oregon’s licensure redesign supporting teacher leaders june 9, 2015 vickie chamberlain, executive...

Oregon’s Licensure Redesign Supporting Teacher Leaders

June 9, 2015Vickie Chamberlain, Executive Director

Elizabeth Keller, Director of Licensure and Professional Practices

NASDTEC Annual Conference

Data Classification: 1 - Published: DO: Chamberlain


Licensure Redesign Committee

Formed July 2012 Nearly 30 full day meetings Wide representation from the field Broad consensus on proposals Advisory to the Commission regarding

design


TSPC Licensure Redesign Committee

Bob Sconce – Teacher, Roseburg, former Commissioner Gary Humphries– Teacher, Pendleton, former Commissioner Mark Girod – Dean of Education, Western Oregon University Teresa Ferrer – Oregon Education Association Melissa Sass – Teacher, Beaverton, former Commissioner Randy Hitz – Dean of Education, Portland State University Sharon Chinn -- Lewis & Clark College Holly Lekas – Former Beaverton Administrator; former COSA Professional Development Chuck White – Executive Director, Oregon School Personnel Association Peggy Holdstedt – Oregon School Boards Association Heidi Sipe – Superintendent, Umatilla School District (Commissioner) Janet Bubl – Oregon Department of Education Mary McGinnis –Teacher, Tillamook, Chalkboard Jan Carpenter – Education Department Chair, Marylhurst University Kathleen Sundell – Teacher, Salem-Keizer, Commissioner Shirley Blanchard – Teacher, Commissioner Lea Bates – Teacher, Commissioner Colin Cameron – Confederation of Oregon School Administrators Vickie Chamberlain – Commission Executive Director Keith Menk – Commission Deputy Director (staff) Elizabeth Keller – Director of Licensure/Director of Professional Practices (staff) Tamara Dykeman – Rules Coordinator, Administrative Support (staff)


Its All About Context


Simplify licensure and number of licenses in same areas of practice

Simplify assignments Ensure all teachers in the same grades can teach the

same thing Easier for field and educators to understand Reduce number of endorsements Streamline transition to Professional Teaching License

Context Lens


Context Lens

Provide more depth of content for high school teachers beyond teacher preparation

Makes sense and is defensible within the context of the profession

Puts licensure responsibility onto the educator Relieves paperwork on districts (if possible) Enhances the professionalism of the license Look at competency requirements to “teach online”*

*Not yet addressed by the Committee


Goals of Redesign(Developed December 2013)

Align previously-issued Oregon licenses with the newly proposed licenses thus eliminating the proliferation of a large variety of licenses with various scopes and authorities

Ensure Oregon educator licenses are more compatible with other western states’ licenses with regard to grade-levels issued and scope of content


Goals of Redesign(Developed December 2013)

Ensure that the requirements for the licenses are clear with regard to the rigor of content and pedagogical preparation

Provide for “teacher leader” opportunities Develop true tiered licensure system Align with HB 3254 -- 2013 (mandates tiered

system and teacher leader license)


Current Types of Teaching Licenses

American Indian Language (8) Basic (6,423) Career and Technical Education I (57) Career and Technical Education II (58) Charter School Registry (422) Continuing (1,106) Professional (393) Emergency (52)



Five Year Career and Technical Education (102)

Five Year Secondary [pre-1965] (3) Five Year Teaching [pre-1965] (175) Initial I (10,732) Initial II (16,996) Initial [out of state] (1,956) International Visiting Teacher (29)



(As of Nov 1, 2014)

License for Conditional Assignment (421) Limited Teaching License (89) NCLB/ESEA Alternative Route (41) Restricted Substitute (320) Restricted Transitional (50) Standard (14,774) Substitute (2,328)


Licenses Eliminated by Redesign

Basic Standard Initial Initial I Initial II Continuing Five Year CTE


Proposed Tiered Licensure

Tier 1

•P

relim

inar

y Te

ach

ing

Lic

ense

(3

year

s)Ti

er 2•

Pro

fess

ion

al

Teac

hin

g L

icen

se (5

ye

ars)

Ti

er 3•

Dis

tin

gu

ish

ed

Teac

her

Lea

der

(5

year

s)


Preliminary Teaching License

Requires legislation to create (Still Pending)

New Oregon completers – first issue 0-4 years teaching experience 6 years to move to Professional (one renewal) Renewable continuously if not employed Must complete coursework to advance to the

Professional Teaching License within first six years following issuance of the first Preliminary Teaching License (See reinstatement suggestions later in presentation)


Transitioning from Preliminary to Professional

Requires “Advanced Approved Units of Study” Transcripted Related to Education Allowed to “bundle” or “cross-over” between:

Graduate Undergraduate Continuing Education

Amount differs depending on program completed to obtain the Preliminary Teaching License


Transitioning from Preliminary to Professional

Requires Experience: Four full years of teaching experience:

[1 year = 135 days] Only assignments greater than two months count

toward the 4 years if substituting Employment Setting:

Any public p-12 setting Any private p-12 setting (if accredited) Teaching alternative education, or other post-

secondary teaching closely related to p-12 education

Professional Teaching License(Based on Bachelor’s Degree)

All requirements for Preliminary TL are met Coursework obtained after the first teaching license

is issued: [PROPOSED – Not approved] Graduate Coursework (20s/30q) Undergraduate Coursework (30s/45q) Continuing Education (40s/60q)

4 full years experience teaching (135 days = 1 year) Renewable with continuing professional

development (CPD)


Professional Teaching License(Based on MAT or Post Baccalaureate)

All requirements for Preliminary TL are met Coursework obtained after the first teaching license

is issued: Graduate Coursework (10s/15q) Undergraduate Coursework (15s/22.5q) Continuing Education (20s/30q)

4 full years experience teaching (135 days = 1 year) Renewable with continuing professional

development (CPD)



Distinguished Teacher Leader License

The Distinguished Teacher Leader is a professional teacher whose performance exceeds proficiency and who contributes to the profession and larger community while consistently advancing student growth and achievement

License designates the educator is prepared to provide educational leadership that may include but is not limited to: mentoring, curriculum development support, teacher preparation support and other leadership activities.



Evidence of “effective or highly effective” based on evaluations pursuant to ORS 342.386 combined with evidence of current professional leadership practices

National Board Certification Complete Teacher Leader program with specified

evidence of effectiveness as part of first application; Practice-based evidence of leadership assessed by

commission-adopted rubrics that are based on adopted teacher leader standards or competencies.



Five Year License Optional Fully qualify for Professional Teaching License Renewable with criteria (evidence of continued

leadership activities) Failure to DTL renewal requirements, teacher

issued Professional Teaching License


SB 83 (2015)

Requires state-defined training for all cooperating or supervising teachers for student teachers; [Eff: 7-1-2020]

The next two years will be spent working with stakeholders to define standards for training and identify costs and potential legislative changes to implement

Train 500 a year until the 2020-21 school year; then 100 a year thereafter


Endorsement Alignment

Remove Basic – Standard from endorsement

name

Middle School Science = Foundational Science

Basic Math = Foundational Math

Special Education: Hearing ImpairedWorld Language:

Chinese

Language Arts = English Language ArtsReading Specialist = Reading Intervention


Endorsement Alignment

Technology Education =

Career Trades Generalist

Early Childhood expertise =

Specialization

Middle Level expertise = Early

Adolescence Specialization

Multiple Subjects = Elementary-

Multiple Subjects


Adding EndorsementsPreliminary Teaching License

Post Preliminary Licensure

Test in subject area Coursework if no subject area test Full program for current full program areas:

Elementary-Multiple Subjects Library Media All Special Education areas ESOL Reading Intervention (Current Reading Specialist)

At least 60 hours practicum OR 3 quarter or 2 semester hours of pedagogy in the subject


Adding EndorsementsProfessional or Distinguished Teaching

License

Test in subject area Coursework if no subject area test Full program for current full program areas:

Elementary-Multiple Subjects Library Media All Special Education areas ESOL Reading Intervention (Current Reading Specialist)

No mandatory pedagogy or practicum


Proposed All New Licenses

p-12


What Does p-12 Mean? That educator may be assigned in

accordance with their endorsement, not limited to the grades/buildings in which they may teach their endorsed subject-matter;

Early Childhood developmental focus part of Elementary Multiple-Subjects preparation;

Adolescent Middle-Level developmental focus part of Single Subject preparation;


Key to Assignments

Paying attention to NCES Course Codes Assigned to License:

http://tspc.oregon.gov/licensure/licensure.asp

Educators must be assigned in accordance with the subject-matter endorsement on the license

http://tspc.oregon.gov/licensure/licensure.asp


NCES Course Codes from TSPC Licensure Guide


Proposed Other Licenses

Out of

State

(new)•

Rec

ipro

cal

Teac

hin

g L

icen

seBasic

/Basic•

Leg

acy

Teac

hin

g

Lic

ense


Reciprocal Teaching License Features

For first-time out-of-state applicants only Term of one-year proposed Requires legislation to create (pending) Must hold valid out of state license (not

expired); or Meet rules in effect at the time (e.g., receive

program completion verification from Oregon institution; or reinstate license in state in which license first acquired)


Legacy License Features

Requires legislation to create Only for veteran teachers with “x” amount of

teaching experience – e.g., Basic & pre-1965 licenses

May apply to some veteran out of state teachers (those licensed before 1999)

Gradually will represent a very small percentage of the teaching workforce


Legacy License Features

Requires legislation to create Intended for veteran teachers who have been

told for decades they did not have to advance to professional or second-tier licensure

License for a rapidly decreasing population of teachers

(Currently only 6,423 Basic Teaching Licenses with about 50% employed) [December 2013 = 7,434]


Legacy License Features(Discussed By Commission in July)

Veteran teachers who qualify will be offered opportunity to move to Legacy or Professional

Once the Legacy is obtained, cannot go back and forth between Legacy and Substitute – (e.g., must qualify for Preliminary/Professional licensure if allow Legacy to lapses and/or they choose to move to the Substitute after obtaining the Legacy


Legacy License Features(Discussed By Commission in July)

Substitutes will be offered a “one-time” opportunity to move to the Legacy

Other issues: Since no legal authority to create without

legislation, rule-making must be aligned with that concept

Communication plan for these teachers is critical


Transitioning from Old to New Licenses

(Step 1)

Tier 1Preliminary TL

• ITL I• ITL II w/o experience• Basic/Basic*• Out-of-State novice• Pre-1965 teaching

licenses

Tier 2Professional TL

•ITL II with experience•Standard•Continuing•Some veteran out of state

Tier 3Distinguished TL(upon request)

•Persons who have qualified Professional Teaching License eligibility and distinguished activity



(Step 1)

Obtain legislative changes to licensure (in progress)

Adopt appropriate rules (currently under development)

Continue ongoing review with Commission and Licensure Redesign Committee

Determine what might be implemented without legislation and whether it will assist in transition of make it more complicated


(Step 2)

Keep new online application process/new database development in mind

Transition as licenses they expire (upon renewal) Clear communication about transition will be

critical Align endorsements Align grade-authorization levels NCES course codes will have to be reviewed and

updated if necessary



Reinstating Expired Licenses

Expired licenses must meet rules in effect at the time to reinstate

Reinstatement required if expired more than six months

Licensure Redesign proposed attached reinstatement requirements for new licensure system (next slide)*

* Current topics in education still need definition


Reinstating Expired Licenses

Proposed Reinstatement Requirements

YearsExpired

Never applied for a License

No Experience

Lapsed Preliminary License

Lapsed Professional License

In State Out of State In State Out of State In State Out of StateFully Qualify

for Oregon Professional

Requirements

0-6 years

No requirements (so long as had C2 from Oregon EPP)

-Civil Rights; - Held valid out of state license;

-Reinstatement Fee;-follow in state timeline for additional coursework;

-Civil Rights;-License from state; -Follow in state timeline for additional coursework

25/pdus/yr license was expired

-Civil Rights;-Out of State license

6+ years -Civil Rights-Content Test-Pedagogy course

-Civil Rights;-Held license from state;-Content test;-Pedagogy test;

10/15 Coursework

-Civil Rights-license from out of state; -10/15 coursework

Take 2 courses: (for instance)- Current topics in education-Technology

Must reinstate license from state in which it lapsed.


NOT YET FULLY ADOPTED BY THE COMMISSION OR

THE LEGISLATURE

oregon’s licensure redesign supporting teacher leaders june 9, 2015 vickie chamberlain, executive...

Documents

oregon licenses

teacher leadersjune

oregon educator licenses

number of licenses

commissionerlea bates

teacher preparationmakes

proposed licenses

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