differentiated to meet the needs of diverse students. Students will discuss the lesson plans with the cooperating teacher and will incorporate feedback into the plans before teaching the lessons.  Lessons plans should reflect an ability to address diversity (e.g., cultural, linguistic, academic, learning styles). The lesson plan rubric is the tool used to evaluate the lesson plans and students’ competency in catering for diversity in their planning of lessons.

During the practicum experience in EDU 257, Math and the Elementary Teacher and EDU 354, Teaching the Language Arts, students observe and plan lessons for diverse learners. During the elementary and secondary clinical experiences—EDU 452, EDU 469, students observe, plan and teach lessons for diverse learners.  For the inclusive early childhood education field placements (EDU 304, 306, 307) candidates visit schools with a diverse population and observe and reflect on challenges of providing inclusive education.  During student teaching EDU 406, they actually teach diverse students.  Instructors evaluate how candidates cater for diversity. See Exhibit 4.3.a for aggregate data for elementary education and inclusive early childhood education from lesson planning assessment, with diversity sections highlighted. The results for fall 2012 show that by the completion of the course all elementary education candidates were rated at the ‘target’ or ‘developing’ level across four content areas on all items. This feedback shows that elementary education candidates are meeting national program and Unit standards. The results for inclusive early childhood education students show that by the completion of the course candidates were rated at the ‘target’ or ‘developing’ level on 2 out of the 4 areas related to diversity, and at ‘beginning’ or higher on 2 out of the 4 areas. This feedback shows that more effort is needed to ensure that all candidates are meeting national program and Unit standards.

As students engage in teaching during practicum and field experiences, the university supervisor and cooperating teacher will evaluate students’ competency in implementing their plans through the use of the Student Teacher Competency and Evaluation Record. For example, a diversity-related criterion on this tool is the extent to which candidates use a variety of instructional methods and multi-sensory materials and creates opportunities for diverse learners.  Candidates are also evaluated on whether they demonstrate respect for and acceptance of all students. Candidates also use this tool to self-evaluate. See Exhibit 4.3.a for aggregate data for elementary education and inclusive early childhood education candidates from Student Teacher Competency and Evaluation Record, with diversity sections highlighted. The results for fall 2012 show that the candidates were rated highly on diversity competencies ranging between 4.0 and 5.0 on a 5-point scale. This feedback shows that candidates are meeting national program and Unit standards by the completion of their student teaching course. For the inclusive early childhood education candidates, the results for fall 2012 show that they were rated on diversity competencies ranging between 2.0 and 4.0 on a 5-point scale. This feedback shows that candidates could have performed better toward meeting national program and Unit standards.

The Student Teaching Portfolio is built around the four themes of the unit’s Conceptual Framework. Those themes include: i) The Professional as Reflective;  ii) The Professional as an Enabler of Student Learning; iii) The Professional as Active Learner; and iv) The Professional as Leader.  It includes documentation and artifacts that serve as evidence of developing competencies in the areas above.  The portfolio assignment is assessed by the university supervisor and cooperating teacher at the completion of the student teaching course. The data collected for fall 2012 show that by the completion of the course all elementary education candidates were rated at the ‘indicator met’ level. This feedback shows that candidates are meeting national program and Unit standards. See Exhibit 4.3.a for aggregate data from elementary education and inclusive early childhood education candidates from the portfolio rubric with diversity sections highlighted. For the inclusive early childhood education candidates, the results for fall 2012 show that 1 of 2 candidates was rated at the ‘indicator met’ level on diversity competencies and the other candidate was rated at the ‘partially met’ level on one of the diversity competencies.

During weekly student teaching seminars, candidates are given an opportunity to share and discuss issues related to working with students from diverse groups.  They also get feedback from peers. Using the Student Teaching Competency and Evaluation Record during student teaching, the cooperating teacher and university instructor collect data on candidates. During post conferencing sessions they provide feedback to candidates. The instructor and cooperating teacher discuss with each other matters relating to the candidate’s performance and the feedback they have provided to the candidate. If there is a concern about the quality of performance in meeting standards and dispositions, the instructor and cooperating teacher set expectations to remedy the problem. These data are compared with the candidate’s performance on subsequent observations. Candidates are generally encouraged to value diversity and cater for the needs of all students. They are required to reflect on room for improvement in their performance and utilize feedback in attempts at improvement. Candidates are evaluated on how they confer with supervisors and make intelligent use of criticism and suggestions.

Overview & Conceptual Framework

Standard 1: Knowledge, Skills, & Professional Dispositions

Standard 2: Assessment System & Unit Evaluation

Standard 3: Field & Clinical Practice

Standard 4: Diversity

Standard 5: Faculty

Standard 6: Unit Governance & Resources

Exhibits