Susquehanna University (Pennsylvania) has worked to reorganize its teacher education program to raise the level of understanding of issues associated with diversity and inclusion through outcome-based education. The curriculum has been restructured according to an outcome-based model; a team model has been instituted for placement of student teachers; and a methods course practicum has been established at the elementary level. The new model includes the development of program learning outcomes and the development of a professional year sequence at a clinical teaching site (practicum) in collaboration with a public elementary school or schools. The process was begun with collaborative strategic planning by student teachers, administrators, faculty, and state department of education representatives and liberal arts faculty in conjunction with teacher teams from the local elementary schools. Seventeen program outcomes were identified in three broad areas: knowledge, teaching behavior and skills, attitudes and dispositions. Program outcomes were evaluated through completion of a student portfolio. Other program elements included field placements in classrooms in partner schools that model inclusionary practices, enrichment programs, and multicultural and inclusionary practice field research internships. (Contains 10 references.) (JB)