Text Box: Administrative Rule Summary 584-066-0020 Knowledge, Skills and Abilities for Elementary Mathematics Instructional Leader Specialization þ New Rule • Amend Existing Rule • Repeal Rule Public Comment Date: April 1, 2014 to July 30, 2014 Prompted by: þ Staff Review •State Law Changes • Other Action Requested: (File as Temporary Rule and Refer to Public Comment) • First Reading þAdoption • Consent Agenda

Summary of Proposed Action:  Adopts standards for licensure specialization Elementary Math Instructional Leader.

 

Background:  This rule was inadvertently repealed in March 2014 due to a renumbering issue.  It was adopted in April 2014 as a temporary rule to re-establish the rule authority. The Commission now needs to adopt it as a permanent rule under the new rule number.

 

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, refer to public comment

¨ No recommendation

¨ Adopt as temporary rule and refer to public comment

 

 

 

Permanent Rule for Adoption

 

584-066-0020 (New Rule)

Knowledge, Skills and Abilities for Elementary Mathematics Instructional Leader Specialization

 

(1) An Elementary Mathematics Instructional Leader specialization may be added to any TSPC Basic, Standard, Initial or Continuing Teaching License upon completion of the requirements and qualifications found in this rule.

 

(2) To be eligible for the Elementary Mathematics Instructional Leader (EMIL) specialization, the licensed teacher must have all of the following:

 

(a) A license authorized to teach in grades K–8 and holding the multiple subjects, basic elementary or standard elementary endorsements;

 

(b) Three complete years of teaching mathematics in grades K–8 as verified by a Professional Educator Experience Form (PEER) or other verifiable experience if the experience is obtained out of state; and

 

(c) Demonstrated competency in the following Elementary Math Specialist (EMS) standards as determined by a program approved to offer the Elementary Mathematics Instructional Leaders specialization as evidenced by completion of:

 

(A) Twenty-four quarter or sixteen semester hours of a TSPC-approved Elementary Mathematics Instructional Leader program; and

 

(B) An EMIL practicum working with a range of students and teachers.

 

(3) Elementary Mathematics Instructional Leaders specialist standards include:

 

(a) Content Knowledge: EMIL professionals must know and understand deeply the mathematics of elementary school as well as how mathematics concepts and skills develop through middle school. This knowledge includes specialized knowledge that teachers need in order to understand and support student learning of elementary mathematics.

 

(b) Pedagogical Knowledge for Teaching Mathematic: EMIL professionals are expected to have a foundation in pedagogical content knowledge (PCK) (Ball, Thames, & Phelps, 2008). This section is informed by and draws upon the 2003 NCATE/NCTM Program Standards: Standards for Elementary Mathematics Specialists.

 

(c) Leadership Knowledge and Skills: EMIL professionals need to be prepared to take on collegial non-evaluative leadership roles within their schools and districts. They must have a broad view of many aspects and resources needed to support and facilitate effective instruction and professional growth.

 

(4) Approval of any EMIL program must satisfy the full set of standards including specific objectives which may be found in the publication: Standards for Elementary Math Specialists: A Reference for Teacher Credentialing and Degree Programs; a publication of the Association of Mathematics Teacher Educators.

 

Stat. Auth.: ORS 342

 

Stats. Implemented: ORS 342.120–342.430, 342.455-342.495; 342.553

 

Hist.: TSPC 3-2014(Temp), f. 4-7-14, cert. ef. 4-8-14 thru 9-22-14