1. Develop a long-range needs-assessment and implement a comprehensive
plan for the recruitment and retention of minority pre-service teachers,
including pre-service teachers of color, individuals with disabilities
and targeted gender groups. Particular consideration should be paid
to: establishing clear goals; ensuring on-going involvement, dedication
and cooperation among stakeholders; building programs that target pre-collegiate
and higher education students, paraprofessionals and career changers;
adjusting the plan to address potential minority pre-service teachers'
K-16 schooling experiences, community concerns, and specific social
and financial barriers; assisting potential minority pre-service teachers
with the college application process; identifying and procuring funding
;and nurturing minority pre-service teachers by providing professional
2. Conduct a needs-assessment and implement a comprehensive plan for
the recruitment and retention of minority faculty, including faculty
of color, individuals with disabilities and targeted gender groups.
Particular consideration should be paid to: establishing clear goals;
addressing barriers within the local institutional context that may
discourage minority recruitment and retention on campus; developing
a program/campus climate supportive of diversity by tackling indifference,
expectations, and resistance; publicizing the job and work context;
expanding the applicant pool; protracted recruiting with an eye toward
building a diversified recruitment network; taking appropriate steps
that prepare both the candidate and campus community for the recruitment
visit; insuring competitive salaries; and establishing mentoring and
other professional supports.
3. For SCDEs in proximity to high-poverty, urban, rural, predominantly
Latino and African American communities, establish professional development
schools in diverse areas.