graduate school of education leading, learning, life changing evolving oregon educational policy...
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Graduate School of Education Leading, Learning, Life Changing
Evolving Oregon Educational Policy
Courtesy of Pat Burk, Ph.D.
Department of Educational Leadership and Policy
Graduate School of Education Leading, Learning, Life Changing
Linguistic Diversity• 55,402 students in 2012-13 reported a language of
origin other than English
• 2770 teachers needed at a 1:20 ratio
• 9.6% of enrollment
• 38+ languages reported make up 96.5% of all EL
• Spanish (76.63%); Russian (3.53%), Vietnamese (2.95%), Chinese (1.67%) Somali (1.24%)
Graduate School of Education Leading, Learning, Life Changing
Age Distribution: Oregon, 2006
0100200300400500600700
Th
ou
san
ds Less than 5
5 to 17
18 to 29
30 to 39
40 to 49
50 to 64
65 +
Pew Hispanic Center
Graduate School of Education Leading, Learning, Life Changing
Eligible for Free and Reduced Price Lunch
Graduate School of Education Leading, Learning, Life Changing
Growth of Charter Schools in Oregon
In the 2012-13 school year, there were 123 charter schools (up from 115 in 2011-12, 108 in 2010-11 and 100 in 2009-10.
Graduate School of Education Leading, Learning, Life Changing
Impact of Technology•Access to Online Schools and Courses is expanding rapidly at the K-12 Level.•Access to rigorous content•Stand alone courses or supplements to core•Bends the concepts of teacher, school and time.•Social Networking and rapid exchange of information•Policy challenge: control it or use it?
Graduate School of Education Leading, Learning, Life Changing
Students Meeting State Standards-2012-13
Graduate School of Education Leading, Learning, Life Changing
High School Cohort: 2008-09 to 2011-12
Graduate School of Education Leading, Learning, Life Changing
Changing Policy Landscape
•Additional required credits in Mathematics and Science
•Floor of Algebra I
•Required Evidence of Proficiency in Essential Skills
•Science must include inquiry and at least two with laboratory experience
•Personalized education
•Credit through demonstrated proficiency and proficiency-based instruction
Graduate School of Education Leading, Learning, Life Changing
Essential Skills Added to Requirements
Graduate School of Education Leading, Learning, Life Changing
How Do Students Demonstrate Proficiency?
Graduate School of Education Leading, Learning, Life ChangingChanging Policy
LandscapeFederal Policy•All states focus on preparing “college and career ready” graduates
•National Common Core Standards and Assessments
•New Assessment Systems based upon growth over time
•Teacher and administrator evaluations include evidence of student growth
•Reward excellence and aggressively intervene around school improvement
•Promote a culture of college readiness and support
•Race to the Top Grants
•Turnaround Strategies and Innovation grants
Graduate School of Education Leading, Learning, Life Changing
3 5 8 10 12
The Essential ShiftFocus on Proficiency for All Students
•Student learning outcomes are assumed to follow a “normal” distribution.
•It is expected that some will excel, some will fail and most will be in the middle.
•The impact of demographic variables explains and limits student achievement
•Student learning outcomes are the result of time, effort and appropriate opportunities to learn
•It is expected that ALL students can and will learn at a high level.
•The impact of demographic variables is to help identify goals and to target appropriate instructional strategies
Graduate School of Education Leading, Learning, Life Changing
The Challenge• We are asking our educational systems to
accomplish something they have never accomplished before.– Technical change: knowledge is readily
available– Adaptive Challenge: requires significant
new knowledge and experimentation• Commit to the goal• Admit that we do not know everything• Form Learning Communities
See Ron Heifetz, Leadership on the Line
Graduate School of Education Leading, Learning, Life Changing
Oregon accountability systemWaiver from certain NCLB provisions filed in January, approved on July 18, 2012. Achievement compacts are the anchor for the accountability system: • At a district level • About support, collective impact and prioritizing
investments • A system to set goals and incentivize annual
progress, aligned with 40/40/20• Achievement compacts are high level snapshots,
not the only tool in Oregon’s accountability system.
http://www.ode.state.or.us/search/page/?id=3475
Graduate School of Education Leading, Learning, Life Changing
Changing Policy LandscapeKey Shifts:• College-ready is the new target, not grade level benchmarks. • Cradle-to-Career system alignment• Focus on system goals and outcomes• Rigorous content for all students and required evidence of
student growth• Institutional boundaries are blurred between PK-12 and
higher education and community• Focus on evidence of proficiency• Equity issues of race, language, poverty, gender, ability,
culture must be addressed• Data-driven decision making and measures of quality; what
is the evidence?
Graduate School of Education Leading, Learning, Life Changing
Final Thoughts• Prepare for diversity
– Multiple strategies– Culturally competent instruction and
content– Celebrate differences in students
• Work Collaboratively• Focus on evidence and proficiency• Commit to life-long learning• Stay connected to the profession