The Residency Teacher Licensure (RTL) program is designed for persons teaching under an Oregon Emergency or Restricted Teaching license, current or recent unlicensed teachers teaching in private or charter school settings, instructional/educational assistants assigned to significant work teaching in classrooms, and career changers holding advanced degrees and teaching experience in an area of high need. RTL Residents typically have experience in educational settings, and are required to have support from partner administrators and districts to obtain a license in a needed endorsement area while teaching in a school.
All successful applicants must have substantive experience in educational settings and must show significant involvement in school settings as an aid, volunteer, coach, or through other documented means.
Additional Admission Requirements
- Completed checklist of TSPC character questions
- Three recommendations, including one from an immediate supervisor in an educational or social agency who can attest to the applicant’s competence and enthusiasm to work with school-aged children or youth in volunteer or paid work experiences
- Ability to write clearly and cogently as demonstrated in a 2-3 page essay on an educational issue or topic of the candidate’s choice
RTL Application Process
RTL applicants complete a School of Learning and Teaching RTL application and interview. Successful applicants are admitted under Conditional RTL Teacher Resident status. Conditional RTL Teacher Residents are eligible to enroll in EDUC 681 (Instructional Block 1). Conditional RTL Residents are expected to pursue employment under an Emergency or Restricted teaching license.
Program Length: 1 year
The competencies listed below are integrated into the learning objectives of the Residency Teacher Licensure, RTL curriculum, and serve as the goals for student learning outcomes within the program.
Understands how learners grow and develop through the ability to recognize patterns of learning and development within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Understands the central concepts, tools of inquiry, and structures of the discipline(s) they teach and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Connects concepts and uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Uses a variety of instructional strategies to encourage learners to develop deep understandings of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Uses evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Students must meet Preliminary License Standards defined by TSPC which include successful completion of: edTPA, content knowledge assessment(s), and student teaching. Students must demonstrate: knowledge of U.S. and Oregon civil rights laws and professional ethics, and knowledge of subject area and curriculum standards.
RTL Teacher Residency Selection Process
Conditional RTL Residents advance to RTL Teacher Residency status in cooperation with a partner school district, school, or other Local Educational Agency (LEA). RTL Teacher Residency is established when a Conditional RTL Teacher Resident a) becomes employed least half-time as the teacher in a qualifying classroom or other setting, and b) enters into a formal agreement of support with a partner school district, school, or other LEA. RTL Teacher Residents are eligible to enroll in EDUC 681 , EDUC 683 , EDUC 685 , & EDUC 687 (Instructional Blocks 1-4).
RTL Teacher Residency Policy
RTL Teacher Residents are enrolled at least half-time as the teacher in a qualifying classroom or other setting under a formal agreement of support with a partner school district, school, or other LEA. An RTL student leaving RTL Teacher Residency status for any reason may not enroll in, or complete, Instructional Blocks EDUC 683 , EDUC 685 , & EDUC 687 (Instructional Blocks 2-4). Exceptions to these policies must be approved by the RTL Coordinator and Director.
Residency Teaching Licensure students in the College of Education are held to the policies listed in the School of Learning & Teaching Policies section of this catalog, the College of Education handbook, as well as those immediately below.
- maintain good academic standing
- maintain status as a Conditional RTL Resident (Block 1) or RTL Teacher Resident (Blocks 2-4)
- maintain a 3.00 minimum GPA in all professional education coursework with no grade lower than a C; a C- does not fulfill degree requirements
- pass all required coursework and all tests required for licensure before Block 3