584-066-0025 Talented and Gifted Specialization:Competency Standards (new rule)

 

Summary of Proposed Action:The proposed rule creates competency standards for educators in the Talented and Gifted field.The rule will provide the knowledge, skills, abilities, professional dispositions and cultural competencies benchmarks for educators who works with the Talented and Gifted student population.Programs who prepare educators for the TAG Specialization must develop curriculum and field work that allow candidates to meet the competency standards.

 

Background:At the July 2014 Commission meeting, the Oregon Department of Education petitioned the Commission to submit TAG standards for adoption in order to establish a specialization on Oregon educator licenses. The current proposed rule is based on national standards.Prior to adoption, the draft rule will be modified to reflect Oregon criteria. Depending on the level of modification this rule needs, it may return in January or April for permanent adoption.

Fiscal Impact: N/A

 

Copy of Proposed Rule

 

584-066-0025 Talented and Gifted Specialization:Competency Standards (new rule)

 

(1) The Commission may provide approval to an educator preparation program or course of study that prepares candidates for a talented and gifted specialization only if it includes:

(a) Content that will enable candidates to gain the knowledge, skills, abilities, professional dispositions, and cultural competencies to meet the competency standards set forth in this rule;

(b) Field experiences that include supervised teaching or internships in classrooms with talented and gifted learners; and

(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Talented and Gifted Specialization program. 

 

(2) A candidate for the Talented and Gifted Specialization shall will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, and personal and social development of students participating in an American Sign Language learning environment, including:

(a) Standard 1: Learner Development and Individual Learning Differences:Beginning gifted education professionals understand the variations in learning and development in cognitive and affective areas between and among individuals with gifts and talents and apply this understanding to provide meaningful and challenging learning experiences for individuals with exceptionalities.

 

(b) Standard 2: Learning Environments: Beginning gifted education professionals create safe, inclusive, and culturally responsive learning environments so that individuals with gifts and talents become effective learners and develop social and emotional well-being.

 

(c) Standard 3: Curricular Content Knowledge:Beginning gifted education professionals use knowledge of general and specialized curricula to advance learning for individuals with gifts and talents.

 

(d) Standard 4:Cultural Competency and Equity in the Classroom:Beginning gifted education professionals demonstrate the cultural competency and proficiencies necessary to provide equitable outcomes for all students.

 

(e) Standard 5: Assessment: Beginning gifted education professionals use multiple methods of assessment and data sources in making educational decisions about identification of individuals with gifts and talents and student learning.

 

(f) Standard 6: Instructional Planning and Strategies: Beginning gifted education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of individuals with gifts and talents.

 

(g) Standard 7: Professional Learning and Ethical Practices:Beginning gifted education professionals use foundational knowledge of the field and professional ethical principles and programming standards4 to inform gifted education practice, to engage in lifelong learning, and to advance the profession.

 

(h) Standard 8: Collaboration: Beginning gifted education professionals collaborate with families, other educators, related service providers, individuals with gifts and talents, and personnel from community agencies in culturally responsive ways to address the needs of individuals with gifts and talents across a range of learning experiences.

 

(3)(a) A Talented and Gifted specialization may not be added to a provisional license;

(b)The notation of a Talented and Gifted specialization will appear on a license as follows:Specialization:Talented and Gifted;

(c) Once the specialization is noted on a license, it may only be removed at the educatorís request.