Early Childhood Preparation Policy
The state should require its teacher preparation programs to provide early childhood teachers with age-appropriate content knowledge and instructional strategies. Starting in 2020, this goal is now graded.
Although the state offers an early childhood specialization for grades PreK-3 that can be added to an elementary license, state policy is clear that "a specialization is not required to teach or work in the specialized area, whereas an endorsement is required to work in the subject-matter area." Teachers wishing to add the early childhood education specialization are not required to pass the Oregon Educator Licensure Assessments (ORELA) Early Childhood Education test.
The state offers an elementary endorsement but not an early childhood education endorsement. Teachers with the elementary endorsement can teach early childhood education without adding a specialization. These teachers would be required to pass the Oregon Educator Licensure Assessments (ORELA) Elementary Education Subtest I and Subtest II test.
However, the Teacher Standards and Practices Commission Program Review and Standards Handbook, describes the model for demonstrating content knowledge, that includes the following options:
Test Requirement www.orela.nesinc.com http://teachin.oregon.gov/wp-content/uploads/2015/10/Tests-Page1.pdf Teacher Standards and Practices Commission Program Review and Standards Handbook (2019) pgs. 69-70 and Appendix 2 https://www.oregon.gov/tspc/TSPC%20Programs%20Program%20Approval%20Process/Program_Review_and_Standards_Handbook.pdf Oregon Administrative Rules 584-210-0015; -0020;-0030;-0065 (ELEM) 584-225-0010; -0070 and 584-410-0620 (ECE)
Ensure that all preschool teachers possess sufficient knowledge of emergent literacy and oral language.
States with multiple licenses covering preschool ages such as Oregon, should—either through teacher preparation standards or test frameworks—ensure that all preschool teachers understand how to develop children's oral language skills and build children's emergent literacy. This understanding is important because of the critical role that preschool teachers play in language development.
Ensure that all preschool teachers possess sufficient knowledge of emergent mathematics and science.
States with multiple licenses covering preschool ages such as Oregon, should—either through teacher preparation standards or test frameworks—ensure that all preschool teachers understand how to introduce and develop children's mathematical skills and effectively introduce science concepts. This understanding is crucial because early introduction to complex mathematical concepts can affect later achievement in mathematics.
Ensure that all preschool teachers possess sufficient knowledge of the main developmental stages from birth through age eight.
States with multiple licenses covering preschool ages such as Oregon, should ensure—either through testing or preparation standards—that all preschool teachers are knowledgeable of children's developmental stages from birth through age eight. Such knowledge is essential so that all preschool teachers have an in-depth understanding of the children they are teaching.
Ensure that all preschool teachers possess the skills to create a positive and productive classroom environment.
States with multiple licenses covering preschool ages such as Oregon, should ensure that all preschool teachers possess adequate understanding of how to develop children's executive functioning skills, build social emotional skills and manage children's play for learning purposes. This knowledge is critically important to ensuring that all preschool teachers are able to establish an environment that actively supports learning.
Oregon did not respond to NCTQ's request to review this analysis for accuracy.
A strong preschool experience can set children up for achievement gains in elementary school, and even more critically, for improved long-term outcomes including college attendance and degree completion. However, not all preschool programs have achieved these positive results. To increase the likelihood that children will reap benefits from attending preschool, states should ensure that the preschool teachers have certain essential skills and knowledge.
To lay children's foundation for learning to read—and to open the door to other areas of learning—teachers must understand how to develop children's oral language skills and build children's emergent literacy. Especially for young children who are already behind, preschool teachers can play a critical role in language development. Emergent literacy encompasses a range of skills that are essential to reading, but may not come naturally to all children. These skills include phonological awareness, phonemic awareness, learning the alphabet, and concepts of print. Teacher training in these areas can translate into substantial gains for children in alphabet knowledge, vocabulary, and language skills. The early introduction of language and literacy can make a lasting difference for children. Unsurprisingly, children with low language and literacy skills in preschool demonstrate lower reading skills in kindergarten. However, not all approaches to teaching emergent literacy are equally effective, and the quality of preschool curricula varies, making it that much more important that preschool teachers have ample training in how to develop their preschoolers' emergent literacy skills.
Preschool teachers need similar grounding in teaching emergent math and science concepts. Research finds that introducing children to more complex mathematical concepts from an early age may increase their math ability in later years. In fact, some research suggests that the relationship between children's early math skills and future math achievement is twice as strong as the relationship between emergent literacy and future reading achievement. Little research exists on what teachers need to know about preschool science instruction, but experts agree that this area is important.
Beyond knowing what to teach, preschool teachers need to understand the children they are teaching. As such, knowledge of child development from birth to age eight is important. Similarly, preschool teachers need to know effective classroom management strategies that can build social-emotional skills and prevent or resolve many behavioral problems. Of course, classroom management is about more than discipline: it is about establishing an environment that actively supports learning, including understanding how to develop children's executive functioning skills and manage children's play for learning purposes. Teachers' emotional support for their students is associated with better social competence and lower rates of behavior problems.