reglab/statecodes huggingface dataset:
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-350 - Journalism (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in journalism (add-on endorsement) shall
						ensure that the candidate holds an active license with a teaching endorsement
						or endorsements issued by the Virginia Board of Education and has demonstrated
						the following competencies:
1.
					 Understanding the history and functions of journalism in American culture
					 including the value of freedom of speech and of the press and the complexity of
					 legal and ethical issues;
2.
					 Understanding press law and ethics as it applies to scholastic media, including
					 First Amendment-related rights and responsibilities;
3. Understanding of and experience in theory
					 and practice of both print and nonprint media including design and layout
					 production and the use of technology;
4. Possession of skills in teaching
					 journalistic writing, interviewing, and editing for a variety of purposes,
					 audiences, and formats;
5.
					 Understanding of and proficiency in grammar, usage, and mechanics and their
					 integration in writing and communications;
6. Understanding of and proficiency in
					 pedagogy to incorporate writing as an instructional and assessment tool for
					 candidates to generate, gather, plan, organize, and present ideas in writing to
					 communicate for a variety of purposes; and
7. Skills to lead student media and
					 production, including an understanding of fiscal responsibility, conflict
					 resolution, and time management.
Statutory Authority: §§
													22.1-16
						  and
						  22.1-298.2
						  of the Code of Virginia.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-360 - Keyboarding (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in keyboarding (add-on endorsement) shall
						ensure that the candidate holds an active license with a teaching endorsement
						or endorsements issued by the Virginia Board of Education and has demonstrated
						the following competencies:
1.
					 Possession of skills in fingering and keyboard manipulation techniques to model
					 and provide touch keyboarding instruction;
2. Ability to provide instruction that allows
					 students to develop touch fingering techniques in a kinesthetic response to the
					 keyboard required for rapid, accurate entry of data and information;
3. Ability to provide instruction for current
					 procedures in formatting documents;
4. Ability to provide instruction that allows
					 students to develop proper keyboarding techniques based on ergonomics research
					 to minimize future repetitive strain injuries;
5. Understanding of and proficiency in
					 grammar, usage, and mechanics and their integration in writing and
					 communications; and
6.
					 Understanding of and proficiency in pedagogy to incorporate writing as an
					 instructional and assessment tool for candidates to generate, gather, plan,
					 organize, and present ideas in writing to communicate for a variety of
					 purposes.
Statutory Authority: §§
													22.1-16
						  and
						  22.1-298.2
						  of the Code of Virginia.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-370 - Library media preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The program in library media preK-12 shall ensure that
						the candidate has demonstrated the following competencies:
1. Proficiency in teaching for learning,
					 including knowledge of learners and learning; effective and knowledgeable
					 teaching; collaborative instructional partners; integration of 21st century
					 skills, learning standards, and technologies; assessment of and for student
					 learning; and the design and implementation of instruction that engages
					 students' interests and develops their ability to inquire, think critically,
					 and gain and share knowledge.
2.
					 Proficiency in literacy and reading, including familiarity with children's,
					 young adult, and professional literature in multiple formats; use of a variety
					 of strategies to promote reading for enjoyment and information; collection
					 development to support diverse learning needs; and collaboration to reinforce
					 reading instructional strategies.
3. Proficiency in information and knowledge,
					 including efficient and ethical information-seeking behavior, ethical and
					 equitable access to information, design and delivery of authentic learning
					 through current and emerging technology, and the use of evidence-based action
					 research to create and share knowledge.
4. Proficiency in advocacy and leadership,
					 including networking with the library community, commitment to professional
					 development, leadership in articulating the role of the school library program
					 in the educational community and in student learning, and advocacy for school
					 library programs, resources, and services.
5. Proficiency in program management and
					 administration, including planning, developing, implementing, and evaluating
					 library programs, collections, and facilities; personnel; funding; organization
					 of materials; professional ethics; and strategic planning and program
					 assessment.
6. Understanding of and
					 proficiency in grammar, usage, and mechanics and their integration in writing
					 in multiple formats.
7.
					 Understanding of and proficiency in pedagogy to incorporate writing as an
					 instructional and assessment tool for candidates to generate, gather, plan,
					 organize, and present ideas in writing to communicate for a variety of
					 purposes.
Statutory Authority: §§
													22.1-16
						  and
						  22.1-298.2
						  of the Code of Virginia.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-390 - Mathematics - algebra I (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in Algebra I shall ensure that the candidate
						holds an active license with a teaching endorsement or endorsements issued by
						the Virginia Board of Education and has demonstrated the following
						competencies:
1. Understanding of the
					 mathematics relevant to the content identified in the Mathematics Standards of
					 Learning and how the standards provide the foundation for teaching middle level
					 mathematics through Algebra I, including:
a.
					 The structure of real numbers and subsets, basic operations, and
					 properties;
b. Elementary number
					 theory, ratio, proportion, and percent;
c. Algebra, trigonometry, and analytic
					 geometry: operations with monomials and polynomials; rational expressions;
					 linear, quadratic, and higher degree equations and inequalities; linear systems
					 of equations and inequalities; nonlinear systems of equations; radicals and
					 exponents; complex numbers; arithmetic and geometric sequences and series;
					 algebraic, trigonometric, logarithmic, exponential, absolute value, and step
					 functions; domain and range of functions; composite and inverse functions;
					 one-to-one mapping; transformations between graphical, tabular, and symbolic
					 forms of functions; direct and inverse variation; line and curve of best fit;
					 conics; and recognition and application of trigonometric identities;
d. Calculus: applications of limits,
					 differentiation, and integration;
e. Linear algebra: matrices, vectors, and
					 linear transformations;
f.
					 Geometry: geometric figures, their properties, relationships, and application
					 of the Pythagorean Theorem; using deductive axiomatic methods of proof and
					 inductive reasoning; perimeter, area, and surface area of two-dimensional and
					 three-dimensional figures; coordinate and transformational geometry;
					 constructions and applications of algebra in geometry;
g. Probability and statistics: experimental
					 and theoretical probability; prediction; graphical representations, including
					 box-and-whisker plots; and measures of center, range, standard deviation,
					 z-scores, and simple and normal distributions; and
h. Discrete mathematics: symbolic logic,
					 sets, permutations and combinations, functions that are defined recursively,
					 and linear programming.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-400 - Music education - instrumental preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The program in music education - instrumental preK-12
						shall ensure that the candidate has demonstrated the following
						competencies:
1. Understanding of the
					 knowledge, skills, and processes of the music discipline as defined in the
					 Virginia Standards of Learning and how they provide a necessary foundation
					 integral to teaching instrumental music.
2. Understanding of the common elements of
					 music - rhythm, melody, harmony, timbre, texture, dynamics, and form - and
					 their relationship with each other and student academic needs and employing
					 this understanding in the analysis of music.
3. Effective musicianship through the
					 development of:
a. Basic skills in conducting,
					 score reading, teaching musical courses, and rehearsal techniques for choral
					 and instrumental music;
b. Skills
					 in composing, arranging, and adapting music to meet the classroom needs and
					 ability levels of school performing groups;
c. Skills in providing and directing creative
					 experiences and improvising when necessary;
d. Proficiency, sufficient for classroom
					 instruction, on keyboard or other accompanying instrument; and
e. The ability to perform in
					 ensembles.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-420 - Science - biology

Current through Register Vol. 40, No. 24, July 15, 2024
The program in biology shall ensure that the candidate
						has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and practices of the four core science disciplines, including Earth science,
					 biology, chemistry, and physics as defined in the Virginia Science Standards of
					 Learning and how these provide a sound foundation for teaching
					 biology.
2. Understanding of the
					 nature of science and scientific inquiry, including the following:
a. Function of research design and
					 experimentation;
b. Role and nature
					 of the theory in explaining and predicting events and phenomena;
c. Practices required to provide empirical
					 answers to research questions, including data collection and analysis,
					 modeling, augmentation with evidence, and constructing explanations;
d. Reliability of scientific knowledge and
					 its constant scrutiny and refinement;
e. Self-checking mechanisms used by science
					 to increase objectivity including peer review; and
f. Assumptions, influencing conditions, and
					 limits of empirical knowledge.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-430 - Science - chemistry

Current through Register Vol. 40, No. 24, July 15, 2024
The program in chemistry shall ensure that the candidate
						has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and practices of the four core science disciplines of Earth and space sciences,
					 biology, chemistry, and physics as defined in the Virginia Science Standards of
					 Learning and how they provide a sound foundation for teaching
					 chemistry.
2. Understanding of the
					 nature of science and scientific inquiry including the:
a. Function of research design and
					 experimentation;
b. Role and nature
					 of the theory in explaining and predicting events and phenomena;
c. Practices required to provide empirical
					 answers to research questions, including data collection and analysis,
					 modeling, argumentation with evidence, and constructing explanations;
d. Reliability of scientific knowledge and
					 its constant scrutiny and refinement;
e. Self-checking mechanisms used by science
					 to increase objectivity including peer review; and
f. Assumptions, influencing conditions, and
					 limits of empirical knowledge.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-440 - Science - Earth science

Current through Register Vol. 40, No. 24, July 15, 2024
The program in Earth science shall ensure that the
						candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and practices of the four core science disciplines of Earth and space sciences,
					 biology, chemistry, and physics as defined in the Virginia Science Standards of
					 Learning and how these provide a sound foundation for teaching Earth
					 science.
2. Understanding of the
					 nature of science and scientific inquiry, including the:
a. Function of research design and
					 experimentation;
b. Role and nature
					 of the theory in explaining and predicting events and phenomena;
c. Practices required to provide empirical
					 answers to research questions, including data collection and analysis,
					 modeling, argumentation with evidence, and constructing explanations;
d. Reliability of scientific knowledge and
					 its constant scrutiny and refinement;
e. Self-checking mechanisms used by science
					 to increase objectivity including peer review; and
f. Assumptions, influencing conditions, and
					 limits of empirical knowledge.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-450 - Science - physics

Current through Register Vol. 40, No. 24, July 15, 2024
The program in physics shall ensure that the candidate
						has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and practices of the four core science disciplines of Earth sciences, biology,
					 chemistry, and physics as defined in the Virginia Science Standards of Learning
					 and how these provide a sound foundation for teaching physics.
2. Understanding of the nature of science and
					 scientific inquiry, including the following:
a. Function of research design and
					 experimentation;
b. Role and nature
					 of the theory in explaining and predicting events and phenomena;
c. Practices required to provide empirical
					 answers to research questions, including data collection and analysis,
					 modeling, argumentation with evidence, and constructing explanations;
d. Reliability of scientific knowledge and
					 its constant scrutiny and refinement;
e. Self-checking mechanisms used by science
					 to increase objectivity including peer review; and
f. Assumptions, influencing conditions, and
					 limits of empirical knowledge.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-460 - Special education adapted curriculum K-12

Current through Register Vol. 40, No. 24, July 15, 2024
A. The program in special education is
					 designed to ensure through coursework and field experiences in a variety of
					 settings that the candidate has demonstrated the core competencies in this
					 section to prepare children and youth for participation in the general
					 education curriculum and within the community to the maximum extent possible.
					 The candidate also shall complete the competencies in at least one of the
					 endorsement areas of Special Education Adapted Curriculum K-12, in addition to
					 those required under professional studies, including reading and language
					 acquisition. The program shall ensure that the candidate has demonstrated the
					 following competencies:
1. Foundations.
					 Characteristics, legal, and medical aspects.
a. Knowledge of the foundation for educating
					 students with disabilities, including:
(1)
					 Historical perspectives, models, theories, philosophies, and trends that
					 provide the basis for special education practice;
(2) Characteristics of children and youth
					 with disabilities relative to age, varying levels of severity, and
					 developmental differences manifested in cognitive, linguistic, physical,
					 psychomotor, social, or emotional functioning;
(3) Normal patterns of development, such as
					 physical, psychomotor, cognitive, linguistic, social, and emotional development
					 and their relationship to the various disabilities;
(4) Medical aspects of
					 disabilities;
(5) The dynamic
					 influence of the family system and cultural and environmental milieu and
					 related issues pertinent to the education of students with
					 disabilities;
(6) Educational
					 implications of the various disabilities; and
(7) Understanding of ethical issues and the
					 practice of accepted standards of professional behavior.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-470 - Special education blindness and visual impairments preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The program in special education visual impairments
						preK-12 is designed to ensure through course work and field experiences in a
						variety of settings that the candidate has demonstrated the following
						competencies:
1. Understanding of the
					 characteristics of individuals with disabilities, including:
a. Developmental and cognitive
					 characteristics of children and youth with disabilities, particularly blindness
					 or visual impairment;
b. Language
					 development and the effects of blindness, visual impairment, and other
					 disabling conditions and cultural and linguistic diversity on language
					 development;
c. Characteristics of
					 individuals with visual impairments, including impact of visual impairment on
					 children's social and emotional development, and family interaction patterns;
					 and
d. Understanding of
					 psychosocial aspects of visual impairment and cultural identity.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-480 - Special education deaf and hard of hearing preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The program in special education deaf and hard of hearing
						preK-12 is designed to ensure through course work and field experiences in a
						variety of settings that the candidate has demonstrated the following
						competencies:
1. Understanding of the
					 characteristics of individuals with disabilities, including the following:
a. Developmental and cognitive
					 characteristics of children and youth with disabilities;
b. Characteristics of individuals who are
					 deaf or hard of hearing, including sociocultural influences and possible
					 health-related or genetically-related problems; and
c. Foundations of the education and culture
					 of persons who are deaf or hard of hearing.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-490 - Special education early childhood (birth through age five)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in special education early childhood (birth
						through age five) is designed to ensure through course work and field
						experiences in a variety of settings that the candidate has demonstrated the
						following competencies:
1.
					 Understanding of the nature and characteristics of major disabling and at-risk
					 conditions, including:
a. Pathways for
					 service delivery to the birth-through-age-five population;
b. An overview of early intervention and
					 early childhood special education;
c. Historical perspective of special
					 education; and
d. Awareness of
					 cultural and linguistic diversity.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-500 - Special education general curriculum K-12

Current through Register Vol. 40, No. 24, July 15, 2024
A. The program in special education is
					 designed to ensure through course work and field experiences in a variety of
					 settings that the candidate has demonstrated the core competencies in this
					 section to prepare children and youth for participation in the general
					 education curriculum and within the community to the maximum extent possible.
					 The candidate also shall complete the competencies required under professional
					 studies in 8VAC40-543-140, including reading and language acquisition.
1. Foundations - Characteristics, legal, and
					 medical aspects.
a. Knowledge of the
					 foundation for educating students with disabilities, including:
(1) Historical perspectives, models,
					 theories, philosophies, and trends that provide the basis for special education
					 practice;
(2) Characteristics of
					 children and youth with disabilities relative to age, varying levels of
					 severity, and developmental differences manifested in cognitive, linguistic,
					 physical, psychomotor, social, or emotional functioning;
(3) Normal patterns of development, including
					 physical, psychomotor, cognitive, linguistic, social, or emotional development
					 and their relationship to the various disabilities;
(4) Medical aspects of
					 disabilities;
(5) The dynamic
					 influence of the family system and cultural and environmental milieu and
					 related issues pertinent to the education of students with
					 disabilities;
(6) Educational
					 implications of the various disabilities; and
(7) Understanding of ethical issues and the
					 practice of accepted standards of professional behavior.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-540 - Speech communication (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in speech communication shall ensure that the
						candidate holds an active license with a teaching endorsement or endorsements
						issued by the Virginia Board of Education and has demonstrated the following
						competencies:
1. Understanding and
					 knowledge of oral communication, including language acquisition involving the
					 processes of expressive and receptive language and voice production involving
					 the aesthetics of speech;
2.
					 Understanding and knowledge of common speech production patterns, including
					 articulation, pronunciation, and dialectical variances as these relate to
					 standard English patterns;
3.
					 Understanding the components of effective messages, including appropriate use
					 of language, voice and diction, and nonverbal elements;
4. Understanding of and proficiency in
					 effective communication, including interpersonal communication, small group
					 communication, skills contributing to effective listening, the art of
					 persuasion, oral interpretation, group discussion, mass communication, public
					 speaking, and debate, verbal and nonverbal messages, and the ability to
					 critique such communication interactions;
5. Understanding media, digital, and visual
					 literacy and the skills to evaluate and utilize these literacies in
					 presentations;
6. Understanding of
					 and proficiency in grammar, usage, and mechanics and their integration in
					 writing;
7. Understanding of and
					 proficiency in pedagogy to incorporate writing as an instructional and
					 assessment tool for candidates to generate, gather, plan, organize, and present
					 ideas in writing to communicate for a variety of purposes;
8. Skills necessary to teach research
					 including ethical accessing, evaluating, organizing, crediting, and
					 synthesizing information as needed for speech communication; and
9. Knowledge of the Virginia Computer
					 Technology Standards of Learning and their integration into Speech
					 Communication.
Statutory Authority: §§
													22.1-16
						  and
						  22.1-298.2
						  of the Code of Virginia.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-550 - Theatre arts preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The program in theatre arts preK-12 shall ensure that the
						candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and processes of the theatre arts discipline as defined in the Virginia
					 Standards of Learning and how these provide a necessary foundation integral to
					 teaching theatre arts.
2.
					 Understanding of the knowledge, skills, and processes for teaching theatre arts
					 to the developmental levels and academic needs of students in preK-12,
					 including the following:
a. Experience in
					 planning, developing, administering, and evaluating a program of theatre arts
					 education;
b. Knowledge and
					 understanding for teaching theatre arts, including performance and production;
					 theatre history and cultural context; analysis, evaluation, and critique; and
					 aesthetics;
c. Knowledge and
					 understanding in directing;
d.
					 Knowledge and understanding in technical theatre, including lighting, set
					 design, stage craft, costuming, makeup, and safety;
e. Knowledge and understanding in performance
					 , including acting and acting styles;
f. Knowledge and understanding in dramatic
					 literature;
g. Knowledge and
					 understanding of the relationship of theatre and culture and the influence of
					 theatre on past and present culture;
h. Knowledge and understanding of
					 technological and artistic copyright laws;
i. Knowledge and understanding of classroom
					 management and safety, including performance and studio and use of toxic art
					 materials in various aspects of theatre arts production, performance, and the
					 classroom;
k. Knowledge of
					 instructional and assessment strategies to foster, support, and enhance student
					 theatre arts learning;
l. Knowledge
					 of related areas of theatre arts, such as art, dance arts, music, and the
					 visual arts;
m. Knowledge and
					 understanding of technology, with applications for instruction, resources,
					 artistic expression, administration, assessment, and communication;
n. Knowledge and understanding of appropriate
					 and sensitive attention to diversity and cultural understanding; and
o. Observation and student teaching
					 experiences at the elementary, middle, and secondary levels.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-560 - Visual arts preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The program in visual arts preK-12 shall ensure that the
						candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and processes of the visual arts discipline as defined in the Virginia
					 Standards of Learning, and how they provide a necessary foundation for teaching
					 the visual arts;
2. Understanding
					 of the knowledge, skills, and processes for teaching art appropriate to the
					 developmental levels and academic needs of students in preK-12 including the
					 following:
a. Knowledge and experience in
					 planning, developing, administering, and evaluating a program of visual arts
					 education;
b. Two-dimensional media
					 and concepts: basic and complex techniques and concepts in two-dimensional
					 design, drawing, painting, printmaking, computer graphics, and other electronic
					 imagery;
c. Three-dimensional media
					 and concepts: basic and complex techniques and concepts in three-dimensional
					 design, sculpture, ceramics, fiber arts, crafts, and computer and other
					 electronic imagery;
d. Knowledge
					 and understanding for teaching the visual arts, including visual communication
					 and production, art history and cultural context, analysis, evaluation and
					 critique, and aesthetics;
e. The
					 relationship of visual arts and culture and the influence of visual arts on
					 past and present cultures;
f.
					 Related areas of visual arts, such as architecture, dance arts, music, theatre
					 arts, photography, and other expressive arts;
g. Knowledge and understanding of
					 technological and artistic copyright laws;
h. Knowledge and understanding of classroom
					 management and safety, including use of toxic art material in various aspects
					 of studio and classroom work;
i.
					 Knowledge of a variety of instructional and assessment strategies to foster,
					 support, and enhance student visual arts learning;
j. Knowledge and understanding of technology,
					 with applications for instruction, resources, artistic expression,
					 administration, assessment, and communication;
k. Knowledge and understanding of appropriate
					 and sensitive attention to diversity and cultural understanding; and
l. Observation and student teaching
					 experiences at the elementary, middle, and secondary levels.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 4 - Administration and Supervision and Support Personnel › Section 8VAC20-543-600 - Reading specialist

Current through Register Vol. 40, No. 24, July 15, 2024
A. The
					 reading specialist program shall ensure that the candidate has completed at
					 least three years of successful classroom teaching experience in a public or
					 accredited nonpublic school and has demonstrated the following competencies:
1. Assessment and diagnostic teaching. The
					 candidate shall:
a. Demonstrate expertise in
					 the use of formal and informal screening, diagnostic, and progress monitoring
					 assessment for language proficiency, concepts of print, phonemic awareness,
					 letter recognition, decoding, fluency, vocabulary, reading levels, and
					 comprehension; and
b. Demonstrate
					 expertise in the ability to use diagnostic data to inform instruction for
					 acceleration, intervention, remediation, and differentiation.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 4 - Administration and Supervision and Support Personnel › Section 8VAC20-543-610 - School counselor preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The school counselor preK-12 program shall ensure that
						the candidate has completed two years of successful, full-time teaching
						experience or two years of successful full-time experience in school counseling
						in a public or an accredited nonpublic school. Two years of successful,
						full-time experience in school counseling in a public or an accredited
						nonpublic school under a nonrenewable Provisional License may be accepted to
						meet this requirement. The program shall ensure that the candidate must
						demonstrated the following competencies:
1. The ability to support students by
					 cooperatively working with parents and guardians and teachers.
2. Understanding of the principles and
					 theories of human growth and development throughout the lifespan and their
					 implications for school counseling.
3. Understanding of the social and cultural
					 foundations of education and their implications for school counseling
					 programs.
4. Understanding of
					 lifespan career development.
5.
					 Understanding of the skills and processes for counseling students to include:
a. Individual and group counseling for
					 academic development;
b. Individual
					 and group counseling for career development; and
c. Individual and group counseling for
					 personal and social development.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 4 - Administration and Supervision and Support Personnel › Section 8VAC20-543-620 - School psychology

Current through Register Vol. 40, No. 24, July 15, 2024
The school psychology program shall ensure that the
						candidate has demonstrated the following competencies:
1. Knowledge of basic teaching and learning
					 principles and the conditions under which they operate maximally, including
					 academic environment and instructional match.
2. Knowledge and application of psychological
					 foundations of human functioning including biological bases of behavior;
					 cultural diversity; infant, child, and adolescent development; effects of
					 poverty and lack of opportunity on learning; interplay between behavior,
					 learning and motivation; personality theory; human learning; and social bases
					 of behavior and mental health, to ensure student academic achievement, student
					 growth and development, and mental health.
3. Knowledge of and skill at applying
					 educational foundations of schooling, including education of exceptional
					 learners; evidence-based instructional and remedial interventions, techniques,
					 and strategies; formative and summative evaluation; evidence-based behavioral
					 interventions; and organization and operations of schools, to ensure effective
					 collaboration with other school professionals toward implementing school
					 practices that promote learning and mental health.
4. Knowledge of various methods for assessing
					 students' cognitive processes and abilities and skill in administering a
					 variety of such methods; knowledge of various methods for assessing student
					 academic strengths and weaknesses and skill in administering a variety of such
					 methods; knowledge of various methods for assessing student interpersonal
					 emotional and social and behavioral functioning and skill in administering a
					 variety of such methods; and knowledge of universal screening measures designed
					 for early and tiered academic and behavioral intervention. Knowledge of a
					 variety of progress monitoring tools, especially student growth percentiles and
					 skill in implementing at least two such tools.
5. Understanding and knowledge of direct and
					 indirect methods of academic and behavioral intervention, and proficiency in
					 delivering such interventions including:
a.
					 Counseling on an individual, group, and family basis;
b. Consulting with administrators, teachers,
					 parents, and other professionals about student problems and appropriate change
					 strategies;
c. Designing and
					 implementing individual and group behavior change programs; designing,
					 implementing, and evaluating crisis intervention and threat, such as
					 self-directed and other-directed assessment programs; and
d. Designing and implementing academic and
					 instructional interventions.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 4 - Administration and Supervision and Support Personnel › Section 8VAC20-543-630 - School social worker

Current through Register Vol. 40, No. 24, July 15, 2024
The school social worker program shall ensure that the
						candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and processes for direct and indirect intervention, including:
a. Facilitating integrated intervention
					 efforts that emphasize primary prevention, early screening, and multi-tiered
					 interventions that target multiple risk factors in various settings;
b. Identifying approaches that seek to
					 improve individual and system factors contributing to academic success and
					 data-informed decision making and intervention fidelity;
c. Counseling on an individual, group, or
					 family basis;
d. Consulting with
					 administrators, teachers, parents, and other professionals about student
					 problems and appropriate change strategies;
e. Networking and brokering with school
					 programs and community agencies to provide essential services for families and
					 children; and
f. Collaborating with
					 and facilitating collaboration among students, parents, members,
					 administrators, teachers, and staff to identify ways to intervene early, reduce
					 barriers to learning, and improve student outcomes.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 4 - Administration and Supervision and Support Personnel › Section 8VAC20-543-640 - Vocational evaluator

Current through Register Vol. 40, No. 24, July 15, 2024
The vocational evaluator program shall ensure that the
						candidate has demonstrated the following competencies:
1. Understanding of the foundations of
					 vocational evaluation and career assessment, including philosophy and process
					 of vocational evaluation and assessment, use of occupational and labor market
					 information, and functional aspects of physical, mental and intellectual
					 disabilities.
2. Understanding of
					 the basic concepts and skills of planning for and delivering vocational
					 evaluation and career assessment services, including the use of vocational
					 interviewing, individualized service planning, report development and
					 communication, and use of modifications and accommodations.
3. Ability to modify standard instruments and
					 to develop new instruments to respond to labor markets or individual
					 needs.
4. Understanding of the
					 federal and state laws and regulations pertaining to special education, such as
					 the Individuals with Disabilities Education Act, Rehabilitation Act and the
					 Americans with Disabilities Act.
5.
					 Understanding of the content, processes, and skills necessary to administer and
					 report findings of standardized testing, including knowledge of tests and
					 measurements and selection and use of appropriate instruments.
6. Above average communication skills in
					 order to explain assessment information to school personnel, parents, students,
					 and other service providers.
7.
					 Understanding of natural supports and assistive technology.
8. Ability to select, administer, and
					 interpret a wide assortment of evaluation instruments which includes commercial
					 work sample systems, and situational assessments.
9. Understanding and knowledge of specific
					 assessment techniques and skills and the processes for conducting vocational
					 evaluation and career assessment, including:
a. Job and training analysis;
b. Work samples and systems;
c. Situational and community-based
					 assessment;
d. Behavioral
					 observation;
e. Learning and
					 functional skills assessment; and
f. Work site assessment or ecological
					 assessment.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 4 - Administration and Supervision and Support Personnel › Form - FORMS (8VAC20-543)

Current through Register Vol. 40, No. 24, July 15, 2024
Request
						for New Education Program Endorsement Area (undated)
Statutory Authority: §§
													22.1-16
						  and
						  22.1-298.2
						  of the Code of Virginia.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 560 - REGULATIONS GOVERNING REPORTING OF ACTS OF VIOLENCE AND SUBSTANCE ABUSE IN SCHOOLS › Section 8VAC20-560-10 - Reportable incidents

Current through Register Vol. 40, No. 24, July 15, 2024
The principal of each public school shall collect and
				  maintain information on the following events which occur on school property, on
				  a school bus, or at a school-sponsored activity, and shall report the
				  information semi-annually to the division superintendent on dates established
				  by the superintendent. The division superintendent shall submit annually to the
				  Department of Education, on forms provided by the department, an aggregate
				  report of such incidents on or before the last day of October.
1. Incidences of crime and violence.
a. Physical battery.
(1) On school personnel by
				students.
(2) On students by
				students.
(3) On students by
				persons other than students.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 565 - REGULATIONS FOR THE PROTECTION OF STUDENTS AS PARTICIPANTS IN HUMAN RESEARCH › Section 8VAC20-565-10 - Definitions

Current through Register Vol. 40, No. 24, July 15, 2024
The terms in this chapter, except as otherwise defined
				  herein, shall be in accord with the definitions contained in Chapter 5.1
				  (§ 32.1-162.16 et seq.) of Title 32.1 of the Code of Virginia entitled
				  "Human Research."
Statutory Authority
§ 22.1-16.1 of the Code of Virginia.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 565 - REGULATIONS FOR THE PROTECTION OF STUDENTS AS PARTICIPANTS IN HUMAN RESEARCH › Section 8VAC20-565-20 - Scope

Current through Register Vol. 40, No. 24, July 15, 2024
No human research involving students shall be conducted or
				  authorized by the Virginia Department of Education or any public school of the
				  Commonwealth, including the Virginia Schools for the Deaf and Blind, or any
				  proprietary schools certified by the Board of Education, unless in compliance
				  with this chapter and other applicable law, including 45 CFR
				  46.
Statutory Authority
§ 22.1-16.1 of the Code of Virginia.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 565 - REGULATIONS FOR THE PROTECTION OF STUDENTS AS PARTICIPANTS IN HUMAN RESEARCH › Section 8VAC20-565-30 - Informed consent

Current through Register Vol. 40, No. 24, July 15, 2024
No such research shall be conducted or authorized unless the
				  student and the student's parents or legally authorized representative give
				  their informed consent. Such informed consent shall be evidenced by a signed
				  and witnessed informed consent form. Such form shall comply with §
				  32.1-162.18A of the Code of Virginia.
Statutory Authority
§ 22.1-16.1 of the Code of Virginia.
Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 565 - REGULATIONS FOR THE PROTECTION OF STUDENTS AS PARTICIPANTS IN HUMAN RESEARCH › Section 8VAC20-565-40 - Research committee

Current through Register Vol. 40, No. 24, July 15, 2024
Any such research shall be approved and conducted under the
				  review of a human research committee, which shall be established by the agency
				  or school conducting or authorizing the research. Any such committee shall
				  comply with the provisions of § 32.1-162.19 of the Code of Virginia. Each
				  committee shall submit to the Governor, the General Assembly, and the
				  Superintendent of Public Instruction or his designee at least annually a report
				  on the student projects reviewed and approved by the committee, which shall
				  state significant deviations from the proposals as approved.
Statutory Authority
§ 22.1-16.1 of the Code of Virginia.