Text Box: Administrative Rule Summary

584-018-0011 – Knowledge, Skills, Abilities and Professional Dispositions for the Distinguished Teacher License for Teacher Leaders

þ New Rule	• Amend Existing Rule	• Repeal Rule

Public Comment Date: April 1, 2014 to July 30, 2014

Prompted by:  
• Staff Review	þ State Law Changes	• Other
Action Requested:  (File as Temporary Rule and Refer to Public Comment)
• First Reading	þAdoption	• Consent Agenda

Summary of Proposed Action:  This rule creates the standards for a Distinguished Teacher License for Teacher Leaders as required by HB 3254 (2013 – enrolled).

 

Background:  The Licensure Redesign Committee has proposed a Distinguished Teacher License that is consistent with a Teacher Leader License.  The Commission is required by law to establish the Teacher Leader License by July 1, 2014. Accordingly, creation of the Distinguished Teacher License for Teacher Leaders prior to July 1, 2014 allows the Commission to be in compliance with the statute.

 

Issues/Concerns that Surfaced (if any): 

 

 

Changed Since Last Commission Meeting?

 

¨   N/A; First reading – Hasn’t been before the Commission

þ  No; same as last meeting considered

¨  Yes – As follows:

 

Fiscal Impact:  None

 

Staff Recommendation:

 

þ  Adopt rule as presented

¨   Adopt rule in the future

¨  No recommendation

¨   Refer to public comment


 

 

 

Permanent Rule for Adoption

 

584-018-0011 (New Rule)

Knowledge, Skills, Abilities and Professional Dispositions for the Distinguished Teacher License for Teacher Leaders

 

If assessment of the teacher leader competencies is conducted through a Commission-approved teacher leader program; the program must assure that candidates for a Distinguished Teaching License for Teacher Leaders have sufficient evidence to show the requisite level of performances, essential knowledge and critical dispositions to meet each of the following standards:

 

 (1) Domain 1: Understanding Adults as Learners to Support Professional Learning Communities:  The teacher leader understands how adults acquire and apply knowledge and uses this information to promote a culture of shared accountability for school outcomes that maximizes teacher effectiveness, promotes collaboration, enlists colleagues to be part of a leadership team, and drives continuous improvement in instruction and student learning.

 

(2) Domain 2: Accessing and Using Research to Improve Practice and Student Learning:

The teacher leader understands how research creates new knowledge, informs policies and practices and improves teaching and learning. The teacher leader models and facilitates the use of systematic inquiry as a critical component of teachers’ ongoing learning and development.

 

(3) Domain 3: Promoting Professional Learning for Continuous Improvement: The teacher leader understands the constantly evolving nature of teaching and learning, established and emerging technologies, and the school community. The teacher leader uses this knowledge to promote, design, and facilitate job-embedded professional learning aligned with school improvement goals.

 

(4)  Domain 4: Facilitating Improvements in Instruction and Student Learning: The teacher leader demonstrates a deep understanding of the teaching and learning processes and uses this knowledge to advance the professional skills of colleagues by being a continuous learner, modeling reflective practice based on student results, and working collaboratively with colleagues to ensure instructional practices are aligned to a shared vision, mission, and goals.

 

(5) Domain 5: Using Assessments and Data for School and District Improvement:  The teacher leader is knowledgeable about current research on assessment methods, designing and/or selecting effective formative and summative assessment practices and use of assessment data to make informed decisions that improve student learning; and uses this knowledge to promote appropriate strategies that support continuous and sustainable organizational improvement.

 

(6) Domain 6: Improving Outreach and Collaboration with Families and Community: The teacher leader understands that families, cultures, and communities have a significant impact on educational processes and student achievement and uses this knowledge to promote frequent and more effective outreach with families, community members, business and community leaders and other stakeholders in the education system.

 

(7) Domain 7: Advocating for Student Learning and the Profession. The teacher leader understands how educational policy is made at the local, state, and national level as well as the roles of school leaders, boards of education, legislators, and other stakeholders in formulating those policies; and uses this knowledge to advocate for student needs and for practices that support effective teaching and increase student learning and to serve as an individual of influence and respect within the school, community and profession.

 

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: