Teacher Quality Standards
In addition to a demonstrated understanding of the Colorado
Academic Standards; the Colorado Reading To Ensure Academic Development Act
(Colorado READ Act); strict data privacy and security practices; special
education regulations as specified in 11.02 of these rules; and professional
practices to address multiple pathways for students to be postsecondary and
workforce ready as outlined in sections
22-2-106,
22-2-136,
22-7-1003(15),
and 22-32-109, C.R.S., the following
serve as standards for authorization of programming and content for educator
preparation programs and licensing of all teacher candidates in
Colorado.
5.01
Quality Standard
I: Teachers demonstrate mastery of and pedagogical expertise in the content
they teach. The elementary teacher is an expert in literacy and mathematics and
is knowledgeable in all other content that he or she teaches (e.g., science,
social studies, the arts, physical education or world languages). The secondary
teacher has knowledge of literacy and mathematics and is an expert in the
content area(s) in which the teacher is endorsed.
5.01(1) Element A: Teachers provide
instruction that is aligned with the Colorado Academic Standards and their
district's organized plan of instruction.
5.01(2) Element B: Teachers develop and
implement lessons that connect to a variety of content areas/disciplines and
emphasize literacy and mathematics.
5.01(3) Element C: Teachers demonstrate
knowledge of the content, central concepts, inquiry, appropriate evidence-based
instructional practices and specialized characteristics of the disciplines they
teach.
5.02
Quality Standard II: Teachers establish a safe, inclusive and respectful
learning environment for a diverse population of students.
5.02(1) Element A: Teachers foster a
predictable learning environment characterized by acceptable student behavior
and efficient use of time, in which each student has a positive, nurturing
relationship with caring adults and peers.
5.02(2) Element B: Teachers demonstrate an
awareness of, a commitment to and a respect for multiple aspects of diversity,
while working toward common goals as a community of learners.
5.02(3) Element C: Teachers engage students
as individuals, including those with diverse needs and interests, across a
range of ability levels by adapting their teaching for the benefit of all
students.
5.02(4) Element D:
Teachers work collaboratively with the families and/or significant adults for
the benefit of students.
5.03
Quality Standard III: Teachers
plan and deliver effective instruction and create an environment that
facilitates learning for their students.
5.03(1) Element A: Teachers demonstrate
knowledge about the ways in which learning takes place, including the levels of
intellectual, physical, social and emotional development of their
students.
5.03(2) Element B:
Teachers use formal and informal methods to assess student learning and provide
feedback, and they use results to inform planning and instruction.
5.03(3) Element C: Teachers utilize
appropriate, available technology to engage students in authentic learning
experiences.
5.03(4) Element D:
Teachers establish and communicate high expectations and support the
development of critical-thinking and problem-solving skills.
5.03(5) Element E: Teachers provide students
with opportunities to work in teams and develop leadership.
5.03(6) Element F: Teachers model and promote
effective communication.
5.04
Quality Standard IV: Teachers
demonstrate professionalism through ethical conduct, reflection, and
leadership.
5.04(1) Element A: Teachers
demonstrate high standards for professional conduct.
5.04(2) Element B: Teachers link professional
growth to their professional goals.
5.04(3) Element C: Teachers respond to a
complex, dynamic environment.
5.04(4) Element D: Teachers demonstrate
leadership in their school, the community and the teaching profession.
Special Services Provider Quality
Standards
The following must serve as standards for authorization of
program content for educator preparation programs and licensing of all special
services candidates. Colorado has identified nine categories of special
services providers, referred to as "other licensed personnel" in law and State
Board rules. 1 CCR 301-101 further outlines the quality standards and elements
applicable to the following respective categories of special services providers
:
* School Audiologist
* School Occupational Therapist
* School Physical Therapist
* School Counselor
* School Nurse
* School Orientation and Mobility Specialist
* School Psychologist
* School Social Worker
* School Speech-Language Pathologist
5.05
Quality Standard I:
Special services providers demonstrate mastery of and expertise in the domain
for which they are responsible.
5.05(1)
Element A: Special services providers provide services aligned with state and
federal laws, local policies and procedures, Colorado Academic Standards, their
district's organized plans of instruction and the individual needs of their
students.
5.05(2) Element B:
Special services providers demonstrate knowledge of effective services that
support learning.
5.05(3) Element
C: Special services providers demonstrate knowledge of their professions and
integrate evidence-based practices and research findings into their
services.
5.06
Quality Standard II: Special services providers support or establish
safe, inclusive and respectful learning environments for a diverse population
of students.
5.06(1) Element A: Special
services providers foster a safe and accessible learning environment
characterized by acceptable student behavior and efficient use of time, in
which each student has a positive, nurturing relationship with caring adults
and peers.
5.06(2) Element B:
Special services providers understand and respond to diversity within the home,
school and community.
5.06(3)
Element C: Special services providers engage students as individuals with
diverse needs and interests, across a range of ability levels, by adapting
services for the benefit of students.
5.06(4) Element D: Special services providers
work collaboratively with the families and/or significant adults for the
benefit of students.
5.07
Quality Standard III: Special
services providers plan and deliver effective services in an environment that
facilitates student learning.
5.07(1)
Element A: Special services providers apply knowledge of the ways in which
learning takes place, including the appropriate levels of intellectual,
physical, social and emotional development of their students.
5.07(2) Element B: Special services providers
utilize formal and informal assessments to inform service delivery.
5.07(3) Element C: Special services providers
utilize appropriate, available technology to engage students in authentic
learning experiences.
5.07(4)
Element D: Special services providers establish and communicate high
expectations and support the development of critical-thinking, problem-solving
and self-advocacy skills.
5.07(5)
Element E: Special services providers develop and implement services related to
student needs, learning, and progress towards goals.
5.07(6) Element F: Special services providers
model and promote effective communication.
5.08
Quality Standard IV: Special
services providers demonstrate professionalism through ethical conduct,
reflection, and leadership.
5.08(1)
Element A: Special services providers demonstrate high standards for ethical
and professional conduct.
5.08(2)
Element B: Special services providers link professional growth to their
professional goals.
5.08(3) Element
C: Special services providers respond to a complex, dynamic
environment.
5.08(4) Element D:
Special services providers demonstrate leadership and advocacy in the school,
the community and their profession.
English Language Learner Quality Standards for Teachers
and Special Services Providers
In order to ensure that all Colorado educators are
well-equipped and able to teach Colorado's diverse student population, all
educator pre-service programs, including approved programs of preparation at
institutions of higher education and designated agencies providing alternative
teacher programs, must ensure the following standards are fully taught and
practiced in their programs. The following standards equate to approximately
six (6) semester hours or the equivalent of 90 clock-hours.
Note: The following standards are to supplement, not
supplant, the culturally and linguistically diverse (CLD) endorsement. These
standards can and should be aligned to the CLD endorsement standards as noted
in 1 CCR 301-101 if the educator preparation entity is seeking to graduate
students with dual endorsements in a content area and in CLD.
5.09
Quality Standard I:
Educators are knowledgeable about CLD populations.
5.09(1) Element A: Educators are
knowledgeable in and can apply the major theories, concepts and research
related to culture, diversity and equity in order to support academic access
and opportunity for CLD student populations.
5.09(2) Element B: Educators are
knowledgeable in and can use progress monitoring, in conjunction with formative
and summative assessments, to support student learning.
5.10
Quality Standard II: Educators
should be knowledgeable in first and second language acquisition.
5.10(1) Element A: Educators understand and
can implement strategies and select materials to aid in English language and
content learning.
5.10(2) Element
B: Educators are knowledgeable in and can apply the major theories, concepts
and research related to culture, diversity and equity in order to support
academic access and opportunity for CLD student populations.
5.11
Quality Standard III:
Educators should understand literacy development for CLD students.
5.11(1) Element A: Educators are
knowledgeable in and can apply the major theories, concepts and research
related to literacy development for CLD students.
5.11(2) Element B: Educators understand and
can implement strategies and select materials to aid in English language and
content learning.
5.12
Quality Standard IV: Educators are knowledgeable in the teaching
strategies, including methods, materials and assessment for CLD
students.
5.12(1) Element A: Educators
are knowledgeable in, understand and able to use the major theories, concepts,
and research related to language acquisition and language development for CLD
students.
5.12(2) Element B:
Educators are knowledgeable in and can use progress monitoring, in conjunction
with formative and summative assessments, to support student
learning.
Notes
1 CCR
301-37-5.00
41
CR 14, July 25, 2018, effective
8/14/2018
42
CR 09, May 10, 2019, effective
5/30/2019
43
CR 13, July 10, 2020, effective
7/30/2020
44
CR 07, April 10, 2021, effective
4/30/2021
44
CR 23, December 10, 2021, effective
12/30/2021
45
CR 21, November 10, 2022, effective
11/30/2022
46
CR 11, June 10, 2023, effective
6/30/2023
47
CR 09, May 10, 2024, effective
5/30/2024
47
CR 21, November 10, 2024, effective
11/30/2024
