Teacher Leadership Preparation:
All of Oregon’s emerging blueprint goals are centered on equity, culturally responsive practices, and improving the educational outcomes for students with disabilities and others who struggle through revising the preparation of general and special education practitioners. The reform efforts include (a) revising educational administration programs to include preparation regarding proactively addressing the needs of students with disabilities and others who struggle and (b) identifying high-leverage practices (HLPs) for teachers that are relevant to both general and special education and fundamental for all Oregon educators and instituting program improvement activities to emphasize these practices. The Teacher Implementation and Practice Team collaborated to co-create a list of six HLPs that may be useful in pre-service general and special education teacher preparation. Emerging work in this area includes a refinement process engaging local partners and stakeholders.
The Oregon State Leadership Team (SLT) has goals to provide support, feedback, and guidance for the revision of educational administration programs and possible changes in the legislated requirements for Oregon preparation programs, the identification of HLPs, and the projects undertaken by individual institutions of higher education (IHEs; i.e., University of Oregon, Western Oregon University, Marylhurst University, and Portland State University). These projects include revising syllabi in general and special education programs to include HLPs, investigating further uses of TeachLive technology, accessing IRIS resources, increasing the collaborative efforts of general and special education faculty in preparation programs, and introducing these efforts into clinical practice settings.
The Teacher Standards and Practice Commission (TSPC) adopted an Oregon Administrative Rule (OAR) to allow IHEs to develop innovative programs as part of the efforts to support revision of the preparation of general and special educators to better support all students. Three of the IHEs have used program evaluation tools from CEEDAR to look closely at their course offerings and program standards, specifically at equity and culturally responsive practices.