justicedao/ipfs_state_laws huggingface dataset:
584-400-0150 Internship Agreements (1) Notwithstanding 584-400-0140, Clinical Practices , EPPs may permit teacher candidates to complete an internship as their clinical practice for the purposes of instruction, assessment of competency, and integration of field work with academic study, as well as to ensure candidates are able to demonstrate the knowledge, skills, competencies, and abilities necessary to be successful candidates for educator licensure, endorsement, or specialization. (2) For an internship to meet the requirements of a clinical practice, the EPP must: (a) Require the internship to be a minimum of one public school semester; (b) Establish an agreement between the EPP and the employing school district or education service district that stipulates: (A) An EPP supervisor will conduct evaluations and observations of the candidate to ensure the candidate is able to demonstrate the knowledge, skills, competencies, and abilities necessary to be a successful candidate for licensure; (B) A site supervisor , as provided in the Program Review and Standards Handbook , has been identified and will supervise and evaluate the candidate, as required by the district’s policy; (C) The candidate will receive academic credit from the EPP and financial compensation from the school district or education service district; (D) The teaching assignment(s) included in the internship, such as "3rd grade elementary teaching assignment". (3) The EPP must repor t use of internships as a substitute for the required clinical practices in the annual report, as provided in the Program Review and Standards Handbook. Statutory/Other Authority: ORS 342.165 Statutes/Other Implemented: ORS 342.147 History: TSPC 16-2022, amend filed 10/20/2022, effective 11/01/2022 TSPC 12-2021, minor correction filed 08/17/2021, effective 08/17/2021 TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018
584-400-0155 Registered Apprenticeships The Oregon Teaching Apprenticeship Standard is approved by the Oregon State Apprenticeship and Training Council and is in alignment with the TSPC Program Review and Standards Handbook. Those seeking to establish a Registered Teaching Apprenticeship program should contact the Administrator of the Joint Apprenticeship Training Committee (JATC) for the K-12 Teacher Occupation listed here: https://www.oregon.gov/boli/apprenticeship/Pages/apprenticeship-opportunities.aspx. Statutory/Other Authority: ORS 342.147 Statutes/Other Implemented: ORS 342.147 History: TSPC 16-2023, adopt filed 10/23/2023, effective 11/01/2023
584-400-0190 Waiver of State Standards (1) An Educator Preparation Provider (EPP) may petition the Commission for waiver of state standards. (2) A petition must include information and reasons the EPP is seeking the waiver. (3) In granting the petition, the Commission must determine that a waiver of state standards: (a) Does not adversely impact the intent of the standards or rules; and (b) Does not contradict any Oregon statutory requirements. Statutory/Other Authority: ORS 342 Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533 History: TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018
584-410-0005 State Approval of Unit: Preconditions for First-Time Unit or Program Approval (1) Prior to approval for any licensure program, a unit must satisfy the preconditions set forth below. Once the Commission has reviewed these preconditions, the Commission shall determine by resolution in a public meeting whether the preconditions have been met and whether the unit is eligible to apply for approval to deliver a licensure program in teaching, administration, school counseling, school psychology or school social work. (2) Programs from units or institutions that have never been approved by the Commission must satisfy the following preconditions prior to submitting a proposal for approval to deliver a licensure program: (a) A letter from an administrative body recognizing and identifying the professional educational unit as having responsibility and authority for the preparation of licensed educators; (b) Evidence that a dean, director, or chair has been officially designated as head of the unit and is assigned the authority and responsibility for its overall administration and operation; (c) Written policies and procedures that will guide the operations of the unit, including but not limited to: candidate handbooks; procedures on admission; program waivers; and candidate appeal rights; (d) Draft a conceptual framework that establishes the shared vision for a unit's efforts in preparing educators to work in prekindergarten-12 schools and provides direction for programs, courses, teaching, candidate performance, scholarship, leadership, service, and unit accountability; The conceptual framework is knowledge-based, articulated, shared, coherent, and continuously evaluated. (e) Show evidence of the capacity for meeting national accreditation within 4 years. (3) The unit has leadership, authority, budget, personnel, facilities, and resources including information technology resources, for the preparation of candidates to meet professional, state and institutional standards. (4) Programs seeking first-time approval to offer any educator preparation licensure program must demonstrate that the unit proposing the program has already satisfied the pre-conditions set forth above or that they have received the approval of a pre-approved unit to offer an educator licensure program. Statutory/Other Authority: ORS 342.147 Statutes/Other Implemented: ORS 342.147 History: TSPC 15-2023, adopt filed 10/23/2023, effective 11/01/2023
584-410-0010 State Approval of Unit: General Provisions (1) Pursuant to ORS 342.147, standards for approval of an Educator Preparation Provider (EPP) allow approval of an institution of higher education, a school district in this state, an education service district in this state, or any other entity in this state that sponsors or provides an educator preparation program. The Teacher Standards and Practices Commission has established standards for state approval of Educator Preparation Providers (EPPs or Units) and educator preparation programs leading to educator licensure. The unit standards apply to: (a) Initial preparation and advanced preparation programs for teachers and other school professionals; (b) Off-campus, distance learning, and alternate route programs; (c) Online institutions and non-higher education organizations offering programs for the professional preparation of educators. (2) To obtain state approval to a unit, an Educator Preparation Provider (EPP) must meet the unit standards as provided in 584-400-0015, Unit Standards, and the state-specific unit-level standards found in this rule division. (3) The Commission has defined licensure and endorsement programs as initial or advanced programs for the purposes of Unit Approval. The Commission-approved list of advanced and initial programs is provided in the Program Review and Standards Handbook. (4) When the Commission adopts new program standards, the Commission must require EPPs with state recognized programs in those areas to meet the new program standards by: (a) Completing a process for the relevant programs to be state recognized under the new standards. The process for new state recognition will be in the form and manner adopted by the Commission; or (b) Requiring the EPPs to meet the new program standards as part of their next program recognition process. (5) In consultation with the EPPs, the Commission must establish effective dates for new program standards for: (a) New candidates; (b) Admitted candidates; (c) Enrolled candidates; and (d) Completed candidates (if the standards may be applied retroactively). (6) When the Commission adopts new unit standards, the Commission must require the EPPs to meet the new standards by: (a) Completing a process to approve their units under the new standards. The process for approval under the new standards will be in the form and manner adopted by the Commission; or (b) Requiring the EPPs to meet the new standards as part of their next unit approval process. Statutory/Other Authority: ORS 342.165 Statutes/Other Implemented: ORS 342.147 History: TSPC 3-2023, amend filed 02/07/2023, effective 03/01/2023 TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021 TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018
584-410-0090 Educator Preparation Provider (EPP) Partnerships (1) The Educator Preparation Provider (EPP) must engage with appropriate partners on educator preparation programs. Partnership with common understanding may be created and maintained through Traditional and Nontraditional Teacher Pathways, including but not limited to: Grow Your Own, Residency, and Registered Apprenticeship Models . In all cases, t he EPP must ensure that: (a) Effective partnerships and high-quality clinical practices are central to candidate preparation so that candidates develop the knowledge, skills, professional dispositions, and cultural and academic competencies necessary to demonstrate positive impact on all PreK-12 students' learning and development; and (b) Partners are appropriately involved in candidate recruitment, program evaluation, improvement, retention efforts, and identification of models of excellence. (2) The appropriate partners may include, but are not limited to: (a) School and community partners; (b) Organizations; (c) Employers and businesses; (d) Agencies; (e) Districts, and/or EPPs interested in candidate preparation or education; (f) Alumni; (g) Practitioners; (h) Teachers who are members of their district’s teacher bargaining unit; (i) Public school administrators; (j) Personnel service license holders, if the EPP has an approved program in the license area; (k) Under-represented populations; (l) Faculty from the institution; and (m) Students in the program. (3) The EPP shall report in the state addendum portion of the Self-Study: (a) The specific partners involved with assisting the EPP to meet the standards; and (b) How each partner participated in the EPP activities, decision-making process, or other aspects of the clinical practices, partnerships, and continuous improvement efforts. Statutory/Other Authority: ORS 342.165 Statutes/Other Implemented: ORS 342.147 History: TSPC 3-2023, amend filed 02/07/2023, effective 03/01/2023 TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018
584-410-0100 Verification of Candidate Recommendations (Field Audit) (1) The Educator Preparation Provider (EPP) meets the standards for recommending candidates for licensure, endorsements, and specializations, as provided in 584-400-0160, Candidate Recommendation and Program Completion. (2) The agency must verify compliance with the requirements for recommending candidates through a field audit of student records. (3) The agency must conduct a field audit during the unit review process, in the form and manner adopted by the Commission, as provided in the Program Review and Standards Handbook and as provided in this rule. (a) The field audit must include five percent, or 15 completer records, whichever is greater, from the average annual Full Time Equivalency (FTE) since the last unit approval. At the discretion of the Commission, if it is determined additional records are needed, they shall be provided upon request. (b) The agency must randomly select the records to be audited and must provide no knowledge of the selected records to the EPP until the time of the audit. (c) The field audit must review candidate records for completion of: (A) Fingerprinting and background clearance; (B) Teacher performance assessments, if required; (C) Clinical practices, including records of supervision, observations and evaluations; (D) Content knowledge assessment(s); (E) Required coursework; (F) Required competencies when competencies are used in lieu of required coursework; (G) Waiver of program requirements; (H) Protecting Student and Civil Rights in the Educational Environment exam, workshop or evidence that the candidate holds or has held a TSPC-issued license; and (I) Program completion forms. Statutory/Other Authority: ORS 342.165 Statutes/Other Implemented: ORS 342.147 History: TSPC 3-2023, amend filed 02/07/2023, effective 03/01/2023 TSPC 10-2021, minor correction filed 08/17/2021, effective 08/17/2021 TSPC 2-2020, amend filed 02/10/2020, effective 03/01/2020 TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018
584-420-0310 Art: Program Standards (1) Candidates who are prepared for the Art endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in art learning environments. (2) The Commission may provide approval to an educator preparation program that prepares candidates for an Art endorsement only if it includes: (a) Content that will enable candidates to gain the knowledge, skills, abilities, professional dispositions, and cultural competencies to meet the standards set forth in this rule and the TSPC Program Review and Standards Handbook; (b) A requirement for candidates to complete the Commission-approved test for Art or meet the requirements of at least one Multiple Measures content knowledge assessment option for this endorsement area; (c) A requirement for candidates to complete a teacher performance assessment as provided in OAR 584-017-1100; (d) Field experiences that include supervised teaching or internships in Art classrooms; and (e) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Art endorsement program. (3) Standard 1: Content of the Visual Arts. Candidates must demonstrate proficiency in: (a) Process of artmaking involving traditional and contemporary studio approaches; (b) One or more studio areas; (c) History of art, knowledge of the context in which works of art have been created, and fostering respect for all forms of art; and (d) Providing exposure to a diverse set of traditional and contemporary artists. (4) Standard 2: Theory and Practice in Art Education. Candidates must demonstrate proficiency in: (a) Historical developments and prevailing theories of art education; (b) Philosophical and social foundations underlying the inclusion of art in general education; (c) Artistic, cognitive, emotional, moral, physical, and social development of children, adolescents and young adults; (d) Theories of curriculum and instruction that make it possible for candidates to reflect on and refine their practice of art education; (e) Developing curricula in a variety of instructional formats; (f) Current teaching methods, materials and resources appropriate for various educational settings, populations, and levels of art education; (g) Creating classroom environments in which effective art instruction can take place; (h) Developing of interdisciplinary curricula; (i) Assessment methods appropriate to the evaluation of student work, their own teaching, and the art program; and (j) Self-evaluation and professional development. Statutory/Other Authority: ORS 342.165 Statutes/Other Implemented: ORS 342.147 History: TSPC 14-2022, amend filed 10/20/2022, effective 11/01/2022 TSPC 1-2017, f. & cert. ef. 2-1-17 TSPC 1-2016, f. & cert. ef. 2-10-16
584-420-0365 Drama: Program Standards (1) Candidates who are prepared for the Drama endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in drama education learning environments. (2) The Commission may provide approval to a program that prepares candidates for a Drama endorsement only if it includes: (a) At least twenty-four quarter hours designed to develop competence in Drama education that includes: (A) Acting; (B) Directing; and (C) Technical theater. (b) A requirement for candidates to complete a teacher performance assessment as provided in OAR 584-017-1100; and (c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Drama endorsement program. Statutory/Other Authority: ORS 342 Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553 History: TSPC 1-2017, f. & cert. ef. 2-1-17 TSPC 1-2016, f. & cert. ef. 2-10-16 TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16
584-420-0440 Reading Interventionist: Program Standards (1) Candidates who are prepared for the Reading Intervention endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in a reading intervention learning environment. (2) The Commission may provide approval to an educator preparation program that prepares candidates for a Reading Intervention endorsement only if it includes: (a) Content that will enable candidates to gain the knowledge, skills, abilities, professional dispositions, and cultural competencies to meet the standards set forth in this rule and the TSPC Program Review and Standards Handbook; (b) Content that will enable candidates to meet reading instruction requirements as provided in OAR 584-420-0015; (c) Content that will enable candidates to meet dyslexia instruction requirements as provided in OAR 584-420-0016; (d) A requirement for candidates to complete the Commission-approved test for Reading Interventions; (e) A requirement for candidates to complete a teacher performance assessment as provided in OAR 584-017-1100; (f) Field experiences that include supervised teaching or internships in reading intervention learning environments; and (g) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Reading Intervention endorsement program. (3) Standard 1: Candidates demonstrate the knowledge and skills related to foundational reading knowledge and dispositions. (4) Standard 2: Candidates demonstrate the knowledge and skills related to instructional reading strategies and curriculum materials. (5) Standard 3: Candidates demonstrate the knowledge and skills related to reading assessment, diagnosis and evaluation. (6) Standard 4: Candidates demonstrate the ability and understand the importance of creating a literate environment. (7) Standard 5: Candidates understand the importance on participation in professional development related to reading instructional skills. (8) Standard 6: Candidates demonstrate the ability to provide leadership, guidance and supervision of paraprofessionals. Statutory/Other Authority: ORS 342 Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553 History: TSPC 1-2017, f. & cert. ef. 2-1-17 TSPC 4-2016(Temp), f. 8-31-16, cert. ef. 9-1-16 thru 2-27-17 TSPC 1-2016, f. & cert. ef. 2-10-16 TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16
584-420-0490 World Language: Program Standards (1) Candidates who are prepared for the World Language endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in World Language learning environments. (2) The Commission may provide approval to an educator preparation program that prepares candidates for a World Language endorsement only if it includes: (a) Content that will enable candidates to meet the standards set forth in this rule and the TSPC Program Review and Standards Handbook; (b) A requirement for candidates to complete the Commission-approved subject-matter test for World Languages or meet the requirements of at least one Multiple Measures content knowledge assessment option for this endorsement area ; (c) A requirement for candidates for a Russian or Japanese endorsement to receive a passing score on the Commission-approved language proficiency exam as provided in the TSPC Program Review and Standards Handbook; (d) A requirement for candidates to complete a teacher performance assessment as provided in OAR 584-017-1100; and (e) Field experiences that include supervised teaching or internships in World Language classroom through one of the followings; (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. (f) Integration of principles of cultural competency and equitable practice in each competency standard through the entire World Language endorsement program. (3) Standard 1 . Candidates must demonstrate knowledge and skills related to technology-enhanced instruction and the use of technology in their own teaching. (4) Standard 2 . Candidates must demonstrate knowledge and skills related to language, linguistics and comparison. (5) Standard 3. Candidates must demonstrate knowledge and skills related to cultures, literatures, and cross-disciplinary concepts. (6) Standard 4 . Candidates must demonstrate knowledge and skills related to language acquisition theories and instructional practices. (7) Standard 5 . Candidates must demonstrate knowledge and skills related to integration of standards into curriculum and instruction. (8) Standard 6 . Candidates must demonstrate knowledge and skills related to assessment of languages and cultures. (9) Standard 7. Candidates must demonstrate knowledge and skills related to professionalism, cultural competency, and community advocacy. Statutory/Other Authority: ORS 342.165 Statutes/Other Implemented: ORS 342.147 History: TSPC 14-2022, amend filed 10/20/2022, effective 11/01/2022 TSPC 1-2017, f. & cert. ef. 2-1-17 TSPC 1-2016, f. & cert. ef. 2-10-16 TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16
584-420-0600 American Sign Language Specialization: Program Standards (1) Candidates who are prepared for the American Sign Language specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in American Sign Language learning environments. (2) The Commission may provide approval to an educator preparation program or course of study that prepares candidates for a World Language: American Sign Language specialization only if it includes: (a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook; (b) Field experiences that include supervised teaching or internships in classrooms with American Sign Language learners; and (c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire American Sign Language Specialization program. (3) Standard 1: Candidates demonstrate knowledge and skills related to first and second language acquisition; (4) Standard 2: Candidates demonstrate knowledge and skills related to linguistics of American Sign Language; (5) Standard 3: Candidates demonstrate knowledge and skills related to aspects of the deaf culture and community; (6) Standard 4: Candidates demonstrate knowledge and skills related to methods of teaching American Sign Language; (7) Standard 5: Candidates demonstrate knowledge and skills related to American Sign Language Literature. Statutory/Other Authority: ORS 342 Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553 History: TSPC 1-2016, f. & cert. ef. 2-10-16 TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16