Oklahoma Administrative Code › Title 210 - State Department of Education › Chapter 20 - Staff › Subchapter 9 - Proffesional Standards: Teacher Education and Certification › Part 15 - GENERAL COMPETENCIES FOR LICENSURE AND CERTIFICATION › Section 210:20-9-152 - General competencies for licensure and certification

Current through Vol. 41, No. 20, July 1, 2024
The general competencies for licensure and certification
					 are:
(1)
Learner
				  development.
The teacher understands how learners grow and develop,
				  recognizing that patterns of learning and development vary individually within
				  and across the cognitive, linguistic, social, emotional, and physical areas,
				  and designs and implements developmentally appropriate and challenging learning
				  experiences.
(2)
Learner
				  differences.
The teacher uses understanding of individual differences
				  and diverse cultures and communities to ensure inclusive learning environments
				  that enable each learner to meet high standards.
(3)
Learning environments.
The
				  teacher works with others to create environments that support individual and
				  collaborative learning, and that encourage positive social interaction, active
				  engagement in learning, and self motivation.
(4)
Content knowledge.
The
				  teacher understands the central concepts, tools of inquiry, and structures of
				  the discipline(s) he or she teaches and creates learning experiences that make
				  these aspects of the discipline accessible and meaningful for learners to
				  assure mastery of the content.
(5)
Application of content.
The teacher understands how to connect
				  concepts and use differing perspectives to engage learners in critical
				  thinking, creativity, and collaborative problem solving related to authentic
				  local and global issues.
(6)
Assessment.
The teacher understands and uses multiple methods of
				  assessment to engage learners in their own growth, to monitor learner progress,
				  and to guide the teacher's and learner's decision making.
(7)
Planning for instruction.
The teacher plans instruction that supports every student in meeting rigorous
				  learning goals by drawing upon knowledge of content areas, curriculum,
				  cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
				  the community context.
(8)
Instructional strategies.
The teacher understands and uses a
				  variety of instructional strategies to encourage learners to develop deep
				  understanding of content areas and their connections, and to build skills to
				  apply knowledge in meaningful ways.
(9)
Professional learning and ethical
				  practice.
The teacher engages in ongoing professional learning and uses
				  evidence to continually evaluate his/her practice, particularly the effects of
				  his/her choices and actions on others (learners, families, other professionals,
				  and the community), and adapts practice to meet the needs of each
				  learner.
(10)
Leadership and
				  collaboration.
The teacher seeks appropriate leadership roles and
				  opportunities to take responsibility for student learning, to collaborate with
				  learners, families, colleagues, other school professionals, and community
				  members to ensure learner growth, and to advance the profession.
Added at 14 Ok Reg
					 1555, eff 5-27-97