Teacher Licensure Testing December 11 2014 Vickie Chamberlain

Teacher Licensure Testing December 11, 2014 Vickie Chamberlain, Executive Director Keith Menk, Deputy Director Information to the State Board of Education (Presented to Commission 1 -29 -15) Data Classification: 1 - Published: DO: Chamberlain

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

Background Information l Standards for licensure set based on: l l l State goals (3 rd grade reading; graduation rates); National Professional Standards (In. TASC); 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 l l l 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 l A general liberal arts degree is insufficient to teach most content areas; l 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 l l l 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 l l 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 l l 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

About Oregon Teacher Licensure Tests l l l 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 l l 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: l l l $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 the Essential Academic Skills (EAS) tests l l Previously called “basic skills” tests; Adopted in 2010; Aligned with CCSS; Overall Pass Rates: l l EAS I – Reading = EASII – Writing = EASIII – Math = 94. 6% 88. 5% 91. 1% The Mean Scaled Score for all groups is greater than the passing scaled score of 220. Data Classification: 1 - Published: DO: Chamberlain

Essential Academic Skills (Reading 2010 -Present) Ethnicity # Takers # Pass # Not Pass % Not Pass Mean Scaled Score Passing Scaled Score All Selections 4119 3897 222 94. 6 5. 4 260. 1 220 African American/Black 40 29 11 72. 5 27. 5 232. 2 220 Asian/Pacific Islander 170 141 29 82. 9 17. 1 243. 9 220 Hispanic 215 172 43 80. 0 239. 8 220 Multiracial 239 233 6 97. 5 264. 1 220 Native American/American Indian/AK Native 40 38 2 95. 0 253. 8 220 Other 54 46 8 85. 2 14. 8 250. 1 220 Undeclared 189 185 4 97. 9 2. 1 269. 8 220 White (non-Hispanic) 3172 3053 119 96. 2 3. 8 262. 1 220 Data Classification: 1 - Published: DO: Chamberlain

EAS Reading Framework (Subtest I) 0001 Understanding the meaning of words l Determine the meaning of unfamiliar or uncommon words and phrases in the context of a paragraph or passage; l Determine the meaning of words and phrases with multiple meanings in the context of a paragraph or passage; l Determine the meaning of figurative language in the context of a paragraph or passage; l Identify appropriate synonyms or antonyms for words in the context of a paragraph or passage. 0002 Understand the main idea an supporting details in written material l Identify the stated main idea of a paragraph or passage; l Identify the implied main idea of a paragraph or passage; l Recognize ideas that support, illustrate or elaborate the main idea of a paragraph or passage. 0003 Understand a writer’s purpose and audience, point of view, and intended meaning l Recognize a writer’s stated or implied purpose for writing; l Determine the appropriateness of written material for a specific purpose or audience; l Recognize the likely effects on a reader of a writer’s choice of words or phrases; l 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) Data Classification: 1 - Published: DO: Chamberlain

EAS Reading Framework (Subtest I) 0004 l l l 0005 l l l Use 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. Understand 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) Data Classification: 1 - Published: DO: Chamberlain

Essential Academic Skills (Writing 2010 -present) Ethnicity # Takers # Pass # Not Pass % Not Pass Mean Scaled Score Passing Scaled Score All Selections 3998 3540 458 88. 5 11. 5 242. 6 220 African American/Black 37 26 11 70. 3 29. 7 218. 4 220 Asian/Pacific Islander 160 118 42 73. 7 26. 3 231. 6 220 Hispanic 208 136 72 65. 4 34. 6 222. 2 220 Multiracial 232 220 12 94. 8 5. 2 247. 6 220 Native American/American Indian/AK Native 38 27 11 71. 1 28. 9 231. 8 220 Other 53 40 13 75. 5 24. 5 235. 4 220 Undeclared 182 167 15 91. 8 8. 2 248. 7 220 White (non-Hispanic) 3088 2806 282 90. 9 9. 1 244. 4 220 Data Classification: 1 - Published: DO: Chamberlain

EAS Writing Framework (Subtest II) 0001 Understanding purpose, audience, organization, and development in writing l Recognize writing that is effective for a given purpose, audience and occasion; l Recognize methods of organizing paragraphs and passages; l Recognize effective thesis statements, topic sentences and supporting details; l Select revisions that improve the unity and focus of a piece of writing or that improve cohesion and the effective sequence of ideas; l Recognize shifts in point of view (e. g. , from first to third person) l Recognize details that distract from the development of the main ideas of a paragraph or passage; l Select appropriate transitional words or phrases to convey text structure and to help readers understand the sequence of a writer’s ideas. 0002 Understand the problems in sentence formation l Identify sentence fragments and run-on sentences; l Identify errors in subject-verb agreement; l Replace imprecise and inappropriate words or phrases; l 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) Data Classification: 1 - Published: DO: Chamberlain

EAS Writing Framework (Subtest II) 0003 l l l Understand 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%) 0004 In response to an assignment, demonstrate the ability to compose a developed composition in Standard Written English on a given topic l Use language and style appropriate to the specified audience and purpose; l State and maintain focus on a thesis statement; l Provide reasoned, relevant, and specific support to develop thesis statement and to expand on ideas and assertions; l Employ an organizational structure that enhances meaning and is logically sequenced from sentence to sentence and from paragraph to paragraph; l Use precise word choice and accurate, effective, and varied sentence structure; l 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

Essential Academic Skills (Math 2010 -present) Ethnicity # Takers # Pass # Not Pass % Not Pass Mean Scaled Score Passing Scaled Score All Selections 4039 3681 358 91. 1 8. 9 253. 7 220 African American/Black 35 24 11 68. 6 31. 4 225. 1 220 Asian/Pacific Islander 169 155 14 91. 7 8. 3 257. 2 220 Hispanic 209 164 45 78. 5 21. 5 236. 3 220 Multiracial 235 219 16 93. 2 6. 8 256. 2 220 Native American/American Indian/AK Native 39 31 8 79. 5 20. 5 242. 4 220 Other 53 38 15 71. 7 28. 3 236. 1 220 Undeclared 184 171 13 92. 9 7. 1 260. 6 220 White (non-Hispanic) 3115 2879 236 92. 4 7. 6 254. 8 220 Data Classification: 1 - Published: DO: Chamberlain

Who Must Take the EAS? All teacher, counselor, and administrator candidates prior to exit from their licensure preparation program, unless – l l 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

Subject-Matter Mastery Tests l l Test of content knowledge; Most do not include content pedagogy (e. g. , “how to teach that specific content”); l Tests that do include pedagogy: l l 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 ed. TPA (SCALE Teacher Performance Assessment). (2018) [SCALE = Stanford Center for Assessment, Learning and Equity] Data Classification: 1 - Published: DO: Chamberlain

Subject-Matter Tests Include Art Biology English Language Arts English to Speakers of Other Languages Family and Consumer Studies Business Education Chemistry Chinese (Mandarin) Early Childhood Education Elementary Education French General Science German Health Data Classification: 1 - Published: DO: Chamberlain

Subject-Matter Tests Include Mathematics Middle Grades English Language Arts Physical Education School Counselor Middle Grades General Science School Library Media Specialist Middle Grades Mathematics Middle Grades Social Science Music Physics Social Science Spanish Special Education Data Classification: 1 - Published: DO: Chamberlain

About the Elementary Education test l l l 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; l l l 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

About the Elementary Education test l l Test now fully aligned with CCSS; Framework includes: l Subtest I – l l l 62% 38% Subtest II – l l Reading and Language Arts Social Studies Mathematics Science The Arts, Health, Fitness 50% 38% 12% 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

Elementary Education Test (Subtest I – 2012 to Present) Ethnicity # Takers # Pass # Not Pass % Not Pass Mean Scaled Score Passing Scaled Score All Selections 3040 2785 255 91. 6 8. 4 249. 6 227 African American/Black 39 28 11 71. 8 28. 2 236. 8 227 Asian/Pacific Islander 126 106 20 84. 1 15. 9 238. 2 227 Hispanic 168 141 27 83. 9 16. 1 236. 5 227 Multiracial 182 174 8 95. 6 4. 4 253. 3 227 Native American/American Indian/AK Native 22 20 2 90. 9 9. 1 245. 2 227 Other 40 33 7 82. 5 17. 5 245. 6 227 Undeclared 125 118 7 94. 4 5. 6 258. 9 227 White (non-Hispanic) 2338 2165 173 92. 6 7. 4 250. 8 227 Data Classification: 1 - Published: DO: Chamberlain

Elementary Education Test (Subtest II – 2012 to Present) Ethnicity # Takers # Pass # Not Pass % Not Pass Mean Scaled Score Passing Scaled Score All Selections 3172 2856 316 90. 0 10. 0 249. 7 228 African American/Black 43 26 17 60. 5 39. 5 230. 6 228 Asian/Pacific Islander 132 118 14 89. 3 10. 6 247. 2 228 Hispanic 181 141 40 77. 9 22. 1 235. 6 228 Multiracial 192 178 14 92. 7 7. 3 252. 8 228 Native American/American Indian/AK Native 23 20 3 87. 0 13. 0 242. 6 228 Other 34 27 7 79. 4 20. 6 244. 1 228 Undeclared 131 125 6 95. 4 4. 6 259. 3 228 White (non-Hispanic) 2436 2221 215 91. 2 8. 8 250. 7 228 Data Classification: 1 - Published: DO: Chamberlain

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

Mathematics Test (2010 to Present) Ethnicity # Takers # Pass # Not Pass % Not Pass Mean Scaled Score Passing Scaled Score All Selections 731 534 197 73. 1 26. 9 235. 5 225 African American/Black 0 0 0 225 Asian/Pacific Islander 38 32 6 84. 2 15. 8 247. 2 225 Hispanic 21 11 10 52. 4 47. 6 221. 8 225 Multiracial 58 49 9 84. 5 15. 5 247. 6 225 Native American/American Indian/AK Native 3 Low N - - Low N 225 Other 16 11 5 68. 7 31. 3 225. 9 225 Undeclared 44 30 14 68. 2 31. 8 232. 2 225 White (non-Hispanic) 550 398 152 72. 4 27. 6 235. 1 225 Data Classification: 1 - Published: DO: Chamberlain

English to Speakers of Other Languages (2012 to Present) Ethnicity # Takers # Pass # Not Pass % Not Pass Mean Scaled Score Passing Scaled Score All Selections 1329 1277 52 96. 1 3. 9 254. 9 228 African American/Black 8 Low N - - Low N 228 Asian/Pacific Islander 46 44 2 95. 7 4. 3 250. 2 228 Hispanic 110 92 18 83. 6 16. 4 242 228 Multiracial 74 73 1 98. 6 1. 4 258. 4 228 Native American/American Indian/AK Native 12 12 0 100 0 253. 2 228 Other 10 100 0 250. 7 228 Undeclared 63 63 0 100 0 259. 3 228 White (non-Hispanic) 1006 976 30 97 3 256. 1 228 Data Classification: 1 - Published: DO: Chamberlain

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

Work that Remains to be Done l l Our current workforce needs to be held accountable to the equity lens; We have a large gender gap in our professional workforce: l l 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

Conclusion l l l 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

Conclusion l l l 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

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