Guided By the GSE Conceptual Framework--GOAL 1:  DIVERSITY and

INCLUSION Portland State University, Graduate School of Education

• Incorporate the OEIB “Equity Lens” to ALL of our work• Central location of information• Identification of responsible persons

• The GSE will provide time and space for “critical conversations” about difficult issues related to social justice and equity• Hire a facilitator external to GSE to facilitate one on one, small group, and

faculty-wide communications on issues of cultural inclusiveness, equity and diversity and come up with recommendations and action plans to make our practices more inclusive and robust.• Have dedicated time, put it on the agenda, that we set aside 20 minutes at

each faculty meeting to talk about tensions and concerns regarding CRP and its implementation.

• Fully Implement GSE Diversity Action Plan• Current Focus--Recruitment and hiring of diverse faculty (TT/NTTF, Adjunct,

Supervisors) and staff

• Create authentic and safe forums for analysis and discussion by faculty, staff, and GSE students• Support ongoing “diversity discussions” within and across departments, e.g.,

brown bag lunches, reading groups, etc.

• Address the “expectation gap” of teachers, special educators, and school administrators of K-12 students of color and students who live in poverty• Within teacher, special educator, administrative preparation programs in GSE,

counter the marginalization and deficit perspective of academically, culturally, racially, and linguistically diverse students that is endemic in public schools• Intentionally teach/assess in the methods courses and in clinical field experiences• Measure our progress in this area with graduate exit surveys, district administrator

surveys, cooperating teacher/mentor surveys, and university supervisor surveys

• Continued Support for Multiple Pathways for Diverse Candidates• Bilingual Teacher Program• Portland Teacher Program• American Indian Urban Teacher Program• GSE Teacher Pathway Program

• Linked to TeachOregon partnership with PPS, DDSD, and NCSD to provide multiple pathways (high school, community college, PSU, and career switchers) for culturally and linguistically diverse teacher candidates who are interested in PSU

• Project DiSE• Special Education personnel prep grant focused on preparing culturally

responsive special educators• 5 years and 35 teacher candidates

• TeachOregon with a focus on recruitment and selection of diverse teacher candidates, clinical field experience, hiring, and mentoring

• Work collaboratively on the ODE/CEEDAR Center Partnership Grant which includes a statewide focus on “equity” within general education, special education, and educational leadership preparation programs• Collaborative work across departments • Annual syllabi review to ensure Culturally Responsive Teaching/equity are

addressed throughout all courses and field experiences within the GSE• Ongoing technical assistance by the CEEDAR Center and state

• Collaboration for Effective Educator Development, Accountability and Reform