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 2 - Early/Primary Education, Elementary Education, and Middle Education Endorsements › Section 8VAC20-543-90 - Professional studies requirements for early/primary education, elementary education, and middle education

Current through Register Vol. 40, No. 24, July 15, 2024
Professional studies requirements for early/primary
						education, elementary education, and middle education:
1. Human development and learning (birth
					 through adolescence).
a. Skills in this area
					 shall contribute to an understanding of the physical, social, emotional, speech
					 and language, and intellectual development of children and the ability to use
					 this understanding in guiding learning experiences and relating meaningfully to
					 students.
b. The interaction of
					 children with individual differences - economic, social, racial, ethnic,
					 religious, physical, and cognitive - should be incorporated to include skills
					 contributing to an understanding of developmental disabilities and
					 developmental issues related, but not limited to, low socioeconomic status;
					 attention deficit disorders; developmental disorders; gifted education,
					 including the use of multiple criteria to identify gifted students; substance
					 abuse; trauma, including child abuse, and neglect and other adverse childhood
					 experiences; and family disruptions.
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 2 - Early/Primary Education, Elementary Education, and Middle Education Endorsements › Section 8VAC20-543-100 - Early childhood for three-year-olds and four-year-olds (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in early childhood education for
						three-year-olds and four-year-olds shall ensure that the candidate holds an
						active license with an endorsement in elementary education, such as preK-3 or
						preK-6 or special education early childhood issued by the Virginia Board of
						Education and has demonstrated the following competencies:
1. Understanding child growth and development
					 from birth through age five, with a specific focus on three-year-olds and
					 four-year-olds, including:
a. Knowledge of
					 characteristics and developmental needs of three-year-olds and four-year-olds,
					 including the ability to recognize indicators of typical and atypical
					 development, in the domains of language, social, emotional, cognitive,
					 physical, and gross and fine motor development;
b. Understanding of the multiple interacting
					 influences on child development (biological and environmental),
					 interconnectedness of developmental domains, the wide range of ages at which
					 developmental skills are manifested, and the individual differences in
					 behavioral styles; and
c. Knowledge
					 of child development within the context of family, culture, and
					 society.
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 2 - Early/Primary Education, Elementary Education, and Middle Education Endorsements › Section 8VAC20-543-110 - Early/primary education preK-3

Current through Register Vol. 40, No. 24, July 15, 2024
The program for early/primary education preK-3 shall
						ensure that the candidate has demonstrated the following competencies:
1. Methods.
a. Understanding of the knowledge, skills,
					 dispositions and processes to support learners in achievement of Virginia's
					 Foundation Blocks for Early Learning: Comprehensive Standards for
					 Four-Year-Olds and the Virginia Standards of Learning in English, mathematics,
					 history and social science, science, and computer technology;
b. The ability to integrate English,
					 mathematics, science, health, history and social sciences, art, music, drama,
					 movement, and technology in learning experiences;
c. The use of differentiated instruction and
					 flexible groupings to meet the needs of learners at different stages of
					 development, approaches to learning abilities, and achievement;
d. The use of appropriate methods, including
					 those in visual and performing arts, to help learners develop knowledge and
					 basic skills, sustain intellectual curiosity, and problem-solve;
e. The ability to utilize effective classroom
					 management skills through methods that build responsibility and self-discipline
					 , promote self-regulation, and maintain a positive learning
					 environment;
f. The ability to
					 modify and manage learning environments and experiences to meet the individual
					 needs of children, including children with disabilities, gifted children,
					 children who are English learners, and children with diverse cultural
					 needs;
g. The ability to use formal
					 and informal assessments to diagnose needs, plan and modify instruction, and
					 record student progress;
h. A
					 commitment to professional growth and development through reflection,
					 collaboration, and continuous learning;
i. The ability to analyze, evaluate, and
					 apply quantitative and qualitative research;
j. The ability to use technology as a tool
					 for teaching, learning, research, and communication; and
k. The ability to adapt task and interactions
					 to maximize language development, conceptual understanding, and skill
					 competence within each child's zone of proximal 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 2 - Early/Primary Education, Elementary Education, and Middle Education Endorsements › Section 8VAC20-543-120 - Elementary education preK-6

Current through Register Vol. 40, No. 24, July 15, 2024
The program in elementary education preK-6 may require
						that the candidate has completed an undergraduate major in interdisciplinary
						studies (focusing on the areas of English, mathematics, history and social
						sciences, and science) or in Virginia's core academic areas of English,
						mathematics, history and social sciences, such as history, government,
						geography, and economics, or science and demonstrated the following
						competencies:
1. Methods.
a. Understanding of the needed knowledge,
					 skills, dispositions, and processes to support learners in achievement of
					 Virginia's Foundation Blocks for Early Learning: Comprehensive Standards for
					 Four-Year-Olds and the Virginia Standards of Learning in English, mathematics,
					 history and social science, science, and computer technology;
b. Understanding of current research on the
					 brain, its role in learning, and implications for instruction;
c. The ability to integrate English,
					 mathematics, science, health, history and social sciences, art, music, drama,
					 movement, and technology in learning experiences;
d. The use of differentiated instruction and
					 flexible groupings to meet the needs of learners at different stages of
					 development, abilities, and achievement;
e. The use of appropriate methods, including
					 those in visual and performing arts, to help learners develop knowledge and
					 basic skills, sustain intellectual curiosity, and problem-solve;
f. The ability to utilize effective classroom
					 and behavior management skills through methods that build responsibility and
					 self-discipline promote self-regulation, and maintain a positive learning
					 environment;
g. The ability to
					 modify and manage learning environments and experiences to meet the individual
					 needs of children, including children with disabilities, gifted children,
					 children who are English learners, and children with diverse cultural
					 needs;
h. The ability to use formal
					 and informal assessments to diagnose needs, plan and modify instruction, and
					 record student progress;
i. A
					 commitment to professional growth and development through reflection,
					 collaboration, and continuous learning;
j. The ability to analyze, evaluate, and
					 apply quantitative and qualitative research; and
k. Understanding of the Virginia Standards of
					 Learning for Computer Technology and the ability to use technology as a tool
					 for teaching, learning, research, and communication; and
l. The ability to adapt task and interactions
					 to maximize language development, conceptual understanding, and skill
					 competence within each child's zone of proximal 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 2 - Early/Primary Education, Elementary Education, and Middle Education Endorsements › Section 8VAC20-543-130 - Middle education 6-8

Current through Register Vol. 40, No. 24, July 15, 2024
The program in middle education 6-8 with at least one
						area of academic preparation shall ensure that the candidate has demonstrated
						the following competencies:
1.
					 Methods.
a. Understanding of the required
					 knowledge, skills, and processes to support learners in achievement of the
					 Virginia Standards of Learning for grades 6-8;
b. The use of appropriate methods, including
					 direct instruction and inquiry-based instructional methods, to help learners
					 develop knowledge and skills, sustain intellectual curiosity, and solve
					 problems;
c. The ability to plan
					 and teach collaboratively to facilitate interdisciplinary learning;
d. The use of differentiated instruction and
					 flexible groupings to meet the needs of preadolescents at different stages of
					 development, abilities, and achievement;
e. The ability to utilize effective classroom
					 and behavior management skills through methods that build responsibility and
					 self-discipline and maintain a positive learning environment;
f. The ability to modify and manage learning
					 environments and experiences to meet the individual needs of preadolescents,
					 including children with disabilities, gifted children, and children who are
					 English learners;
g. The ability to
					 use formal and informal assessments to diagnose needs, plan and modify
					 instruction, and record student progress;
h. A commitment to professional growth and
					 development through reflection, collaboration, and continuous
					 learning;
i. The ability to
					 analyze, evaluate, apply, and conduct quantitative and qualitative
					 research;
j. The ability to use
					 technology as a tool for teaching, learning, research, and
					 communication;
k. An understanding
					 of how to apply a variety of school organizational structures, schedules,
					 groupings, and classroom formats appropriately for middle level
					 learners;
l. Skill in promoting the
					 development of all students' abilities for academic achievement and continued
					 learning; and
m. The ability to use
					 reading in the content area strategies appropriate to text and student
					 needs.
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 8VAC20-543-140 - Professional studies requirements for preK-12 endorsements, special education, secondary grades 6-12 endorsements, and adult education

Current through Register Vol. 40, No. 24, July 15, 2024
Professional studies requirements for preK-12
						endorsements, special education, secondary grades 6-12 endorsements, and adult
						education:
1. Human development and
					 learning (birth through adolescence).
a.
					 Skills in this area shall contribute to an understanding of the physical,
					 social, emotional, speech and language, and intellectual development of
					 children and the ability to use this understanding in guiding learning
					 experiences and relating meaningfully to students.
b. The interaction of children with
					 individual differences - economic, social, racial, ethnic, religious, physical,
					 and cognitive - should be incorporated to include skills contributing to an
					 understanding of developmental disabilities and developmental issues related,
					 but not limited to, low socioeconomic status; attention deficit disorders;
					 developmental disabilities; gifted education including the use of multiple
					 criteria to identify gifted students; substance abuse; trauma, including child
					 abuse, and neglect, and other adverse childhood experiences; and family
					 disruptions.
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 8VAC20-543-150 - Adult education

Current through Register Vol. 40, No. 24, July 15, 2024
The program in adult education shall ensure that the
						candidate has demonstrated the following competencies:
1. Foundations of adult education;
2. Understanding of the nature or psychology
					 of the adult learner or adult development;
3. Understanding of the knowledge, skills,
					 and processes needed for the selection, evaluation, and instructional
					 applications of the methods and materials for adults to become college and
					 career ready including:
a. Curriculum
					 development in adult basic education or high school equivalency
					 instruction;
b. Literacy skills for
					 adults;
c. Numeracy skills for
					 adults; and
d. Workforce skills for
					 adults.
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 8VAC20-543-160 - Adult English as a second language (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in adult English as a second language 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.
					 Knowledge in the growth and development of the adult learner;
2. Knowledge in methods and materials in the
					 teaching of English to adult speakers of other languages;
3. Skills in the teaching of reading and
					 writing to include (i) the five areas of reading instruction: phonemic
					 awareness, phonics, fluency, vocabulary, and text comprehension; (ii)
					 similarities and differences between reading in a first language and reading in
					 a second language; and (iii) a balanced literacy approach;
4. Knowledge in adult second language
					 acquisition;
5. Knowledge of
					 assessment methods in instruction of English to adult speakers of other
					 languages;
6. Skills in teaching
					 the adult learner;
7. Understanding
					 of the effects of sociocultural variables in the instructional
					 setting;
8. Skills in teaching a
					 variety of adult learning styles;
9. Proficiency in cross-cultural
					 communication;
10. Proficiency in
					 speaking, listening, and reading;
11. Understanding of and proficiency in
					 grammar, usage, and mechanics and their integration in writing; and
12. Understanding of and proficiency in
					 andragogy 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 8VAC20-543-170 - Career and technical education - agricultural education

Current through Register Vol. 40, No. 24, July 15, 2024
The program in agricultural education shall ensure that
						the candidate has demonstrated the following competencies:
1. Understanding of the importance and
					 relationship of and contribution to the agricultural industry to the community,
					 state, nation, and global economy including:
a. Knowledge of the fundamental historical
					 foundation of the state and national agricultural industry;
b. Knowledge of contemporary components of
					 the United States food and fiber system; and
c. Knowledge of the career opportunities in
					 agriculture and related fields.
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 8VAC20-543-180 - Career and technical education - business and information technology

Current through Register Vol. 40, No. 24, July 15, 2024
The program in business and information technology shall
						ensure that the candidate has demonstrated the following competencies:
1. Knowledge, skills, and principles of
					 manual and automated accounting, including:
a.
					 Accounting concepts, terminology, and applications;
b. Accounting systems;
c. The basic accounting cycle of source
					 documents, verifications, analyzing, recording, posting, trial balances, and
					 preparing financial statements; and
d. Use of accounting computer software to
					 automate accounting tasks.
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 8VAC20-543-190 - Career and technical education - family and consumer sciences

Current through Register Vol. 40, No. 24, July 15, 2024
The program in family and consumer sciences shall ensure
						that the candidate has demonstrated the following competencies:
1. Knowledge of the human growth and
					 developmental processes throughout the lifespan, including infancy, childhood,
					 preadolescence, adolescence, adulthood and aging, and in creating and
					 maintaining an environment in which family members develop and interact as
					 individuals and as members of a group;
2. Knowledge of the decision-making processes
					 related to housing, furnishings, and equipment for individuals and families
					 with attention given to special needs and the diversity of
					 individuals;
3. The ability to
					 plan, purchase, and prepare food choices that promote nutrition and wellness
					 and safety and sanitation;
4.
					 Knowledge of the management of resources to achieve individual and family goals
					 at different stages of the life span and the family life cycle;
5. Knowledge of the sociological,
					 psychological, and physiological aspects of apparel and textiles for
					 individuals and families;
6.
					 Knowledge of the management of families, community, work, and their
					 interrelationships;
7. Knowledge of
					 occupational skill development and career planning;
8. Knowledge of the use of critical science
					 and creative skills to address problems in diverse family, community, and work
					 environments;
9. Knowledge and
					 skills necessary to teach leadership, communication, interpersonal
					 problem-solving, and ethical decision-making skills;
10. The ability to plan, develop, teach,
					 supervise, and evaluate programs in occupational programs at the secondary,
					 postsecondary, and adult levels;
11. The ability to organize and implement
					 Family, Career, and Community Leaders of America (FCCLA) programs as an
					 integral part of classroom instruction;
12. Understanding of and proficiency in
					 grammar, usage, and mechanics and their integration in writing;
13. 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;
14. Demonstrate and integrate workplace
					 readiness skills in the classroom and real-world activities; and
15. Ability to plan, deliver, and manage
					 work-based learning methods of instruction such as internship, job shadowing,
					 cooperative education, mentorship, service learning, clinical, and youth
					 apprenticeship.
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 8VAC20-543-200 - Career and technical education - health and medical sciences

Current through Register Vol. 40, No. 24, July 15, 2024
The program in health and medical sciences shall ensure
						that the candidate has demonstrated the following competencies:
1. Knowledge of teaching methods.
a. Instructional planning - ability to
					 determine the needs and interests of students;
b. Organizing instruction - ability to
					 prepare teacher-made instructional materials for clinical laboratory
					 experience;
c. Instructional
					 execution - ability to use techniques for simulating patient care and
					 demonstrating manipulative skills;
d. Application of technology in the
					 classroom; and
e. Instructional
					 evaluation - ability to determine grades for students in classroom and clinical
					 settings.
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 8VAC20-543-220 - Career and technical education - technology education

Current through Register Vol. 40, No. 24, July 15, 2024
The program in technology education shall ensure that the
						candidate has demonstrated the following competencies:
1. Understanding the nature of technology,
					 including knowledge of the following:
a.
					 Characteristics and scope of technology;
b. Core concepts of physical, biological, and
					 informational technologies; and
c.
					 Relationships among technologies, including the natural intersects between
					 science, technology, engineering, and mathematics (STEM) and other
					 fields.
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 8VAC20-543-240 - Career and technical education - transition and special needs (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The transition and special needs (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. Knowledge of special needs and transition
					 programs and services, characteristics of students who are disadvantaged,
					 disabled, and gifted, and individuals with barriers to educational achievement
					 and employment, including individuals with who are English learners.
2. Knowledge of program development,
					 implementation, and evaluation.
3.
					 Basic understanding of cultural issues pertaining to employment and
					 postsecondary education and training.
4. Understanding of the federal and state
					 laws and regulations pertaining to special education, rehabilitation, and the
					 American with Disabilities Act (
					 42 USC §
												12101 et seq.).
5. Understanding and demonstration of the
					 integration of instructional methods, resources, and transition programs for
					 targeted populations in career and technical education, including:
a. Use of learning and teaching styles to
					 plan and deliver differentiated instruction and differentiated
					 assessment;
b. Knowledge of age
					 appropriate assessments;
c. Use of
					 assessment results to plan individual instruction strategies and assist with
					 long-range and short-term planning;
d. Understanding of required skills that
					 demonstrate college and career readiness;
e. Ability to plan and manage a
					 competency-based education system;
f. Ability to adapt and modify curriculum
					 materials and utilize Universal Design for Learning Principles to meet special
					 student needs;
g. Use of a variety
					 of classroom and behavior management techniques to develop an enhanced learning
					 environment, behavior change techniques, and individual and group
					 instruction;
h. Use of different
					 processes to improve collaboration and develop partnerships with colleagues,
					 parents, and the community to include service agencies and businesses;
					 and
i. Ability to plan learning
					 experiences that prepare individuals for transition to more advanced education
					 and career development options.
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 8VAC20-543-250 - Computer science

Current through Register Vol. 40, No. 24, July 15, 2024
The program in computer science shall ensure that the
						candidate has demonstrated the following competencies:
1. Understanding of mathematical principles
					 that are the basis of many computer applications;
2. Knowledge of the functions, capabilities,
					 and limitations of computers and computer systems;
3. Knowledge of the ethical, moral, and legal
					 issues associated with applications in programming and computer
					 science;
4. Knowledge of
					 programming in at least two widely used programming languages, including
					 definition, structure, and comparison;
5. Knowledge of computers and computer
					 systems and their applications;
6.
					 Knowledge of data structures and algorithms;
7. Understanding of and proficiency in
					 grammar, usage, and mechanics and their integration in writing; and
8. 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 8VAC20-543-260 - Dance arts preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The program in dance arts shall ensure that the candidate
						has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and processes of the dance arts discipline as defined in the Virginia Standards
					 of Learning and how they provide a foundation needed to teach dance
					 arts.
2. Understanding of the
					 knowledge, skills, and processes for teaching dance arts to meet the
					 developmental levels and academic needs of students in preK-12, including the
					 following:
a. Knowledge of and experience in
					 planning, developing, administering, and evaluating a program of dance arts
					 education;
b. Knowledge and
					 understanding for teaching dance arts, including performance, creation, and
					 production; dance history and cultural context; analysis, evaluation, and
					 critique; and aesthetics;
c.
					 Ballet, folk, jazz, and modern dance with an area of concentration in one of
					 these areas;
d. Scientific
					 foundations, including human anatomy, kinesiology, and injury prevention and
					 care for dance arts;
e. The
					 relationship of dance arts and culture and the influence of dance on past and
					 present cultures;
f. Knowledge and
					 understanding of technological and artistic copyright laws;
g. Knowledge and understanding of classroom
					 management and safety, including performance and studio and use of toxic art
					 materials in various aspects of dance arts production, performance, and the
					 classroom;
h. Knowledge of a
					 variety of instructional and assessment strategies to foster, support, and
					 enhance student dance arts learning;
i. Knowledge and understanding of technology,
					 with applications for instruction, resources, artistic expression,
					 administration, assessment, and communication;
j. Knowledge and understanding of appropriate
					 and sensitive attention to diversity and cultural understanding;
k. Knowledge of related areas of the fine
					 arts, such as music, theatre arts, and the visual arts; 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 3 - PreK-12 Endorsements, Special Education, Secondary Grades 6-12 Endorsements, and Adult Education › Section 8VAC20-543-270 - Driver education (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in driver education 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. Basic understanding
					 of the administration of a driver education program as required by §
											22.1-205
					 of the Code of Virginia and the Administrative Guide for Driver Education in
					 Virginia 2010 (
http://www.doe.virginia.gov/instruction/driver_education/curriculum_admin_guide/index.shtml
)
					 including:
a. Coordinating and scheduling of
					 classroom and in-car instruction;
b. Understanding the Board of Education's and
					 the Department of Motor Vehicle's regulations governing driver education
					 programs;
c. Managing student
					 safety using route and lesson planning, appropriate training techniques,
					 driving environments, speed, driving experiences, and constant monitoring
					 ;
d. Administering the juvenile
					 licensing process;
e. Highway
					 traffic safety and the driver licensing laws in the Code of Virginia;
f. Vehicle procurement, maintenance and
					 safety equipment requirements;
g.
					 The Department of Education's and the Department of Motor Vehicle's juvenile
					 licensing forms;
h. Monitoring and
					 oversight procedures that ensure the approved program meets state curriculum
					 objectives, goals, and learning outcomes; the classroom and in-car hour
					 requirements; and teachers have valid Virginia driver's licenses, acceptable
					 driving records, and meet teacher licensure and in-car instructor training
					 requirements;
i. Promoting parent
					 involvement;
j. Providing
					 opportunities for ongoing professional development; and
k. Integrating classroom and in-car
					 instruction when possible to maximize transfer of skills.
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 8VAC20-543-280 - Engineering

Current through Register Vol. 40, No. 24, July 15, 2024
The program in engineering shall ensure that the
						candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and processes of the engineering discipline as defined in Virginia's high
					 school engineering courses and how these provide a sound foundation for
					 teaching engineering.
2.
					 Understanding the nature of engineering design and analysis, including the
					 following:
a. Function of the engineering
					 design process;
b. Methods used by
					 engineers to generate, develop, and test ideas to meet design requirements; and
c. Role of failure in the
					 engineering design process.
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 8VAC20-543-290 - English

Current through Register Vol. 40, No. 24, July 15, 2024
The program in English shall ensure that the candidate
						has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and processes of English as defined in the Virginia Standards of
					 Learning;
2. Skills necessary to
					 teach the writing process and the different modes of writing such as narrative,
					 descriptive, expository, persuasive, and analytical and to employ available
					 technology;
3. Knowledge of
					 grammar, usage, and mechanics and their integration in writing;
4. 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;
5. Understanding of the nature and
					 development of language including vocabulary appropriate to the topic,
					 audience, and purpose;
6. Knowledge
					 of reading strategies and techniques used to enhance reading comprehension
					 skills in both fiction and nonfiction texts;
7. Knowledge of communication skills
					 including speaking and listening skills and media literacy;
8. Knowledge of varied fiction and nonfiction
					 from young adult, British, American, world, and ethnic and minority texts
					 appropriate for English instruction;
9. The ability to provide experiences in
					 communication arts, such as journalism, dramatics, debate, forensics, radio,
					 television, films, and other media production;
10. Skills necessary to teach the analysis
					 and production of media literacy;
11. Skills necessary to teach research
					 including ethical accessing, evaluating, organizing, crediting, and
					 synthesizing information; and
12.
					 Knowledge of the Virginia Computer Technology Standards of Learning and their
					 integration into English Language Arts.
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 8VAC20-543-300 - English as a second language preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The program in English as a second language shall ensure
						that the candidate has demonstrated the following competencies:
1. Skills in methods of teaching English as a
					 second language to include instruction based on the World-Class Instructional
					 Design Assessment (WIDA) English Language Development (ELD)
					 Standards;
2. Skills in designing
					 and administering formative or classroom-based assessments and interpreting
					 results of both formative and summative assessments, including the WIDA Access
					 test. Using the results of a variety of formative assessments, including
					 performance-based assessments of oral language and writing, to direct
					 instruction. Ensuring that formative assessments reflect high validity and
					 reliability for the purposes for which they are used and are appropriate for
					 the targeted students. Teaching test-taking skills in preparation for
					 standardized tests;
3. Skills in
					 the teaching of reading to include: phonemic awareness; pre-reading,
					 during-reading, and post-reading strategies; vocabulary development; and guided
					 reading. Ability to structure interactive tasks that engage students in using
					 oral language to develop reading skills. Ability to determine students' reading
					 levels and design instruction for multi-level classrooms by incorporating
					 appropriate scaffolding or language supports;
4. Skills in teaching grammar and syntax in
					 the context of writing. Ability to model and teach editing skills and
					 organization of writing using predominant text structures in the content
					 areas;
5. Knowledge of the effects
					 of sociocultural variables in the instructional setting;
6. Proficiency in spoken and written
					 English;
7. Skills in providing
					 language and cognitive support or scaffolding bases on the various stages of
					 the second language acquisition process;
8. Knowledge of another language and its
					 structure;
9. Understanding of and
					 proficiency in grammar, usage, and mechanics and their integration in writing;
					 and
10. Knowledge of both general
					 linguistics and English linguistics.
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 8VAC20-543-310 - Foreign language preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
A.
					 The specific language of the endorsement shall be noted on the
					 license.
B. Foreign language
					 preK-12 - languages other than Latin and American Sign Language. The program in
					 the foreign language shall ensure that the candidate has:
1. Demonstrated the following competencies:
a. Understanding of authentic speech at a
					 normal tempo;
b. Ability to speak
					 with a command of vocabulary, pronunciation, and syntax adequate for expressing
					 thoughts to a native speaker not used to dealing with foreigners;
c. Ability to read and comprehend authentic
					 texts of average difficulty and of mature content;
d. Ability to write a variety of texts
					 including description and narration with clarity and correctness in vocabulary
					 and syntax;
e. Knowledge of
					 geography, history, social structure, and artistic and literary contributions
					 of the target societies;
f. Ability
					 to interpret contemporary lifestyles, customs, and cultural patterns of the
					 target societies;
g. Understanding
					 of the application of basic concepts of phonology, syntax, and morphology to
					 the teaching of the foreign language;
h. Knowledge of the national standards for
					 foreign language learning, current proficiency-based and performance-based
					 objectives of the teaching of foreign languages at the elementary and secondary
					 levels, elementary and secondary methods and techniques for attaining these
					 objectives, the use of technology and media in teaching languages, current
					 curricular developments, the relationship of language study to other areas of
					 the curriculum, and the professional literature of foreign language
					 teaching;
i. Understanding of and
					 proficiency in grammar, usage, and mechanics and their integration in
					 writing;
j. 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;
k. Knowledge of the assessment of foreign
					 language skills in listening, speaking, reading, and writing, and the differing
					 types of assessments and their uses, including portfolio-based assessments,
					 integrated performance assessments, and oral proficiency interviews;
					 and
l. Knowledge of the
					 characteristics of effective foreign language teaching, including the standards
					 and key elements related to foreign language teaching as outlined in the
					 Virginia Standards for the Professional Practice of Teachers.
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 8VAC20-543-320 - Gifted education (add-on endorsement)

Current through Register Vol. 40, No. 24, July 15, 2024
The program in gifted education 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
					 principles of the integration of gifted education and general education,
					 including:
a. Strategies to facilitate the
					 interaction of gifted students with students of similar and differing
					 intellectual and academic abilities;
b. Development of activities to encourage
					 parental and community involvement in the education of the gifted;
c. Strategies to encourage collaboration
					 among professional colleagues, especially in the areas of curriculum and
					 professional development; and
d.
					 Strategies to collaborate and consult with general education teachers and other
					 resource specialists on behalf of gifted students.
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 8VAC20-543-330 - Health and physical education preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
The program in health and physical education preK-12
						shall ensure that the candidate has demonstrated the following
						competencies:
1. Understanding of the
					 knowledge, skills, and processes of health and physical education as defined in
					 the Virginia Standards of Learning including the following:.
a. Competence in motor skills and movement
					 patterns needed to perform a variety of physical activities;
b. Knowledge of structures and functions of
					 the body and how they relate to and are affected by human movement to learning
					 and developing motors skills and specialized movement forms;
c. Demonstrate the aptitude, attitude, and
					 skills to lead responsible, fulfilling, and respectful lives; and
d. Understand the importance of energy
					 balance and nutritional needs of the body to maintain optimal health and
					 prevent chronic disease.
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 8VAC20-543-340 - History and social sciences

Current through Register Vol. 40, No. 24, July 15, 2024
The program in history and social sciences shall ensure
						that the candidate has demonstrated the following competencies:
1. Understanding of the knowledge, skills,
					 and processes of history and the social science disciplines as defined by the
					 Virginia History and Social Sciences Standards of Learning and how the
					 standards provide the foundation for teaching history and the social sciences,
					 including in:
a. United States history.
(1) The evolution of the American
					 constitutional republic and its ideas, institutions, and practices from the
					 philosophical origins in the Enlightenment through the debates of the colonial
					 period to the present; the American Revolution, including ideas and principles
					 preserved in significant Virginia and United States historical documents as
					 required by § 22.1-201 of the Code of Virginia (the Declaration of
					 American Independence; the general principles of the Constitution of the United
					 States; the Virginia Statute of Religious Freedom; the charters of The Virginia
					 Company of April 10, 1606, May 23, 1609, and March 12, 1612; and the Virginia
					 Declaration of Rights); Articles of Confederation; and historical challenges to
					 the American political system;
(2)
					 The influence of religious traditions on American heritage and contemporary
					 American society;
(3) The influence
					 of immigration on American political, social, cultural, and economic
					 life;
(4) The origins, effects,
					 aftermath, and significance of the two world wars, the Korean and Vietnam
					 conflicts, and the post-Cold War era;
(5) The social, political, and economic
					 transformations in American life during the 20th century;
(6) The tensions between liberty and
					 equality, liberty and order, region and nation, individualism and the common
					 welfare, and cultural diversity and national unity;
(7) The difference between a democracy and a
					 republic and other types of economic and political systems; and
(8) The history, culture, contributions, and
					 agency of African Americans, including (i) an understanding of African origins;
					 (ii) the African diaspora; (iii) developments of the Black experience in North
					 America; (iv) the institution of slavery in the United States, including
					 historical perspectives of the enslaved; and (v) how African Americans helped
					 shape and have been shaped by American society.