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Oregon State Archives

The Oregon Administrative Rules contain OARs filed through April 15, 2013

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TEACHER STANDARDS AND PRACTICES COMMISSION

DIVISION 17

STANDARDS FOR UNIT APPROVAL

584-017-0005

Effective Date and Applicability to Programs

After January 15, 1999, 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, 342.147 & 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

Governance, Resources and Personnel

584-017-0010

Designation of the Unit

The institution has designated a unit which has full responsibility and authority for operation of the program.

(1) The organization's authority is clearly outlined.

(2) Allocation of resources is adequate for operation of the unit.

(3) The unit has established written policies and procedures to guide its operation for curriculum, students, faculty and resources.

(4) A practicum may substitute for student teaching if this is an additional authorization on an Initial or Continuing License.
Stats. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1998, f. 9-28-98, cert. ef. 1-15-99

584-017-0020

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 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, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0025

Evaluating and Verifying Candidate Competency

The unit has filed with TSPC a plan which has been reviewed by the consortium for assessing the competence of each candidate for licensure.

(1) The plan includes both formative and summative assessments of competencies.

(2) The plan outlines procedures, criteria, and timelines for the assessments.

(3) The unit summarizes and analyzes assessment results with the results going to the consortium for recommendation.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0030

Evaluation and Improvement of the Program

The unit has filed with TSPC a plan which has been reviewed by the consortium for evaluation and improvement of the program.

(1) The plan includes long and short-term goals.

(2) The plan includes procedures and criteria to be used in evaluating the program with a timeline for collecting and analyzing data.

(3) The unit summarizes and analyzes evaluation results, with the results going to the consortium in order to make recommendations.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0035

Dispute Resolution

The unit has procedures to resolve disputes in which there is disagreement on successful completion of the practicum.

(1) The unit has procedures to resolve cases in which the institution's supervisor and the school supervisor do not agree that the candidate demonstrated competence required for successful completion of the practicum.

(2) The unit has an appeal procedure for candidates who are denied recommendation for licensure.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0040

Waivers

An institution may petition the Commission for waiver of standards for licensure rules. A petition includes relevant information and specifies the reasons the institution is seeking the waiver.

(1) The petitioner is able to demonstrate that the request meets the intent of the standards or rules.

(2) Requirements in Oregon Revised Statutes are not to be waived.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0042

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 342.147
Hist.: TSPC 1-2004(Temp), f. & cert. ef. 3-17-04 thru 9-12-04; TSPC 6-2004, f. & cert. ef. 8-25-04; TSPC 4-2009, f. & cert. ef. 9-22-09

584-017-0045

Waivers of Academic Requirements and Appeals on Academic Decisions

The liaison officer may waive part or all of the program for individual candidates when competency is otherwise demonstrated.

(1) The candidate is able to demonstrate the knowledge, skills, and competencies required by the program.

(2) The institution may waive the requirements for student teaching only if the applicant's ability to foster pupils' learning has been established through work samples required by OAR 584-017-0185.

(3) The unit has an appeal procedure for students who are denied waivers.

(4) The candidate may appeal waiver decisions to the Commission after completing the unit's appeal procedure. The candidate, appealing the unit's waiver decision, must submit a complete application to the Commission.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 6-2002, f. & cert. ef. 10-23-02

584-017-0050

Resources

The unit provides resources necessary to assure effectiveness and continuity of the program.

(1) The unit provides financial support for the program to include facilities, equipment, technology, support personnel and other resources.

(2) The unit provides support for professional development of faculty and school-based supervisors.

(3) The unit has a written agreement from each school district that provides field sites.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0055

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.

(c) The unit has TSPC approval for each Oregon non-public school in which candidates are to be supervised. Criteria for supervisors must meet the standards for school-based personnel for the program 584-017-0070(2).

(d) The unit has TSPC approval for each out-of-state public school in which candidates are to be supervised. Criteria for supervisors must meet the standards for school-based personnel for the program 584-017-0070(2).

(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, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 4-2001, f. & cert. ef. 9-21-01

584-017-0057

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, ORS 342.147, ORS 342.165
Hist.: TSPC 4-2001, f. & cert. ef. 9-21-01

584-017-0060

Unit 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, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0070

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, 342.147 & 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 1-2006(Temp), f. & cert. ef. 1-3-06 thru 1-30-06; TSPC 4-2006(Temp), f. & cert. ef. 2-3-06 thru 8-2-06; TSPC 9-2006, f. & cert. ef. 6-15-06

Standards for Teacher Preparation Programs

584-017-0075

Purpose of Teacher Licensure

These rules establish a licensure program for teachers that supports the Oregon Educational Act for the 21st Century (ORS Chapter 329) and is consistent with the redesign of teacher work to accomplish objectives for Oregon schools. This licensure program has the following characteristics:

(1) The levels of licensure align with developmental levels of students. Licenses are issued for four levels: early childhood, elementary, middle level and high school. Teachers are authorized for broad assignments at each level to facilitate integration of curriculum and use of multi-disciplinary teams.

(2) The curriculum of teacher preparation affirms the dignity and worth of all students and assists students from diverse cultural and ethnic backgrounds to meet State and district Standards.

(3) Provisions are made for entry into teaching from a variety of backgrounds including: business and industry, teaching experience in other settings, as well as traditional four-year, five-year and fifth-year teacher education programs.

(4) Continuing professional development (CPD) is integral to the entire licensure program. During the first year of teaching, CPD is promoted by assignment of a mentor teacher under the Oregon Board of Education Mentor Teacher Program (ORS 329.790 to 329.820). While holding the Initial Teaching License a teacher's professional development is fostered through one of three options leading to the Continuing Teaching License. Thereafter, individualized professional development plans are incorporated into requirements for the renewal of the Continuing Teaching License.

(5) Oregon's licensure program is compatible with requirements of the National Board for Professional Teaching Standards, in accordance with ORS 342.121, and teachers are encouraged to seek voluntary national certification as evidence of exemplary professional development.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0080

Selection, Recruitment and Admission of Candidates

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

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

(2) Each candidate has demonstrated aptitude and interest in working with school-aged children.

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0085

Retention and Advising

The unit develops, publishes and implements procedures and criteria for making decisions on retention of candidates in the program.

(1) Procedures and criteria to evaluate progress assure that only those qualified are retained.

(2) Opportunities are established for advising and counseling on personal and professional concerns.

(3) The unit shall collect data on admissions, retention, advising, supervision, transcripting of credits, and evidence of performance. Records shall be secure and comply with confidential and legal requirements to protect candidate rights and interests.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0090

Curriculum Design

The institution has an articulated program of studies based on a shared conceptual design that prepares effective educators consistent with the unit's mission.

(1) A syllabus and a program description are submitted to TSPC for each professional course in the program.

(2) Each syllabus states the outcomes and activities of the course and the procedures and criteria for evaluating the achievement of students.

(3) The syllabi incorporate the knowledge and skills required for licensure and reflect contemporary curriculum for each of the authorization levels.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99

584-017-0100

Objectives for Initial Teacher License

The unit assures that candidates for an Initial Teaching License demonstrate knowledge, skills, and competencies in each of the five (5) teacher functions.

(1) Candidates plan instruction that supports student progress in learning and is appropriate for the developmental level and demonstrate they are able to:

(a) Select or write learning goals for units of instruction that are consistent with the school's long-term curriculum goals, State content standards and district standards, research findings on how students learn, and the physical and mental maturity of one's students;

(b) Determine the current performance level of one's students with respect to the learning goals established for a unit of instruction;

(c) Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals;

(d) Determine content, skills, and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery;

(e) Select and organize materials, equipment and technologies needed to teach a unit of instruction;

(f) Design and adapt unit and lesson plans for all learners and exceptional learners, including but not limited to students with varying cultural, social, socio-economic and linguistic backgrounds; and

(g) Estimate the time required within a unit for teacher-directed instruction, student-managed learning and practice, student evaluation/reporting and reteaching/problem solving.

(2) Candidates establish a classroom climate conducive to learning and demonstrate they are able to:

(a) Affirm the dignity and worth of all students and provide the positive support students need to be effective learners;

(b) Establish, communicate, and maintain rules, procedures and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities;

(d) Model and reinforce classroom social behavior that supports student learning and development;

(e) Use knowledge of the influence of the physical, social, and emotional climates of students' homes and the community to optimize motivation, learning, and behavior;

(f) Monitor student conduct, and take appropriate action when misbehavior occurs;

(g) Interact thoughtfully and courteously with all students and their families and seek to resolve conflicts in a professional manner, respecting familial and community cultural contexts;

(h) Use classroom time effectively to provide maximum time for learning;

(i) Manage instructional transitions decisively and without loss of instructional time;

(j) Arrange and set up instructional materials and equipment in advance of class to facilitate their effective and efficient use during lessons; and

(k) Coordinate the use of instructional assistants, parent volunteers, student assistants, and other support personnel to achieve instructional objectives, if these resources are available in the school setting.

(3) Candidates engage students in planned learning activities and demonstrate they are able to:

(a) Choose organizational structures appropriate for the objectives of instruction;

(b) Communicate learning outcomes to be achieved and focus student interest on tasks to be accomplished;

(d) Use a variety of research-based educational practices that promote student learning and are sensitive to individual differences and diverse cultures;

(e) Emphasize instructional techniques that promote critical thinking and problem solving, and that encourage divergent as well as convergent thinking; and

(f) Monitor the engagement of students in learning activities, and the progress they are making, to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.

(4) Candidates evaluate, act upon, and report student progress in learning and demonstrate they are able to:

(a) Select or develop non-biased, valid and reliable tests, performance measures, observations student interviews, or other formal or informal assessment procedures to determine the progress of all students;

(b) Document student progress in accomplishing State-adopted content standards and district standards, prepare data summaries that show this progress to others, and inform students, supervisors, and parents about progress in learning;

(d) Assemble, reflect upon, interpret, and communicate evidence of one's own effectiveness as a teacher including evidence of success in fostering student progress in learning and use evidence of effectiveness in planning further intervention.

(5) Candidates exhibit professional behaviors, ethics, and values and demonstrate they are able to:

(a) Be dependable, conscientious, and punctual;

(b) Meet work schedule demands;

(d) Be aware of, and act in accordance with, school policies and practices;

(e) Understand the organizational culture and expectations that operate within a school and that impact students and student learning;

(f) Interact constructively and respectfully with students, colleagues, administrators, supervisors, school staff, families, and members of the community;

(g) Collaborate with parents, colleagues, and members of the community to provide internal and external assistance to students and their families to promote student learning;

(h) Perform advisory functions for students in formal and informal settings;

(i) Function as a member of an interdisciplinary team to achieve long-term curriculum goals, and State content standards and district standards;

(j) Exhibit energy, drive and determination to make one's school and classroom the best possible environment for teaching and learning; and

(k) Exhibit energy, drive and determination to become a professional educator.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 9-2006, f. & cert. ef. 6-15-06

584-017-0115

Early Childhood Education Authorization

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

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

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

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.165
Hist.: TSPC 1-2005, f. & cert. ef. 1-21-05; TSPC 5-2008, f. & cert. ef. 6-13-08

584-017-0120

Elementary Authorization

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

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

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1998, f. 9-28-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 4-2002, f. & cert. ef. 5-21-02; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 13-2006, f. & cert. ef. 11-22-06; TSPC 2-2007, f. & cert. ef. 4-23-07; TSPC 7-2008, f. & cert. ef. 8-20-08

584-017-0130

Middle Level Authorization

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 6-1998, f. & cert. ef. 7-13-98; TSPC 7-1998, f. 9-28-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 4-2002, f. & cert. ef. 5-21-02; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 4-2005(Temp), f. & cert. ef 5-6-05 thru 9-30-05; TSPC 7-2005, f. & cert. ef. 8-24-05; TSPC 7-2008, f. & cert. ef. 8-20-08

584-017-0140

High School Authorizations

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

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

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

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

(4) Candidates holding middle-level endorsements in language arts, social studies or science, pursuant to OAR 584-017-0130(5) are not eligible to teach these subjects on the high school authorization.

(5) Candidates complete student teaching or internship with students in grades 7-12. A practicum may substitute for student teaching if this is an additional authorization on an Initial or Continuing Teaching License. (See, OAR 584-017-0175 for adding an authorization level.)

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1998, f. 9-28-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 4-2005(Temp), f. & cert. ef 5-6-05 thru 9-30-05; TSPC 7-2005, f. & cert. ef. 8-24-05

584-017-0150

Endorsements Requiring Multiple Authorizations

(1) The unit assures that candidates for selected subject matter or special education endorsements demonstrate knowledge, skills, and competencies for multiple authorizations.

(2) Candidates for endorsements in art, ESOL/bilingual, ESOL, music, physical education, adaptive physical education, special education and reading 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;

(b) Completing supervised practica or student teaching experiences in early childhood and elementary, OR elementary and middle level, OR middle level and high school; and

(c) Documenting knowledge of the endorsement by passing the commission-approved test in the specialty. The Multiple Subjects Examination (MSE) is not required for the endorsements in subsection (2) above.

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

(3) Candidates for special education endorsements: In addition to the requirements stated in section (2) of this rule, must complete preparation in the continuum of mild, moderate and severe disabilities.

(4) Candidates for endorsements in library media, hearing impaired, communication disorders, and vision impaired shall qualify for four levels of authorization by:

(a) Completing preparation in psychological foundations and methods appropriate for early childhood and elementary AND middle level and high school;

(b) Completing a supervised work experience or student teaching in early childhood and elementary AND middle level and high school; and

(c) Documenting knowledge of the endorsement by passing the commission-approved test in the specialty. The Multiple Subjects Examination (MSE) is not required for these endorsements.

(5) Candidates for endorsement in visually impaired, in addition to the requirements of subsection (4) above; must demonstrate proficiency in reading and writing Braille by obtaining a certification of competency from the National Library Service for the Blind and Physically Handicapped or an equivalent certificate approved by the commission.

(6) Candidates for endorsement in communications disorders, in addition to the requirements of subsection (4) above; 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.

(7) 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 Multiple Subjects Examination (MSE) is required for Early Childhood Education/Early Intervention I endorsement, but is not required for the Early Childhood Education/Early Intervention II endorsement.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 3-2003, f. & cert. ef. 5-15-03; TSPC 5-2007, f. & cert. ef. 8-15-07

584-017-0160

Objectives for a Continuing Teaching License

The unit provides an approved program through which teachers may document the advanced knowledge, skills and competencies required to gain a Continuing Teaching License.

(1) Candidates assess knowledge and skills of students in relation to long-term content goals and district standards, and determine the knowledge and skills each student needs to accomplish them.

(2) Candidates design instructional plans that incorporate knowledge of students' developmental levels, interests, abilities, and learning accomplishments consistent with content goals and district standards.

(3) Candidates establish a classroom climate conducive to learning, e.g., positive classroom management, a safe and developmentally appropriate environment, efficient organization of time and materials, and effective transitions.

(4) Candidates implement instructional plans that employ knowledge of subject matter and use research-based educational practices that reflect how students learn, are sensitive to individual differences and diverse cultures, and encourage parent participation.

(5) Candidates collaborate with parents, colleagues, and members of the community to provide internal and external assistance to students and to their families, if needed, to promote student learning.

(6) Candidates evaluate student progress in learning, refine plans for instruction, and establish alternative goals or environments for learning when necessary.

(7) Candidates document and report the progress of students in achieving content goals and district standards.

(8) Candidates use emerging research on teaching, learning and school improvement to enhance practices.

(9) Candidates participate in designing, evaluating and improving opportunities for teaching and learning in an educational institution.

(10) Candidates collaborate with colleagues to enhance job performance and advance teaching as a profession.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 6-2002, f. & cert. ef. 10-23-02

584-017-0170

Adding Endorsements to Initial or Continuing Teaching Licenses

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.

[ED. NOTE: Forms referenced are available from the agency.]

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 1-2003, f. & cert. ef. 1-13-03; TSPC 7-2005, f. & cert. ef. 8-24-05

584-017-0175

Adding Authorization Levels to Existing Initial and Continuing Teaching Licenses

(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, 342.147 & 342.165
Hist.: TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 2-2005, f. & cert. ef. 4-15-05; TSPC 9-2006, f. & cert. ef. 6-15-06; TSPC 2-2008, f. & cert. ef. 4-15-08

584-017-0180

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.

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, ORS 342.147, ORS 342.165
Hist.: TSPC 4-2001, f. & cert. ef. 9-21-01; TSPC 6-2002, f. & cert. ef. 10-23-02

584-017-0185

Evidence of Effectiveness

(1) The unit assures that candidates provide evidence of effectiveness to foster student learning.

(2) Each student teacher preparing for an Initial I Teaching License assembles and analyzes two work samples to document the candidate's ability to demonstrate knowledge, skills and competencies as designated in OAR 584-017-0100. If a candidate is seeking more than one authorization level, the two work samples may be completed at either authorization level. Work samples include:

(a) Context of the school and classroom is explained, learners with special needs, TAG learners, ESOL learners and learners from diverse cultural and social backgrounds are described, adaptations for their learning needs are discussed, and prerequisite skills required for the unit are considered;

(b) Goals for the unit of study, which is generally two to five weeks in length, that vary in kind and complexity, but that include concept attainment and application of knowledge and skills;

(c) Instructional plans to accomplish the learning goals of the group(s) of students that include differentiation of instruction for all students listed in (a);

(d) Data on learning gains resulting from instruction, analyzed for each student, and summarized in relation to students' level of knowledge prior to instruction;

(e) Interpretation and explanation of the learning gains, or lack thereof; and

(f) A description of the uses to be made of the data on learning gains in planning subsequent instruction and in reporting student progress to the students and their parents.

(g) Purposeful attention to literacy instruction based upon content requirements, appropriate authorization level and student needs in at least one subject.

(3) Each candidate preparing for a Continuing Teaching License assembles a collection of evidence that documents the candidate's advanced knowledge, skills and competencies as designated in OAR 584-017-0160. The collection of evidence includes:

(a) Long term goals of study based on content goals and district standards that determine the knowledge and skills each student needs;

(b) Instructional plans that incorporate knowledge of subject matter, the developmental levels of the students and research-based educational practices that are sensitive to individual differences and diverse cultures;

(d) Data on student progress toward attainment of long term goals, refinement of plans for instruction and establishment of alternative goals for students when necessary;

(e) Evidence of collaboration with parents, colleagues and community members to provide assistance to students and their families to promote learning;

(f) Evidence of the use of emerging research on teaching, learning and school improvement; and

(g) Evidence of participation in designing, evaluating and improving opportunities for teaching.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 4-2001, f. & cert. ef. 9-21-01; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 7-2004, f. & cert. ef. 8-25-04; TSPC 8-2005, f. & cert. ef. 10-21-05; TSPC 1-2008(Temp), f. & cert. ef. 2-15-08 thru 8-13-08; TSPC 5-2008, f. & cert. ef. 6-13-08

584-017-0190

Knowledge of School Law for Teachers

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, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0200

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 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 all licensure tests required for the authorization levels and endorsements for which the unit is recommending, including basic skills and the commission-approved test of knowledge of U.S. and Oregon civil rights and ethics. 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 Act (HEA) 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 HEA reporting purposes in the year in which all requirements are completed whether the candidate applies for licensure with TSPC.

(b) The unit agrees to not recommend candidates for licensure in any state unless the candidate completes all the requirements for an Initial I Teaching License.

(6) The unit attests that all 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) The unit attests that all 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.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 2-2007, f. & cert. ef. 4-23-07; TSPC 4-2007, f. & cert. ef. 6-14-07; TSPC 8-2009, f. & cert. ef. 12-15-09; TSPC 10-2010, f. 12-30-10, cert. ef. 1-1-11

584-017-0201

Substitute License When Program is Not Complete

(1) The commission will issue a non-renewable unrestricted Substitute Teaching License to a qualified candidate for whom the unit has submitted documentation of completion of academic requirements and the commission-approved test of knowledge of U.S. and Oregon civil rights and professional ethics but without completion of other licensure requirements.

(2) The Substitute Teaching License will be valid for three years only and will be issued pursuant to OAR 584-060-0181. These candidates will be reported by the unit as a program completer in the year that all of the candidate’s licensure requirements are completed.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430; 342.455-342.495, 342.553
Hist.: TSPC 3-2000, f. 7-17-00, cert. ef. 9-1-00; Renumbered from 584-010-0130, TSPC 2-2008, f. & cert. ef. 4-15-08; TSPC 8-2009, f. & cert. ef. 12-15-09; TSPC 10-2010, f. 12-30-10, cert. ef. 1-1-11

Standards for Administrator Education Programs

584-017-0210

Purpose for Administrator Licensure

These rules establish a licensure program for administrators that supports the Oregon Educational Act for the 21st Century and is consistent with the redesign of administrator work to accomplish objectives for Oregon schools. This program has the following characteristics:

(1) The program is designed to recognize the developmental levels of students.

(2) Entry into administration will require at least three years of successful licensed experience in national, regional, or state accredited schools.

(3) Continuing professional development is integral to the licensure program.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0220

Selection, Recruitment and Admission of Candidates

The unit attracts and admits qualified candidates to the program giving special attention to current personnel needs of schools and actively recruits under represented 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, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0230

Retention and Advising

The unit develops, publishes and implements procedures and criteria for making decisions on retention of candidates in the program.

(1) Procedures and criteria to evaluate progress assure that only those qualified are retained.

(2) Opportunities are established for advising and counseling on personal and professional concerns.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0240

Curriculum Design

The institution has an articulated program of studies based on a shared conceptual design that prepares effective educators consistent with the unit's mission.

(1) A current syllabus is submitted to TSPC for each professional course in the program.

(2) Each syllabus states the outcomes and activities of the course and the procedures and criteria for evaluating achievement of students.

(3) The syllabi incorporate the knowledge and skills required for licensure and reflect contemporary curriculum for each of the authorization levels.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99

584-017-0251

Knowledge, Skills and Abilities Required for Initial Administrator License

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

(a) Candidates develop a vision. Candidates:

(A) Develop a vision of learning for a school that promotes the success of all students; and

(B) Base this vision on culturally relevant knowledge and theories, including but not limited to an understanding of learning goals in a democratic and pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.

(b) Candidates articulate a vision. Candidates:

(A) Demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision;

(B) Demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs; and

(C) Demonstrate the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.

(A) Can formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision; and

(B) Develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources).

(d) Candidates steward a vision. Candidates:

(A) Demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision;

(B) Design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision; and

(e) Candidates promote community involvement in the vision. Candidates:

(A) Demonstrate the ability to involve community members in the, realization of the vision and in related school improvement efforts; and

(B) Acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision.

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

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

(b) Candidates provide effective instructional program. Candidates:

(A) Demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials;

(B) Demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners' diverse needs;

(C) Demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement;

(D) Demonstrate the ability to use aggregated and disaggregated student achievement data to develop effective instructional programs;

(E) Demonstrate the ability to use individual and group achievement data to develop school improvement plans; and

(F) Are able to use a variety of assessment tools and techniques to improve student achievement.

(A) Demonstrate the ability to assist school personnel in understanding and applying best practices for student learning;

(B) Apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process; and

(C) Demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement.

(d) Candidates design comprehensive professional growth plans. Candidates:

(A) Apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process; and

(B) Demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement.

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

(a) Candidates manage the organization. Candidates:

(A) Demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision- making with attention to indicators of equity, effectiveness, and efficiency;

(B) Develop plans of action for focusing on effective organization and management of fiscal, human and material resources, giving priority to student learning, safety, curriculum, and instruction; and

(b) Candidates manage operations. Candidates:

(A) Demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision; and

(B) Develop communications plans for staff to develop their family and community collaboration skills.

(A) Use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning; and

(B) Creatively seek new resources to facilitate learning.

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

(a) Candidates collaborate with families and other community members. Candidates:

(A) Demonstrate an ability to bring together, the resources of family members and the community to positively affect student learning;

(B) Demonstrate an ability to involve all families in the education of their children based on the belief that families have the best interests of their children in mind;

(C) Demonstrate the ability to-use public information and research-based knowledge of issues and trends to collaborate with families and community members;

(D) Apply an understanding of community relations models, marketing strategies and processes, data-based decision- making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships;

(E) Develop various methods of outreach aimed at business, religious, political, and service organizations;

(F) Demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community;

(G) Demonstrate the ability to collaborate with community agencies to integrate health, social, and other services; and

(H) Develop a comprehensive program of community relations and demonstrate the ability to work with the media.

(b) Candidates respond to community interests and needs. Candidates:

(A) Demonstrate active involvement within the community, including interactions with individuals and groups with conflicting perspectives;

(B) Demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics;

(D) Demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students.

(A) Demonstrate an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals;

(B) Demonstrate how to use school resources and social service agencies to serve the community; and

(C) Demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.

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

(a) Candidates act with integrity. Candidates:

(A) Demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions promote such respect; and

(B) Demonstrate behaviors that are honest and consistent.

(b) Candidates act fairly. Candidates:

(A) Demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others;

(B) Make decisions using an inclusive process; and

(A) Make and explain decisions based upon ethical and legal principles; and

(B) Demonstrate respect and diligence regarding the law and compliance with its requirements.

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

(a) Candidates understand the larger context. Candidates:

(A) Act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context;

(B) Demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school;

(C) Demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning;

(D) Demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities;

(E) Demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools;

(F) Demonstrate the ability to analyze and describe the cultural diversity in a school community;

(G) Can describe community norms and values and how they relate to the role of the school in promoting social justice; and

(H) Demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application of those models to specific communities.

(b) Candidates respond to the larger context. Candidates: Demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.

(A) Demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws;

(B) Apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families; and

(C) Advocate for policies, programs and instructional strategies that promote equitable learning opportunities and success for all students, regardless of native language, socioeconomic background, ethnicity, gender, disability, or other individual characteristics.

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

(a) The practicum will be substantial. Candidates:

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

(B) Each candidate should have a minimum of six months or equivalent of full-time practicum experience. (See, OAR 584-017-0280 Field Experience for Administrator License Program and 584-017-0282 Internship Experience for Administrator License Program)

(b) The practicum will be sustained. Candidates: Participate in planned practicum activities during the entire course of the program, including an extended period of time near the conclusion of the program to allow for candidate application of knowledge and skills on a full-time basis.

(A) Apply skills and knowledge articulated in these standards as well as state and local standards for educational leaders; and

(B) Experiences are designed to accommodate candidates' individual needs.

(d) The practica will be in real settings. Candidates:

(A) Experiences occur in multiple that allow for the demonstration of a wide range of relevant knowledge and skills; and

(B) Experiences include work with appropriate community organizations such as service groups and local businesses.

(e) The practica will be planned and guided cooperatively. Candidates:

(A) Experiences are planned cooperatively by the individual, the site supervisor, and institution personnel to provide inclusion of appropriate opportunities to apply skills, knowledge, and research contained in the standards. These three individuals work together to meet candidate and program needs; and

(B) Mentors are provided training to guide the candidate during the practicum experience.

(f) The practicum may be for credit.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 1-2005, f. & cert. ef. 1-21-05; TSPC 10-2006(Temp), f. 6-15-06, cert. ef. 7-1-06 thru 12-27-06; TSPC 12-2006, f. & cert. ef. 11-16-06; TSPC 5-2007, f. & cert. ef. 8-15-07; TSPC 7-2008, f. & cert. ef. 8-20-08

584-017-0261

Knowledge, Skills and Abilities for Continuing Administrator License

(a) Candidates develop a vision. Candidates:

(A) Develop and demonstrate the skills needed to work with a board of education to facilitate the development of a vision of learning for a school district that promotes the success of all students;

(B) Base development of the vision on relevant knowledge and theories applicable to school-level leaders applied to a school district context;

(C) Use data-based research strategies to create a vision that takes into account the diversity of learners in a district; and

(D) Demonstrate knowledge of ways to use a district's vision to mobilize additional resources to support the vision.

(b) Candidates articulate a vision. Candidates:

(A) Demonstrate the ability to articulate the components of this vision for a district and the leadership processes necessary to implement and support the vision;

(B) Demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs; and

(C) Demonstrate the ability to communicate the vision to school boards, staff, parents, students, and. community members through the use of symbols, ceremonies, stories, and other activities

(A) Demonstrate the ability to plan programs to motivate staff, students, and families to achieve a school district’s vision; and

(B) Design research-based processes to effectively implement a district vision throughout an entire school district and community.

(d) Candidates steward a vision. Candidates:

(A) Demonstrate the ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision; and

(B) Understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district's vision, mission, and goals.

(e) Candidates promote community involvement in the vision. Candidates:

(A) Demonstrate the ability to bring together and communicate effectively with stakeholders within the district and the larger community concerning implementation and realization of the vision.

(a) Candidates promote positive school culture. Candidates: Develop a sustained approach to improve and maintain a positive district culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students.

(b) Candidates provide effective instructional program. Candidates:

(A) Demonstrate an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method;

(B) Are able to use qualitative and quantitative data, appropriate research methods, technology, and information systems to develop a long-range plan for a district that assesses the district's improvement and accountability systems;

(C) Demonstrate the ability to use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices, and provide assistance to administrators who have needs for improvement;

(D) Demonstrate the ability to allocate and justify resources to sustain the instructional program;

(E) Demonstrate the ability to use aggregated and disaggregated student achievement data to develop district instructional programs;

(F) Demonstrate the ability to use individual and group achievement data to develop district improvement plans; and

(G) Are able to use a variety of assessment tools and techniques to improve student achievement for all students.

(A) Demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs;

(B) Demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning;

(C) Understand and can apply human development theory, proven learning, and motivational theories, and concern for the diversity to the learning process; and

(D) Understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups.

(d) Candidates design comprehensive professional growth plans. Candidates:

(A) Demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace;

(B) Demonstrate the ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel; and

(a) Candidates manage the organization. Candidates:

(A) Demonstrate the ability to use research-based knowledge of learning, teaching, student-development, organizational development, and data management to optimize learning for all students;

(B) Demonstrate an ability to manage time effectively and to deploy financial and human resources in a way that promotes student achievement;

(C) Demonstrate the ability to organize a district based on indicators of equity; effectiveness, and efficiency and can apply legal principles that promote educational equity; and

(D) Demonstrate an understanding of how to apply legal principles to promote educational equity and provide a safe, effective and efficient facility.

(b) Candidates manage operations. Candidates:

(A) Demonstrate the ability to involve stakeholders in aligning resources and priorities to maximize ownership and accountability;

(B) Can use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district version;

(D) Develop a plan to promote and support community collaboration among district personnel.

(B) Creatively seek new resources to facilitate learning;

(C) Apply an understanding of school district finance structures and models to ensure that adequate financial resources are allocated equitably for the district;

(D) Apply and assess current technologies for management, business procedures, and scheduling; and

(E) Apply licensure rules to ensure qualified staff are placed in all positions throughout the district.

(a) Candidates collaborate with families and other community members. Candidates:

(A) Demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning;

(B) Demonstrate an ability to use public information and research-based knowledge of issues and trends to collaborate with community members and community organizations to have a positive affect on student learning;

(C) Apply an understanding of community relations models, marketing strategies and processes, data driven decision-making, and communication theory to craft frameworks for school, business, community, government, and higher education partnerships;

(D) Demonstrate an ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political, and service organizations to strengthen programs and support district goals;

(E) Demonstrate an ability to involve community members, groups, and other stakeholders in district decision-making, reflecting an understanding of strategies to capitalize on the, district's integral role in the larger community;

(F) Demonstrate the ability to collaborate with community agencies to integrate health, social, and other services in the schools to address student and family conditions that affect learning;

(G) Demonstrate the ability to conduct community relations that reflects knowledge of effective media relations and that models effective media relations practices; and

(H) Develop and implement strategies that support the involvement of families in the education of their children that reinforces for district staff a belief that families have the best interests of their children in mind.

(b) Candidates respond to community interests and needs. Candidates:

(A) Facilitate and engage in activities that reflect an ability to inform district decision-making by collecting and organizing formal and informal information from multiple stakeholders;

(B) Demonstrate the ability to promote maximum involvement with, and visibility within the community;

(D) Demonstrate the ability to effectively and appropriately assess, research, and Ian for diverse district and community conditions and dynamics and capitalize on the diversity of the community to improve district performance and student achievement; and

(E) Demonstrate the ability to advocate for students with special and exceptional needs.

(A) Demonstrate an understanding of and ability to use community resources, including youth services that enhance student achievement, to solve district problems and accomplish district goals;

(B) Demonstrate how to use district resources to the community to solve issues of joint concern; and

(C) Demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.

(a) Candidates act with integrity. Candidates:

(A) Demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions promote such respect; and

(B) Demonstrate behaviors that are honest and consistent.

(b) Candidates act fairly. Candidates:

(A) Demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others;

(B) Make decisions using an inclusive process; and

(A) Make and explain decisions based upon ethical and legal principles; and

(B) Demonstrate respect and diligence regarding the law and compliance with its requirements.

(a) Candidates understand the larger context. Candidates:

(A) Demonstrate the ability to use appropriate research methods, theories, and concepts to improve district operations;

(B) Demonstrate an understanding of the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning;

(C) Demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities affecting a specific district;

(D) Can explain the system for financing public schools and its effects on the equitable distribution of educational opportunities within a district;

(E) Demonstrate the ability to work with political leaders at the local, state, and national level;

(F) Can apply an understanding of how specific laws at the local, state, and federal level affect school districts and residents; and

(G) Espouse positions in response to proposed policy changes that would benefit or harm districts and explain how proposed policies and laws might improve educational and social opportunities for specific communities.

(b) Candidates respond to the larger context. Candidates:

(A) Demonstrate the ability to engage students, parents, members of the school board, and other community members in advocating for adoption of improved policies and laws;

(B) Apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit their district and its students; and

(C) Demonstrate the ability to communicate regularly with all segments of the district community concerning trends, issues, and policies affecting the district.

(A) Demonstrate an understanding of how to develop lines of communication with local, state, and federal authorities and actively advocate for improved policies, laws, and regulations, affecting a specific district, both directly and through organizations representing schools, educators, or others with similar interests; and

(B) Demonstrate the ability to advocate for policies, programs and instructional strategies that promote equitable learning opportunities and success for all students, regardless of native language, socioeconomic background, ethnicity, gender, disability, or other individual characteristics.

(a) The practicum will be substantial. Candidates:

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

(A) Apply skills and knowledge articulated in these standards as well as state and local standards for educational leaders; and

(B) Experiences are designed to accommodate candidates' individual needs.

(d) The practica will be in real settings. Candidates:

(A) Experiences occur in multiple district settings that allow for the demonstration of a wide range of relevant knowledge and skills; and

(B) Experiences include work with appropriate community organizations, parent groups and school boards.

(e) The practica will be planned and guided cooperatively. Candidates:

(B) Mentors are provided training to guide the candidate during the practicum experience.

(f) The practicum may be for credit.

584-017-0270

Objectives of Continuing Superintendent License

The unit provides an approved program for superintendents to earn a Continuing Superintendent License. A candidate for a Continuing Superintendent License shall:

(1) Complete the required course of study for superintendents beyond the program required in OAR 584-080-0090;

(2) Verify three years of one-half time or more experience as a superintendent in Oregon public schools or in Oregon private schools accredited by the Northwest Association of Schools and Colleges; and

(3) Through the required course of study, assessments and administrative experience:

(a) Document an understanding of policy development for a school district and the ability to implement policies effectively;

(b) Demonstrate an understanding of planning, maintenance and management of facilities at a school district level;

(c) Demonstrate an ability to develop a process for goal setting for the school district that involves community, school board and staff;

(d) Demonstrate an ability to use research that enhances best practice to implement the goals of the district;

(e) Document leadership with students, staff, school board and the community;

(f) Demonstrate the ability to use various evaluation techniques in order to improve policies and programs across the district; and

(g) Demonstrate the ability to collaborate with patrons, staff and interested organizations to enhance community relations for the school district.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0280

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, 342.147 & 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 1-2002, f. & cert. ef. 1-15-02; TSPC 5-2007, f. & cert. ef. 8-15-07

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, 342.147 & 342.165
Hist.: TSPC 4-2001, f. & cert. ef. 9-21-01; TSPC 5-2007, f. & cert. ef. 8-15-07

584-017-0290

Knowledge of School Law for Administrators

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, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0300

Verification of Program Completion (Administrators)

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) required for these licenses.

(2) The unit attests that the candidates have passed the commission-approved tests for administrator content knowledge and U.S. and Oregon civil rights and professional ethics when appropriate.

(3) The unit attests that all candidates for licensure submitted fingerprints to the Commission and were cleared prior to placement in any practicum for licensure. Prior fingerprint clearance under previous licensure waives this requirement.

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

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

(6) The unit attests that all candidates for the Initial Administrator License will hold a Master’s 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.

(7) The unit attests that all candidates for Continuing Administrator License shall have completed a minimum of 18 semester hours or 27 quarter 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.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 10-2010, f. 12-30-10, cert. ef. 1-1-11

Standards for School Psychologist Program

584-017-0310

Purpose for School Psychologist Licensure

These rules establish a licensure program for school psychologists that supports the Oregon Educational Act for the 21st Century and is consistent with the redesign of work done by school psychologists to accomplish objectives for Oregon schools.

(1) The program is designed to recognize the developmental level of students.

(2) Continuing professional development is integral to the licensure program.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0320

Selection, Recruitment and Admission of Candidates

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

(1) The unit admits only those candidates who meet the established 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) Experience working with youth in educational and social agencies; and

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0330

Retention and Advising

The unit develops, publishes and implements procedures and criteria for making decisions on retention of candidates in the program.

(1) Procedures and criteria to evaluate progress assure that only those qualified are retained.

(2) Opportunities are established for advising and counseling on personal and professional concerns.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0340

Curriculum Design

The institution has an articulated program of studies based on a shared conceptual design that prepares effective educators consistent with the unit's mission.

(1) A current syllabus is submitted to TSPC for each professional course in the program.

(2) Each syllabus states the outcomes and activities of the course and the procedures and criteria for evaluating achievement of students enrolled in the course.

(3) The syllabi incorporate the knowledge and skills required for licensure and reflect contemporary curriculum for each of the authorization levels.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99

584-017-0351

Knowledge, Skills and Abilities for Initial School Psychologist License

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 7-2007, f. & cert. ef. 12-14-07

584-017-0355

Authorization Levels for Initial School Psychologists

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 6-2000, f. & cert. ef. 11-27-00; TSPC 2-2008, f. & cert. ef. 4-15-08

584-017-0360

Objectives For Continuing School Psychologist License

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

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

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

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

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

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, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 6-2002, f. & cert. ef. 10-23-02

584-017-0380

Knowledge of School Law for School Psychologists

The unit provides preparation in state and federal statutes on education including laws prohibiting discrimination and rights and responsibilities of students, teachers, and parents and other laws applicable to the practice of school psychologists.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99

584-017-0390

Verification of Program Completion (School Psychology)

The unit assures that candidates have completed the program successfully.

(2) The unit attests that the candidates have passed the commission-approved tests for school psychology content knowledge and U.S. and Oregon civil rights and professional ethics.

(3) The unit attests that all candidates for licensure submitted fingerprints to the commission and were cleared prior to placement in any practicum for licensure. Prior fingerprint clearance under previous licensure waives this requirement.

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

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

(6) The unit attests that all candidates for the Initial School Psychologist 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.

(7) The unit attests that all candidates for the Continuing School Psychologist License will have completed an advanced program in psychologist competencies consisting of a minimum of six semester hours or nine quarter hours of graduate credit.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 10-2010, f. 12-30-10, cert. ef. 1-1-11

Standards for School Counselor Program

584-017-0400

Purpose of School Counselor Licensure

These rules establish a licensure program for school counselors that supports the Oregon Educational Act for the 21st Century and is consistent with the redesign of the work done by school counselors to accomplish objectives for Oregon schools. This program has the following characteristics:

(1) The program is designed to recognize the developmental levels of students.

(2) Continuing professional development is an integral part of the licensure program.

(3) Licensure as a school counselor requires at least two years of successful licensed experience in a public school or in a regionally accredited private school in a U.S. jurisdiction under Track I. If the candidate does not have the required teaching experience, a practicum in classroom teaching is required under Track II.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 6-2002, f. & cert. ef. 10-23-02

584-017-0410

Selection, Recruitment and Admission of Candidates

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

NOTE: See OAR 584-015-0070(3)(c) for practicum requirements.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0420

Retention and Advising

The unit develops, publishes and implements procedures and criteria for making decisions on retention of candidates in the program.

(1) Procedures and criteria to evaluate progress assure that only those qualified are retained.

(2) Opportunities are established for advising and counseling on personal and professional concerns.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

584-017-0430

Curriculum Design

The institution has an articulated program of studies based on a shared conceptual design that prepares effective educators consistent with the unit's mission.

(1) A current syllabus is submitted to TSPC for each professional course in the program.

(2) Each syllabus states the outcomes and activities of the course and procedures and criteria for evaluating the achievement of students enrolled in the courses.

(3) The syllabi incorporate the knowledge and skills required for licensure and reflect contemporary curriculum for each of the authorization levels.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99

584-017-0441

Knowledge, Skills and Abilities for Initial School Counselor

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(a) Adhere to ethical practices;

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

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

(12) These rules are effective immediately and apply to all programs adopted after July 1, 2007. Initial School Counselor Licensure programs adopted prior to July 1, 2007 must resubmit program proposals to the Commission that align with these standards by no later than July 1, 2008.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 13-2006, f. & cert. ef. 11-22-06

584-017-0451

Knowledge, Skills and Abilities for Continuing School Counselor License

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

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

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

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

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

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

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, 342.147 & 342.165
Hist.: TSPC 13-2006, f. & cert. ef. 11-22-06

584-017-0455

Authorization Levels for School Counseling

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

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

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

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

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147, ORS 342.165
Hist.: TSPC 6-2000, f. & cert. ef. 11-27-00; TSPC 6-2002, f. & cert. ef. 10-23-02

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.

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, ORS 342.147, ORS 342.165
Hist.: TSPC 4-2001, f. & cert. ef. 9-21-01

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, ORS 342.147 & ORS 342.165
Hist.: TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 6-2002, f. & cert. ef. 10-23-02

584-017-0470

Knowledge of School Law for School Counselors

The unit provides preparation in state and federal statutes on education including laws prohibiting discrimination and rights and responsibilities of students, teachers, and parents and other laws applicable to the practice of school counselors.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120, ORS 342.147 & ORS 342.165
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99

584-017-0480

Verification of Program Completion (School Counseling)

The unit assures that candidates have completed the program successfully.

(2) The unit attests that the candidates have passed the commission-approved tests for school counseling content knowledge and U.S. and Oregon civil rights and professional ethics.

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

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

(6) The unit attests that all candidates for the Initial I School Counselor 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.

(7) The unit attests that all candidates for the Initial I School Counselor 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.

(8) The unit attests that all candidates for the Continuing School Counselor 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.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 7-1999, f. & cert. ef. 10-8-99; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 10-2010, f. 12-30-10, cert. ef. 1-1-11

School Social Worker Program

584-017-0500

Purpose of School Social Worker Licensure

These rules establish a licensure program for school social workers that is consistent with current national standards for school social workers. This program has the following characteristics:

(1) The program is designed to recognize the developmental levels of students.

(2) The program is designed to recognize the mutual influence of the individual and the environment.

(3) Continuing professional development is an integral part of the licensure program.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553
Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0510

Selection, Recruitment and Admission of Candidates

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

(1) The unit admits only those candidates who meet the established 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) Experience working with youth in educational and social agencies; and

(b) A master’s degree in social work.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553
Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0520

Retention and Advising

The unit develops, publishes and implements procedures and criteria for making decisions on retention of candidates in the program.

(1) Procedures and criteria to evaluate progress assure that only those qualified are retained.

(2) Opportunities are established for advising and counseling on personal and professional concerns.

(3) The unit shall collect data on admissions, retention, advising, supervision, transcription of credits, and evidence of performance. Records shall be secure and comply with confidential and legal requirements to protect candidate rights and interests.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553
Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0530

Curriculum Design

The institution has an articulated program of studies based on a shared conceptual design that prepares effective educators consistent with the unit's mission.

(1) A current syllabus is submitted to TSPC for each professional course in the program.

(2) Each syllabus states the outcomes and activities of the course and procedures and criteria for evaluating the achievement of students enrolled in the courses.

(3) The syllabi incorporate the knowledge and skills required for licensure and reflect contemporary curriculum for each of the authorization levels.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553
Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0541

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553
Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0551

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553
Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0555

Authorization Level for School Social Workers

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

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

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

(3) Completing supervised practica in early childhood through high school; and

(4) Documenting knowledge by submitting passing scores on the Commission-approved licensure tests.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553
Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

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.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0570

Knowledge of School Law for School Social Worker

The unit provides preparation in state and federal statutes on education including the commission’s standards on professional ethics, laws prohibiting discrimination and rights and responsibilities of students, teachers, and parents, special education and other laws applicable to the practice of school social worker.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553
Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0580

Verification of Program Completion

The unit ensures 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 Initial or Continuing School Social Worker License.

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

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

(4) The unit attests that candidates comply with and have 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 degree in social work 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.: TSPC 1-2011, f. & cert. ef. 1-26-11

New Standards for Unit Approval

584-017-1005

Effective Date and Applicability to Unit Programs

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

(2) These rules are effective starting January 1, 2012. Units subject to accreditation must meet all standards and with regard to assessment and data must implement as follows:

(a) During the 2012 calendar show they have an assessment system in place;

(b) During the 2013 calendar year must have one year of data to evaluate;

(d) During the 2015 calendar year must have three years of data to evaluate;

(e) During the 2016 calendar year must have four years of data to evaluate;

(f) During the 2017 calendar year must have five years of data to evaluate;

(g) During the 2018, if not evaluated after January 1, 2012 must have six years of data to evaluate.

(3) Units accredited after first review under these new rules must show at least three years or more of data to evaluate at each accreditation visit.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1008

Conceptual Framework

(1) The unit will draft a conceptual framework as part of the initial accreditation process and continuing accreditation process.

(2) The conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools. The framework 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.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1010

Request for Waiver of Rules

An institution may petition the Commission for waiver of standards for licensure rules. A petition includes relevant information and specifies the reasons the institution is seeking the waiver.

(1) The petitioner is able to demonstrate that the request meets the intent of the standards or rules.

(2) Requirements in Oregon Revised Statutes are not to be waived.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455 – 342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1012

Waivers of Academic Requirements and Appeals on Academic Decisions

The liaison officer may waive part program requirements for individual candidates when competency is otherwise demonstrated.

(1) The candidate must be able to demonstrate the knowledge, skills, competencies and dispositions required by national, state and institutional standards.

(2) The institution may waive the requirements for field experiences only if the applicant's ability to foster pupils' learning has been established through work samples required by OAR 584-017-1030 and 584-017-0132 Evidence of Effectiveness. In the alternative, other school licensure candidates must show evidence they meet the standards for licensure in the area in which they are seeking waiver.

(3) The unit has an appeal procedure for candidates who are denied waivers.

(4) The candidate may appeal waiver decisions to the Commission after completing the unit's appeal procedure. Following appeal of the unit’s waiver decision, the candidate must submit a complete application to the Commission for licensure.

Stat. Auth.: ORS 342
Stats. Implemented: 342.120 – 342.430; 342.455 – 342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

Candidate Knowledge, Skills, and Professional Dispositions

584-017-1015

Knowledge Skills and Professional Dispositions

(1) Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge pedagogical content knowledge and skill, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state and institutional standards.

(2) Areas evaluated under this standard include:

(a) Content Knowledge for Teacher Candidates (Initial and Advanced Preparation);

(b) Pedagogical Content Knowledge and Skills for Teacher Candidates (Initial and Advanced Preparation);

(d) Student Learning for Teacher Candidates;

(e) Knowledge and Skills for Other School Professionals;

(f) Student Learning for Other School Professionals; and

(g) Professional Dispositions for All Candidates.

(3) Units will be accredited against a rubric that sets forth the following levels of achievement of the standards: Target, Acceptable, and Unacceptable. The full rubrics for each standard are found in the TSPC Professional Standards Manual adopted by the Commission. A unit is held accountable to the full set of standards contained in the TSPC Professional Standards Manual.

(4) Candidates include persons preparing to teach, teachers who are continuing their professional development, and person preparing for other professional roles in schools such as administrators and school personnel services experts.

(5) “All students” includes students with exceptionalities and of different ethnic, racial, gender, sexual orientation, language, religious, socioeconomic, and regional or geographical origins.

Stat. Auth.: ORS 342
Stats. Implemented: 342.120 – 342.430; 342.455 – 342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1020

Knowledge of School Law for Licensed Educators

The unit provides preparation in state and federal statutes on education including but not limited to: laws prohibiting discrimination, professional standards of ethical conduct and the rights and responsibilities of students, teachers, and parents, special education, and school finance.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

Assessment System and Unit Evaluation

584-017-1022

Assessment System and Unit Evaluation

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

(2) Areas evaluated under this standard include:

(a) Assessment System;

(b) Data Collection, Analysis, and Evaluation; and

Stat. Auth.: ORS 342
Stats. Implemented: 342.120 – 342.430; 342.455 – 342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1025

Consortium

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

(1) The consortium must include the following representation:

(a) Teachers appointed by school district organizations that represent teachers in bargaining matters;

(b) Public school administrators;

(d) Faculty from the institution.

(2) Optionally, representatives from the community may be appointed to the consortium.

(3) In all cases, attention must be given to under-represented populations.

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

(5) The consortium meets regularly but no less than twice each year to review and evaluate the program, the program’s activities and annual reports and makes recommendations to the program. The unit must provide written responses to all recommendations made to the unit by the consortium.

Stat. Auth.: ORS 342
Stats. Implemented: 342.120 – 342.430; 342.455 – 342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1028

Selection, Recruitment, Admission and Retention of Candidates

The unit attracts and admits qualified candidates to licensure programs, giving special attention to the current personnel needs of schools and actively recruits under-represented groups.

(1) The unit admits into all initial and advanced programs only those who meet the following entry standards and requirements.

(2) Each candidate must demonstrated aptitude and interest in working with school-aged children.

(3) Each candidate attests to possessing moral character, a commitment to the profession, vow not to harm children, and commit to educational excellence. This attestation must be filed with the Commission upon application for first licensure in a format approved by the Commission.

(4) All teacher candidates for first application for licensure must:

(a) Pass the Commission approved basic skills tests or the equivalent basic skills testing alternative prior to admission into the licensure program;

(b) Pass the Protecting Student and Civil Rights in the Educational Environment test prior to placement into any clinical, student teaching or internship experiences where work samples are required;

(c) Receive full clearance from the Commission on fingerprints and character questions prior to placement into student teaching or internship experiences.

(5) Educational Leadership Licensure: Candidates for admission into an initial educational leadership licensure program (formerly administration) must document:

(a) Licensure as either a teacher or personnel service specialist in any state;

(b) Three years of experience in the schools as a licensed educator or the legal equivalent;

(c) Evidence of educational leadership potential based on the following or the equivalent: assessments in instructional leadership, administrative experience in an educational environment, human relations, and cultural inclusion;

(d) Passing scores on a Commission-approved basic skills test, unless waived based on possession of a master’s degree or higher upon admission;

(e) Passing score on Protecting Student and Civil Rights in the Educational Environment; and

(f) Receive full clearance from the Commission on fingerprints and character questions prior to placement into clinical or internship experiences.

(6) Personnel Service Licensure (School Counseling, School Psychology, School Social Work) All candidates for admission into a personnel service licensure program must document:

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

(b) Preparation in human behavior to include: psychological, sociological, and psychological development, learning theory, and motivation; and

(c) Full clearance from the Commission on fingerprints and character questions prior to placement into clinical or internship experiences.

(d) School Counseling candidates must document prior to licensure, either:

(A) Two years teaching experience in schools; or

(B) Alternative practicum experiences in lieu of teaching.

(e) School Social Worker candidates must document a master’s degree in social work prior to licensure.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120-342.430, 342.455-342.495, 342.553
Hist.: TSPC 4-2012, f. & cert. ef. 5-18-12

584-017-1030

Evidence of Effectiveness for Initial I Teaching License Preparation

(1) The unit assures that candidates provide evidence of effectiveness to foster student learning.

(2) Each student teacher preparing for an Initial I Teaching License assembles and analyzes two work samples to document the candidate's ability to demonstrate knowledge, skills and professional dispositions as designated in OAR 584-018-0105. If a candidate is seeking more than one authorization level, the two work samples may be completed at either authorization level. One work sample must be delivered over a period of three to five weeks. Work samples include:

(b) Goals for the unit of study, that vary in kind and complexity, but that include concept attainment and application of knowledge and skills;

(c) Instructional plans to accomplish the learning goals of the group(s) of students that include differentiation of instruction for all students listed in subsection (a) above;

(d) Data on learning gains resulting from instruction, analyzed for each student, and summarized in relation to students' level of knowledge prior to instruction;

(e) Interpretation and explanation of the learning gains, or lack thereof; and

(f) A description of the uses to be made of the data on learning gains in planning subsequent instruction and in reporting student progress to the students and their parents.

(g) Purposeful attention to literacy instruction based upon content requirements, appropriate authorization level and student needs in at least one subject.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1032

Evidence of Effectiveness for Continuing Teaching License Preparation

(1) Each candidate preparing for a Continuing Teaching License assembles a collection of evidence that documents the candidate's advanced knowledge, skills and competencies as designated in OAR 584-018-0102. The collection of evidence includes:

(a) Long term goals of study based on content goals and district standards that determine the knowledge and skills each student needs;

(d) Data on student progress toward attainment of long term goals, refinement of plans for instruction and establishment of alternative goals for students when necessary;

(e) Evidence of collaboration with parents, colleagues and community members to provide assistance to students and their families to promote learning;

(f) Evidence of the use of emerging research on teaching, learning and school improvement; and

(g) Evidence of participation in designing, evaluating and improving opportunities for teaching.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1035

Verification of Program Completion for All Licensure Programs

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 field experience successfully.

(3) 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.

(4) Program completion for purposes of reporting under Title II of the Higher Education Improvement Act (HEIA) 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 initial teacher preparation program must be reported to the Commission for Title II HEIA 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, 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.

(8) Candidates for Initial Administrator 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.

(9) Candidates for Continuing Administrator License shall have completed a minimum of 18 semester or 27 quarter hours of graduate credit beyond the Master's degree.

(10) Candidates for Initial School Counselor, School Psychologist or School Social Worker 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.

(11) Candidates for Continuing School Counselor, School Psychologist or School Social Worker License will have completed an advanced program in professional 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.: TSPC 3-2012, f. & cert. ef. 3-9-12

Field Experiences and Clinical Practice

584-017-1038

Field Experience and Clinical Practice

(1) The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.

(2) Areas evaluated under this standard include:

(a) Collaboration between Unit and School Partners;

(b) Design, Implementation, and Evaluation of Field Experiences and Clinical Practice; and

(c) Candidates’ Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1040

Partial Waivers for Field or Clinical Requirements in the Event of School District Closures

(1) An institution may grant a partial waiver of the field experience or clinical placement requirements contained in OAR 584-017-1038 in the event a candidate for educator licensure is unable to complete the clinical experience 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 584-017-1038 for each candidate waiver have been met;

(b) Identity of the school district and school building where the candidate 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.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1042

Field or Clinical Experiences

The unit provides field or clinical experience in public or private school settings that ensure the candidate will be able to demonstrate the knowledge, skills, and abilities necessary to be a successful candidate for educator licensure.

(1) For all candidates not holding a current TSPC license, the unit shall submit to TSPC a completed and signed PA-1 candidate registration form, including fingerprinting cards, for each candidate prior to the date that the first field or clinical experience begins. (See also, OAR 584-017-0128 on admission requirements.) At the unit’s discretion, candidates may be required to obtain fingerprint clearance prior to the first field or clinical experience, so long as the candidate is admitted into the program.

(2) At least twice during primary clinical experience, the institution's supervisor(s) meets with the candidate and the school district supervisor(s) in joint conferences to discuss supervisors' evaluations and the candidate’s work samples or portfolios.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1045

Student Teaching

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

(a) At least nine consecutive 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.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

584-017-1048

Internship Agreements

The unit provides internship experiences in appropriate 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 field experience.

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

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

(5) If the candidate may obtain a provisional license prior to engaging in the internship if the candidate is eligible and the unit and the school district agree.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

Diversity and Inclusion

584-017-1050

Diversity and Inclusion

(1) The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn equitably. Assessments indicate that candidates can demonstrate and apply proficiencies related to cultural competency and equitable student learning. 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 inclusive meaningful ways. Diverse faculty and peers assist candidates in addressing teaching and learning from multiple perspectives and different life experiences. These experiences provide 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, inclusion and equity for all students in the classroom.

(2) Areas evaluated under this standard include:

(a) Design, Implementation, and Evaluation of Curriculum and Experiences;

(b) Experiences Working with Diverse Faculty; and

(d) Experiences working with Diverse Student in the P-12 Schools.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

Faculty Qualifications, Performances and Development

584-017-1052

Faculty Qualifications, Performances and Development

(1) 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 disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

(2) Areas evaluated under this standard include:

(a) Qualified Faculty;

(b) Modeling Best Professional Practices in Teaching;

(d) Modeling Best Professional Practices in Service;

(e) Unit Evaluation of Professional education Faculty Performance; and

(f) Unit Facilitation of Professional Development.

(4) Faculty refers to both full and part-time professional education faculty who are employed by higher education institutions and P-12 professionals who supervise clinical practices.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

Unit Governance and Resources

584-017-1055

Unit Governance and Resources

(1) The unit has leadership, authority, budget, personnel, facilities, and resources including information technology resources, for the preparation of candidates to meet professional, state and institutional standards.

(2) Areas evaluated under this standard include:

(a) Unit Leadership and Authority;

(b) Unit Budget;

(d) Unit Facilities; and

(e) Unit Resources Including Technology.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12

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