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:
(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.
(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 educator’s request.