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The Oregon Administrative Rules contain OARs filed through May 15, 2013 
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TEACHER STANDARDS AND PRACTICES COMMISSION
DIVISION 65
ENDORSEMENTS FOR INITIAL AND CONTINUING TEACHING LICENSES
584-065-0001
Purpose of Endorsements for Initial and Continuing Teacher Licenses
(1) These rules establish endorsement requirements for Initial and Continuing Teacher Licenses. The use of this rule includes, but is not limited to, the following:
(a) Advising Oregon Teacher Education Institutions of academic requirements for endorsements under divisions 60, 70 and 80;
(b) Assessing the preparation of out-of-state applicants who make application for Oregon licensure; and
(c) Guiding in the selection and use of licensure tests in the respective endorsements.
(2) Teachers holding Basic or Standard Licenses are endorsed under requirements stated in divisions 38 and 40.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.143, 342.153, RS 342.165, & 342.223 - 342.232
Hist.: TSPC 5-1998, f. 6-5-98, cert. ef. 1-15-99
584-065-0035
Knowledge, Skills and Abilities for Special Education Endorsement
(1) Definitions:
(a) “Individual with exceptional learning needs" means individuals with disabilities and individuals with exceptional gifts and talents.
(b) "Exceptional Condition" means both single and co-existing conditions. These may be two or more disabling conditions or exceptional gifts or talents coexisting with one or more disabling condition.
(c) "Special Curricula" denotes curricular areas not routinely emphasized or addressed in general curricula, e.g., social, communication, motor, independence, self-advocacy.
(2) Authorizations: Candidates for endorsements special education shall qualify for two levels of authorization by:
(a) Completing preparation in developmental psychology and methods appropriate for early childhood and elementary education, OR elementary and middle level, OR middle level and high school authorizations;
(b) Documenting knowledge of the endorsement by passing the commission-approved test for special education;
(A) The Commission-adopted elementary multiple subjects examination is not required to obtain the license;
(B) However, passage of the Commission-adopted elementary multiple subjects examination is required in order for special educators licensed to teach general education content in grades preK through 8 (elementary teachers) and to be meet the federal definition of “highly qualified” teacher under the Education/Secondary Education Act (ESEA);
(c) Candidates completing a practica experience at either the early childhood or elementary authorization levels and at either the middle or high school authorization levels shall qualify for grade authorization for pre-kindergarten through grade twelve.
(3) Field Experience:
(a) Candidates progress through a series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities (mild, moderate and severe), and collaborative opportunities that are appropriate to the license or roles for which they are preparing.
(b) These field and clinical experiences are supervised by qualified professionals who are either licensed as special educators or eligible for licensure as special educators.
(4) Candidates for special education endorsements must complete an approved academic program for special education and will demonstrate competency through OAR 584-017-1030 in the following standards:
(a) Standard 1: Foundations: Candidates understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Candidates:
(A) Understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation;
(B) Understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services;
(C) Understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies; and
(D) Use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.
(b) Standard 2: Development and Characteristics of Learners. Candidates know and demonstrate respect for their students first as unique human beings. Candidates:
(A) Understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs;
(B) Understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual’s with exceptional learning needs; and
(C) Understand how the experiences of individuals with exceptional learning needs can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community.
(c) Standard 3: Individual Learning Differences. Candidates understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Candidates:
(A) Understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community;
(B) Are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options; and
(C) Demonstrate that the understanding of these learning differences and their possible interactions provide the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with exceptional learning needs.
(d) Standard 4: Instructional Strategies. Candidates posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with exceptional learning needs. Candidates:
(A) Select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula and to appropriately modify learning environments for individuals with exceptional learning needs;
(B) Enhance the learning of critical thinking, problem solving, and performance skills of individuals with exceptional learning needs, and increase students’ self-awareness, self-management, self-control, self-reliance, and self-esteem; and
(C) Emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan.
(e) Standard 5: Learning Environments and Social Interactions. Candidates actively create learning environments for individuals with exceptional learning needs that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with exceptional learning needs. Candidates:
(A) Foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world;
(B) Shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with exceptional learning needs;
(C) Help their general education colleagues integrate individuals with exceptional learning needs in regular environments and engage them in meaningful learning activities and interactions;
(D) Use direct motivational and instructional interventions with individuals with exceptional learning needs to teach them to respond effectively to current expectations;
(E) Demonstrate the ability to safely intervene with individuals with exceptional learning needs in crisis; and
(F) Demonstrate the ability to coordinate all these efforts and provide guidance and direction to para-professionals and others, such as classroom volunteers and tutors.
(f) Standard 6: Language. Candidates understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and use of language. Candidates:
(A) Use individualized strategies to enhance language development and teach communication skills to individuals with exceptional learning needs;
(B) Are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional need;
(C) Match their communication methods to an individual’s language proficiency and cultural and linguistic differences; and
(D) Provide effective language models, and they use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptional learning needs whose primary language is not the dominant language.
(g) Standard 7: Instructional Planning. Individualized decision-making and instruction is at the center of special education practice. Candidates:
(A) Develop long-range individualized instructional plans anchored in both general and special curricula;
(B) Systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors;
(C) Understand that individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization;
(D) Demonstrate that understanding these factors as well as the implications of an individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful instructional variables;
(E) Demonstrate the ability to modify instructional plans based on ongoing analysis of the individual’s learning progress;
(F) Facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate;
(G) Develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts; and
(H) Are comfortable using appropriate technologies to support instructional planning and individualized instruction.
(h) Standard 8: Assessment. Assessment is integral to the decision-making and teaching of special educators and candidates use multiple types of assessment information for a variety of educational decisions. Candidates:
(A) Use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress;
(B) Understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds;
(C) Understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results;
(D) Understand the appropriate use and limitations of various types of assessments;
(E) Collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making;
(F) Conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with exceptional learning needs;
(G) Use assessment information to identify supports and adaptations required for individuals with exceptional learning needs to access the general curriculum and to participate in school, system, and statewide assessment programs;
(H) Regularly monitor the progress of individuals with exceptional learning needs in general and special curricula; and
(I) Use appropriate technologies to support their assessments.
(i) Standard 9: Professional and Ethical Practice. Candidates are guided by the profession’s ethical and professional practice standards. Candidates:
(A) Practice in multiple roles and complex situations across wide age and developmental ranges;
(B) Understand that their practice requires ongoing attention to legal matters along with serious professional and ethical considerations;
(C) Engage in professional activities and participate in learning communities that benefit individuals with exceptional learning needs, their families, colleagues, and their own professional growth;
(D) View themselves as lifelong learners and regularly reflect on and adjust their practice;
(E) Are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice;
(F) Understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with exceptional learning needs and their families;
(G) Actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices; and
(H) Know their own limits of practice and practice within them.
(j) Standard 10: Collaboration. Candidates routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with exceptional learning needs are addressed throughout schooling. Candidates:
(A) Embrace their special role as advocate for individuals with exceptional learning needs;
(B) Promote and advocate the learning and well being of individuals with exceptional learning needs across a wide range of settings and a range of different learning experiences;
(C) Are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with exceptional learning needs;
(D) Are a resource to their colleagues in understanding the laws and policies relevant to Individuals with exceptional learning needs; and
(E) Use collaboration to facilitate the successful transitions of individuals with exceptional learning needs across settings and services.
(5) Valid to Teach: This endorsement is valid to teach: Any assignment requiring a special education teacher for students with the full range of disabilities from mild to severe within the grade authorizations held on the educator’s license.
Stat. Auth.: ORS
342
Stats. Implemented:
ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
Hist.: TSPC
8-2009, f. & cert. ef. 12-15-09; TSPC 9-2012, f. & cert. ef. 9-14-12
584-065-0050
Reading Specialist — Early Childhood and Elementary, OR Elementary and Middle Level OR Middle and High School
The following requirements must be met:
(1) Foundational Knowledge and Dispositions
(a) Knowledge of psychological, sociological, linguistic and anthropological foundations of reading and writing processes and instruction.
(b) Knowledge of reading research and histories of reading.
(c) Knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity.
(d) Knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are integrated in fluent reading.
(e) Display dispositions related to reading and the teaching of reading.
(2) Instructional Strategies and Curriculum Materials
(a) Use key instructional grouping options (individual, small-group, whole-class, computer-based.)
(b) Use a wide range of instructional practices, including technology-based practices that promote reading and/or writing across the curriculum.
(c) Use a wide range of curriculum materials in effective reading instruction for learners at various stages of reading and writing development and from different cultural and linguistic backgrounds including English language learners.
(d) Plan and use appropriate practices, including technology-based practices in effective reading instruction for learners at various stages of reading and writing development and from different cultural and linguistic backgrounds including English language learners.
(3) Assessment, Diagnosis and Evaluation
(a) Use a wide range of assessment tools and practices that range from individual and standardized group tests to informal, individual, and group classroom assessment strategies and also include technology-based assessment tools.
(b) Place students along a developmental continuum and identify students' proficiencies and difficulties.
(c) Use assessment information to plan and revise effective instruction for all students.
(d) Effectively communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.)
(4) Creating a Literate Environment
(a) Use students' interest and backgrounds as foundations for the reading and writing program.
(b) Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds.
(c) Model reading and writing enthusiastically as valued life-long activities.
(d) Motivate learners to be life-long readers.
(5) Professional Development
(a) Continue to pursue the development of professional knowledge and dispositions.
(b) Work with colleagues to observe, evaluate and provide feedback on each other's practice.
(c) Participate in, initiate, implement and evaluate professional development programs.
(6) Leadership: Guidance and supervision of paraprofessionals.
(7) A candidate must also complete student teaching, an internship or a supervised practicum with students in Early Childhood and Elementary, OR Elementary and Middle Level OR Middle Level and High School. Candidates completing a practica experience at either early childhood or elementary and at either middle or high school level shall qualify for authorization for pre-primary through grade twelve.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - ORS 342.143, ORS 342.153, ORS 342.165, & ORS 342.223 - ORS 342.232
Hist.: TSPC 1-2003, f. & cert. ef. 1-13-03; TSPC 3-2003, f. & cert. ef. 5-15-03
584-065-0060
Knowledge, Skills and Abilities for Physical Education Endorsement
(1) In addition to passing the required Commission-approved subject-matter, examinations for physical education and completing the required practicum experience, the following requirements must be met to add a physical education endorsement onto any Initial or Continuing Teaching License. The requirements to add a physical education endorsement onto a Basic or Standard Teaching License can be found at: OAR 584-038-0230 and 584-040-0210.
(2) Demonstrated Content Knowledge. Candidates demonstrate an understanding of physical education content, disciplinary concepts, and tools of inquiry related to the development of a physically educated person. Candidates must:
(a) Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purpose of improving learning;
(b) Demonstrate competent motor skill performance in a variety of physical activities;
(c) Describe performance concepts and strategies related to a skillful movement and physical activity such as: fitness principles, game tactics, skill improvement principles;
(d) Describe and apply: anatomical, physiological and biomechanical bioscience and psychological concepts to skillful movement, physical activity and fitness;
(e) Understand and debate current physical education and activity issues and laws based on historical, philosophical and sociological concepts; and
(f) Demonstrate knowledge of national and state content standards and local programs goals.
(3) Demonstrated Knowledge of Growth and Development. Candidates demonstrate an understanding of how individuals learn and develop, and can provide opportunities that support their physical, cognitive, social and emotional development. Candidates must:
(a) Monitor individual and group performance in order to design safe instruction that meets student development needs in the physical, cognitive and social and emotional domains;
(b) Understand the biological, psychological, sociological, experiential and environmental factors such as: neurological development, physique, gender and socio-economic status that impact developmental readiness to learn and demonstrate the ability to refine movement skills accordingly; and
(c) Identify, select and implement appropriate learning and best practices opportunities based on understanding the student, the learning environment and the task.
(4) Demonstrated Ability to Differentiate Instruction. Candidates demonstrate competencies in differentiated instruction for diverse learners by demonstrating an understanding of how individuals differ in their approaches to learning and create appropriate instruction opportunities adapted to individual differences. Candidates must:
(a) Identify, select, and implement appropriate instruction that is sensitive to students' strengths and weaknesses, multiple needs, learning styles, and prior experiences including but not limited to cultural, ethnic, personal, family and community influences; and
(b) Use appropriate services and resources in the delivery of differentiated instruction to ensure success for all students.
(5) Demonstrated Competency in Classroom Management and Individual and Group Motivation. Candidate demonstrates ability to understand individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. Candidates must:
(a) Use managerial routines that create smoothly functioning learning experiences and environments;
(b) Organize, allocate, and manage resources such as students, time, space, equipment, activities and teacher attention;
(c) Use a variety of developmentally appropriate practices to motivate students to participate in physical activity inside and outside the school;
(d) Use strategies to help students demonstrate responsible personal and social behaviors such as mutual respect, support for others, safety and cooperation that promote positive relationships and a productive learning environment; and
(e) Develop effective behavior management plans when appropriate.
(6) Demonstrate Competency in Communication. Candidates demonstrate skill and knowledge in the use of effective verbal, nonverbal and media communication techniques to foster inquiry, collaboration and engagement in physical activity settings. Candidates must:
(a) Describe and demonstrate effective communication skills, such as: use of language, clarity, conciseness, pacing, giving and receiving, feedback, age appropriate language and non-verbal communication;
(b) Communicate managerial and instructional information in a variety of ways such as bulletin boards, music, task cards, posters, Internet and video;
(c) Communicate in ways that demonstrate sensitivity and consideration of ethnic, cultural, socio-economic, ability and gender differences; and
(d) Describe and implement strategies to enhance communication and collaboration among students in physical activity settings.
(7) Demonstrate Competency in Planning and Instruction. The candidate demonstrates skill in planning and implements a variety of developmentally appropriate instructional strategies to develop physically educated individuals. Candidates must:
(a) Identify, develop and implement appropriate program and instructional goals;
(b) Develop long and short-term plans that are linked to both programs, instructional goals and student needs;
(c) Select and implement instructional strategies, based on selected content, student needs and safety issues, to facilitate learning in the physical activity setting;
(d) Design and implement learning experiences that are safe, appropriate, relevant and based on principles of effective instruction;
(e) Apply disciplinary and pedagogical knowledge in developing and implementing effective learning environments and experiences;
(f) Provide learning experiences that allow students to integrate knowledge and skills from multiple subject areas;
(g) Select and implement appropriate, comprehensive, accurate, useful and safe teaching resources and curriculum materials;
(h) Use effective demonstrations and explanations to link physical activity concepts to appropriate learning experiences;
(i) Develop and use appropriate instructional cues and prompts to facilitate competent motor skills performance; and
(j) Develop a repertoire of direct and indirect instructional formats to facilitate student learning such as ask questions, pose scenarios, promote problem-solving and critical thinking; facilitate factual recall and promote literacy.
(8) Demonstrate Competencies in Learner Assessment. The candidate demonstrates an understanding and use of formal and informal assessment strategies to foster physical, cognitive, social and emotional development of learners in physical activity. Candidates must:
(a) Identify key component of various types of assessment, describe their appropriate and inappropriate use and address issues of validity, reliability and adverse impact;
(b) Use a variety of appropriate authentic and traditional assessment techniques, including both self and peer assessments, to assess student understanding and performance, provide feedback and communicate student progress for both formative and summative purposes; and
(c) Interpret and use learning and performance data to make informed curricular and instructional decisions.
(9) Demonstrate Competency in the Ability to Reflect and Make Appropriate Adjustments in Teaching Quality. Candidates demonstrate the ability to reflect and evaluate the effects of her or his actions on others. Candidates must:
(a) Use a reflective cycle involving description of teaching, justification of teaching performance, critique of the teaching performance, the setting of teaching goals and implementation of change;
(b) Use available resources such as colleagues, literature and professional associations to develop as a reflective physical educator; and
(c) Construct a plan for continued professional growth based on the assessment of personal teaching performance.
(10) Demonstrate Competency in Technology. Candidates use information technology to enhance learning and to enhance personal and professional productivity. Candidates must:
(a) Demonstrate knowledge of current technologies and their application in physical education;
(b) Design, develop and implement student learning activities that integrate information technology; and
(c) Use technologies to communicate, network, locate resources and enhance continuing professional development.
(11) Demonstrate Competency to Foster Collaboration. Candidates will foster relationships with colleagues, parents and guardians and community agencies to support learners' growth and well-being. Candidates will:
(a) Identify strategies to become an advocate in the school and community to promote a variety of physical activity opportunities;
(b) Actively participate in the local, state and national professional physical education community and within the broader education field;
(c) Identify and actively seek community resources to enhance physical activity opportunities; and
(d) Pursue productive relationships with parents, guardians and school colleagues to support student growth and well-being.
(12) Candidates for physical education endorsement must be authorized at one paired authorization level as defined in OAR 584-060-0071 in any one of the following combinations below. Candidates completing a practica experience at either early childhood or elementary and at either middle or high school levels shall qualify for authorization to teach preprimary through grade 12. Paired authorizations may be:
(a) Early Childhood and Elementary;
(b) Elementary and Middle Level; or
(c) Middle Level and High School.
(13) This endorsement is valid to teach:
(a) Games and sports skills;
(b) Gymnastics;
(c) Movement;
(d) Personal and Social Development;
(e) Physical Fitness and Body Development;
(f) Rhythms;
(g) Adaptive motor skills; and
(h) Athletic training.
(14) This endorsement is required for teaching any subject in subsection (13) above:
(a) More than 51% on a Basic or Standard Teaching License with an elementary endorsement; or
(b) More than 10 hours per week on:
(A) Any Basic or Standard Teaching License with other than an elementary endorsement; or
(B) An Initial or Continuing Teaching License at any grade authorization level.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.143, 342.153, 342.165 & 342.173
Hist.: TSPC 2-2005, f. & cert. ef. 4-15-05; TSPC 5-2009, f. & cert. ef. 10-5-09
584-065-0070
Knowledge, Skills and Abilities for Health Education Endorsement
(1) In addition to passing the required Commission-approved subject-matter, examinations for health education and completing the required practicum experience, the following requirements must be met to add a health education endorsement onto any Initial or Continuing Teaching License. The requirements to add a health education endorsement onto a Basic or Standard Teaching License can be found at: OAR 584-038-0110 and 584-040-0100.
(2) Candidates Assess Individual and Community Needs for Health Education. Candidates will:
(a) Obtain health-related data about social and cultural environments, growth and development factors, needs, and interests of students;
(b) Distinguish between behaviors that foster and those that hinder well-being; and
(c) Candidates determine health education needs based on observed and obtained data.
(3) Candidates Plan Effective Health Education Programs. Candidates will:
(a) Recruit school and community representatives to support and assist in program planning;
(b) Develop a logical scope and sequence plan for a health education program;
(c) Formulate appropriate and measurable learner objectives; and
(d) Design educational strategies consistent with specified learner objectives.
(4) Candidates Implement Health Education Programs. Candidates will:
(a) Analyze factors affecting the successful implementation of health education and Coordinated School Health Programs (CSHPs);
(b) Select resources and media best suited to implement program plans for diverse learners;
(c) Exhibit competence in carrying out planned programs; and
(d) Monitor educational programs, adjusting objectives and instructional strategies as necessary.
(5) Candidates Evaluate the Effectiveness of Coordinated School Health Programs. Candidates will:
(a) Develop plans to assess student achievement of program objectives;
(b) Carry out evaluation plans;
(c) Interpret results of program evaluation; and
(d) Infer implications of evaluation findings for future program planning.
(6) Candidates Coordinate Provision of Health Education Programs and Services. Candidates will:
(a) Develop a plan for coordinating health education with other components of a school health program;
(b) Demonstrate the dispositions and skills to facilitate cooperation among health educators, other teachers, and appropriate school staff;
(c) Candidates formulate practical modes of collaboration among health educators in all settings and other school and community health professionals; and
(d) Candidates organize professional development programs for teachers, other school personnel, community members, and other interested individuals.
(7) Candidates Act as a Resource Person in Health Education. Candidates will:
(a) Utilize computerized health information retrieval systems effectively;
(b) Establish effective consultative relationships with those requesting assistance in solving health-related problems;
(c) Interpret and respond to requests for health information; and
(d) Select effective educational resource materials for dissemination.
(8) Candidates Communicate Health and Health Education Needs, Concerns, and Resources. Candidates will:
(a) Interpret concepts, purposes, and theories of health education;
(b) Predict the impact of societal value systems on health education programs;
(c) Select a variety of communication methods and techniques in providing health information; and
(d) Foster communication between health care providers and consumers.
(9) Candidates Apply Appropriate Research Principles and Methods in Health Education. Candidates will:
(a) Conduct thorough reviews of health-related literature;
(b) Use appropriate qualitative and quantitative research methods; and
(c) Apply research to health education practices.
(10) Candidates Have the Skills to Administer Health Education Programs. Candidates will:
(a) Develop and manage health education program fiscal resources;
(b) Develop and manage human resources; and
(c) Exercise organizational leadership.
(11) Candidates Advance the Profession of Health Education. Candidates will:
(a) Provide a critical analysis of current and future needs in health education;
(b) Assume responsibility for advancing the profession;
(c) Apply ethical principles as they relate to the practice of health education.
(12) Candidates Have the Ability to Differentiate Instruction. Candidates will:
(a) Demonstrate competencies in delivering differentiated 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;
(b) Identify, select, and implement appropriate instruction that is sensitive to students' strengths and weaknesses, multiple needs, learning styles, and prior experiences including but not limited to cultural, ethnic, personal, family and community influences; and
(c) Use appropriate services and resources in the delivery of differentiated instruction.
(13) This endorsement is valid to teach:
(a) Health Education;
(b) Advanced Health;
(c) Food and Fitness;
(d) Drug Education;
(e) Health Promotion;
(f) Health and Wellness Education;
(g) Individual Health Projects;
(h) Chemical and Substance Abuse Education;
(i) Family Living; and
(j) Other health-related courses or activities.
(14) This endorsement is required for teaching any subject in subsection (12) above for more than ten hours per week, or if conditionally assigned in more than one subject (See, OAR 584-036-0081) on:
(a) Any Basic or Standard Teaching License with other than an elementary endorsement in grades 5 through 12; and
(b) Any Initial or Continuing Teaching License with a high school authorization.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 -342.143, 342.153, 342.165, 342.223 - 342.232
Hist.: TSPC 2-2005, f. & cert. ef. 4-15-05; TSPC 2-2008, f. & cert. ef. 4-15-08
584-065-0080
Knowledge, Skills and Abilities for Basic Math Endorsement
(1) In addition to passing the required Commission-approved subject-matter, examinations for basic math and completing the required practicum experience, the following requirements must be met to add a basic math endorsement onto any Initial or Continuing Teaching License. The requirements to add a basic math endorsement onto a Basic or Standard Teaching License can be found at OAR 584-038-0180.
(2) Demonstrated Content Knowledge:
(a) For knowledge of numbers, operations, candidates will:
(A) Demonstrate conceptual understanding of complex numbers and real numbers particularly rational numbers and integers; ways of representing numbers; relationships among numbers and number systems; and the meaning of operations; and
(B) Be computationally proficient and choose the appropriate computational format such as exact or approximate; and method, such as mental, paper and pencil, or electronic.
(b) For knowledge of algebra and functions, candidates will:
(A) Understand the various roles of algebra and demonstrate conceptual understanding of variables and functions including linear, quadratic and exponential functions and their inverses;
(B) Use a variety of representations including verbal, pictorial, tabular, symbolic and graphic to emphasize relationships among quantities; and
(C) Demonstrate conceptual understanding of and skill in appropriate use of symbols.
(c) For knowledge of geometry, candidates will:
(A) Use spatial visualization and geometric modeling and constructions to explore and analyze geometric shapes, structures, and their properties;
(B) Make conjectures about two- and three-dimensional shapes and offer justifications for conjectures; and
(C) Apply coordinates geometry and transformations including the use of congruence, similarity, and symmetry to analyze mathematical situations.
(d) For knowledge of measurement, candidates will:
(A) Understand measurement processes including estimation, accuracy and choice of measurement tool for both U.S. customary and metric systems; and
(B) Understand and use direct and indirect measurement techniques and formulas for both two- and three-dimensional figures.
(e) For knowledge of data analysis and probability and statistic, candidates will:
(A) Design investigations, collect data, use a variety of ways to display the data and critically interpret data representations;
(B) Make predictions and draw conclusions involving uncertainty by applying basic concepts of probability; and
(C) Use appropriate statistical methods to analyze and describe shape, spread, and center data; then they use that information to make inferences.
(f) For knowledge of calculus, candidates will:
(A) Demonstrate a conceptual understanding of limits, particularly in relation to understanding series, repetitive processes and non-terminating decimals; and
(B) Demonstrate a conceptual understanding of rate of change and the relationship to minimums, maximums and area of a region.
(3) Demonstrated Competency in Following Process Standards.
(a) For competency in problem solving, candidates will engage in mathematical inquiry through understanding a problem, exploring, conjecturing, experimenting and justifying.
(b) For competency in reasoning and proof, candidates will:
(A) Select and use various types of reasoning including categorizing based on numeric and geometric properties, and using Venn diagrams, set notation and operations; and
(B) Develop and evaluate mathematical arguments such as informal proofs, and the foundations on which arguments are built.
(c) For competency in communication, candidates will:
(A) Organize and consolidate their mathematical thinking through communication;
(B) Communicate coherently and use the language of mathematics, such as symbols and terminology, to express ideas precisely; and
(C) Analyze the mathematical thinking of others.
(d) For competency in representation, candidates will:
(A) Use multiple forms of representation including concrete models, pictures, diagrams, tables and graphs; and
(B) Use invented and conventional terms and symbols to communicate reasoning and solve problems.
(e) For competency in connections, candidates will:
(A) Understand how mathematical ideas interconnect and build on one another to produce a coherent whole; and
(B) Recognize and apply mathematics in contexts outside of mathematics.
(4) Demonstrated knowledge and skill in mathematics pedagogy:
(a) For demonstrated knowledge and skill in the principles equity candidates will demonstrate high expectations and strong support for all students to learn mathematics.
(b) For demonstrated knowledge and skill in developing curriculum, candidates will:
(A) Map curriculum that is coherent, focused on important mathematics and carefully sequenced;
(B) Be familiar with curriculum both preceding and following the middle level; and
(C) Be able to discern the quality of learning opportunities for students when given a particular task, activity, educational software, etc., and are able to make adaptations to assure quality.
(c) For demonstrated knowledge and skill in developing quality learning environment candidates will foster a classroom environment conducive to mathematical learning through:
(A) Providing and structuring the time necessary to explore sound mathematics and grapple with significant ideas and problems;
(B) Using the physical space and materials in ways that facilitate students' learning of mathematics;
(C) Providing a context that encourages the development of mathematical skill and proficiency; and
(D) Respecting and valuing students' ideas, ways of thinking and mathematical dispositions.
(d) For demonstrated knowledge and skill in teaching, candidates will:
(A) Understand what mathematics students know and need to learn and then challenge and support them to learn it well; and
(B) Orchestrate discourse by:
(i) Posing questions and tasks that elicit, engage and challenge each student's thinking;
(ii) Listening carefully to students' ideas; asking students to clarify and justify their ideas orally and in writing;
(iii) Deciding what to pursue in depth from among the ideas that students bring up during a discussion;
(iv) Deciding when and how to attach mathematical notation and language to students' ideas;
(v) Deciding when to provide information, when to clarify an issue, when to model, when to lead, and when to let a student struggle with a difficulty; and
(vi) Monitoring students' participation in discussions and deciding when and how to encourage each student to participate.
(e) For demonstrated knowledge and skill in learning, candidates will:
(A) Know that students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge; and
(B) Have the ability to recognize and move students from concrete to abstract levels of understanding.
(f) For demonstrated knowledge and skill in assessment, candidates will:
(A) Use a variety of formal and informal, formative and summative assessment techniques to support the learning of important mathematics;
(B) Understand how, why, and when to use various assessment techniques and tools; as well as how these tools inform their understanding about student thinking and understanding; and
(C) Plan instruction based upon the information obtained through classroom and external assessments of each student's developmental level.
(g) For demonstrated knowledge and skill in technology, candidates will:
(A) Understand that technology is an integral part of teaching and learning mathematics both influencing what is taught and enhancing how it is learned.
(B) Demonstrate effective and appropriate use of technology.
(h) For demonstrated knowledge and skill in mathematic historical development candidates will demonstrate knowledge of historical and cultural influences in mathematics including contributions of underrepresented groups.
(i) For demonstrated ability to differentiate instruction, candidates will demonstrate competencies in delivering differentiated 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. Candidates will:
(A) Identify, select, and implement appropriate instruction that is sensitive to students' strengths and weaknesses, multiple needs, learning styles, and prior experiences including but not limited to cultural, ethnic, personal, family and community influences; and
(B) Use appropriate services and resources in the delivery of differentiated instruction.
(5) This endorsement is valid to teach any course at or below Algebra I including:
(a) Remedial Math;
(b) Mathematics;
(c) Basic Math;
(d) Math Concepts (grades 6-8);
(e) Pre-Algebra;
(f) Introductory Algebra;
(g) Basic Algebra;
(h) Algebra I;
(i) Competency Mathematics;
(j) Consumer Mathematics;
(k) General Math I & II;
(l) Mathematics Fundamentals;
(m) Math Lab;
(n) Middle Mathematics Skills;
(o) Problem Solving; and
(p) Other math-related courses at or below the Algebra I level.
(6) This endorsement is required for teaching any subject in subsection (4) above:
(a) More than 51% of a full teaching assignment on a Basic or Standard Teaching License with an elementary endorsement issued after 1987 with the licensure code of (016); or
(b) More than 10 hours per week or if conditionally assigned in more than one subject, (See, OAR 584-036-0081) on:
(A) Any Basic or Standard Teaching License with other than an elementary endorsement; or
(B) An Initial or Continuing Teaching License with a high school authorization.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.143, 342.153, 342.165, 342.223 - 342.232
Hist.: TSPC 2-2005, f. & cert. ef. 4-15-05; TSPC 2-2008, f. & cert. ef. 4-15-08
584-065-0090
Knowledge, Skills and Abilities for Advanced Math Endorsement
(1) In addition to passing the required Commission-approved subject-matter, examinations for advanced math and completing the required practicum experience, the following requirements must be met to add an advanced math endorsement onto any Initial or Continuing Teaching License. The requirements to add an advanced math endorsement onto a Basic or Standard Teaching License can be found at: OAR 584-038-0190 and 584-040-0180.
(2) Demonstrated Content Knowledge.
(a) For knowledge of numbers, operations and algebra, candidates will:
(A) Demonstrate knowledge of the properties of the natural, integer, rational, real and complex number systems and the interrelationships of these number systems
(B) Identify and apply the basic ideas, properties and results of number theory and algebraic structures that underlie numbers and algebraic expressions, operations, equations and inequalities;
(C) Use algebraic equations to describe lines, planes and conic sections and to find distances in the plane and space;
(D) Demonstrate the use of algebra to model, analyze, and solve problems from various areas of mathematics, science and the social sciences;
(E) Apply properties and operations of matrices and techniques of analytic geometry to analyze and solve systems of equations; and
(F) Use graphing calculators, computer algebra systems, and spreadsheets to explore algebraic ideas and algebraic representations of information and to solve problems.
(b) For knowledge of geometry, candidates will:
(A) Identify and apply the basic ideas, properties and results of number theory and algebraic structures that underlie numbers and algebraic expressions, operations, equations and inequalities;
(B) Use algebraic equations to describe lines, planes and conic sections and to find distances in the plane and space;
(C) Demonstrate the use of algebra to model, analyze, and solve problems from various areas of mathematics, science and the social sciences;
(D) Apply properties and operations of matrices and techniques of analytic geometry to analyze and solve systems of equations; and
(E) Use graphing calculators, computer algebra systems, and spreadsheets to explore algebraic ideas and algebraic representations of information, and to solve problems.
(c) For knowledge of functions, candidates will:
(A) Demonstrate knowledge of the concept of a function and the most important classes of functions, including polynomial, exponential and logarithmic, rational and trigonometric;
(B) Represent functions in multiple forms, such as graphs, tables, mappings, formulas, matrices and equations;
(C) Perform a variety of operations on functions, including addition, multiplication and composition of functions, and recognize related special functions such as identities and inverses and those operations that preserve the various properties;
(D) Use functions to model situations and solve problems in calculus, linear and abstract algebra, geometry, statistics and discrete mathematics;
(E) Explore various kinds of relations, including equivalence relations, and the differences between relations and functions;
(F) Use calculator and computer technology effectively to study functions and solve problems;
(G) Demonstrate specific knowledge of trigonometric functions, including properties of their graphs, special angles, identities and inequalities, and complex and polar forms; and
(H) Use analytic representations, measures, and properties to analyze transformation of two- and three-dimensional objects.
(d) For knowledge of discrete mathematics and computer science, candidates will:
(A) Demonstrate knowledge of discrete topics including graphs, trees, networks, enumerative combinatorics and finite difference equations, iteration and recursion, and the use of tools such as functions, diagrams and matrices to explore them;
(B) Build discrete mathematical models for social decision-making;
(C) Apply discrete structures such as: sets, logic, relations and functions, and their applications in design of data structures and programming;
(D) Use recursion and combinatorics in the design and analysis of algorithms; and
(E) Candidates employ linear and computer programming to solve problems.
(e) For knowledge of probability and statistics, candidates will:
(A) Explore data using a variety of standard techniques to organize and display data and detect and use measures of central tendency and dispersion;
(B) Use surveys to estimate population characteristics and design experiments to test conjectured relationships among variables;
(C) Use theory and simulations to study probability distributions and apply them as models of real phenomena;
(D) Demonstrate knowledge of statistical inference by using probability models to draw conclusions from data and measure the uncertainty of those conclusions;
(E) Employ calculators and computers effectively in statistical explorations and practice; and
(F) Demonstrate knowledge of basic concepts of probability such as conditional probability and independence, and develop skill in calculating probabilities associated with those concepts.
(f) For knowledge of calculus, candidates will:
(A) Demonstrate conceptual understanding of and procedural facility with basic calculus concepts such as limits, derivatives and integrals of functions of one and two variables;
(B) Use concepts of calculus to analyze the behavior of functions and solve problems; and
(C) Determine the limits of sequences and series and demonstrate the convergence or divergence of series.
(3) Demonstrated Competency in Following Process Standards.
(a) For competency in problem solving, candidates will engage in mathematical inquiry through understanding a problem, exploring, recognizing patterns, conjecturing, experimenting and justifying.
(b) For competency in reasoning and proof, candidates will select and use various types of reasoning and develop and evaluate mathematical arguments and proof in all the mathematics content knowledge areas.
(c) For competency in communication, candidates will:
(A) Organize and consolidate their mathematical thinking through communication;
(B) Communicate coherently and use the language of mathematics such as symbols and terminology to express ideas precisely; and
(C) Analyze the mathematical thinking of others.
(d) For competency in representation, candidates will:
(A) Use multiple forms of representation including concrete models, pictures, diagrams, tables and graphs; and
(B) Use invented and conventional terms and symbols to communicate reasoning and solve problems.
(e) For competency in connections, candidates will:
(A) Understand how mathematical ideas interconnect and build on one another to produce a coherent whole; and
(B) Recognize and apply mathematics in contexts outside of mathematics.
(4) Demonstrated Knowledge and Skill In Mathematics Pedagogy.
(a) For demonstrated knowledge and skill in the principles of equity, candidates will demonstrate high expectations and strong support for all students to learn mathematics,
(b) For demonstrated knowledge and skill in developing curriculum, candidates will:
(A) Map curriculum that is coherent, focused on important mathematics and carefully sequenced;
(B) Be familiar with curriculum both preceding and following the high school level; and
(C) Be able to discern the quality of learning opportunities for students when given a particular task, activity, educational software, etc., and are able to make adaptations to assure quality.
(c) For demonstrated knowledge and skill in developing a quality learning environment, candidates will foster a classroom environment conducive to mathematical learning through:
(A) Providing and structuring the time necessary to explore sound mathematics and grapple with significant ideas and problems;
(B) Using the physical space and materials in ways that facilitate students' learning of mathematics;
(C) Providing a context that encourages the development of mathematical skill and proficiency; and
(D) Respecting and valuing students' ideas, ways of thinking, and mathematical dispositions.
(d) For demonstrated knowledge and skill in teaching, candidates will:
(A) Understand what mathematics students know and need to learn and then challenge and support them to learn it well; and
(B) Orchestrate discourse by:
(i) Posing questions and tasks that elicit, engage and challenge each student's thinking;
(ii) Listening carefully to students' ideas; asking students to clarify and justify their ideas orally and in writing;
(iii) Deciding what to pursue in depth from among the ideas that students bring up during a discussion;
(iv) Deciding when and how to attach mathematical notation and language to students' ideas;
(v) Deciding when to provide information, when to clarify an issue, when to model, when to lead, and when to let a student struggle with a difficulty; and
(vi) Monitoring students' participation in discussions and deciding when and how to encourage each student to participate.
(e) For demonstrated knowledge and skill in learning, candidates will:
(A) Know that students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge; and
(B) Have the ability to recognize and move students from concrete to abstract levels of understanding.
(f) For demonstrated knowledge and skill in assessment, candidates will:
(A) Use a variety of formal and informal, formative and summative assessment techniques to support the learning of important mathematics;
(B) Understand how, why and when to use various assessment techniques and tools; as well as how these tools inform their understanding about student thinking and understanding; and
(C) Plan instruction based upon the information obtained through classroom and external assessments of each student's developmental level.
(g) For demonstrated knowledge and skill in technology, candidates will:
(A) Understand that technology is an integral part of teaching and learning mathematics both influencing what is taught and enhancing how it is learned.
(B) Demonstrate effective and appropriate use of technology.
(h) For demonstrated knowledge and skill in mathematic historical development candidates will demonstrate knowledge of historical and cultural influences in mathematics including contributions of underrepresented groups.
(i) For demonstrated ability to differentiate instruction, candidates will demonstrate competencies in delivering differentiated 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. Candidates will:
(A) Identify, select, and implement appropriate instruction that is sensitive to students' strengths and weaknesses, multiple needs, learning styles, and prior experiences including but not limited to cultural, ethnic, personal, family and community influences; and
(B) Use appropriate services and resources in the delivery of differentiated instruction.
(5) This endorsement is valid to teach:
(a) Advanced Algebra;
(b) Trigonometry;
(c) Pre-Calculus;
(d) Calculus;
(e) Statistics & Probability;
(f) Geometry;
(g) Survey Geometry;
(h) Trigonometry Analysis; and
(i) Other math-related courses.
(6) This endorsement is required to teach any math course above the Algebra I level.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.143, 342.153, 342.165 & 342.223 - 342.232
Hist.: TSPC 2-2005, f. & cert. ef. 4-15-05
584-065-0100
Knowledge Skills and Abilities for English to Speakers of Other Languages
(1) Language: Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support English Speakers of Other Languages (ESOL) and bilingual students' language and literacy development and content area achievement.
(a) Describing Language: Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL and bilingual students acquire and use English in listening, speaking, reading, and writing for social and academic purposes. Candidates:
(A) Apply knowledge of phonology (the sound system) to help ESOL and bilingual students develop oral, reading and writing (including spelling) skills in English;
(B) Apply knowledge of morphology (the structure of words) to assist ESOL and bilingual students' development of oral and literacy skills in English;
(C) Apply knowledge of syntax (phrase and sentence structure) to assist ESOL and bilingual students in developing written and spoken English;
(D) Apply understanding of semantics (word/sentence meaning) to assist ESOL and bilingual students in acquiring and productively using a wide range of vocabulary in English;
(E) Apply knowledge of pragmatics (the effect of context on language) to help ESOL and bilingual students communicate effectively and use English appropriately for a variety of purposes in spoken and written language and in formal and informal settings;
(F) Demonstrate ability to help ESOL and bilingual students develop social and academic language skills in English;
(G) Demonstrate ability to help ESOL and bilingual students acquire a range of genres, rhetorical and discourse structures and writing conventions in English;
(H) Demonstrate understanding of the nature and value of World Englishes and dialect variation, and build on the language that ESOL and bilingual students bring in order to extend their linguistic repertoire;
(I) Locate and use linguistic resources to learn about the structure of English and of students' home language; and
(J) Demonstrate proficiency in English and serve as a good language model for ESOL and bilingual students.
(b) Language Acquisition and Development: Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings. Candidates:
(A) Provide rich exposure to English;
(B) Provide comprehensible input and scaffolding;
(C) Provide opportunities for meaningful interaction;
(D) Create a secure, positive, and motivating learning environment;
(E) Understand and apply current theories and research in language and literacy development;
(F) Recognize and build on the processes and stages of English language literacy development;
(G) Recognize the importance of ESOL and bilingual students' home languages and language varieties and build on these skills on a foundation for learning English;
(H) Understand and apply knowledge of sociocultural and political variable to facilitate the process of learning English;
(I) Understand and apply knowledge of the role of individual learner variable in the process of learning English;
(J) Provide appropriate instruction and feedback;
(K) Help ESOL and bilingual students to communicate in socially and culturally appropriate ways while being sensitive to the student's native culture;
(L) Help ESOL and bilingual students develop academic language proficiency; and
(M) Help ESOL and bilingual students develop effective language learning strategies.
(2) Culture: Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL and bilingual students' cultural identities, language and literacy development, and content area achievement.
(a) Nature and Role of Culture: Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students' learning. Candidates:
(A) Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning English as a Second Language (ESL);
(B) Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to ESL teaching and learning;
(C) Understand and apply knowledge about home/school communication to enhance ESL teaching and build partnerships with ESOL and bilingual families; and
(D) Understand and apply concepts about the interrelationship between language and culture.
(b) Cultural Groups and Identity: Candidates know, understand, and use knowledge of how cultural groups and students' cultural identities affect language learning and school achievement. Candidates:
(A) Use a range of resources, including the Internet, to learn about world cultures and cultures of students in their classrooms and apply that learning to instruction;
(B) Understand and apply knowledge about how an individual's cultural identity affects their ESL learning and how levels of cultural identity will vary widely among students;
(C) Understand and apply knowledge about cultural conflicts and home-area events that can have an impact on ESOL and bilingual students' learning;
(D) Understand and apply knowledge about the impact of students' socioeconomic status, native language, race, religion, class, national origin disability an gender on learning and teaching ESL; and
(E) Understand and apply knowledge of U.S. immigration history and patterns in teaching ESL.
(3) Planning, Implementing, and Managing Instruction: Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources.
(a) Planning for Standards-Based ESL and Content Instruction: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Candidates:
(A) Plan standards-based ESL and content instruction;
(B) Create environments that promote standards-based language learning in supportive, accepting classrooms and schools;
(C) Plan students' learning experiences based on assessment of language proficiency and prior knowledge; and
(D) Provide for particular needs of students with limited formal schooling (LFS) in their first language.
(b) Managing and Implementing Standards-Based ESL and Content Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL and bilingual students in accessing the core curriculum as they learn language and academic content together. Candidates:
(A) Organize learning around standards-based subject matter and language learning objectives;
(B) Incorporate activities, tasks, and assignments that develop authentic uses of language, as students learn about content-area material;
(C) Provide activities and materials that integrate listening, speaking, reading and writing;
(D) Develop students' listening skills for a variety of academic and social purposes;
(E) Develop students' speaking skills for a variety of academic and social purposes;
(F) Provide standards-based instruction that builds on students' oral English to support learning to read and write;
(G) Provide standards-based reading instruction adapted to ESOL and bilingual learners; and
(H) Provide standards-based writing instruction adapted to ESOL and bilingual learners. Develop students' writing through a range of activities from sentence formation to expository writing.
(c) Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching. Candidates:
(A) Select, adapt and use culturally responsive, age-appropriate and linguistically accessible materials;
(B) Select materials and other resources that are appropriate to students' developing language and cont-area abilities, including appropriate use of the student's first language;
(C) Employ an appropriate variety of materials for language learning, including books, visual aids, props and realia.
(D) Use appropriate technological resources to enhance language and content-area instruction for ESOL and bilingual students (e.g., Web, software, computers, and related devices); and
(E) Use software and Internet resources effectively in ESL and content instruction.
(4) Assessment: Candidates understand issues of assessment and use standards-based assessment measures with ESOL and bilingual students.
(a) Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL and bilingual student learning. Candidates:
(A) Demonstrate an understanding of the purposes of assessment as they relate to ESOL and bilingual learners and use results appropriately;
(B) Demonstrate an understanding of the quality indicators of assessment instruments;
(C) Demonstrate understanding of the limitations of assessment situations and make accommodations for ESOL and bilingual students; and
(D) Distinguish between a language difference, gifted and talented and special education needs for ESOL and bilingual students.
(b) Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL and bilingual students. Candidates:
(A) Understand and implement national and state requirements for identification, reclassification and exit of ESOL and bilingual students from language support programs;
(B) Understand, develop and use norm-referenced assessments appropriately with ESOL and bilingual learners;
(C) Understand, develop and use criterion referenced assessments appropriately with ESOL and bilingual learners;
(D) Understand, construct and use assessment measures for a variety of purposes for ESOL and bilingual students; and
(E) Assess ESOL and bilingual learners' language skills and communicative competence using multiple sources of information.
(c) Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction. Candidates:
(A) Use performance-based assessment tools and tasks that measure ESOL and bilingual learners' progress toward state and national standards;
(B) Use various instruments and techniques to assess content-area learning (e.g. math, science, social studies) for ESOL and bilingual learners at varying levels of language and literacy development; and
(C) Prepare ESOL and bilingual students to use self- and peer-assessment techniques when appropriate.
(5) Professionalism: Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL and bilingual students and their families and work collaboratively to improve the learning environment.
(a) ESL Research and History: Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning. Candidates:
(A) Demonstrate knowledge of language teaching methods in their historical contexts; and
(B) Demonstrate knowledge of the evolution of laws and policy in the ESL profession.
(b) Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL and bilingual students, and build partnerships with students' families. Candidates:
(A) Advocate and serve as language and education resources for students and families in their schools and communities;
(B) Serve as professional resources personnel in their education communities; and
(C) Advocate for ESOL and bilingual students' access to all available academic resources, including instructional technology.
(c) Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL and bilingual students. Candidates:
(A) Establish professional goals and pursue opportunities to grow in the field of ESL;
(B) Work with other teachers and staff to provide comprehensive, challenging educational opportunities for ESOL and bilingual students in the school;
(C) Engage in collaborative teaching in general education and content-area classrooms; and
(D) Model academic proficiency in the English language.
(6) Technology: Candidates use information technology to enhance learning and to enhance personal and professional productivity. Candidates:
(a) Demonstrate knowledge of current technologies and their application in ESOL;
(b) Design, develop, and implement student learning activities that integrate information technology; and
(c) Use technologies to communicate, network, locate resources, and enhance continuing professional development.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.143, 342.153, 342.165 & 342.223 - 342.232
Hist.: TSPC 9-2005, f. & cert. ef. 11-15-05
584-065-0110
Knowledge, Skills and Abilities for Library Media Endorsement
(1) Completion of a commission-approved library media academic program, to include completion of a practicum experience and passage of the commission-approved subject-matter examination is required in order to add the Library Media Endorsement to any Initial or Continuing Teaching License. (See, OAR 584-060-0071.)
(2) The endorsement is valid for assignments in library media programs in grades prekindergarten through twelve (12).
(3) Library Media candidates demonstrate skill in use of information and ideas: Candidates must:
(a) Encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. Candidates:
(A) Demonstrate ways to establish and maintain a positive educational climate in the library media center;
(B) Identify relationships among facilities, programs, and environment that impact student learning; and
(C) Plan and organize library media centers according to their use by the learning community.
(b) Apply a variety of strategies to ensure access to resources and information in a variety of formats, to all members of the learning community. Candidates:
(A) Support flexible and open access for the library media center and its services;
(B) Identify barriers to equitable access to resources and services;
(C) Facilitate access to information in print, nonprint, and electronic formats; and
(D) Comply with and communicate the legal and ethical codes of the profession.
(c) Promote efficient and ethical information-seeking behavior as part of the school library program and its services. Candidates:
(A) Model strategies to locate, evaluate and use information for specific purposes;
(B) Identify and address student interests and motivations;
(C) Interact with the learning community to access, communicate and interpret intellectual content; and
(D) Adhere to and communicate legal and ethical policies.
(d) Create a positive educational environment which promotes reading, literacy, and use of appropriate technology for diverse learners. Candidates:
(A) Are aware of major trends in reading material for children and youth;
(B) Select materials in multiple formats to address the needs and interests of diverse young readers and learners; and
(C) Use a variety of strategies to promote leisure reading. They model their personal enjoyment of reading in order to promote the habits of creative expression and lifelong reading.
(4) Library Media Candidates demonstrate skill in teaching and learning. Candidates must:
(a) Model and promote collaborative planning and the use of technology tools with teachers in order to teach concepts and skills of information processes integrated with classroom curriculum. Candidates:
(A) Work with classroom teachers to co-plan, co-teach, and co-assess information skills instruction. The library media specialist as teacher of information skills makes use of a variety of instructional strategies and assessment tools; and
(B) Analyze the role of student interest and motivation in instructional design. Student learning experiences are created, implemented and evaluated in partnership with teachers and other educators.
(b) Partner with other education professionals to develop and deliver an integrated information literacy curriculum. Candidates:
(A) Employ strategies to integrate the information literacy curriculum with content curriculum;
(B) Incorporate technology to promote efficient and equitable access to information beyond print resources; and
(C) Assist students to use technology to access, analyze, and present information.
(c) Design and implement instruction that supports student interests, needs, and experiences to assure successful learning. Candidates:
(A) Design library media instruction that assesses learner needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction; and
(B) Support the learning of all students and other members of the learning community, including those with diverse learning styles, abilities and needs. Information skills instruction is based on student interests and learning needs and is linked to student achievement.
(5) Demonstrated skill in professional collaboration and leadership. Candidates must:
(a) Provide leadership and establish connections with the greater library and education community. Candidates:
(A) Demonstrate the potential for establishing connections to other libraries and the larger library community for resource sharing, networking, and developing common policies and procedures;
(B) Articulate the role of their professional associations and journals in their own professional growth;
(C) Model, share, and promote ethical and legal principles of education and librarianship; and
(D) Acknowledge the importance of participating on school and district committees and in faculty staff development opportunities.
(b) Articulate the relationship of the library media program with current educational trends and important issues. Candidates:
(A) Recognize the role of other educational professionals and professional associations;
(B) Translate for the school the ways in which the library program can enhance school improvement efforts; and
(C) Use information found in professional journals to improve library practice
(c) Provide and promote learning opportunities for the school community with a focus on information technology, information literacy, and literature appreciation. Candidates:
(A) Are able to articulate the relationship of the library media program with current educational trends and important issues;
(B) Recognize the role of other educational professionals and professional associations;
(C) Translate for the school the ways in which the library program can enhance school improvement efforts; and
(D) Use information found in professional journals to improve library practice.
(6) Administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration. Candidates must:
(a) Apply leadership, collaboration and technology skills to design and manage a student-centered program that is current, comprehensive, and integrated within the school. Candidates: Develop and evaluate policies and procedures that support the mission of the school and address specific needs of the library media program, such as collection development and maintenance, challenged materials and acceptable use policies.
(b) Ensure their school library programs focus on students' diverse learning and achievement. Candidates:
(A) Support intellectual freedom and privacy of users; and
(B) Plan for efficient use of resources and technology to meet diverse user needs.
(c) Adhere to the principles of the school library profession which include selecting, organizing, managing, and developing procedures and policies for print and electronic information resources. Candidates:
(A) Select, analyze, and evaluate print, nonprint and electronic resources using professional selection tools and evaluation criteria to develop a quality collection designed to meet diverse curricular and personal needs; and
(B) Organize the library media facility and its collections - print, nonprint and electronic, according to standard accepted practice.
(d) Assess and manage financial, physical, and human resources. Candidates:
(A) Apply accepted management principles and practices that relate to personnel, financial and operational issues; and
(B) Plan adequate space for individuals, small groups and whole classes.
(7) Skill in use of technology. Candidates must:
(a) Demonstrate a sound understanding of technology operations and concepts;
(b) Implement curriculum plans that include methods and strategies for applying technology to maximize student learning;
(c) Use technology to enhance their productivity and professional practice; and
(d) Understand the social, ethical, and legal issues surrounding the use of technology in schools and apply those principles in practice.
(8) Skill in cultural competency. Candidates must:
(a) Strive to enhance resources, services, programs and instructional strategies that promote equitable learning opportunities and success for all students, regardless of native language, socioeconomic background, ethnicity, gender, disability, or other individual characteristics; and
(b) Ensure that staff and students have access to all library resources to assist them in working effectively with those in the school community with different native languages, socioeconomic backgrounds, ethnicities, genders, disabilities, and other individual characteristics.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.143, 342.153, 342.165 & 342.223 - 342.232
Hist.: TSPC 5-2007, f. & cert. ef. 8-15-07
584-065-0120
Knowledge, Skills and Abilities for Early Childhood Endorsement
(1) In addition to passing the required Commission-approved multiple subjects examination required for early childhood education authorization, candidates must complete the required practicum experience with students in one or more age groups or grades between age three and grade four.
(2) Teachers who hold an Initial, Initial I or Initial II or Continuing Teaching License with an elementary authorization may add the early childhood authorization level only upon enrollment in an early childhood authorization program approved by TSPC. [See, OAR 584-060-0051.]
(3) In order to promote child development and learning, the candidate must:
(a) Know and understand young children's characteristics and needs;
(b) Know and understand the multiple influences on development and learning; and
(c) Use developmental knowledge to create healthy, respectful, supportive and challenging learning environments.
(4) In order to build family and community relationships, the candidate must:
(a) Know about and understand family and community characteristics;
(b) Support and empower families and communities through respectful, reciprocal relationships; and
(c) Involve families and communities in their children's development and learning.
(5) In order to document and assess the learning of young children, the candidate will:
(a) Understand the goals, benefits and uses of assessment;
(b) Know about and use observation, documentation, and other appropriate assessment tools and approaches to inform instruction;
(c) Understand and practice appropriate assessment;
(d) Develop partnerships with families and other professionals to assess children's strengths and needs; and
(e) Understand and practice appropriate assessment for all children including culturally and linguistically diverse children as well as children with exceptionalities.
(6) In order to demonstrate teaching and learning, the candidate will:
(a) Connect with children and families to create positive learning environments; and
(b) Use developmentally effective approaches:
(A) Foster oral language and communication;
(B) Draw from continuum of teaching strategies;
(C) Make the most of the environment and routines;
(D) Capitalize on incidental teaching;
(E) Focus on children's characteristics, needs, and interests;
(F) Link children's language and culture to the early childhood program;
(G) Teach through social interactions;
(H) Create support for play;
(I) Address children's challenging behaviors;
(J) Use integrative approaches to curriculum; and
(c) Demonstrate an understanding of content knowledge in early education, the candidate will create a classroom environment that encompasses the following core content objectives:
(A) In language and literacy, candidates will develop curriculum so that students will:
(i) Explore their environments and develop the conceptual, experiential, and language foundations for learning to read and write;
(ii) Develop their ability to converse at length and in depth on a topic in various settings (one-on-one with adults and peers, in small groups, etc.);
(iii) Develop vocabulary that reflects their growing knowledge of the world around them;
(iv) Use language, reading and writing to strengthen their own cultural identify as well as to participate in the shared identity of the school environment;
(v) Associate reading and writing with pleasure and enjoyment as well as with skill development;
(vi) Use a range of strategies to derive meaning from stories and texts;
(vii) Use language, reading, and writing for various purposes;
(viii) Use a variety of print and non-print resources;
(ix) Develop basic concepts of print and understanding of sounds, letters, and letter sound relationships; and
(B) In the Arts: music, creative movement, dance, drama, and art, candidates will develop curriculum so that students will:
(i) Interact musically with others;
(ii) Express and interpret understandings of their world through structured and informal musical play;
(iii) Sing, play, and create music;
(iv) Respond to expressive characteristics of music-rhythm, melody, form-through speaking, singing, moving, and playing simple instruments;
(v) Use music to express emotions, conflicts, and needs;
(vi) Move expressively to music of various tempos, meters, modes, genres, and cultures to express what they feel and hear;
(vii) Understand and apply artistic media, techniques, and processes;
(viii) Make connections between visual arts and other disciplines; and
(C) In Mathematics, candidates will develop curriculum in alignment with the National Council of Teachers of Mathematics (NCTM) curriculum student or K-12 grade, recognizing the quantitative dimensions of children's learning:
(i) Mathematics as problem solving;
(ii) Mathematics as communication;
(iii) Mathematics as reasoning;
(iv) Mathematical connections;
(v) Estimation;
(vi) Number sense and numeration;
(vii) Concepts of whole number operations;
(viii) Whole number computation;
(ix) Geometry and spatial sense;
(x) Measurement;
(xi) Statistics and probability;
(xii) Fractions and decimals;
(xiii) Patterns and relationships; and
(D) In physical activity and Physical Education, candidates will develop curriculum so that students will:
(i) Have varied, repeated experiences with functional movement and manipulation;
(ii) Demonstrate progress toward mature forms of selected physical skills;
(iii) Try new movement activities and skills;
(iv) Use feedback to improve performance;
(v) Experience and express pleasure from participation in physical activity;
(vi) Apply rules, procedures, and safe practices;
(vii) Gain competence to provide increased enjoyment in movement; and
(E) In Science, candidates will develop curriculum so that students will:
(i) Explore materials, objects and events by acting upon them and noticing what happens;
(ii) Make careful observations of objects, organisms, and events using all their senses;
(iii) Describe, compare, sort, classify, and order in terms of observable characteristics;
(iv) Use a variety of simple tools to extend their observations;
(v) Engage in simple investigations including making predictions, gathering and interpreting data, recognizing simple patterns, and drawing conclusions;
(vi) Record observations, explanations, and ideas through multiple forms of representation;
(vii) Work collaboratively with others, share and discuss ideas, and listen to new perspectives; and
(F) In Social Studies, candidates will develop curriculum so that students will:
(i) Geography:
(I) Make and use maps to locate themselves in space
(II) Observe the physical characteristics of the places in which they live and identify landforms, bodies of water, climate, soils, natural vegetation and animal life of that place; and
(ii) History:
(I) Use the methods of the historian, identifying questions, locating and analyzing information, and reaching conclusions;
(II) Record and discuss the changes that occur in their lives, recalling their immediate past; and
(iii) Economics:
(I) Develop awareness of the difference between wants and needs;
(II) Develop interest in the economic system, understanding the contributions of those who produce goods and services; and
(iv) Social relations/civics:
(I) Become a participating member of the group, giving up some individuality for the greater good;
(II) Recognizing similarities among people of many cultures;
(III) Respecting others, including those who differ in gender, ethnicity, ability or ideas;
(IV) Learn the principles of democracy, working cooperatively with others, sharing and voting as they solve problems; and
(d) In order to build meaningful curriculum, the candidate will:
(A) Know, understand, and use positive relationships and supportive interactions;
(B) Know, understand, and use effective approaches, strategies, and tools for early education;
(C) Know and understand the importance, central concepts, inquiry tools, curriculum integration, and structures of content areas or academic disciplines; and
(D) Know and use differentiated instructional strategies to promote equitable learning opportunities and success for all students, regardless of native language, socioeconomic background, ethnicity, gender, disability or other individual characteristics.
(7) In demonstrating professionalism, the candidate will:
(a) Identify and involve oneself with the early childhood field;
(b) Know about and uphold ethical standard and other professional guidelines (see National Association for the Education for Young Children (NAEYC) Code of Ethical Conduct);
(c) Engage in continuous, collaborative learning to inform practice;
(d) Integrate knowledgeable, reflective, and critical perspectives on early education; and
(e) Engage in informed advocacy for children and the profession.
(8) Valid for any teaching assignment, except specialization requiring endorsement under OAR 584-060-0071, at or below grade four.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.165
Hist.: TSPC 5-2008, f. & cert. ef. 6-13-08
584-065-0125
Knowledge, Skills and Abilities for World Language Endorsements
(1) Demonstrating Content Knowledge: Candidates are required to demonstrate content knowledge in one of the following ways:
(a) Passage of the Commission-approved test of world language content knowledge; or
(b) Completion of at least 45 quarter or 30 semester hours of college-level coursework in the world language subject area in language areas where the Commission has not approved a content-specific world language licensure test.
(2) Field Experience: Candidates must complete the following practicum experiences:
(a) Field experiences prior to student teaching that include experiences in world language classrooms;
(b) Field experiences, including student teaching, that are supervised by a qualified world language educator who is knowledgeable about current instructional approaches and issues in the field of world language education; and
(c) Opportunities for candidates to participate in a structured study abroad program or intensive immersion experience in a target language community.
(3) Methods requirements: Candidates must complete a methods course that deals specifically with the teaching of world languages, and that is taught by a qualified faculty member whose expertise is world language education and who is knowledgeable about current instructional approaches and issues.
(4) Technology Requirements: Candidates must demonstrate competence in technology-enhanced instruction and the use of technology in their own teaching.
(5) Language, Linguistics Comparison: Candidates must:
(a) Demonstrate a high level of proficiency in the target language, and seek opportunities to strengthen their proficiency;
(b) Know the linguistic elements of the target language system, recognize the changing nature of language, and accommodate for gaps in their own knowledge of the target language system by learning on their own; and
(c) Know the similarities and differences between the target language and other languages, identify the key differences in varieties of the target language, and seek opportunities to learn about varieties of the target language on their own.
(6) Cultures, Literatures, Cross-Disciplinary Concepts: Candidates must:
(a) Demonstrate that they understand the connections among the perspectives of a culture and its practices and products, and integrate the cultural framework for world language standards into their instructional practices;
(b) Recognize the value and role of literary and cultural texts and use them to interpret and reflect upon the perspectives of the target cultures over time; and
(c) Integrate knowledge of other disciplines into world language instruction and identify distinctive viewpoints accessible only through the target language.
(7) Language Acquisition Theories and Instructional Practices: Candidates must:
(a) Demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction; and
(b) Develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners.
(8) Integration of Standards into Curriculum and Instruction: Candidates must:
(a) Demonstrate an understanding of the goal areas and standards of the Standards for World Language Learning and their state standards, and integrate these frameworks into curricular planning.
(b) Integrate the Standards for World Language Learning and their state standards into language instruction.
(c) Use standards and curricular goals to evaluate, select, design, and adapt instructional resources.
(9) Assessment of Languages and Cultures: Candidates must:
(a) Believe that assessment is ongoing, and demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measures;
(b) Reflect on the results of student assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction; and
(c) Interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.
(10) Professionalism: Candidates must:
(a) Engage in professional development opportunities that strengthen their own linguistic and cultural competence and promote reflection on practice; and
(b) Know the value of world language learning to the overall success of all students and understand that they will need to become advocates with students, colleagues, and members of the community to promote the field.
(11) This endorsement is valid to teach the following designated world languages at the grade levels authorized on the license. Other language endorsement areas may be allowed upon approval of the addition of the language by any Commission-approved teaching program.
(a) Chinese;
(b) French;
(c) German;
(d) Japanese;
(e) Latin;
(f) Russian; and
(g) Spanish.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 3-2011, f. & cert. ef. 3-15-11
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