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Teacher Licensure Testing December 11, 2014 Vickie Chamberlain, Executive Director Keith Menk, Deputy Director Information to the State Board of Education.

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Presentation on theme: "Teacher Licensure Testing December 11, 2014 Vickie Chamberlain, Executive Director Keith Menk, Deputy Director Information to the State Board of Education."— Presentation transcript:

1 Teacher Licensure Testing December 11, 2014 Vickie Chamberlain, Executive Director Keith Menk, Deputy Director Information to the State Board of Education Data Classification: 1 - Published: DO: Chamberlain

2 State Agency 17 commissioners; (8 teachers; 4 administrators; 2 higher education; 3 public) appointed by Governor; Issue approximately 20,000 licenses annually; Investigate misconduct and place sanctions against the license; Approve and Review 18 university licensure programs; (approval required to offer licensure program). Oldest Professional Educator Licensure Board in Nation

3 Standards for licensure set based on: State goals (3 rd grade reading; graduation rates); National Professional Standards (InTASC); Content rigor (CCSS); Federal Law (NCLB – now ESEA); Standards are subject to public review (rule setting); Testing established based on Standards (NES Handout). Data Classification: 1 - Published: DO: Chamberlain Background Information

4 1989 – legislation mandated public higher education to establish Master of Arts in Teaching (MAT) programs for teacher preparation; Previously, nearly all teacher prepared as undergraduates (national model today); MAT’s –Premise - candidates should come in with the requisite content knowledge, and then learn to how to teach that content in their preparation program. Data Classification: 1 - Published: DO: Chamberlain Background Information

5 A general liberal arts degree is insufficient to teach most content areas; 1991’s HB 3565 – Oregon Educational Act for the 21 st Century – moved teacher prep to a “performance-based model” giving birth to the teacher work sample – feature of Oregon MAT and licensure preparation programs. Data Classification: 1 - Published: DO: Chamberlain Background Information

6 The Commission has tested content knowledge and not pedagogical knowledge since the mid 1990’s; Therefore, unless content knowledge depth is part of admission standards, candidates may have trouble passing most tests; Test failure for these tests is not a cultural or linguistic issue, it is nearly always, a lack of content knowledge depth. (86% don’t study) Data Classification: 1 - Published: DO: Chamberlain Background Information

7 Every test taker for whom English is not their native language, may request a test accommodation of up to 1.5 extra time to take a test; Tests may be taken separately if the test has a subtest (like elementary education and essential academic skills). Data Classification: 1 - Published: DO: Chamberlain Background Information

8 Meeting state goals of all children reading at grade level at the end of the 3 rd grade requires depth of content knowledge and literacy proficiency; Experts tell us it is critical that second language children have access to teachers who are able to teach to all dimensions of English language literacy. [Libia Gil, U.S. Department of Education.] Data Classification: 1 - Published: DO: Chamberlain Background Information

9 Aligned to Common Core State Standards; Passing Score set by Oregon Teachers; Available “on-demand” at VUE testing centers; “Passing” indication for multiple choice only tests on day of test; Official scores available in less than 30 days; Can retake after 30 days. Data Classification: 1 - Published: DO: Chamberlain About Oregon Teacher Licensure Tests

10 All tests have study guides; All tests have practice tests (nominal fee). Tests with “subtests” can be taken on different days. (Example Elementary Education) Cost for tests are reasonable: $95 for most tests; $50 for one subtest/$95 total for two subtests; $50 for one/$75 for two/$100 total for three (EAS). Data Classification: 1 - Published: DO: Chamberlain About Oregon Teacher Licensure Tests

11 About the Essential Academic Skills (EAS) tests Previously called “basic skills” tests; Adopted in 2010; Aligned with CCSS; Overall Pass Rates: EAS I – Reading = 94.6% EASII – Writing =88.5% EASIII – Math =91.1% The Mean Scaled Score for all groups is greater than the passing scaled score of 220. Data Classification: 1 - Published: DO: Chamberlain

12 Essential Academic Skills (Reading 2010-Present) Data Classification: 1 - Published: DO: Chamberlain Ethnicity# Takers# Pass # Not Pass % Pass% Not Pass Mean Scaled Score Passing Scaled Score All Selections4119389722294.65.4260.1 220 African American/Black40291172.527.5232.2 220 Asian/Pacific Islander1701412982.917.1243.9 220 Hispanic2151724380.020.0239.8 220 Multiracial239233697.52.5264.1 220 Native American/American Indian/AK Native 4038295.05.0253.8 220 Other5446885.214.8250.1 220 Undeclared189185497.92.1269.8 220 White (non-Hispanic)3172305311996.23.8262.1220

13 EAS Reading Framework (Subtest I) 0001Understanding the meaning of words Determine the meaning of unfamiliar or uncommon words and phrases in the context of a paragraph or passage; Determine the meaning of words and phrases with multiple meanings in the context of a paragraph or passage; Determine the meaning of figurative language in the context of a paragraph or passage; Identify appropriate synonyms or antonyms for words in the context of a paragraph or passage. 0002Understand the main idea an supporting details in written material Identify the stated main idea of a paragraph or passage; Identify the implied main idea of a paragraph or passage; Recognize ideas that support, illustrate or elaborate the main idea of a paragraph or passage. 0003Understand a writer’s purpose and audience, point of view, and intended meaning Recognize a writer’s stated or implied purpose for writing; Determine the appropriateness of written material for a specific purpose or audience; Recognize the likely effects on a reader of a writer’s choice of words or phrases; Interpret the content, word choice and phrasing of a passage to determine a writer’s opinion or point of view. (Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved) (Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.) Data Classification: 1 - Published: DO: Chamberlain

14 EAS Reading Framework (Subtest I) 0004Use critical reasoning skills to evaluate written material Identify cause-and-effect relationships; Draw conclusions from information stated or implied in a paragraph or passage; Recognize the stated or implied assumptions on which the validity of an argument depends; Distinguish between fact and opinion in a paragraph or passage; Assess the credibility, objectivity, or bias of the writer or the sources used by the writer. 0005Understand the organization of information in written and graphic forms Recognize effective ways of organizing information presented in written material (e.g., outlining, text mapping); Identify an effective summary of a paragraph or passage; Interpret information presented in charts, tables, diagrams, maps or other graphic forms. (Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved) (Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.) Data Classification: 1 - Published: DO: Chamberlain

15 Essential Academic Skills (Writing 2010-present) Data Classification: 1 - Published: DO: Chamberlain Ethnicity# Takers# Pass # Not Pass % Pass% Not Pass Mean Scaled Score Passing Scaled Score All Selections3998354045888.511.5242.6 220 African American/Black37261170.329.7218.4 220 Asian/Pacific Islander1601184273.726.3231.6 220 Hispanic2081367265.434.6222.2 220 Multiracial2322201294.85.2247.6 220 Native American/American Indian/AK Native 38271171.128.9231.8 220 Other53401375.524.5235.4 220 Undeclared1821671591.88.2248.7 220 White (non-Hispanic)3088280628290.99.1244.4220

16 EAS Writing Framework (Subtest II) 0001Understanding purpose, audience, organization, and development in writing Recognize writing that is effective for a given purpose, audience and occasion; Recognize methods of organizing paragraphs and passages; Recognize effective thesis statements, topic sentences and supporting details; Select revisions that improve the unity and focus of a piece of writing or that improve cohesion and the effective sequence of ideas; Recognize shifts in point of view (e.g., from first to third person) Recognize details that distract from the development of the main ideas of a paragraph or passage; Select appropriate transitional words or phrases to convey text structure and to help readers understand the sequence of a writer’s ideas. 0002Understand the problems in sentence formation Identify sentence fragments and run-on sentences; Identify errors in subject-verb agreement; Replace imprecise and inappropriate words or phrases; Recognize wordiness, redundant expression of ideas, ineffective repetition of words or phrases, and other errors in sentence formation (e.g., incorrect placement of modifiers, lack of parallel structure, double negatives.) (Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved) (Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.) Data Classification: 1 - Published: DO: Chamberlain

17 EAS Writing Framework (Subtest II) 0003Understand conventions of Standard Written English grammar, usage, and mechanics Identify and edit errors in the standard use of verb forms; Identify and edit errors in the standard use of pronouns; Identify and edits errors in the standard formation and use of adverbs and adjectives; Identify and edits errors in the standard use of comparatives, superlatives and possessives; Identify and edits errors in standard punctuation; Identify and edit errors in standard American spelling and capitalization. Writing Assignment (25%) 0004In response to an assignment, demonstrate the ability to compose a developed composition in Standard Written English on a given topic Use language and style appropriate to the specified audience and purpose; State and maintain focus on a thesis statement; Provide reasoned, relevant, and specific support to support to develop the thesis statement and to expand on ideas and assertions; Employ an organizational structure that enhances meaning and is logically sequenced from sentence to sentence and from paragraph to paragraph; Use precise word choice and accurate, effective, and varied sentence structure; Employ correct grammar, usage, spelling, capitalization and punctuation. (Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.) Data Classification: 1 - Published: DO: Chamberlain

18 Essential Academic Skills (Math 2010-present) Data Classification: 1 - Published: DO: Chamberlain Ethnicity# Takers# Pass # Not Pass % Pass% Not Pass Mean Scaled Score Passing Scaled Score All Selections4039368135891.18.9253.7 220 African American/Black35241168.631.4225.1 220 Asian/Pacific Islander1691551491.78.3257.2 220 Hispanic2091644578.521.5236.3 220 Multiracial2352191693.26.8256.2 220 Native American/American Indian/AK Native 3931879.520.5242.4 220 Other53381571.728.3236.1 220 Undeclared1841711392.97.1260.6 220 White (non-Hispanic)3115287923692.47.6254.8220

19 Who Must Take the EAS? All teacher, counselor, and administrator candidates prior to exit from their licensure preparation program, unless – Hold a master’s degree or higher prior to entry into the preparation program; or Have taken the test due to prior licensure. Data Classification: 1 - Published: DO: Chamberlain

20 Subject-Matter Mastery Tests Test of content knowledge; Most do not include content pedagogy (e.g., “how to teach that specific content”); Tests that do include pedagogy: Special Education (includes vision and hearing impaired, etc.); Reading Specialist (remedial reading); English to Speakers of Other Languages (ESOL); Pedagogy measured through work samples now, soon to be edTPA (SCALE Teacher Performance Assessment). (2018) [SCALE = Stanford Center for Assessment, Learning and Equity] Data Classification: 1 - Published: DO: Chamberlain

21 Subject-Matter Tests Include ArtEnglish Language Arts BiologyEnglish to Speakers of Other Languages Business EducationFamily and Consumer Studies ChemistryFrench Chinese (Mandarin)General Science Early Childhood EducationGerman Elementary EducationHealth Data Classification: 1 - Published: DO: Chamberlain

22 Subject-Matter Tests Include MathematicsPhysical Education Middle Grades English Language Arts School Counselor Middle Grades General Science School Library Media Specialist Middle Grades MathematicsSocial Science Middle Grades Social Science Spanish MusicSpecial Education Physics Data Classification: 1 - Published: DO: Chamberlain

23 About the Elementary Education test About 45% of all new teachers are elementary teachers; Designed to be taken in two subtests; Subtests can be taken together or at the same time; This allows people who take tests more slowly more time to respond to the test questions; Total cost of taking the test separately is the same as if the subtests were taken at the same time; Until 2011 – Aligned with ODE content standards for K-8 – changed following comparison to CCSS. Data Classification: 1 - Published: DO: Chamberlain

24 About the Elementary Education test Test now fully aligned with CCSS; Framework includes: Subtest I – Reading and Language Arts 62% Social Studies38% Subtest II – Mathematics50% Science38% The Arts, Health, Fitness12% All new elementary teachers MUST pass a rigorous state elementary test to meet federal requirements for “Highly Qualified Elementary Teacher” – no exceptions. Data Classification: 1 - Published: DO: Chamberlain

25 Elementary Education Test (Subtest I – 2012 to Present) Data Classification: 1 - Published: DO: Chamberlain Ethnicity# Takers# Pass # Not Pass % Pass% Not Pass Mean Scaled Score Passing Scaled Score All Selections3040278525591.68.4249.6 227 African American/Black39281171.828.2236.8 227 Asian/Pacific Islander1261062084.115.9238.2 227 Hispanic1681412783.916.1236.5 227 Multiracial182174895.64.4253.3 227 Native American/American Indian/AK Native 2220290.99.1245.2 227 Other4033782.517.5245.6 227 Undeclared125118794.45.6258.9 227 White (non-Hispanic)2338216517392.67.4250.8227

26 Elementary Education Test (Subtest II – 2012 to Present) Data Classification: 1 - Published: DO: Chamberlain Ethnicity# Takers# Pass # Not Pass % Pass% Not Pass Mean Scaled Score Passing Scaled Score All Selections3172285631690.010.0249.7 228 African American/Black43261760.539.5230.6 228 Asian/Pacific Islander1321181489.310.6247.2 228 Hispanic1811414077.922.1235.6 228 Multiracial1921781492.77.3252.8 228 Native American/American Indian/AK Native 2320387.013.0242.6 228 Other3427779.420.6244.1 228 Undeclared131125695.44.6259.3 228 White (non-Hispanic)2436222121591.28.8250.7228

27 About the Remaining Tests Only have sufficient data related to ethnicity for Mathematics and ESOL; Mathematics and Language Arts aligned with CCSS; Science alignment in process; Have same supports that Essential Academic Skills tests: Study Guides Practice Tests Data Classification: 1 - Published: DO: Chamberlain

28 Mathematics Test (2010 to Present) Data Classification: 1 - Published: DO: Chamberlain Ethnicity# Takers# Pass # Not Pass % Pass% Not Pass Mean Scaled Score Passing Scaled Score All Selections73153419773.126.9235.5 225 African American/Black000000 225 Asian/Pacific Islander3832684.215.8247.2 225 Hispanic21111052.447.6221.8 225 Multiracial5849984.515.5247.6 225 Native American/American Indian/AK Native 3Low N -- 225 Other1611568.731.3225.9 225 Undeclared44301468.231.8232.2 225 White (non-Hispanic)55039815272.427.6235.1225

29 English to Speakers of Other Languages (2012 to Present) Data Classification: 1 - Published: DO: Chamberlain Ethnicity# Takers# Pass # Not Pass % Pass% Not Pass Mean Scaled Score Passing Scaled Score All Selections132912775296.13.9254.9 228 African American/Black8Low N -- 228 Asian/Pacific Islander46 44 295.74.3250.2 228 Hispanic110921883.616.4242 228 Multiracial7473198.61.4258.4 228 Native American/American Indian/AK Native 12 01000253.2 228 Other10 01000250.7 228 Undeclared63 01000259.3 228 White (non-Hispanic)2436222121591.28.8250.7228

30 Work that Remains to be Done Data Classification: 1 - Published: DO: Chamberlain

31 Work that Remains to be Done Our current workforce needs to be held accountable to the equity lens; We have a large gender gap in our professional workforce: 70% of Oregon teachers are women; 50% of Oregon principals are women; 25% of Oregon superintendents are women. Our kids are facing bias and barriers that are atrocious. Data Classification: 1 - Published: DO: Chamberlain

32 Conclusion We all know you can’t teach what you don’t know; Raising the bar for our children includes raising the bar for educator preparation and knowledge; Equity requires that our new teachers not only are ethnically, racially, and culturally diverse but also ready to teach on day one. Data Classification: 1 - Published: DO: Chamberlain

33 Conclusion New teachers have to be able to join the school’s professional learning community and participate as part of a learning team – this requires English language literacy. Maintaining high expectations and standards does not equate to erecting barriers; Our kids deserve the best. Data Classification: 1 - Published: DO: Chamberlain

34 Nelson Mandela One cannot be prepared for something if they secretly believe it will not happen. Data Classification: 1 - Published: DO: Chamberlain


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