Utah Admin. Code R277-304-4 - General Teacher Preparation
Before approval by the Board, a teacher preparation program shall provide evidence that the program:
(1) prepares candidates to meet the Utah
Effective Teaching Standards in Rule R277-330;
(2) prepares candidates to teach:
(a) the Utah Core Standards; and
(b) the Essential Elements, as appropriate to
a candidate's prospective area of licensure as established by the
Board;
(3) includes
school-based clinical experiences for a candidate to observe, practice skills,
and reflect on teaching that:
(a) are
significant in number, depth, breadth, and duration;
(b) are progressively more complex;
and
(c) include working with all
types of students;
(4)
for candidates who enroll in a preparation program before September 1, 2026,
requires competency in:
(a) content and
content specific pedagogy appropriate for the area of licensure;
(b) knowledge of the Educator Standards
contained in Rule R277-217;
(c)
designing, administering, and reviewing formative and summative assessments in
a meaningful and ethical manner;
(d) improving student outcomes by:
(i) using student assessment data, both
formative and summative;
(ii)
analyzing instructional practices; and
(iii) making necessary adjustments to
personalize learning;
(e) using strategies to promote active
student engagement;
(f)
systematically designing instruction toward a specific learning goal by:
(i) providing tier one and tier two
instruction and intervention on the Utah core standards including the use of
competency-based learning;
(ii)
using a variety of evidence-based instructional strategies, including explicit
instruction and scaffolded supports;
(iii) integrating technology to support and
meaningfully supplement the learning of students;
(iv) designing developmentally appropriate
and authentic learning experiences;
(v) developing higher order thinking and
metacognitive skills; and
(vi)
integrating cross-disciplinary skills, such as literacy and numeracy, into
instruction;
(g)
providing positive and constructive feedback to guide students' learning and
behavior;
(h) establishing a
consistent, organized, and respectful learning environment, including:
(i) positive behavior interventions and
supports within a multi-tiered system of support;
(ii) classroom procedures and
routines;
(iii) trauma-informed
practices; and
(iv) accountability
practices;
(i) knowledge
and skills to assist in the identification of and instruction for students with
disabilities in the general classroom, including:
(i) knowledge of the IDEA and Section 504 of
the Rehabilitation Act;
(ii)
knowledge of the role of non-special education teachers in the education of
students with disabilities;
(iii)
knowledge and skills in implementing least restrictive behavior
interventions;
(iv) skills in
implementing and assessing the results of interventions; and
(v) skills in the implementation of an
educational program with accommodations, modifications, services, and supports
established by an IEP or a 504 plan for students with disabilities in the
general education classroom;
(j) knowledge and skills designed to meet the
needs of diverse student populations in the general education classroom,
including:
(i) allowing students alternative
ways to demonstrate learning that are sensitive to student diversity;
(ii) creating an environment that is
sensitive to multiple experiences and diversity;
(iii) designing, adapting, and delivering
instruction to address each student's diverse learning strengths and needs;
and
(iv) incorporating language
development into planning, instruction, and intervention for students learning
English, using their first language as an asset while supporting development of
English proficiency; and
(k) effectively communicating and
collaborating with parents, colleagues, and administration;
(5) for candidates who enroll in a
preparation program on or after September 1, 2026, requires competence in the
General Teacher Preparation Competencies;
(6) for a program candidate accepted on or
after January 1, 2020, provides multiple opportunities for a program candidate
to successfully demonstrate application of knowledge and skills gained through
the program in one or more clinical experiences in collaboration with a
licensed teacher over an extended period in each of the following competencies:
(a) implementing the planning and design,
delivery, facilitation, assessment, evaluation, and reflection of a unit of
instruction;
(b) revising
instructional plans for future implementation or reteaching concepts as
appropriate;
(c) implementing the
accommodations, modifications, services, and supports as outlined in a
student's IEP or 504 plan;
(d)
evaluating student artifacts and assessments;
(e) establishing and maintaining classroom
procedures and routines that include positive behavior interventions and
supports;
(f) establishing and
maintaining a positive learning climate;
(g) reflecting on the teaching process and
justifying instructional decisions;
(h) participating in at least one IEP meeting
or parental consultation regarding a student that the program candidate has
instructed; and
(i) consulting and
collaborating with qualified personnel, such as a school counselor or school
social worker, regarding the emotional well-being of students;
(7) include consideration of a
candidate's dispositions and suitability for teaching; and
(8) include plans for candidate remediation
and exit counseling, if appropriate.
Notes
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.
Before approval by the Board, a teacher preparation program shall provide evidence that the program:
(1) prepares candidates to meet the Utah Effective Teaching Standards in Rule R277-330;
(2) prepares candidates to teach:
(a) the Utah Core Standards ; and
(b) the Essential Elements , as appropriate to a candidate's prospective area of licensure as established by the Board;
(3) includes school-based clinical experiences for a candidate to observe, practice skills, and reflect on teaching that:
(a) are significant in number, depth, breadth, and duration;
(b) are progressively more complex; and
(c) include working with all types of students;
(4) for candidates who enroll in a preparation program before September 1, 2025, requires competency in:
(a) content and content specific pedagogy appropriate for the area of licensure;
(b) knowledge of the Educator Standards contained in Rule R277-217;
(c) designing, administering, and reviewing formative and summative assessments in a meaningful and ethical manner;
(d) improving student outcomes by:
(i) using student assessment data, both formative and summative;
(ii) analyzing instructional practices; and
(iii) making necessary adjustments to personalize learning;
(e) using strategies to promote active student engagement;
(f) systematically designing instruction toward a specific learning goal by:
(i) providing tier one and tier two instruction and intervention on the Utah core standards including the use of competency -based learning;
(ii) using a variety of evidence-based instructional strategies, including explicit instruction and scaffolded supports;
(iii) integrating technology to support and meaningfully supplement the learning of students;
(iv) designing developmentally appropriate and authentic learning experiences;
(v) developing higher order thinking and metacognitive skills; and
(vi) integrating cross-disciplinary skills, such as literacy and numeracy, into instruction;
(g) providing positive and constructive feedback to guide students' learning and behavior;
(h) establishing a consistent, organized, and respectful learning environment, including:
(i) positive behavior interventions and supports within a multi-tiered system of support;
(ii) classroom procedures and routines;
(iii) trauma-informed practices; and
(iv) restorative practices;
(i) knowledge and skills to assist in the identification of and instruction for students with disabilities in the general classroom, including:
(i) knowledge of the IDEA and Section 504 of the Rehabilitation Act;
(ii) knowledge of the role of non-special-education teachers in the education of students with disabilities;
(iii) knowledge and skills in implementing least restrictive behavior interventions;
(iv) skills in implementing and assessing the results of interventions; and
(v) skills in the implementation of an educational program with accommodations, modifications, services, and supports established by an IEP or a 504 plan for students with disabilities in the general education classroom;
(j) knowledge and skills designed to meet the needs of diverse student populations in the general education classroom, including:
(i) allowing students alternative ways to demonstrate learning that are sensitive to student diversity;
(ii) creating an environment that is sensitive to multiple experiences and diversity;
(iii) designing, adapting, and delivering instruction to address each student's diverse learning strengths and needs; and
(iv) incorporating language development into planning, instruction, and intervention for students learning English, using their first language as an asset while supporting development of English proficiency; and
(k) effectively communicating and collaborating with parents, colleagues, and administration;
(5) for candidates who enroll in a preparation program on or after September 1, 2025, requires competence in the General Teacher Preparation Competencies;
(6) for a program candidate accepted on or after January 1, 2020, provides multiple opportunities for a program candidate to successfully demonstrate application of knowledge and skills gained through the program in one or more clinical experiences in collaboration with a licensed teacher over an extended period in each of the following competencies:
(a) implementing the planning and design, delivery, facilitation, assessment, evaluation, and reflection of a unit of instruction;
(b) revising instructional plans for future implementation or reteaching concepts as appropriate;
(c) implementing the accommodations, modifications, services, and supports as outlined in a student's IEP or 504 plan;
(d) evaluating student artifacts and assessments;
(e) establishing and maintaining classroom procedures and routines that include positive behavior interventions and supports;
(f) establishing and maintaining a positive learning climate;
(g) reflecting on the teaching process and justifying instructional decisions;
(h) participating in at least one IEP meeting or parental consultation regarding a student that the program candidate has instructed; and
(i) consulting and collaborating with qualified personnel, such as a school counselor or school social worker, regarding the emotional well-being of students;
(7) include consideration of a candidate's dispositions and suitability for teaching; and
(8) include plans for candidate remediation and exit counseling, if appropriate.