The Virgin Islands Department of Education has announced a shift to remote learning for three schools in the St. Croix district due to adverse weather conditions affecting the area.

Starting Monday, April 22, 2024, Pearl B. Larsen PreK-8, John H. Woodson Jr. High School, and St. Croix Central High School will conduct classes online. The decision was made to protect the safety and health of both students and staff as inclement weather poses a risk to the physical school environments.

“In response to the adverse weather conditions on St. Croix, we are taking proactive steps to ensure the ongoing safety and educational engagement of our students,” a representative from the Department of Education explained. The shift to remote learning will apply only to the aforementioned date.

To facilitate this transition, teachers will utilize digital platforms such as Schoology, Microsoft Teams, and email to distribute and discuss assignments. The Department remains committed to closely monitoring the situation and will provide further updates as conditions evolve.

Despite the move to online learning, school administrators, support staff, and maintenance crews are required to attend their respective schools as usual to manage any necessary on-site duties.

The Department extends its thanks to the community for its flexibility and cooperation during this challenging period. “Our priority is the seamless continuation of education and the well-being of our community,” the statement concluded, reflecting a collective effort to adapt and maintain educational standards under unusual circumstances.

Education Commissioner Dionne Wells-Hedrington recently appeared on a podcast hosted by Jeffery Hernandez, CEO of National Academic Education Partners, where she shared her strategic vision aimed at revitalizing education within the U.S. Virgin Islands. Highlighting the dynamic changes in technology and career landscapes, she underscored the importance of adapting educational systems to effectively prepare students for future challenges.

With a robust background spanning over three decades in various educational roles, including teacher, principal, and administrator, Wells-Hedrington brings a comprehensive perspective to her role as commissioner. She passionately advocates for a student-centered approach, emphasizing, “It’s all about the students. I ensure that every decision prioritizes their long-term success.”

During the discussion, the Commissioner pinpointed literacy and mathematical skills as critical areas needing attention, particularly following the setbacks from recent hurricanes and the COVID-19 pandemic. Citing a 2023 academic achievement report, she expressed concern over alarmingly low math scores among the territory’s seventh graders. Wells-Hedrington argued for a foundational focus, starting from early childhood education, to address these gaps evident even before the pandemic.

In response to these challenges, the V.I. Department of Education is collaborating with various organizations to bolster teacher training in the science of reading and to enhance intervention efforts. Wells-Hedrington is also a proponent of data-driven strategies, aligning educational budgets with strategic objectives to foster measurable growth.

The Commissioner acknowledged the need for greater engagement from students and parents, noting the territory’s struggle with consistent parental involvement post-pandemic. She shared effective strategies from her time as a principal, such as hosting parent seminars and offering English classes to foster better school-community interactions.

Addressing teacher recruitment and retention, which remains a critical issue, Wells-Hedrington described several adaptive measures her department has implemented, including optimizing human resources and integrating virtual teaching to address staff shortages.

On the prospect of adopting a four-day school week, a concept gaining traction elsewhere, she expressed openness to exploring such innovations. Wells-Hedrington is particularly enthusiastic about the potential applications of artificial intelligence in education, viewing it as a tool to further personalize learning and enhance instructional methods.

As the U.S. Virgin Islands continues to repair and rebuild hurricane-impacted educational facilities, the Commissioner sees these efforts as an opportunity to re-envision school environments that cater to diverse learning preferences and needs, thereby ensuring students are not only academically adept but also well-rounded in their social and emotional development.

At the University of the Virgin Islands (UVI), the College of Liberal Arts and Social Sciences successfully hosted its second annual “Young Ladies Learning to Lead” Conference and Competition. This innovative program is designed to empower high school girls from across the territory by equipping them with essential knowledge and skills for both personal and professional growth. The initiative also serves as a platform for them to showcase their leadership capabilities.

The event attracted a diverse group of female students from various high schools who initially took part in a conference dedicated to the development of self-esteem, empathy, authenticity, and an array of leadership styles. They were also trained on effective teamwork, public speaking, and preparation for academic pursuits beyond high school.

Following the conference held in late February, participants were given a month to prepare for the competition. The challenge required them to apply their newly acquired skills to devise solutions for social issues affecting the Virgin Islands, as highlighted by event committee chair Anna Clarke. The criteria stipulated that the social problems chosen should be addressable through the collective effort of the participants or the wider community, without expecting government intervention, and aimed at achieving tangible results.

On March 27, during the competition, contestants presented their proposals to a panel of judges. The standout presentation was by Savanna Holley of Good Hope Country Day School, who focused on combating youth apathy towards environmental concerns. She outlined significant issues such as the excessive use of single-use plastics, waste management challenges, and the pressing need for more accessible recycling options, coupled with the overarching threat of climate change.

Holley proposed a comprehensive strategy to engage and educate young people through community service, solution-focused discussions, educational clubs, and formal schooling. She emphasized the importance of fostering a sense of individual and communal responsibility towards the environment, predicting that such educational and empowerment initiatives would lead to heightened environmental activism among the youth.

The judges praised the high quality of all presentations, awarding Nadjah Jn Phillip of Gifft Hill School second place for her examination of social media’s impact on Virgin Islands teens, and Ne’Keyla Amey of Charlotte Amalie High School third place for her insights into dismantling the ‘who you know’ mentality for a more unified society. Donnalee Isaac of Ivanna Eudora Kean High School received an honorable mention for her exploration of abortion’s effects on VI teens.

The program invites 10th, 11th, and 12th-grade female students interested in next year’s conference and competition to contact Dr. Clarke for more information. This initiative underscores the University of the Virgin Islands’ commitment to fostering leadership and addressing community issues through youth engagement and education.