SPECIALIZATION ON A LICENSE
Purpose of Specialization on a License
(1) A specialization on a TSPC-issued license is an optional indication of specialized expertise or preparation in an area the Commission recognizes as “added value” on a license. A specialization indicates the educator has demonstrated exceptional knowledge, skills and related abilities in that area. A specialization must meet standards set by the Commission.
(2) A specialization is distinguished from an endorsement or grade authorization in that a specialization is not required to teach or work in the specialized area, whereas both an endorsement and an authorization are required to work in those areas or at those grade levels. The specialization will be indicated as follows on the license: Example: Specialization: Autism Spectrum Disorder.
(3) An educator may not be labeled as a specialist or call themselves a specialist in any area recognized by the Commission as requiring additional and exceptional preparation without actually holding the specialization on the license.
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
Autism Spectrum Disorder (ASD) Licensed Specialist Standards and Competencies
(1)(a) An Autism Spectrum Disorder Specialization may be indicated on any TSPC Basic, Standard, Initial or Professional Teaching License with a special education endorsement so long as the educator qualifies for the specialization by demonstrated completion of a Commission-approved program for Autism Spectrum Disorder specialization.
(b) Once the specialization is earned and placed on a license, it may only be removed at the educator’s request.
(a) Academic Curriculum: Language arts, mathematics, science, social sciences, health, physical education, world languages, and the arts;
(b) Expanded Functional Core Curriculum: Communication development, social development, self-advocacy, cognitive development, sensory processing skills, organization skills, adaptive skills-life function, and transitional skills for life span.
(3) To be eligible to add an Autism Spectrum Disorder specialization on a TSPC license, the application must:
(a) Hold a Basic, Standard, Initial or Professional Teaching License with any special education endorsement;
(b) Provide evidence of three years experience working with a range of ASD learners; and
(c) Completed a Commission-approved program for Autism Spectrum Disorder (ASD) Specialization.
(4) Candidates for Autism Spectrum Disorder (ASD) Specialization must demonstrate competency in the following standards:
(a) Standard 1: Foundations of ASD: Candidates indicate knowledge of autism spectrum disorders including development and characteristics of learners. Candidates will:
(A) Describe unique developmental and behavioral characteristics of individuals with ASD as identified in DSM and how these: Differ from neuro-typical development; differ across people with ASD; change with age; and impact an individual’s learning;
(B) Describe current theories of etiology for individuals with ASD;
(C) Describe State (OAR) and Federal requirements for assessment, eligibility, and education of individuals with ASD;
(D) Differentiate between medical diagnosis (current DSM definitions) and educational eligibility (federal and state requirements);
(E) Differentiate ASD from other disabilities (differential diagnosis) and identify co-existing conditions associated with ASD and their impact on learning and behavior;
(F) Describe unique learning characteristics of individuals with ASD;
(G) Describe the unique influence of stress, age, instruction, and environmental factors on individuals with ASD;
(H) Describe the standards for determining and a process for locating evidence-based instructional and behavioral interventions for individuals with ASD;
(I) Describe academic curriculum and expanded functional core curriculum for individuals with ASD at various age levels;
(J) Describe current best family-centered practices;
(K) Describe a continuum of placements and services available for the individual with ASD and families;
(L) Describe health issues that potentially impact the individual with ASD and their families;
(M) Describe how to evaluate and access public and private systems and organizations that serve individuals with ASD;
(N) Describe concepts and impacts of self-determination, advocacy, community and family supports in the lives of individuals with ASD;
(O) Provide families with information about community support services such as respite care, in-home behavior support, home health care, transportation, and parent education for individuals with ASD;
(P) Describe typical child development milestones across domains; and
(Q) Identify strengths and needs for an individual with ASD across core and expanded core curricula.
(b) Standard 2: ASD Service Needs: Candidates indicate knowledge of ASD Assessments for Development and Educational Impact on ASD service needs. Candidates will:
(A) Describe the impact that ethnic, cultural, and linguistic diversity issues have on the assessment of the individual with ASD;
(B) Administer or assist in the completion of the required components of the identification assessment for initial and reevaluation of an individual with ASD;
(C) Select, administer, and assist with appropriate educational assessments to determine the present level of academic and functional performance for individuals with ASD;
(D) Interpret assessment data, write summaries, and report results to teams, including families, in a systematic manner that leads directly to programmatic recommendations for instruction for individuals with ASD;
(E) Collaborate with teams, including families, to identify unique needs and to develop appropriate, functional IFSP/IEP goals, matched to assessment information for individuals with ASD;
(F) Collaborate with teams, including families, to identify sufficient special education and related services to enable the individual with ASD to progress on his or her goals;
(G) Assist teams with development and maintenance of ongoing data collection, data analysis, and progress reports for individuals with ASD;
(H) Assist teams in the assessment of environmental conditions that impact access to learning for individuals with ASD;
(I) Assist teams with a functional behavior assessment (FBA) to design behavior support plans for the challenging behaviors of individuals with ASD;
(J) Describe typical child developmental milestones across domains; and
(K) Identify strengths and needs for an individual with ASD across core and expanded core curricula.
(c) Standard 3: ASD Program Development and Implementation: Candidates demonstrate knowledge of system-wide considerations. Candidates will:
(A) Encourage collaboration with the higher education community, foundations, nonprofit and other organizations engaged in researching critical educational issues;
(B) Facilitate the interpretation, communication and dissemination of research findings related to ASD;
(C) Implement expanded core functional curriculum designed to meet the needs of individual learners with ASD;
(D) Conduct expanded core functional curriculum-based assessment to determine areas to address specific skills to teach, and to identify the appropriate evidence-based interventions to implement for learners with ASD;
(E) Collect data on abilities in all skill areas identified from expanded core functional curriculum-based assessments and other performance-based measures for learners with ASD;
(F) Design, facilitate, monitor, and evaluate instruction that is appropriate for both age and skill level of the learner with ASD;
(G) Apply the principles of applied behavior analysis (ABA) within a variety of instructional formats with a variety of learners with ASD, in a variety of settings to teach the skills identified from a curriculum-based assessment;
(H) Utilize appropriate evidence-based curricula content appropriate for a full range of learners with ASD.
(I) Design, facilitate, monitor, and evaluate instructional strategies that promote generalization and maintenance of skills across domains and settings;
(J) Facilitate the identification of assistive technology (low-high) across all areas of skill development appropriate to meet the needs of the individual;
(K) Train and coach others to:
(i) Implement the appropriate evidence-based instructional interventions, curriculum content, accommodations, and modifications identified for the learner with ASD;
(ii) Use individual strengths of the learner with ASD to reinforce and maintain skills; and
(L) Plan with the families for the transition needs of the learner with ASD.
(d) Standard 4: ASD Systematic Instruction: Candidates demonstrate knowledge of evidence-based interventions to promote focused, engaged time for learners with ASD. Candidates will:
(A) Match evidence-based interventions with the needs of individual learners with ASD;
(B) Design evidence-based interventions based on components of core and expanded core curricula;
(C) Implement data based decision-making by:
(i) Collecting baseline data;
(ii) Collecting, reviewing, and interpreting ongoing data;
(iii) Modifying program as needed to promote performance; and
(D) Demonstrate with fidelity the implementation of evidence-based strategies across a range of learners with ASD;
(E) Design and implement plans to ensure generalization of skills across settings and materials for learners with ASD;
(F) Demonstrate knowledge of the general education academic curriculum and supports necessary to facilitate the success of the learner with ASD;
(G) Design environmental plans that define expectations for appropriate behaviors across settings, utilizing evidence-based intervention strategies for learners with ASD;
(H) Design visual, auditory, and tactile supports to enable the learner with ASD to:
(i) Predict events and activities;
(ii) Anticipate change;
(iii) Understand expectations in a variety of settings;
(iv) Maintain or re-gain appropriate self regulation for learning; and
(v) Demonstrate independence;
(I) Assist in determining appropriate evidence-based assistive and/or augmentative communication systems;
(J) Plan and implement evidence-based strategies to support sustained peer interactions and memberships across all environments; and
(K) Demonstrate skills in teaching family members to implement expanded core functional curriculum at home.
(e) Standard 5: Training and Coaching of Adults Serving Individuals with ASD. Candidates will:
(A) Work with administrators to organize, set-up, and deliver the Oregon Education Guidelines for ASD Program and Self-Assessment.
(B) Identify appropriate technologies to deliver training and coaching;
(C) Collaborate with teams to analyze and interpret learner data to improve instruction and evaluate the impact of instructional interventions on learners with ASD;
(D) Work with teams to incorporate coaching in school, home, and community environments;
(E) Provide feedback to adults serving individuals with ASD to strengthen teaching practice and improve learning for the learner;
(F) Evaluate the effectiveness of the training and coaching to ensure implementation and improvement in progress for learners with ASD;
(G) Demonstrate how to investigate, access, and evaluate electronic and print resources on ASD;
(H) Assess, plan, and use an appropriate evidenced based format for training and coaching;
(I) Facilitate group processes to help team members work collaboratively to solve problems, manage conflict, and make decisions; and
(J) Model effective skills in listening, presenting ideas, leading discussions, clarifying, mediating and identifying the needs of self and others in order to advance shared goals and professional learning.
(f) Standard 6: Professional Practices for ASD Specialists. Candidates will:
(A) Advocate for professional resources, including financial support, human and other material resources, which allow for the implementation of the Oregon Comprehensive ASD Program;
(B) Represent and advocate for the profession in contexts outside of the classroom, such as:
(i) Be a member of committees or task forces addressing curriculum, assessment, professional development or other educational issues; and
(ii) Participate in local, state or national educational professional associations or professional standards boards;
(C) Access professional organizations and publications related to ASD to keep current on evidence based practices.
(D) Demonstrate professional skills;
(E) Comply with federal, state, and local policies and regulations;
(F) Maintain professional relationships with colleagues, employers, students, and families; and
(G) Participate in on-going professional development activities.
(g) Standard 7: Collaboration with Families and Communities. Candidates will:
(A) Identify access and share resources from community-based services to support individuals with ASD;
(B) Develop comprehensive strategies, including the use of technology, for engaging families and community members as partners in the educational process;
(C) Establish and maintain positive collaborative relationships with families in a manner which acknowledges culture, language, values, and parenting styles of the families;
(D) Apply effective strategies for participating, collaborating, and facilitating team processes; and
(E) Describe the impact of one’s own experience, culture, language, race, and ethnicity on attitudes, beliefs, values, and ways of thinking, behaving, and teaching.
(h) Field Experience: Field experience will be designed in accordance with OAR 584-017-1038 through 584-017-1048 and be aligned with the TSPC Professional Standards Handbook.
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 1-2015, f. & cert. ef. 2-10-15
Knowledge Skills and Abilities for Dual Language Specialization
(1)(a) A Dual Language specialization may be indicated on any TSPC Basic, Standard, Initial or Professional Teaching License with a second language endorsement so long as the educator qualifies for the specialization by demonstrated completion of a Commission-approved program for Dual Language specialization.
(b) Once the specialization is earned and placed on a license, the retention of the specialization will be dependent upon ongoing professional development or other specific activities directly related to the Dual Language specialization.
(2) Language: The dual language teacher knows, understands, and applies theories of first and second language acquisition to their practice and communicates in two languages at a highly proficiency level. The dual language teacher:
(a) Knows two or more languages and is professionally proficient in at least two languages;
(b) Understands societal perceptions of languages and its impact on cultural and academic identity;
(c) Knows first (L1) and second language (L2) acquisition and development theory and the interrelatedness and interdependence between L1 and L2 that results in a high level of multilingualism and multi-literacy;
(d) Understands how the student’s first language proficiency (listening, speaking, reading, and writing) transfers to an additional language; and
(e) Knows the similarities and differences between aspects of L1 and L2 structures including: phonology (the sound system), morphology (word formation), syntax (phrase and sentence structure), semantics (meaning), and pragmatics (context and function).
(3) Culture: The dual language teacher knows, understands, and uses major concepts, principles, theories, and research related to the role of culture, cultural groups, and identity to construct a supportive learning environment for all dual language students. The dual language teacher:
(a) Knows the benefits of multilingualism and multiculturalism in a global society;
(b) Understands that systemic, institutional, and individual socio-cultural and historical forces affect cross-cultural interaction;
(c) Understands the impact of social injustice on the lives of students and families;
(d) Knows the importance of the socio-cultural and historical context of diverse students, families, schools and communities; and
(e) Understands the importance of student cultural and academic identity development and how development will vary depending on the individual student’s background and experiences.
(4) Planning, Implementing, and Managing Instruction: The dual language teacher knows, understands, and uses evidence-based practices and strategies related to planning, implementing, and managing instruction in dual language classrooms. The dual language teacher:
(a) Understands the characteristics, goals, benefits, and limitations of various types of multilingual education models and programs; understands research related to the effectiveness of various multilingual (bilingual) education models; and understands features that distinguish additive versus subtractive multilingual education programs;
(b) Knows how to identify potential linguistic and cultural biases of pedagogies, curricula, and assessments when determining classroom practices;
(c) Knows how literacy develops in two languages and how it influences instructional planning; and
(d) Knows how content knowledge and literacy develops in two languages and how it influences instructional planning.
(5) Assessment: The dual language teacher should understand the complexity of assessment to inform instruction for students’ learning in multiple languages. Dual language teachers know how to assess language skills, literacy and content in both languages of instruction. The dual language teacher:
(a) Knows how to assess learners’ prior knowledge to facilitate their acquisition of language and literacy in the second language;
(b) Understands the necessity to use multiple measures to assess language, literacy and content in L1 and L2;
(c) Understands the role of formative assessments in literacy and the content areas in both L1 and L2, and how to use results to design and differentiate instruction; and
(d) Knows the potential linguistic and cultural biases of assessment instruments.
(6) Professionalism: The dual language teacher knows and understands current and emerging trends in educational research. The dual language teacher acts as a resource and advocate for multilingualism and collaborates with students, their families, the school community and educational professionals in order to meet the needs of multilingual students. The dual language teacher:
(a) Knows and understands that advocacy requires knowledge of one’s own cultural background and self-reflection;
(b) Knows how to access the most relevant dual language resources for the benefit of students and families;
(c) Understands the importance of leadership within the school, district, and community;
(d) Recognizes their role as an advocate in elevating the benefits and status of multilingualism; and
(e) Understands the history and policies of multilingual education and the dual language field.
(7) Community & Family Engagement: The dual language teacher knows, understands and uses principles, theories, research and applications related to the role of family and community engagement to construct a supportive and inclusive learning environment for all students. The dual language teacher:
(a) Understands the value of engaging students, families, and community members in contributing to an inclusive learning environment;
(b) Knows that students, families, and communities bring multiple funds of knowledge and assets;
(c) Understands that all families bring cultural and linguistic variations and the importance of the teachers’ role in being culturally and linguistically responsive; and
(d) Understands their role and responsibility to create alliances for the empowerment of families and communities.
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; TSPC 2-2014, f. & cert. ef. 3-15-14
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 Professional 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 3-2014(Temp), f. 4-7-14, cert. ef. 4-8-14 thru 9-22-14TSPC 5-2014, f. & cert. ef. 8-5-14; TSPC 1-2015, f. & cert. ef. 2-10-15
Talented and Gifted Specialization: Competency Standards
(1) The Commission may provide approval to an educator preparation program or course of study that prepares candidates for a talented and gifted specialization only if it includes:
(a) Content that will enable candidates to gain the knowledge, skills, abilities, professional dispositions, and cultural competencies to meet the competency standards set forth in this rule;
(b) Field experiences that include supervised teaching or internships in classrooms with talented and gifted learners; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Talented and Gifted Specialization program.
(2) A candidate for the Talented and Gifted Specialization shall demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students, including:
(a) Standard 1: Learner Development and Individual Learning Differences: Talented and Gifted Specialists understand the variations in learning and development in cognitive and affective areas between and among Talented and Gifted Learners and apply this understanding to provide meaningful and challenging learning experiences for children identified as Talented and Gifted.
(b) Standard 2: Learning Environments: Talented and Gifted Specialists create safe, inclusive, and culturally responsive learning environments so that Talented and Gifted Learners become effective learners and develop social and emotional well-being.
(c) Standard 3: Curricular Content Knowledge: Talented and Gifted Specialists use knowledge of general and specialized curricula to advance learning for Talented and Gifted Learners.
(d) Standard 4: Cultural Competency and Equity in the Classroom: Talented and Gifted Specialists demonstrate the cultural competency and proficiencies necessary to provide equitable outcomes for all students.
(e) Standard 5: Assessment: Talented and Gifted Specialists use multiple methods of assessment and data sources in making educational decisions about identification of Talented and Gifted Learners and student learning.
(f) Standard 6: Instructional Planning and Strategies: Talented and Gifted Specialists select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of Talented and Gifted Learners.
(g) Standard 7: Professional Learning and Ethical Practices: Talented and Gifted Specialists use foundational knowledge of the field and professional ethical principles and programming standards to inform gifted education practice, to engage in lifelong learning, and to advance the profession.
(h) Standard 8: Collaboration: Talented and Gifted Specialists collaborate with families, other educators, related service providers, Talented and Gifted Learners, and personnel from community agencies in culturally responsive ways to address the needs of Talented and Gifted Learners across a range of learning experiences.
(3)(a) A Talented and Gifted specialization may not be added to a provisional license.
(b)The notation of a Talented and Gifted specialization will appear on a license as follows: Specialization: Talented and Gifted.
(c) Once the specialization is noted on a license, it may only be removed at the educator’s request.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 1-2015, f. & cert. ef. 2-10-15
Oregon State Archives • 800 Summer St. NE • Salem, OR 97310