1 How well has OSU teacher preparation program helped

							Oregon TSPC Knowledge, Skills, and Dispositions Targets for Teacher Licensure Aligned to OSU PTCE Program                   OSU PTCE Unit Alignment with
Proficiencies                                                                                                                  Conceptual Framework
EP – Ethics and Professionalism LL – Life-long Learners D/E – Diversity and Equity RP – Reflective Practitioner
TL – Teaching and Learning K12- K-12 Learner AS – Assessment SM – Subject Matter
Standard 1: Plan instruction that supports student progress in learning and is appropriate for the developmental level:
(a) Select or write learning goals for units of instruction that are consistent with the school’s long-term curriculum                 RP, LL
goals, State content standards, and district standards; research findings on how student’s learn, and the physical and            TL, AS, K12, SM
mental maturity of one’s student’s;
(b)Determine the current performance level of one’s students with respect to the learning goals established for a unit of
instruction;                                                                                                                          AS, K12
(c)Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating
the progress of students toward the attainment of unit goals;                                                                       TL, K12, AS
(d) Determine content, skills, processes that will assist students in accomplishing desired unit outcomes, and design
learning activities that lead to their mastery;                                                                                     SM, TL, K12
(e) Select and organize materials, equipment and technologies needed to teach a unit of instruction;
                                                                                                                                    SM, TL, K12
(f) Adapt unit and lesson plans for students with diverse needs, and for students with varying cultural, social, and                  RP, D/E
linguist backgrounds; and                                                                                                               K12
(g) Estimate the time required within a unit for teacher-directed instruction, student-managed learning and practice,
student evaluations/reporting and re-teaching/problem solving.                                                                      AS, TL, K12
Standard 2: Establish a classroom climate conducive to learning:
(a) Affirm the dignity and worth of all students and provide the positive support students need to be effective learners;             EP, D/E
                                                                                                                                       K12
(b)Communicate classroom rules and behavioral expectations that provide a safe and orderly environment for learning,                  EP, EP
are appropriate to the level of development of students, and are consistent with laws governing student rights and                     K12
responsibilities;
(c)Establish classroom rules and procedures that apply to all students on principles of gender and racial equity; and                 EP, D/E
principles of least restrictive environment for students with disabilities;                                                            K12
(d)Establish and maintain classroom rules and procedures, model appropriate social behavior, and provide meaningful                   EP, D/E
reinforcement when it occurs;                                                                                                          K12
(e) Establish and maintain class that take into account the influence of the physical, social, and emotional climates of              D/E, EP
students’ homes and the community on motivation and behavior;                                                                          K12
(f) Monitor student conduct, and take appropriate action when misbehavior occurs;                                                     D/E, EP
                                                                                                                                       K12
(g) Interact thoughtfully and courteously with students and their parents and resolve conflicts in a professional manner,             EP, D/E
respecting the cultural context of the community;
(h) Use classroom time effectively to provide maximum time for learning;
                                                                                                                                      K12/TL
(i) Manage instructional transitions decisively and without loss of instructional time;                                            EP
                                                                                                                                   TL
(j) Arrange and set up instructional materials and equipment in advance of class to facilitate their effective and efficient       EP
use during lessons; and                                                                                                            TL
(k) Coordinate the use of instructional assistants, parent volunteers, student assistants, and other support personnel to          EP
achieve instructional objectives, if these resources are available in the school setting.
Standard 3: Engage students in planned learning activities:
(a) Apply organizational structures appropriate for the developmental level of students including individual and group
instruction;                                                                                                                    TL, K12
(b) Communicate learning outcomes to be achieved and focus student interest on tasks to be accomplished;
                                                                                                                               AS, K12, TL
(c) Implement instructional plans that employ knowledge of subject matter and basic skills;
                                                                                                                                SM, TL
(d) Use a variety of research-based educational practices that reflect how students learn, are sensitive to individual           D/E
differences and diverse cultures, and encourage parent participation;                                                           K12, TL
(e) Emphasize instructional plans techniques that promote critical thinking and problem solving, and that encourage             RP, LL
divergent as well as convergent thinking; and                                                                                     TL
(f) Monitor the engagement of students in learning activities, and the progress they are making, to determine if the pace
or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.               AS, K12
Standard 4: Evaluate act upon, and report student progress in learning:
(a) Select and/or develop tests, performance measures, observation schedules, student interviews, or other formal or             D/E
informal assessment procedures that are appropriate to determine the progress of all students including those from              AS, K12
diverse cultural or ethnic backgrounds;
(b) Document student progress in accomplishing State content standards and district standards, prepare data summaries
that show this progress to others, and inform students, supervisors, and parents about progress in learning;                    AS, K12
(c) Evaluate student progress in learning and refine plans for instruction, establish alternative learning options, or make
appropriate referrals;                                                                                                          AS, K12
(d) Extent appropriate and feasible, collaborate with parents, colleagues, and members of the community to provide              EP, D/E
internal and external assistance to students and their families if needed to promote student learning; and
(d) Assemble, reflect upon, interpret, and communicate evidence of one’s own effectiveness as a teacher including                  RP
evidence in planning further instruction.
Standard 5: Exhibit professional behaviors, ethics, and values:
(a) Dependable, conscientious, and punctual;                                                                                       EP
(b) Meets work schedule demands;                                                                                                   EP
(c) Aware of the importance of professional appearance and demeanor;                                                               EP
(d) Aware of and acts in accordance with; school policies and practices;                                                           EP
(e) Respectful of cultural patterns and expectations to operate within a school;                                         EP, D/E
(f) Interacts constructively with colleagues, administrators, supervisors, and educational assistants and parents; and   RP, EP
(g) Performs advisory functions for students in formal and informal settings;
                                                                                                                          K12
(h) Uses classroom time effectively to provide maximum time for learning.
                                                                                                                           TL