The state's approval process for teacher preparation programs should hold programs accountable for the quality of the teachers they produce. This goal was reorganized in 2017.
Minimum Standards of Performance: Oregon does not require programs to collect meaningful data, and therefore does not set minimum standards of performance for these data.
Program Accountability: As a result of the lack of minimum standards of performance, Oregon does not articulate consequences for programs that fail to meet specific criteria.
State Report Cards: Oregon does not produce and publish an annual report card that shows all the data the state collects on individual teacher preparation programs.
Program Approval Process: Oregon maintains full authority over the teacher preparation program approval process. All programs must have national accreditation, but this process is separate from the program approval process.
Oregon Administrative Rules 584-010, -017 Senate Bill 78 Oregon Teacher Standards and Practices Commission Program Review and Standards Handbook http://www.oregon.gov/tspc/TSPC%20Programs%20Program%20Approval%20Process/Program_Review_and_Standards_Handbook.pdf.
Establish the minimum standards of performance for each category of data.
Oregon should establish precise minimum standards for teacher preparation program performance for each category of data it collects to help clarify expectations regarding program quality.
Ensure that criteria for program approval result in greater accountability.
Oregon should ensure that programs are held accountable for meeting minimum standards of performance, and that the state's accountability system is sufficient to differentiate performance among programs, including alternate route programs. The state should establish clear follow-up actions for programs failing to meet these standards, including remediation or loss of program approval as appropriate. For programs exceeding minimum standards, Oregon should consider finding effective ways to disseminate best practices.
Publish an annual report card on the state's website.
Oregon should produce an annual report card that clearly displays program-level data, rather than state-level data, the state collects on individual teacher preparation programs. This report card should be publicly available on the state's website, at a minimum, rather than just being presented to the state legislature. Data should be presented in a manner that transparently conveys whether programs have met performance standards.
Oregon was helpful in providing NCTQ with the facts necessary for this analysis.
The state provided that Oregon House Bill 3351 requires an annual report from Teacher Standards and Practices Commission to the state legislature which includes licensure data and trends, as well as summary of activities occurring during the previous year related to educator preparation programs, including: changes made to requirements for approved educator preparation providers; the status of each educator preparation program in this state; a summary of placement of students in educator preparation programs; and completion rates for students in educator preparation programs and recommendations for improving teacher preparation programs.
1D: Program Reporting Requirements
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs. Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.
States have made great strides in building data systems with the capacity to provide evidence of teacher performance. These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.
National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen. Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.