State Policy Findings: Oregon 2013 GRADED
Delivering Well Prepared Teachers Year: 2013 D
- Admission into Teacher Preparation
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Read…
- Elementary Teacher Preparation in Math…
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science
- Special Education Teacher Preparation
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountabi…
- Although teacher candidates are required to pass a test of academic proficiency as a criterion for admission to teacher preparation programs, the test is not normed to the general college-going population.
- Elementary teacher candidates are not required to pass a content test with individually scored subtests in each of the core content areas, including mathematics.
- Elementary teacher candidates are not required to pass an adequate science of reading test to ensure knowledge of effective reading instruction, and preparation programs are not required to address this critical topic.
- Middle school teachers are allowed to teach on a 3-8 generalist license.
- Although secondary teachers must pass a content test to teach a core subject area, some secondary science and social studies teachers are not required to pass content tests for each discipline they are licensed to teach.
- The state does not require content testing for special education teacher candidates.
- A pedagogy test is not required as a condition of licensure.
- Requirements for teacher preparation do not ensure a high-quality student teaching experience.
- The teacher preparation program approval process does not hold programs accountable for the quality of the teachers they produce.
Expanding the Pool of Teachers Year: 2013 D-
- Alternate Route Eligibility
- Alternate Route Preparation
- Alternate Route Usage and Providers
- Part-Time Teaching Licenses
- Licensure Reciprocity
- Admission criteria for alternate routes to certification are not sufficiently selective.
- Alternate route programs do not provide efficient preparation that is geared toward the immediate needs of new teachers.
- Usage and providers of alternate routes are restricted.
- The state does not offer a license with minimal requirements that would allow content experts to teach part time.
- Out-of-state teachers are not required to meet the state's testing requirements, and there are additional obstacles that do not support licensure reciprocity.
Identifying Effective Teachers Year: 2013 D
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Licensure Advancement
- Equitable Distribution
- Although the state has established a data system with the capacity to provide evidence of teacher effectiveness, it has not taken other meaningful steps to maximize the system's efficiency and potential.
- Objective evidence of student learning is a significant component of teacher evaluations, but it is not the preponderant criterion, and the state has failed to articulate other important evaluation requirements.
- Annual evaluations for all teachers are not required.
- Tenure decisions are not connected to evidence of teacher effectiveness.
- Licensure advancement and renewal are not based on teacher effectiveness.
- Little school-level
data are reported that can help support the equitable distribution of teacher
Retaining Effective Teachers Year: 2013 C-
- Professional Development
- Pay Scales
- Compensation for Prior Work Experience
- Differential Pay
- Performance Pay
- Teachers who receive unsatisfactory evaluations are placed on structured improvement plans.
- Districts are given full authority for how teachers are paid, although they are not discouraged from basing salary schedules solely on years of experience and advanced degrees.
- Teachers in some districts can receive performance pay.
- All new teachers do not receive mentoring or other induction support.
- The state could do more to ensure that all teachers' professional development activities are aligned with findings from their evaluations.
- The state does not support additional compensation for relevant prior work experience or for working in high-need schools or shortage subject areas.
Exiting Ineffective Teachers Year: 2013 F
- Extended Emergency Licenses
- Dismissal for Poor Performance
- Reductions in Force
- Teachers can teach for up to three years before having to pass required subject-matter tests.
- Ineffective classroom performance is not grounds for dismissal,
and tenured teachers who are dismissed have multiple opportunities to appeal.
- Performance is not considered in determining which teachers to
lay off during reductions in force.