As institutions concerned with the preparation of professionals, the University of Oregon, College of Education (CoE) and the University of Oregon/Central Oregon (UOCO) , Division of Education (DoE) reflect a complex, interwoven fabric of comprehensive professional programs, which prepare teachers, specialists, and administrators for diverse career contexts. The CoE and the DoE are driven by the belief that creating networked and interactive professional learning communities, and enhancing the capacity of school/community agencies to support improving educational practice, can positively change individual lives. By creating effective partnerships and advancing best practice and research-based innovations, the college and division can provide relevant, effective, value-adding academic programs, research solutions, and outreach services to the profession and to educational service providers for achieving better results.

The Division of Education (DoE) proposed programs and their delivery are designed to be responsive to the diverse educational and family/human service needs of Central Oregon’s educational service districts, local school districts and community agencies. In collaboration with the other proposed UOCO Divisions and partners the DoE will continue to support, complement and strengthen existing traditional on-campus/distance undergraduate and masters licensure/degree programs offered by Central Oregon Community College (COCC), Central Oregon University Center (COUC) and the Division of Eastern Oregon University (EOU). It is our intention not to compete with these current teacher education offerings. It is our goal to enhance and expand current on-campus professional undergraduate and graduate professional education majors and licensure programs.

The DoE will offer a new undergraduate Family and Human Services minor and implement innovative educational leadership program, teacher and specialist graduate degrees and licensure programs individually tailored for, and locally embedded in, Central Oregon’s schools. The DoE program architecture optimizes the access to and benefits from its relationship with the UO College of Education’s nationally recognized and ranked academic, research and outreach capabilities and capacity.

The mission of the UO College of Education and the UO Central Oregon Division of Education - making educational and social systems work for all-reflects a broad view of the needs of children and families as well as the educational professions. The college and division serve a profession in which educator’s practice in a wide variety of roles, educational settings, and health/social/protection-correctional agencies. As professional educators, the college’s more than 16,000 graduates pursue careers in the public and private sector with state, county, and local/community-based agencies.

The College of Education and the DoE will be mission-driven. Their goals are:

1. To prepare educators who have the capabilities needed to effectively foster development and learning by diverse students in complex and dynamic contexts;
2. Through research to advance understanding and design/validate effective solutions needed to create policy contexts and improve professional practices; and
3. To enable educational and community-based agencies to develop the organizational learning and performance capacity to continuously improve and intermittently transform their programs and services to successfully meet the educational and developmental needs of children and their families.

The strategic intentions of the College of Education and DoE are to create professional learning communities and strengthen the capacity of organizations to make educational and social systems work for all. Faculty integrates its nationally recognized research, teaching and outreach service activities to create inquiry-based learning opportunities embedded in diverse school/community contexts. Building these contexts requires the creation and continued growth of partnerships with schools and community agencies.

These partnerships provide diverse, authentic learning environments for developing the professional capabilities of students and the ongoing professional development of practitioners. These same collaborative relationships provide authentic contexts for developing the individual and collaborative skills needed for effective team processes, professional culture creation and the evolution of learning communities required for effective organizational learning.

The integration of university faculty and school/community-based practitioners is the strategic lever for linking professional preparation, ongoing professional development, and research/outreach activities with strengthening the capacity of schools and community agencies. The strengthening of school and community learning and performance capacity is essential to supporting site-based continuous improvement and externally driven transformative school reform initiatives such as standards-based learning.

With these goals as impetus, the College of Education and the DoE are committed to collaborative networking with school/community agencies to identify and support the use of best practice benchmarking to inform decision making and choice work related to continuous improvement efforts. The college and division seek to cultivate research-based partnerships to provide the experimentation and piloting of innovations needed to support transformative changes in policy and professional practice.

The Dean of the College of Education and the proposed Program Director of the Division of Education personally visited the Superintendents of Jefferson, Deschutes and Crook County and Lake County Educational Service Districts. While in these counties, visits were made to local school districts from Lakeview to Bend-La Pine, Madras to North Lake, and Culver to Redmond to Prineville. Initial exploratory needs-identification visits to these districts included conversations with superintendents, principals, teachers and specialists. These visits and conversations made visible the following issues:

• Significant diversity of needs in the region resulting from geographic and demographic factors and local priorities;
• Leadership, faculty and specialist recruitment and retention challenges;
• Continuing licensure and professional development needs;
• Access to expertise and best practice knowledge to strengthen their system capacity; and
• Access to expertise and best practice knowledge to develop capabilities needed to effectively design and implement continuous school improvement and student learning initiatives.

In response to the above-articulated needs, the following foundational premises undergird the design features of the programs, services and partnership relationships that define the Division of Education.

1. An innovative program design is required that integrates the development of professional capabilities and strengthens school district capacity to effectively meet the diversity of educational and family/human service needs, as well as geographic and demographic contexts, and priorities.
2. UO College of Education should not compete with, but add value and strength to, current COCC, COUC and EOU on-campus educational and human service pre-service preparation of educators and human service providers.
3. The Central Oregon geography, size of school districts, and diverse local priorities requires the development of individually tailored partnerships with educational service districts and local school districts to collaboratively support on-site development of leadership, faculty, and specialists.
4. The current capacity of Central Oregon schools and community agencies to effectively meet the needs of its children and families will significantly benefit from the UO College of Education’s preeminent national research faculty and their commitment to make its expertise and grant writing experience accessible to support school improvement initiatives.
5. The Division of Education will need to meet the professional and organizational learning needs of Central Oregon’s schools and community agencies by providing innovative, inquiry based, technology supported, integrated professional development programs and research based outreach services.
6. The UO College of Education with the DoE, in collaboration with the other Divisions and academic/student service units will serve Central Oregon to enrich learning experiences designed to expand the awareness, possibilities and potential futures of children and youth in the region.
7. The Division of Education’s academic programs, as well as its research and outreach services, are designed to optimize the importance of disciplinary knowledge, and deep complementary contextual knowledge that results in the successful learning of all children.
8. For Oregon’s legislated requirements for 21^st Century Schools to succeed as durable and fundamental changes in the "core of educational practice" (Elmore, 1996, p.2), it's necessary for DoE to systemically integrate and coordinate with educational service districts and schools for the development of leadership skills, professional capabilities and system capacity.
9. Instructional leadership can no longer be the sole prerogative and function of administrators in a learning organization. It must become a core capability of teachers to organize their schools and classrooms, implement new student grouping practices, and develop effective procedures for obtaining essential information about student learning essential for guiding instruction.

The orientation of the University of Oregon DoE in designing its degree, initial and continuing licensure educator preparation programs has been guided by the following principles:

The purpose of professional master’s degrees and licensure programs for educators are ultimately designed to make a difference in the learning and lives of students. Thus the locally tailored and embedded programs will focus and help matriculants connect their learning to student outcomes and learning standards.

Effective professional preparation and development requires educators to develop the capability to design and evaluate their own professional proficiency and effectiveness utilizing inquiry based strategies (e.g. action research). DoE locally embedded programs will support and foster such professional reflection and action-taking competence by helping matriculants utilize mentors, cohort work groups, and university/site coordinators.

Effective professional preparation and continuing development programs create the opportunity for educators to acquire "T-shaped" (i.e., breadth and depth) competencies. Specifically, matriculants need more than subject matter depth, they require pedagogical content knowledge that takes extensive practice and experience.

CPD never ends. Effective educators pursue learning and growth through their careers. CPD systems must be structured so educators can periodically revisit and redesign those CPD experiences that support their continued growth through a variety of learning formats and opportunities.

Effective professional preparation must be linked and embedded in each educator’s professional duties, experiences and setting.

Educators do not work alone. Increasingly, meeting the needs of Oregon’s children and youth require teams to collaboratively design effective curriculum, learning and assessment experiences.

Growing professional and school accountability increasingly requires educational administrators, teachers and specialists be informed by a growing research and best practice professional knowledge base.

Developing the capabilities of educators and their effectiveness requires focusing DoE locally embedded programs on student learning and use of effective practices in the continuous improvement efforts of schools and community agencies. Assessment of individually tailored programs of study will place increased responsibility on the matriculant to accumulate, organize, and interpret an array of evidence to be critiqued at the beginning and validated at stipulated program benchmarks by advisors, instructors, and a site coordinator.

The Division of Education (DoE) will implement both on-campus, and locally embedded approaches to its degree programs, professional licensure offerings, and ongoing professional development.

Based on discussions with COCC faculty in the Department of Social Science, the DoE will enhance current lower division offerings in Education, Early Childhood Education, Criminal Justice, Addiction Studies, and Social Human Services. The enhancements of these programs will initially result from DoE developing comprehensive partnerships with educational service districts, school districts and community agencies essential to strengthening the quality of field experiences and practica for both on-campus and locally embedded programs.

According to conversations with the current Department Head of Social Sciences, and Director of Education at COCC, the coordination with DoE and its partnership schools and community agencies will strengthen current supervision of lower division field experiences. The DoE will coordinate and collaborate with COCC and the Division of Social Sciences to offer an upper division minor in Family and Human Services. This minor will complement and extend the current COCC lower division programs and enhance the opportunity for UOCO Division of Social Science students to complement their majors with field based learning and experience.

The Family and Human Services minor is designed to provide students a field based learning experience with an ecological and systemic perspective of family systems and the types of human service supports and services needed to sustain healthy communities. The development of this minor will benefit not only UOCO undergraduate students but also the communities of Central Oregon. Students selecting this minor will have had experiences relevant to the following professional services and supports: drug and alcohol addiction programs, child abuse prevention, social welfare, early intervention, child protection, youth services, case management, family support, recreation and probation.

The minor will utilize practicum sites and supervisors from the Central Oregon area. A stakeholder group of Family and Human Service leaders in Central Oregon will be established to help design, implement and continuously improve the minor and its field based learning experiences. The initial members of this Stakeholder group include: Dennis Maloney, Director Deschutes Department of Youth Services; Susan Nelson, Executive Director Residential Assistance Program; Vicki Ertle, Executive Director Central Oregon Family Resource Center; Scott Johnson, Executive Director, Deschutes County Commission on Children and Families; and Kathy Emerson, Assistant Superintendent, Crook/Deschutes Educational Service District.

Current upper division baccalaureate, post baccalaureate licensure, and graduate Education course work currently offered both online and on-campus by Eastern Oregon University will be maintained. The UO Central Oregon College will administratively include a Division of Eastern Oregon University to administer, implement and award baccalaureate degrees, recommend post baccalaureate students for TSPC teacher licensure, and confer masters of teaching degrees.

The UO/Central Oregon and its DoE are committed to collaboratively working with the Division of Eastern Oregon University. Discussions with EOU Provost, Dean of Education, and Dean of Distance Education have indicated there are multiple opportunities for mutual benefits to students and each partner institution through collaboration. For example, collaboration could enhance current EOU Liberal Studies or Multidisciplinary program course offerings. Such enhancements would benefit EOU baccalaureate students matriculating in either program by increasing their access to complementary upper division course offerings accessible on-campus through UOCO Divisions of General Science and Mathematics, General Social Sciences and Humanities.

The DoE is proposing a general architecture and approach to its graduate professional degree and licensure programs. The degree and licensure programs are designed to be delivered in partnership with school districts, focused on standards, provided with multiple options for acquiring and demonstrating professional proficiency, and individually designed and paced. In each case, we will determine the applicant’s current capabilities through a validated assessment strategy and monitor their progression and proficiency based on an individually tailored, developmentally sequenced, job-linked and/or job-embedded standards based program plan.

The UO College of Education and UOCO will use currently accredited programs and approved majors to implement this innovative approach to delivering master's degree and licensure programs individually tailored and locally embedded in school district improvement initiatives. The COE graduate major of Educational Leadership and its concentration options: learning assessment and system performance, policy management and organizations, and instructional leadership will enable us to offer in Central Oregon a professional Master of Education degree. Integrated into this major are TSPC approved initial and continuing licensure for administrators and teachers.

These degree and licensure offerings use a standards based approach providing the flexibility for individually tailoring administrator, teacher and specialist professional development programs. DoE will complement EOU on-campus elementary and secondary teacher education programs by partnering with local school districts to support on-site their specific professional development (i.e., degree and licensure) needs for administrators, teachers and specialists. The proposed locally embedded program architecture is designed to be responsive to the needs for professional development to be delivered in situ. The requirements for professional development on-site emanate from needs associated with family demands, distance from Bend, work responsibilities and fixed schedules.

The DoE locally embedded programs will provide an effective approach to meeting the recruitment and retention issues of many of Central Oregon’s school districts. The linchpin of DoE delivery of degree and licensure programs enhancing professional capabilities coupled with local school improvement initiatives will enable responsive, coherent access to expertise and best practice knowledge. It is just this expertise and knowledge that will enable the "agency" to respond to the "urgency" and create the "synergy" needed to develop and expand the individual and collective professional capabilities essential to the success of school improvement initiatives and student learning.

A first order assumption of this proposal is that responding to the professional development and school improvement needs of Central Oregon school districts begins with district and building leadership, priority setting, establishing of school building learning communities, and their access to DoE and CoE support and services. The following initial priorities for initiating professional development offerings are in response to the needs as expressed by those educators and community leaders we visited with in Central Oregon.

1. leadership development (i.e., administrative initial, continuing licensure, and continuing professional development); and
2. help school districts that have requested restricted licensure from Oregon’s Teacher Standards and Practices Commission for personnel without adequate qualifications in acute shortage areas (e.g., special education, math and science, foreign language, bilingual teachers) to develop the qualifications and proficiencies needed for such personnel to obtain a license or endorsement; and
3. create Internship Option for helping school districts recruit professional personnel in critical shortage areas.

The locally embedded degree and licensure programs emphasize a pedagogical model that is based on a theory of action. Traditional preparation of educators has emphasized the acquisition of declarative (i.e., factual) content and professional knowledge, followed by field experiences and practicums designed to provide opportunities to use the knowledge. We are proposing an approach which is based on a theory of action which emphasizes procedural (i.e., skills) and conditional (i.e., contextual) knowledge. This approach requires partnerships with Central Oregon school districts where matriculants' learning experiences are embedded in the day-to-day operations, culture, and educational reforms of each partner district. Thus, rather than emphasizing didactic course work which supports a "learn and do" approach to professional preparation and development, we are proposing a "do-learn-do" approach which is standards based and proficiency driven.

In visits with Central Oregon school districts we learned that recruitment, continued professional development, and access to best-practice information were the added value they sought from the UO College of Education and the DoE. The need for strengthening leadership, developing the capabilities of faculty, and enhancing the capacity of the school systems requires committed value-added partnerships. The needs of Central Oregon’s educational service districts and school districts are best characterized as situational, requiring locally tailored solutions. This proposal is an effort to break down the virtual walls of on-campus professional preparation approaches, and develop an innovative approach embedding professional degree and licensure programs tailored to meet local school districts' organizational and staffing needs.

These locally embedded degree and licensure programs will be designed and delivered through:

• District/university partnerships,
• A comprehensive instructional system that includes a combination of electronic, campus-based, on-site, and collegial strategies, and
• A network of personnel that includes experienced university-based educators, district employees, retired master teachers, and UO alumni.

The DoE locally embedded degree and licensure programs will collaborate with regional educational service districts and partner local districts, creating distributed, electronically networked learning communities to deliver high quality administrator, teacher education and specialist degree and licensure programs. As local school district partnerships are developed and needs are determined, DoE and the CoE along with our higher education partners, will design programs to meet professional development needs of individual districts linked with their school improvement initiatives.

DoE professional development will include initial licensure, continuing licensure, and continuing professional development individually tailored, locally embedded programs. These programs will be designed to interface with the M.Ed degree and Education Leadership major.

The district/university partnerships will support efforts to initially license teachers currently hired on restricted transitional licenses or promising candidates recruited to or already working in the district. Central Oregon communities face differential shortages of leaders, teachers and specialists. School districts may also wish to increase the diversity of the teaching force in order to match, and appropriately support, the cultural mix of students present in the community. We propose to work with local school districts to create an Internship Option to address hard to fill position vacancies. CoE and DoE will collaborate with school districts to vigorously recruit students interested in an internship, locally embedded professional licensure program.

The DoE has a college-wide approach to preparation for continuing licensure that is grounded in a teachers' documented proficiency. Continuing licensure candidates complete a minimum of three seminars that assist them to:

• Complete a self-assessment of current proficiency and develop an individually tailored CL plan,
• Pursue coursework and field work to build advanced proficiency while receiving peer and instructional mentoring support to gather evidence of that proficiency,
• Submit and defend required evidence of advanced proficiency.

The DoE will use a combination of onsite and distance strategies to support CL candidates to qualify for Oregon’s continuing license. If candidates wish to pursue additional age level authorizations, subject matter or specialty endorsements, these can be accomplished through a modified internship option that will enable candidates to participate in within and between district cohort seminars.

Once teachers in rural communities are appropriately licensed, there is ongoing need for professional development not only to maintain their licensure status as a career educator, but also to develop the ongoing teaching and leadership capacity to contribute to the continuous improvement of their school and profession as accomplished educators.

The DoE will partner with districts to create district CPD plans, provide advisors for individual CPD plans, and deliver high quality professional development linked to school improvement initiatives using a range of strategies. These include:

• Supporting teacher work groups and building leadership teams to work on school improvement plans through practice-based inquiry.
• Assisting districts to broker professional development offerings using both onsite and electronic means.
• Organizing supportive teacher work groups and building leadership teams to network with colleagues from other schools through district and cross-district leadership

Alignment Initial and career long learning can proceed in two different directions. An educator may pursue depth in their educational specialization (e.g., educational administration, elementary teaching, special education, early intervention) to acquire more knowledge, refining their practice and developing mastery wisdom. Alternatively, an educator might wish to pursue breadth by adding basic information and capacity in another age level, another subject matter or other endorsement, or in a topic new to the field. Each focus implies different types of learning opportunities and different outcomes, as well as different evaluation expectations. A coordinated approach requires candidates for degrees and professional licensure to align their individually tailored programs to meet degree and licensure proficiency standards. Standards Each program for degrees, as well as initial and continuing licensure, is organized to prepare educators to meet a set of standards. These standards are aligned with TSPC requirements for both initial and continuing licensure and continuing professional development. We have integrated these sets of requirements into a single set of standards that students can use throughout their career to plan for their ongoing learning and evaluate their professional growth and proficiency.

The effectiveness of locally tailored and embedded degree and professional licensure programs requires individualization of programs of study, not fixed "courses of study." The tailoring and embedding of professional preparation and continuing development of educators requires the commitment and collaboration of the matriculant and the schools and community agencies within which they work. The DoE approach will include an individually tailored and locally embedded program of learning experiences designed and sequenced to meet the variety of experience and knowledge needs of both initial and practicing educators. The DoE approach includes a strategy of validated self-assessment that will be used to design degree and licensure planned programs.

Once prospective degree, initial and continuing licensure or CPD students complete a self-assessment, they will meet with an advisor to complete a plan. In some cases the plans may follow a fairly established sequence of standard based learning options, particularly if the student is pursuing an additional endorsement or age level authorization. In other situations, a planned program might be a unique combination of coursework, fieldwork, and other activities that the matriculant and advisor agree meet the standards for accomplishing the focus and outcome of the individually tailored Initial, Continuing Licensure or CPD Plan.

Options that do not typically result in university credit will be included in CPD Plans through enrollment in CPD-Field Studies for which students and advisors will prepare a written contract with identified products that provide documented evidence of the impact of the activity on the student’s professional practice, school organization, and K-12 student learning.

Individually tailored continuing license plans means that each student will complete a different number of credits and activities. Students seeking recommendation for a continuing license from the DoE will come from the DoE's initial preparation programs, the programs offered by other institutions within Oregon, and programs completed in out-of-state programs. Three situations will need to be considered in designing individually tailored continuing license (and later, continuing development) programs.

1. Graduates of UO and DoE Initial Preparation Programs. Students who complete their initial licensure through a UO or DoE approved program will already have experience with the standards-based approach to evaluation. Faculty will be familiar with their skills and the process of self-evaluation will reflect additional accomplishments and experiences gained during experience since leaving the UO or DoE initial preparation program. Faculty familiarity with the educator will require less validation of the standards-based self-assessment, depending upon the amount of time that has elapsed since the student completed their initial licensure program.

A program advisor will determine the need for validation of the self-assessment before designing the continuing license program plan. When further validation is judged necessary or desirable, students may be asked to enroll in a 1 credit CPD-Field Studies credit to support the collection of this validating information by university faculty and supervisors.

2. Preparation Required for Initial Licensure. Students that did not complete initial licensure programs at the University of Oregon or DoE will be expected to enroll in at least one credit of CPD-Field Studies. This 1 credit enrollment will occur as part of the admission process and will support the collection of validating information through direct observation by university supervisors, and collection and evaluation of other supporting evidence.
3. Capacity Achieved During Initial Preparation. Students who complete their initial licensure as part of a baccalaureate program might be expected to have achieved proficiency at a basic level. Students who complete initial licensure as part of a five-year or fifth year program might have achieved a higher level of proficiency. Students completing a 5 or 6 year specialist preparation program (often 90-quarter hour credits required for the masters) might have achieved advanced proficiency in many areas as part of their initial preparation program. Therefore, achieving advanced proficiency in the advanced standards will necessarily require different amounts of time as well as tasks. Figure 4 illustrates this variety. Additional examples are offered in the sections for each program.

As partner districts and schools seek to improve the capacity of their organizations to achieve high standards of achievement for all students, they are likely to identify areas of professional learning required by faculty and staff. For some of these faculty and staff, these topics will overlap with their own professional development goals. As much as possible we will create learning opportunities (courses, workshops, supervised CPD Field Study) that meet multiple needs. In this way, matriculants' learning will be job-linked, increasing the connection between professional development and results in classrooms through improved educator practice.

As DoE rolls out the implementation of this individually tailored do-learn-do locally embedded program, the UO College of Education will make accessible and support research-based and best-practice improvements in schools. As the demand for strengthening school system capacity to improve the effectiveness of instruction and student learning becomes known, the UO COE nationally recognized research faculty will make its expertise accessible to support local school district improvement initiatives.

Towards this end the UO COE is seeking a $1 million grant from a private foundation to develop a web supported technology infrastructure. This technology infrastructure will be designed to provide an interface between the UO COE faculty and our Central Oregon School partners. The technology infrastructure will have the capacity to pull data from a diversity of servers using multiple formats and support a web-publishing platform able to work with a sequel server having a data base engine that can effectively present, process and organize information.

The UO COE has developed informational tools to enable school buildings/districts to efficiently accumulate, organize and visually present student learning and behavioral data. These technology supported informational tools serve as a communication interface between schools and UO COE research faculty to define problems, monitor student academic progress and social behavior, facilitate school based teams interpretation and meaning of such data, and support their action taking decisions and implementation efforts.

Continuing professional development occurs throughout an educator’s career. The DoE coordinated approach incorporates this iterative nature of professional development, linking and embedding the degree, initial preparation, continuing licensure and continuing professional development within a single process.

This process has three key features: (1) self-assessment, (2) validated evaluation, and (3) coordinated admission.

All students enter a learning situation with prior knowledge and experience. One purpose of a self-assessment is to evaluate how this prior learning and experience contributes to the student’s capacity to meet the standards. Another purpose is to help students identify the focus and outcomes they are seeking, in ways that will be job-linked, maximizing the effectiveness of any professional development plan. Further, engaging students in self-assessment and the setting of learning priorities helps make the responsibility for professional learner-driven.

UO College of Education has developed a Professional Growth Assessment (PGA) tool that it will make available to DoE to be used/adapted by its programs during both initial and continuing preparation programs. In addition, students may also use the tool to self assess their proficiency and needs throughout their career. The validated evaluation uses a version of the PGA for teacher education programs. First, it is keyed to an integrated set of standards organized into five domains (curriculum planning, classroom management, instruction, assessment, and professionalism).

Second, clear expectations are established for both initial and continuing licensure programs. In order to be recommended for initial licensure, students must acquire the information and skills to demonstrate capacity in the Proficient range (usually demonstrates or consistently demonstrates). We would not expect a student completing initial preparation to demonstrate integrated and embedded practice.

Students seeking continuing licensure with a focus of depth (e.g., further exploring the area of expertise for which they initially prepared), would need to demonstrate capacity in the Advanced Proficiency range in outcomes targeted in their plan. We would expect students seeking continuing licensure with a focus of breadth to enter their new topic of interest (or endorsement or age level authorization) with some basic information. In order to be recommended for continuing licensure students pursuing breadth into new areas would need to demonstrate capacity in the Proficient range.

Third, the Professional Growth Assessment tool is designed to facilitate integration of discrete skills within and across domains. Once basic Proficiency is achieved and students are pursuing Advanced Proficiency, they are evaluated at the domain level with narrative comments that reveal the ways in which they are integrating discrete components within and across domains.

Documenting Proficiency and Advanced Proficiency

The UO COE and DoE Professional Growth Assessment Profile provides a method for summarizing and profiling teachers’ capacity. This summary profile is based on a wide variety of specific information that provides evidence for the judgments recorded on the Growth Assessment Profile. Each program will select those forms of information and evidence most suited to the specific program discipline. Forms of documentation used by programs include:

• Work samples that score at advanced levels (see Attachment 3 for the COE work sample framework and generic scoring guide).
• Records from direct observation by university faculty and supervisors.
• Videotapes of specific performance provided by the teacher and evaluated collaboratively with the university advisor/supervisor.
• Observational records from peer observations of specific teacher capacities.
• Observational and other reports from teachers’ supervisors.
• Changes in student performance on state assessments.
• Changes in student performance recorded in other data formats, including probes, student journals, samples of student work inventories, and other classroom-based assessment tools.
• Reflective memos reporting results of professional development on practice.
• Before and after examples of products that reflect increased capacity related to any of the 5 domains of practice.

All programs will use the same general process for admitting students to a DoE locally tailored and embedded degree and licensure programs. Students must meet the basic requirements of the UO Graduate School, including:

• A baccalaureate degree from an accredited 4-year college or university
• A GPA of 3.0 or greater
• Acceptance by the professional school or major department

Students may be admitted to any Graduate School status, including (1) post-baccalaureate, (2) pre-masters, (3) masters, (4) doctoral, or (5) continuing professional development.

For students who are not graduates of UO or UOCO initial licensure programs, the development of a formal degree or licensure program will also require enrollment in 1 credit of Field Studies to validate their self-assessment and determine their proficiency required standards. Prospective degree and licensure students may complete this 1 credit Field Studies requirement through enrollment in Community Education before formal admission to DoE and the UO Graduate School. This credit will be included in the degree or licensure program plan if this final phase of the admissions process is completed successfully.