Oregon Administrative Rules › Chapter 584 - TEACHER STANDARDS AND PRACTICES COMMISSION › Division 420 - STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS › Section 584-420-0040 - Teacher Leader: Program Standards

Current through Register Vol. 63, No. 7, July 1, 2024
(1) Candidates in Teacher Leader programs
			 will be prepared to meet the following (7) domains of Teacher Leader knowledge
			 and skills. The completion of the program does not qualify a teacher for the
			 Teacher Leader license. The teacher must qualify for the license under the
			 educational leadership requirements of the Teacher Leader License as provided
			 in OAR 584-210-0050.
(2) Domain 1:
			 Understanding Adults as Learners to Support Professional Learning Communities:
			 The teacher leader understands how adults acquire and apply knowledge and uses
			 this information to promote a culture of shared accountability for school
			 outcomes that maximizes teacher effectiveness, promotes collaboration, enlists
			 colleagues to be part of a leadership team, and drives continuous improvement
			 in instruction and student learning.
(3) Domain 2: Accessing and Using Research to
			 Improve Practice and Student Learning: The teacher leader understands how
			 research creates new knowledge, informs policies and practices and improves
			 teaching and learning. The teacher leader models and facilitates the use of
			 systematic inquiry as a critical component of teachers' ongoing learning and
			 development.
(4) Domain 3:
			 Promoting Professional Learning for Continuous Improvement: The teacher leader
			 understands the constantly evolving nature of teaching and learning,
			 established and emerging technologies, and the school community. The teacher
			 leader uses this knowledge to promote, design, and facilitate job-embedded
			 professional learning aligned with school improvement goals.
(5) Domain 4: Facilitating Improvements in
			 Instruction and Student Learning: The teacher leader demonstrates a deep
			 understanding of the teaching and learning processes and uses this knowledge to
			 advance the professional skills of colleagues by being a continuous learner,
			 modeling reflective practice based on student results, and working
			 collaboratively with colleagues to ensure instructional practices are aligned
			 to a shared vision, mission, and goals.
(6) Domain 5: Using Assessments and Data for
			 School and District Improvement: The teacher leader is knowledgeable about
			 current research on assessment methods, designing and/or selecting effective
			 formative and summative assessment practices and use of assessment data to make
			 informed decisions that improve student learning; and uses this knowledge to
			 promote appropriate strategies that support continuous and sustainable
			 organizational improvement.
(7)
			 Domain 6: Improving Outreach and Collaboration with Families and Community: The
			 teacher leader understands that families, cultures, and communities have a
			 significant impact on educational processes and student achievement and uses
			 this knowledge to promote frequent and more effective outreach with families,
			 community members, business and community leaders and other stakeholders in the
			 education system.
(8) Domain 7:
			 Advocating for Student Learning and the Profession. The teacher leader
			 understands how educational policy is made at the local, state, and national
			 level as well as the roles of school leaders, boards of education, legislators,
			 and other stakeholders in formulating those policies; and uses this knowledge
			 to advocate for student needs and for practices that support effective teaching
			 and increase student learning and to serve as an individual of influence and
			 respect within the school, community and profession.
Stat. Auth.: ORS 342
Stats. Implemented: ORS
				  342.120 -
				  342.430;
				  342.455-342.495 &
				  342.553