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FAQ: IT in Education

Integrating IT Into Each Subject Area

Lesson Plans and Websites for Teachers

Oregon IT Organizations, Projects, & Contacts

Preservice Teacher Education & Continuing Professional Development in Oregon

Parents & Their Children

School Administrators

Special & Gifted Education

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References (Annotated)

IT in Preservice Teacher Education and Continuing Professional Development in Oregon

This section focuses specifically on the IT education of preservice and inservice Pre K-12 educators in Oregon.

IT in Oregon's Preservice Teacher Education

Pre-Education Programs

Teacher Education Programs

Teachers Standards and Practices Commission (TSPC)

IT in Oregon's Continuing Professional Development

Oregon CPD Requirements

Possible Areas for Collaboration

Preservice and CPD References

 

IT in Oregon's Preservice Teacher Education

IT in Oregon's Continuing Professional Development

  1. On a nationwide basis, approximately 3/4 of the college work of a preservice teacher is taken outside a school, department, of college of education. Thus, it is very important to identify potential preservice teachers before they enter a teacher education program -- that is, while they are Pre-Education majors. Good advising for these students can contribute significantly to their success in getting into a teacher education program, graduating from such a program, and then getting a teaching job. Such advising can help point Pre-Education majors toward well taught courses that are making good use of IT.
  2. Teacher education programs vary substantially in the nature and extent of IT knowledge and skills required of their students. They vary tremendously in the IT-oriented and IT-using courses that are required and/or available to students. Both of these situations provide opportunities for improving the IT education of students in a preservice teacher education program.
  3. In Oregon, the Teachers Standards and Practices Commission (TSPC) sets the requirements for teacher licensure. At the current time, the IT-related aspects of the TSPC requirements are minimal. The State Department of Education sets Common Curriculum Goals, and these constitute discipline-oriented standards. At the current time (January, 2000) the state is developing some CCGs for IT.

Join the Oregon IT in Teacher Education E-mail Distribution List

or-it-scde is an interactive E-mail distribution list (anybody can join, anybody can post) for people in a School, College, or Department of Education (SCDE)

To join the Teacher Education list and the general OTEC list, send an E-mail message to:

majordomo@lists.uoregon.edu

In the body of the message (NOT in the subject line) enter the text:

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After you join the or-it-scde E-mail Distribution List, send a message to the list talking about some of the good things you are doing and/or are aware of in uses of IT in Teacher Education. If you are aware of really good websites that Oregon IT-Using SCDE faculty or programs might find useful, share this information.

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Preservice and CPD References

Continuing Professional Development for Licensure Renewal Handbook Third Edition - 1999 Accessed 11/23/00: http://www.open.k12.or.us/scoring/tspc/tspclrh.html.

Teachers Standards and Practices Commission of Oregon [Online]. Accessed 4/6/01: http://www.tspc.state.or.us/. Quoting from the Website:

The Teacher Standards and Practices Commission is a professional standards board for Oregon teachers, administrators, school counselors, school psychologists, and school nurses who are employed in Oregon public schools. The responsibilities of the Commission are to:
  • Establish rules for licensure and issue licenses to teachers, administrators, school nurses and other educational personnel.
  • Maintain professional standards of competent and ethical performance and proper assignment of licensed educators.
  • Adopt standards for approval of college and university teacher education programs and approve programs which meet such standards .

TSPC became an autonomous standards board for educator licensure in 1973. In 1987 the Commission established standards for approval of college and university preparation programs based on competence of prospective educators rather than prescribed courses. And, in 1997, the Commission revised standards that supported the Oregon Educational Act for the 21st Century that aligned licensure with developmental levels of students, provided for continual professional development of educators, and ensured compatibility with requirements of the National Board for Professional Teaching Standards.

Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue [Online] (1992). Interstate New Teacher Assessment and Support Consortium. Accessed 11/16/01: http://www.ccsso.org/intascst.html. Quoting from the Website:

For the past eighteen months the Interstate New Teacher Assessment and Support Consortium (INTASC), a program of the Council of Chief State School Officers, has been at work crafting model standards for licensing new teachers. Drafted by representatives of the teaching profession along with personnel from 17 state education agencies, these standards represent a common core of teaching knowledge and skills which will help all students acquire 21st century knowledge and skills. The standards were developed to be compatible with the advanced certification standards of the new National Board for Professional Teaching Standards. This effort takes another step toward a coherent approach to educating and licensing teachers based upon shared views among the states and within the profession of what constitutes professional teaching.

This document addresses the knowledge, dispositions and performances deemed essential for all teachers regardless of their specialty area. It is chapter one of a long term effort. When these standards have been reviewed and revised, the Committee will begin the process of developing subject area standards for new teachers. This process will use the National Board's standards, accepted standards for student outcomes K-12 and this conception of common knowledge as its reference points. As an integral part of this process, the Committee will also work on the development of assessment prototypes for evaluating the achievement of these standards.

The intent of this document, and those which will follow, is to stimulate dialogue among the stakeholders of the teaching profession about the best thinking of their colleagues regarding what constitutes competent beginning teaching. Our work is offered to state education agencies and institutions concerned with the professional development of teachers as a resource to revisit state standards for training and licensing new teachers, and to consider ways these models might enhance their system.

National Board for Professional Teaching Standards [Online]. Accessed 11/16/01: http://www.nbpts.org/standards/. Quoting from the Website:

Standards that define accomplished teaching are the heart of the work of the National Board for Professional Teaching Standards. The National Board is developing standards in 31 fields. As of March 2001, standards have been developed in 27 fields. All NBPTS standards are based on the National Board's Five Core Propositions for what accomplished teachers should know and be able to do. The standards serve as the basis for National Board Certification®.

Standards and certificate fields reflect the developmental level(s) of the students and the subject being taught (e.g., Early Childhood/Generalist, Adolescence and Young Adulthood/Mathematics, Early and Middle Childhood/Art).

The standards are developed by committees of teachers and other experts. Standards are then reviewed extensively--both internally and during a public comment period--before being approved by the board of directors.

In addition to being the basis for National Board Certification®, the NBPTS standards are powerful professional development tools for teachers at all levels of performance. They are also intended to be catalysts for discussion among administrators, staff developers, parents, and others in the education community about accomplished practice.

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