Interim Chief Fiscal Officer (CFO) Kathleen Martin was named to the position in the Graduate School of Education permanently in January of 2018. She is a graduate of PSU’s School of Business Administration, with a bachelor of science degree concentrated in finance/law. Prior to joining the GSE, Martin served in PSU’s College of Liberals Arts and Sciences as a fiscal officer and as the College of Liberal Arts and Sciences Environmental Science and Management Department’s finance and administrative manager.
Martin is an accomplished financial director who has contributed to the success of organizations of varying sizes in the private and public sectors. Before returning to PSU in 2015, she spent a decade in private higher educational services, six of those years at the CFO level.
Martin succeeded K.C. Hall, who took a position at Marylhurst University last year.
City/county models of culturally responsive preschools: Community-informed equity investments
Assistant Professor of Practice Ingrid Anderson has two goals: make affordable preschool available for all of Multnomah County and ensure that families experience preschools that are free from racism, bias, and discrimination.
In October 2017, Anderson, who supports the work of PSU’s interdisciplinary Early Childhood Council, co-convened stakeholders in an event to discuss interest in supporting affordable preschool for all Multnomah County children, ages 3 to 5 years old. Over 200 attendees participated in the day-long symposium that drew officials from state and county agencies. They were overwhelmingly in favor of moving forward.
The Dean’s Fund for Excellence provided Anderson and GSE partners with key start-up funding to begin exploring the project. She will engage resources in a survey of large cities like Denver, San Francisco, and Seattle that already have universal preschool programs in place. Once data is collected, her team will analyze it to discover common successful patterns, conduct a literature review, and write a white paper focused on city and county models of culturally responsive preschools working to support community-informed equity investments. Continue reading
The American Educational Research Association (AERA) has recognized a dissertation by GSE Assistant Professor of Practice Dan Heiman with its 2018 Outstanding Dissertation Award in the AERA Bilingual Education Research Special Interest Group.
Heiman has a PhD from the University of Texas, Austin, where he specialized in bilingual and bicultural education in the Department of Mexican American and Latin Studies. His dissertation title is Two-Way Immersion, Gentrification, and Critical pedagogy: Teaching Against the Neoliberal Logic.
This is Heiman’s first year at PSU, where he is an instructor in the ESOL/Bilingual Endorsement Program and a cohort leader of the Bilingual Teacher Pathway program (BTP) in the Curriculum and Instruction Department. His research focus is on critical, equitable, and hopeful processes in dual-language contexts and preparing and working with future bilingual teachers around those processes.
Previously, Heiman was a bilingual teacher in El Paso, Texas, and a teacher educator at the University of Veracruz (Mexico).
AERA has invited Heiman to present his research at the 2018 Annual AERA meeting in New York this April.
Preparing mathematics teachers for equitable discourse practices
AMANDA SUGIMOTO & TORREY KULOW
Some of the most impactful changes in the new K–12 mathematics reform have two GSE faculty members retooling curriculum methods in the Graduate Teacher Education Program (GTEP). Assistant Professor Torrey Kulow, GTEP secondary cohort leader, and Assistant Professor Amanda Sugimoto, GTEP elementary cohort leader, received a grant from the Dean’s Fund for Excellence to initiate a pilot project to help preservice teachers develop these new instructional skills.
Along with content standards, mathematics has new and evolving practice standards. Absent are the directive practices of 100 years ago. Children in math classes are now expected to be able to discuss and describe their approach to problem solving. Students now work in teams to come up with solutions, and even wrong answers can provide opportunity for discussion. In this scenario, the teacher is more coach and facilitator, rather than authority. Lessons are problem-based and discussion is student-centered. Putting communication in a more prominent role is a challenge for both classroom teachers and teacher educators. Continue reading
Assistant Professor Molly Baustien Siuty is the recipient of the 2018 American Association of Colleges for Teacher Education (AACTE) Outstanding Dissertation Award for (Re)constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. Siuty completed her dissertation for the PhD at the University of Kansas, Department of Special Education, and is now teaching inclusive teacher education for the GSE in the Curriculum and Instruction Department. She will be formally recognized at AACTE’s 70th Annual Meeting next month in Baltimore, Maryland.
Siuty’s dissertation investigated how teacher candidates’ learning about diversity and inclusion in their preservice preparation programs translates into their practice as new teachers. Her University of Kansas doctoral advisor, Professor Elizabeth Kozleski, explained: “The research questions explored how graduates of an urban-focused inclusive teacher preparation program negotiated the tensions between the inclusive messages of their program and their practice contexts. While teacher identity development has been studied within preparation programs and in practice contexts, this work addresses an important gap in the literature. Little is known about how graduates of inclusive programs transform their identities through their practice and engagement in urban school systems that are not necessarily conducive or designed for inclusive practice.” Continue reading
The art of the possible: Developing new teachers’ pedagogies of possibility for inclusion through think college academic coaching
Can K–12 students in special education programs aspire to go to college? Will their teachers have the skills to support them to do so?
The Dean’s Fund for Excellence has awarded Assistant Professor Molly Siuty a grant to explore academic coaching in the Think College Inclusion Oregon (TCIO), PSU’s groundbreaking program that offers a four-year University experience to 18–21-year-olds with intellectual disabilities (ID).
Siuty is the cohort leader of the Secondary Dual Educator Program (SDEP), a program unique to PSU that offers a dual teaching license in special education and another subject area, with a focus on inclusion. PSU students in SDEP are also coaches in the TCIO program.
TCIO offers students with modified high school diplomas the opportunity to attend college on PSU campus with their peers. It is the only program for students with intellectual disabilities in Oregon and will enroll 35 students over the five-year term of the TCIO grant. Continue reading