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Strengthening Oregon’s Teacher Corps: New Ways to Think about Recruitment, Career Ladders and Licensure

Strengthening Oregon’s Teacher Corps: New Ways to Think about Recruitment, Career Ladders and Licensure.

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Strengthening Oregon’s Teacher Corps: New Ways to Think about Recruitment, Career Ladders and Licensure

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  1. Strengthening Oregon’s Teacher Corps: New Ways to Think about Recruitment, Career Ladders and Licensure The following slides represent draft ideas emanating from research and discussions involving Hilda Rosselli, OEIB Deputy Director and Victoria Chamberlain, TSPC Executive Director and are still a work in progress. DRAFT DRAFT: Not for general distribution

  2. Consider these ideas in 2 ways:1. supporting and informing the work of the TSPC Licensure Redesign Committee.2. defining needed efforts that do not require TSPC action but can complement licensure redesign. DRAFT: Not for general distribution

  3. A new Oregon Career Ladder/Licensure system presupposes the energy and intent of all stakeholders including Educator Preparation Providers (EPP) and their college/university presidents, Local Education Agencies (LEA), legislators, business and industry, and state agencies involved with any aspect of P-20 education working with the Oregon Education Investment Board (OEIB). DRAFT: Not for general distribution

  4. Why a Tiered Licensure? • Oregon needs new recruitment pathways and financial incentives for future educators. • Oregon needs a licensure system that communicates timely expectations for educators to move from novice to professional levels. • Lastly, Oregon needs a new licensure option that encourages teachers to grow and contribute to the profession as teacher leaders. DRAFT: Not for general distribution

  5. Strengthening Oregon’s professional career and licensure pathway can • Elevatethe importance of the profession, • Attracta core of educators who see opportunities and incentives for early involvement, • Createprogressive levels of preparation and experience, along with continued levels of advancement that help retain educators, and DRAFT: Not for general distribution

  6. A Call to All OEIB acknowledges that an educator pipeline issue is not just the responsibility of Educator Preparation Providers but is also impacted by hiring and job placement practices in LEAs as well as the working conditions, supports, professional development and career advancement opportunities that are available. DRAFT: Not for general distribution

  7. Diversifying the Workforce Oregon needs to take proactive steps to improve the diversity of the future teaching workforce and to develop a pipeline for educational leaders of color or who are bilingual is created. DRAFT: Not for general distribution

  8. The Oregon Context • Of the 60,049 teachers holding teaching licenses in Oregon during 2011-12, 54,777 or 91.22% are white. • Oregon’s K-12 population continues to become more diverse (race, ethnicity and language) • The discrepancy between Oregon’s minority students and minority teachers has grown from 15.2% to 27.25%. • Oregon’s median age of licensed teachers continues to increase. • Eventual retirements create new market need for classroom teachers. DRAFT: Not for general distribution

  9. Diversifying the Workforce • No single strategy can move the mark on educator workforce demographics significantly. • Too often solutions have been implemented in isolation of any change to the career leader for educators. • Without attention to retention, teacher recruitment efforts may have limited impact. DRAFT: Not for general distribution

  10. Loss of teachers is costly • For schools and districts, hiring new teachers who leave within five years can be costly. • The cost of one teacher leaving the district to range from $4,366 for a small rural district to $17,872 for a large urban district. Barnes, Crowe, and Schaefer(2007) National Commission on Teaching and America's Future DRAFT: Not for general distribution

  11. What can be done? A comprehensive career pathway and tiered licensure system should also provide an option for those educators who wish to move further in the profession as teacher leaders. Hargreaves and Fullan acknowledge that teachers in their mid-career are the most overlooked group. Research shows that by about 8 years teachers feel established, competent, and confident in how to deal with students. We need to support and acknowledge the strengths of teachers at this level. DRAFT: Not for general distribution

  12. Current Oregon Licensure Ladder For Teachers Continuing Teacher License Initial II Teacher License or Initial I Teacher License (ITL) (Teacher Preparation) DRAFT: Not for general distribution

  13. Multiple Recruitment Paths DRAFT: Not for general distribution

  14. "Grow your Own" programs are an important part of a recruitment strategy that will develop educators who are grounded in their communities and committed to long-term careers in schools. E.A. Skinner, M.T. Garreton, B.D. Schultz (2011). Grow Your Own Teachers: Grassroots Change for Teacher Education. Teaching for Social Justice. NY: Teachers College Press. DRAFT: Not for general distribution

  15. Changing the Recruitment Equation • Future teachers often start as volunteers, instructional aides, or content experts. • Oregon needs a statewide campaign, preferably funded by private funds, to attract, support, and retain a more diverse future educator workforce from all three routes. • Campaign must include user-friendly licensure information, access to supports (test prep), targeted financial aid, and apprentice/volunteer opportunities. DRAFT: Not for general distribution

  16. Rethinking Entry into Teaching Profession for Instructional Assistants • What role could licensure play to provide the next level of PD and recognition for currently employed Instructional Assistants? • What incentives would licensure cause post-secondary and districts to develop that could attract these individuals into the teaching profession • Supports for taking and passing the basic skills test • A selection of classes that advance their skill sets • Develop financial aid and scholarship incentives DRAFT: Not for general distribution

  17. Ideas to consider • Revisit the Teacher Associate License • Create an Instructor License DRAFT: Not for general distribution

  18. Rethinking Entry into Teaching Profession using a Resident License • Individuals with a Resident license would be eligible to work in collaboration with a licensed teacher to provide instruction for small groups of students. • Individuals with a Resident license would not serve as Instructor of Record but would be mentored/supervised by an Instructor of Record. DRAFT: Not for general distribution

  19. Why a Resident License • Districts can grow and invest in teacher candidates who are vested in the community. • Residents benefit from sustained support and coaching as they move forward towards becoming teachers. • This pre teaching level license would allow districts to increase the number of caring adults in classrooms. • Financial support for Residents (stipend/tuition vouchers, low interest home loans, etc.) would help retain them in the educator pipeline. DRAFT: Not for general distribution

  20. Moving Past Initial Licensure Level Current System • New program completers earn an Initial I Teaching License. • Graduate program completers have six years to complete 9 qtr/6 sem hours of graduate education. • Undergraduate programs completer have 9 years to complete master’s or equivalent. DRAFT: Not for general distribution

  21. Moving Past Initial Licensure Level Current System Introduce a Professional License in lieu of Initial II Employed teachers with an Initial License have 5 years to successfully complete a state required “induction” program and demonstrate demonstrate professional growth in areas identified through personal reflection and evaluation Unemployed teachers with an Initial License can renew Initial License with continued professional development. • New program completers earn an Initial I Teaching License. • Graduate program completers have six years to complete 9 qtr/6 sem hours of graduate education. • Undergraduate programs completer have 9 years to complete master’s or equivalent. DRAFT: Not for general distribution

  22. Initial to Professional: WA and CA Washingto n California Preliminary Credential (good for 5 years) Professional Level License upon successful completion of Induction program • Residency Certificate with one 2 year possible renewal • Professional Certificate upon successful completion of ProTeach Portfolio, NBPTS, or Oregon CTL (or equivalent) • Professional Certificate can be renewed DRAFT: Not for general distribution

  23. Developing Teacher Leaders • Not all teachers seeking to advance in their careers want to become administrators. • Now more than ever, there is a need for teacher leaders in the schools and districts. • Standards for teacher leaders already exist. • Teacher leaders licensure should be optional and based on agreed upon standards. DRAFT: Not for general distribution

  24. Sample DRAFT: Not for general distribution

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