Or. Admin. Code § 584-420-0020 - Preliminary Teaching License: Program Standards
(1)
Purpose of the Program: To
prepare candidates for the Preliminary Teaching License. Program completers
must demonstrate the 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.
(2) To
receive state recognition of a Preliminary Teaching License program, the
program must include:
(a) Content that will
enable candidates to gain the 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;
(b) Integration of principles of cultural
competency and equitable practice in each standard through the entire
Preliminary Teaching License program;
(c) A requirement for candidates to complete:
(A) A teacher performance assessment, as
provided in 584-400-0120; and
(B)
Student teaching, as provided in 584-400-0140, Clinical
Practices;
(d)
A requirement for candidates to demonstrate knowledge of U.S. and Oregon civil
rights laws and professional ethics; and
(e) A requirement for candidates to qualify
for at least one endorsement, as provided:
(A) To be eligible for a program-required
endorsement, as defined in 584-400-0020
Definitions, the
candidate must complete the state-recognized endorsement program.
(B) To be eligible for a single-subject
endorsement, as defined in 584-400-0020
Definitions, the
candidate must:
(i) Complete the
Commission-adopted test or assessment for the endorsement;
(ii) Complete student teaching in the
endorsement area, as provided in 584-400-0140, Clinical
Practices;
(iii)
Demonstrate knowledge of the Oregon Department of Education's curriculum
standards for the endorsement area, if the Oregon Department of Education has
adopted standards in the subject area.
(3)
Standard 1: The
Learner and Learning:
(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]
(4)
Standard
2: Content
(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]
(5)
Standard 3:
Instructional Practice
(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]
(6)
Standard 4: Professional
Responsibility
(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
Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430; 342.455-342.495; 342.553
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
No prior version found.