May 28, 2026 at 3:45 PM - Educator Preparation & Pathways Committee Meetings
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1. The meeting is accessible to persons with disabilities. For questions about accessibility or to request an accommodation, please contact Richelle Krotts, Richelle.Krotts@tspc.oregon.gov at least 48 hours before the meeting [ORS 192.630((5)(b)].
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2. Educator Preparation & Pathway Committee
Dr. Michelle York, Chair Dr. Carrie Kondor Samantha Herron Dr. Alfonso Garcia Arriola Vacant |
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3. Welcome
Speaker(s):
Dr. Michelle York, Chair
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4. New Program Proposals, Major Modifications and Waiver Requests
Speaker(s):
Dr. Michelle York, Chair
Description:
EP&PC members will determine whether to:
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4.1. Major Modification Requests
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4.1.1. Eastern Oregon University (EOU): Major modification request to the undergraduate Special Education Initial Teacher Licensure (SEITL) program for preservice candidates to revise core curriculum, create a dual endorsement program in Elementary – Multiple Subjects and Special Education: Generalist, and change the program name to Undergraduate Dual Multiple Subjects and Special Education Program
Speaker(s):
Dr. Bill Rhoades
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5. Rule Proposals and Revisions
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5.1. EP&PC Second Review
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5.1.1. Program Standards Updates to Align with Current Literacy Standards
Speaker(s):
Dr. Bill Rhoades
Description:
Updates the following rules to align to current literacy standards and eliminates references to previous reading and dyslexia standards (OAR 584-420-0015 Reading Instruction: Program Standards and OAR 584-420-0016 Dyslexia and other Reading Difficulties: Program Standards).
Planned timeline:
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5.2. EP&PC Initial Consideration
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5.2.1. School Counseling Program Standards Revision
Speaker(s):
Dr. Kristin Rush / Dr. Bill Rhoades
Description:
Clarifies and updates Oregon’s school counseling program standards in order to:
Planned timeline:
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6. Information Items
The remaining items are included for information only. If EP&PC members wish to discuss any of these matters further, the item(s) can be pulled for discussion at this point in the meeting.
Speaker(s):
Dr. Michelle York, Chair
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6.1. Multiple Measures Guidance Update
Speaker(s):
Dr. Shara Mondragon
Description:
TSPC staff are continuing work to update the Multiple Measures Content Knowledge Guidance for Educator Preparation Providers (EPPs), TSPC staff, and educators. The proposed revisions are intended to clarify existing options, improve consistency in documentation and evaluation processes, expand available pathways in selected areas, and incorporate performance-based options into the broader guidance document. Highlights:
TSPC staff will continue gathering feedback and refining the guidance before bringing any recommended updates to the Commission. The goal is to maintain rigor and consistency while ensuring the Multiple Measures system remains accessible, transparent, and responsive to candidate and EPP needs. |
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6.2. Teacher Performance Assessments: edTPA Revision to edTPA Essentials
Speaker(s):
Dr. Bill Rhoades
Description:
Background ORS 342.147 directs the Teacher Standards and Practices Commission (TSPC) to establish standards for approved educator preparation programs and requires preparation programs to evaluate candidates using multiple measures, including at least one measure that is locally determined by the Educator Preparation Provider (EPP) and approved by the Commission. Current TSPC rules related to teacher performance assessments are outlined in OAR 584-400-0120. Under these rules, Oregon preservice teacher candidates in applicable endorsement areas must complete a Commission-approved teacher performance assessment prior to recommendation for licensure. Current Commission-approved options include the nationally scored edTPA, a Commission-approved Local Assessment Option aligned to the Oregon teacher performance assessment framework, and a Commission-approved Multiple Measures option connected to edTPA performance expectations. Oregon began reviewing edTPA in 2011 and adopted the assessment during a multi-year implementation process between 2014 and 2018. The assessment was originally adopted to strengthen consistency and rigor in teacher performance assessment practices across Educator Preparation Providers and to provide a common framework for evaluating candidate readiness for licensure. Over time, Oregon expanded its performance assessment system to include Commission-approved Local Assessment Option and Multiple Measures pathways aligned to the broader Oregon teacher performance assessment framework. Revisions to edTPA Pearson, the national provider for edTPA, has announced a substantial redesign of the assessment titled edTPA Essentials, scheduled for implementation beginning in August 2026. The revised assessment is intended to provide a more streamlined and flexible version of the current edTPA while reducing candidate workload, simplifying submission requirements, and allowing greater flexibility for Educator Preparation Providers. The current edTPA structure generally includes three major tasks related to planning, instruction, and assessment. The revised edTPA Essentials model reorganizes the assessment into two independently submitted tasks focused on:
Additional changes include:
Pearson provided an initial orientation regarding edTPA Essentials to Oregon Educator Preparation Providers (EPPs) in May 2026. Oregon EPPs and TSPC staff are continuing to review draft materials, implementation guidance, and emerging information related to potential impacts on current educator preparation program structures and Commission-approved performance assessment systems. At this time, additional review and stakeholder engagement are needed to better understand:
TSPC staff anticipate returning to EP&PC and the Commission with additional informational updates, implementation considerations, and potential recommendations related to edTPA Essentials as review and stakeholder engagement continue.
Attachments:
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6.3. Bachelor of Applied Science in Education (BASE) Unit: Preconditions Application
Speaker(s):
Dr. Bill Rhoades
Description:
Purpose On April 9th the Higher Education Coordinating Commission (HECC) approved the BASE (Bachelor of Applied Science in Education) Consortium application to offer a bachelor’s degree program. More recently the consortium’s regional accreditor, the Northwest Commission of Colleges and Universities (NWCCU), also granted approval of the degree program. Subsequently, the BASE Consortium submitted a preconditions application to become an Oregon Educator Preparation Provider (EPP). The purpose of this item is to inform the Educator Preparation and Pathways Committee (EP&PC) that agency staff intend to submit to the Commission a recommendation to approve the BASE Consortium preconditions application to become a new Educator Preparation Provider in Oregon. Background A consortium of five Oregon community colleges: Chemeketa Community College, Columbia Gorge Community College, Linn-Benton Community College, Rogue Community College, and Treasure Valley Community College formed the BASE Community College Consortium to pursue a shared approach to educator preparation. The consortium has submitted a preconditions application to the Teacher Standards and Practices Commission seeking recognition as a new Educator Preparation Provider (EPP) Unit. If approved to move forward, the consortium intends to develop educator preparation programs leading to the Preliminary Teaching License with endorsements in Elementary Multiple Subjects and an optional Special Education: Generalist endorsement. Program Model Overview The proposed BASE program model is structured to support access to educator preparation across multiple regions of Oregon and includes the following design features:
The consortium has indicated that these design elements are intended to expand access to teacher preparation opportunities, particularly in rural and underserved regions of Oregon. TSPC Unit Approval - Educator Preparation Provider Recognition The consortium must apply for and meet TSPC preconditions for unit approval under OAR 584-410-0005. TSPC rules allow approval of an Educator Preparation Provider that is an institution of higher education, a school district, an education service district, or another qualifying entity that sponsors educator preparation programs under OAR 584-410-0010. For purposes of educator preparation, the BASE Community College Consortium would function as a single EPP Unit rather than as individual institutions. Unit approval focuses on governance, organizational capacity, staffing, data systems, candidate support, and alignment with TSPC educator preparation standards. Granting approval of the BASE preconditions application, would establish the consortium as a recognized Oregon EPP and would allow it to submit licensure program applications to TSPC through a separate process. The BASE Community College Consortium is also a full member of the Association for Advancing Quality in Educator Preparation (AAQEP) and has indicated its intent to pursue national accreditation as part of the Educator Preparation Provider Unit approval process. TSPC Program Approval - Licensure Programs Following EPP Unit approval, the consortium would be required to submit separate program applications to TSPC for each proposed licensure program or endorsement. Program review evaluates curriculum, clinical practice, supervision, assessments, and alignment with Oregon program, Unit, and licensure standards. Based on this review, the Commission determines whether each program is approved, approved with conditions, or denied. |
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6.4. Early Literacy Implementation Update
Speaker(s):
Dr. Bill Rhoades
Description:
Educator Preparation Providers (EPPs) continue their piloting, planning, and preparing for the implementation of Oregon’s recently adopted early literacy standards in the fall of 2026. Again, these standards are those recommended by the Governor-appointed Early Literacy Educator Preparation Council and adopted by Teacher Standards and Practices Commission in July 2024. Since our last update: Winter Plan Updates and Presentations All 14 Oregon EPPs have now shared their Winter 2026 updated implementation plans and accompanying presentations with TSPC staff. The EP&P team has continued its review of the updated plans and has met with individual EPPs to discuss progress toward implementation of the new standards. Staff at TSPC continue to follow up and support the ongoing preparation. Capacity Building A number of representatives from Oregon EPPs are continuing to organize communities of practice to build capacity and support development of specific elements of their programs and implementation planning. To support this work, monthly Cross EPP sessions were expanded to provide dedicated time for these collaborative communities of practice. EPP representatives have been leading strategy- and tool-sharing sessions as many programs launch or pilot aspects of their revisions during the winter and spring terms. Others have shared successful strategies and resources they have developed through their own implementation work. In addition, several EPPs are already implementing aspects of the new standards within their courses, field experiences, instructional materials, and program assessments as part of this phased implementation process. Several EPP faculty also attended a session at the ORTI conference focused on preparing teachers for the selection and use of high-quality instructional materials and resources for identifying the materials in use in the districts and classrooms where candidates are being placed for field experiences and clinical practice. Commission Approval Process At the April Commission meeting, TSPC staff presented recommendations for approval for 8 EPPs whose implementation plans were determined to be on track for full implementation during the 2026-2027 academic year. The remaining 6 EPPs are scheduled to be presented for approval of staff recommendations at the June Commission meeting. Full statewide implementation of the early literacy standards remains scheduled to begin in Fall 2026. We continue to appreciate and commend the efforts of Oregon EPPs to build their capacity to deliver Oregon’s early literacy standards. As we have shared, this collaborative, continuous improvement-oriented process will help ensure Oregon’s future educators are prepared with strong Science of Reading-aligned literacy practices to support all students in becoming proficient readers. |
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6.5. Future Meetings
Speaker(s):
Dr. Michelle York, Chair
Description:
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7. Adjournment
Speaker(s):
Dr. Michelle York, Chair
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