TEACHER STANDARDS AND PRACTICES COMMISSION

TEACHER STANDARDS AND PRACTICES COMMISSION

DIVISION 17

STANDARDS FOR PROGRAM APPROVAL

584-017-0005

Effective Date and Applicability to Programs

All programs, graduate and undergraduate, leading to licensure of educators shall be evaluated under these standards.

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

584-017-XXXX

Conceptual Framework

The conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work effectively in p-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework is knowledge based, articulated, shared, coherent, consistent with the unit and institutional mission, and continuously evaluated.

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

Candidates demonstrate knowledge and skills for effective work in schools

584-017-XXX Candidate Knowledge, Skills, and Professional Dispositions [Standard 1]

(1) Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.

(2) Assessments indicate that candidates meet professional, state and institutional standards, including commission-approved licensure tests; criminal background checks; admission and program completion requirements.

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

Data driven decisions about candidates and programs.

584-017-XXX Assessment System and Unit Evaluation [Standard 2]

The unit has an assessment system that collects and analyzes data on applicant and candidate qualifications,[1] candidate and graduate performance and unit operations to evaluate and improve the performance of candidates, the unit and its programs.

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

584-017-XXX Consortium

A consortium advises the unit on development, evaluation, and improvement of the program.

(1) The consortium consists of ~~equal~~ representation of teachers appointed by school district organizations that represent teachers in bargaining matters, public school administrators, students in the program and faculty from the institution. In addition, representatives from the community may be appointed with attention given to under-represented groups.

(2) The consortium has written by-laws that govern its operation.

(3) The consortium meets regularly at least twice each year to review and evaluate the program, activities and annual reports and receives written response from the unit regarding recommendations.

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

OTHER SCHOOL PERSONNEL

584-017-0XXX Selection, Recruitment and Admission of Administrator Program Candidates

The unit attracts and admits qualified candidates to the program giving special attention to current personnel needs of schools and actively recruits underrepresented groups.

(1) The unit admits only those candidates who meet entry standards and requirements.

(2) Each candidate is competent to work with school-aged children.

(3) Each candidate attests to possessing moral character necessary for licensure in Oregon.

(4) Each candidate shall document:

(a) Completion of a teacher or personnel service preparation program and the granting of teaching or personnel service licensure in Oregon;

(b) Three years of successful licensed teaching or personnel service experience in public schools or regionally accredited private schools; and

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

584-017-0410 Selection, Recruitment and Admission of School Counseling Candidates

The unit attracts and admits qualified candidates to the program giving special attention to current personnel needs of schools and actively recruits underrepresented groups.

(1) The unit admits only those candidates who meet unit entry standards and admission requirements.

(2) Each candidate shall document:

(a) Experience working with youth in educational or social agencies; and

(b) Undergraduate preparation in human development and behavior to include: psychological, sociological, and physiological development, learning theory, and motivation.

(3) Each candidate in Track I programs shall document two years of successful teaching experience in schools. Each candidate in Track II programs shall document alternative practicum experiences in lieu of teaching.

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

Resources and practices support candidate learning. (Field experience, cultural competency, faculty qualification, unit governance and resources)

584-017-0XXX Field Experiences and Clinical Practice

The unit and its school partners design, implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn.[2]

584-017-XXX Practica and Student Teaching

(1) The unit has a written agreement from each school district/agency that provides practica, student teaching and intern experiences.

(a) The agreement includes a commitment to select and assign qualified supervisors and provide suitable opportunities and adequate financial support for field experiences.

(b) The district agrees to assist the unit in evaluating work samples or portfolios and the success of candidates.

(2) The unit shall submit to TSPC a completed and signed student teaching registration form, including fingerprinting cards, for each candidate prior to the date that the first practicum, student teaching or internship experience begins.

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

584-017-0XXX Internship Agreements

The unit provides internship experiences in public and/or approved private school settings for the purposes of instruction, assessment of competency and integration of field work with academic study.

(1) The internship may be completed in lieu of student teaching or a supervised practicum.

(2) The candidate must have completed at least seventy-five percent of the program leading to the degree required for the initial license or be concurrently enrolled in a graduate program leading to the initial license.

(3) An internship is a minimum of one public school semester. The Executive Director of the Commission may approve a combination of student teaching and internship when extenuating circumstances exist.

(4) The candidate receives academic credit from the approved institution and financial compensation from the school district or education service district.

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

584-017-XXX (Could be listed under standard 3) Practica and Student Teaching

The unit provides practica and student teaching in public and/or approved private school settings for purposes of instruction, assessment of competency, and integration of field work with academic study.

(1) The unit sets criteria for admission and establishes performance standards for successful completion of practica.

(2) The unit recommends for licensure those candidates who successfully complete program requirements and demonstrate professional competency.

(3) Student teaching is at least 15 weeks in length.

(a) At least nine weeks are full-time in schools, during which the student teacher assumes the full range of responsibilities of a classroom teacher for the purpose of developing and demonstrating the competencies required for initial licensure.

(b) During the remaining six weeks, the six week requirement may be met either through full-time or the equivalent part-time experience.

(4) The unit has policies on supervision of practicum students which state the responsibilities of institutional supervisors and practicum site supervisors or cooperating teachers and administrators, including the frequency of observations and conferences with the students.

(5) The unit's supervisor(s) makes a minimum of six supportive/evaluative visits during the student teaching assignment.

(6) At least twice during student teaching, the institution's supervisor(s) meets with the candidate and the school district supervisor(s) in joint conferences to discuss supervisors' evaluations and the student teacher's work samples.

(7) The unit supervisor(s) and the cooperating teacher(s) jointly determine that the candidate has demonstrated in student teaching the skills and competencies specified for the authorization level.

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

584-017-0182 Internship Experience for Teachers

The unit provides internship experiences in public and/or approved private school settings that ensures the candidate will be able to demonstrate the knowledge, skills, and competencies necessary for successful teaching.

(1) The unit sets criteria for admission and establishes performance standards for successful completion of the internship.

(2) The unit has policies on supervision of interns which state the responsibilities of the institutional supervisors and school-based supervisors including the frequency of observations and conferences with the interns.

(3) The unit will have an intern policy and contract that addresses school-based supervision, unit supervision and other relevant issues.

(4) The unit will provide measurable evidence of implementation, policy effectiveness and quality control.

(5) At least twice during each semester of the internship, the institution's supervisor meets with the candidate and the school-based supervisor in joint conferences to discuss the evaluations, work samples, and the candidate's progress in meeting the teacher competencies.

(6) Each intern assembles and analyzes two work samples to illustrate his/her ability to foster student learning. Work samples must meet the standards as stated in OAR 584-017-0185(1).

(7) The unit supervisor(s) and the school-based supervisor(s) jointly determine that the candidate has demonstrated the skills and competencies specified for the authorization level.

(8) The unit recommends for licensure those candidates who successfully complete the program requirements and demonstrate professional competency.

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

OTHER SCHOOL PERSONNEL

584-017-XXX Field Experience for Administrator License Program

The unit provides practica in public or approved private school settings that ensure the candidate will be able to demonstrate the knowledge, skills, and abilities necessary to be a successful administrator.

(1) The unit sets criteria for admission to and establishes performance standards for successful completion of the practica.

(2) Each candidate for an Initial Administrator License (IAL) completes a practicum in a public or approved private school setting for 360 hours in an elementary school AND in a middle school, junior high or high school under the direct supervision of an institutional supervisor and a licensed school administrator. Each IAL candidate assembles a portfolio which documents satisfactory performance in the standards contained in OAR 584-017-0251.

(3) Each candidate for a Continuing Administrator License (CAL) completes a practicum in a public school or approved private school setting for a minimum of 216 hours or the semester hour or quarter hour equivalency of practicum credit under the direct supervision of an institutional supervisor and a licensed school administrator. Each CAL candidate assembles a portfolio which documents satisfactory performance in the standards contained in OAR 584-017-0261.

(4) The unit will establish and implement policies on supervision of practicum students which will state the responsibilities of unit supervisors and practicum site supervisors and administrators, including the frequency of observations and conferences with the students.

(5) The unit's IAL supervisors will make a minimum of four supportive or evaluative contacts during the practicum.

(6) At least twice during the IAL practicum, the unit's supervisors will meet with the candidate and the supervising licensed school administrator in joint conferences to discuss the candidate's performance and evaluation.

(7) The unit supervisor and the supervising licensed school administrator jointly determine the candidate has demonstrated in the administrator practicum the knowledge, skills and abilities specified for appropriate the license.

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

584-017-0282 Internship Experience for Administrator License Program

The unit provides internship experiences in public or approved private school settings that ensure the candidate will be able to demonstrate the knowledge, skills, and abilities necessary to be a successful administrator.

(1) The unit sets criteria for admission and establishes performance standards for successful completion of the internship.

(3) The unit will have an intern policy and contract that addresses school-based supervision, unit supervision and other relevant issues.

(4) The unit will provide measurable evidence of implementation, policy effectiveness and quality control.

(5) At least twice during each semester of the internship, the institution's supervisor meets with the candidate and the school-based supervisor in joint conferences to discuss the evaluations, portfolios, and the candidate's progress in meeting the administrator standards in either OAR 584-017-0251 or 584-017-261.

(6) The intern assembles a portfolio. The portfolio must meet the standards in either OAR 584-017-0251 or 584-017-261.

(7) The unit supervisor and the supervising licensed school administrator jointly determine that the intern has demonstrated the knowledge, skills and abilities specified for the appropriate license.

(8) The unit recommends for licensure those candidates who successfully complete the program requirements and demonstrate professional competency.

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

584-017-0370 Practicum for the School Psychologist Program

The unit provides practica in public and/or private school settings for purposes of instruction, assessment of competency, and integration of field work with academic study.

(1) The candidate completes a full-time practicum for nine weeks in a public school under the direct supervision of a licensed school psychologist.

(2) The candidate completes one year of mentored experience.

(3) The candidate provides documentation of a clinical psychology practicum, including experience in a public service agency serving school age children and/or youth.

(4) Each candidate assembles a portfolio to demonstrate the ability to perform the duties of a school psychologist.

(5) The unit's supervisor and the cooperating school psychologist jointly determine that the candidate for school psychologist has demonstrated in the practicum the skills and competencies.

(6) The unit establishes and utilizes policies on supervision of practicum students which state the responsibilities of institutional supervisors and practicum site supervisors and administrators.

(7) The unit's supervisor makes a minimum of four supportive/evaluative visits during the practicum.

(8) At least twice during the practicum, the unit's supervisor(s) meets with the candidate and the school supervisor in joint conferences to discuss performance and evaluation.

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

584-017-0460 Field Experience for Initial School Counselor Program

The unit provides practica in public and/or private school settings for purposes of instruction, assessment of competency, and integration of field work with academic study.

(1) Prospective counselors who have two years of successful teaching experience in Oregon schools or out-of-state public or regionally accredited private schools (Track I):

(a) Complete a practicum consisting of 200 clock hours of supervised counseling in a public school setting; and

(b) Assemble a portfolio to demonstrate his/her ability to meet the expectations of the public school's counseling program.

(2) Prospective counselors who do not have two years of teaching experience in Oregon schools or out-of-state public or regionally accredited private schools (Track II):

(a) Complete a supervised practicum consisting of a minimum of 200 clock hours in a regular classroom in a public school, to include a minimum of 75 clock hours of full responsibility for directing learning;

(b) Complete a minimum of 600 clock hours of supervised counseling experience in a public school;

(d) Assemble a portfolio to demonstrate his/her ability to meet the expectations of the public school's counseling program.

(3) The unit's supervisor and the cooperating counselor shall determine jointly that the candidate has demonstrated in the practicum the skills and competencies required for licensure.

(4) The unit establishes and utilizes policies on supervision of practicum students which shall state the responsibilities of unit supervisors and practicum site supervisors and administrators, including the frequency of observations and conferences with the students.

(5) The unit's supervisor makes a minimum of four supportive/evaluative visits during the practicum. At least twice during the practicum, the institution's supervisor(s) meets with the candidate and the school supervisor in joint conferences to discuss performance and evaluation.

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

584-017-0462 Internship Experience for School Counselor

(1) The unit sets criteria for admission and establishes performance standards for successful completion of the internship.

(3) The unit will have an intern policy and contract that addresses school-based supervision, unit supervision and other relevant issues.

(4) The unit will provide measurable evidence of implementation, policy effectiveness and quality control.

(5) At least twice each semester during the internship, the institution's supervisor meets with the school-based supervisor and the candidate in joint conferences to discuss the intern's performance, evaluation, portfolio and progress in meeting the competencies for school counselor.

(6) The intern assembles a portfolio. The portfolio must meet the standards in 584-017-0460(1).

(7) The unit supervisor and the school-based supervisor jointly determine that the intern has demonstrated the knowledge, skills and competencies specified for the license.

(8) The unit recommends for licensure those candidates who successfully complete the program requirements and demonstrate professional competency.

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

584-017-0465 Practicum for Continuing School Counselor Program

The unit provides practica in public and/or private school settings for purposes of acquiring and documenting advanced competencies required for Continuing License.

(1) Candidates for Continuing License will complete a supervised practicum consisting of a minimum of 400 clock hours for adding additional authorization levels or at the authorization levels attained with the Initial License.

(2) The unit's supervisor and the cooperating counselor shall determine jointly that the candidate has demonstrated in the practicum the advanced skills and competencies required for continuing licensure.

(3) The unit establishes and utilizes policies on supervision of practicum students which shall state the responsibilities of unit supervisors and practicum site supervisors and administrators, including the frequency of observations and conferences with candidates.

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

584-017-0560 Practica for the School Social Worker Program

The unit provides practica in public or private school settings for purposes of instruction, assessment of competency, and integration of fieldwork with academic study.

(1) The candidate completes at least a total of 800 hours of practicum experience supervised by a licensed school social worker or a state licensed clinical social worker and divided in the following manner:

(a) 400 hours must be in a school setting;

(b) 400 hours must be community based and in one of the following:

(A) Community-based social services agency serving school age children and families; or

(B) In a school setting in which the majority of activities involve outreach to and liaison with community-based agencies.

(c) The practicum experience must provide opportunities for candidates to work with students from early childhood through high school.

(2) The candidate provides documentation of a clinical social worker practicum, including experience in a public service agency serving school age children or youth.

(3) Each candidate assembles two portfolios to demonstrate the ability to perform the duties of a school social worker in each of the practica experiences.

(4) The unit's supervisor and the cooperating school social worker jointly determine that the candidate for school social worker has demonstrated in the two practica the skills and competencies.

(5) The unit establishes and uses policies on supervision of practica students that state the responsibilities of institutional supervisors and practicum site supervisors and administrators.

(6) The unit's supervisor makes a minimum of two supportive-evaluative visits during each practicum.

(7) At least twice during each of the practica, the unit's supervisor meets with the candidate and the school supervisor in joint conferences to discuss performance and evaluation.

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

584-017-XXX Cultural Competency and Equity in the Classroom

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions including cultural competency necessary to help all students learn equitably. Assessments indicate that candidates can demonstrate and apply proficiencies related to cultural competency and equitable student achievement. Experiences provided for candidates include working with diverse populations, including higher education and p–12 school faculty, candidates, and students in p–12 schools. A cohort of candidates and faculty from diverse groups informs the unit’s curriculum, pedagogy, and field experiences in culturally meaningful ways. Diverse faculty and peers assist candidates in addressing teaching and learning from multiple perspectives and different life experiences. The unit provides for different voices in the professional development and work of the education profession. The greater range of cultural backgrounds and experiences among faculty and candidates enhances understanding of cultural competency and equity in the classroom.

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

584-017-XXX Faculty Qualifications, Performance and Development

Faculty are qualified and model best professional practices in scholarship, service and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

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

584-017-XXXUnit Personnel for the Program

The unit provides qualified campus-based faculty to conduct the program.

(1) The unit has a plan to recruit and retain qualified faculty from diverse groups to assure representation of public school populations in accordance with equal employment opportunity laws and regulations.

(2) Personnel have in-depth academic preparation and experience in their instructional fields.

(3) Personnel have knowledge of the early childhood, elementary, middle or high schools.

(4) The unit provides orientation and training to all personnel assigned to professional teacher education programs regardless of their individual roles and responsibilities, and shall keep them abreast of current state and program requirements.

(5) The unit informs all faculty of the objectives and procedures of the program and their role in achieving the objectives.

(6) Each faculty member assigned to professional education and methods courses has had, within the immediately preceding three years, an experience in supervising, consulting, teaching, research, or other appropriate involvement in contact with early childhood, or elementary, or middle or high school students and classroom teachers.

(7) All institutional personnel who supervise field experiences have had a minimum of three years' teaching in early childhood, or elementary, or middle or high school and hold, or are eligible to hold, a license appropriate to the authorization level being supervised.

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

584-017-0XXX School-Based Personnel for the Program

The unit provides qualified school-based personnel for the program.

(1) The unit has policies for supervision of practica and student teaching experiences that state the responsibilities of the institutional supervisor and the school based supervisor and administrator.

(2) The unit selects qualified school based supervisors who have had two (2) years experience in early childhood, or elementary, or middle or high school immediately prior to supervision or instruction and who hold a valid license for current assignments.

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

584-017-XXX Unit Governance and Resources [Standard 6]

The unit has the leadership, authority, budget, personnel, facilities, and resources including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards. [584-017-0050 Resources.]

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

584-017-XXX Waivers for Student Teaching Requirements in the Event of School District Closures

(1) An institution may grant a waiver of the full student teaching requirements pursuant to OAR 584-017-0045(2) in the event a candidate for teacher licensure is unable to complete the student teaching timeline requirements contained within OAR 584-017-0180(3) due to an unforeseen disruption of school district operations resulting in a school or district early closure.

(2) In order to grant the waiver, the institution must submit the following in their next annual report to the Commission:

(a) A stipulation that the conditions contained within OAR 584-017-0045(2) for each candidate waiver have been met;

(b) Identity of the school district and school building where the student teacher was placed; and

(3) Institutions who grant a waiver pursuant to this rule shall not be considered to have made a minor or major modification to their approved program.

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

584-017-0XXX _Repeal and Replace with InTASC standards

Objectives for Initial Teacher License (New draft InTASC standards below)

Standard #1: Learner Development. The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.

Standard #3: Learning Environments. The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.

Standard #5: Innovative Applications of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and instruction.

Standard #7: Planning for Instruction. The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.

Standard #9: Reflection and Continuous Growth. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.

Standard #10: Collaboration. The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being.

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

584-017-XXXEndorsements Requiring Special Preparation

(1) Passage of the commission-approved multiple subjects examination may be necessary in order for a newly hired teacher with a special education or an ESOL endorsement to meet the definition of highly qualified under the federal No Child Left Behind Act (NCLBA) or under the Individuals with Disabilities Education Improvement Act (IDEIA) in the position in which they are hired if placed in grades K-8.

(2)(a) Candidate with the following specialty endorsements must qualify, through approved academic preparation in the desired authorization levels and through supervised work experience or student teaching for any authorization:

(A) Art;

(B) Bilingual education with English for speakers of other languages (ESOL);

(D) Music;

(E) Physical education;

(F) Adaptive physical education;

(G) Reading;

(H) Library Media Specialist;

(I) Special education;

(J) Vision Impaired;

(K) Hearing Impaired;

(L) Communications Disorders; or

(M) Early Intervention/Special Education.

(b) Candidates for specialty endorsement completing a practica experience at either early childhood or elementary and at either middle or high school level may qualify for authorization for prekindergarten (pre k) through grade twelve (12).

(3) Candidates applying for the visual impairments endorsement must demonstrate proficiency in reading and writing Braille by obtaining a certificate of competency from the National Library Service for the Blind and Physically Handicapped or an equivalent certificate currently approved by the commission.

(4) Candidate applying for the communication disorders endorsement may obtain authorization at all four levels by earning a certificate of clinical competence from the American Speech and Hearing Association or successor approved by the commission.

(5) Candidates for endorsements in Early Intervention and Early Childhood Special Education must qualify for the Early Childhood Authorization only by:

(a) Completing preparation in psychological foundations and methods appropriate for Early Childhood Education/Early Intervention;

(b) Completing a supervised practicum in early intervention and early childhood special education; and

(c) Documenting knowledge of the endorsement by passing the required commission-approved licensure examination in Special Education; Preschool/Early Childhood.

(d) The commission-approved licensure Multiple Subjects Examination (MSE) is not required for Early Childhood Education/Early Intervention endorsement.

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

584-017-XXX Objectives for a Continuing Teaching License (Align with InTASC)

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

584-017-XXX Adding Endorsements to Initial or Continuing Teaching Licenses [align with Div 60]

The unit makes provisions for adding subject matter and specialty area endorsements to Initial and Continuing Teaching Licenses consistent with the provisions of OAR 584-060-0062.

(1) The unit shall have an approved program for every endorsement it recommends to TSPC. The endorsement will be added to the license upon the submission of a C-2 form documenting the candidate's completion of the program's requirements.

(2) It is at the unit's discretion to accept practicum experience from approved conditional assignments with districts as part of their recommendation to the commission for a candidate's endorsement.

(3) Endorsement programs will be reviewed under the standards in effect as of the effective date of this rule:

(a) For endorsements where no program is required, evidence of passage of the required Commission approved test or tests and documentation of the required practicum experience; or

(b) For endorsements where a program is required by the Commission, evidence that the program conforms to the standards that are currently in effect for that program at the time the program is submitted for approval.

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

584-017-XXX Adding Authorization Levels to Existing Initial and Continuing Teaching Licenses [Align with Div 60]

(1) The unit makes provisions for adding authorizations to Initial and Continuing Teaching Licenses.

(2) A candidate seeking to add the next contiguous authorization to an existing Initial or Continuing Teaching License will:

(a) Successfully complete at least six (6) quarter hours or four (4) semester hours of preparation in child or adolescent development, whichever is appropriate for the level being completed. The program will include methods of instruction in the appropriate subjects at the requested authorization level and may include taking additional subject-matter tests to qualify for the authorization level; and

(b) One of the following practicum experiences, which must include preparation of one (1) work sample to document teaching effectiveness at the new authorization level:

(A) A practicum of two (2) semester hours or three (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; or

(B) Verification of one (1) year of experience teaching the new subject-area at least one (1) hour each day or the equivalent on either an optional assignment of ten (10) hours or less or on an approved conditional assignment permit (CAP) as allowed by OAR 584-036-0081.

(3) A candidate may add an authorization level that is not contiguous to an existing Initial or Continuing Teaching License if, the candidate successfully completes an approved program at that level. Completion of the approved program shall include the required practicum experience and completion of a work sample to document teaching effectiveness at the new authorization level.

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

584-017-XXX Knowledge of School Law for Educators

The unit provides preparation in state and federal statutes on education including laws prohibiting discrimination and rights and responsibilities of students, teachers, and parents.

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

584-017-0XXXVerification of Program Completion

The unit assures that candidates have completed the program successfully.

(1) The unit documents that candidates for licensure have acquired the knowledge and demonstrated the competencies required for the authorization level(s) and endorsement(s).

(2) The unit documents that candidates for licensure have completed the required practica successfully.

(3) The unit attests that candidates comply with Standards for Competent and Ethical Performance of Oregon Educators in OAR 584 division 20.

(4) The unit attests that the candidates have passed the licensure tests required for the authorization levels and endorsements for which the unit is recommending. Evidence of program completion is stored in each student’s appropriate files including a copy of the C-2 form filed with the Commission as verification of the student’s having met all licensure requirements.

(5) Program completion for purposes of reporting under Title II of the Higher Education Opportunity Act (HEOA) means the latest date at which a candidate completes all of the requirements for an Initial I Teaching License.

(a) All candidates completing an approved program must be reported to the Commission for Title II HEOA reporting purposes in the year in which all requirements are completed whether the candidate applies for licensure with TSPC.

(6) Candidates for an Initial I Teaching License will hold a minimum of a bachelor's degree from a regionally accredited institution or from an institution that is deemed to offer a degree comparable to a regionally accredited institution as approved by the Oregon Office of Degree Authorization, including but not limited to a foreign equivalent of such a degree.

(7) Candidates for a Continuing Teaching License will hold a master's or higher degree in arts and sciences or an advanced degree in the professions from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Commission.

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

OTHER SCHOOL PERSONNEL

584-017-XXX Verification of Program Completion for Administrators (Can’t combine with one above?)

The unit assures that candidates have completed the program successfully.

(1) The unit documents that candidates for licensure have acquired the knowledge and demonstrated the competencies required for the authorization level(s) and endorsement(s).

(2) The unit documents that candidates for licensure have completed the required practica successfully.

(3) The unit attests that candidates comply with Standards for Competent and Ethical Performance of Oregon Educators in division 020.

(4) Candidates for Initial License will hold a Masters degree or higher in the arts and sciences or an advanced degree in the professions from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Commission.

(5) Candidates for Continuing Administrator License shall have completed a minimum of 24 semester hours of graduate credit beyond the Master's degree.

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

584-017-XXX Verification of Program Completion for School Psychologists (Seek to combine with other similar rules.)

The unit assures that candidates have completed the program successfully.

(1) The unit documents that candidates for licensure have acquired the knowledge and demonstrated the competencies required for the authorization level(s) and endorsement(s).

(2) The unit documents that candidates for licensure have completed the required practica successfully.

(3) The unit attests that candidates comply with Standards for Competent and Ethical Performance of Oregon Educators in division 020.

(4) Candidates for Initial License will hold a minimum of a Master's degree in behavioral sciences from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Commission.

(5) Candidates for Continuing License will have completed an advanced program in psychologist competencies consisting of a minimum of six semester hours of graduate credit.

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

584-017-0XXXVerification of Program Completion for School Counselors (Seek to combine w/ similar rules)

The unit assures that candidates have completed the program successfully.

(1) The unit documents that candidates for licensure have acquired the knowledge and demonstrated the competencies required for the authorization level(s) and endorsement(s).

(2) The unit documents that candidates for licensure have completed the required practica successfully.

(3) The unit attests that candidates comply with Standards for Competent and Ethical Performance of Oregon Educators in division 020.

(4) Candidates for Initial License in a Track I program will hold a minimum of a Master's degree from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Commission.

(5) Candidates for Initial License in a Track II program will hold a minimum of a Master's degree in the behavioral sciences from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Commission.

(6) Candidates for Continuing License will hold a minimum of a Master's degree in behavioral sciences and have completed beyond the Initial program in school counseling an advanced program consisting of a minimum of six semester or nine quarter hours of graduate credit to include 400 clock hours of practicum.

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

584-017-0XXX Verification of Program Completion

The unit assures that candidates have completed the program successfully.

(1) The unit documents that candidates for licensure have acquired the knowledge and demonstrated the competencies required for the School Social Worker Initial or Continuing License.

(2) The unit attests that the candidates have passed the commission-adopted tests for school social worker content knowledge and civil rights and ethics.

(3) The unit documents that candidates for licensure have completed the required practica successfully.

(4) The unit attests that candidates comply with and has knowledge of the requirements of ORS 342.123, ORS 342.143 and Standards for Competent and Ethical Performance of Oregon Educators in division 020.

(5) Candidates for Initial School Social Worker License will hold a minimum of a Master's in social work degree from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Commission.

(6) Candidates for Continuing School Social Worker License will hold a minimum of a Master's degree in social work and have completed beyond the initial program in school social work an advanced program consisting of a minimum of six semester or nine quarter hours of graduate credit as approved by the Commission.

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

[2] Need to insert fingerprints requirements (changes/etc.) here.