Or. Admin. Code § 584-420-0345 - Elementary Education - Multiple Subjects: Program Standards
(1) Candidates who
are prepared for the Elementary Education - Multiple Subjects endorsement will
demonstrate the knowledge, skills, professional dispositions and cultural
competencies necessary to promote the academic, career, personal and social
development of students in elementary education learning
environments.
(2) The Commission
may provide approval to an educator preparation program that prepares
candidates for an Elementary Education - Multiple Subjects endorsement only if
it includes:
(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) Content that will enable candidates to
meet reading instruction requirements as provided in OAR
584-420-0015;
(c) Content that will
enable candidates to meet dyslexia instruction requirements as provided in OAR
584-420-0016;
(d) A requirement for
candidates to complete the Commission-approved test for Elementary-Multiple
Subjects or meet the requirements of at least one Multiple Measures content
knowledge assessment option for this endorsement area;
(e) A requirement for candidates to complete
a teacher performance assessment as provided in OAR 584-400-0120;
(f) Field experiences that include supervised
teaching or internships in elementary education classrooms; and integration of
principles of cultural competency and equitable practice in each competency
standard through the entire Elementary Education - Multiple Subjects
Endorsement program.
(3)
DEVELOPMENT, LEARNING, AND MOTIVATION.
Standard 1:
Development, Learning, and Motivation - Candidates know,
understand, and use the major concepts, principles, theories, and research
related to development of children and young adolescents to construct learning
opportunities that support individual students' development, acquisition of
knowledge, and motivation.
(4)
CURRICULUM.
Standard 2:
Reading, Writing, and
Oral Language - Candidates demonstrate a high level of competence in
use of English language arts and they know, understand, and use concepts from
reading, language and child development, to teach reading, writing, speaking,
viewing, listening, and thinking skills and to help students successfully apply
their developing skills to many different situations, materials, and
ideas.
(5)
Standard 3:
Science - Candidates know, understand, and use fundamental
concepts of physical, life, and earth/space sciences. Candidates can design and
implement age-appropriate inquiry lessons to teach science, to build student
understanding for personal and social applications, and to convey the nature of
science.
(6)
Standard
4:
Mathematics - Candidates know, understand, and use
the major concepts and procedures that define number and operations, algebra,
geometry, measurement, and data analysis and probability. In doing so they
consistently engage problem solving, reasoning and proof, communication,
connections, and representation.
(7)
Standard 5:
Social
Studies - Candidates know, understand, and use the major concepts and
modes of inquiry from the social studies - the integrated study of history,
geography, the social sciences, and other related areas - to promote elementary
students' abilities to make informed decisions as citizens of a culturally
diverse democratic society and interdependent world.
(8)
Standard 6:
The
Arts - Candidates know, understand, and use - as appropriate to their
own understanding and skills - the content, functions, and achievements of the
performing arts (dance, music, theater) and the visual arts as primary media
for communication, inquiry, and engagement among elementary students.
(9)
Standard 7:
Health
education - Candidates know, understand, and use the major concepts in
the subject matter of health education to create opportunities for student
development and practice of skills that contribute to good health.
(10)
Standard 8:
Physical education - Candidates know, understand, and use - as
appropriate to their own understanding and skills-human movement and physical
activity as central elements to foster active, healthy life styles and enhanced
quality of life for elementary students.
(11)
INSTRUCTION.
Standard
9:
Integrating and applying knowledge for instruction -
Candidates plan and implement instruction based on knowledge of students,
learning theory, connections across the curriculum, curricular goals, and
community.
(12)
Standard
10:
Adaptation to diverse students - Candidates
understand how elementary students differ in their development and approaches
to learning, and create instructional opportunities that are adapted to diverse
students.
(13)
Standard
11:
Development of critical thinking and problem
solving- Candidates understand and use a variety of teaching
strategies that encourage elementary students' development of critical thinking
and problem solving.
(14)
Standard 12:
Active engagement in learning-
Candidates use their knowledge and understanding of individual and group
motivation and behavior among students at the K-6 level to foster active
engagement in learning, self-motivation, and positive social interaction and to
create supportive learning environments.
(15)
Standard 13:
Communication to foster collaboration - Candidates use their
knowledge and understanding of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and
supportive interaction in the elementary classroom.
(16)
ASSESSMENT. Standard 14:
Assessment for instruction - Candidates know, understand, and
use formal and informal assessment strategies to plan, evaluate and strengthen
instruction that will promote continuous intellectual, social, emotional, and
physical development of each elementary student.
(17)
PROFESSIONALISM.
Standard 15:
Professional growth, reflection, and
evaluation - Candidates are aware of and reflect on their practice in
light of research on teaching, professional ethics, and resources available for
professional learning; they continually evaluate the effects of their
professional decisions and actions on students, families and other
professionals in the learning community and actively seek out opportunities to
grow professionally.
(18)
Standard 16:
Collaboration with families, colleagues, and
community agencies - Candidates know the importance of establishing
and maintaining a positive collaborative relationship with families, school
colleagues, and agencies in the larger community to promote the intellectual,
social, emotional, physical growth and well-being of children.
Notes
Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
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