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Oregon Bulletin

March 1, 2013

Teacher Standards and Practices Commission, Chapter 584

Rule Caption: Amends licensure and accreditation rules; adopts new standards for elementary math specialist.

Adm. Order No.: TSPC 1-2013

Filed with Sec. of State: 2-14-2013

Certified to be Effective: 2-14-13

Notice Publication Date: 1-1-2013

Rules Adopted: 584-066-0015

Rules Amended: 584-005-0005, 584-018-0205, 584-018-0305, 584-070-0411, 584-100-0016, 584-100-0038, 584-100-0101, 584-100-0106

Subject: 584-005-0005 — Makes needed housekeeping changes to rule definitions;

 584-018-0205 — Changes website for administrator licensure standards;

 584-018-0305 — Changes website for school counselor standards;

 584-066-0015 — Adopts new standards for Elementary Math Instructional Specialist;

 584-070-0411 — Eliminates test as mandatory requirement for School Social Worker;

 584-100-0016 — Puts limitation on elementary licenses that may be subject to NCLB HOUSSE evaluation;

 584-100-0038 — Puts limitation on secondary licenses that may be subject to NCLB HOUSSE evaluation;

 584-100-0101 — Adds two licenses to list of “full-state certification” licenses for purposes of NCLB.

 584-100-0106 — Adds one license to list of “NOT” full-state certification license for purposes of NCLB.

Rules Coordinator: Victoria Chamberlain—(503) 378-6813

584-005-0005

Definitions

These definitions apply to divisions 001-100 unless otherwise indicated by the context:

(1) “Administrators:” Superintendents, assistant, deputy, or associate superintendents, principals, vice principals, assistant principals, associate principals, and such other personnel, regardless of title, whose positions require them to: (a) evaluate other licensed personnel; (b) discipline other licensed personnel; and (c) authorize out-of-school suspension or expulsion of students.

(2) “All Grade Levels:” Grades prekindergarten through 12 (prek–12).

(3) “Application:” A request for an Oregon license authorizing service in public schools or a request for reinstatement or renewal of such license. As used in these rules, “complete application” includes the Application Form, C-1, the fee, and all supporting documents necessary for the evaluation for the license.

(4) “Appropriately Assigned:” Assignments for administrator, teacher, school counselor, school psychologist, school social worker or school nurse duties for which the person involved holds the proper license, endorsements and authorizations.

(5) “Approved Institution:” A U.S. regionally accredited institution of higher education approved to prepare licensed personnel by a U.S. governmental jurisdiction in which the institution is located. See definition of “Regional Accrediting Associations” below.

(6) “Approved Program:” An Oregon program of educator preparation approved by TSPC and offered by a regionally accredited Oregon institution or other entity able to meet the Commission’s standards. As it applies to out-of-state programs, a program approved by the licensure body of any U.S. governmental jurisdiction authorized to approve educator preparation programs.

(7) “Athletic Coaches:” Licensed personnel employed full time or part time for purposes of participation in interscholastic athletics and whose duties include instruction of students, preprimary through grade twelve.

(8) “Authorization Level:” The grade levels in which a person may teach, i.e., early childhood, elementary, middle level and high school as defined in OAR 584-060-0051.

(9) “Charter School Registration:” The process by which an unlicensed teacher or administrator has cleared the fingerprints and criminal background check by TSPC and is authorized to work as an educator in an established Oregon charter school.

(10) “Commission:” Teacher Standards and Practices Commission (TSPC).

(11) “Completion of Approved Program:” The applicant has met the institution’s academic requirements and any additional state or federal requirements and has obtained the institution’s recommendation for licensure.

(12) “Conditional Assignment:” (Formerly “Missassignment”) Assignment of a licensed educator to a position for which he or she does not hold the subject or specialty area endorsement or authorization level required by the rules for licensure. (See, OAR 584-060-0250).

(13) “Consortium:” An advisory body to the institution in reviewing, evaluating, and making recommendations on the design, implementation, evaluation, and modification of the program.

(14) “Continuing Professional Development:” Professional development that meets the requirements of OAR 584, Division 90 and enables an educator to be eligible for licensure renewal.

(15) “Education Service District (ESD):” A district created under ORS 334.010 that provides regional educational services to component school districts.

(16) “Endorsement:” The subject matter or specialty education field in which the individual is licensed to teach.

(17) “Executive Director:” The Executive Director of the Commission. (See, ORS 342.410.)

(18) “Expired License:” A license for which an application for renewal was not received by TSPC prior to the date of expiration stated on the license.

(19) “Instructional Assistant or Educational Assistant or Teaching Assistant:” A non-licensed position of employment in a school district assigned to assist a licensed teacher in a supportive role in the classroom working directly with students.

(20) “Intern:” A student of an approved institution who serves as a teacher, personnel specialist, or administrator under the supervision of the institution and of the school district in order to acquire practical experience in lieu of student teaching or supervised practica. Interns may receive both academic credit from the institution and financial compensation from the school district. Interns may serve as assistant coaches.

(21) “Joint Application:” Submitted by the school district in cooperation with the applicant.

(22) “Liaison Officer:” The person designated by the unit to submit all program modifications for TSPC approval, issue all recommendations for licensure under the approved program, authorize all waivers of professional courses for students enrolled in the program, and handle all correspondence between TSPC and the unit.

(23) “Major Traffic Violation:” Includes driving while under the influence of intoxicants (ORS 487.540); reckless driving (487.550); fleeing or attempting to elude a police officer (487.555); driving while license is suspended or revoked or beyond license restrictions (487.560); or failure to perform the duties of a driver or witness at an accident (483.602).

(24) “National Board For Professional Teaching Standards (NBPTS):” A professional board established to award a National Teaching Certificate to qualified educators.

(25) “Oregon Educator Licensure Assessments (ORELA):” Licensure tests adopted by the Commission in specified endorsement or licensure areas.

(26) “Out of State Licenses or Certificates:” A certificate or license valid for full-time employment, at least equivalent to the Oregon license being requested, issued by one of the United States, a U.S. jurisdiction (American Samoa, Commonwealth of Northern Marianas, District of Columbia, Guam, Puerto Rico, and Virgin Islands), or the U.S. Department of Defense.

(27) “Personal Qualifications:” Personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator.

(28) “Personnel Service:” A type of license issued to counselors, school psychologists, and school social workers.

(29) “Practicum or Practica:” All supervised field experiences other than student teaching or internships. A practicum may be part of the field experience necessary to add an endorsement.

(30) “PRAXIS:” A series of licensure examinations for beginning educators produced and administered by Educational Testing Service (ETS) and adopted by TSPC as licensure examinations.

(31) “Principal:” The administrator of each school building or buildings as designated by the school district board or district superintendent.

(32) “Professional Development Units (PDU):” A unit of standard-related activity that equals one clock hour of professional development and contributes to completion of an educator’s continuing professional development requirements. (See, OAR 584-090 et seq.)

(33) “Program Administrator:” Managers of school programs and coordinators of district-wide programs that are accountable at the building level.

(34) “Program Review Committee or Site Visit Committee:” Committee appointed by the Commission to conduct an on-site review for purposes of approval of an educator preparation program.

(35) “Public Funds:” All monies expended by public school districts and for which the school board has responsibility, including funds from local, state, federal, and private sources. (See, ORS 342.120(9).)

(36) “Public Schools:” Public school districts, education service districts and public charter school created under ORS Ch. 338, which are supported by local, state and federal public funds and for which the school board has responsibility, for the program of instruction carried out in that school.

(37) “Regional Accrediting Associations:” Colleges and universities approved for teacher education must be accredited by the appropriate regional association at the time the degree or program is completed. The regional associations are: New England Association of Schools and Colleges - Commission on Institutions of Higher Education; North Central Association of Colleges and Schools — The Higher Learning Commission; Northwest Commission on Colleges and Universities; Middle States Association of Colleges and Schools — Middle States Commission on Higher Education; Southern Association of Colleges and Schools Commission on Colleges; or Western Association of Schools and Colleges Accrediting Commission for Senior Colleges and Universities.

(38) “Reinstatement:” Restoration of the validity of a license which has expired, been suspended, or been revoked. (See, OAR 584-050-0015.)

(39) “Renewal:” Extension of validity of a current license. An application for renewal must be submitted prior to the expiration date stated on the license.

(40) “School:” A single school building or combination of buildings which the school board or charter school designates as a school.

(41) “School Administrator:” The principal, vice principals and assistant principals or any other title performing those duties at each school.

(42) “School Board:” The board of directors of a local school district or an education service district, the governing board of a public charter school, a registered private school, or the directors of a state, federal, or special state-supported school.

(43) “School Counselor:” A licensed employee of the district assigned to assist students to: develop decision-making skills, obtain information about themselves, understand opportunities and alternatives available in educational programs, set tentative career and educational goals, accept increasing responsibilities for their own actions, develop skills in interpersonal relations, and utilize school and community resources.

(44) “School District:” Includes administrative school districts; common school districts; joint school districts; union high school districts; county units; education service districts; registered private schools; and state, federal, and special state-supported schools; may also include school districts from other states.

(45) “School Nurse:” A registered nurse who is certified by the Teacher Standards and Practices Commission as qualified to conduct and coordinate the health service programs of a school. (See, OAR 584 div. 21.)

(46) “School Psychologist:” A licensed employee of the district assigned to: assessment of students’ mental aptitude, emotional development, motor skills, or educational progress; designing educational programs for students and conferring with licensed personnel regarding such programs; and consulting with parents and students regarding interpretation of assessments and the design of educational programs. (See OAR 584, Divs. 44 and 70.)

(47) “School Supervisor:” Educators who assist, supervise, and evaluate students enrolled in the field-centered activities, including but not limited to, practica, internships and student teaching. (See OAR 584, Div. 17.)

(48) “Self-Contained Classroom:” An assignment for teaching in grades preprimary through eight in which the teacher has primary responsibility for the full curriculum.

(49) “Skills:” Ability to use knowledge effectively in the performance of specific tasks typical of those required in an educational position.

(50) “State Board:” The Oregon State Board of Education.

(51) “Student Teacher:” A student of an approved teacher education institution who is assigned to a public or approved private school for professional practica under the supervision of qualified personnel. Student teachers may provide instruction or may serve as assistant coaches.

(52) “Superintendent:” The district’s chief administrator who reports directly to the school board.

(53) “Supervisor of Licensed Personnel:” A person assigned to a position which includes the on-the-job supervision or evaluation of licensed personnel.

(54) “Teacher:” Includes all licensed or registered employees in the public schools, charter schools or employed by an education service district who have direct responsibility for instruction, coordination of educational programs or supervision or evaluation of teachers and who are compensated for their services from public funds. “Teacher” does not include a school nurse as defined in ORS 342.455.

(55) “Teacher Education Programs or Educator Preparation Programs:” Programs preparing teachers, personnel service specialists, or administrators. Oregon Revised Statutes use the term “teacher education” to refer to all programs preparing educational personnel for public elementary and secondary schools, not exclusive to those for classroom teachers.

(56) “Transcripts:” An official record of academic preparation which bears the signature of the registrar and the seal of the institution or is received directly by the Commission electronically.

(57) “TSPC:” Teacher Standards and Practices Commission.

(58) “Unit:” The institution, college, school, department, or other administrative body with the responsibility for managing or coordinating all programs offered for the initial and continuing preparation of teachers and other school personnel, regardless of where these programs are administratively housed.

(59) “Vice Principal:” A principal’s immediate subordinate assigned to coordination of instruction, discipline, student activities, or supervision or evaluation of staff.

(60) “Work Samples or Teacher Work Samples:” A designed and implemented unit of study that demonstrates capacity to foster student learning.

(61) “Year of Experience:” A period of at least eight consecutive months of full-time work or two consecutive years of one-half time or more while holding a license valid for the assignment.

[ED. NOTE: Forms referenced are available from the agency.]

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99; TSPC 4-1999, f. & cert. ef. 8-2-99; TSPC 2-2000, f. & cert. ef. 5-15-00; TSPC 5-2000, f. & cert. ef. 9-20-00; TSPC 4-2001, f. & cert. ef. 9-21-01; TSPC 5-2001, f. & cert. ef. 12-13-01; TSPC 2-2002, f. & cert. ef. 3-15-02; TSPC 6-2002, f. & cert. ef. 10-23-02; TSPC 3-2003, f. & cert. ef. 5-15-03; TSPC 1-2005, f. & cert. ef. 1-21-05; TSPC 11-2006, f. & cert. ef. 8-17-06; TSPC 2-2007, f. & cert. ef. 4-23-07; TSPC 5-2007, f. & cert. ef. 8-15-07; TSPC 2-2008, f. & cert. ef. 4-15-08; TSPC 3-2008(Temp), f. & cert. ef. 5-30-08 thru 11-25-08; TSPC 7-2008, f. & cert. ef. 8-20-08; TSPC 3-2009(Temp), f. & cert. ef. 5-15-09 thru 11-11-09; TSPC 5-2009, f. & cert. ef. 10-5-09; TSPC 6-2011, f. 8-15-11, cert. ef. 9-1-11; TSPC 1-2013, f. & cert. ef. 2-14-13

584-018-0205

Educational Leadership for Administrator Licensure Standards

These standards align with the Educational Leadership Constituents Council (ELCC) 2008 standards for Educational Leadership. The knowledge and skill abilities required for each program standard are found within the full document of the 2008 standards. These standards are aligned with the Interstate School Leader Licensure Consortium (ISLLC) recommended standards. Oregon programs must demonstrate integration of principles of cultural competency and equitable practice in each standard through the entire educational leadership and school administration licensure programs.

(1) Visionary Leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders. [ISLLC Standard 1] Educational Leaders:

(a) Collaboratively develop and implement a shared vision and mission;

(b) Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning;

(c) Create and implement plans to achieve goals;

(d) Promote continuous and sustainable improvement; and

(e) Monitor and evaluate progress and revise plans.

(2) Instructional Improvement: leader integrates principles of cultural competency and equitable practice and promotes the success of every student by sustaining a positive school culture and instructional program conducive to student learning and staff professional growth. [ISLLC Standard 2] Educational Leaders:

(a) Nurture and sustain a culture of collaboration, trust, learning and high expectations;

(b) Create a comprehensive, rigorous and coherent curricular program;

(c) Create a personalized and motivating learning environment for students;

(d) Supervise and support instruction;

(e) Develop assessment and accountability systems to monitor student progress;

(f) Develop the instructional and leadership capacity of staff;

(g) Maximize time spent on quality instruction;

(h) Promote the use of the most effective and appropriate technologies to support teaching and learning; and

(i) Monitor and evaluate the impact of instruction.

(3) Effective Management: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. [ISLLC Standard 3] Educational Leaders:

(a) Monitor and evaluate the management and operational systems;

(b) Obtain, allocate, align and efficiently use human, fiscal and technological resources;

(c) Promote and protect the welfare and safety of students and staff;

(d) Develop the capacity for adaptive leadership; and

(e) Ensure teacher and organizational time is focused to support quality instruction and student learning.

(4) Inclusive Practice: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups. [ISLLC Standard 4] Educational leaders:

(a) Collect and analyze data pertinent to equitable outcomes;

(b) Understand and integrate the community’s diverse cultural, social and intellectual resources;

(c) Build and sustain positive relationships with families and caregivers; and

(d) Build and sustain productive relationships with community partners.

(5) Ethical Leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner. [ISLLC Standard 5] Educational leaders:

(a) Ensure a system of accountability for every student’s academic and social success;

(b) Model principles of self-awareness, reflective practice, transparency and ethical behavior;

(c) Safeguard the values of democracy, equity and diversity;

(d) Evaluate the potential ethical and legal consequences of decision-making; and

(e) Promote social justice and ensure that individual student needs inform all aspects of schooling.

(6) Socio-Political Context: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. [ISLLC Standard 6] Educational leaders:

(a) Advocate for children, families and caregivers;

(b) Act to influence local, district, state and national decisions affecting student learning; and

(c) Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies.

(7) Practicum Experience: The practicum provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

(a) The practicum will be substantial.

(b) The practicum will be sustained.

(c) The practicum will be standards-based.

(d) The practicum will be planned and guided cooperatively.

(e) The practicum may be for credit.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12; TSPC 5-2012, f. & cert. ef. 5-18-12; TSPC 1-2013, f. & cert. ef. 2-14-13

584-018-0305

Knowledge, Skills, Abilities, Cultural Competencies and Professional Dispositions for Initial School Counselor License

These standards align with the Counsel for Accreditation of Counseling and Related Educational Programs (CACREP) school counselor standards found at: http://www.cacrep.org; (Specifically, pp. 40–46 of the 2009 CACREP standards document.) Candidates who are preparing to work as school counselors will demonstrate the professional knowledge, skills, cultural competence and practices necessary to promote the academic, career, and personal and social development of all K–12 students. In addition to the common core curricular experiences outlined in Professional Identity section of the CACREP standards at subsection (G). Initial School Counselor programs must provide evidence that student learning has occurred in the following domains:

(1) Foundations:

(a) Knowledge:

(A) Know the history, philosophy, and current trends in school counseling and educational systems;

(B) Understands ethical and legal considerations specifically related to the practice of school counseling;

(C) Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school;

(D) Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling;

(E) Understands current models of school counseling programs and their integral relationship to the total educational program;

(F) Understands the effects of: Atypical growth and development, health and wellness, language; ability level, multicultural issues, and factors of resiliency on student learning and development; and

(G) Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events.

(b) Skills and Practices:

(A) Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling; and

(B) Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program.

(2) Counseling, Prevention and Intervention:

(a) Knowledge:

(A) Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students;

(B) Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students;

(C) Knows strategies for helping students identify strengths and cope with environmental and developmental problems;

(D) Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling;

(E) Understands group dynamics—including counseling, psycho-educational, task, and peer helping groups—and the facilitation of teams to enable students to overcome barriers and impediments to learning; and

(F) Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention.

(b) Skills and Practices:

(A) Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to each diverse individual, group, and classroom;

(B) Provides individual and group counseling and classroom guidance to promote the academic, career, and personal and social development of students;

(C) Designs and implements prevention and intervention plans related to the effects of: Atypical growth and development, health and wellness, language, ability level, multicultural issues, and factors of resiliency on student learning and development;

(D) Demonstrates the ability to use procedures for assessing and managing suicide risk; and

(E) Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate.

(3) Diversity and Advocacy:

(a) Knowledge:

(A) Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and multicultural excellence in terms of student learning;

(B) Identifies community, environmental, and institutional opportunities that enhance, as well as barriers that impede, the academic, career, and personal and social development of students;

(C) Understands the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of students and their families; and

(D) Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement.

(b) Skills and Practices:

(A) Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development;

(B) Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students;

(C) Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations; and

(D) Engages parents, guardians, and families to promote the academic, career, and personal and social development of students.

(4) Assessment:

(a) Knowledge:

(A) Understands the influence of multiple factors such as: Abuse, violence, eating disorders, attention deficit hyperactivity disorder, and childhood depression; that may affect the personal, social, and academic functioning of students;

(B) Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs; and

(C) Identifies various forms of needs assessments for academic, career, and personal and social development.

(b) Skills and Practices:

(A) Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities;

(B) Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development;

(C) Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs;

(D) Makes appropriate referrals to school and/or community resources; and

(E) Assesses barriers that impede students’ academic, career, and personal and social development.

(5) Research and Evaluation:

(a) Knowledge:

(A) Understands how to critically evaluate research relevant to the practice of school counseling;

(B) Knows models of program evaluation for school counseling programs;

(C) Knows basic strategies for evaluating counseling outcomes in school counseling such as: behavioral observation and program evaluation;

(D) Knows current methods of using data to inform decision making and accountability such as: school improvement plan and school report card; and

(E) Understands the outcome research data and best practices identified in the school counseling research literature.

(b) Skills and Practices:

(A) Applies relevant research findings to inform the practice of school counseling;

(B) Develops measurable outcomes for school counseling programs, activities, interventions, and experiences; and

(C) Analyzes and uses data to enhance school counseling programs.

(6) Academic Development:

(a) Knowledge:

(A) Understands the relationship of the school counseling program to the academic mission of the school;

(B) Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school; and

(C) Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material.

(b) Skills and Practices:

(A) Conducts programs designed to enhance student academic development;

(B) Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities; and

(C) Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.

(7) Collaboration and Consultation:

(a) Knowledge:

(A) Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration;

(B) Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community;

(C) Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal and social development of students;

(D) Understands systems theories, models, and processes of consultation in school system settings;

(E) Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children;

(F) Understands the various peer programming interventions such as: peer meditation, peer mentoring, and peer tutoring; and how to coordinate them; and

(G) Knows school and community collaboration models for crisis or disaster preparedness and response.

(b) Skills and Practices:

(A) Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school;

(B) Locates resources in the community that can be used in the school to improve student achievement and success;

(C) Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development;

(D) Uses peer helping strategies in the school counseling program; and

(E) Uses referral procedures with helping agents in the community such as: mental health centers, businesses, and service groups; to secure assistance for students and their families.

(8) Leadership:

(a) Knowledge:

(A) Knows the qualities, principles, skills, and styles of effective leadership;

(B) Knows strategies of leadership designed to enhance the learning environment of schools;

(C) Knows how to design, implement, manage, and evaluate a comprehensive school counseling program;

(D) Understands the important role of the school counselor as a system change agent; and

(E) Understands the school counselor’s role in student assistance programs, school leadership, curriculum, and advisory meetings.

(b) Skills and Practices:

(A) Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program; and

(B) Plans and presents school-counseling-related educational programs for use with parents and teachers such as: parent education programs, materials used in classroom guidance, and advisor and advisee programs for teachers.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 4-2012, f. & cert. ef. 5-18-12; TSPC 1-2013, f. & cert. ef. 2-14-13

584-066-0015

Knowledge, Skills and Abilities for Elementary Mathematics Instructional Leader Specialization

(1) An Elementary Mathematics Instructional Leader specialization may be added to any TSPC Basic, Standard, Initial or Continuing Teaching License upon completion of the requirements and qualifications found in this rule.

(2) To be eligible for the Elementary Mathematics Instructional Leader (EMIL) specialization, the licensed teacher must have all of the following:

(a) A license authorized to teach in grades K-8 and holding the multiple subjects, basic elementary or standard elementary endorsements;

(b) Three complete years of teaching mathematics in grades K-8 as verified by a Professional Educator Experience Form (PEER) or other verifiable experience if the experience is obtained out of state; and

(c) Demonstrated competency in the following Elementary Math Specialist (EMS) standards as determined by a program approved to offer the Elementary Mathematics Instructional Leaders specialization as evidenced by completion of:

(A) Twenty-four quarter or sixteen semester hours of a TSPC-approved Elementary Mathematics Instructional Leader program; and

(B) An EMIL practicum working with a range of students and teachers.

(3) Elementary Mathematics Instructional Leaders specialist standards include:

(a) Content Knowledge: EMIL professionals must know and understand deeply the mathematics of elementary school as well as how mathematics concepts and skills develop through middle school. This knowledge includes specialized knowledge that teachers need in order to understand and support student learning of elementary mathematics.

(b) Pedagogical Knowledge for Teaching Mathematic: EMIL professionals are expected to have a foundation in pedagogical content knowledge (PCK) (Ball, Thames, & Phelps, 2008). This section is informed by and draws upon the 2003 NCATE/NCTM Program Standards: Standards for Elementary Mathematics Specialists.

(c) Leadership Knowledge and Skills: EMIL professionals need to be prepared to take on collegial non-evaluative leadership roles within their schools and districts. They must have a broad view of many aspects and resources needed to support and facilitate effective instruction and professional growth.

(4) Approval of any EMIL program must satisfy the full set of standards including specific objectives which may be found in the publication: Standards for Elementary Math Specialists: A Reference for Teacher Credentialing and Degree Programs; a publication of the Association of Mathematics Teacher Educators.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 1-2013, f. & cert. ef. 2-14-13

584-070-0411

Initial School Social Worker License

(1) Upon filing a correct and complete application in form and manner prescribed by the commission, a qualified applicant may be granted an Initial School Social Worker License for three years. The first license will be issued for three years plus time to the applicant’s birthday.

(2) The Initial School Social Worker License is valid for:

(a) School social work at all age or grade levels; and

(b) Substitute counseling at any level.

(3) To be eligible for an Initial School Social Worker License, an applicant must satisfy all of the following general preparation requirements:

(a) A master’s or higher degree in social work from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the commission;

(b) Completion of an initial graduate program in school social work as part of the master’s degree or separately at an institution approved for school social worker education by the commission or the out-of-state equivalent;

(c) A passing score on a commission-approved test of knowledge of U.S. and Oregon civil rights laws and professional ethics; and

(d) Furnish fingerprints in the manner prescribed by the commission and provide satisfactory responses to the character questions contained in the commission’s licensure application (See also, OAR 584-036-0062 for Criminal Records Check Requirement).

(4) The Initial School Social Worker License may be renewed repeatedly for three years upon completion of professional development requirements in accordance with OAR 584-090.

(5) Persons holding an Initial School Social Worker License may not:

(a) Substitute as a School Counselor for a period greater than three consecutive months without obtaining the School Counselor License;

(b) Substitute as a School Psychologist; or

(c) Accept any full or part-time position as a School Counselor or as a School Psychologist; or

(d) Go by the title of School Counselor or School Psychologist.

(6) Violations of subsection (5) above may result in referral to the Commission for violation of professional practices.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 10-2010, f. 12-30-10, cert. ef. 1-1-11; TSPC 4-2011, f. & cert. ef. 4-14-11; TSPC 6-2011, f. 8-15-11, cert. ef. 9-1-11; TSPC 1-2013, f. & cert. ef. 2-14-13

584-100-0016

Highly Qualified Elementary Teacher Not New to the Profession

Teachers not new to the profession teaching multiple subjects in grades kindergarten (K) through six (6) must meet the following criteria in order to meet the federal definition of “highly qualified teacher.” The teacher must:

(1) Hold a bachelor’s degree;

(2) Hold a Basic, Standard, Initial, Continuing, Pre-1965 Five-Year Elementary Teaching License;

(3) Demonstrate subject-matter competency by passing a rigorous Commission-adopted elementary education examination appropriate for grades kindergarten (K) through six (6); or

(4) Demonstrate competency by meeting the following High Objective Uniform State Standards of Evaluation (HOUSSE):

(a) To qualify for HOUSSE, a teaching license must have been awarded prior to the 2007–2008 school year and a minimum of three years teaching experience in elementary education must have occurred prior to the 2009–2010 school year and

(b) Complete an approved elementary teacher education program or the coursework equivalent to sixty-quarter hours distributed as follows:

(A) Eighteen quarter or twelve semester hours in language arts;

(B) Twelve quarter or eight semester hours in mathematics;

(C) Nine quarter or six semester hours in science;

(D) Nine quarter or six semester hours in U.S. history, cultural geography, and other social sciences;

(E) Three quarter or two semester hours in health education;

(F) Three quarter or two semester hours in physical education;

(G) Three quarter or two semester hours in music education; and

(H) Three quarter or two semester hours in art education. and

(5) Be properly assigned in grades kindergarten (K) through six (6).

Stat. Auth: ORS 342
Stats. Implemented: ORS 342.125
Hist.: TSPC 2-2004, f. & cert. ef. 3-17-04; TSPC 2-2006(Temp), f. & cert. ef. 2-3-06 thru 8-2-06; TSPC 8-2006, f. 5-15-06, cert. ef. 7-1-06; TSPC 5-2007, f. & cert. ef. 8-15-07; TSPC 5-2012, f. & cert. ef. 5-18-12; TSPC 1-2013, f. & cert. ef. 2-14-13

584-100-0038

HOUSSE for Middle-Level and High School Teachers (7–12)

(1) Teachers may use a combination of coursework, professional development and experience to acquire points on a one-hundred (100) point scale to meet the federal definition of Highly Qualified Teacher (HQT) through Oregon’s High Objective Uniform State Standard of Evaluation (HOUSSE).

(2) To qualify for HOUSSE, a teaching license must have been awarded prior to the 2007–2008 school year and a minimum of three years teaching experience in the subject to be evaluated must have occurred prior to the 2009–2010 school year.

(3) To qualify for the HOUSSE, a total of one hundred (100) points of combined coursework, professional development and experience must be earned. Experience must meet a 30 point minimum. Experience may not count for more than 50 points.

(4) Teaching Off License in the Core Academic Subjects: Teachers who are conditionally assigned to teach the core academic subject more than 10 hours per week must apply for a License for Conditional Assignment (LCA) pursuant to Division 60 and must add the endorsement to teach the assignment within one to three years after the LCA is first issued. Unless the teacher meets the federal definition for HQT in the core academic subject, the district may not report the teacher as being highly qualified while holding the LCA.

(a) If the educator meets the federal definition for HQT under any circumstances, then the district may report the teacher as HQT for purposes of that core academic subject even if the teacher does not immediately qualify to add the endorsement to the teaching license and even if the teacher is teaching under a License for Conditional Assignment (LCA).

(b) If the educator meets the federal definition for HQT and is teaching less than 10 hours per week in the core academic subject, the district may report the teacher as highly qualified and the teacher does not have to add the core academic endorsement to the license.

(5) Experience: Experience may not exceed more than fifty (50) points in the HOUSSE calculation. Generally, the educator will be given ten (10) points of credit for each full academic year as defined by the district’s contracted teacher year. Experience will be valued under the following conditions:

(a) One (1) instructional day is one (1) period or more teaching the core academic subject.

(b) The subject must have been taught at grade 6 or above in a departmentalized setting.

(c) One full instructional year equals 10 points.

(d) Partial instructional years will be calculated as the number of instructional days teaching the subject divided by the number of contracted days in one full instructional year times 10.

Example: 150 days taught/180 days in full instructional year = (5/6 x 10) = 8.3 points.

(e) An educator must have taught at least five complete school years in order to earn the full fifty (50) points.

(6) Academic Coursework in the Core Academic Subject: There is no limit to the number of points that may be obtained through academic coursework related to the core academic subject.

(a) Core academic coursework must be college transfer level or graduate credit and must have a course number of 100 or greater;

(b) Transcripts for core academic coursework must be from a regionally accredited college or university;

(c) Core academic coursework will be valued as follows:

(A) One (1) quarter hour of credit equals three (3) points.

(B) One (1) semester hour of credit equals four and one-half (4.5) points.

(7) Professional Development: Professional Development directly related to the core academic credit may be counted toward the one hundred (100) points needed to meet the state’s HOUSSE. Professional Development points will be valued under the following conditions:

(a) One (1) hour of core academic professional development is equal to 0.15 points.

(b) School district personnel authorized to certify professional development must verify that the professional development is directly relevant to the core academic subject in which the teacher is seeking to meet the definition of being “highly qualified.” “Directly relevant” means that upon scrutiny, the professional development is more content related than pedagogy related.

Stat. Auth: ORS 342
Stats. Implemented: ORS 342.125
Hist.: TSPC 2-2006(Temp), f. & cert. ef. 2-3-06 thru 8-2-06; TSPC 8-2006, f. 5-15-06, cert. ef. 7-1-06; TSPC 5-2012, f. & cert. ef. 5-18-12; TPSC 10-2012, f. & cert. ef. 11-19-12; TSPC 1-2013, f. & cert. ef. 2-14-13

584-100-0101

Licenses Considered “Full State Certification”

The following Oregon Teaching Licenses are considered to meet full state certification under the federal No Child Left Behind act:

(1) Basic Teaching License;

(2) Standard Teaching License;

(3) Initial Teaching License;

(4) Continuing Teaching License;

(5) Five-Year Elementary Teaching License;

(6) Five-Year Secondary Teaching License;

(7) Approved NCLB Alternative Route Teaching License;

(8) International Teacher; or

(9) Charter School Registry.

Stat. Auth: ORS 342
Stats. Implemented: ORS 342.125
Hist.: TSPC 2-2004, f. & cert. ef. 3-17-04; TSPC 2-2006(Temp), f. & cert. ef. 2-3-06 thru 8-2-06; TSPC 8-2006, f. 5-15-06, cert. ef. 7-1-06; TSPC 5-2007, f. & cert. ef. 8-15-07; TSPC 1-2013, f. & cert. ef. 2-14-13

584-100-0106

Licenses Not Considered to be “Full State Certification”

The following Oregon Teaching Licenses are not considered full state certification under the federal No Child Left Behind act, now the Elementary and Secondary Education Act (ESEA):

(1) Personnel Service License:

(a) School Counseling;

(b) School Psychologist;

(c) Supervisor; or

(d) School Social Worker

(2) Limited Student Services License;

(3) Restricted or unrestricted Transitional Counselor License;

(4) Restricted or unrestricted School Psychologist License;

(5) Teaching Associate License;

(6) Substitute Teaching License;

(7) American Indian Languages License;

(8) Emergency Teaching License;

(9) Restricted Transitional Teaching License (See OAR 584-100-0041 for possible Approved NCLB Alternative Route Teaching License eligibility.);

(10) Limited Teaching License;

(11) License for Conditional Assignment;

(12) Any Career and Technical Education License; or

(13) Any Administrative License.

Stat. Auth: ORS 342
Stats. Implemented: ORS 342.125
Hist.: TSPC 2-2004, f. & cert. ef. 3-17-04; TSPC 2-2006(Temp), f. & cert. ef. 2-3-06 thru 8-2-06; TSPC 8-2006, f. 5-15-06, cert. ef. 7-1-06; TSPC 5-2007, f. & cert. ef. 8-15-07; TSPC 1-2013, f. & cert. ef. 2-14-13

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, 2012.

2.) Copyright 2013 Oregon Secretary of State: Terms and Conditions of Use

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