reglab/statecodes huggingface dataset:
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 245 - PERSONNEL SERVICE LICENSES › Section 584-245-0340 - Emergency School Social Worker License

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Purpose:
An Emergency
			 School Social Worker License qualifies its holder to provide student support
			 services in Oregon schools. The Emergency School Social Worker License is
			 issued to persons who demonstrate adequate qualifications to receive a school
			 social worker license on an emergency basis. An Emergency School Social Worker
			 License may be issued when a school district demonstrates extenuating
			 circumstances that merit the issuance of the license in order to protect the
			 district's programs or students. The Emergency School Social Worker License is
			 designed for short-term licensure only and may not continue once the emergency
			 situation has been remedied.
(2)
District Sponsorship:
The Emergency School Social Worker License
			 requires district sponsorship. The sponsoring district must submit a statement:
(a) Describing the extenuating circumstances
			 preventing the district from hiring a School Social Worker holding a
			 non-provisional School Social Worker license appropriate for the assignment and
			 how the issuance of the restricted license will protect the district's programs
			 or students;
(b) Explaining how the
			 qualifications of the applicant will resolve the extenuating
			 circumstances;
(c) Assuring the
			 Commission that the district will obtain the license for the educator prior to
			 assignment within the district or prior to the 91st day after the date of
			 application for licensure;
(d)
			 Describing the district's plan to provide a mentor for the school social
			 worker.
(A) The district must identify that
			 mentor in the letter of application.
(B) For purposes of the Emergency School
			 Social Worker license, a mentor shall be:
(i)
			 A person with a non-provisional Personnel Services License.
(ii) When a person with a non-provisional
			 Personnel Services License is not available at the assigned work site, a
			 principal may serve as a mentor, so long as the school district provides the
			 school social worker with support from a person with a non-provisional
			 Personnel Services License as noted by the sponsor.
(e) Describing the plan for how
			 the school social worker will make progress toward qualifying for
			 non-provisional state licensure within the first term of the Emergency School
			 Social Worker License.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 245 - PERSONNEL SERVICE LICENSES › Section 584-245-0350 - Reinstatement of Expired School Social Worker License

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Purpose: The Commission has adopted
			 reinstatement provisions to allow qualified applicants to reinstate eligible,
			 expired Oregon School Social Worker licenses.
(2) School Social Worker and Professional
			 School Social Worker Licenses: School Social Worker and Professional School
			 Social Worker Licenses are eligible to be reinstated if the applicant meets the
			 requirements of section (4).
(3)
			 District-Sponsored School Social Worker Licenses: District-sponsored school
			 social worker licenses and registrations may not be reinstated. A holder of an
			 expired district-sponsored school social worker license or registration may be
			 issued a new district-sponsored license or registration based on a new
			 application.
(a) District-sponsored school
			 social worker licenses include, but are not limited to, emergency and
			 restricted licenses.
(b) Applicants
			 must meet the requirements in effect for the district-sponsored license at the
			 time of the new application.
(c)
			 Applicants for new district-sponsored licenses are not required to pay
			 reinstatement fees.
(d) Applicants
			 for new district-sponsored licenses are not required to complete reinstatement
			 PDUs.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 245 - PERSONNEL SERVICE LICENSES › Section 584-245-0400 - Limited Student Service License

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Purpose of the License:
The
			 Limited Student Service License qualifies its holder to provide a specialized
			 type of direct service to students for which the Commission has determined a
			 personnel service license is required and does not require a school counselor,
			 school psychologist, or school social worker license. It is not valid for
			 substitute teaching of any kind.
(2)
Term of Licensure:
The
			 Limited Student Service License is valid for three years and may be reissued as
			 provided in section (8) of this rule. The first license will be issued for
			 three years plus time to the applicant's birthday.
(3)
Assignments:
The Limited
			 Student Service License is valid at the PK - 12 level.
(4)
Applying for License:
To be
			 eligible for a Limited Student Service License the applicant must:
(a) Have a bachelor's degree or higher from
			 an Approved Institution in the United States, or the foreign equivalent of such
			 degree approved by the Commission. Awarding of a higher degree in the arts and
			 sciences or an advanced degree in the professions from an Approved Institution
			 in the United States validates a non-regionally accredited bachelor's degree
			 for licensure;
(b) Either one year
			 of graduate level coursework or one year of professional experience related to
			 the intended service role;
(c)
			 Obtain a passing score on a Commission-approved test of knowledge of U.S. and
			 Oregon civil rights and professional ethics;
(d) Complete a background clearance that
			 includes:
(A) Furnishing fingerprints, as
			 required by ORS 342.223;
(B) Providing satisfactory responses to
			 character questions in the form and manner prescribed by the Commission;
			 and
(e) Submit a
			 complete and correct application in the form and manner required by the
			 Commission, including payment of all required fees as provided in
			 584-200-0050.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 255 - PROFESSIONAL DEVELOPMENT › Section 584-255-0007 - Suspension of Professional Development Unit Reporting Requirements

Current through Register Vol. 63, No. 7, July 1, 2024
Notwithstanding the suspension of Professional Development Unit
				(PDU) reporting requirements, the Commission encourages educators to continue
				to seek quality professional development activities to increase educator
				effectiveness in content and pedagogical knowledge and may request evidence of
				such if the licensee is under investigation or to support a waiver
				request.
(1) The verification
			 requirements of Continuing Professional Development as provided in OAR
			 584-255-0010(5)(f), 584-255-0010(6), and 584-255-0030(2)  are hereby suspended
			 from the effective date of this rule. Applicants renewing teaching,
			 administrator, or personnel service licenses or school nurse certificates are
			 not required to present continuing PDUs with their applications in order to
			 renew their licenses.
(2) Holders
			 of an expired teaching license applying to reinstate licenses are not required
			 to submit verification of the additional PDUs for reinstatement identified in
			 OAR 584-210-0190.
(3) The
			 suspension of PDU requirements for the renewal of a license does not affect any
			 other renewal requirements in statute or rule.
(4) The Licensure Committee of the Teacher
			 Standards and Practices Commission shall review this rule annually and
			 determine whether suspension is still warranted.
Statutory/Other Authority: ORS
				  342.165 & ORS
				  342.465
Statutes/Other Implemented: ORS
				  342.121 - 342.144 & ORS
				  342.465
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 255 - PROFESSIONAL DEVELOPMENT › Section 584-255-0010 - Professional Development Requirements

Current through Register Vol. 63, No. 7, July 1, 2024
(1) The Commission
			 believes that high quality and individualized professional development for
			 educators is essential to promote:
(a)
			 Effective educational practices;
(b) Supportive educational leadership;
			 and
(c) Enriched student
			 learning.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 255 - PROFESSIONAL DEVELOPMENT › Section 584-255-0020 - Standards for Professional Development

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Standards for advanced professional
			 development: To qualify as advanced professional development for purposes of
			 promotion to the Professional Teaching License, the advanced professional
			 development units must be aligned with OAR 584-420-0030  Professional Teaching
			 License: Program Standards and ORS
			 342.856 Core Teaching Standards
			 (InTASC).
(2) Standards for
			 continuing professional development: To qualify as continuing professional
			 development for licensure renewal, the continuing professional development
			 units must conform to the following national standards adopted by Learning
			 Forward (2011):
(a) Learning Communities:
			 Professional learning that increases educator effectiveness and results for all
			 students occurs within learning communities committed to continuous
			 improvement, collective responsibility, and goal alignment.
(b) Leadership: Professional learning that
			 increases educator effectiveness and results for all students requires skillful
			 leaders who: develop capacity, advocate and create support systems for
			 professional learning.
(c)
			 Resources: Professional learning that increases educator effectiveness and
			 results for all students requires prioritizing, monitoring, and coordinating
			 resources for educator learning.
(d) Data: Professional learning that
			 increases educator effectiveness and results for all students uses a variety of
			 sources and types of student, educator, and system data to plan, assess, and
			 evaluate professional learning.
(e) Learning Designs: Professional learning
			 that increases educator effectiveness and results for all students integrates
			 theories, research, and models of human learning to achieve its intended
			 outcomes.
(f) Implementation:
			 Professional learning that increases educator effectiveness and results for all
			 students applies research on change and sustains support for implementation of
			 professional learning for long term change.
(g) Outcomes: Professional learning that
			 increases educator effectiveness and results for all students aligns its
			 outcomes with educator performance and student curriculum standards.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 255 - PROFESSIONAL DEVELOPMENT › Section 584-255-0030 - Verification of Professional Development

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Licensed
			 educators employed in a public school, education service district or public
			 charter school must provide to their employer or qualified Education Service
			 District (ESD) evidence of their completion of professional development units
			 (PDUs) in accordance with Chapter 584, Division 255.
(2)
Verification of PDUs for
			 Renewal:
To verify PDUs for licensure renewal, educators must:
Note
: In accordance with OAR 584-255-0007, the
				requirement to report evidence of continuing PDUs earned to renew a license is
				suspended unless and until an annual review of professional development causes
				the requirement to be reinstated.
(a)
			 Verify PDUs through their employing public school district or school. School
			 districts must verify completion of the PDUs by submitting a Professional
			 Educator Experience Report (PEER form);
(b) Verify PDUs through their employing
			 private school. Private schools must verify completion of PDUs by submitting a
			 Professional Educator Experience Report (PEER form). The Director of Licensure
			 may evaluate a private school for eligibility to verify professional
			 development units; or
(c) Educators
			 who are not employed by a school or district or who are employed by a school or
			 district that does not verify PDUs must supply evidence of their completion of
			 Continuing PDUs to an education service district (ESD) participating in a
			 professional development approval agreement with the Commission; or
(d) Verify PDUs through a sponsoring tribe,
			 if the educator is renewing an American Indian Language Teaching License. The
			 tribe must verify the completion of the continuing PDUs by submitting the
			 Professional Educator Experience Report (PEER form).
Note:
Out-of-state public school districts, public
				schools and private schools may verify PDUs for applicants completed while the
				applicant was employed by the school district or school. The out-of-state
				school district or school must verify completion of the PDUs by submitting a
				Professional Educator Experience Report (PEER form).
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0010 - State Approval Processes: Purpose and Scope

Current through Register Vol. 63, No. 7, July 1, 2024
(1) The Oregon Legislative Assembly has
			 delegated to the Teacher Standards and Practices Commission (Commission) the
			 authority to establish standards for approval of education preparation
			 providers and education preparation programs pursuant to ORS
			 342.147 and
			 342.165. The scope of the state
			 approval process includes review and approval of programs leading to licensure,
			 including endorsement and specialization programs. Pursuant to ORS
			 342.147(4), the
			 scope of the state approval process does not include establishing degree
			 requirements, review of degree programs that do not lead to licensure, or the
			 authority of the institution to grant degrees.
(2) The Commission has established Oregon
			 standards for Educator Preparation Providers (EPPs or Unit) in Chapter 584,
			 Division 410.
(3) The Commission
			 has established Oregon standards for licensure, endorsement, and specialization
			 programs (Programs) within the Unit in Chapter 584, Divisions 420, 430 and
			 435.
(4) The Commission has adopted
			 the Program Review and Standards Handbook (Handbook), which governs procedures
			 for program implementation, Program Review, and Unit Review. The Handbook may
			 only be amended upon official action by the Commission.
Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS
				  342.120 - 342.430, ORS
				  342.455 - 342.495 & ORS
				  342.533
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0015 - Unit Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) The
			 Oregon Legislative Assembly has delegated to the Teacher Standards and
			 Practices Commission the authority to establish standards for approval of
			 Educator Preparation Providers (EPPs) through Oregon Revised Statutes 342.147
			 and 342.165.
(2) The Oregon
			 Legislative Assembly has required all EPP programs to be nationally accredited
			 by July 1, 2025, pursuant to Sections 2 through 6, Chapter 756, Oregon Laws
			 2015 (Enrolled SB 78) and Chapter 72, Oregon Law 2018 (Enrolled SB
			 1520).
(3)
Purpose of the
			 rule
: In order to facilitate the implementation of the national
			 accreditation requirement, the agency establishes the program standards of the
			 state approval process. The purpose of these provisions is to provide guidance
			 and flexibility to EPPs in the state approval process as they pursue new or
			 renewing unit accreditation.
(4)
State Approval of Unit:
In order to meet the Oregon standards for
			 state approval of units, the Unit must be accredited by a Commission-approved
			 national unit accreditor, as provided in the Program Review and Standards
			 Handbook.
(5)
State
			 Standards:
In addition to the accreditation under subsection (4) of this
			 rule, the Unit must meet the state-specific unit-level standards found in OAR
			 Division 410 that are not satisfied by the national unit accreditation, as
			 determined by the Executive Director.
(6)
Single-Subject Endorsements:
The Unit may aggregate all single-subject endorsement areas, as defined in
			 584-400-0020
Definitions
, into one program report. The
			 Commission will provide state recognition of the aggregated single-subject
			 programs in 584-420-0020
Preliminary Teaching
			 License
.
(7)
State-Specific Standards (State Addendum Report):
If the Unit must
			 meet subsection (5) of this rule, it must submit a state addendum report that
			 includes evidence of meeting state-specific standards, in conjunction with the
			 unit approval process.
Statutory/Other Authority: ORS
				  342.165
Statutes/Other Implemented: ORS
				  342.120 - 342.430, ORS
				  342.455 - 342.495 & ORS
				  342.533
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0050 - State Approval: Closure of the Unit

Current through Register Vol. 63, No. 7, July 1, 2024
(1) If an Educator Preparation Provider (EPP)
			 is closing its Unit and eliminating all its educator preparation programs, the
			 EPP must provide to the Commission, in writing:
(a) The name of the governing body with
			 authority to close the Unit;
(b)
			 The date the decision was made to close the Unit;
(c) The exact date programs will
			 end;
(d) The reasons for the
			 closure;
(e) Assurances that
			 enrolled candidates will be able to complete their programs; and
(f) A teach-out and student transition plan
			 that details how enrolled candidates will complete their programs, including:
(A) Staffing plans that detail the major
			 areas of responsibility for staff members;
(B) For each academic year (September 1 to
			 August 31), details must be provided for each program, including the date each
			 program will close, the expected number of impacted students, and the courses
			 that will be offered;
(C) Transfer
			 plans for students, including:
(i) Plans for
			 students who have declared Education as their major but who have not been
			 formally admitted;
(ii) Plans for
			 enrolled students who will stay with the institution;
(iii) Plans for enrolled students who choose
			 to transfer to another EPP;
(iv)
			 Which institution(s) have been consulted about a potential transfer of students
			 and plans that have been made for a transition of students.
(D) Plans for maintaining academic
			 records after the education program is closed.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0055 - Denial of Approval of Unit and Programs

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Whenever any Educator Preparation
			 Provider (EPP) or educator preparation program is denied approved status or has
			 such status withdrawn, the denial or withdrawal must be treated as a contested
			 case under ORS chapter 183. However, in an effort to adjudicate the matter
			 short of a formal hearing, the Commission will inform the EPP of:
(a) The Commission's intent to deny approval
			 before taking formal action; and
(b) The time and place the matter will come
			 before the Commission and make provisions in the agenda for institutional
			 representatives to address the Commission.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0060 - State Recognition: New Programs

Current through Register Vol. 63, No. 7, July 1, 2024
(1) An Educator Preparation Provider (EPP)
			 must receive state recognition of a new licensure, endorsement, specialization
			 or career and technical education programs prior to recommending program
			 completers for the licensure, endorsements, or specializations.
(2) New programs include the addition of the
			 following programs to a Unit:
(a) Career and
			 Technical Education (CTE) programs;
(b) Preliminary Teaching License;
(c) Professional Teaching License;
(d) Teacher Leader License;
(e) Principal License;
(f) Professional Administrator
			 License;
(g) School Counselor
			 License;
(h) Professional School
			 Counselor License;
(i) School
			 Social Worker License;
(j)
			 Professional School Social Worker License;
(k) School Psychologist License;
(l) Professional School Psychologist
			 License;
(m) Teaching endorsement
			 programs with specific Commission-adopted standards, including:
(A) Art;
(B) Elementary - Multiple Subjects;
(C) English to Speakers of Other Languages
			 (ESOL);
(D) Library
			 Media;
(E) Music;
(F) Physical Education;
(G) Reading Intervention; and
(H) Special Education (including all SPED
			 program areas: Deaf and Hard-of-Hearing, Early Intervention, Generalist, and
			 Visually Impaired).
(n)
			 Specializations with Commission-adopted standards.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0070 - State Recognition: Continuing Programs (Program Review Process)

Current through Register Vol. 63, No. 7, July 1, 2024
(1) An Educator
			 Preparation Provider (EPP) must be granted continuing state recognition of
			 program(s) to:
(a) Apply for continuing state
			 approval of the Unit; and
(b)
			 Recommend program completers for licenses and/or
			 endorsements.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0080 - Unit or Program Modifications

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Modifications:
The
			 Commission must approve modifications to an approved unit or state recognized
			 licensure, endorsement or specialization program. All modifications must comply
			 with Chapter 584, Division 400, 410 and 420 and applicable Oregon statutory
			 provisions.
(2)
Major
			 modifications:
A major modification is a change that substantively
			 alters the program or Unit as currently recognized or approved by the
			 Commission.
(3) To request approval
			 of a major modification to the program or Unit, EPPs must complete the program
			 major modification process, as provided in the Program Review and Standards
			 Handbook.
(4) If the EPP is
			 uncertain if a change to a program should be submitted to the Commission
			 through the major modification process, the EPP may request clarification from
			 the Executive Director or designee. The Executive Director or designee must
			 provide an official response to the EPP that determines whether the change is a
			 new program, a major modification or a minor modification. The official
			 response must be provided to the EPP within one month of receiving the request
			 for clarification.
(5) Major
			 modifications include, but are not limited to:
(a) Substantive changes to the Unit,
			 including:
(A) The core mission and
			 goals;
(B) The legal status, form
			 of control, or ownership;
(C) The
			 administration, if the change is a result of the Unit head's termination by the
			 institution;
(D) Offerings of
			 academic programs for credit through contractual relationships with external
			 organizations; and
(E) Structure or
			 content that results in the EPP no longer meeting Oregon statutes or
			 administrative rules.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0090 - Elimination of Programs

Current through Register Vol. 63, No. 7, July 1, 2024
(1) The
			 Educator Preparation Provider (EPP) must notify the Commission of the
			 elimination of a state recognized licensure, endorsement, or specialization
			 program. The notification must include:
(a)
			 The date the licensure, endorsement, or specialization program will be
			 eliminated (for active programs), or was eliminated (for inactive
			 programs);
(b) The reason(s) for
			 the elimination of the program; and
(c) Teach-out plans, to assure enrolled
			 candidates are able to complete the program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0100 - Annual Reports

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
			 Educator Preparation Providers (EPPs) must submit an Oregon EPP Annual Report
			 to the Commission by April 15 of each year. When April 15 falls on a Saturday
			 or Sunday, the Oregon EPP Annual Report is due the following Monday.
(a) If an EPP is not able to submit an annual
			 report by this date, the Commission must be notified in the manner and form
			 provided in the TSPC Program Review and Standards Handbook.
(b) Failure to submit, or notify delay of,
			 annual reports may result in Commission sanctions.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0120 - Teacher Candidate Performance Assessments

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Preservice Candidates:
All
			 Oregon preservice teacher candidates must complete a Commission-approved
			 teacher performance assessment, as required in the Program Review and Standards
			 Handbook, if the Commission has approved a performance assessment for the
			 endorsement area.
(2) If the EPP
			 requires a teacher performance assessment, the EPP has the option to use one of
			 the following:
(a) A State-adopted Teacher
			 Performance Assessment, as described in the Program Review and Standards
			 Handbook;
(b) A Commission-approved
			 Local Assessment Option, as provided in subsection (5); or
(c) Options as defined in the Multiple
			 Measures Guidance Information.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0140 - Clinical Practices for Teacher Candidates

Current through Register Vol. 63, No. 7, July 1, 2024
(1) The Educator Preparation Provider (EPP)
			 must provide clinical practices 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)
Education Setting:
Clinical practices may occur in the following
			 education settings:
(a) Public PreK-12
			 classrooms, including charter school classrooms;
(b) Virtual education classrooms;
(c) Private, regionally-accredited PreK-12
			 classrooms; or
(d) Alternative
			 education, post-secondary, or other similar teaching settings closely-related
			 to PreK-12 classroom instruction.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0145 - Cooperating Teachers

Current through Register Vol. 63, No. 7, July 1, 2024
(1) The
			 Cooperating Teacher standards are established pursuant to ORS
			 342.136.
(a) The Cooperating Teacher standards apply
			 to preservice candidates enrolled in a Preliminary Teaching License program who
			 are completing Commission-required student teaching, as provided in
			 584-400-0140,
Clinical Practices
.
(b) The Cooperating Teacher standards do not
			 apply to preservice candidates who are completing an internship in accordance
			 with 584-400-0150
, Internship Agreements
or with Restricted
			 Teaching License plans in accordance with subsection (10).
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0150 - Internship Agreements

Current through Register Vol. 63, No. 7, July 1, 2024
(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".
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0155 - Registered Apprenticeships

Current through Register Vol. 63, No. 7, July 1, 2024
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
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0160 - Candidate Program Completion and Recommendation

Current through Register Vol. 63, No. 7, July 1, 2024
(1) The Educator Preparation Providers (EPPs)
			 may only recommend candidates for licensure, endorsements, or specializations
			 if the EPP has received state recognition for the corresponding licensure,
			 endorsements, or specialization programs.
NOTE
: For example, if a program does not have a
				state recognized Social Studies endorsement program, it may not recommend a
				candidate for the Social Studies or Foundational Social Studies
				endorsement.
(2)
Candidate Recommendations:
To recommend a candidate for a license,
			 endorsement, or specialization, an EPP must verify, through submission of a
			 program completion report that the candidate has:
(a) Been admitted to and completed the
			 state-recognized program, including all required:
(A) Coursework;
(B) Competencies, when competencies are used
			 in lieu of required coursework;
(C)
			 Clinical practices; and
(D)
			 Commission-adopted examinations, assessments, and requirements as specified in
			 the Program Review and Standards Handbook, including completion of:
(i) Requirements for civil rights and
			 ethics;
(ii) Content knowledge
			 assessments, if required; and
(iii)
			 Teacher performance assessment, if required.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0170 - Experimental Programs

Current through Register Vol. 63, No. 7, July 1, 2024
(1) The
			 purpose of experimental licensure, endorsement, or specialization programs is
			 to allow Educator Preparation Providers (EPPs) to develop innovative and
			 creative programs that respond to community, social, and educational needs.
			 Furthermore, it is to encourage collaboration among EPPs and to foster
			 partnerships between EPPs and other educational entities, such as school
			 districts, education service districts, private schools, and non-profit
			 organizations.
(2)
Term of
			 Experimental Programs:
The Commission may provide state recognition for
			 an experimental licensure, endorsement, or specialization program for a maximum
			 of two years. The two-year term may begin from either:
(a) The date of the recognition of the
			 program by the Commission; or
(b)
			 The start date of the program, as provided by the Commission in the resolution
			 enacting the recognition of the program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0180 - Waiver of Program Requirements

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
			 An Educator Preparation Provider (EPP) may waive licensure, endorsement, or
			 specialization program requirements for individual candidates when competency
			 is otherwise demonstrated, as provided in this rule and the Program Review and
			 Standards Handbook. To be granted a waiver, the candidate must be able to
			 demonstrate the knowledge, skills, competencies, and dispositions required by
			 state and institutional standards.
(2)
Coursework Waivers:
To waive
			 coursework requirements, the EPP must document that the candidate demonstrates
			 the competencies and knowledge that the coursework is intended to develop. The
			 written documentation may include, but is not limited to:
(a) Letters from teachers or
			 supervisors;
(b) Test
			 data;
(c) Personal statements;
			 and
(d) Observation reports.
NOTE: The EPP is not required to document or report course
				substitutions to the Commission.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 400 - STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-400-0190 - Waiver of State Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 410 - STATE STANDARDS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-410-0005 - State Approval of Unit: Preconditions for First-Time Unit or Program Approval

Current through Register Vol. 63, No. 7, July 1, 2024
(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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 410 - STATE STANDARDS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-410-0010 - State Approval of Unit: General Provisions

Current through Register Vol. 63, No. 7, July 1, 2024
(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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 410 - STATE STANDARDS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-410-0070 - Culturally Sustaining Practices to Promote Equity

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Across curriculum, experiences, and
			 assessments, the EPP integrates and models culturally sustaining practices to
			 facilitate meaningful and equitable learning opportunities for all.
(2) EPPs actively recruit and identify
			 strategies to retain faculty, staff, and educator candidates who:
(a) Understand, through direct knowledge or
			 lived experience, the unique assets and needs of the students and communities
			 that they serve; and
(b) Have
			 backgrounds and experiences that represent the increasingly diverse student
			 population.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 410 - STATE STANDARDS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-410-0075 - Social and Emotional Development to Promote Equity

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Across curriculum, experiences, and
			 assessments, the EPP embeds and models the social and emotional competencies
			 outlined below to promote equity-focused personal and professional
			 growth.
(2)
Self-Awareness-
Using a lens of examining personal identity, the
			 EPP will ensure that faculty, staff, and candidates:
(a) Recognize and examine personal, cultural,
			 and linguistic assets and other social markers that may influence identity
			 development and emotion regulation as it relates to one's culture, family of
			 origin and historical experiences;
(b) Identify, recognize, and examine
			 prejudices and biases through personal reflection by linking feelings, values,
			 and thoughts of one's identity as an educator including their influence as an
			 educator on larger systems (e.g., classroom, school, community); and
(c) Examine self-efficacy to develop
			 professional identity and dispositions which enhance one's capacity to execute
			 behaviors that demonstrate respect for different people, places and
			 contexts.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 410 - STATE STANDARDS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-410-0080 - English Language Learners (ELL)

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Purpose of the Standards:
It
			 is the Commission's policy that every PreK-12 educator has a responsibility to
			 meet the needs of Oregon's English Language Learner (ELL) students. As such,
			 accreditation and educator preparation requirements must support the demand for
			 well-prepared educators to work with second language learners of all ages.
(2) These standards apply to
			 preservice and in-service candidates working to become teachers,
			 administrators, personnel service educators and Educator Preparation Provider
			 (EPP) faculty.
(3)
Standards: ELL Knowledge, Skills, Abilities and Dispositions:
(a) Standard 1: Language: Candidates, and
			 higher education faculty, must know, understand, and use the major concepts,
			 theories, and research related to the nature and acquisition of language to
			 construct learning environments that support ELL and bilingual students'
			 language and literacy development and content area achievement. Candidates and
			 higher education faculty:
(A) Understand
			 concepts related to academic versus social language, oracy versus literacy, and
			 grammatical forms and linguistic functions;
(B) Are familiar with characteristics of
			 students at different stages of second-language acquisition and English
			 Language Proficiency (ELP) levels;
(C) Recognize the role of the first language
			 (L1) in learning the second language (L2); and
(D) Are aware of personal, affective and
			 social variables influencing second language acquisition.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 410 - STATE STANDARDS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-410-0090 - Educator Preparation Provider (EPP) Partnerships

Current through Register Vol. 63, No. 7, July 1, 2024
(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,
			 the 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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 410 - STATE STANDARDS FOR EDUCATOR PREPARATION PROVIDERS › Section 584-410-0100 - Verification of Candidate Recommendations (Field Audit)

Current through Register Vol. 63, No. 7, July 1, 2024
(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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0010 - English Language Learner (ELL): Standards for All Licensure, Endorsement and Specialization Programs

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Purpose of the Standards: It is the
			 Commission's policy that every p-12 educator has a responsibility to meet the
			 needs of Oregon's English Language Learner students. As such, accreditation and
			 educator preparation requirements must support the demand for well-prepared
			 educators to work with second language learners of all ages.
(2) These standards apply to pre-service
			 candidates working to become teachers, administrators, personnel service
			 educators and educator preparation program (EPP) faculty.
(3) The ELL Knowledge, Skills, Abilities and
			 Dispositions:
(a) Language: Candidates, and
			 higher education faculty 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 Language Learners (ELL)
			 and bilingual students' language and literacy development and content area
			 achievement. Candidates and higher education faculty:
(A) Understand concepts related to academic
			 versus social language, oracy versus literacy, and grammatical forms and
			 linguistic functions;
(B) Are
			 familiar with characteristics of students at different stages of second
			 language acquisition and English Language Proficiency (ELP) levels;
(C) Recognize the role of first language (L1)
			 in learning the second language (L2); and
(D) Are aware of personal, affective and
			 social variables influencing second language acquisition.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0015 - Reading Instruction: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Purpose of the Standards:
ORS 342.147 requires educator
			 preparation programs to provide training to candidates that enables public
			 school students to meet or exceed third-grade reading standards and become
			 proficient readers by the end of the third grade.
(2)
Scope of standards:
The
			 reading instruction standards apply to all Oregon educator preparation programs
			 preparing candidates for:
(a)
			 Elementary-Multiple Subjects (includes early childhood education);
(b) Reading Intervention; and
(c) Special Education: Generalist.