Subject: 584-017-0500: Purpose of School Social Worker
Licensure — Clarifies that social worker licensure program is consistent
with current national standards for school social workers
Recruitment, and Admission of Candidates — Clarifies that the unit
attracts and admits only those candidates who meet the established entry
standards and requirements.
and Advising — Clarifies that the unit develops, publishes and
implements procedures and criteria regarding retention of candidates in the
Design — Requires that the institution have an articulated program of
studies based on a shared conceptual design that prepares effective educators
consistent with the unit’s mission.
Skill, Abilities and Cultural Competencies for Initial School Social Worker
License — Clarifies that candidates who complete the program have the
knowledge, skill, ability and cultural competence to develop and deliver a
school social worker services.
Skills, Abilities and Cultural Competencies for Continuing School Social Worker
License — Candidates who complete the program have the knowledge,
skill, ability, and cultural competence to document and contribute to the
program development within their district.
Level for School Social Workers — Establishes levels for School
Social Worker License.
for the School Social Worker Program — Specifies practica in two
essential parts; licensure required for supervision of practica; designates
number of visits by supervising faculty; and requires work sample in both
of School Law for School Social Worker — The unit provides
preparation in state and federal statutes on ethics, civil rights and laws
prohibiting discrimination and other laws related to the practice of school
of Program Completion — The unit ensures that candidates have
completed the program successfully.
Rules Coordinator: Lynn Beaton—(503) 373-0981
Purpose of School Social Worker
These rules establish a licensure program for school
social workers that is consistent with current national standards for school
social workers. This program has the following characteristics:
(1) The program is designed to recognize the developmental
levels of students.
(2) The program is designed to recognize the mutual
influence of the individual and the environment.
(3) Continuing professional development is an integral
part of the licensure program.
The unit develops, publishes and implements procedures
and criteria for making decisions on retention of candidates in the program.
(1) Procedures and criteria to evaluate progress assure
that only those qualified are retained.
(2) Opportunities are established for advising and
counseling on personal and professional concerns.
(3) The unit shall collect data on admissions,
retention, advising, supervision, transcription of credits, and evidence of
performance. Records shall be secure and comply with confidential and legal
requirements to protect candidate rights and interests.
Knowledge, Skills, Abilities and
Cultural Competencies for Initial School Social Worker License
(1) School Social Worker Program: Candidates who
complete the program are school social workers and interdisciplinary leaders
who have the knowledge, skill, ability, and cultural competence to develop and
deliver school social worker services that demonstrate continuous improvement,
and advance the mission of the school. Candidates:
(a) Know the history, philosophy, and current trends in
school social work and educational programs;
(b) Work collaboratively to mobilize the resources of
local education agencies and communities to meet the needs of students and
families, and provide consultation to local education agency personnel, school
board members, and community representatives to promote understanding and
effective utilization of school social work services;
(c) Organize their time, energies, and workloads to
fulfill their responsibilities and complete assignments of their position, with
due consideration of the priorities among their various responsibilities; and
(d) Align the school social work program with the
academic and student services program in the school.
(2) A school social worker shall demonstrate commitment
to the values and ethics of the social work profession and shall use National
Association of Social Workers (NASW) Code of Ethics as a guide to ethical
(3) School social workers shall ensure that students
and their families are provided services within the context of multicultural
understanding and competence that enhance families’ support of students’
(4) School social work services shall be extended to
students in ways that build students’ individual strengths and offer students
maximum opportunity to participate in the planning and direction of their own
(5) School social workers shall help empower students
and their families to gain access to and effectively use formal and informal
(6) School social workers shall maintain adequate
safeguards for the privacy and confidentiality of information.
(7) School social workers shall advocate for students
and their families in a variety of situations.
(8) School social workers shall conduct assessments of
student needs that are individualized and provide information that is directly
useful for designing interventions that address behaviors of concern.
(9) School social workers shall possess knowledge and
understanding basic to the social work profession.
(10) School social workers shall understand the
backgrounds and broad range of experiences that shape students’ approaches to
(11). School social workers shall possess knowledge and
understanding of the organization and structure of the local education agency
(12). School social workers shall possess knowledge and
understanding of the reciprocal influences of home, school, and community.
(13) School social workers shall possess skills in
systematic assessment and investigation.
(14) School social workers shall understand the
relationship between practice and policies affecting students.
(15) School social workers shall be able to select and
apply empirically validated or promising prevention and intervention methods to
enhance students’ educational experiences.
(16) School social workers shall be able to promote
collaboration among community health and mental health services providers and
facilitate student access to these services.
(17) Informational Resources and Technology: Candidates
who complete the program are school social workers who have the knowledge,
ability, skill, and cultural competence to be skilled in the selection and use
of informational resources and technology and use them to facilitate the
delivery of a comprehensive school social work services that meets student
(18) Reflective Practice: Candidates who complete the
program are school social workers who have the knowledge, ability, skill, and
cultural competence to integrate their knowledge, skills, and life experience
to respond effectively to new or unexpected critical events and situations.
Knowledge, Skills, Abilities, and
Cultural Competence for Continuing School Social Worker License
(1) Candidates who complete the program are
accomplished school social workers and educational leaders who have the
knowledge, skill, ability, and cultural competence to document and contribute
to the professional literature or program development within their district.
(2) School social workers shall organize their time,
energies, and workloads to fulfill their responsibilities and complete
assignments of their position, with due consideration of the priorities among
their various responsibilities.
(3) School social workers shall provide consultation to
local education agency personnel, school board members, and community
representatives to promote understanding and effective utilization of school
social work services.
(4) As leaders and members of interdisciplinary teams
and coalitions, school social workers shall work collaboratively to mobilize
the resources of local education agencies and communities to meet the needs of
students and families.
(5) School social workers shall develop and provide
training and educational programs for parents, teacher, other local education
agency personnel, and staff of community agencies that address the goals and
mission of the educational institution.
(6) School social workers shall maintain accurate data
that are relevant to planning, management, and evaluation of school social work
(7) School social workers shall incorporate assessments
in developing and implementing intervention and evaluation plans that enhance
students’ abilities to benefit from educational experiences.
(8) School social workers, as systems change agents,
shall identify areas of need that are not being addressed by the local
education agency and community and shall work to create services that address
(9) School social workers shall be trained in and use
mediation and conflict resolution strategies to promote students’ resolution of
their nonproductive encounters in the school and community and to promote
(10) School social workers shall meet the provisions
for practice set by NASW.
(11) School social workers shall be able to evaluate
their practice and disseminate the findings to consumers, the local education
agency, the community, and the profession.
(12) School social workers shall possess skills in
developing coalitions at the local, state, and national levels that promote
(13) School social workers shall assume responsibility
for their own continued professional development in accordance with the NASW
Standards for Continuing Professional Education and state requirements.
(14) School social workers shall contribute to the
development of the profession by educating and supervising school social work
The unit provides practica in public or private school settings
for purposes of instruction, assessment of competency, and integration of
fieldwork with academic study.
(1) The candidate completes at least a total of 800 hours of
practicum experience supervised by a licensed school social worker or a state
licensed clinical social worker and divided in the following manner:
(a) 400 hours must be in a school setting;
(b) 400 hours must be community-based and in one of the following:
(A) Community-based social services agency serving school age
children and families; or
(B) In a school setting in which the majority of activities
involve outreach to and liaison with community-based agencies.
(c) The practicum experience must provide opportunities for
candidates to work with students from early childhood through high school.
(2) The candidate provides documentation of a clinical social
worker practicum, including experience in a public service agency serving
school age children or youth.
(3) Each candidate assembles two portfolios to demonstrate the
ability to perform the duties of a school social worker in each of the practica
(4) The unit’s supervisor and the cooperating school social worker
jointly determine that the candidate for school social worker has demonstrated
in the two practica the skills and competencies.
(5) The unit establishes and uses policies on supervision of
practica students that state the responsibilities of institutional supervisors
and practicum site supervisors and administrators.
(6) The unit’s supervisor makes a minimum of two
supportive-evaluative visits during each practicum.
(7) At least twice during each of the practica, the unit’s
supervisor meets with the candidate and the school supervisor in joint
conferences to discuss performance and evaluation.
The unit provides preparation in state and federal
statutes on education including the commission’s standards on professional
ethics, laws prohibiting discrimination and rights and responsibilities of
students, teachers, and parents, special education and other laws applicable to
the practice of school social worker.
The unit ensures that candidates have completed the
(1) The unit documents that candidates for licensure
have acquired the knowledge and demonstrated the competencies required for the
Initial or Continuing School Social Worker License.
(2) The unit attests that the candidates have passed
the commission-adopted tests for school social worker content knowledge and
civil rights and professional ethics.
(3) The unit documents that candidates for licensure
have completed the required practica successfully.
(4) The unit attests that candidates comply with and
have knowledge of the requirements of ORS 342.123, 342.143 and Standards for
Competent and Ethical Performance of Oregon Educators in division 020.
(5) Candidates for Initial School Social Worker License
will hold a minimum of a Master’s degree in social work from a regionally
accredited institution in the United States, or the foreign equivalent of such
degree approved by the commission.
(6) Candidates for Continuing School Social Worker License
will hold a minimum of a Master’s degree in social work and have completed,
beyond the initial program in school social work, an advanced program
consisting of a minimum of six semester or nine quarter hours of graduate
credit as approved by the commission.
Caption: Clarifies requirements for
endorsements for Initial I, Initial II, and Continuing Teaching licenses.
Order No.: TSPC 2-2011
Filed with Sec. of
Certified to be
Rules Amended: 584-060-0062
Subject: 584-060-0062 — Endorsements to Initial I,
Initial II or Continuing Teaching Licenses — Defines endorsement,
clarifies practicum requirements and adding endorsements to all grade-level
Rules Coordinator: Lynn Beaton—(503) 373-0981
Adding Endorsements to Initial I,
Initial II or Continuing Teaching Licenses
(1) An endorsement is the subject matter or specialty
education field in which the educator is licensed to teach. Educators may only
teach the subjects in which they are licensed in the grade levels authorized on
the license (authorization level).
(2) A multiple subjects self-contained endorsement does
not allow the teacher to teach: Adaptive Physical Education, Art,
Communications Disorders, Early Intervention/Special Education, ESOL,
ESOL/Bilingual, Hearing Impaired, Library Media, Music, Physical Education,
Reading Specialist, Special Education, or Vision Impaired.
(3) Subject-Matter Competency: A new endorsement will
be added to a new or existing Initial I, Initial II or Continuing Teaching
License upon documentation of one of the following: (For Middle-Level
Endorsement exceptions see subsection (5) below.)
(a) For endorsements where subject-matter mastery tests
are required by the commission:
(A) Documentation of a passing score on all
Commission-approved tests required for the endorsement; or
(B) Documentation of successful completion of the
commission-approved alternative assessment in lieu of the passing score on the
subject-matter mastery test.
(b) For the endorsements where the commission has not
approved subject-matter mastery tests including but not limited to: Drama,
Japanese, Latin, Russian, and Adaptive Physical Education:
(A) Completion of a program or demonstrated completion
of required coursework; or
(B) A nonprovisional out-of-state license showing
endorsement in the subject-area.
(c) Special Exception for Out-of-State Applicants: For
out-of-state applicants upon first licensure in Oregon. (See OAR 584-036-0080
(4) Practicum Requirements: In addition to the
requirements in subsection (3)(a) and (b) of this rule, one of the following
practical experiences must be completed:
(a) A program-supervised practicum of two semester
hours or three quarter hours, which except as specified below may or may not be
part of a longer preparation that includes content or methods courses in the
subject area, in an institution approved to prepare teachers for that
(b) Verification of 60 hours or more of experience
teaching the new subject-area at least one hour each day or the equivalent on
either an optional assignment of ten hours or less or an approved conditional
assignment permit (CAP) as allowed by OAR 584-036-0181[.]; or
(c) Completion of an approved program in the new
subject-matter endorsement area.
(5) Adding Endorsements to the Middle-Level (ML)
(a) Teachers holding an Initial, Initial I, Initial II,
or Continuing Teaching License with a multiple subjects self-contained or a
multiple subjects endorsement with either an elementary or middle-level
authorization are not required to complete an additional subject-related
practicum to add the endorsements specified in this subsection.
(b) To add the endorsements listed below, teachers
qualifying under this section must pass the Commission-approved high school or
middle school test or tests in the appropriate subject-matter area:
(A) Language Arts or middle-school Language Arts;
(B) Social Studies or middle-school Social Studies;
(C) Science or middle school science; or
(D) Basic or Advanced Math.
(c) A multiple subjects endorsement is also required to
add all general education endorsements at the middle-level authorization except
the following specialty endorsements:
(A) Adaptive Physical Education
(E) Library Media Specialist;
(G) Physical Education;
(H) Reading; and
(I) Special Education;
(J) Vision Impaired;
(K) Hearing Impaired;
(L) Communications Disorders;
(M) Early Intervention/Special Education.
(6) Grade Authorization Level: Some endorsement areas
may require the completion of a new authorization level program prior to being
added to the license. The applicant should obtain a check sheet of requirements
from TSPC prior to pursing adding a new endorsement to an existing license.
(See, OAR 584-060-0052 Adding Authorization Levels to Existing Initial and
Continuing Teaching Licenses.)
(7) When Programs are Required: An approved program
including content courses, methods courses, and practica is always required as
preparation for added endorsement in the following areas:
(A) All Special Education endorsements, including:
(i) Early Intervention/Special Education;
(ii) Hearing Impairment;
(iv) Special Education; and
(v) Communication Disorders;
(B) English to Speakers of Other Languages (ESOL);
(C) Reading; or
(D) Subjects for which no subject mastery test has been
required by the commission for endorsement including but not limited to:
(iv) Russian; and
(v) Adaptive Physical Education.
(b) Program evaluations for waiver of the subject
matter test for out-of-state applicants requesting these endorsements must
align with the requirements in Division 38.(See, OAR 584-036-0080 Licensure
(c) Adding a Multiple Subjects or other General
Education Endorsement to a License with Only a Specialty Endorsement: To add
any general education endorsement to a license that holds a “specialty
endorsement” only requires the following:
(A) Evidence of completion of a general education
program at the grade levels at which the general education endorsement is
(B) A recommendation by C-2 form by an Oregon program
approved to offer the endorsement.
(8) Specialty Endorsements: (a) Adding specialty
endorsements such as art, music, ESOL, ESOL/bilingual, reading, physical
education, and library media specialists may involve additional coursework.
(See, OAR 584-060-0071 Endorsements Requiring Special Preparation.)
Hist.: TSPC 3-2005(Temp), f. &
cert. ef. 4-15-05 thru 9-30-05; TSPC 7-2005, f. & cert. ef. 8-24-05; TSPC
2-2007, f. & cert. ef. 4-23-07; TSPC 7-2008, f. & cert. ef. 8-20-08;
TSPC 4-2009, f. & cert. ef. 9-22-09; TSPC 2-2011, f. & cert. ef.
Notes 1.) This online version of the OREGON BULLETIN is provided for convenience of reference and enhanced access. The official, record copy of this publication is contained in the original Administrative Orders and Rulemaking Notices filed with the Secretary of State, Archives Division. Discrepancies, if any, are satisfied in favor of the original versions. Use the OAR Revision Cumulative Index found in the Oregon Bulletin to access a numerical list of rulemaking actions after November 15, 2010.