reglab/statecodes huggingface dataset:
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0016 - Instruction on Dyslexia and other Reading Difficulties: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Purpose:
ORS
			 342.147 requires the Commission to establish standards for approval of an educator
			 preparation provider (EPP) that require early childhood education, elementary
			 education, special education or reading programs to provide instruction on
			 dyslexia and that the instruction be consistent with the knowledge and practice
			 standards of an international organization on dyslexia.
NOTE: This rule is established pursuant to Section 8, Chapter
				245, Oregon Laws 2015 (Enrolled HB 2412) and Chapter 317, Oregon Laws 2017
				(Enrolled SB 221).
(2)
Scope of standards:
The requirements for instruction on dyslexia
			 and other reading difficulties apply to Oregon EPPs preparing candidates for:
(a) Elementary-Multiple Subjects (includes
			 early childhood education);
(b)
			 Reading Intervention; and
(c)
			 Special Education: Generalist.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0020 - Preliminary Teaching License: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Purpose of the Program:
To
			 prepare candidates for the Preliminary Teaching License. Program completers
			 must demonstrate the knowledge, skills, professional dispositions and cultural
			 competencies necessary to promote the academic, career, personal and social
			 development of pre-kindergarten to grade 12 students within the endorsement
			 areas on the license.
(2) To
			 receive state recognition of a Preliminary Teaching License program, the
			 program must include:
(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) Integration of principles of cultural
			 competency and equitable practice in each standard through the entire
			 Preliminary Teaching License program;
(c) A requirement for candidates to complete:
(A) A teacher performance assessment, as
			 provided in 584-400-0120; and
(B)
			 Student teaching, as provided in 584-400-0140,
Clinical
			 Practices;
(d)
			 A requirement for candidates to demonstrate knowledge of U.S. and Oregon civil
			 rights laws and professional ethics; and
(e) A requirement for candidates to qualify
			 for at least one endorsement, as provided:
(A) To be eligible for a program-required
			 endorsement, as defined in 584-400-0020
Definitions
, the
			 candidate must complete the state-recognized endorsement program.
(B) To be eligible for a single-subject
			 endorsement, as defined in 584-400-0020
Definitions
, the
			 candidate must:
(i) Complete the
			 Commission-adopted test or assessment for the endorsement;
(ii) Complete student teaching in the
			 endorsement area, as provided in 584-400-0140,
Clinical
			 Practices
;
(iii)
			 Demonstrate knowledge of the Oregon Department of Education's curriculum
			 standards for the endorsement area, if the Oregon Department of Education has
			 adopted standards in the subject area.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0030 - Professional Teaching License: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) On March 1, 2016, the Commission rescinds
			 state approval of all Continuing Teaching License programs. If an educator
			 preparation program would like to convert its Continuing Teaching License
			 program to a Professional Teaching License program, it must resubmit its
			 program for Commission approval in accordance with the standards of this rule
			 and in the manner required by the Commission.
(2) Candidates who are prepared for the
			 Professional Teaching License will demonstrate an advanced level of knowledge,
			 skills, professional dispositions and cultural competencies necessary to
			 promote the academic, career, personal and social development of
			 pre-kindergarten to grade 12 students within the endorsement areas on the
			 license.
(3) The Commission may
			 provide approval to an educator preparation program that prepares candidates
			 for a Professional Teaching License only if it includes:
(a) Content that will enable candidates to
			 gain an advanced level of 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;
(c) Field experiences that include supervised
			 teaching or internships; and
(d)
			 Integration of principles of cultural competency and equitable practice in each
			 competency standard through the entire Professional Teaching License program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0050 - Preliminary CTE License: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who are prepared for the
			 Preliminary Career and Technical Education (CTE) Teaching License will
			 demonstrate the knowledge, skills, professional dispositions, and cultural
			 competencies necessary to promote the academic, career, personal, and social
			 development of pre-kindergarten to grade 12 students within the endorsement
			 area(s) on the license.
(2) The
			 following providers are eligible to offer Commission-approved Preliminary CTE
			 Teaching License programs:
(a) Oregon
			 Educator Preparation Providers (EPPs);
(b) Oregon education service
			 districts;
(c) Oregon school
			 districts;
(d) Oregon community
			 colleges; and
(e) Oregon technical
			 colleges.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0060 - Renumbered

Current through Register Vol. 63, No. 7, July 1, 2024
Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS
				  342.120 - 342.430  & 342.455 - 342.495; 342.553
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0070 - Renumbered

Current through Register Vol. 63, No. 7, July 1, 2024
Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS
				  342.120 - 342.430  & ORS
				  342.455  - 342.495; 342.553
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0300

Current through Register Vol. 63, No. 7, July 1, 2024
Stat. Auth.: ORS 342
Stats. Implemented: ORS
				  342.120 -
				  342.430;
				  342.455-342.495 &
				  342.553
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0305

Current through Register Vol. 63, No. 7, July 1, 2024
Stat. Auth.: ORS 342
Stats. Implemented: ORS
				  342.120 - 342.143, 342.153,
				  342.165 & 342.223 - 342.232
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0310 - Art: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0345 - Elementary Education - Multiple Subjects: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who
			 are prepared for the Elementary Education - Multiple Subjects endorsement will
			 demonstrate the knowledge, skills, professional dispositions and cultural
			 competencies necessary to promote the academic, career, personal and social
			 development of students in elementary education learning
			 environments.
(2) The Commission
			 may provide approval to an educator preparation program that prepares
			 candidates for an Elementary Education - Multiple Subjects 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 Elementary-Multiple
			 Subjects or meet the requirements of at least one Multiple Measures content
			 knowledge assessment option for this endorsement area;
(e) A requirement for candidates to complete
			 a teacher performance assessment as provided in OAR 584-400-0120;
(f) Field experiences that include supervised
			 teaching or internships in elementary education classrooms; and integration of
			 principles of cultural competency and equitable practice in each competency
			 standard through the entire Elementary Education - Multiple Subjects
			 Endorsement program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0360 - English for Speakers of Other Languages (ESOL): Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who
			 are prepared for the ESOL endorsement will demonstrate the knowledge, skills,
			 professional dispositions and cultural competencies necessary to promote the
			 academic, career, personal and social development of students in ESOL learning
			 environments.
(2) The Commission
			 may provide approval to an educator preparation program that prepares
			 candidates for an ESOL 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
			 ESOL;
(c) A requirement for
			 candidates to complete a teacher performance assessment, as provided in OAR
			 584-400-0120
Teacher Candidate Performance Assessments;
and
(d) Field experiences that
			 include supervised teaching or internships in ESOL classrooms; and
(e) Integration of principles of cultural
			 competency and equitable practice in each competency standard through the
			 entire ESOL endorsement program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0365 - Drama: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0375

Current through Register Vol. 63, No. 7, July 1, 2024
Stat. Auth.: ORS 342
Stats. Implemented: ORS
				  342.120 -
				  342.430;
				  342.455-342.495 &
				  342.553
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0390

Current through Register Vol. 63, No. 7, July 1, 2024
Stat. Auth.: ORS 342
Stats. Implemented: ORS
				  342.120 -
				  342.430;
				  342.455-342.495 &
				  342.553
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0415 - Library Media: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who are prepared for the
			 Library Media endorsement will demonstrate the knowledge, skills, professional
			 dispositions and cultural competencies necessary to promote the academic,
			 career, personal and social development of students in Library Media learning
			 environments.
(2) The Commission
			 may provide approval to an educator preparation program that prepares
			 candidates for a Library Media 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
			 Library Media;
(c) A requirement
			 for candidates to complete a teacher performance assessment as provided in OAR
			 584-017-1100; and
(d) Field
			 experiences that include supervised teaching or internships in Library Media
			 classrooms; and
(e) Integration of
			 principles of cultural competency and equitable practice in each competency
			 standard through the entire Library Media endorsement
			 program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0420 - Music: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
			 Candidates who are prepared for the Music endorsement will demonstrate the
			 knowledge, skills, professional dispositions and cultural competencies
			 necessary to promote the academic, career, personal and social development of
			 students in music learning environments.
(2) The Commission may provide approval to an
			 educator preparation program that prepares candidates for a Music 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 Music 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; and
(d) Field
			 experiences that include supervised teaching or internships in Music
			 classrooms; and
(e) Integration of
			 principles of cultural competency and equitable practice in each competency
			 standard through the entire Music endorsement program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0425 - Physical Education: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who are prepared for the
			 Physical Education Endorsement will demonstrate the knowledge, skills,
			 professional dispositions and cultural competencies necessary to promote the
			 academic, career, personal and social development of students in physical
			 education learning environments.
(2) The Commission may provide approval to an
			 educator preparation program or course of study that prepares candidates for a
			 Physical Education Endorsement 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)
			 A requirement for candidates to complete the Commission-approved test for
			 Physical Education 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; and
(d) Field experiences that include supervised
			 teaching or internships in Physical Education classroom settings; and
(e) Integration of principles of cultural
			 competency and equitable practice in each competency standard through the
			 entire Physical Education Endorsement program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0440 - Reading Interventionist: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0460 - Special Education: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who are prepared for special
			 education: generalist endorsements will demonstrate the knowledge, skills,
			 professional dispositions and cultural competencies necessary to promote the
			 academic, career, personal and social development of students in the special
			 education population.
(2) The
			 Commission may provide approval to an educator preparation program or course of
			 study that prepares candidates for a special education: generalist 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, a requirement for candidates to complete the Commission-approved
			 subject- matter test for special education;
(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 classroom environments with students who are
			 "individuals with exceptionalities" across the full range of disabilities.
(g) Integration of principles of
			 cultural competency, cultural responsive pedagogy and equitable practices are
			 imbedded in each competency standard through the entire special education:
			 generalist endorsement program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0465 - Special Education - Early Intervention and Early Childhood: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Definitions:
(a) "Child:" An
			 individual under the age of six and may include an infant or toddler.
(b) "Cultural Responsiveness:"
			 Practices that honor experience and perspectives of children and their families
			 based on ethnic background, cultural diversity, linguistic diversity, economic
			 status, gender, religion and other differences ascribed to an individual's
			 cultural and linguistic background. Culturally responsive practices provide
			 equal access to services and learning opportunities.
(c) "Early Childhood Special Education
			 Services:" Cross-disciplinary services, education and support that are designed
			 to meet the developmental needs of eligible children from age three to school
			 age
(defined as age 5 by September 1)
, in collaboration with
			 families, as defined in 581-015-2700
Definitions - EI/ECSE
			 program
.
(d) "Early
			 Intervention Services:" Cross-disciplinary services, education and support that
			 are designed to meet the developmental needs of eligible children from birth to
			 age three, to support and collaborate with their families, as defined in
			 581-015-2700,
Definitions - EI/ECSE program
.
(e) "Disabilities:" A child with a disability
			 as defined by IDEA, subpart B and C and OAR Chapter 581, Division 15.
(f) "Five development domains:"
			 For the purposes of early intervention services, a child's overall health is
			 considered along with the following five domains:
(A) Physical development;
(B) Cognitive development;
(C) Communication development;
(D) Social and/or emotional development;
			 and
(E) Adaptive
			 development.
(g)
			 "Learner:" The person(s) receiving support from the candidate. For example, in
			 a family setting, the learner may be a family member, caregiver, as well as the
			 child; in a classroom setting the learner may be a child; and, in a
			 consultative setting, the learner may be the early childhood teacher, provider,
			 and/or paraprofessional, as well as the child.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0475 - Special Education: Deaf and Hard of Hearing: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who
			 are prepared for the Special Education: Deaf and Hard-of-Hearing endorsement
			 will demonstrate the knowledge, skills, professional dispositions and cultural
			 competencies necessary to promote the academic, career, personal and social
			 development of students in the deaf and Hard-of-Hearing population.
(2) The Commission may provide approval to an
			 educator preparation program or course of study that prepares candidates for a
			 Special Education: Deaf and Hard-of-Hearing 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) Field
			 experiences that include supervised teaching or internships in classrooms with
			 deaf and hard-of-hearing learners; and
(c) Integration of principles of cultural
			 competency and equitable practice in each competency standard through the
			 entire Special Education: Deaf and Hard-of-Hearing Endorsement program.
(d) A requirement for students to
			 complete the Commission-approved test for Deaf and Hard of Hearing;
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0480 - Special Education - Visually Impaired: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who
			 are prepared for the Special Education: Visually Impaired endorsement will
			 demonstrate the knowledge, skills, professional dispositions, and cultural
			 competency necessary to promote the academic, career, personal and social
			 development of students in the visually impaired population.
(2) The Commission may provide approval to an
			 educator preparation program or course of study that prepares candidates for a
			 Special Education: Vision Impairment 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) Field
			 experiences that include supervised teaching or internships in classrooms with
			 visually impaired learners; and
(c)
			 Integration of principles of cultural competency and equitable practice in each
			 competency standard through the entire Special Education: Visually Impaired
			 Endorsement program.
(d) A
			 requirement for candidates to complete a teacher performance assessment as
			 provided in OAR 584-017-1100;
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0490 - World Language: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0600 - American Sign Language Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(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.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0610 - Adaptive Physical Education Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who
			 are prepared for the Adaptive Physical Education specialization will
			 demonstrate the knowledge, skills, professional dispositions and cultural
			 competencies necessary to promote the academic, career, personal and social
			 development of students in adaptive physical education learning environments.
(2) The Commission may provide
			 approval to an Adaptive Physical Education Specialization program 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 adaptive physical education
			 learners; and
(c) Integration of
			 principles of cultural competency and equitable practice in each competency
			 standard through the entire Adaptive Physical Education specialization program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0620 - Early Childhood Education Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who
			 are prepared for the Early Childhood Education specialization will demonstrate
			 the knowledge, skills, professional dispositions and cultural competencies
			 necessary to promote the academic, career, personal and social development of
			 students in early childhood education learning environments.
(2) The Commission may provide approval to an
			 Early Childhood Education Specialization program 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 Early Childhood Education learners; and
(c) Integration of principles of cultural
			 competency and equitable practice in each competency standard through the
			 entire Early Childhood Education Specialization program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0630 - Dual Language Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who are prepared for the Dual
			 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 dual language learning
			 environments.
(2) The Commission
			 may provide approval to a Dual Language Specialization program 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 dual language learners;
(c) A requirement for candidates to receive a
			 passing score on the Commission-approved language proficiency exam as provided
			 in the TSPC Program Review and Standards Handbook.
(d) Integration of principles of cultural
			 competency and equitable practice in each competency standard through the
			 entire Dual Language Specialization program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0640 - Autism Spectrum Disorder Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who
			 are prepared for the Autism Spectrum Disorder specialization will demonstrate
			 the knowledge, skills, professional dispositions and cultural competencies
			 necessary to promote the academic, career, personal and social development of
			 students with autism spectrum disorders.
(a)
			 Content that will enable candidates to gain the knowledge, skills, abilities,
			 professional dispositions, and cultural competencies 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 children
			 with Autism Spectrum Disorders; and
(c) Integration of principles of cultural
			 competency and equitable practice in each competency standard through the
			 entire Autism Spectrum Disorder Specialization program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0650 - Mathematics Instructional Leader: PreK-8 Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who
			 are prepared for the Mathematics Instructional Leader: PreK-8 Specialization
			 must demonstrate the knowledge, skills, professional dispositions and cultural
			 competencies necessary to provide mentoring, resources, professional
			 development, leadership and support to improve teaching and learning in Prek-8
			 mathematics education learning environments.
(2) To receive state recognition, the
			 Mathematics Instructional Leader: PreK-8 Specialization program must include:
(a)
Content:
Content that will
			 enable candidates to meet the program standards set forth in this rule and the
			 TSPC Program Review and Standards Handbook;
(b)
Underlying License:
A
			 requirement that candidates hold an active and valid non-provisional teaching
			 license with an Elementary Multiple-Subjects, Foundational Mathematics or
			 Legacy Foundational Mathematics endorsement from Oregon or another National
			 Association of State Directors of Teacher Education and Certification (NASDTEC)
			 jurisdiction;
(c)
Teaching
			 Experience:
A requirement that candidates have three full-time, or six
			 part-time, years of verifiable experience teaching mathematics in the preK-8
			 grade levels.
(d)
Clinical
			 Experience:
A candidate must successfully complete a supervised
			 mathematics leadership practicum at the preK-8 level.
(e)
Cultural and Equitable
			 Practice:
The EPP must integrate principles of cultural competency and
			 equitable practice in each competency standard through the entire Mathematics
			 Instructions Leader: PreK-8 Specialization program.
NOTE:
Standard 1 is based on the Association of
				Mathematics Teacher Educators' (AMTE) Standards for Elementary Mathematics
				Specialists: A Reference for Teacher Credentialing and Degree Programs (2010,
				2013) and the Mathematics Education of Teachers II: Conference Board of
				Mathematical Sciences 2012.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0655 - Mathematics Instructional Leader: 6-12 Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who
			 are prepared for the Mathematics Instructional Leader: 6-12 Specialization must
			 demonstrate the knowledge, skills, professional dispositions and cultural
			 competencies necessary to provide mentoring, resources, professional
			 development, leadership and support to improve teaching and learning in
			 secondary mathematics education learning environments.
(2) To receive state recognition of a
			 Mathematics Instructional Leader (MIL): 6-12 Specialization program, the
			 program must include:
(a)
Content:
Content that will enable candidates to meet the program
			 standards set forth in this rule and the TSPC Program Review and Standards
			 Handbook;
(b)
Underlying
			 License:
A requirement that candidates hold an active and valid
			 non-provisional teaching license with an Advanced Mathematics or Legacy
			 Advanced Mathematics endorsement from Oregon or another National Association of
			 State Directors of Teacher Education and Certification (NASDTEC)
			 jurisdiction;
(c)
Teaching
			 Experience:
A requirement that candidates have three full-time, or six
			 part-time, years of verifiable experience teaching mathematics in the 6-12
			 grade levels;
(d)
Clinical
			 Experience:
A requirement that candidates successfully complete a
			 supervised mathematics leadership practicum at the both the middle and high
			 school levels;
(e)
Cultural
			 and Equitable Practice:
Integration of the principles of cultural
			 competency and equitable practice in each competency standard through the
			 entire Mathematics Instructional Leader: 6-12 Specialization program.
NOTE:
Standard 1 is based on the
Standards
				for the Preparation of Teacher of Mathematics:
Association of
				Mathematics Teacher Educators (AMTE) 2017;
Mathematics Education of
				Teachers II
: Conference Board of Mathematical Sciences 2012; and
Standards for Teachers for Secondary Middle Grades
National
				Council of Teachers of Mathematics (NCTM)/ Council of Accreditation of Teacher
				Educators (NCATE) 2012.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0660 - Talented and Gifted Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates who are prepared for the
			 Talented and Gifted Specialization will demonstrate the knowledge, skills,
			 professional dispositions and cultural competencies necessary to promote the
			 academic, career, personal and social development of talented and gifted
			 students.
(2) The Commission may
			 provide approval to a Talented and Gifted Specialization program 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 talented and gifted learners; and
(c) Integration of principles of
			 cultural competency and equitable practice in each competency standard through
			 the entire Talented and Gifted Specialization program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0700 - Social and Emotional Learning Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Purpose of the
			 Program: Candidates who are prepared with the Social and Emotional Learning
			 Specialization will demonstrate knowledge, skills, professional dispositions
			 and cultural competencies necessary to promote and assess SEL among students
			 and teachers in K-12 settings as articulated by the Collaborative for Academic,
			 Social, and Emotional Learning (CASEL). The standards below were created for
			 the SEL specialty and are based on the four focus areas articulated by CASEL in
			 the "Guide to Schoolwide SEL"? that is designed to support schools and
			 districts in their implementation and assessment of SEL
			 implementation.
(2) Standard 1:
			 Foundational knowledge in Social and Emotional Development. Standard 1 is based
			 on the CASEL Schoolwide SEL Guide Focus Area 1: The SEL Teacher understands and
			 applies theories of social and emotional development to their practice. The
			 candidate demonstrates the ability to:
(a)
			 Identify and apply various theoretical frameworks from psychology, sociology,
			 and neuroscience to social and emotional development in school
			 contexts;
(b) Know the five
			 dimensions of SEL as articulated by the Collaborative for Social, Emotional,
			 and Academic Learning (CASEL) and can identify them in students during multiple
			 developmental periods;
(c)
			 Understand the importance of student cultural and academic identity development
			 and how development of social and emotional competencies will vary depending on
			 the individual student's background and experiences;
(d) Understand that systemic, institutional,
			 and individual socio-cultural and historical forces affect impacting social and
			 emotional development
(e) Describe
			 how SEL can play a role in promoting equity and inclusion in schools;
(f) Describe how SEL can promote trauma
			 informed teaching;
(g) Describe the
			 ramifications to consistently marginalized groups if SEL is implemented without
			 equity in mind and identify problematic practices in SEL; and
(h) Understand the importance of teacher's
			 own social and emotional competencies in their ability to implement SEL in
			 their learning environments.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0710 - Trauma-Informed Practices Specialization: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Purpose of the Program: Candidates who
			 are prepared for the Trauma-Informed Practices (TIP) Specialization will
			 demonstrate the knowledge, skills, professional dispositions and cultural
			 competencies necessary to promote the academic, career, personal, and social
			 development of students who have been impacted by the experience of trauma and
			 to provide mentoring, resources, professional development, leadership and
			 support to improve teaching and learning in educational environments where
			 individuals and collective communities have been impacted by trauma.
(2) The Commission may provide approval to a
			 Trauma-Informed Practices Specialization program 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 and leadership practicum in
			 PK-12 educational communities with students who have been impacted by the
			 experience of trauma; and
(c)
			 Integration of principles of cultural competency and equitable practice in each
			 competency standard through the entire TIP Specialization program.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 430 - STATE STANDARDS FOR ADMINISTRATOR PREPARATION PROGRAMS › Section 584-430-0100 - Principal License: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1)
Purpose of the Program:
To
			 prepare candidates for the Principal License. Program completers must
			 demonstrate the knowledge, skills, professional dispositions and cultural
			 competencies necessary to promote the academic, career, personal and social
			 development of pre-kindergarten to grade 12 students.
(2) To receive state recognition of a
			 Principal License Program, the program must include:
(a) Clinical practices as the foundation of
			 the program, with coursework as a support to the practical learning experience.
			 In addition, the EPP must meet the minimum Commission standards for clinical
			 practices, as provided in subsection (10) of this rule; and
(b) Practical experience and 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.
(c) A minimum of 40 quarter or 27 semester
			 hours.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 430 - STATE STANDARDS FOR ADMINISTRATOR PREPARATION PROGRAMS › Section 584-430-0200 - Professional Administrator License: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Completers of the Professional
			 Administrator License program will demonstrate the knowledge, skills,
			 professional dispositions and cultural competencies necessary to promote the
			 academic, career, personal and social development of pre-kindergarten to grade
			 12 students.
(2) To receive state
			 recognition of a Professional Administrator License Program, the program must
			 include:
(a) Clinical practices as the
			 foundation of the program, with coursework as a support to the practical
			 learning experience. In addition, the EPP must meet the minimum Commission
			 standards for clinical practices, as provided in subsection (10) of this
			 rule;
(b) Practical experience and
			 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;
			 and
(c) A minimum of 27 quarter or
			 18 semester hours.
Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 435 - STATE STANDARDS FOR PERSONNEL SERVICE PREPARATION PROGRAMS › Section 584-435-0010 - Effective Date and Supersedure

Current through Register Vol. 63, No. 7, July 1, 2024
Effective August 1, 2022, programs for personnel service will
				be issued under the rules set forth in this division, which supersedes
				preceding divisions OAR 584-018 & 584-400 in case of conflict.
Statutory/Other Authority: ORS
				  342.138,
				  ORS
				  342.147  & ORS
				  342.165
Statutes/Other Implemented: ORS
				  342.138  & ORS
				  342.147