Post Baccalaureate Initial Teacher Licensure Pathway Certification

The Post Baccalaureate Initial Teacher Licensure Pathway Certification (P.B.T.L.P.) is designed for professionals and recent college graduates seeking only teacher certification and not a master’s degree. The P.B.T.L.P. is an initial teacher preparation certification for those who want to obtain P-12 "multiple subjects" (elementary) or "single subject" (secondary) Oregon licensure. The pathway includes graduate-level coursework and simultaneous preparation for initial licensure. Candidates may not transfer credits into the program without approval of the division chair. A total of 30 semester hours is required for this certification.

P.B.T.L.P. Learning Outcomes

Candidates for certification will be able to meet Oregon Teacher Standards and Practices Commission authorization standards:

1. Plan instruction that supports student progress in learning in multiple subject areas and is appropriate for the early childhood, elementary, middle, or high school development levels.
2. Establish a classroom climate conducive to learning.
3. Engage students in planned learning activities.
4. Evaluate, act upon, and report student progress in learning.
5. Exhibit professional behaviors, ethics, and values.

Additionally, the P.B.T.L.P. program adheres to the following Interstate Teacher Assessment and Support Consortium (InTASC) standards:

Standard #1: Learner Development – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments – The teacher 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.

Standard #4: Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment – The teacher understands and 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.

Standard #7: Planning for Instruction – The teacher 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.

Standard #8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice – The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration – The teacher 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.

Advancement to Student Teaching

In the fall semester, P.B.T.L.P. candidates complete a part-time student teaching placement and concurrent professional education coursework. In the spring semester, P.B.T.L.P. candidates complete a full-time student teaching placement and continue completing the professional education coursework.

No P.B.T.L.P. candidate will be able to enter into the Fall semester/student teaching until all program requirements have been completed, including meeting the passing scores set by the Oregon Teacher Standards and Practices Commission on all ORELA tests. Failure to complete all testing requirements by the dates given by the School of Education will result in the candidate having to step out of the program for up to one year. Candidates who must step out of the program may return and continue if all tests are passed by the following May 1st and a student teaching placement can be secured.

Additionally, only those P.B.T.L.P. candidates who satisfy the requirements for scholarship and personal qualifications suitable for teaching will advance to student teaching. Candidates must successfully meet the requirements of all coursework while demonstrating academic integrity. In addition, ethical, competent behavior is required during all field work and practica.

The process of advancement to student teaching entails review by the School of Education division chair and approval by the Teacher Education Committee (TEC). Ordinarily, clinical placements occur only in districts where MAT candidates do not have personal relationships with employees of the district.

Requirements for P.B.T.L.P. candidate advancement to student teaching:

1. Passage of all TSPC approved tests required for licensure, including passing the required civil rights exam.
2. Minimum of 3.00 cumulative G.P.A.
3. A grade of C or better in all courses; candidates who receive a grade of C- or lower in any course must repeat the course.
4. Successful completion of a minimum of 50 hours of field work.
5. Completion of all paperwork and approvals necessary for student teaching.
6. Demonstration of positive professional dispositions.

P.B.T.L.P. Admission Requirements

1. Post-Baccalaureate Teacher Licensure Statement of Goals.
2. Current resume.
3. Two Recommendation Letters (one from a supervisor in a professional/academic capacity and another that exhibits evidence of experience with children/youth).
4. Official transcripts (from all previously attended academic institutions).
5. A bachelor's degree or its equivalent from an accredited college or university recognized by the University of Portland
6. Attended a K-12 school for at least one year in the United States or volunteered at least 30 hours in a K-12 classroom in the United States.
7. International Applicants: All foreign transcripts will be evaluated by International Student Services prior to an admission decision.
8. An undergraduate G.P.A. of 3.0 or higher (on a 4.0 scale).
9. Student Teaching Background Information Form.
10. Desired Teaching Level/Subject Form.
11. International Applicants: an official score from the TOEFL (minimum score of 88), IELTS (minimum score of 7.0), or Duolingo (minimum score of 110) exam is required.
12. Official Test Scores: Multi-Subject (Elementary): 
    • ORELA Elementary Education Subtests I and II
13. Official Test Scores: Single-Subject (Secondary):
    • ORELA Subject Area Test
14. International Applicants: Proof of financial support will be required to attend the University of Portland, but is not required for application review.

P.B.T.L.P. Certification Requirements - 30 credit hours

ED 529	Summer Learning	1
ED 530	Educating for Sociocultural Diversity and Equity in Education	3
ED 531	Principles of Learning and Development for Equitable Classrooms	3
ED 532	Assessment and Evaluation in Inclusive Classrooms	3
ED 534	Classroom Management for Inclusive Learning Communities	3
ED 535	Literacy Across Curriculum	3
ED 536	Student Teaching Seminar	2
ED 538	Master of Arts in Teaching Capstone Project	3
ED 540	Student Teaching	3
ED 541	Student Teaching	3
ED 542	Student Teaching - Advanced	3

Methods Course - 3 credit hours

Select one course from the following:

ED 533	Methods of Teaching and Learning	3
ED 560	Content Methods: Language Arts	3
ED 561	Content Methods: Math	3
ED 572	Content Methods: World Language	3
ED 576	Content Methods: Social Studies	3
ED 577	Content Methods: Science	3