584-017-1030 Evidence of
Effectiveness for Initial [I] Teaching License Preparation
Summary of Proposed Action: Amends
evidence of effectiveness rules for educator programs to require the SCALE
edTPA for student teachers preparing for any initial teaching license. Permits work samples where no comparable
edTPA exists.
Background: At the March 2014 Commission
meeting, the edTPA was adopted for the signature teacher performance assessment
for Oregon. The Commission adopted a four year rollout plan for the
implementation. At the November 2014 meeting, the Commission heard
testimony about the transition from the Oregon Teacher Work Sample to the
edTPA. The Commission adopted a temporary rule that requires the edTPA for
initial licensure in content areas where the Commission has adopted a
handbook. If the Commission has not adopted a content handbook for
the edTPA, then programs must still require the Oregon Teacher Work Sample. The
requirement for two Teacher Work Samples was reduced to one effective with the
filing of the temporary rule on November 10, 2014.
Fiscal Impact: N/A
Copy of Proposed Rule:
584-017-1030
Evidence of Effectiveness for Initial [I] Teaching License
Preparation
(1) The unit assures that
candidates provide evidence of effectiveness to foster student learning.
(2) Each student teacher preparing
for an Initial I Teaching License any
initial teaching license assembles and analyzes two work samples either the SCALE edTPA or a teacher work
sample where no comparable edTPA assessment exists to document the
candidate's ability to demonstrate knowledge, skills and professional
dispositions as designated in OAR 584-018-0105. If a candidate is seeking
more than one authorization level, the two work samples may be completed at
either authorization level. One work sample must be delivered over a period of
three to five weeks. Work samples include: Evidence of effectiveness includes:
(a) Context of the school and
classroom is explained, learners with special needs, TAG learners, ESOL
learners and learners from diverse cultural and social backgrounds are
described, adaptations for their learning needs are discussed, and prerequisite
skills required for the unit are considered;
(b) Goals for the unit of study,
that vary in kind and complexity, but that include concept attainment and
application of knowledge and skills;
(c) Instructional plans to
accomplish the learning goals of the group(s) of students that include
differentiation of instruction for all students listed in subsection (a) above;
(d) Data on learning gains
resulting from instruction, analyzed for each student, and summarized in
relation to students' level of knowledge prior to instruction;
(e) Interpretation and explanation
of the learning gains, or lack thereof; [and]
(f) A description of the uses to
be made of the data on learning gains in planning subsequent instruction and in
reporting student progress to the students and their parents[]; and.
(g) Purposeful attention to
literacy instruction based upon content requirements, appropriate authorization
level and student needs in at least one subject.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12