UNIVERSITY OF PORTLAND TSPC ACCREDITATION State Specific Standards Supplement to the NCATE BOE report September 9-11, 2012
State Specific Standards:
Information reported in the Institutional Report for state standards was validated in the exhibits and interviews. (If not, provide an explanation.)
X Yes ___No
If your answer is "No" to above question, provide an explanation.
584-017-1010 Request for Waiver of Rules
Request for Waivers of Rules – Initial Teacher • Unacceptable Preparation • Acceptable • Target • Not Applicable
Request for Waivers of Rules – Advanced • Unacceptable Preparation • Acceptable • Target • Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
The Unit has in place procedures for waivers. Upon completion of grievance procedures, a candidate may choose to appeal the decision to TSPC.
584-017-1012 Waivers of Academic Requirements and Appeals on Academic Decisions
Waiver of Academic Requirements – Initial • Unacceptable Teacher Preparation • Acceptable • Target • Not Applicable
Waiver of Academic Requirements – • Unacceptable Advanced Preparation • Acceptable • Target • Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
The Unit has in place procedures for waivers. Waivers are documented. 1
Data Classification Level: 2 – Limited 4.2b 584-017-1020 Knowledge of School Law for Licensed Educators
School Law – Initial Teacher Preparation • Unacceptable • Acceptable • Target • Not Applicable
School Law – Advanced Preparation • Unacceptable • Acceptable • Target • Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
The unit requires completion of school law curriculum for all candidates in initial, advance and other school personnel programs.
All candidates take the NES Protecting Student and Civil Rights in the Educational Environment test.
584-017-1025 Consortium
Consortium – Initial Teacher Preparation • Unacceptable • Acceptable • Target • Not Applicable
Consortium – Advanced Preparation • Unacceptable • Acceptable • Target • Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
The consortium consists of teachers and administrators from both public and private PreK-12 schools, faculty members, and candidates enrolled in programs. The Consortium maintains by- laws. The Consortium meets two to three times each year. See comments related to the consortium in the standards for assessment and governance.
584-017-1028 Selection, Recruitment, Admission and Retention of Candidates
This standard was still being revised throughout most of 2012. Therefore, it was not reviewed as part of this site visit.
584-017-1030 Evidence of Effectiveness for Initial I Teaching License Preparation
Evidence of Effectiveness – Initial Teacher • Unacceptable • Acceptable Preparation • Target • Not Applicable
Evidence of Effectiveness – Advanced • Unacceptable Preparation • Acceptable • Target • Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
See comments related to the Teacher Work Sample in the Program Review reports, standards related to assessment and field experience. The unit does meet the categorical requirements of the evidence of effectiveness in rule. The unit volunteered to pilot the new standards and evidence associated with the new standards. Evidence was provided that demonstrated to show most candidates provide equitable learning experiences with each student in the clinical experience. See comments related to data collection in standard related to assessment.
584-017-1032 Evidence of Effectiveness for Continuing Teaching License Preparation
Evidence of Effectiveness – Initial Teacher • Unacceptable Preparation • Acceptable • Target • Not Applicable
Evidence of Effectiveness – Advanced • Unacceptable Preparation • Acceptable • Target • Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
The unit does not make provisions for the Continuing Teaching License.
584-017-1035 Verification of Program Completion for All Licensure Programs
Evidence of Effectiveness – Initial Teacher • Unacceptable Preparation • Acceptable • Target • Not Applicable
Evidence of Effectiveness – Advanced • Unacceptable Preparation • Acceptable • Target • Not Applicable
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Data Classification Level: 2 – Limited 4.2b Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
The unit assures that candidates have completed the program successfully. The unit documents electronically and in paper files that candidates for licensure have acquired the knowledge and demonstrated the competencies required for the authorization levels and endorsements.
584-017-1040 Partial Waivers for Field or Clinical Requirements in the Event of School District Closures
Evidence of Effectiveness – Initial Teacher • Unacceptable Preparation • Acceptable • Target • Not Applicable
Evidence of Effectiveness – Advanced • Unacceptable Preparation • Acceptable • Target • Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
Waivers are rare and generally involve only two areas: clinical experience or coursework.
584-017-1042 Field or Clinical Experiences
Evidence of Effectiveness – Initial Teacher • Unacceptable Preparation • Acceptable • Target • Not Applicable
Evidence of Effectiveness – Advanced • Unacceptable Preparation • Acceptable • Target • Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
The unit does have written agreements from each school district that provides practica, student teaching and interns experiences. Cooperating teachers assist the unit in evaluating work samples and other formative and summative assessments. The unit does submit to TSPC completed and signed student teaching registration form including fingerprint cards for each candidate.
At least twice during primary clinical experience, the institution's supervisor(s) meets with the candidate and the school district supervisor(s) in joint conferences to discuss supervisors' evaluations and the candidate’s work samples or portfolios 584-017-1045 Student Teaching
Evidence of Effectiveness – Initial Teacher Unacceptable Preparation Acceptable Target Not Applicable
Evidence of Effectiveness – Advanced Unacceptable Preparation Acceptable Target Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
The unit meets all the requirements for practica and student teaching as stated in rule. See comments about clinical practices in the program reports.
584-017-1048 Internship Agreements Evidence of Effectiveness – Initial Teacher • Unacceptable Preparation • Acceptable • Target • Not Applicable
Evidence of Effectiveness – Advanced • Unacceptable Preparation • Acceptable • Target • Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation)
The unit does make provisions for internship placements and the placements comply with the adopted standards.
Oregon Standard 4: Cultural Competency and Equity in the Classroom
The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions including cultural competency necessary to help all students learn equitably. Assessments indicate that candidates can demonstrate and apply proficiencies related to cultural competency and equitable student achievement. Experiences provided for candidates include working with diverse populations, including higher education and p-12 school faculty, candidates, and students in p-12 schools.
A cohort of candidates and faculty from diverse groups informs the unit’s curriculum, pedagogy, and field experiences in culturally meaningful ways. Diverse faculty and peers assist candidates in addressing teaching and learning from multiple perspectives and different life experiences. 5
Data Classification Level: 2 – Limited 4.2b The unit provides for different voices in the professional development and work of the education profession. The greater range of cultural backgrounds and experiences among faculty and candidates enhances understanding of cultural competency and equity in the classroom.1
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews. (If not, provide an explanation.)
X Yes No
If your answer is "No" to above question, provide an explanation.
4a. Design, Implementation, and Evaluation of Curriculum and Experiences
Unacceptable Design, Implementation, and Evaluation of Curriculum Acceptable and Experiences – Initial Teacher Preparation Target Not Applicable Unacceptable Design, Implementation, and Evaluation of Curriculum Acceptable and Experiences – Advanced Preparation Target Not Applicable
Summary of Findings for all levels (Initial Teacher Preparation and Advanced Preparation)
The unit provides opportunities for candidates to understand diversity and equity in the teaching and learning process, and demonstrate proficiency that results in equitable outcomes for all students. Coursework, field experiences, and clinical practice are designed to help candidates understand the influence of culture on education and acquire the ability and skills to develop meaningful learning experiences for students from diverse backgrounds. Field experiences and clinical practice support the development of educators who can apply their knowledge of diversity, including exceptionalities, to work in schools with all students. Candidates learn about exceptionalities and inclusion, English language learners and language acquisition, ethnic, racial, cultural and linguistic differences, and gender differences, and the impact of these factors on learning. Proficiencies related to cultural competency are identified in the unit’s conceptual framework. These proficiencies are clear to candidates and are assessed as part of the unit’s assessment system.
Proficiencies, including those related to professional dispositions and cultural competency, are drawn from the standards of the profession, state, and institution. Candidates are helped to understand the historical influences and impacts of power, privilege and oppression based on race, class, gender, disability, sexual orientation, and language on students and their learning. Field experiences and clinical practice support the development of educators who can apply their knowledge of diversity, including exceptionalities, to work in schools with all students. They provide opportunities for candidates to reflect on their observations and practices in schools and communities with students and families from diverse ethnic, racial, language, gender, and socioeconomic groups. Faculty design learning experiences for candidates to help
1 Language in italics for Standard 4 – Diversity are state specific standards and comments. them process cultural competency concepts and provide feedback to them about their performance. Educators in advanced programs are expected to demonstrate cultural competency in educational settings with diverse populations.
4b. Experiences Working With Culturally Diverse Faculty
Unacceptable Experiences Working with Diverse Faculty – Initial Acceptable Teacher Preparation Target Not Applicable Unacceptable Experiences Working with Diverse Faculty – Advanced Acceptable Preparation Target Not Applicable
Summary of Findings for all levels (Initial Teacher Preparation and Advanced Preparation)
Faculty with whom candidates work in professional education classes and clinical practice have knowledge and experiences related to preparing candidates to work with diverse student populations. Affirmation of the value of cultural competency and equitable learning is shown in the unit’s plan to recruit, admit or hire and retain faculty from diverse populations.
The unit has a plan that is monitored and revised regularly to provide guidance in ensuring and maintaining diverse representation. Unit data is analyzed, summarized and plans revised with results taken to the consortium. The unit provides data to demonstrate progress in hiring diverse faculty. The unit provides evidence that many faculty members are engaged in diverse communities and is able to articulate to candidates the unmet educational needs of diverse communities. The unit demonstrates a commitment to faculty professional development of cultural competency as evidenced by Structured (SIOP) training for all faculty members. The unit reviews the curriculum, experience and competency of faculty to promote cultural competency and equitable learning in education for candidates.
4c. Experiences Working With Diverse Candidates
Unacceptable Experiences Working with Diverse Candidates – Initial Acceptable Teacher Preparation Target Not Applicable Unacceptable Experiences Working with Diverse Candidates – Acceptable Advanced Preparation Target Not Applicable
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Data Classification Level: 2 – Limited 4.2b Summary of Findings for all levels (Initial Teacher Preparation and Advanced Preparation)
Candidates engage in professional education experiences in conventional programs with male and female candidates from different socioeconomic groups, and at least two ethnic or racially diverse groups. They work together on committees and education projects related to education and the content areas. Affirmation of the value of diversity is shown through good-faith efforts the unit makes to increase or maintain a pool of candidates, both male and female, from diverse socioeconomic and ethnic, and racial groups.
4d. Experiences Working With Diverse Students In P-12 Schools
Unacceptable Experiences Working with Diverse Students in P-12 Acceptable Schools – Initial Teacher Preparation Target Not Applicable Unacceptable Experiences Working with Diverse Students in P-12 Acceptable Schools – Advanced Preparation Target Not Applicable
Summary of Findings for Initial Teacher Preparation
Extensive and substantive field experiences and clinical practices for conventional programs are designed to encourage candidates to interact with exceptional students and students from a broad range of diverse groups. The experiences help candidates confront issues of diversity that affect teaching and student learning and develop strategies for improving student learning and candidates’ effectiveness as teachers. Data were provided to show most candidates provide equitable learning experiences with each student in the clinical experience. Data were provided to show most candidates provide equitable learning experiences with each student in the clinical experience. Anecdotal data were provided to show some candidates engage in diverse community and school organizations.
Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals
For candidates in advanced preparation programs, field experiences or clinical practices are usually completed in the candidate’s classroom (or school setting for administrators), so the unit is unable to ensure that candidates work with students from diverse backgrounds. The minority populations where the advanced teacher preparation placements occur vary from 7 percent in Roseburg, to 34 percent in Portland, to 93 percent in Guam.2 The initial and continuing administrator program placements show an average minority student population over the last three years at approximately 42 percent, with a range from 6 percent to 92 percent, showing a slight decrease over time. Only one administrator clinical practice locale had a total minority population under 10%. No data were provided in regards to candidates in advanced programs working with English language learners and students with disabilities during their field
2 It should be noted that while the students in Guam would be under-represented (minority) in the United States, using the native culture to shore up diversity data may not be as noteworthy as it would appear. experiences or clinical practice to develop their knowledge, skills, and professional dispositions for working with all students, although clearly, those adding endorsements in ESOL or Special Education did work with those students.
There was some evidence of data to show that most candidates provide equitable learning experiences with each student in the clinical experience. Information, but not data, was provided through interviews and site visits to show that some advanced program candidates engage in diverse community and school organizations.
Strengths [Note: A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit. A strength can be cited regardless of whether the entire element is deemed “target” or “acceptable.” However, strengths should clearly indicate outstanding practice.]
Areas for Improvement and Rationales
AFIs from last visit: Corrected AFI Number & Text AFI Rationale Candidates have limited The unit has addressed this issue by focusing opportunities to interact with on recruiting diverse unit faculty and has diverse unit and P-12 faculty. increased their minority faculty members from 5.08 to 8.62 percent since 2009. Candidates interact with minority P-12 faculty representative of minority school faculty in the state.
AFIs from last visit: Continued AFI Number & Text AFI Rationale
New AFIs AFI Number & Text AFI Rationale
Recommendation for Standard 4
Met Not Met Initial Teacher Preparation Not Applicable Met Not Met Advanced Preparation Not Applicable
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Data Classification Level: 2 – Limited 4.2b The unit volunteered to pilot the new standards and culture of evidence for each standard. State and national standards are substantially aligned with the exception of the standard for diversity and inclusion. State specific diversity standards and related evidence and comments appear in italics throughout this report.