Licensure

In Oregon, a system of multiple measures is used to determine the status of program completers, who can then be recommended to the Teacher Standards and Practices Commission (TPSC) for licensure. One component of this system requires the educator to pass a basic skills test, subject matter tests, and a civil rights knowledge test. For information on Oregon testing requirements please refer to the Teacher Standards and Practices Commission website.

Because passing tests is required for program completion in Oregon, the state pass rate is 100%. Those who do not pass the required tests are not considered program completers and are not eligible for licensure recommendation.

Elementary Mathematics Instructional Leader Specialization

Graduate Teacher Education Program

Inclusive Elementary Educator Program (IEEP)

Secondary Dual Educator Program (SDEP)

International Teacher Education Program

Bilingual Teacher Pathway (BTP) Program

Initial K-12 Teaching License in Library Media

READOregon

ESOL/Bilingual endorsement

Library Media Endorsement

Educational Administration

Literacy Education/Reading Endorsement

School Counseling Licensing

Special Education Licensure Programs

Special Educator Initial License Program

Added Special Educator Endorsement (AddSPED)

Visually Impaired Learner Initial License or Endorsement Program

Early Intervention Special Education Initial License or Endorsement Program

Continuing Education Graduate School of Education (CE/ED)

Secondary Dual Educator Program (SDEP)

The Graduate School of Education offers a dual licensure program in a content area (e.g. math, social studies, English, science, etc.) and special education that also includes a master’s degree. This full-time program of integrated coursework and field experiences is completed over six terms plus one summer. Students also receive additional instruction in supporting English language learners. Faculty from both the Curriculum and Instruction and the Special Education departments teach in the program. The program reflects the rapidly changing needs of America’s schools where a wide range of diverse learners are found in each classroom.


Requirements

Courses

CI 543Effective Tchg Strategies & Materials for Working with Linguistically & Culturally Diverse Stdnts

3

Ed 507Seminar I: Student Teaching

1

Ed 581Inclusive Classroom Researcher

2

Ed 583Study Skills and Learning Strategies

2

Ed 585Instructional Planning for Inclusive Classrooms

4

Ed 586Collaborative Teaching

2

Ed 587Inclusive Educational Research and Leadership

2

ITP 511Classroom Management for Student Success

2

ITP 512Learning and the Learner

3

ITP 514Educating for Equity and Social Justice

3

ITP 521-528Secondary Methods

10

SpEd 513Classroom Based Assessment and Instructional Planning

3

SpEd 548Positive Behavior Support in the Classroom

3

SpEd 528Instructional Methods I: Literacy

3

SpEd 529Instructional Methods II: Math and Content

3

SpEd 571Adolescents with Learning Differences

2

Ed 509Initial Field Experience

3

Ed 582Collaborative Teaming and the Special Education Process

4

Ed 584Advocacy and Transition Planning

2

ITP 580Student Teaching I in Inclusive ML/HS

6

ITP 581Student Teaching II in Inclusive ML/HS

12

SpEd 509Prac I: Supervised Field Experience

3

SpEd 509Prac II: Supervised Field Experience

3

SpEd 512Diagnostic Assessment

3-4

SpEd 522Comprehensive Individualized Assessment and Curriculum 1

3

SpEd 523Comprehensive Individualized Assessment and Curriculum II

3

SpEd 525Student Teaching

6

SpEd 536Specialized Techniques

3

SpEd 577Interagency Collaboration

2

Total Credit Hours:98

8 credits total in Secondary Methods courses ITP 521, ITP 522, ITP 523, ITP 524, ITP 525, ITP 526, ITP 527, and ITP 528 from your content area required.