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The Oregon Administrative Rules contain OARs filed through August 15, 2014
 
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TEACHER STANDARDS AND PRACTICES COMMISSION

 

DIVISION 17

STANDARDS FOR UNIT APPROVAL

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;

(c) During the 2014 calendar year must have two years 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);

(c) Professional and Pedagogical 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

(c) Use of Data for Program Improvement.

(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.

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 who are members of their district’s teacher bargaining unit;

(b) Public school administrators;

(c) Students in the program; and

(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.

(6) 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; TSPC 5-2014, f. & cert. ef. 8-5-14

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 from 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 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; TSPC 2-2013, f. & cert. ef. 4-30-13

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:

(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, 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;

(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;

(c) Evidence of the ability to establish a classroom climate that is conducive to learning for all students;

(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.

(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.

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

(c) The number of candidates affected by the early school closures.

(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.

(c) The assignment of responsibilities may be incremental in keeping with the objectives of the 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.

(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.

(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

(c) Experiences working with Diverse Candidates; and

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

(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.

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;

(c) Modeling Best Professional Practices in Scholarship;

(d) Modeling Best Professional Practices in Service;

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

(f) Unit Facilitation of Professional Development.

(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) 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;

(c) Personnel;

(d) Unit Facilities; and

(e) Unit Resources Including Technology.

(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.

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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