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.: