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IT in Oregon's Preservice Teacher Education

IT in Oregon's Continuing Professional Development

Teachers Standards and Practices Commission (TSPC)

Oregon's Teacher Standards and Practices Commission's mission is to ensure that every student is provided with a competent and ethical education.

Oregon's Teacher Standards and Practices Commission's mission is to ensure that every student is provided with a competent and ethical education. TSPC establishes rules for licensing, issues teaching licenses, and takes appropriate disciplinary action against teachers in violation of Oregon statutes or performance standards. The Commission also adopts standards for teacher preparation programs offered by Oregon colleges and universities and evaluates programs to assure compliance with the standards. TSPC consists of seventeen members appointed by the Governor and subject to confirmation by the Senate.

TSPC handles a number of different licensure requests, such as: teacher, substitute, administrative, school counselor, school psychologist and school nurse. TSPC also sets the rules for Continuing Professional Development requirements for continuation of a teaching license. That topic is covered under the Continuing Professional Development section of the OTEC Website.


TSPC Professional Standards for an Initial Teaching License

The document given below lists the current TSPC Professional Standards for an Initial Teaching License. The only reference to technology of any sort is in 1E which states: "Select and organize materials, equipment, and technologies needed to teach a unit of instruction." The term"technology is not defined. Presumably it might include pencil and paper, as they certainly are technlogies.

The red components of the document are additions suggested by University of Oregon teacher education faculty working on a 1999-2000 PTTT Capacity Building grant at the University of Oregon. The idea was to develop one additional objective under each of the five domains. These items are included for discussion purposes only. The University of Oregon program has not (yet) adopted them.

  1. CURRICULUM PLANNING: Plan instruction that supports student progress in learning and is appropriate for the developmental level.
    1. Select and write learning goals for units of instruction consistent with school's long-term curriculum goals, state content standards and district standards, research findings on how students learn, and mental maturity of students;
    2. Determine the current performance level of one's students with respect to the learning goals established for a unit of instruction;
    3. Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals;
    4. Determine content, skills, and processes that assist students in accomplishing desired unit outcomes, and design learning activities leading to mastery;
    5. Select and organize materials, equipment, and technologies needed to teach a unit of instruction;
    6. Adapt unit and lessons plans for students with diverse needs and for students with varying cultural, social, and linguistic backgrounds; and
    7. Estimate the time required within a unit for teacher-directed instruction, student-managed learning and practice, student evaluation/reporting, and reteaching/problem solving.
    8. Proposed IT in Curriculum Planning: Plans for student use of IT in a way that is consistent with educational theory and research. Plans for the integration of IT in the curriculum to make use of research in supporting learning that is consistent with and supportive of school, district, and state non-IT and IT goals and standards.
  2. CLASSROOM MANAGEMENT: Establish a classroom climate conducive to learning: e.g., positive classroom management, safe and developmentally appropriate environment, efficient organization of time and materials, and effective transitions.
    1. Affirms dignity and worth of all students and provides the positive support students need to be effective learners;
    2. Communicates classroom rules and behavioral expectations that provide a safe and orderly environment for learning, and that are appropriate to the level of development of students;
    3. When establishing classroom rules and procedures, applies to all students principles of gender equity and racial justice, and applies principles of least restrictive environment for students with disabilities;
    4. When establishing and maintaining classroom rules and procedures, models appropriate social behavior and provides meaningful reinforcement when it occurs;
    5. When establishing and maintaining classroom rules and procedures, takes into account the influence of the physical, social, and emotional climates of students' homes and the community on motivation and behavior;
    6. Monitors student conduct, and takes appropriate action when misbehavior occurs;
    7. Interacts thoughtfully and courteously with students and parents and resolves conflicts in a professional manner, respecting the cultural context of the community;
    8. Uses classroom time effectively to provide maximum time for learning;
    9. Manages instructional transitions decisively, effectively, and without loss of instructional time;
    10. Arranges and sets up materials and equipment in advance of class to facilitate their effective and efficient use during lessons; and
    11. Coordinates the use of instructional assistants, parent volunteers, student assistants, and other support staff to achieve instructional objectives, if these resources are available in the school setting.
    12. Proposed IT in Classroom Management: Monitors student conduct with respect to state, school district, and school Acceptable IT Use Policy, Intellectual Property Rights Policy, and other policies on appropriate use of IT hardware, software, and telecommunications facilities.
  3. INSTRUCTION: Engage students in planned learning activities.
    1. Applies organizational structures appropriate for the development level of students, including individual and group instruction;
    2. Communicates learning outcomes to be achieved and focuses student interest on tasks to be accomplished;
    3. Implements instructional plans that employ knowledge of subject matter and basic skills;
    4. Uses a variety of research-based educational practices that reflect how students learn, are sensitive to individual differences and diverse cultures, and that encourages parent participation;
    5. Emphasizes instructional techniques that promote critical thinking and problem solving, and that encourage divergent as well as convergent thinking; and
    6. Monitors the engagement of students in learning activities and the progress they are making to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.
    7. Proposed IT in Instruction: Makes effective use of IT-based aids to instruction and learning. Helps students to make effective use of IT in doing and presenting their own work.
  4. ASSESSMENT: Evaluate, act upon, and report student progress in learning.
    1. Selects and/or develops tests, performance measures, observation schedules, student interviews, or other formal or informal assessment procedures that are appropriate to determine the progress to others, and informs students, supervisors, and parents about progress in learning;
    2. Documents student progress in accomplishing state content standards and district standards, prepares data summaries that show this progress to others, and informs students, supervisors, and parents about progress in learning;
    3. Evaluates student progress in learning and refines plans for instruction, establishes alternative learning options, or makes appropriate referrals;
    4. To the extent appropriate and feasible, collaborates with parents, colleagues, and members of the community to provide internal and external assistance to students and their families if needed to promote student learning; and
    5. Assembles, reflects upon, interprets, and communicates evidence of one's own effectiveness as a teacher including evidence of success in fostering student progress in learning; and uses evidence of effectiveness in planning further instruction.
    6. Proposed IT in Assessment: Develops and implements authentic assessment for multimedia projects and other IT-using student activities. Facilitates students in making use of IT in developing portfolios of their work.
  5. PROFESSIONALISM: Exhibit professional behaviors, ethics and values.
    1. Is dependable, conscientious, and punctual;
    2. Meets work schedule demands;
    3. Is aware of the importance of professional appearance and demeanor;
    4. Is aware of and acts in accordance with school policies and practices;
    5. Is respectful of cultural patterns and expectations that operate within a school;
    6. Interacts constructively with colleagues, administrators, supervisors, and educational assistants and parents;
    7. Performs advisory functions for students in formal and informal settings.
    8. Functions as a member of an instructional team to achieve long-term curriculum goals, State content and district standards;
    9. Exhibits energy, drive and determination to make one's school and classroom the best possible environment for teaching and learning; and
    10. Exhibits energy, drive, and determination to become a professional educator.

Proposed IT in Professionalism: Communicates effectively and dependably with students, colleagues, administrators, supervisors, educational assistants, and parents using E-mail and other electronic aids. Makes use of IT as an aid to doing one's own work and to remaining current in educational research, curriculum content, and effective educational practices.

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