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Annual Report 2012-13

104 Joyce Collin Furman Hall, Corvallis, Oregon 97331-3502 T 541-737-4661 | F 541-737-8971| http://oregonstate.edu/education

Oregon State University

Professional Teacher & Counselor Education Unit

Teacher and Counselor Education Licensure Programs

Annual Report

Submitted to

Teacher Standards and Practices Commission

OAR 584-010-0050

September 30, 2013

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Annual Report 2012-13

Table of Contents

2.a.Changes to Mission Statement ...................................................................................... 4

2.b.1. Long Term Strategic Plans ........................................................................................... 5

2.b.2. Short Term Strategic Plans .......................................................................................... 6

3.a. Degree of Accomplishment in Meeting Goals Through Student Performance ........ 7

3.c.1. Degree of Accomplishment in Meeting Goals Through Follow-up with Recent

Grads…………………………………………………………………………………….8

3.c.2 Future Goals and Indicators……………………………………………….…….……9

Part 4: Unit Changes

4.a Deviations from Approved Programs .......................................................................... 10

4.b Modifications of Existing Programs……………………………………………..….10

4.c Changes to Liaison Officer……………………………………………………….….11

4.d Information on Off-Campus Programs or Courses ...................................................... 11

4.g Evidence that the Consortium Meets Regularly .......................................................... 12

4.h Total Program Completers ............................................................................................. 12

Appendices………………………………………………………………………………. ... 13

A: Conceptual Framework……………………………………………………...…………...13

B: 2012 Program Reports …………………………………………...……………………..

C: Consortium Summary, Roster & Minutes ………………………………………………..

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Annual Report 2012-13

D2: Consortium Minutes……………………………………………………………………78

E: PTCE Unit Assessment Org. Chart………………………………………………………94

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Annual Report 2012-13

Teacher and Counselor Education Licensure Programs

Annual Report to TSPC

Oregon State University

September 2012

Mission, Plans, and Goals of Unit The unit shall identify:

2.a Changes to your mission statement and how it relates to the mission of the college

or university. In May 2012, the Faculty Senate of Oregon State University approved a Category I Proposal that

merged the Department of Science and Math Education (housed in the College of Science) with

the College of Education. The Conceptual Framework adopted in 2009 remains, while the

Mission, Vision and Goals of the College of Education have been expanded to accommodate the

new merger (see below).

Oregon State University is currently re-writing it’s strategic plan, and the College of Education

will begin reforming its mission statement and Conceptual Framework to complement the

University’s new strategic plan. The College of Education Strategic Planning Committee has

this as an ongoing agenda item for the 2013-14 academic year.

Conceptual Framework

The current conceptual framework for the PTCE Unit (as described in Appendix A) represents an

extensive shared process of review and refinement on the part of faculty in the PTCE unit that is

being reviewed in concert with the University and College strategic plan before the next NCATE

visit in 2015. The development process will be led by the Strategic Planning Committee and

reviewed by the Licensure Executive Committee.

This 2011-12 draft of the Vision, Mission and Goals statement of the college reflects the merger of

Science and Math Education and the College of Education and encompasses a broad vision for

professional teacher and counselor education preparation at OSU.

Vision

The College of Education is an international leader in innovative research and the preparation of

scholars and lifelong learning leaders in two signature areas critical to an increasingly complex

and global society: science, technology, engineering, and mathematics (STEM) and cultural and

linguistic diversity. Through our research and professional preparation, we contribute to the

development of a literate citizenry prepared to be engaged, reflective, creative, and caring

members of their communities, as well as the world.

Mission

The College of Education, in association with a College of Science partnership, develops multi-

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Annual Report 2012-13

culturally competent researchers, scholars, learning leaders and practitioners who make a

difference by promoting innovation, social justice, and lifelong learning with a focus on STEM

and cultural and linguistic diversity. Our research and professional preparation foster

scholarship, intellectual stimulation, openness, flexibility, and a sense of community.

Values and Beliefs

We believe that the discovery, dissemination, and application of knowledge in STEM

disciplines must be situated in a context of social justice that acknowledges and embraces

cultural and linguistic diversity.

We value a collaborative, interdisciplinary approach to research and to teaching learners

of all ages and cultural and ethnic backgrounds.

Our programs are informed by research and our research is informed by our practice as

educators.

Goals

Conduct research that fosters a deeper understanding of STEM learning across the

lifespan.

Conduct research that furthers our understanding of the impact of cultural and linguistic

diversity in a global society.

Work with the Cascades Campus and in partnership with colleagues across the campus

including those in OSU’s proposed Center for Research in Lifelong STEM Learning,

Western Center for the Study of Community Colleges, and Center for Teaching and

Learning, to infuse our research and academic programs with interdisciplinary and

multicultural approaches to learning.

Work collaboratively with colleagues across Oregon and the nation in school districts,

community colleges, free-choice learning institutions, community-based organizations,

and other national centers such as the Center for the Advancement of Informal Science

Education (CAISE) based in Washington, DC.

Expand our capacity to meet the needs of learners of all ages who are from culturally and

linguistically diverse backgrounds.

2.b.1 Long Term Strategic Plans The PTCE Unit embraces the following long term plans:

a) Increase number of talented Oregon State University students who are STEM focused

and literate in cultural and linguistic diversity and are prepared to teach in high-need

areas, including math, science, and ESOL/bilingual education.

b) Increase diversity of faculty and students in licensure programs.

c) Use program and graduate data to support our own reflective practice and continuous

program improvement.

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Annual Report 2012-13

d) Strengthen collaborative partnerships with P-12 partners, other institutions, as well as

other departments, programs and colleges at OSU.

e) Clarify cultural competency goals and continue working to achieve these goals.

f) Increase the infusion of research-based practices across licensure programs.

2.b.2. Short Term Strategic Plans

The PTCE Unit is prioritizing these short term goals:

a) Implement new data collection system (Taskstream) to facilitate assessment and

reporting.

b) Align all program syllabi to INTASC standards.

c) Provide professional development for faculty that focuses on a variety of technical

applications, including assessment, instruction, and program communications.

d) Simplify all student teaching processes for better university-school partnerships.

e) Provide statewide professional development for teacher educators focused on

research-based ambitious teaching.

f) Develop proposal for Dual Immersion Licensure Program.

g) Continue to develop faculty and staff collaborations that further integrate the new

focus on Science and Math Education and Cultural & Linguistic Diversity into

existing PTCE Licensure Programs.

h) Continue to use annual report data and feedback from TSPC/NCATE reviews as a self-

study for evaluating and assessing our practice and programs and; to continue building a

“culture of evidence” for data-driven decision making for continuous program

improvement.

i) Continue to document all licensure-related faculty meetings (including the TSPC

Consortium) that include discussion of data from the assessment system both at the

program and unit level.

j) Provide access to “real time” information on OSU graduates employed in Oregon schools

from the TSPC database to the College of Education database that will provide additional

avenues for graduate follow-up.

Part 3: Evidence of Continual Review of Programs

All OSU PTCE unit programs provide annual program reports (effective 2008) to the

Director of Education Licensure and the Assessment and Accreditation Coordinator at the

end of spring term to provide greater alignment with NCATE and TSPC requirements.

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Annual Report 2012-13

Individual program data is shared with all licensure faculty and the TSPC Consortium.

Beginning in 2011-12, each program submits a list of three-to-five goals for annual

improvement based on current year data. TSPC and NCATE performed a complete

program review in 2009.

3.1 Reflecting on the degree of accomplishment in meeting the goals through student

performance in course work, field studies, and work samples. Beginning with the 2011 data report, Program Leads from each Licensure program met with the

Director of Education Licensure and the faculty member charged with Assessment to review

data and commit to three-to-five goals for continuous improvement. Individual program

reports from licensure programs are included in Appendix B. Program goals, including

supporting data, and goals for improvement are also included in Appendix B.

Unit-wide strengths are demonstrated in individual reports, and include:

High GPA in content area

Earlier passing rates on licensure exams

Plans to improve placement processes

Integration of technology

Commitment to diversity through hiring and content

Alignment with INTASC standards

Annual program reviews based on NCATE and TSPC standards data is collected and analyzed

each spring by all Program Leads. A n e w t e m p l a t e f o r t h i s p r o c e s s w a s

i n t r o d u c e d i n t h e s p r i n g o f 2 0 1 3 i n p r e p a r a t i o n f o r t h e

u p c o m i n g N C A T E v i s i t . This new process provides a systematic approach to

the collection and analysis of data at the program level and supports analysis and summary of

data at the unit level. The aggregated data is provided to Licensure faculty and Consortium

members. Follow-up meetings and communication throughout the year focus on the findings

from these reports and how this data can be used for continuous program improvement.

As a result of trends observed in work sample assessment data, efforts have been made to increase

inter-rater reliability through both personnel shifts and professional development. Contracted

student teacher supervisors have been replaced with faculty hires that integrate instruction with

supervision. This reduces the number of work sample reviewers and offers greater opportunity

for work sample assessment alignments. It also allows all instructional faculty the opportunity to

combine classroom observations with instructional strategies for pre-service teachers. Beginning

in 2013-14, Supervisors and Cooperating Teachers will participate in Program Development

designed to share course objectives and overarching program goals with anyone participating in

student teaching observations.

3.c.1 Reflecting on the degree of accomplishment in meeting goals through follow-up with

recent grads.

Candidates are surveyed as they complete their program each year. As indicated in Table 1

below, the number of candidate survey responses have increased more than enrollment since

2010. Student data for 2012-13 shows consistency, and even improvement, in student perception

of their preparation in all five of the proficiencies surveyed. After 2008-09, all scores were

above 3.0. Follow up communication is, thus far, anecdotal at best. We are looking forward to

the results of the statewide survey being developed by OACTE. In the meantime, we see an

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Annual Report 2012-13

upward trend in our candidate survey data that is consistent with program improvements as

articulated in annual reports.

Table 1: Student Survey Data for 2008-13

Year Planning

for

Instruction

Creating A

Classroom Climate

Conducive to

Learning

Engaging Students

in Planned

Learning Activities

Evaluating

Student Progress

Exhibiting

Professional

Behaviors.

2008-09

(N=53)

3.1 3.2 3.2 3.0 3.5

2009-10

(N=47)

3.3 3.4 3.4 3.4 3.6

2010-11

(N=190)

3.4 3.4 3.5 3.4 3.6

2011-12

(N=125)

3.3 3.3 3.4 3.3 3.5

2012-13 (N=104)

3.5 3.5 3.6 3.5 3.7

Note: The revised scoring guide for work samples enables us to more clearly identify specific areas of strengths

or areas for improved based on the TSPC expectations and proficiencies and see how they are aligned with

candidate survey data.

Goals outlined in the 2011-12 TSPC Annual Report are as follows. Indicators show how those

goals were addressed. Goals for 2013-14 are outlined in section 3.c.1.

2012-13 Goal 1: Continue strategic discussions at licensure meetings around data-driven decision

making and refining of assessment and evaluation processes for a more unified and systematic

approach.

Indicators: A College-wide assessment committee was convened and Taskstream was

chosen for assessment and reporting from amongst several vendors.

Indicators: Sustained the 0.25FTE Assessment (Sue Helback) position to continue to

provide data for the unit in this process. Kristin Kinman has been given .5 FTE to be our

liaison with Taskstream.

Indicators: Minutes of licensure meetings documenting discussions. Continuation of

across-program data in 5-6 key areas of assessment. Licensure executive committee met

quarterly to develop the new licensure reporting template (see Appendix **).

2012-13 Goal 2: As re-organization of departments and programs is implemented at OSU,

processes will be aligned to allow for continued improvement of assessment systems.

Indicator: Forms are continuously updated to accommodate minor adjustments to program

information

Indicator: College-wide assessment committee now provides oversight and strategic

planning for assessment.

Indicator: Technology grant acquisitions (Ipads, cameras, etc.) and accompanying check-

out system will increase the use of technology and applications in pedagogy course work.

2012-13 Goal 3: Continue with work around cultural competence.

Indicator: New tenure-track and fixed-term faculty have been hired, representing

underrepresented minorities and dedicated to developing programs in ESOL/Bilingual

competencies.

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Annual Report 2012-13

Indicator: A Cultural and Linguistic Diversity Work Group meets monthly and will

continue to solicit membership. The group is committed to self-examination around issues

of bias and will continue to make curricular recommendations.

Indicator: Infusion of cultural competency and technology goals into various programs and

into all assessment materials.

Indicator: Annual meetings are held for faculty teaching DPD and/or Cultural Competence

classes where new materials are shared and disseminated face-to-face and via Blackboard.

Indicator: Dr. Karen Thompson, PhD Linguistics, Stanford University, 2012 is our newest

tenure-track faculty member and has been significant contributions to both state

partnerships and publications and research dedicated to cultural competence to help us

further our impact both locally and statewide in cultural and linguistic diversity.

2012-13 Goal 4: Improve collaboration and build on existing P-12 partnerships.

Indicator: While the partnership development for the Chalkboard grant: “Preparing the

Next Generation of Teachers” with Lebanon, Corvallis, Albany and Philomath School

Districts was not funded, offshoots of this work, such as the Mentoring Grant and continued

meetings with district personnel to improve partnerships, have become standard operating

mechanisms.

Indicator: Email and web site communications disseminated to P-12 partners quarterly.

Indicator (d): Consortium meetings and minutes held and posted quarterly.

Indicator: Professional Development opportunities offered on OSU campus for field

partners in both fall 2012 and fall 2013 have provided opportunities for faculty and field

partners to build on common themes such as technology, working with families, and

observation techniques.

3.c.2 Statement of future goals for next academic year with the indicators to be used

for measurement of accomplishment. Goal 1: Continue strategic discussions at licensure meetings around data-driven decision

making and refining of assessment and evaluation processes for a more unified and systematic

approach.

Indicators: The College’s largest licensure program, the Double Degree, will

transition to the Taskstream assessment and reporting system during the 2013-14

academic year. Other licensure programs will begin this transition in 2014-15.

Indicators: Sustain the 0.25FTE Assessment (Sue Helback) position to continue to

provide data for the unit in this process. Sustain a minimum of .5 FTE for the

Assessment Manager (Kristin Kinman).

Indicators: Final NCATE program reports will be written during the 2014-15,

providing opportunities for faculty to engage in long-term planning based on an entire

accreditation cycle. Goal 2: As re-organization of departments and programs is implemented at OSU, processes will

be aligned to allow for continued improvement of assessment systems.

Indicator: A l l forms will be transitioned to on-line/Taskstream format for

better reporting.

Indicator: The Dean’s Council for the College will work with the Strategic

Planning Committee to renew the Conceptual Framework in concert with the

College’s and University’s strategic planning process.

Indicator: College-wide assessment committee continues to meet quarterly to provide oversight and strategic planning for assessment.

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Annual Report 2012-13

Indicator: Increased communication with registrar to align our program data with OSU database.

Goal 3: Continue with work around cultural competence.

Indicator: Submit proposal for new Dual Immersion program for internal and

external review.

Indicator: .5 FTE faculty position has been added to increase communication and

impact for internal and external partners.

Indicator: Annual meetings are held for faculty teaching DPD and/or Cultural

Competence classes where new materials are shared and disseminated face-to-face and

via Blackboard.

Indicator: The ESOL program enrollment has increased significantly. While there

were 50 completers between 1999 and 2009, current enrollment is 65.

Indicator: Ellis Williams has been added to ESOL/Bilingual faculty and will be helping to develop a Dual Immersion program.

Goal 4: Improve collaboration and build on existing P-12 partnerships.

Indicator (b): Partnership in a Mentoring Grant, along with follow up activities

developed during preparation of Chalkboard’s TEACHOregon proposal formation.

Indicator (c): Substantive overhaul of the College of Education Website, with 1.0 FTE (.5

x 2) designated for web and marketing outreach. Additionally, .5 FTE was added

specifically for outreach to underrepresented groups. The latter was added to the Head

Advisor position.

Indicator (d): Consortium meetings and minutes held and posted quarterly.

Part 4: Unit Changes 4.a Any deviations from approved programs.

None

4.b Modifications of existing programs.

4.b.1 Double Degree:

Category II proposals have been submitted to change some of the course numbers from

graduate level to undergraduate level to reduce costs for students.

A cohort model has been approved to be introduced in 2015-16 in order to increase the

length of the practicum experience and improve the student teaching placement

process. ESOL standards will be integrated into all coursework.

A formal request was sent to TSPC for approval of the Social Studies endorsement at the

graduate level. This endorsement was approved for undergraduates in 1990.

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Annual Report 2012-13

4.b.2 M.A.T. and MS Programs:

Cascades has now been formally authorized (by the OSU faculty senate) to offer the MAT

in Social Studies Education at the Graduate level, which offers language arts and social

studies endorsements, and, as of this summer 2012, offers the MAT in Advanced

Mathematics Education and the MAT in Integrated Science Education. The rationale for

program expansion is a result of expanding graduate coursework in the appropriate

content areas. Cascades now offers four endorsements in their MAT program, all under

the auspices of OSU faculty senate. While currently located at the Cascades campus,

these content areas were approved at the PTCE unit level.

Formal approval for the Social Studies endorsement separate was forwarded to TSPC in

2012-13. 4.b.3 ESOL Endorsement Programs

On July 24, 2013, ESOL officially became a TSPC approved undergraduate program, not just a

graduate program. This is a better match to our actual candidate enrollment.

During spring term 2013, ESOL successfully completed a Category II process to assign our

Linguistics for ESOL/Bilingual Teachers course with a permanent number. Starting in fall 2013, it

will be available as bothTCE 479 and TCE 579. We are now working on revising all of our course

outcomes and creating 400-level sections for TCE 572, TCE 573, and TCE 576. TCE 522, which is

currently only offered for Ecampus candidates, will not need a 400-level section. We began offering

the ESOL/Bilingual Internship as TCE 410, not just TCE 510, in 2012-13.

There will be no changes to course credits or delivery (e.g., face-to-face, hybrid, online) in 2012-13.

We will be offering the Ecampus sections of TCE 576 in the summers only, as opposed to twice a

year, due to lower online enrollment.In 2012-13, we were able to further reduce our adjunct faculty

hiring. This was primarily due to the hiring of a new assistant professor and an instructor.

4.c Any changes in the liaison officer.

No Changes.

4.d Off-campus programs or courses

The College of Education is reviewing the Elementary Education M.A.T. and counseling

licensure programs. The e-campus based Immersion and Two-year M.A.T. programs are

currently under review and not accepting applications:

From the 2011-12 report: “The Elementary Education MAT program is an “Immersion” program and held

off campus in either a bilingual school in Salem or an inner city in Portland. Most of these classes are held

on-site and students are encouraged to live near their host schools. Experiences and classes in both

communities are built into the program as are most of the requirements for an ESOL/Bilingual endorsement

and master’s program. This program is offered through Extended Campus.

The Elementary Education Two-Year MAT program is offered through Extended Campus. Classes are held

on weekends on the OSU campus, and students do their practica and internships in their home areas.”

4.g Evidence that the Consortium meets regularly and has reviewed evaluation results and

made recommendations for improvement of program design and operation.

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Annual Report 2012-13

Minutes of all 2012-13 consortium meetings have been provided to all consortium members and

are attached in Appendix D. It is notable that several of the 2010-12 Consortium members

whose terms have expired have requested that they extend their membership in order to continue

to provide feedback on assessment data and influence the relationship between teacher

preparation and P-12 teaching.

4.h Total Program Completers The total number of graduates from licensure programs in the last three academic years is as

follows:

2009-2010: 189

2010-2011: 233

2011-2012: 175

2012-2013: 169

Table 3: Licensure and Authorization: summarizes the number of candidates applying for

Initial, Transitional, Out-of-state, Add-on, Continuing, Basic, and Standard license by

the authorization level, early childhood, elementary, middle, and high school. I n s o m e

c a s e s , t h e s e n u m b e r s r e p r e s e n t m o r e t h a n c u r r e n t p r o g r a m

c o m p l e t e r s a s c a n d i d a t e s d e l a y a p p l i c a t i o n s f o r l i c e n s u r e

a n d / o r a d d e n d o r s e m e n t s . Comparing these numbers to the numbers over the past

five years shows a steady but moderate increase in elementary teacher education candidates, and

in the undergraduate double degree programs, especially from candidates from the Human

Development and Family Science and Liberal Studies programs. All other areas of authorization

and endorsement indicate little change over the past five years.

Table 3: Licensure and Authorizations 2006-13

Major # of

Grads 2013

# of

Grads

2012

# of

Grads

2011

# of

Grads

2010

# of

Grads

2009

# of

Grads

2008

# of

Grads

2007

# of

Grads

2006

Double Degree

Education

71 75 80 56 59 58 48 38

Teaching: Agriculture 4 5 14 11 9 0 4 0

Teaching: Elementary 88 76 71 58 51 38 31 30

Teaching: L.A. 12 10 13 6 NA 1 7 7

Teaching: S.S. 15 13 8 11 4 5 3 0

Teaching: French 0 0 0 0 0 0

Teaching:

Spanish

1 0 0 0 0 0 0 0

Teaching:

Music

8 7 4 20 NA 3 5 10

Teaching: PE 7 0 7 10 0 1 0

Teaching: FCSE 7 0 0 1 0 3 2

Physical Education 9 5 9 8 11 22 21 26

Teaching: Science 10 12 17 10 18 18 20 23

Teaching: Math 6 8 7 4 4 8 6 9

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Annual Report 2012-13

Counseling M.S. 8 44 34 20 41 0 3 2

Math Education

(distance) post license

8 5 1 2 2 0 0 0

Science Education

M.S. (distance) post

license

2 5 8 0 0 0 0 0

Science Education M.S.

(K12 campus) post

license

0 4 4 1 1 3 9

On-line Ed.M. 20 11 12 11 12 12 4 0

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Annual Report 2012-13

APPENDIX A: Conceptual Framework

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OSU Annual Report, 2012

APPENDIX B: Program Reports

Appendix D: Consortium Minutes TSPC Consortium Meeting

Minutes

November 7, 2012

5:00 – 7:00 p.m.

303 Joyce Collin Furman Hall

Present: Amy Beaderstadt, Carolyn Platt, Chris VanCauteren,Don Tucker, Erin Prince, Grant

Sherer, Justin Roach, Kellee Wood, Larry Flick, Marcianne Koetje, Mark Fermanich, Nell

O’Malley, Sara Bowers,

Absent: Cherie Stroud, Jon Zwemke, Lynda Jasperson

I. Welcome & Introductions

II. Approve May Minutes

a. Erin moved, Justin seconded, approved.

III. Elect Officers

a. Information for new members: TSPC is the Oregon state licensing agency (and

now aligned with CAEP, formerly NCATE). TSPC requires that each teacher

preparation program have a Consortium, representative of stakeholders to help in

decision making. Members have 3-year terms.

b. Volunteers or Nominations for Chair and Chair-Elect?

i. Chair: Justin Roach

ii. Chair Elect: Marcianne Koetje

IV. (Transition/discussion)

a. Our bylaws need to be updated. Nell will work with Justin, and next meeting we

will bring the updated draft of the bylaws, for approval.

V. Teacher Preparation Program Updates

a. Staffing updates

Larry: We brought in six new faculty for this school year: 2 in math, 1 in

science, 1 ESOL, 1 AHE, and Associate Dean Randy Bell, who came to us

from University of Virginia. We reconfigured some positions to make

them full time, and brought in some people to serve on a regular part-time

basis. We have been working on consolidating part-time positions,

particularly for supervision. Science, Technology, Engineering and

Mathematics (STEM) and Cultural-Linguistic Diversity (CLD) are two

main focuses of recent College of Education initiatives. Winston Cornwall

(one of new part-time hires) is also the Civil Rights Specialist with ODE,

and has been doing CLD-related professional development with our

licensure faculty.

Carolyn: Michael Giamellaro is new tenure track faculty for new Cascades

MAT science/math program.

b. New offerings

Cascades’ programs are our main official ‘new offering’

Cascades licensure programs are all master’s programs: Science, Math,

Language Arts, Social Studies, Elementary. They have found that there are

a lot of teachers who are looking to add their master’s degree for their

Initial II and Continuing licenses: TSPC requires them to be enrolled in a

master’s program within 3 years. Cascades is probably getting 1-2 phone

calls a week with these questions. Carolyn will call the HR person in

Bend-LaPine to ask about this trend.

c. Program Proposals

Looking at revising Double Degree program. Liz and Nell are working on

a proposal (will probably be a Category 1 to Faculty Senate) to make it a

cohort model. Priorities: cohort model, increasing/improving quality of

student teaching/clinical practice. Program changes need a 2-year lead

time – this will be a slow transition. Once Nell has a hard copy of the

draft, this will go to the Consortium for review (as part of Consortium role

is program review), we will look forward to your input.

d. Partnership event and follow up

Professional Development Partnership Event on 9/27/12: sessions then

large group, dinner and prize drawing. Feedback was very positive; we

look forward to hosting similar events in the future. Please let us know if

you have any suggestions.

First book club/discussion group meeting next Monday – will split into

two groups, one supervision. Other group will have a few book options to

choose from. PDUs will be available.

VI. 40-40-20, OEIB, and TeachOregon Impacts

OEIB and Rudy Crew: spearhead for Governor’s Education initiatives, to

address long-standing problems such as achievement gap and increasing

graduation rates (HS/post-HS/college). Oregon is one of lowest post-HS

educated states in the country. Re-evaluating how we look at Education –

PK-20 becoming more seamless, smoothing out transitions to boost

student success. Chalkboard project – focusing on partnership between

teacher education programs and school districts – improving clinical

practice experience, relationship of universities and schools, who in the

school will do the work of Cooperating Teacher. As faculty, we are

continuing to look at external funding sources for this kind of work. Rudy

Crew is providing new perspective to looking at Educational issues in

Oregon. Tomorrow (11/8/12) the OUS Education deans will be meeting

with Dr. Crew in the Chancellor’s office. Dr. Crew’s book – Only Connect

– shows connections between Education-related circumstances and

initiatives across the nation; connecting action with educational themes

that have been talked about for years.

Reviewed OEIB Objectives and Initiatives, and Essential Links in the

Chain of Success (see attached)

Commitment to re-professionalizing teachers and empowering them;

having relationships with students; calling on teachers’ wisdom.

Larry: There are a lot of exciting conversations happening right now, and

it could be easy to get overwhelmed; my view is that OSU should focus on

a few specific items and commit to those with a sense of that purpose and

plan.

Mark: I am currently reading the book Learning Policy by David Cohen,

about state-directed educational reform. States can influence education,

but it takes a lot of work to sustain focus, and we must focus on

influencing the relationships between teachers and students (including lots

of professional development)

TeachOregon: OSU with Corvallis, Albany, Lebanon and Philomath;

OSU-Cascades in initial phase with Bend-LaPine and surrounding school

districts. A lot of the TeachOregon initiatives are coming from the

concepts from Linda Darling-Ham. How does one create and sustain

change – model partnerships for develop future teachers and future leaders

in school districts. Coming together as university and school districts for

teacher preparation and new teachers, joint responsibility for preparing

new teachers. Collecting data to see what works. There are six of these

initiatives statewide to come up with initiatives that are collaborative and

build partnerships.

Teachers are concerned about state testing and scoring well enough for

school report cards. ‘What does student achievement mean to Education?’

Class size is influential. In acting on recent initiatives, it can be

challenging to get everyone on the same page as far as sense of urgency.

Professional Learning Communities: re-culturing teacher leadership and

sustaining school improvement/student learning efforts. Getting

conversations going between grade levels, to talk about timeline for when

students are learning certain things.

Districts: working on aligning curriculum to common core standards?

Proficiency-based grading – students who get an ‘A’ but aren’t meeting

state proficiency, changing grading structure to match proficiency. ‘What

does it mean to grade students?’ Marcianne recommended looking at Dan

Bowdoin’s class webpage for a great example of proficiency-based

grading.

Student success in learning comes down to good instruction and

competent, professional teachers. Marcianne: great teachers establish

multiple forms of monitoring student progress throughout the class. Are

students meeting the objective(s) for the day? In this kind of a learner-

centered classroom, teachers playing more of ‘coaching’ role.

Oregon standards (OAKS) vs. common core standards do the two

structures create holes in instruction?

Ben Cannon as Education Advisor: raising the bar for who is getting into

the profession (and into teacher prep programs)

Focusing on the induction and training of new teachers to become

professionals.

VII. Survey Updates

Alumni and Employer Survey (OAESP )

OACTE meets quarterly to talk about teacher preparation. They are

putting together a proposal for a joint employer survey (see sheet) – this

may perhaps be the only way to get a reliable measure and adequate

response as to evaluation of teacher preparation programs.

VIII. Assessment System Updates

We are looking at new assessment software systems to help us with data

collection and reporting. This decision will be made soon, and will help us

in preparing for our upcoming CAEP report.

IX. Other?

If you think of agenda/discussion items, let Nell and Justin know.

Adjourn: 6:58 p.m.

TSPC Consortium Meeting

Minutes

March 12, 2013

5:00 – 7:00

Joyce Collin Furman Hall

Members Present: Kellee Wood, Marcianne Koetje, John Harrison, Sara Bowers, Cherie Stroud,

Larry Flick, Nell O’Malley, Justin Roach, Amy Beaderstadt, Chris VanCauteren, Jon Zwemke

Member Present via Skype: Carolyn Platt

Guests: Gene Eakin, Sue Helback

Members Absent: Erin Prince, Don Tucker, Grant Sherer, Mark Fermanich

X. Welcome & Introductions - Chair, Justin Roach

Burning questions? –

Nell: Mandates – how fast are they going to be rolled out?

Larry: Who is going to fund the new initiatives?

Cherie: Is AVID program on the radar for universities and teacher prep programs,

looking at partnership possibilities between universities and the districts/schools?

Sara: Double Degree vs SMED for Science/Math students? Where are the programs

headed?

Gene: Not going to make 40/40/20 by 2025 unless we have more counselors in the

schools. How to bring this awareness to the conversations?

Marcianne: Would like to hear about what people are doing in their programs/schools

Kellee: Same as Sara’s, how are changes going to look for the students?

Jon: Ways to get resources shared and help small schools, provide opportunities to his

students

Sue: How do you know a practicing teacher is effective?

Carolyn: Work sample changes

What is Consortium? – Advisory group to the College of Education, gather to talk about what’s

happening in Education. We are mandated by TSPC to meet 2-3 times a year. One role of the

Consortium is to sign off on program changes or additions before they are submitted to TSPC.

XI. Approve November Minutes – Justin Roach

a. Chris moved, Marcianne seconded, approved.

XII. Counselor Education Program Report – Gene Eakin

History on the counseling program – started in 1916, second oldest Counselor program in

United States. First master’s cohort in 1926. Now interviewing for Cohort 87. 1949 – first

PhD cohort. Master’s is 75 credit program (81 credits for student who don’t already have a

teaching license). 1986 – first year accredited by CACREP. One of 190 programs in the US

that is CACREP-accredited. As land grant University, we provide the program across the

state via distance program. Program at Cascades is growing. 2008, size of program on

Corvallis campus decreased (FTE) and put distance program on hold. Location in

Wilsonville so students can participate in distance program then fly in to Portland to

complete portion of PhD program. We need to advertise more to reach out to people and

help people to become counselors while staying in their communities. Looking at 40/40/20:

role of school counselors in social advocacy so all students can have access to college prep

classes. Proposal – looking at program and how we are going to address new standards,

which standard goes with which courses? We built a matrix to show how these match up,

and included syllabi for each of the corresponding courses. Increasing student assessment,

using assessment data to provide student feedback and to change curriculum if needed.

Rubrics for self-assessment of cultural competency. Gene has been working with Keith at

TSPC regarding cultural competency. This year’s 4-year-olds are at the cusp of the

majority/minority transition – they will be in college in 14 years.

Cherie: are there classes for current counselors who would like to take some classes

regarding math anxiety? Gene: Oregon is a tier-2 licensure state and offers tier-2 classes.

Gene is working on a college readiness counselor certificate program through e-campus,

which would include a look at math anxiety.

If going to focus on any one part of the PAR: first 20 pages for overview.

Marcianne: conversations with counselors regarding social media and its effects on kids?

Gene: this is one of the hot-button topics at conferences at state and national level,

definitely would be addressed in the program.

Ratio is currently 550 students to 1 counselor in Oregon (up from 440 to 1). Recommended

ratio is 250 to 1.

Approval of PAR: John moved to approve, Chris seconded. Approved.

XIII. Licensure Program Annual Report Data – Nell O’Malley and Sue Helback

a. PPT: Assessment Results 2011-2012. Copies were handed out to members and

collected at the end of the meeting.

b. Members noted the following:

i. Enrollment Trends 2010-2012:

1. Increase in DD elementary program

2. Increase in OSU-Cascades secondary program (added Integrated Science

& Advanced Math)

3. Decrease in all other licensure programs

4. PE maintained

c. ORELA MSE exam scores decreased from 2010 to 2011.

d. Low pass rate on Pearson Social Studies exam (56% in 2011, higher than state pass rate

of 50%) – how can we help our students to pass this exam?

e. Overall three-way evaluation scores indicate students are meeting TSPC proficiencies

for Initial I licensure.

f. A comparison of student exit survey data to three-way evaluation scores indicate

similar responses with lowest scores in Planning Instruction and Student Evaluation.

g. ESOL program changes: updated work sample scoring guide, addendum to formal

observations, internship evaluation form.

h. ORELA ESOL exam scores increased in 2011 by five points on both subtest I and II.

i. The majority of ESOL endorsements are in ECE/ELE authorizations; lowest number of

endorsements in ESOL/Bilingual (3) and ELE/ML.

j. With changes in how teachers are evaluated, will this affect how teachers rate their

STs?

k. Please email Nell, Sue, and Justin with follow up questions or comments

XIV. Teacher Preparation Program Updates – Nell O’Malley and OSU Faculty

a. Authorization levels – up for vote this summer. Looking like they will be simplified to

two levels (Elementary, K-6 and Secondary, 7-12)

b. Hilda Rosselli working with OEIB. Draft of proposal for four levels of licensure

including paraprofessional and corresponding incentives

c. Chalkboard

d. Smarter Balance assessments

e. All these statewide changes, as well as changes within our college, aligning with

Science and Math

f. Larry: Regional Achievement Centers to bring together districts in the region, aligned

with Chalkboard efforts.

g. Nell: prediction that 5 years from now things really will look quite a bit different

h. Chris: TRES academy for industrial trades. Partnership between LBCC and high

schools for practical experience for students.

XV. Oregon Initiatives and Opportunities Discussion – Justin Roach

a. Senate Bill 290 –discuss at spring meeting?

b. Jon: concerned with partnerships and bringing resources to his students, bringing

student teachers in to help.

c. Professionalizing teaching field and selection of students for program and selection of

CTs. Clinical practice – responsibility of both teacher prep programs and the schools.

Joint delivery of teacher education.

XVI. Other?

a. Please follow up with questions; we will follow up in May with further discussion and

addressing some of the questions that were brought up tonight.

Adjourn: 7:00 p.m.

TSPC Consortium Meeting

DRAFT Minutes

May 7, 2013

5:00 – 7:00

303 Joyce Collin Furman Hall

Members Present: Nell O’Malley, Justin Roach, Jon Zwemke, Cherie Stroud, Kellee Wood, Sara

Bowers, Mark Fermanich, Erin Prince, Larry Flick, Amy Beaderstadt, Chris VanCauteren, Don

Tucker, John Harrison, Marcianne Koetje

Member Present via Phone: Jessie Buhrle for Carolyn Platt

Guest: Allyson Dean

Members Absent: Erin Prince, Grant Sherer

I. Welcome & Introductions - Chair, Justin Roach

II. Approve March Minutes – Justin Roach

a. Chris moved, John seconded, approved.

III. Review and Approve By-Laws – Justin Roach

a. Approved.

IV. TSPC Updates (Counseling approval, changes, etc.) – Nell O’Malley

a. Simplifying authorization levels – Elementary (K-6) and Secondary (7-12)

i. Voting in July

b. Teaching license types – paraprofessional, instructional, teacher leader,

administrative. Opportunities for greater diversity, allowing teacher assistants to

move up in the field. Creates additional career trajectory for teachers.

c. Integration of ESOL Basic Competencies (5) across all teacher preparation

programs

i. Voting in July

ii. Don: will this affect currently-licensed teachers? Will they be required to

add coursework/other preparation for the ESOL competencies?

d. Senate Bill 290

e. TSPC has had continued funding cuts

f. Our Counseling PAR was approved at last TSPC meeting

V. Licensure Program Annual Report Data Review – Nell O’Malley

a. We will be sending around a letter for everyone to sign stating we have reviewed

the program data

b. Cherie: data about how many students complete their student teaching?

i. How to support student teachers when they’re not thriving in the student

teaching experience? Community partners helping with the selection of

program candidates? Looking toward continuous improvements (which is

a piece we need to show for our program reports/reviews). Role of CT in

supporting STs that are struggling.

ii. Chris: focus on data and accountability, is it keeping us from doing our

jobs in the best way?

1. Nell: seeing trends to identify areas for improvement

iii. Erin: Looking at cross section of Danielson rubric and inTASC standards

for teaching rubric for our schools.

iv. What dispositions do program candidates who are interested in teaching

come to the table? How to measure, predict as strong future teachers?

Community partners to help with this. Then, once they finish a program,

supporting them through mentorship, strengths/areas needing support.

Creating more seamless support for pre-service and new teachers.

v. Becoming more clear about what we want, what we’re looking for and

expect for our future teachers

vi. Higher Ed has a lot of competition now. Need data to show our

work/progress, to compete

vii. Jon: Way to predict competencies, to steer people toward high-need

teaching content areas?

viii. Marcianne: with all of the fast changes happening in the field, how is OSU

supporting faculty via professional development?

1. Cheridy: technology training

2. Faculty receive funds for professional development to seek their

own opportunities

3. Center for Teaching and Learning

4. Opportunities for licensure faculty to collaborate with field

partners to join for trainings at schools/districts? Building a

partnership for dialogue. What incentives could we provide for

collaboration, getting faculty involved in partnerships like this?

Also holding up our CTs as professionals, giving them an incentive

for professional development. Breaking down the ‘silos’ at the

different institutions to foster a nurturing partnership and support

the pre-service teachers in an intentional, systemic way. Providing

incentive to get faculty out in the schools. CTs: go through

application and training to become OSU Courtesy Faculty? CSD

has done a lot of vertical alignment – next step P-20 for alignment,

create a network similar to a PLC to support the whole system.

Incorporating LBCC with these efforts.

5. Plan to continue this conversation in the fall

VI. Election of Officers for 2013-14 – Justin Roach

a. Chair: Marcianne (as voted Chair Elect in Fall meeting)

b. Chris nominated Jon, Don seconded, approved. Jon – Chair Elect

VII. Oregon Initiatives and Opportunities Discussion – Larry Flick and OSU Faculty

a. Partnership, Ed Ray: Corvallis, Albany, Lebanon, Philomath, now includes

Lincoln County schools. Superintendents meet once a month, dialogue.

Partnership with math/teacher education partnership – Association of Land Grant

Universities. Chalkboard/TeachOregon, working toward proposal, promise of

work to engage us to think about schools in a new way. Working with Rudy Crew

– Regional Achievement Center for 40/40/20 effort – biggest issue is if there will

be funding to support those efforts. Creating synergies in efforts. New science

standards – looking to see which states will adopt them.

VIII. Other?

a. Any agenda items for next fall?

i. Updates after TSPC vote in July – Nell can send email updates

b. New members (someone from Lincoln County)

IX. Adjourn: 7:03 p.m.