PROPOSED NEW DIVISION FOR PROGRAM RULES

PROPOSED NEW DIVISION FOR PROGRAM RULES

584-017-0XXX

Early Childhood Education Authorization

The unit assures that candidates for an Early Childhood Education Authorization demonstrate knowledge, skills, and competencies in a pre-kindergarten, kindergarten or elementary settings.

Candidates complete a full multiple-subjects self-contained program with special attention to the following:

(1) Candidates document understanding and apply knowledge of developmental psychology and learning, appropriate to students ages three through grade four within the cultural and community context of the teacher education institution and cooperating school districts.

(2) Candidates articulate and apply a philosophy of education which is appropriate to the students in pre-kindergarten and elementary grades and which ensures that students learn to think critically and integrate subject matter across disciplines.

(3) Candidates document broad knowledge of the subject matter, curriculum and methods needed to enable students to meet national, state and district standards by passing the commission-approved multiple subjects examination.

(4) Candidates complete student teaching or internship with students in grades pre-kindergarten through grade four. A practicum may substitute for student teaching if this is an additional authorization on an Initial, Initial I, Initial II or Continuing Teaching License.

(5) Special Education candidates may complete practica, student teaching, or internships in grades pre-kindergarten through grade four.

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

584-017-0XXX

Elementary Authorization

The unit assures that candidates for an Elementary (ELE) Authorization demonstrate knowledge, skills, and competencies in an elementary setting.

(1) Candidates document understanding and apply knowledge of developmental psychology and learning, appropriate to students in grades three (3) through eight (8) within the cultural and community context of the teacher education institution and cooperating school districts.

(2) Candidates articulate and apply a philosophy of education which is appropriate to the students in elementary grades and which ensures that students learn to think critically and integrate subject matter across disciplines.

(3) Candidates document broad knowledge of the subject matter, curriculum and methods needed to enable students to meet state and district standards by passing the commission-approved multiple subjects examination.

(4) Candidates complete student teaching or internship with students in grades three (3) through eight (8). A practicum may substitute for student teaching if this is an additional authorization on any Initial or Continuing Teaching License.

(5) Special Education candidates may complete practica, student teaching, or internships in grades three (3) through eight (8).

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

584-017-0XXX

Middle Level Authorization

The unit assures that candidates for a Middle Level authorization demonstrate knowledge, skills, and competencies in the middle level setting.

(1) Candidates document understanding and apply knowledge of developmental psychology and learning, appropriate to students in middle level education within the cultural and community context of the teacher education institution and cooperating school districts.

(2) Candidates articulate and apply a philosophy of education which is appropriate to the students in middle level education and which ensures that students learn to think critically and integrate subject matter across disciplines.

(3) Candidates document broad knowledge of the subject matter, curriculum and methods needed to enable students to meet state and district standards by passing the required Commission-approved multiple subjects examination.

(4) Candidates document in-depth knowledge of one subject matter or specialty endorsement appropriate to middle level teaching assignments by one or more of the following:

(a) Completing a college major in the subject matter or specialty endorsement;

(b) Passing the required Commission-approved test or tests, in the subject or specialty;

(d) Presenting evidence satisfactory to the Commission of specialized education.

(5) Candidates who have also passed the required Commission-approved multiple subjects examination may add subject-matter endorsements to the Initial or Continuing Teaching License with middle-level authorizations by:

(a) Passing the high school level subject-mastery test, including Basic math. These endorsements authorize the candidate to teach the subjects through grade 12 so long as the candidate also holds the high school authorization; or

(b) Passing the middle school optional Commission-approved test in Language Arts, Social Studies or Science. These endorsements are only valid to teach the subject up through grade 9 in an elementary, middle or junior high school or a 7-12 high school regardless if the candidate holds a high school authorization.

(6) Candidates who have not completed the appropriate methods for multiple subjects and has not passed the commission-approved multiple subjects examination, but hold middle-level authorizations in art; English for Speakers of Other Languages (ESOL); bilingual education/ESOL; music, physical education, adaptive physical education; reading or special education may add an endorsement by:

(a) Passing the Commission-approved test or tests, including the middle school tests in Language Arts, Math, Social Studies or Science in the subject-matter endorsement; and

(b) Completing one of the following practical experiences in grades 5-9:

(A) A practicum of 2 semester hours or 3 quarter hours, which except as specified below may or may not be part of a longer preparation that includes content or methods courses in the subject area, in an institution approved to prepare teachers for that endorsement;

(B) Verification of one year of experience teaching the new subject-area at least one hour each day or the equivalent on either an optional assignment of ten hours or less or on an approved conditional assignment permit (CAP) as allowed by OAR 584-036-0081; or

(C) Five years of experience teaching the subject area in a public school or regionally accredited private school within a U.S. jurisdiction on a license appropriate for the assignment before holding any Oregon license.

(7) Candidates complete student teaching or internship with students in grades 5-9 in an elementary, middle, or junior high school. A practicum may substitute for student teaching if this is an additional authorization on an Initial or Continuing Teaching License.

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

584-017-XXX

High School Authorizations

The unit assures that candidates for a High School Authorization demonstrate knowledge, skills, and competencies in a high school setting.

(1) Candidates document understanding and apply knowledge of developmental psychology and learning, appropriate to students in grades 7-12 within the cultural and community context of the teacher education institution and cooperating school districts.

(2) Candidates articulate and apply a philosophy of education which is appropriate to the students in grades 7-12 and which ensures that students learn to think critically and integrate subject matter across disciplines.

(3) Candidates document in-depth knowledge of one subject matter or specialty area, curriculum, and methods needed to enable students to meet state and district standards by passing the required Commission-approved test or tests in the specific subject areas.

(4) Candidates complete student teaching or internship with students in grades 7-12. A practicum may substitute for student teaching if this is an additional authorization on an Initial or Continuing Teaching License.

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

584-017-0251

Knowledge, Skills and Abilities Required for Initial Administrator License

Units will ensure that candidates completing an Initial Administrator License will fulfill the standards using the objectives developed by the Educational Leadership Constituency Council (ELCC) for building level administrative preparation.

(1) Visionary Leadership: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Candidates:

(a) Develop a vision;

(b) Articulate a vision;

(d) Steward a vision; and

(e) Promote community involvement in the vision.

(2) Instructional Improvement: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. Candidates:

(a) Promote positive school culture;

(b) Assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture;

(d) Apply best practice to student learning; and

(e) Design comprehensive professional growth plans.

(3) Effective Management: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. Candidates:

(a) Manage the organization;

(b) Manage operations; and

(4) Inclusive Practice: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups. Candidates:

(a) Collaborate with families and other community members;

(b) Respond to community interests and needs; and

(5) Ethical Leadership: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by acting with integrity, fairly, and in an ethical manner. Candidates act:

(a) With integrity;

(b) Fairly; and

(6) Socio-Political Context: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Candidates:

(a) Understand the larger context;

(b) Respond to the larger context; and

(7) Practicum Experience: The practicum provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit. The practicum:

(a) Will be substantial;

(A) Candidates will demonstrate the ability to accept genuine responsibility for leading, facilitating, and making decisions typical of those made by educational leaders. The experiences should provide candidates with substantial responsibilities that increase overtime in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders; and

(B) Each candidate should have a minimum of six months or equivalent of full-time practicum experience.

(b) Will be sustained;

(d) Will be in real settings;

(e) The practica will be planned and guided cooperatively; and

(f) The practicum may be for credit.

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

584-017-0XXX

Knowledge, Skills and Abilities for Continuing Administrator License

(a) Develop a vision;

(b) Articulate a vision;

(d) Steward a vision; and

(e) Promote community involvement in the vision.

(a) Promote positive school culture;

(b) Provide effective instructional program;

(d) Design comprehensive professional growth plans.

(a) Manage the organization;

(b) Manage operations; and

(a) Collaborate with families and other community members;

(b) Respond to community interests and needs; and

(a) With integrity;

(b) Fairly; and

(a) Understand the larger context;

(b) Respond to the larger context; and

(a) Will be substantial;

(A) Candidates demonstrate the ability to accept genuine responsibility for leading, facilitating, and making decisions typical of those made by educational leaders. The experience(s) should provide practicum students with substantial responsibilities that increase overtime in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders; and

(B) Each candidate should have a minimum of six months or equivalent of full-time practicum experience.

(b) Will be sustained;

(d) Will be in real settings;

(e) Will be planned and guided cooperatively; and

(f) May be for credit.

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

584-017-0441

Knowledge, Skills and Abilities for Initial School Counselor

(1) School Counseling Program: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, skill, ability, and cultural competence to develop and deliver a school counseling program that is comprehensive, demonstrates continuous improvement, and advances the mission of the school. Candidates:

(a) Know the history, philosophy, and current trends in school counseling and educational programs;

(b) Develop, design, implement, monitor, and evaluate a comprehensive developmental and inclusive school counseling program that integrates Oregon's four developmental domains: academic (learn to learn), personal/social (learn to live), career (learn to work), and community involvement (learn to contribute);

(c) Prepare action plans and school counseling calendars that reflect appropriate time commitments and priorities in a comprehensive developmental and inclusive school counseling program; and

(d) Align the school counseling program with the academic and student services program in the school.

(2) School Counseling and Student Competencies: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, skill, ability, and cultural competence to apply deep and broad understanding of Oregon's four developmental domains. Candidates:

(a) Integrate a school counseling program into the total school curriculum by systematically providing information and skills training to assist pre K-12 students in maximizing their academic, career, and personal/social development, as well as their ability to make a positive contribution to their school or community;

(b) Identify student competencies related to the four domains and implement processes and activities to assist students in achieving these competencies;

(c) Have knowledge and understanding of community, environmental, and institutional factors that enhance, as well as barriers that impede, student success; and

(d) Develop constructive partnerships with parents, guardians, families, and communities in order to promote each student's success in the four developmental domains.

(3) Human Growth and Development: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, ability, skill, and cultural competence to apply comprehensive, in-depth knowledge of human growth and development to improve student learning and well-being. Candidates:

(a) Develop coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to promote program objectives and facilitate the successful student development and achievement of all students;

(b) Implement strategies of leadership designed to enhance the educational success of all students; and

(c) Implement developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options).

(4) Counseling Theories and Techniques: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, ability, skill, and cultural competence to demonstrate a comprehensive understanding of established and emerging counseling theories. They possess a thorough knowledge of techniques and processes that form the foundation for effective school counseling with a diverse population. Candidates:

(a) Develop and implement prevention and crisis plans and intervention strategies;

(b) Develop and implement individual and small-group counseling approaches that promote school success in each of the four domains;

(c) Develop and implement individual, group, and classroom guidance approaches systematically designed to assist all students in each of the four domains;

(d) Understand protective factors and implement programs that enhance student development (e.g. peer facilitation, including peer helper, peer tutor, and peer mediation programs);

(e) Understand the environmental risks that may affect student development (e.g.: abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression, poverty and suicide);

(f) Develop comprehensive school-wide plans and approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs; and

(g) Apply theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate.

(5) Equity, Fairness and Diversity: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, ability, skill, and cultural competence to model and promote behavior appropriate in a diverse and global society by showing respect for and valuing all members of the community. They demonstrate fairness, equity, and sensitivity to every student, and they advocate for equitable access to instructional programs and activities. Candidates:

(a) Advocate for all students and for effective school counseling programs that serve all students;

(b) Understand the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling; and

(c) Apply strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children.

(6) School Climate: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, ability, skill, and cultural competence to work to establish and foster an emotionally, socially, and physically safe learning environment for students, staffs, and families. Candidates:

(a) Promote and integrate the use of counseling and guidance programs and activities by the total school community to enhance a positive school climate;

(b) Understand the role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school; and

(c) Demonstrate the ability to plan for and present school counseling-related educational programs to administrators, teachers, parents, and the community.

(7) Collaboration with Family and Community: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, ability, skill and cultural competence to work collaboratively with families and community members to achieve common goals for the education of students, improvement of schools, and advancement of the larger community. Candidates:

(a) Are knowledgeable of the community and community resources, and they utilize available resources to make appropriate referrals based on the needs of students;

(b) Understand contextual dimensions of school counseling and the ecological relationships among and between community systems, family systems, and school systems, and how they interact to influence the students and affect each system; and

(c) Develop strategies to promote, develop, and enhance effective collaboration with families, and teamwork within the school and larger community.

(8) Informational Resources and Technology: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, ability, skill, and cultural competence to be skilled in the selection and use of informational resources and technology and use them to facilitate the delivery of a comprehensive school counseling program that meets student needs. Candidates:

(a) Use technology and data in the design, implementation, monitoring, and evaluation of a comprehensive school counseling program; and

(b) Have knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices.

(9) Student Assessment: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, ability, skill, and cultural competence to understand the principles and purposes of assessment, and the collection and use of data. Candidates:

(a) Regularly monitor student progress and communicate the purposes, design, and results of assessments to appropriate audiences; and

(b) Use, analyze, manage, and present data from school-based information (e.g. standardized testing, grades, enrollment, attendance, retention, placement, college eligibility), surveys, interview, focus groups, and needs assessments to improve student outcomes and program effectiveness.

(10) Leadership, Advocacy, and Professional Identity: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, ability, and cultural competence to work as leaders and advocates in the promotion of student learning and achievement. Candidates:

(a) Adhere to ethical practices;

(b) Understand current issues, policies, laws, and legislation relevant to school counseling; and

(11) Reflective Practice: Candidates who complete the program are professional school counselors and educational leaders who have the knowledge, ability, skill, and cultural competence to integrate their knowledge, skills, and life experience to respond effectively to new or unexpected critical events and situations. Candidate monitor and refine their work with continuous, in-depth reflection.

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

584-017-0XXX

Knowledge, Skills and Abilities for Continuing School Counselor License

(1) Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, skill, ability, and cultural competence to document and contribute to the professional literature or program development within their district. Candidates:

(a) Demonstrate an understanding of and ability to apply emerging research on counseling, learning, and school improvement to increase comprehensive counseling program effectiveness.

(2) Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, skill, ability, and cultural competence to implement research-based educational practices that assess perception, process, and results data emerging from programs. Candidates:

(a) Use analysis directed toward developing programs to improve students' ability to live, learn, work, and contribute to their communities; and

(b) Use practices that are sensitive to individual differences, and diverse cultural, ethnic and socioeconomic backgrounds.

(3) Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, skill, ability, and cultural competence to consult and collaborate with colleagues, staff, parents, and the public to enhance the student's performance, as well as advocate for changes in the program that benefit all students.

(4) Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, skill, ability, and cultural competence to demonstrate effective leadership in program development and communication with diverse and special interest organizations. Candidates seek and secure appropriate funding for program expansion.

(5) Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, skill, ability, and cultural competence to demonstrate an advanced understanding of ethics and laws applicable to professional school counselors.

(6) Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, skill, ability, and cultural competence to demonstrate professional training and development as a supervisor of school counselors and school counselors in training.

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

584-017-0455

Authorization Levels for School Counseling

(1) The unit assures that candidates for Initial School Counseling License demonstrate knowledge, skills and competencies for two levels by:

(a) Completing preparation in developmental psychology and methods appropriate for early childhood/elementary OR middle level/high school;

(b) Articulating and applying a philosophy of education appropriate for early childhood/elementary OR middle level/high school;

(d) Documenting knowledge by submitting passing scores on the PRAXIS specialty area test.

(2) The unit assures that candidates for Continuing School Counselor License have the option to demonstrate advanced knowledge, skills and competencies for the authorization levels not attained with the Initial School Counselor License.

(a) Candidates completing additional authorization levels must complete preparation in developmental psychology and methods for early childhood/elementary OR middle level/high school not attained with the Initial License so that requirements for all four authorization levels are met.

(b) Candidates must complete a supervised practicum in either the additional authorization levels or at the authorization levels attained with the Initial License.

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

584-017-0XXX

Knowledge, Skills and Abilities for Initial School Psychologist License

(1) In addition to passing the required Commission-approved subject matter examinations and completing the required practicum experience, the following requirements must be met to be eligible for an Initial School Psychologist License.

(2) Data-Based Decision-Making and Accountability: Candidates have knowledge and use models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services.

(a) Candidates demonstrate skill in assessing or providing for assessments in the following areas: academic knowledge and achievement, intelligence and cognitive functioning, scholastic aptitude, personality, emotional status, social skills and adjustment, adaptive behavior, language and communication skills, sensory and neurological functioning, educational setting, and family/environmental influences.

(b) Candidates demonstrate knowledge of assessment practices include components specifically designed to take into account cultural, ethic, religious and other aspects of human diversity, and to prevent bias.

(c) Candidates demonstrate knowledge of assessment strategies appropriate for the age range of birth to 21 years, including early intervention, and vocational-transitional approaches.

(3) Consultation and Collaboration: Candidates have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. Candidates collaborate effectively with parents, school and outside personnel in planning and decision-making processes at the individual, group, and system levels.

(4) Effective Instruction and Development of Cognitive/Academic Skills: Candidates have knowledge of human learning processes, and in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions (e.g. instructional interventions and consultation).

(5) Socialization and Development of Life Skills: Candidates have knowledge of human developmental processes, and in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions (e.g. consultation, behavioral assessment/intervention, and counseling).

(6) Student Diversity in Development and Learning: Candidates have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, sexual orientation, gender-related, and linguistic factors in development and learning. Candidates demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.

(7) School and Systems Organization, Policy Development, and Climate: Candidates have knowledge of general education, special education, and other educational and related services. Candidates understand schools and other settings as systems. Candidates work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.

(8) Prevention, Crisis Intervention, and Mental Health: Candidates have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. Candidates provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students. Candidates have knowledge of crisis intervention and collaborate with school personnel, parents, and the community in the aftermath of crises.

(9) Home/School/Community Collaboration: Candidates have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. Candidates work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.

(10) Research and Program Evaluation: Candidates have knowledge of research, statistics, and evaluation methods. Candidates evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct interventions (individual and/or program) for improvement of services.

(11) School Psychology Practice and Development: Candidates have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. Candidates practice in ways that are consistent with applicable standards.

(12) Information Technology: Candidates have knowledge of information sources and technology relevant to their work. Candidate's access, evaluates, and utilizes information sources and technology in ways that safeguard or enhance the quality of services.

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

584-017-0XXX

Objectives for Continuing School Psychologist License

The unit provides an approved program through which the candidates document the advanced competencies required for a Continuing License for School Psychology.

(1) Candidates document an understanding of and ability to apply emerging research on teaching, learning, and school improvement to increase district effectiveness.

(2) Candidates implement research-based educational practices that ensure student achievement and are sensitive to individual differences, diverse cultures, and ethnic backgrounds.

(3) Candidates exhibit collaboration with colleagues, staff, parents, and the public to enhance the student's performance.

(4) Candidates demonstrate effective leadership in communication with diverse and special interest organizations.

(5) Candidates develop productive school, board and community relations.

(6) Candidates demonstrate an advanced understanding of laws applicable to school psychologists.

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

584-017-0355

Authorization Levels for Initial School Psychologists

The unit assures that candidates for the Initial School Psychologist License demonstrate knowledge, skills and competencies for four authorization levels by:

(1) Completing preparation in psychological foundations and methods appropriate for prekindergarten through grade 12 (p-12) grade authorization levels; and

(2) Documenting knowledge by passing the Commission-approved test for the Initial School Psychologist License.

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

584-017-0XXX

Knowledge, Skills, Abilities and Cultural Competencies for Initial School Social Worker License

(1) School Social Worker Program: Candidates who complete the program are school social workers and interdisciplinary leaders who have the knowledge, skill, ability, and cultural competence to develop and deliver school social worker services that demonstrate continuous improvement, and advances the mission of the school. Candidates:

(a) Know the history, philosophy, and current trends in school social work and educational programs;

(b) Work collaboratively to mobilize the resources of local education agencies and communities to meet the needs of students and families, and provide consultation to local education agency personnel, school board members, and community representatives to promote understanding and effective utilization of school social work services;

(c) Organize their time, energies, and work loads to fulfill their responsibilities and complete assignments of their position, with due consideration of the priorities among their various responsibilities; and

(d) Align the school social work program with the academic and student services program in the school.

(2) A school social worker shall demonstrate commitment to the values and ethics of the social work profession and shall use National Association of Social Workers (NASW) Code of Ethics as a guide to ethical decision making.

(3) School social workers shall ensure that students and their families are provided services within the context of multicultural understanding and competence that enhance families' support of students' learning experiences.

(4) School social work services shall be extended to students in ways that build students' individual strengths and offer students maximum opportunity to participate in the planning and direction of their own learning experience.

(5) School social workers shall help empower students and their families to gain access to and effectively use formal and informal community resources.

(6) School social workers shall maintain adequate safeguards for the privacy and confidentiality of information.

(7) School social workers shall advocate for students and their families in a variety of situations.

(8) School social workers shall conduct assessments of student needs that are individualized and provide information that is directly useful for designing interventions that address behaviors of concern.

(9) School social workers shall possess knowledge and understanding basic to the social work profession.

(10) School social workers shall understand the backgrounds and broad range of experiences that shape students' approaches to learning.

(11) School social workers shall possess knowledge and understanding of the organization and structure of the local education agency (school district).

(12) School social workers shall possess knowledge and understanding of the reciprocal influences of home, school, and community.

(13) School social workers shall possess skills in systematic assessment and investigation.

(14) School social workers shall understand the relationship between practice and policies affecting students.

(15) School social workers shall be able to select and apply empirically validated or promising prevention and intervention methods to enhance students' educational experiences.

(16) School social workers shall be able to promote collaboration among community health and mental health services providers and facilitate student access to these services.

(17) Informational Resources and Technology: Candidates who complete the program are school social workers who have the knowledge, ability, skill, and cultural competence to be skilled in the selection and use of informational resources and technology and use them to facilitate the delivery of a comprehensive school social work services that meets student needs.

(18) Reflective Practice: Candidates who complete the program are school social workers who have the knowledge, ability, skill, and cultural competence to integrate their knowledge, skills, and life experience to respond effectively to new or unexpected critical events and situations.

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

584-017-XXXX

Knowledge, Skills, Abilities, and Cultural Competence for Continuing School Social Worker License

(1) Candidates who complete the program are accomplished school social workers and educational leaders who have the knowledge, skill, ability, and cultural competence to document and contribute to the professional literature or program development within their district.

(2) School social workers shall organize their time, energies, and workloads to fulfill their responsibilities and complete assignments of their position, with due consideration of the priorities among their various responsibilities.

(3) School social workers shall provide consultation to local education agency personnel, school board members, and community representatives to promote understanding and effective utilization of school social work services.

(4) As leaders and members of interdisciplinary teams and coalitions, school social, workers shall work collaboratively to mobilize the resources of local education agencies and communities to meet the needs of students and families.

(a) As team leaders and members, school social workers initiate and support activities to overcome institutional barriers and gaps in services.

(b) School social workers must demonstrate trust, open communication, mutual respect, ongoing collaboration, and effective coordination to facilitate the achievement of the interdisciplinary team objectives. The unique contribution of the school social worker to the interdisciplinary team is to bring home, school, and community perspectives to the interdisciplinary process.

(5) School social workers shall develop and provide training and educational programs for parents, teacher, other local education agency personnel, and staff of community agencies that address the goals and mission of the educational institution.

(6) School social workers shall maintain accurate data that are relevant to planning, management, and evaluation of school social work services.

(7) School social workers shall incorporate assessments in developing and implementing intervention and evaluation plans that enhance students' abilities to benefit from educational experiences.

(8) School social workers, as systems change agents, shall identify areas of need that are not being addressed by the local education agency and community and shall work to create services that address these needs.

(9) School social workers shall be trained in and use mediation and conflict resolution strategies to promote students' resolution of their nonproductive encounters in the school and community and to promote productive relationships.

(10) School social workers shall meet the provisions for practice set by NASW.

(11) School social workers shall be able to evaluate their practice and disseminate the findings to consumers, the local education agency, the community, and the profession.

(12) School social workers shall possess skills in developing coalitions at the local, state, and national levels that promote student success.

(13) School social workers shall assume responsibility for their own continued professional development in accordance with the NASW Standards for Continuing Professional Education and state requirements.

(14) School social workers shall contribute to the development of the profession by educating and supervising school social work interns.

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

584-017-0XXX

Authorization Level for School Social Workers

(1) The unit assures that candidates for Initial School Social Worker License demonstrate knowledge, skills and competencies for a K-12 authorization level by:

(a) Completing preparation in developmental psychology and methods appropriate for early childhood through high school;

(b) Articulating and applying a philosophy of education appropriate for early childhood through high school;

(d) Documenting knowledge by submitting passing scores on the Commission-approved licensure test.

(2) The unit assures that candidates for Continuing School Social Worker License have the option to demonstrate advanced knowledge, skills and competencies for the authorization levels not attained with the Initial School Social Worker License.

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

584-065-XXX

Knowledge, Skills and Abilities for Special Education Endorsement

(1) Definitions:

(a) “Individual with exceptional learning needs" means individuals with disabilities and individuals with exceptional gifts and talents.

(b) "Exceptional Condition" means both single and co-existing conditions. These may be two or more disabling conditions or exceptional gifts or talents coexisting with one or more disabling condition.

(c) "Special Curricula" denotes curricular areas not routinely emphasized or addressed in general curricula, e.g., social, communication, motor, independence, self-advocacy.

(2) Authorizations: Candidates for special education endorsement shall qualify for two levels of authorization by:

(a) Completing preparation in developmental psychology and methods appropriate for early childhood and elementary education, OR elementary and middle level, OR middle level and high school authorizations;

(b) Documenting knowledge of the endorsement by passing the commission-approved test for special education;

(A) The Multiple Subjects Examination (MSE) is not required to obtain the license;

(B) However, the MSE is required in order for special educators licensed to teach in grades preK through 8 to be meet the federal definition of “highly qualified” teacher;

(3) Field Experience:

(a) Candidates progress through a series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities (mild, moderate and severe), and collaborative opportunities that are appropriate to the license or roles for which they are preparing.

(b) These field and clinical experiences are supervised by qualified professionals who are either licensed as special educators or eligible for licensure as special educators.

(c) Candidates completing a practica experience at either early childhood or elementary and at either middle or high school levels shall qualify for authorization for pre-kindergarten through grade twelve.

(4) Candidates for special education endorsements must complete an approved academic program for special education and will demonstrate competency through OAR 584-017-0185 in the following standards:

(a) Standard 1: Foundations: Candidates understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Candidates:

(A) Understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation;

(B) Understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services;

(C) Understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies; and

(D) Use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.

(b) Standard 2: Development and Characteristics of Learners. Candidates know and demonstrate respect for their students first as unique human beings. Candidates:

(A) Understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs;

(B) Understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual’s with exceptional learning needs; and

(C) Understand how the experiences of individuals with exceptional learning needs can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community.

(c) Standard 3: Individual Learning Differences. Candidates understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Candidates:

(A) Understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community;

(B) Are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options; and

(C) Demonstrate that the understanding of these learning differences and their possible interactions provide the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with exceptional learning needs.

(d) Standard 4: Instructional Strategies. Candidates posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with exceptional learning needs. Candidates:

(A) Select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula and to appropriately modify learning environments for individuals with exceptional learning needs;

(B) Enhance the learning of critical thinking, problem solving, and performance skills of individuals with exceptional learning needs, and increase students’ self-awareness, self-management, self-control, self-reliance, and self-esteem; and

(C) Emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan.

(e) Standard 5: Learning Environments and Social Interactions.Candidates actively create learning environments for individuals with exceptional learning needs that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with exceptional learning needs. Candidates:

(A) Foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world;

(B) Shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with exceptional learning needs;

(C) Help their general education colleagues integrate individuals with exceptional learning needs in regular environments and engage them in meaningful learning activities and interactions;

(D) Use direct motivational and instructional interventions with individuals with exceptional learning needs to teach them to respond effectively to current expectations;

(E) Demonstrate the ability to safely intervene with individuals with exceptional learning needs in crisis; and

(F) Demonstrate the ability to coordinate all these efforts and provide guidance and direction to para-professionals and others, such as classroom volunteers and tutors.

(f) Standard 6: Language. Candidates understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and use of language. Candidates:

(A) Use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs;

(B) Are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional need;

(C) Match their communication methods to an individual’s language proficiency and cultural and linguistic differences; and

(D) Provide effective language models, and they use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptional learning needs whose primary language is not the dominant language.

(g) Standard 7: Instructional Planning. Individualized decision-making and instruction is at the center of special education practice. Candidates:

(A) Develop long-range individualized instructional plans anchored in both general and special curricula;

(B) Systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors;

(C) Understand that individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization;

(D) Demonstrate that understanding these factors as well as the implications of an individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful instructional variables;

(E) Demonstrate the ability to modify instructional plans based on ongoing analysis of the individual’s learning progress;

(F) Facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate;

(G) Develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts; and

(H) Are comfortable using appropriate technologies to support instructional planning and individualized instruction.

(h) Standard 8: Assessment. Assessment is integral to the decision-making and teaching of special educators and candidates use multiple types of assessment information for a variety of educational decisions. Candidates:

(A) Use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress;

(B) Understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds;

(C) Understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results;

(D) Understand the appropriate use and limitations of various types of assessments;

(E) Collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making;

(F) Conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with exceptional learning needs;

(G) Use assessment information to identify supports and adaptations required for individuals with exceptional learning needs to access the general curriculum and to participate in school, system, and statewide assessment programs;

(H) Regularly monitor the progress of individuals with exceptional learning needs in general and special curricula; and

(I) Use appropriate technologies to support their assessments.

(i) Standard 9: Professional and Ethical Practice. Candidates are guided by the profession’s ethical and professional practice standards. Candidates:

(A) Practice in multiple roles and complex situations across wide age and developmental ranges;

(B) Understand that their practice requires ongoing attention to legal matters along with serious professional and ethical considerations;

(C) Engage in professional activities and participate in learning communities that benefit individuals with exceptional learning needs, their families, colleagues, and their own professional growth;

(D) View themselves as lifelong learners and regularly reflect on and adjust their practice;

(E) Are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice;

(F) Understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with exceptional learning needs and their families;

(G) Actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices; and

(H) Know their own limits of practice and practice within them.

(j) Standard 10: Collaboration. Candidates routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with exceptional learning needs are addressed throughout schooling. Candidates:

(A) Embrace their special role as advocate for individuals with exceptional learning needs;

(B) Promote and advocate the learning and well being of individuals with exceptional learning needs across a wide range of settings and a range of different learning experiences;

(C) Are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with exceptional learning needs;

(D) Are a resource to their colleagues in understanding the laws and policies relevant to Individuals with exceptional learning needs; and

(E) Use collaboration to facilitate the successful transitions of individuals with exceptional learning needs across settings and services.

(5) Valid to Teach: This endorsement is valid to teach: Any assignment requiring a special education teacher for students with the full range of disabilities from mild to severe within the grade authorizations held on the educator’s license.

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

584-065-XXX

Reading Specialist

(1) Authorizations: Candidates for reading specialist endorsement shall qualify for two levels of authorization by:

(b) Documenting knowledge of the endorsement by passing the commission-approved test for reading specialist. The Multiple Subjects Examination (MSE) is not required to obtain the license;

(2) Field Experience:

(a) Candidates must be placed in field experiences that requires them to work directly with students needing remedial reading instruction at the grade levels appropriate for the grade authorization levels at which the candidate is seeking licensure;

(b) Field and clinical experiences are supervised by qualified professionals who are either licensed as reading specialists or eligible for licensure as reading specialists;

(c) Candidates must also complete student teaching, an internship or a supervised practicum with students in Early Childhood and Elementary, OR Elementary and Middle Level OR Middle Level and High School grade authorization levels. Candidates completing a practica experience at either early childhood or elementary and at either middle or high school level shall qualify for authorization for pre-primary through grade twelve.

(3) Candidates for reading specialist endorsement must complete an approved academic program for reading specialist and will demonstrate competency through OAR 584-017-0185 in the following standards:

(a) Foundational Knowledge and Dispositions

(A) Knowledge of psychological, sociological, linguistic and anthropological foundations of reading and writing processes and instruction.

(B) Knowledge of reading research and histories of reading.

(C) Knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity.

(D) Knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are integrated in fluent reading.

(E) Display dispositions related to reading and the teaching of reading.

(b) Instructional Strategies and Curriculum Materials

(A) Use key instructional grouping options (individual, small-group, whole-class, computer-based.)

(B) Use a wide range of instructional practices, including technology-based practices that promote reading and/or writing across the curriculum.

(C) Use a wide range of curriculum materials in effective reading instruction for learners at various stages of reading and writing development and from different cultural and linguistic backgrounds including English language learners.

(D) Plan and use appropriate practices, including technology-based practices in effective reading instruction for learners at various stages of reading and writing development and from different cultural and linguistic backgrounds including English language learners.

(A) Use a wide range of assessment tools and practices that range from individual and standardized group tests to informal, individual, and group classroom assessment strategies and also include technology-based assessment tools.

(B) Place students along a developmental continuum and identify students' proficiencies and difficulties.

(D) Effectively communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.)

(d) Creating a Literate Environment

(A) Use students' interest and backgrounds as foundations for the reading and writing program.

(B) Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds.

(D) Motivate learners to be life-long readers.

(e) Professional Development

(A) Continue to pursue the development of professional knowledge and dispositions.

(B) Work with colleagues to observe, evaluate and provide feedback on each other's practice.

(f) Leadership: Guidance and supervision of paraprofessionals.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120-342.430; 342.455-342.495; 342.553- ORS 342.232
Hist.:

584-065-0XXX

Knowledge Skills and Abilities for English to Speakers of Other Languages (ESOL)

(1) Authorizations: Candidates for the ESOL endorsement shall qualify for two levels of authorization by:

(b) Documenting knowledge of the endorsement by passing the commission-approved test for ESOL. The Multiple Subjects Examination (MSE) is not required to obtain the license; however, candidates who do not also complete multiple subjects preparation may not be highly qualified in self-contained classrooms.

(2) Field Experience:

(a) Candidates must be placed in field experiences that requires them to teach English Language Development in accordance with the standards adopted by the Oregon Department of Education by working directly with students needing English language instruction at the grade levels appropriate for the grade authorization levels at which the candidate is seeking licensure;

(b) Field and clinical experiences are supervised by qualified professionals who are either licensed as ESOL specialists or eligible for licensure as teachers of ESOL;

(3) Candidates for the ESOL endorsement must complete an approved academic program for ESOL and will demonstrate competency through OAR 584-017-0185 in the following standards:

(a) Language: Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support English Speakers of Other Languages (ESOL) and bilingual students' language and literacy development and content area achievement.

(A) Describing Language: Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL and bilingual students acquire and use English in listening, speaking, reading, and writing for social and academic purposes. Candidates:

(i) Apply knowledge of phonology (the sound system) to help ESOL and bilingual students develop oral, reading and writing (including spelling) skills in English;

(ii) Apply knowledge of morphology (the structure of words) to assist ESOL and bilingual students' development of oral and literacy skills in English;

(iii) Apply knowledge of syntax (phrase and sentence structure) to assist ESOL and bilingual students in developing written and spoken English;

(iv) Apply understanding of semantics (word/sentence meaning) to assist ESOL and bilingual students in acquiring and productively using a wide range of vocabulary in English;

(v) Apply knowledge of pragmatics (the effect of context on language) to help ESOL and bilingual students communicate effectively and use English appropriately for a variety of purposes in spoken and written language and in formal and informal settings;

(vi) Demonstrate ability to help ESOL and bilingual students develop social and academic language skills in English;

(vii) Demonstrate ability to help ESOL and bilingual students acquire a range of genres, rhetorical and discourse structures and writing conventions in English;

(viii) Demonstrate understanding of the nature and value of World Englishes and dialect variation, and build on the language that ESOL and bilingual students bring in order to extend their linguistic repertoire;

(ix) Locate and use linguistic resources to learn about the structure of English and of students' home language; and

(x) Demonstrate proficiency in English and serve as a good language model for ESOL and bilingual students.

(B) Language Acquisition and Development: Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings. Candidates:

(i) Provide rich exposure to English;

(ii) Provide comprehensible input and scaffolding;

(iii) Provide opportunities for meaningful interaction;

(iv) Create a secure, positive, and motivating learning environment;

(v) Understand and apply current theories and research in language and literacy development;

(vi) Recognize and build on the processes and stages of English language literacy development;

(vii) Recognize the importance of ESOL and bilingual students' home languages and language varieties and build on these skills on a foundation for learning English;

(viii) Understand and apply knowledge of sociocultural and political variable to facilitate the process of learning English;

(ix) Understand and apply knowledge of the role of individual learner variable in the process of learning English;

(x) Provide appropriate instruction and feedback;

(xi) Help ESOL and bilingual students to communicate in socially and culturally appropriate ways while being sensitive to the student's native culture;

(xii) Help ESOL and bilingual students develop academic language proficiency; and

(xiii) Help ESOL and bilingual students develop effective language learning strategies.

(b) Culture: Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL and bilingual students' cultural identities, language and literacy development, and content area achievement.

(A) Nature and Role of Culture: Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students' learning. Candidates:

(i) Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning English as a Second Language (ESL);

(ii) Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to ESL teaching and learning;

(iii) Understand and apply knowledge about home/school communication to enhance ESL teaching and build partnerships with ESOL and bilingual families; and

(iv) Understand and apply concepts about the interrelationship between language and culture.

(B) Cultural Groups and Identity: Candidates know, understand, and use knowledge of how cultural groups and students' cultural identities affect language learning and school achievement. Candidates:

(i) Use a range of resources, including the Internet, to learn about world cultures and cultures of students in their classrooms and apply that learning to instruction;

(ii) Understand and apply knowledge about how an individual's cultural identity affects their ESL learning and how levels of cultural identity will vary widely among students;

(iii) Understand and apply knowledge about cultural conflicts and home-area events that can have an impact on ESOL and bilingual students' learning;

(iv) Understand and apply knowledge about the impact of students' socioeconomic status, native language, race, religion, class, national origin disability an gender on learning and teaching ESL; and

(v) Understand and apply knowledge of U.S. immigration history and patterns in teaching ESL.

(c) Planning, Implementing, and Managing Instruction: Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources.

(A) Planning for Standards-Based ESL and Content Instruction: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Candidates:

(i) Plan standards-based ESL and content instruction;

(ii) Create environments that promote standards-based language learning in supportive, accepting classrooms and schools;

(iii) Plan students' learning experiences based on assessment of language proficiency and prior knowledge; and

(iv) Provide for particular needs of students with limited formal schooling (LFS) in their first language.

(B) Managing and Implementing Standards-Based ESL and Content Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL and bilingual students in accessing the core curriculum as they learn language and academic content together. Candidates:

(i) Organize learning around standards-based subject matter and language learning objectives;

(ii) Incorporate activities, tasks, and assignments that develop authentic uses of language, as students learn about content-area material;

(iii) Provide activities and materials that integrate listening, speaking, reading and writing;

(iv) Develop students' listening skills for a variety of academic and social purposes;

(v) Develop students' speaking skills for a variety of academic and social purposes;

(vi) Provide standards-based instruction that builds on students' oral English to support learning to read and write;

(vii) Provide standards-based reading instruction adapted to ESOL and bilingual learners; and

(viii) Provide standards-based writing instruction adapted to ESOL and bilingual learners. Develop students' writing through a range of activities from sentence formation to expository writing.

(C) Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching. Candidates:

(i) Select, adapt and use culturally responsive, age-appropriate and linguistically accessible materials;

(ii) Select materials and other resources that are appropriate to students' developing language and cont-area abilities, including appropriate use of the student's first language;

(iii) Employ an appropriate variety of materials for language learning, including books, visual aids, props and realia.

(iv) Use appropriate technological resources to enhance language and content-area instruction for ESOL and bilingual students (e.g., Web, software, computers, and related devices); and

(v) Use software and Internet resources effectively in ESL and content instruction.

(d) Assessment: Candidates understand issues of assessment and use standards-based assessment measures with ESOL and bilingual students.

(A) Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL and bilingual student learning. Candidates:

(i) Demonstrate an understanding of the purposes of assessment as they relate to ESOL and bilingual learners and use results appropriately;

(ii) Demonstrate an understanding of the quality indicators of assessment instruments;

(iii) Demonstrate understanding of the limitations of assessment situations and make accommodations for ESOL and bilingual students; and

(iv) Distinguish between a language difference, gifted and talented and special education needs for ESOL and bilingual students.

(B) Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL and bilingual students. Candidates:

(i) Understand and implement national and state requirements for identification, reclassification and exit of ESOL and bilingual students from language support programs;

(ii) Understand, develop and use norm-referenced assessments appropriately with ESOL and bilingual learners;

(iii) Understand, develop and use criterion referenced assessments appropriately with ESOL and bilingual learners;

(iv) Understand, construct and use assessment measures for a variety of purposes for ESOL and bilingual students; and

(v) Assess ESOL and bilingual learners' language skills and communicative competence using multiple sources of information.

(C) Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction. Candidates:

(i) Use performance-based assessment tools and tasks that measure ESOL and bilingual learners' progress toward state and national standards;

(ii) Use various instruments and techniques to assess content-area learning (e.g. math, science, social studies) for ESOL and bilingual learners at varying levels of language and literacy development; and

(iii) Prepare ESOL and bilingual students to use self- and peer-assessment techniques when appropriate.

(e) Professionalism: Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL and bilingual students and their families and work collaboratively to improve the learning environment.

(A) ESL Research and History: Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning. Candidates:

(i) Demonstrate knowledge of language teaching methods in their historical contexts; and

(ii) Demonstrate knowledge of the evolution of laws and policy in the ESL profession.

(B) Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL and bilingual students, and build partnerships with students' families. Candidates:

(i) Advocate and serve as language and education resources for students and families in their schools and communities;

(ii) Serve as professional resources personnel in their education communities; and

(iii) Advocate for ESOL and bilingual students' access to all available academic resources, including instructional technology.

(C) Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL and bilingual students. Candidates:

(i) Establish professional goals and pursue opportunities to grow in the field of ESL;

(ii) Work with other teachers and staff to provide comprehensive, challenging educational opportunities for ESOL and bilingual students in the school;

(iii) Engage in collaborative teaching in general education and content-area classrooms; and

(iv) Model academic proficiency in the English language.

(f) Technology: Candidates use information technology to enhance learning and to enhance personal and professional productivity. Candidates:

(A) Demonstrate knowledge of current technologies and their application in ESOL;

(B) Design, develop, and implement student learning activities that integrate information technology; and

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

584-065-XXX

Knowledge, Skills and Abilities for Library Media Endorsement

(1) Completion of a commission-approved library media academic program, to include completion of a practicum experience and passage of the commission-approved subject-matter examination is required in order to add the Library Media Endorsement to any Initial or Continuing Teaching License.

(2) The endorsement is valid for assignments in library media programs in grades prekindergarten through twelve (12).

(3) Library Media candidates demonstrate skill in use of information and ideas: Candidates must:

(a) Encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. Candidates:

(A) Demonstrate ways to establish and maintain a positive educational climate in the library media center;

(B) Identify relationships among facilities, programs, and environment that impact student learning; and

(b) Apply a variety of strategies to ensure access to resources and information in a variety of formats, to all members of the learning community. Candidates:

(A) Support flexible and open access for the library media center and its services;

(B) Identify barriers to equitable access to resources and services;

(D) Comply with and communicate the legal and ethical codes of the profession.

(c) Promote efficient and ethical information-seeking behavior as part of the school library program and its services. Candidates:

(A) Model strategies to locate, evaluate and use information for specific purposes;

(B) Identify and address student interests and motivations;

(D) Adhere to and communicate legal and ethical policies.

(d) Create a positive educational environment which promotes reading, literacy, and use of appropriate technology for diverse learners. Candidates:

(A) Are aware of major trends in reading material for children and youth;

(B) Select materials in multiple formats to address the needs and interests of diverse young readers and learners; and

(C) Use a variety of strategies to promote leisure reading. They model their personal enjoyment of reading in order to promote the habits of creative expression and lifelong reading.

(4) Library Media Candidates demonstrate skill in teaching and learning. Candidates must:

(a) Model and promote collaborative planning and the use of technology tools with teachers in order to teach concepts and skills of information processes integrated with classroom curriculum. Candidates:

(A) Work with classroom teachers to co-plan, co-teach, and co-assess information skills instruction. The library media specialist as teacher of information skills makes use of a variety of instructional strategies and assessment tools; and

(B) Analyze the role of student interest and motivation in instructional design. Student learning experiences are created, implemented and evaluated in partnership with teachers and other educators.

(b) Partner with other education professionals to develop and deliver an integrated information literacy curriculum. Candidates:

(A) Employ strategies to integrate the information literacy curriculum with content curriculum;

(B) Incorporate technology to promote efficient and equitable access to information beyond print resources; and

(c) Design and implement instruction that supports student interests, needs, and experiences to assure successful learning. Candidates:

(A) Design library media instruction that assesses learner needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction; and

(B) Support the learning of all students and other members of the learning community, including those with diverse learning styles, abilities and needs. Information skills instruction is based on student interests and learning needs and is linked to student achievement.

(5) Demonstrated skill in professional collaboration and leadership. Candidates must:

(a) Provide leadership and establish connections with the greater library and education community. Candidates:

(A) Demonstrate the potential for establishing connections to other libraries and the larger library community for resource sharing, networking, and developing common policies and procedures;

(B) Articulate the role of their professional associations and journals in their own professional growth;

(D) Acknowledge the importance of participating on school and district committees and in faculty staff development opportunities.

(b) Articulate the relationship of the library media program with current educational trends and important issues. Candidates:

(A) Recognize the role of other educational professionals and professional associations;

(B) Translate for the school the ways in which the library program can enhance school improvement efforts; and

(c) Provide and promote learning opportunities for the school community with a focus on information technology, information literacy, and literature appreciation. Candidates:

(A) Are able to articulate the relationship of the library media program with current educational trends and important issues;

(B) Recognize the role of other educational professionals and professional associations;

(D) Use information found in professional journals to improve library practice.

(6) Administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration. Candidates must:

(a) Apply leadership, collaboration and technology skills to design and manage a student-centered program that is current, comprehensive, and integrated within the school. Candidates: Develop and evaluate policies and procedures that support the mission of the school and address specific needs of the library media program, such as collection development and maintenance, challenged materials and acceptable use policies.

(b) Ensure their school library programs focus on students' diverse learning and achievement. Candidates:

(A) Support intellectual freedom and privacy of users; and

(B) Plan for efficient use of resources and technology to meet diverse user needs.

(c) Adhere to the principles of the school library profession which include selecting, organizing, managing, and developing procedures and policies for print and electronic information resources. Candidates:

(A) Select, analyze, and evaluate print, nonprint and electronic resources using professional selection tools and evaluation criteria to develop a quality collection designed to meet diverse curricular and personal needs; and

(B) Organize the library media facility and its collections - print, nonprint and electronic, according to standard accepted practice.

(d) Assess and manage financial, physical, and human resources. Candidates:

(A) Apply accepted management principles and practices that relate to personnel, financial and operational issues; and

(B) Plan adequate space for individuals, small groups and whole classes.

(7) Skill in use of technology. Candidates must:

(a) Demonstrate a sound understanding of technology operations and concepts;

(b) Implement curriculum plans that include methods and strategies for applying technology to maximize student learning;

(d) Understand the social, ethical, and legal issues surrounding the use of technology in schools and apply those principles in practice.

(8) Skill in cultural competency. Candidates must:

(a) Strive to enhance resources, services, programs and instructional strategies that promote equitable learning opportunities and success for all students, regardless of native language, socioeconomic background, ethnicity, gender, disability, or other individual characteristics; and

(b) Ensure that staff and students have access to all library resources to assist them in working effectively with those in the school community with different native languages, socioeconomic backgrounds, ethnicities, genders, disabilities, and other individual characteristics.

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

584-038-XXX

Basic Hearing Impaired (Look up National Standards)

(1) Forty-five quarter hours designed to develop competence in educating hearing impaired learners, to include:

(a) Structure and function of the ear;

(b) Speech and audiology;

(d) Diagnostic and prescriptive techniques;

(e) Educational implications of subnormal hearing and deafness;

(f) Education of exceptional children and/or youth; and

(g) Classroom management and student discipline.

(2) Supervised teaching or internship with the hearing impaired.

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

584-038-XXX

Basic Communications Disorders (Look up ASHA standards)

(1) Complete an approved communications disorders program consisting of a minimum of 63 quarter hours or 42 semester hours in educating learners with communications disorders and culminating in a master's degree or 45 quarter hours or 30 semester hours of upper-division or graduate study beyond the bachelor's degree to include 15 graduate quarter hours or 10 graduate semester hours in language, speech, and hearing.

(2) The program must include:

(a) Anatomy and physiology of speech, language, and hearing;

(b) Phonetics;

(d) Education of exceptional children;

(e) Language and speech pathology;

(f) Behavior management;

(g) Audiology;

(h) Aural rehabilitation;

(i) Diagnostic and prescriptive techniques; and

(j) A minimum of 275 clock hours of supervised teaching, internship, and practicum with learners with communications disorders.

(3) One year of full time public school or regionally accredited private school experience as a speech pathologist will be substituted for this supervised teaching, internship, and practicum.

(4) An applicant may demonstrate the knowledge of theory and practice about learners with communications disorders required by section (1) of this rule by presenting a minimum score as set by TSPC on the approved specialty area test for communications disorders and a current Certificate of Clinical Competence awarded by the American Speech and Hearing Association.

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

584-038-XXX

Basic Visually Impaired (Look for national standards)

(1) Thirty quarter hours designed to develop competence in educating learners with visual impairments to include:

(a) Structure and function of the eye;

(b) Educational implications of subnormal vision and blindness;

(d) Curriculum and methods of teaching learners with visual impairments

(e) Reading, writing, and transcribing Braille as specified in ORS 342.153 and 343.565;

(f) Classroom management and student discipline;

(g) Orientation and mobility for the classroom teacher; and

(h) Diagnostic and prescriptive techniques.

(2) Supervised teaching or internship with learners with visual impairments.

(3) Competence in Braille in subsection (1)(e) of this rule may be demonstrated by one of the following:

(a) Certificate of Competency issued by the National Library Service (NLS) for the Blind and Physically Handicapped of the Library of Congress; or

(b) Successful completion of courses or workshops in Grade I and Grade II Braille that are approved by TSPC and that are consistent with NLS standards.

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