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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