DISCLAIMER

1. CEEDAR Cross-State ConveningELEVATING OUTCOMES: RECRUITING, PREPARING AND RETAINING THE TEACHERS AND LEADERS WE NEEDApril 22-24, 2019Denver, CO

2. DISCLAIMER This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. David Guardino serve as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

3. Being Collaborative Change Agents: Designing New Programs to Develop Future Inclusive Instructional Leaders by Leveraging NELP Standards/State PolicyApril 23, 20199:30-11:00 a.m. Randy De Pry, Portland State University Gerald Gabbard, Concordia University - Portland Tania McKey, Portland State University Marc Shelton, George Fox University

4. Presenting Team from Oregon • Randy De Pry, PhD, Professor and Chair, Special Education Department, Portland State University • Gerald Gabbard*, PhD, Associate Professor and Chair, Administrator Licensure Programs, Concordia University - Portland • Tania McKey*, PhD, Assistant Professor and Chair, Educational Leadership and Policy Studies, Portland State University • Marc Shelton*, Ed.D., Dean and Professor, College of Education, George Fox University * Note: Gerald, Tania, and Marc also represent the Oregon Professors of Educational Administration (ORPEA). Gerald is the current president and Marc is the Treasurer of ORPEA.

5. Session Objective and Overview OBJECTIVE: Participants will learn about Oregon’s new administrator license rules and standards and about a local university model. Opportunities for group discussion and questions will be included to provide local contextualization OVERVIEW: • PSEL and NELP Standards – U.S. History • Oregon’s History and Your Local Contexts • Overview of Administrator Licensure Redesign Work in Oregon • New Oregon Administrator Licensure Standards, using NELP as a framework and adapted to include more equity language • Model Sharing from Portland State University • Discussion, Reflection, and Feedback • Conclusion

6. Inclusive Principal Leadership: Where We’ve Been • National leader preparation standards since 1990s • In 2015, the National Policy Board for Educational Administration (NPBEA) released the Professional Standards for Educational Leaders (PSEL) PSEL better reflects the role of leaders today, both as building managers and instructional leaders who advance learning for an increasingly diverse group of students • CCSSO worked with NPBEA and educational leaders in the field to update the standards and produce the National Educational Leadership Preparation (2018) standards following two years of draft NELP standards. • ORPEA Members began piloting alignment to NELP in 2016.

7. Context Sharing • Turn to the person next to you, or at your table, and answer the following question: How is your state considering its approach to licensure or leadership preparation redesign based on the recent PSEL and NELP standards adopted by the National Policy Board for Educational Administration led by the Council for Chief State School Officers?

8. The Oregon context

9. Oregon’s History of leadership Preparation program collaboration • Oregon Professors’ Collaboration • 8 universities (3 public / 5 private): • Includes Oregon Principal’s Association • ORPEA’s seat at Oregon Policy Table • Principal and Professional Administrator Preparation Rule Refresh • Original Goal 2017-18 and TSPC Adopted 2-7-19 • Integrate PSEL 2015 and NELP 2018 > New Oregon standards 2019

10. The Oregon/ceEdar timeline • OR joins CEEDAR’s 2015 Cohort • Intensive Technical Assistance • Administrator License Redesign • Principal Prep joins Teacher Prep • Focused Leadership/Clinical Practice • New modules for Preliminary Admin • October 2018 (CEEDAR 2.0) • Shift embedded modules to ORPEA • Intrastate Partnerships with ICPEL • 4/5 Inclusive Principal States are ICPEL Affiliates Arkansas, Colorado, Georgia, Mississippi, Ohio • May 2019: ORPEA begins preparations for administrator licensure program redesign

11. The Oregon LEADERSHIP BLUEPRINT • Pilot module development SU17-SU18 • Portland State / GFU / UOregon • Use foundational CEEDAR tools • Course Enhancement Module (CEM) • Innovation Configuration model • Implement principal modules 2018-19 • Behavior / Discipline – FAPE • Network / Transition – LRE • Implement district-level 2019-20

12. OREGON Administrator License NAME CHANGES • Before January 2016: Initial Administrator License (IAL) and Continuing Administrator License (CAL) • January 2016 – present: Preliminary Administrator License (Pre-AL) and Professional Administrator License (Pro-AL) • August 2022: Principal’s License and Professional Administrator License • Note: IAL/Pre-AL licenses will be converted to Principal’s licenses upon their next renewal, even before 2022

13. Areas for Improvement ADDRESSED by NEW RULES • Needed more focus on equity in the national standards • Old rules required that a person who completed an Initial or Preliminary Administrator License program obtain 3 years of licensed administrator experience in the 9 years after first issuance of license and complete a Continuing/Professional Administrator License program • Initial/Preliminary license holders who could, would, or did not get 3 years of experience and/or complete the CAL/Pro-AL program lost their licenses

14. Overview of OREGON Administrator LicensURE Changes • February 7, 2019: New rules adopted by TSPC Commission after 4 years of study, input, planning, and deliberation. Process included state-wide survey of administrators and universities. • Full adoption by August 2022; each program redesign due to TSPC by 2021 • Preliminary Administrator License becomes Principal’s License • Continuously renewable every 3 years with 90 PDUs or 6 graduate credits • No requirement to obtain professional administrator license • Will become minimum 27 semester/40 quarter credits in 2022 • Name of license changes immediately • Professional Administrator • Renewable every 5 years with 120 PDUs or 8 semester / 12 quarter graduate credits • Required for any district level position or responsibility • Minimum of 18 semester / 27 quarter credits (Concordia’s program has 19) • NELP 2018 Standards adopted by TSPC with additional equity language

15. Where to find regulations about Oregon Administrator Licenses and Licensure Standards Oregon Administrative Regulations (OAR): • 584-235-0010 Scope and Responsibilities of School Administrators • 584-235-0020 Principal License • 584-420-0060 Principal License Program Standards • 584-235-0030 Professional Administrator License • 584-420-0070 Professional Administrator License Program Standards

16. Benefits from the Administrator License Redesign • Redesign Aims • Better prepared administrators to work in inclusive school buildings and district-wide roles • Flexibility for administrators based on their chosen career path • Reduce the number and types of licenses. • Clinical experiences will be more embedded in future coursework • Continue a two-tiered license structure, mirroring what most other states offer

17. Scope of Administrator License Responsibilities Under the redesign, an Administrator License is required when an educator will: • Supervise licensed personnel (new*); • Evaluate licensed personnel; • Discipline licensed personnel; • Authorize assignment of TSPC-licensed personnel to teaching, administrator or other licensed positions (new*); • Authorize the out-of-school suspension or expulsion of PreK-12 students. * These changes essentially codified what has typically been best practice all along in school districts.

18. License Requirements – Principal License Experience Requirement: • Must have (3) years full-time (or 6 years part-time) licensed school experience • Licensed experience must include working directly with students on any license appropriate for the assignment • May include teaching, school social worker, school counselor, school psychologist, speech language pathologist, school nurse, physical therapist, occupational therapist and other school licensed experience Academic Requirements: • Hold a master's degree and complete a Commission-approved Principal License program, or out-of-state equivalent. Out of state transfers will still have to complete Oregon school and finance and take the Civil Rights test. Currently, the certificate program is 22 credits. In August 2022, this will increase to 27 credits • Complete a building level practicum at two levels, elementary and secondary, of at least 300 hours

19. License Requirements – Professional Administrator License Experience Requirement: • Have three (3) years of full-time or six (6) years of part time licensed school administrator experience. Academic Requirements: • Hold a master's degree; and • Must complete a Commission-approved Professional Administrator License program, out-of-state equivalent, or meet program waiver requirements. • Must complete an 18 semester/27 quarte credit certificate program with a 200-hour district-level practicum. • The holder of a Professional Administrator License is eligible to perform the duties within the scope of the Principal (building-level) and Professional Administrator (district-wide) Licenses. • The major change with the Professional Administrator License is that it will no longer be required as a second tier license after obtaining a Preliminary license. This license will be optional and only required if a person wishes or needs to move into a district-level administrator/superintendent position after at least 3 years of licensed building level experience.

20. Examples of New Equity Language in Standards • Standard 1:Mission, Vision, and Core Values. Program completers who successfully complete a Principal preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for: 1) an inclusive, shared mission and vision; 2) a set of core values of high-quality education, equity, and inclusion; 3) a support system; 4) a school improvement process designed to prioritize addressing race and other group-based inequities; and 5) the development of partnerships between schools, preschool and early childhood education programs, and postsecondary education, which recognize their importance to successful student learning (for each student). 

21. Oregon Principal License – Standard 1 Program completers must understand and demonstrate the ability to: (MISSION AND VISION) Develop, advocate for, and implement a collaboratively developed, and data-informed mission and vision for the school rooted in the values of equity and inclusion; (b) (VALUES) Articulate, advocate, model, and cultivate a set of core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust;

22. Note regarding CAEP and state accreditation • It is likely most of our university programs will continue to align their course to not only the new Oregon Administrator Licensure Program Standards, but also the broader NELP 2018 standards, to ensure a holistic alignment. (Concordia University – Portland will be doing this.) • National accreditation required by 2025 for all teacher/leader/school psychologist prep programs

23. Discussion Activity: Oregon CEEDAR Team & Group Participants at tables Guiding Questions: • How have you been using or could you use the NELP standards to inform and redesign your leadership preparation programs? • What is your portrait on an ideal, inclusive, and effective school leader?

24. Portland State University Model/Example • Tania McKey, Ed Leadership & Randy De Pry, Special Education – PSU Faculty • The how-to for encouraging integration and collaboration between two departments within an IHE • Getting to mutual data analysis among university/school partners to model collaboration and cooperation in redesigning leader preparation in Portland and throughout the state – using roundtables, focus groups, effective mentors all with a focus on instructional leadership to accomplish change in preparation and practice

25. Equity, Inclusion and Instructional Leadership • The PSU Principal License emphasizes equity, inclusion and school improvement through the effective use of data, research-based/high-leverage practices, and multi-tiered systems of support.

26. High-leverage Practices Defined High-leverage practices are the basic fundamentals of teaching. These practices are used constantly and are critical to helping students learn important content. These high-leverage practices are used across subject areas, grade levels, and contexts. They are “high-leverage” not only because they matter to student learning, but because they are basic for advancing skill in teaching. http://www.teachingworks.org/work-of-teaching/high-leverage-practices

27. HLPs in Special Education HLP Organizational Structure • Collaboration • Assessment • Social/Emotional/Behavioral • Instruction

28. Social/Emotional/Behavioral HLPs • Example: Social/Emotional/Behavioral • HLP 7: Establish a consistent, organized, and respectful learning environment • HLP 8: Provide positive and constructive feedback to guide students’ learning and behavior • HLP 9: Teach social behaviors • HLP 10: Conduct functional behavioral assessment to develop individual behavior support plans

29. Educational Leadership and SPED • A hallmark of our collaborative effort is the belief that content that is typically taught in special education will benefit emerging leaders/principals: • Inclusion • Special Education Law • Positive Behavioral Interventions and Supports • Response to Intervention • Assessment/Data-based Decision Making

30. Primary Goals of Our Collaboration • Focus on Equity and Inclusion • Disrupt disproportionate practices and improve outcomes for racially and linguistically diverse students and students receiving special education services. • Focus on Instructional Leadership • Special Education law • Evaluation of teachers to fully support all learners • Increased awareness and skills and practices associated with multi-tiered systems of support (instructional and behavioral supports)

31. Primary Goals of Our Collaboration.. • Focus on Evidence-based/High-Leverage Practices • Instruction in EBPs and HLPs • Prevention focus • Systems change • Improvement/Implementation Science

32. Program Features • Clinical, field-based model. Guiding Principles (360 hours) • Co-taught/Co-developed Cohort Model – Ed. Admin and Special Education Faculty • Increase clinical experience working with SPED -- how to ensure this experience working under someone with special education licensure

33. Program Features.. • Possibly opportunity to use CPED collaboration models for partner dissertations around field-based problems of practice that cut across admin, C&I, Special Education. • Field-based advisory team of demonstrated leaders to advise PSU College of Education program to design cross-department collaboration for leadership development inclusive, culturally relevant practices.

34. Discussion Activity.. Oregon CEEDAR Team & Group Participants at tables Guiding Questions: • How do we redesign university training programs (not just by refreshing or tweaking existing courses, but building from the ground up) in a way that creates model programs that prepare future leaders to be inclusive and effective? • How do you or could you use HLP in your practice, programs, or state licensure to increase the quality of outcomes for students through effective leadership strategies? See reminder slide on next slide

35. REMINDER: CEEDAR Strategy 3: Transform Principal Preparation and Licensure >> Could relate to our discussions • Analyze assessments used for licensure and program approval to determine leader capacity to establish inclusive buildings and classrooms. • Create or adapt leadership performance assessments to measure the degree to which leaders foster productive collaboration among special education and general education teachers, and related service providers • Establish and/or implement principal preparation program approval requirements to include the content, coursework, and the length and quality of field experiences necessary for effective inclusive principal leadership • Review CAEP requirements to assess alignment with inclusive leadership practices.

36. Additional Questions/Discussion • What questions do you have for us? • How can the Oregon examples shared today support you and your work? • Are there other examples of inclusive principal leadership, whether at the state, district, or higher education levels, that you are aware of and would like to share? • As we work to continually update resources and sessions, what would be most useful to you in your context? Thank you for attending today!

37. references Council for Exceptional Children. (n.d.). High-leverage practices in special education. Retrieved from https://highleveragepractices.org/ Galloway, M.K., & Ishimaru, A.M. (2017). Equitable Leadership on the Ground: Converging on High-Leverage Practices. Education Policy Analysis Archives. 25(2). National Policy Board for Educational Administration. (2018). NELP & ELCC Standards. Retrieved from http://npbea.org/nelp/ Teacher Standards and Practices Commission, Or. Admin. Rules, 584-235 et seq. and 584-420 et seq. Note: All images from Google Images.

38. Contacts • Randy De Pry, Portland State University: rdepry@pdx.edu • Gerald Gabbard, Concordia University-Portland: ggabbard@cu-portland.edu • Tania McKey, Portland State University: tmckey@pdx.edu • Marc Shelton, George Fox University: mshelton@georgefox.edu