Teacher Standards and Practices Commission, Chapter 584
Rule Caption: Amends and repeals rules related to licensure, program approval and discipline.
Adm. Order No.: TSPC 9-2012
Filed with Sec. of State: 9-14-2012
Certified to be Effective: 9-14-12
Notice Publication Date: 6-1-2012
Rules Amended: 584-010-0001, 584-010-0006, 584-036-0055, 584-036-0062, 584-036-0080, 584-050-0012, 584-060-0220, 584-065-0035
Rules Repealed: 584-036-0081
Subject: 584-010-0001 — Purpose of Program Approval: State purpose of newly-adopted program accreditation standards.
584-010-0006 — Definitions: Updates and add definitions for: conceptual framework; institutional report; off campus programs, etc.
584-036-0055 — Fees: Reduces fingerprint fees by $3 due to reduction in FBI fees.
584-036-0062 — Criminal Records and Professional Conduct Background Check [Requirements]: Clarifies when fingerprints are required and describes further background checks.
584-036-0080 — Licensure Tests: Adds Commission-adopted new essential skills test; eliminates mixing and matching tests.
584-050-0012 — [Criteria for Denial of Licensure Based on Conviction for Crimes] Fingerprinting and Criminal Background Checks: Clarifies fingerprint requirements and defines substantially equivalent crime pursuant to ORS 342.143.
584-060-0220 — International Visiting Teaching License: Clarifies that only international candidates working on a J-1 visa are eligible for this license.
584-065-0035 — Knowledge, Skills and Abilities for Special Education Endorsement: Housekeeping change to add clarifying language around meeting the definition of “highly qualified” and changing the administrative rules that refer to work samples (Evidence of Effectiveness).
Repeal: 584-036-0081 — Conditional Assignment Permits: The License for Conditional Assignment becomes effective July 1, 2012. The repeal of this rule should be effective June 30, 2012.
Rules Coordinator: Victoria Chamberlain—(503) 378-6813
Purpose of Program Approval
(1) The Oregon Legislative Assembly has delegated to the Teacher Standards and Practices Commission the authority to establish standards for approval of educator preparation programs through Oregon Revised Statutes 342.147 and 342.165.
(2) In 1987, the Teacher Standards and Practices Commission established the first standards for approval of college and university preparation programs based on competence of prospective educators rather than prescribed courses.
(3) In 1997, the Commission revised standards to reflect changes in education and to focus preparation on the competence of candidates.
(4) The Commission’s standards emphasize qualitative rather than quantitative aspects of units and programs.
(5) In 2012, the Commission adopted revised standards for programs and units to reflect changes in the national standards for teacher preparation, to focus preparation on the competence of candidates and to emphasize a continuous improvement process based on assessment and data.
(6) The standards for program approval are contained in Divisions 17, 18, 65, and 66 of these administrative rules.
(7) Units must meet all standards to receive unconditional approval for a program pursuant to OAR 584-010-0025 Recommendations Following On-Site Review.
(8) The Commission has adopted handbooks and manuals that govern the procedures for unit review and program review and contain the rubrics for accreditation standards evaluation. Once adopted, these handbooks and manuals may only be amended upon official action by the Commission.
Stat. Auth.: ORS
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 6-2002, f. & cert. ef. 10-23-02; Renumbered from 584-017-0001, TSPC 2-2008, f. & cert. ef. 4-15-08; TSPC 3-2012, f. & cert. ef. 3-9-12; TSPC 9-2012, f. & cert. ef. 9-14-12
(1) “Approved Institution:” A U.S. regionally accredited or internationally accredited institution of higher education approved to prepare licensed personnel by the governmental jurisdiction in which the institution is located.
(2) “Approved Program:” A program of educator preparation approved by the Commission and offered by a regionally accredited institution. As it applies to out-of-state or international programs, a program approved by the licensure body of the governmental jurisdiction authorized to approve educator preparation programs.
(3) “Area for Improvement (AFI):” A statement cited by the Commission or the on-site program or unit review team indicating that a unit or program has not met expected levels of achievement in one or more elements of a standard. The Commission and the unit or program review team may cite one or more areas for improvement and still recommend or find that the standard is “met.”
(4) “At Risk Unit:” A unit that the Commission determines is “at risk” of becoming “low-performing.” The “at risk” designation would follow an onsite review by the Commission and findings of multiple areas for improvement. Such a unit is required to respond to Commission-imposed conditions and stipulations and must provide evidence within the time indicated by the Commission that the Commission’s concerns have been addressed. Units receiving an “at risk” designation will be subject to an on-site review team follow-up visit that focuses on the areas for improvement noted by the accreditation team during the original visit.
(5) “Candidate:” Candidate includes but is not limited to persons preparing to teach, teachers who are continuing their professional development enrolled in an approved program and persons preparing for other professional roles in schools such as administrators, school counselors, school psychologists, and school social workers in a program approved by the Commission.
(6) “Commission:” Teacher Standards and Practices Commission (TSPC).
(7) “Conceptual Framework:” An underlying structure in a professional education unit that gives conceptual meaning to the unit’s operations through an articulated rationale and provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability.
(8) “Consortium:” An advisory body to the unit that reviews, evaluates, and makes recommendations in accordance with OAR 584-017-1025 Consortium.
(9) “Director of Teacher Education:” The Commission staff member responsible for coordinating program approval within the agency.
(10) “Educator Preparation Programs:” Programs preparing licensed teachers, personnel service specialists, or administrators. Oregon Revised Statutes use the term “teacher education” to refer to all programs preparing licensed educational personnel for public elementary and secondary schools, and is not exclusive to programs for preparation of classroom teachers.
(11) “Executive Director:” The Executive Director of the Commission.
(12) “Field or Clinical Experiences:” All supervised clinical field experiences including student teaching, internships, observation experiences and experience necessary to complete an education preparation licensure program.
(13) “Institutional Report:” A report that provides the institutional and unit contexts, a description of the unit’s conceptual framework, and evidence that the unit is meeting the Commission-adopted unit standards. The report serves as primary documentation for on-site review teams conducting on-site visits.
(14) “Liaison Officer:” The person designated by the unit to submit all program modifications for Commission approval, issue all recommendations for licensure under the approved program, authorize all waivers of professional courses for students enrolled in the program, and handle all correspondence between Commission staff and the unit.
(15) “Low Performing Unit:” A unit is determined to be “low performing” by the Commission if following on on-site review team visit, the imposition of conditions or stipulations and a subsequent follow-up on-site visit, the institution failed to meet the Commission’s standards of quality and effectiveness. Units found to be “low performing” are denied TSPC approval and accreditation to offer educator licensure programs. A unit denied accreditation is prohibited from offering educator preparation programs in Oregon and denied from recommending educators for licensure for a minimum of two years. At the end of such time, the unit may apply for program approval (accreditation) and is required to submit a formal application and demonstrate that the problems identified in the original unit review have been addressed and that the program meets all current requirements for program approval and educator licensure in effect at the time of application for approval.
(16) “Major Modifications:” Changes of program philosophy, curricula, practica, resources, personnel, or performance standards
(17) “Off Campus Programs:” Include but are not limited to:
(a) Off-campus programs in the same state; or
(b) Off-campus programs offered at sites outside of the state or in another country.
(c) Branch campuses must be included in the unit’s review if the:
(A) Programs are limited in number and size;
(B) Programs are located in close proximity to the parent campus; or
(C) Program completers are eligible for licensure in Oregon.
(18) “On-Site Review Team:” Team appointed by the Commission to conduct an on-site review for purposes of approval of educator licensure preparation programs.
(19) “Program:” Program includes but is not limited to an academic program designed for one of the following outcomes: Add an endorsement, grade level authorization or result in a new licensure area such as an Initial or Continuing License in teaching, administration or personnel service.
(20) “Regional Accrediting Associations:” Colleges and universities approved for teacher education must be accredited by the appropriate regional association at the time the degree or program is completed. The regional associations are: New England Association of Schools and Colleges; Commission on Institutions of Higher Education; North Central Association of Colleges and Schools; The Higher Learning Commission; Northwest Commission on Colleges and Universities; Middle States Association of Colleges and Schools; Commission on Higher Education; Southern Association of Colleges and Schools; Commission on Colleges; or Western Association of Schools and Colleges; Accrediting Commission for Senior Colleges and Universities.
(21) “Specialized Professional Associations or SPAs:” The national organizations that represent teachers, professional education faculty, and other school professionals who teach a specific subject matter (e.g., mathematics or social studies), teach students at a specific developmental level (i.e., early childhood, elementary, middle level, or secondary), teach students with specific needs (e.g., bilingual education or special education), administer schools (e.g., principals or superintendents), or provide services to students (e.g., school counselors or school psychologists). Many of these associations are member organizations of NCATE and have standards for both students in schools and candidates preparing to work in schools.
(22) “Unit:” Also known as the “professional education unit.” The college, school, or department or other administrative bodies in colleges, universities, or other organizations recognized by the Commission as having the responsibility for managing or coordinating all programs offered for the initial and advanced preparation of teachers and other school professionals regardless of where these programs are housed in an institution. The professional education unit must include in its accreditation review all programs offered by the institution for the purpose of preparing teachers and other school personnel to work in pre-k through twelfth grade settings.
Stat. Auth.: ORS
Stats. Implemented: ORS 342.120 - 342.430; 342.455 - 342.495; 342.533
Hist.: TSPC 2-2008, f. & cert. ef. 4-15-08; TSPC 9-2012, f. & cert. ef. 9-14-12
(1) All fees are assessed for evaluation of the application and are not refundable.
(2) If the applicant is eligible for the license, registration, or certificate for which application is made and the license, registration or certificate is issued within 90 days of original application, the commission shall issue the license, without additional charge with the following exceptions:
(a) If the commission determines the application is incomplete and fails to notify the applicant in less than one calendar week, the commission will extend the 90 days by an amount equal to the number of days the commission delayed notifying the applicant of incomplete items.
(b) For renewable licenses with a 120 day grace period, the original application fee remains good throughout the 120 days.
(c) If the commission fails to issue the license within 90 days due to commission backlog, the fee shall remain good until the license is issued or 120 days, whichever is less.
(3) The fee for evaluating an initial application:
(a) Initial I License (3 years): $100;
(b) Initial I Teaching License (18 months): $50;
(c) Initial II Teaching License (3 years): $100;
(d) Basic License (3 years): $100;
(e) Continuing License (5 years): $100;
(f) Standard License (5 years): $100;
(g) Restricted Transitional License (1 year or 3 years): $100;
(h) Limited License (3 years): $100;
(i) American Indian Language License (3 years): $100;
(j) Substitute License (3 years): $100;
(k) Restricted Substitute License (3 years, 60 days per year): $100;
(l) Exceptional Administrator License (3 years): $100;
(m) Career and Technical Education I Teaching License (1 year): $100;
(n) Career and Technical Education II Teaching License (3 years): $100;
(o) Five-Year Career and Technical Education License (5 years): $100;
(p) Emergency License (term at discretion of Executive Director): $100;
(q) School Nurse Certification (3 years): $100;
(r) International Visiting Teaching License (1 year): $100;
(s) License for Conditional Assignment (1 to 3 years) $25;
(t) Initial Administrator License (3 years): $100;
(u) Initial School Psychologist License (3 years): $100; and
(v) Initial School Social Worker License (3 years): $100.
(4) The fee for evaluating all applications for a first Oregon license based on completion of an out-of-state educator preparation program or an out of state license is $120 regardless of the license issued.
(5) The fee for registration of a charter school teacher or administrator is $75 which includes the fee for required criminal records and fingerprinting costs.
(6) The fee for evaluating an application for renewal of any license or certification is $100 except as follows:
(a) Renewal of a one-year Restricted Transitional Teaching License is $25;
(b) Renewal of a charter school registration is $25;
(c) Renewal of an International Visiting Teacher License is $25;
(d) Renewal of Career and Technical Education I Teaching License is $25; and
(e) Renewal of License for Conditional Assignment is $25.
(7) The fee for each of the following circumstances is $20:
(a) A duplicate license, registration, or certificate for any reason;
(b) An approved extension to a provisional license; and
(c) Adding a district to an existing restricted license requiring a co-applicant school district.
(8) The fee for evaluating an application to add one or more endorsements or authorization levels to a currently valid license is $100. No additional fee is required to add an endorsement or authorization in conjunction with an application for renewal or reinstatement of a license.
(9) The fee to evaluate an application for reinstatement of an expired license or certificate is $100 plus a late application fee of $25 for each month or portion of a month that the license or certificate has been expired to a maximum of $200 total.
(a) The reinstatement fee does not include any separate fingerprint fee that may be required if more than three years has elapsed from the date of the expired license, registration or school nurse certification.
(b) Late fees may only be imposed one time following the expiration of a license or school nurse certificate. If the applicant does not initially qualify for the license or certificate the applicant is seeking to reinstate, no additional late fees will be imposed upon application for subsequent licenses so long as the applicant has a current active license, registration or certification in effect at the time of application.
(c) In certain cases involving extenuating circumstances related to OAR 584-036-0057 Late Fee Waivers, the Executive Director may choose to waive this late fee.
(10) The fee for evaluating an application for reinstatement of a suspended license or certificate is $100 in addition to the $100 application fee for a total of $200. The fee does not include any separate fingerprint fee that may be required if more than three years has elapsed from the date of the expired license or certificate.
(11) The fee for evaluating an application for reinstatement of a suspended charter school registration is $50 and does not include any separate fingerprint fee that may be required if more than three years has elapsed from the date of the expired registration.
(12) In addition to the application fees required by this rule, the Commission shall collect a late application fee not to exceed $25 per month up to a maximum of $125 from an applicant who fails to make timely application for renewal of the license, certificate or registration.
(13) The fee for evaluating an application for reinstatement of a revoked license or certificate is $150 in addition to the $100 application fee for a total of $250. The reinstatement fee does not include any separate fingerprint fee that may be required if more than three years has elapsed from the date of the expired license, or school nurse certificate.
(14) The fee for evaluating an application for reinstatement of a revoked charter school registration is $150 in addition to the $25 application fee for a total of $175. The reinstatement fee does not include any separate fingerprint fee that may be required if more than three years has elapsed from the date of the expired charter school registration.
(15) Forfeiture for a check which the applicant’s bank will not honor is $25, unrelated to any evaluation fees. The total amount due shall be paid in cash, credit, or Money Order at the Commission’s office.
(16) The fee for evaluating licensure applications submitted on behalf of teachers participating in exchange programs or on Congressional appointment from foreign countries is $100.
(17) The fee for alternative assessment in lieu of the test for licensure endorsement is $100.
(18) The fee for expedited service for an emergency or other license, registration or certificate is $99 plus the fee for the license registration or certificate application as defined in this administrative rule.
(19) The fee to evaluate an application for reinstatement of an expired charter school registration is $25 plus a late application fee of $25 for each month or portion of a month that the registration has been expired to a maximum of $125 total. The reinstatement fee does not include any separate fingerprint fee that may be required if more than three years has elapsed from the date of the expired charter school registration.
(20) The fee for a criminal records check including fingerprinting is $59.
(21) The fee for a “highly qualified teacher” evaluation is $50.
Stat. Auth.: ORS
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.533
Hist.: TS 15, f. 12-20-76, ef. 1-1-77; TS 17, f. 12-19-77, ef. 1-1-78; TS 2-1979, f. 8-21-79, ef. 1-1-80; TS 1-1982, f. & ef. 1-5-82; TS 3-1983, f. & ef. 5-16-83; TS 4-1983, f. 5-17-83, ef. 7-1-83; TS 6-1984, f. 12-27-84, ef. 1-15-85; TS 4-1985, f. 10-4-85, ef. 1-1-86; TS 7-1986, f. 10-15-86, ef. 1-15-87; TS 5-1988, f. 10-6-88, cert. ef. 1-15-89; TS 7-1989, f. & cert. ef. 12-13-89; TS 1-1992, f. & cert. ef. 1-15-92; TS 4-1994, f. 7-19-94, cert. ef. 10-15-94; TS 5-1994, f. 9-29-95, cert. ef. 10-15-94; TS 4-1997, f. 9-25-97, cert. ef. 10-4-97; TSPC 4-1999, f. & cert. ef. 8-2-99; TSPC 2-2000, f. & cert. ef. 5-15-00; TSPC 1-2003, f. & cert. ef. 1-13-03; TSPC 6-2004, f. & cert. ef. 8-25-04; TSPC 6-2005(Temp), f. & cert. ef. 8-16-05 thru 1-30-06; TSPC 9-2005, f. & cert. ef. 11-15-05; TSPC 11-2005(Temp), f. 11-18-05, cert. ef. 1-1-06 thru 6-29-06; TSPC 5-2006, f. & cert. ef. 2-10-06; TSPC 5-2007, f. & cert. ef. 8-15-07; TSPC 5-2008, f. & cert. ef. 6-13-08; TSPC 7-2008, f. & cert. ef. 8-20-08; TSPC 1-2009(Temp), f. & cert. ef. 2-27-09 thru 8-25-09; Administrative correction 9-29-09; TSPC 4-2009, f. & cert. ef. 9-22-09; TSPC 8-2009, f. & cert. ef. 12-15-09; TSPC 4-2010, f. & cert. ef. 7-15-10; TSPC 5-2010(Temp), f. & cert. ef. 8-13-10 thru 12-31-10; TSPC 9-2010, f. 12-15-10, cert. ef. 1-1-11; TSPC 5-2011, f. & cert. ef. 6-15-11; TSPC 2-2012, f. & cert. ef. 2-15-12; TSPC 6-2012, f. & cert. ef. 5-18-12; TSPC 9-2012, f. & cert. ef. 9-14-12
Criminal Records and Professional Conduct Background Check
(1) An applicant must submit one fingerprint card for checking Oregon and Federal Bureau of Investigation criminal history records under the following conditions:
(a) First placement in a field experience once admitted to an Oregon approved educator-preparation program;
(b) First placement in a field experience in any Oregon public school if completing an educator preparation program by an out-of-state provider;
(c) First time Oregon licensure; or
(d) Reinstatement of a license that has been expired more than three years prior to the date the application form and full fee have been submitted for reinstatement.
(2) An applicant may only be fingerprinted through the process described in subsection (1) of this rule. A criminal background check conducted through fingerprints by any former employer, licensing board or by the Oregon Department of Education does not satisfy the requirements of this rule.
(3) Out of state applicants, or previously licensed Oregon educators returning from living outside of the state may also be subject to internet searches or previous employment checks.
Stat. Auth.: ORS
181 & 342
Stats. Implemented: ORS 181.525, 342.120 – 342.430, 342.455 – 342.495 & 342.533
Hist.: TS 6-1993, f. & cert. ef. 12-7-93; TS 2-1994, f. & cert. ef. 7-19-94; TS 2-1995(Temp), f. 8-16-95, cert. ef. 9-11-95; TS 4-1995, f. & cert. ef. 11-9-95; TSPC 5-2003(Temp), f. & cert. ef. 9-17-03 thru 1-15-04; TSPC 3-2004, f. & cert. ef. 5-14-04; TSPC 10-2005(Temp), f. & cert. ef. 11-15-05 thru 4-30-06; TSPC 5-2006, f. & cert. ef. 2-10-06; TSPC 9-2012, f. & cert. ef. 9-14-12
(1) Licensure tests are required to demonstrate subject-matter competency in most endorsement areas established by the commission.
(2) Out-of-State Applicants: Out-of-state applicants may present proof of passage of another state’s subject-matter competency test for full subject-matter endorsement on an Oregon license under the following conditions:
(a) The area in which the test was passed is comparable to the subject-matter endorsement area adopted by the commission and is not a basic skills test;
(b) The test was administered by either the former or current testing companies representing Evaluation Systems group of Pearson (ESP) or Education Testing Service (ETS);
(c)(A) A passing score on an out-of-state licensure test for subject-matter endorsement on the license results in waiver of a comparable Oregon adopted beginning-teacher licensure test if the subject-matter area covered by the out-of-state test is more similar than not to the Oregon test.
(B) The burden is on the applicant to provide alternate proof the test was taken and the score was a passing score in another state if the applicant is unable to produce an original score report. TSPC reserves the right to reject the alternate verification if the source of the score verification is not a higher education institution or another public educator licensure agency; and
(d) Any subject-matter test, except the basic skills tests, may be waived if the applicant demonstrates special academic preparation satisfactory to the commission together with five years of half-time or more experience teaching the specific subject matter on a license valid for the assignment in a public school or regionally accredited private school in a U.S. jurisdiction before holding any Oregon license. The five years of half-time or more experience must be acquired entirely outside of the State of Oregon and must be obtained while holding an unrestricted out-of-state license valid for the assignment. Teaching experience without a valid license does not count toward test waiver.
(3) An electronic score report submitted by the testing company administering the test at the applicant’s request will be treated as an “original” score report. In all other cases, only the original score report, or an authentic facsimile will be accepted as validation of passing the required test. TSPC reserves the right to require the applicant to produce authentic evidence of passage of the test the applicant wishes to submit for consideration for test waiver.
(4) Other evidence documenting passage of a required test for licensure may be accepted at the executive director’s discretion when exigent circumstances prohibit the educator from presenting an original score report. The executive director may submit the evidence and the decision to the commission at the next meeting at the director’s discretion in cases the director believes may need commission review.
(5) Basic Skills Tests: To satisfy the basic skills testing requirements, the commission will accept passing scores on the following tests:
(a) NES Essential Skills Test — Evaluation Systems group of Pearson (ESP)
(b) California Basic Educator Skills Test (CBEST) — Evaluation Systems group of Pearson (ESP);
(c) Washington Educator Skills Test — Basic (WEST-B) — Evaluation Systems group of Pearson (ESP);
(d) Praxis I: Pre-Professional Skills Assessment (PPST) — Education Testing Service (ETS);
(e) A regionally-accredited or foreign equivalent master’s degree or higher held at the time of admission into an educator preparation program, waives the basic skills tests;
(f) An out-of-state applicant may waive the basic skills test with evidence of full out-of-state licensure and a master’s degree from an accredited institution or foreign equivalent;
(g) Applicants submitting proof of a non-provisional California Teaching License will be deemed to have passed the California Basic Educator Skills Test (CBEST);
(6) Applicants may be eligible for Alternative Assessment in lieu of the subject-matter tests. Alternative Assessment is only allowed for waiver of subject-matter tests required for specific licenses or endorsements. (See OAR 584-052-0030 to 584-052-0033 regarding Alternative Assessment.)
(7) Applicants seeking endorsement in areas where the commission has not adopted an approved test must complete coursework requirements in Division 38 to add the endorsement to a Basic, Standard, Initial or Continuing Teaching License. In the alternative, applicants may submit evidence of a passing score from another state’s licensure test and evidence they held the endorsement on an out-of-state license in lieu of satisfying the Division 38 required coursework.
(8) For situations not covered by these rules, the commission grants the executive director the discretion to determine whether test scores or licenses submitted pursuant to this section meet the commission’s intent with regard to preventing unnecessary redundancy in completing licensure requirements.
Stat. Auth.: ORS
Stats. Implemented: ORS 342.120 - 342.430, 342.455-342.495 & 342.553
Hist.: TSPC 2-2007, f. & cert. ef. 4-23-07; TSPC 2-2009, f. & cert. ef. 3-12-09; TSPC 6-2010, f. & cert. ef. 8-31-10; TSPC 9-2012, f. & cert. ef. 9-14-12
Fingerprinting and Criminal Background Checks
(1) An applicant for, student teaching, practicum or internship, initial Oregon licensure or reinstatement of an Oregon license that has been lapsed for three years or more must submit fingerprints for a criminal background check in accordance with ORS 342.223.
(2)(a) An applicant will be denied licensure pursuant to OAR 584-050-0009 if the applicant has been convicted of:
(A) Any of the crimes listed in ORS 342.143;
(B) An attempt of any of the crimes listed in ORS 342.143 in accordance with ORS 161.405; or
(C) Any substantially equivalent crime in another jurisdiction.
(b) A crime is deemed to be substantially equivalent when the Commission determines the underlying conduct is substantially similar to conduct that would have resulted in conviction of any crime listed in ORS 342.143.
(3) An applicant may be denied licensure if the applicant has been convicted of any crime involving the illegal use, sale or possession of controlled substances as defined in ORS 475.005(6).
(4) The Commission may take action against an applicant as a result of the criminal background check disclosing criminal conduct not listed in ORS 342.143 in accordance with ORS 342.175.
(5) If the applicant fails to provide fingerprints following application for licensure where fingerprints are required, the application will be found to be incomplete.
(6) Only original fingerprints submitted to TSPC will be accepted for clearance for any Oregon teaching license, registration or certification. Previously cleared fingerprints by the Oregon Department of Education or any employer are not acceptable to satisfy TSPC’s criminal background checks.
(7)(a) A candidate admitted to an Oregon educator licensure program may not be placed in any practicum, student teaching or internship placement where the candidate may be in unsupervised contact with any K-12 student until the fingerprint and criminal background check has been submitted to TSPC, completed and cleared by the TSPC Executive Director.
(b) Failure to comply with this provision may result in Commission sanction.
Stat. Auth.: ORS
181 & 342
Stats. Implemented: ORS 181.534 & 342.223
Hist.: TS 2-1994, f. & cert. ef. 7-19-94; TS 5-1996, f. & cert. ef. 9-24-96; TS 4-1997, f. 9-25-97, cert. ef. 10-4-97; TSPC 13-2006, f. & cert. ef. 11-22-06; TSPC 7-2007, f. & cert. ef. 12-14-07; TSPC 9-2012, f. & cert. ef. 9-14-12
International Visiting Teacher License
(1) Upon filing a correct and complete application in form and manner prescribed by the commission, a qualified and eligible applicant may be granted an International Visiting Teacher License. The intent of this license is to provide up to a three-year cultural exchange of teachers and teaching strategies between Oregon and a participating country other than the United States.
(2) This license is issued for one year and is renewable up to two times.
(3) This license is valid for substitute teaching only at the grade authorization levels and subject-matter endorsement areas listed on the license.
(4) The International Visiting Teacher License is restricted to use within the district that has applied for it jointly with the teacher and is valid for teaching with the requesting employer only at the designated grade authorization levels and subject-matter endorsement areas requested by the employer and listed on the license. If the license is endorsed in a core academic area, the licensee may be considered to be “highly qualified” pursuant to federal law.
(5) To be eligible for the International Visiting Teacher License, the applicant must have not previously held any TSPC license and must co-apply with the requesting district and submit the following materials as part of the application packet:
(a) Evidence that the teacher is not a resident of the United States and is working here under a J-1 Visa;
(b) A letter from the co-applying district specifying the grade levels and subject-matter endorsement areas in which the district would like the applicant to teach and a brief description of the plan for supervision and mentoring the district has in place including the name of the mentor assigned to the applicant once licensed;
(c) Transcript evaluation or some other convincing evidence that the applicant holds the equivalent of a U.S. baccalaureate or higher degree and proof that the applicant has completed a professional teacher preparation program in their country. The transcript and other evidence submitted will be evaluated for subject-matter competency in the subject-area in which the license is being requested;
(d) A copy of all professional teaching credentials from a country other than the United States held by the applicant;
(e)(A) Evidence that the applicant has completed the equivalent of three full years, (not less than 27 months) of teaching experience in the applicant’s native country; or
(B) Proof of participation in the Cultural Exchange Program in a J-1 Visa status monitored by the Oregon Department of Education. Proof of participation must include verification from the Oregon Department of Education; and
(f) Furnish fingerprints in the manner prescribed by the commission and provide satisfactory responses to the character questions contained in the commission’s licensure application. (See also, OAR 584-036-0062 for Criminal Records Check Requirement.)
(6) To be eligible for a one-year renewal of the International Visiting Teaching License, an applicant must:
(a) Submit an application packet for renewal;
(b) A PEER form verifying the applicant’s assignment;
(c) A passing score on a commission-adopted test of knowledge of U.S. and Oregon civil rights laws and professional ethics; and
(d) Submit a letter from the co-applying school district attesting to the following:
(A) That the teacher’s assignment will remain within the scope of grades and subjects on the license;
(B) The plan for supervision and mentoring remains in place and update the name of the mentor if appropriate.
Stat. Auth.: ORS
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
Hist.: TSPC 8-2009, f. & cert. ef. 12-15-09; TSPC 5-2010(Temp), f. & cert. ef. 8-13-10 thru 12-31-10; TSPC 8-2010(Temp), f. & cert. ef. 10-4-10 thru 12-31-10; TSPC 10-2010, f. 12-30-10, cert. ef. 1-1-11; TSPC 3-2011, f. & cert. ef. 3-15-11; TSPC 9-2012, f. & cert. ef. 9-14-12
Knowledge, Skills and Abilities for Special Education Endorsement
(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 endorsements special education 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 Commission-adopted elementary multiple subjects examination is not required to obtain the license;
(B) However, passage of the Commission-adopted elementary multiple subjects examination is required in order for special educators licensed to teach general education content in grades preK through 8 (elementary teachers) and to be meet the federal definition of “highly qualified” teacher under the Education/Secondary Education Act (ESEA);
(c) Candidates completing a practica experience at either the early childhood or elementary authorization levels and at either the middle or high school authorization levels shall qualify for grade authorization for pre-kindergarten through grade twelve.
(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.
(4) Candidates for special education endorsements must complete an approved academic program for special education and will demonstrate competency through OAR 584-017-1030 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
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
Hist.: TSPC 8-2009, f. & cert. ef. 12-15-09; TSPC 9-2012, f. & cert. ef. 9-14-12