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Oregon Bulletin

March 1, 2011

 

Teacher Standards and Practices Commission
Chapter 584

Rule Caption: Adopts new Division 17 School Social Worker program rules.

Adm. Order No.: TSPC 1-2011

Filed with Sec. of State: 1-26-2011

Certified to be Effective: 1-26-11

Notice Publication Date: 5-1-2010

Rules Adopted: 584-017-0500, 584-017-0510, 584-017-0520, 584-017-0530, 584-017-0541, 584-017-0551, 584-017-0555, 584-017-0560, 584-017-0570, 584-017-0580

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

      584-017-0510: Selection, Recruitment, and Admission of Candidates — Clarifies that the unit attracts and admits only those candidates who meet the established entry standards and requirements.

      584-017-0520: Retention and Advising — Clarifies that the unit develops, publishes and implements procedures and criteria regarding retention of candidates in the program.

      584-017-0530: Curriculum 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.

      584-017-0541: Knowledge, 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.

      584-017-0551: Knowledge, 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.

      584-017-0555: Authorization Level for School Social Workers — Establishes levels for School Social Worker License.

      584-017-0560: Practica 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 placements.

      584-017-0570: Knowledge 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 social worker.

      584-017-0580: Verification of Program Completion — The unit ensures that candidates have completed the program successfully.

Rules Coordinator: Lynn Beaton—(503) 373-0981

584-017-0500

Purpose of School Social Worker Licensure

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.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0510

Selection, Recruitment and Admission of Candidates

The unit attracts and admits qualified candidates to the program giving special attention to current personnel needs of schools and actively recruits under-represented groups.

(1) The unit admits only those candidates who meet the established entry standards and requirements.

(2) Each candidate is competent to work with school-aged children.

(3) Each candidate attests to possessing moral character necessary for licensure in Oregon.

(4) Each candidate shall document:

(a) Experience working with youth in educational and social agencies; and

(b) A master’s degree in social work.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0520

Retention and Advising

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.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0530

Curriculum Design

The institution has an articulated program of studies based on a shared conceptual design that prepares effective educators consistent with the unit’s mission.

(1) A current syllabus is submitted to TSPC for each professional course in the program.

(2) Each syllabus states the outcomes and activities of the course and procedures and criteria for evaluating the achievement of students enrolled in the courses.

(3) The syllabi incorporate the knowledge and skills required for licensure and reflect contemporary curriculum for each of the authorization levels.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0541

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 decision making.

(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’ learning experiences.

(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 learning experience.

(5) School social workers shall help empower students and their families to gain access to and effectively use formal and informal community resources.

(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 learning.

(11). School social workers shall possess knowledge and understanding of the organization and structure of the local education agency (school district).

(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 needs.

(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.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0551

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 services.

(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 these needs.

(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 productive relationships.

(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 student success.

(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 interns.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0555

Authorization Level for School Social Workers

The unit assures that candidates for Initial School Social Worker License and Continuing School Social Worker License demonstrate knowledge, skills and competencies for a K-12 authorization level by:

(1) Completing preparation in developmental psychology and methods appropriate for early childhood through high school;

(2) Articulating and applying a philosophy of education appropriate for early childhood through high school;

(3) Completing supervised practica in early childhood through high school; and

(4) Documenting knowledge by submitting passing scores on the Commission-approved licensure tests.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0560

Practica for the School Social Worker Program

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 experiences.

(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.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0570

Knowledge of School Law for School Social Worker

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.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

584-017-0580

Verification of Program Completion

The unit ensures that candidates have completed the program successfully.

(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.

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553

Hist.: TSPC 1-2011, f. & cert. ef. 1-26-11

 

Rule Caption: Clarifies requirements for endorsements for Initial I, Initial II, and Continuing Teaching licenses.

Adm. Order No.: TSPC 2-2011

Filed with Sec. of State: 1-28-2011

Certified to be Effective: 1-28-11

Notice Publication Date: 7-1-2010

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 authorizations.

Rules Coordinator: Lynn Beaton—(503) 373-0981

584-060-0062

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 Licensure Tests.)

(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 endorsement;

(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) Authorization Level:

(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

(B) Art;

(C) ESOL;

(D) ESOL/Bilingual;

(E) Library Media Specialist;

(F) Music;

(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;

(iii)Vision 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:

(i) Drama;

(ii) Japanese;

(iii) Latin;

(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 Tests.)

(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 sought; or

(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.)

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 –342.430; 342.455 – 342.495; 342.553

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. 1-28-11

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.

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