Portland State University Magazine Fall 1991

will exert a positive change on the teaching profess ion. She also sees the fifth -year program as just the begin– ning of more extensive changes. She envisions educators more closely con– nected with their communities, their peers, and their students. She sees universities reaching out to their com– munities, rather than waiting fo r the communities to turn to them. Jim Hager, superintendent of Beaverton Schools and a School of Education Advisory Council member, says Portland State is already doing all this. "PSU is far more responsive to the practitioner and to the needs of the local community than it has ever been . It's also way ahead of other institutions of higher education. PSU has come to us and asked, 'What do you need ?' There's a real commitment not only to the theoretical, but to in -service and practical fo llow up. That's a terrific contribution to the future of education ." Theory meets practice in the new Educational Development Center that PSU is planning with the east Multnomah County schools. In that program, 12 to 15 teachers will col– laborate with PSU faculty and educa– tion professionals. Teachers will take responsibility fo r student teachers, similar to the mentor relationship common in business. The center's goa ls include teacher preparation, research, and continuing professional deve lopment. The staff development program will para llel new teacher instruction (fo r instance, both student teachers and cu rrent staff will receive instruction on dealing with at-risk students). With this center and other innova– tions, the educational network is now being put in place. Curriculum, strategies, and outlook are changing. The decades-old idea that universities can teach without regard to what's happening in the school system is being thrown out. And today's students are part of the driving force behind those changes. "We see a different class of student now," says Everhart. "They're older and more mature. Most are in their !S PSU second or third careers. These students challenge you, push you. They're dedicated and eminently hire– able." He says with a laugh, "And they're also frustrating to work with because they don't take anything for granted. They ask a lot of questions about why things are done the way they are. But that's the nature of education-to ask and reflect , even if it annoys the institution. It's in line with our goal to produce committed, reflective teachers." That student commitment may stem from the older age of PSU stu– dents in general (med ian age at PSU is 27 years old) . But according to Zanville, older students make up a large portion of the education classes at each of O regon 's public universities and colleges. That fact alone, she says, will keep any one school from becoming the 'education university.' "Older students are often place– bound. They have work, homes, families they can't leave behind, and '' The changes are vital toPSU and also to our personal survival as a public school system. -Jim Hager '' that necess itates a statewide decentralized approach to education," she says. "We do need a strong education presence in the Portland area because of its large population," Zanville continues. "It makes sense, given the urban location, to have PSU concentrate on multicultural issues, on urban setting issues, on deve lop ing curriculum leadership skills. But it's also necessary to have education programs throughout the state." All the state colleges and univer– sities have reassessed their education programs during the last three years. The University of O regon is phasing out its general teacher preparation program and retaining only a few education programs. Oregon State University, which has gone to the fifth-year program, has redistributed its education classes to departments. Eastern and Southern Oregon State are offering a fifth -year program and retaining a four-year degree, and Western O regon State College reta ins its four-year degree. Portland-area students will enter a School of Education that has under– gone a rigorous assessment of its strengths, weaknesses, goals, and priorities. It's a better school now than ever before, according to both Everhart and Hager. "Virtually nothing in this school hasn't been changed or been subj ect to change," asserts Everhart. "There's been a great openness to reflect on what works, what doesn't, and why." The fifth-year program, tough admission standards, cooperative teach ing, community input: dramatic changes in a short period of time. O n– go ing change may be difficult , but Everhart believes it's healthy. He's convinced the result will be more relevant university classes, better– prepared teachers, more successful students. "If we do a good job-if ou r graduates are productive, responsible, creative people-we'll look good." Hager is more emphatic. ''The changes are vital to PSU and also to our personal survival as a public school system. There's not a single change taking place in the PSU School of Ed that I don't agree with. Dean Everhart, President Ramaley, and all the people involved in the restructuring are tremendously courageous." That courage will undoubtedly benefit the School of Education's most important constituency-school– children-and will set an example for the rest of the nation . In the midst of the upheaval, only one thing is cer– tain: the entire Portland area will be affected for years to come by the quiet revolution at PSU. D (Meg DesCamp is a Portland free-lance writer.)