Guidelines


William & Mary School of Education Statement on Diversity

Diversity connotes distinctiveness, uniqueness, and interconnection among and between human beings. It denotes racial, ethnic, cultural, and linguistic heritage, national origin, socioeconomic status, age, gender, sexual orientation, philosophical, religious, and spiritual beliefs, as well as physical, social, and intellectual attributes and abilities.

The faculty, staff, and students of the School of Education value inclusiveness and equity of opportunities for diverse learners. We promote attitudes and beliefs that foster faculty members’ and students’ understanding of self and diverse others through curriculum, instruction, research, and focused learning activities. These values also guide our internal governance as well as our partnership with educational institutions and other community agencies. Advocacy for diverse learners informs instructional, clinical, and policy decisions in order to impact our students and the constituents they will serve.

In your experiences as a student teacher as well as your experiences in your practicum placement, you have most likely worked with a diverse population of students. Describe your experiences working with students from a variety of backgrounds and how you met the diverse learning needs in the classroom. In your constructive reflection, provide examples of and discuss the following:

  • the diversity of the student populations with whom you worked
  • how students differed in their experiences and approaches to learning (Competency 4)
  • how you provided for individual differences in the classroom (Competency 10)
  • how you built positive rapport with and among students, fostering an environment that values and encourages respect for diversity (Competency 19)
  • how you collaborated with learning/behavioral specialists, families, and/or related service personnel to meet the diverse needs of your students (Competency 29)


Working with Diverse Students Rubric



Below Expectations
Meets Expectations
Exceeds Expectations


The constructive reflection is incomplete or fails to address the requirements.
The constructive reflection coherently describes the diversity of the students in the field experience and examples of how learning needs were met in the classroom.
In addition to meets expectations:
The constructive reflection demonstrates a high level of proficiency in understanding diverse student populations, their needs, and how to accommodate needs in the classroom. This understanding is demonstrated through artifacts of professional quality.

Working with Diverse Students Exemplars


Elementary:



Secondary Program:

Social Studies:

Science:

Special Education Program: