Cross-Cutting Theme: Diversity

This narrative addresses diversity-related proficiencies in the curriculum, candidate demonstration of proficiencies during preparation, and provides evidence on how diversity undergirds our quality assurance processes.

Standard 1/A.1: The EPP Initial Programs Diversity Mapping Inventory (11) and InTASC alignment tables (1) detail course- and clinical- assignments and experiences aligned to the EPP's commitment to ensuring candidates are prepared to support college- and career-readiness access for P12 students. Key theoretical frameworks are used for preparing candidates to participate as citizens and work with diverse populations; 1) Banks' (2004, 2011) Five dimensions of multicultural education, 2) Culturally Responsive Pedagogy, Gay (2010, 2013), and (3) Social Justice (Adams, Bell, & Griffin, 2007). Course assignments are mapped to dimensions, demonstrating extensive diversity content (11). The faculty reviewed the diversity mapping outcomes and will intentionally use terminology in syllabi. Continuous improvement includes extensive review to expand options for assignments and assessments. Candidates are exposed to diversity and college- and career-ready standards: 1) Candidates develop lesson plans aligned to state standards in coursework and clinical experiences, 2) Resources provided by VDOE on the alignment of state standards to college- and career- readiness. Additional coursework enriches exposure in specific licensure areas (98). For example, candidates are prompted through assignments to develop IEPs for students with severe disabilities transitioning to post-secondary school (Adapted) or reflect on the role of early childhood special education on college- and career- outcomes for preschool students (Early Childhood). Secondary programs include instruction on literary strategies that support structural vocabulary analysis, use of context for word meaning, and reading non-fiction texts (TEDU 562); prompts to evaluate texts to develop an evidence-based argument on licensure-specific content (TEDU 547/681); and collaborative project-based learning (TEDU 681). These strategies support P12 students' critical thinking, collaboration, and communication skills (1).

Effective 2017, every person seeking state initial licensure is required to complete VDOE dyslexia awareness training on indicators, interventions, and accommodations for dyslexia (67).

All program areas require coursework in the education of the exceptional child. Elementary candidates take two courses designed for educators in the inclusive classroom; SEDP 505 Theory & Practice of Educating Individuals with Special Needs and SEDP/EDUS 401 Assessment in Diverse Settings. Secondary candidates take TEDU 537 Secondary School Curriculum. Evidence (2.1-2.3; 3) presented in Standard 1, confirms candidates demonstrate skills that afford all P12 students access to rigorous college- and career-ready standards.

Standards 2/A.2: The provider collaborated with Metro Richmond school divisions to build partnerships that ensure exposure to diverse populations. The summaries provide details of diverse placements (Scope and Sequence, Clinical Handbooks, Diversity Clinical Experiences Report (38; 39). Diversity is a core value throughout clinical experiences as described in the Conceptual Framework, SOE Strategic Plan (94), and in the Diversity of Placement Report (39). The Diversity of Placements Report (39) reflects the diversity of clinical location by program and percent of candidate placements from spring 2018 to fall 2019. The goal of the EPP is that each student would have diverse experiences with at least one of four diversity criteria (Special Education/Disability, Economically Disadvantaged, Limited English Proficient [LEP], and Ethnicity/Race) (39).

The DEI committee's charge is to raise awareness and facilitate discussion on issues advancing inclusive practices (97). SOE faculty, staff, and students are represented on the committee.

The Clinical Field Placements Scope and Sequence (38) documents experience by placement type, location, and grade level indicating placements in diverse school settings (39) and at different grade levels.

Standards 3/A.3: The EPP recruitment plan (50) reflects an intentional focus on increasing enrollment and completion for candidates from diverse backgrounds. The SOE's recent hire of two recruitment specialists ensures staff are available to support the matriculation of all candidates. The undergraduate recruitment specialist primarily supports candidates who are underrepresented or historically underserved through teacher preparation, as well as non-traditional candidates (e.g., transfer, second career). Advanced programs target the recruitment of candidates from diverse backgrounds (race/ethnicity, gender, age, and geographic region) (50;51). Quality assurance procedures ensure recruitment and admissions data are disaggregated by applicant demographics to guide planning for the recruitment of diverse candidates. Annually, assessment and recruitment staff partner to conduct deep analyses of admissions data to explore potential biases in the process (53). Findings from annual analyses are discussed with recruitment teams to guide process fairness (53).

Based on the evidence cited under Standards A.1, 1, A.2, 2, and A.3, 3, the EPP concludes that candidates are well prepared for teaching and leading in P-12 classrooms and schools and have a positive impact on student learning. Candidates learn among diverse P12 students and administrators and develop skills crucial to supporting diverse student populations through coursework and clinical experiences. Clinical experience sites vary geographically, socioeconomically, and programmatically. The EPP has affirmed its commitment to recruiting and retaining highly-qualified, diverse candidates (50). The EPP wishes to ensure that we analyze data through a lens of equity and explore potential bias in program procedures and QAS.

Summary of Evidence and Supporting Documentation:

• 11: Diversity Curriculum Mapping Initial Consolidated Analysis
• 17: Diversity Mapping Inventory Advanced
• 1: Alignment of curriculum and key activities to InTASC standards
• 98: Diversity Syllabi Sample
• 38: VCU Initial Clinical Scope and Sequence
• 45: VCU Advanced Clinical Experience scope and sequence
• 97: DEI Overview and Resources
• 94: VCU SOE Strategic Plan 2019-2022
• 39: Diversity Placement Report
• 50: 2018-2019 School of Education Recruitment Plan
• 51: CAEP Recruitment Enrollment Baseline Data
• Table 4: Qualification Table for EPP-based Clinical Educators
• 53: Recruitment Admission Study Minutes & Documentation
• 2.1: n_10 CAEP Initial Standard 1, 1.1 Component, InTASC Data Tables, 2017-18
• 2.3: n_10 CAEP Initial Standard 1, 1.1 Component, InTASC Data Tables, 2019-20
• 3: CAEP Initial Standard 1, 1.2-1.5 Data Tables, 2017-2020
• 67: College Verification Form 2019 sample
• 35: Intern Supervisor Training Meetings & Orientation