Or. Admin. R. 584-420-0030 - Professional Teaching License: Program Standards
(1) On March 1, 2016, the Commission rescinds
state approval of all Continuing Teaching License programs. If an educator
preparation program would like to convert its Continuing Teaching License
program to a Professional Teaching License program, it must resubmit its
program for Commission approval in accordance with the standards of this rule
and in the manner required by the Commission .
(2) Candidates who are prepared for the
Professional Teaching License will demonstrate an advanced level of knowledge,
skills, professional dispositions and cultural competencies necessary to
promote the academic, career, personal and social development of
pre-kindergarten to grade 12 students within the endorsement areas on the
license.
(3) The Commission may
provide approval to an educator preparation program that prepares candidates
for a Professional Teaching License only if it includes:
(a) Content that will enable candidates to
gain an advanced level of knowledge, skills, abilities, professional
dispositions, and cultural competencies to meet the standards set forth in this
rule and the TSPC Program Review and Standards Handbook;
(c) Field experiences that include supervised
teaching or internships; and
(d)
Integration of principles of cultural competency and equitable practice in each
competency standard through the entire Professional Teaching License program.
(4) Standard 1: The
Learner and Learning (Advanced Level):
(a)
Learner Development: The teacher understands how children learns grow and
develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences. [InTASC Standard #1]
(b) Learning Differences: The teacher uses
understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high
standards. [InTASC Standard #2]
(c) Learning Environments: The teacher works
with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in
learning, and self motivation. [InTASC Standard #3]
(5) Standard 2: Content (Advanced Level)
(a) Content Knowledge: The teacher
understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make
these aspects of the discipline accessible and meaningful for learners to
assure mastery of the content. [InTASC Standard #4]
(b) Application of Content: The teacher
understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving
related to authentic local and global issues. [InTASC Standard #5]
(6) Standard 3: Instructional
Practice (Advanced Level)
(a) Assessment: The
teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teacher's
and learner's decision making. [InTASC Standard #6]
(b) Planning for Instruction: The teacher
plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum,
cross-disciplinary skills and pedagogy, as well as learners and the community
context. [InTASC Standard #7]
(c)
Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to apply knowledge in
meaningful ways. [InTASC Standard #8]
(7) Standard 4: Professional Responsibility
(Advanced Level)
(a) Professional Learning
and Ethical Practice: The teacher engages in ongoing professional learning and
uses evidence to continually evaluate his or her practice, particularly the
effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of
each learner. [InTASC Standard #9]
(b) Leadership and Collaboration: The teacher
demonstrates leadership by taking responsibility for student learning and by
collaborating with learners, families, colleagues, other school professionals,
and community members to ensure learner growth and development, learning, and
well-being. [InTASC Standard #10]
Notes
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430; 342.455-342.495 & 342.553
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