A r c h i v e d  I n f o r m a t i o n

National Conference on Teacher Quality - Exemplary Practices in Contextual Teaching and Learning

Exemplary Practices

C-5: Connecting Teaching and Learning in Teacher Preparation and Licensing

History

The introduction of standards-based education reform in Oregon's public schools has dramatically changed both K-12 education and teacher education in Oregon. In order to fully prepare candidates to meet the challenge of standard-based schools, the WOU teacher education program has been redesigned by faculty in both Liberal Arts and Education. To insure that K-12 students meet the more rigorous standards, teachers need to have higher expectations for all students; use a greater variety of teaching strategies; have a deeper understanding of the content that they teach; and have a better understanding of human development and learning. WOU is committed to preparing teachers who can meet those challenges.

The following are the key concepts upon which the new initial licensure program has been built:

Seamless education: The current emphasis from the Oregon Department of Education and the Governor's Office is to minimize the traditional lines among early childhood, elementary, middle level, high school and community college/university education. The new emphasis is on values related to lifelong learning with proficiency-based outcomes. In the new program, candidates have course work in human development and learning that ranges from early childhood to young adulthood. Every candidate ties a portion of his or her field experience to each of the our four authorization areas (early childhood, elementary, middle level and high school). The candidate will qualify for a license in two authorization areas.

Connecting teaching and learning The core of the curriculum and the emphasis of the field work is a belief that teachers are responsible for bringing about learning gains in every student in their class. Teacher work sample methodology is used to give candidates a model for planning instruction and evaluating their own effectiveness as teachers.

Coursework is integrated, taught and assessed by teams of faculty In the past, faculty have taught courses individually, perhaps inviting other faculty as guest speakers to present information on areas such as diversity or special education. In the new program faculty teach in teams to meaningfully integrate information. This should also contribute to their own professional growth. Assessment of student competencies is evaluated by student peers, faculty teams, and professionals from the field.

Emphasis on continuing professional development. First term students receive a description of the 14 proficiency I for beginning teachers. Attainment of the proficiencies is documented through Course work, field experience, work samples, portfolios and the integration/capstone projects. A mentoring component of the program insures that each student's strengths and weaknesses are individually reviewed, and students are assisted in developing their own areas of interest

A teacher education program that is closely tied to school districts. Western has made a commitment to form partnerships with and to assist school districts as they restructure to accommodate their school improvement plan and the changing nature of teachers' work. In the redesign, one third of the 48-hour professional core is field experience. The students are placed in a district for the four terms of field experience as part of a partnership agreement between the district and Western. These partnerships provide settings where candidates along with school and university faculty may work collaboratively to improve their teaching. In addition, every faculty member is involved in a public school, the Department of Education, or an education-related community service program.

Authentic Assessment

Just as Oregon's public school standards have defined what K- 12 students should know and be able to do, the School of Education has defined teaching proficiencies as statements of what teacher candidates should know and be able to do. The curriculum, instruction, and assessment of the candidates are based on these teaching proficiencies. There are four points in time when candidates are assessed as to their current level of performance of the proficiencies. At the end of each term, the candidates submit portfolios of evidence that document their level of proficiency in each of the areas. A scoring rubric has been developed that provides ratings for Beginning, Emerging, Developing, Maturing, Strong, and Exemplary practice. Licensure recommendation is based upon the candidate's rating on the rubric, as well as other measures.

While traditional forms of documentation, such as tests and term papers, are still used to evaluate students' knowledge, more authentic instruments are used to evaluate what they are able to do. In addition, Teacher Work Sample Methodology provides a format for linking candidate teaching to progress of their K-12 students.

Each teacher education candidate is expected to produce two work samples during their four terms. The first is a smaller version of the final product which is required for completion of student teaching and recommendation for initial licensure. The Teacher Work Sample consists of:

The Teacher Work Sample Methodology is being viewed as the benchmark for other states considering a standards-based curriculum and it provides an exemplar for the attribute of authentic assessment. The most unique aspect of the Teacher Work Sample is that it uses student learning to assess candidate performance. Student teachers are required to pre- and post-test K-12 students and interpret the data. Both the Teacher Work Sample and the teacher proficiencies include assessment strategies that have been derived from multiple sources and that are ongoing and blended with instruction. Thus while assessment is used to help professors evaluate candidates, it is also used to help student teachers modify instruction to insure that students are learning.

Institutional Mission and Content

Western Oregon University has a long and distinguished history of teacher education. The university was established in 1856. For many years it was a normal school. Today it has a strong School of Liberal Arts that works closely with the School of Education to assure excellent preparation of teachers.

Western Oregon University has over 4,000 graduate and undergraduate students, with about 1,000 enrolled in teacher education and related fields. The teacher education programs include undergraduate and graduate programs in early childhood, elementary, middle level, high school, and special education. Student teachers, through partnership agreements, work in a wide range of rural, suburban, and urban schools.

For the past 15 years, faculty have worked on a methodology to connect teacher work to student learning gains. The Teacher Effectiveness Project has produced a database of over 1,200 candidates and their effectiveness with K- 12 children and youth in a methodology called Teacher Work Sample Methodology, This work has been extended into Oregon's requirements for initial and advanced licensure.

Key Partnerships

Tarry Templeman, Teaching Research Division
Del Schalock, Academy for Standards Based Teaching and Learning
Courtney Vanderstek, Oregon Education Association Center for Teaching and Learning
Jim Chadney, Dean, College of Liberal Arts and Sciences

For more information concerning this presentation please contact:

Dr. Meredith Brodsky
School of Education
Western Oregon University
341 Monmouth Avenue
Monmouth, OR 97361
Email: brodskm@wou.edu

Dr. Helen Woods
School of Education
Western Oregon University
341 Monmouth Avenue
Monmouth, OR 9736

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