Division 420: STANDARDS FOR EDUCATOR LICENSURE, ENDORSEMENT AND SPECIALIZATION PROGRAMS
(INDIVIDUAL PROGRAMS WITHIN UNIT)
 
 
Summary of Action:  Creates one division (Division 420) for all program standards for licenses, endorsements and specializations.  Adopts rules as temporary rules and refers them out for public comment.
 
Background:
In the current rules, program standards are not all in the same division.  Some standards are a part of the licensure endorsement and specialization rules.  We have taken all the program standards related to teaching licenses out of licensure rules and put them into division 420.  All the standards are written with common provisions – boilerplate language – when there are common requirements.  The programs have also been updated to reflect all new statutory requirements.   The Division only includes program standards for teaching licenses.  Administrative and personnel license standards will be added after the Commission has completed its redesign of these license areas.  The rule numbers are not always consecutive because we will be adding more rules later.   The Elementary – Multiple Subjects is a new standard. We did not have a program standard rule for this area before.  All the rules include a reference to the TSPC Program Review and Standards Manual.  This manual is currently being created and will be completed before the rules are adopted as permanent rules in January 2016.
 
Division 420: STANDARDS FOR EDUCATOR LICENSURE, ENDORSEMENT AND SPECIALIZATION PROGRAMS (INDIVIDUAL PROGRAMS WITHIN UNIT)
 
584-420-0010 English Language Learner (ELL): ELL Standards for All Programs
License Programs
584-420-0020 Preliminary Teaching License: Program Standards
584-420-0030 Professional Teaching License: Program Standards
584-420-0040 Teacher Leader License: Program Standards
 
Endorsement Programs
584-420-0300 Advanced Mathematics: Program Standards
584-420-0345 Elementary – Multiple Subjects: Program Standards
584-420-0360 English Speakers of Other Languages Program Standards
584-420-0365 Drama: Program Standards
584-420-0375 Foundational Math: Program Standards
584-420-0390 Health: Program Standards
584-420-0415 Library Media: Program Standards
584-420-0425 Physical Education: Program Standards
584-420-0440 Reading Interventionist Program Standards
584-420-0460 Special Education: Program Standards
584-420-0475 Special Education: Deaf and Hard of Hearing: Program Standards
584-420-0490 World Language: Program Standards
 
Specialization Programs
584-420-0600 American Sign Language Specialization: Program Standards
584-420-0610 Adaptive Physical Education Specialization: Program Standards
584-420-0620 Early Childhood Education Specialization: Program Standards
584-420-0630 Dual Language Specialization: Program Standards
584-420-0640 Autism Spectrum Disorder Specialist Specialization: Program Standards
584-420-0650 Elementary Mathematics Instructional Leader Specialization: Program Standards
584-420-0660 Talented and Gifted Specialization: Program Standards
 
 
Copy of Proposed Rules
 
 
 
584-420-0010 English Language Learner (ELL): Standards for All Licensure, Endorsement and Specialization Programs
(1) Purpose of the Standards: It is the Commission’s policy that every p-12 educator has a responsibility to meet the needs of Oregon’s English Language Learner students. As such, accreditation and educator preparation requirements must support the demand for well-prepared educators to work with second language learners of all ages.
(2) These standards apply to pre-service candidates working to become teachers, administrators, personnel service educators and educator preparation program (EPP) faculty.
(3) The ELL Knowledge, Skills, Abilities and Dispositions:
(a) Language: Candidates, and higher education faculty know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support English Language Learners (ELL) and bilingual students' language and literacy development and content area achievement. Candidates and higher education faculty:
(A) Understand concepts related to academic versus social language, oracy versus literacy, and grammatical forms and linguistic functions;
(B) Are familiar with characteristics of students at different stages of second language acquisition and English Language Proficiency (ELP) levels;
(C) Recognize the role of first language (L1) in learning the second language (L2); and
(D) Are aware of personal, affective and social variables influencing second language acquisition.
(b) Culture: Candidates, and higher education faculty know and understand the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ELL students' cultural identities, language and literacy development, and content area achievement. Candidates, and higher education faculty:
(A) Understand the impact of culture on language learning;
(B) Recognize and combat deficit perspectives and views on second language learner students;
(C) Understand that learners’ skills, knowledge and experiences should be used as resources for learning; and
(D) Understand how one’s own culture impacts one’s teaching practice.
(c) Planning, Implementing, and Managing Instruction: Candidates and higher education faculty know and understand the use of standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources. Candidates and higher education faculty:
(A) Are familiar with different ELL program models for language acquisition English Language Development (ELD) and content pedagogy (sheltered & bilingual models);
(B) Incorporate basic sheltered strategies (e.g., visuals, grouping strategies, frontloading, and explicit vocabulary) appropriate to learners at different levels of English language proficiency within a gradual release of responsibility model;
(C) Are familiar with state-adopted English Language Proficiencies standards, and are able to develop lessons that include both content and language objectives related to those standards; and
(D) Incorporate primary language support within instruction.
(d) Assessment: Candidates and higher education faculty understand issues of assessment and use standards-based assessment measures with ELL and bilingual learners of all ages. Candidates and higher education faculty:
(A) Understand the role of language in content assessments; and
(B) Implement multiple and varied assessments that allow learners to demonstrate knowledge of content regardless of language proficiency level.
(e) Professionalism: Candidates and higher education faculty demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ELL and bilingual students and their families and work collaboratively to improve the learning environment. Candidates and higher education faculty:
(A) Understand the importance of fostering family and school partnerships; and
(B) Understand the importance of collaborating and consulting with English Language Development specialists.
(f) Technology: Candidates and higher education faculty use information technology to enhance learning and to enhance personal and professional productivity. Candidates and higher education faculty:
(A) Demonstrate knowledge of current technologies and application of technology with ELL students;
(B) Design, develop, and implement student learning activities that integrate information technology; and
(C) Use technologies to communicate, network, locate resources, and enhance continuing professional development.
 
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.200 & 342.400
Hist.:
 
584-420-0020 Preliminary Teaching License: Licensure Program Standards
(1) Candidates who are prepared for the Preliminary Teaching License will 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) The Commission may provide approval to an educator preparation program that prepares candidates for a Preliminary Teaching License 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) A requirement for students to complete the edTPA teacher performance prior to recommending the candidate for licensure;
(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 Preliminary Teaching License program.
(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]
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12
 
 
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]
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
Hist.: TSPC 3-2012, f. & cert. ef. 3-9-12
 
584-420-0040 Teacher Leader: Program Standards
 
(1) Candidates in Teacher Leader programs will be prepared to meet the following (7) domains of Teacher Leader knowledge and skills.  The completion of the program does not qualify a teacher for the Teacher Leader license.  The teacher must qualify for the license under the educational leadership requirements of the Teacher Leader License as provided in OAR 584-210-0050.
(2) Domain 1: Understanding Adults as Learners to Support Professional Learning Communities: The teacher leader understands how adults acquire and apply knowledge and uses this information to promote a culture of shared accountability for school outcomes that maximizes teacher effectiveness, promotes collaboration, enlists colleagues to be part of a leadership team, and drives continuous improvement in instruction and student learning.
(3) Domain 2: Accessing and Using Research to Improve Practice and Student Learning: The teacher leader understands how research creates new knowledge, informs policies and practices and improves teaching and learning. The teacher leader models and facilitates the use of systematic inquiry as a critical component of teachers’ ongoing learning and development.
(4) Domain 3: Promoting Professional Learning for Continuous Improvement: The teacher leader understands the constantly evolving nature of teaching and learning, established and emerging technologies, and the school community. The teacher leader uses this knowledge to promote, design, and facilitate job-embedded professional learning aligned with school improvement goals.
(5) Domain 4: Facilitating Improvements in Instruction and Student Learning: The teacher leader demonstrates a deep understanding of the teaching and learning processes and uses this knowledge to advance the professional skills of colleagues by being a continuous learner, modeling reflective practice based on student results, and working collaboratively with colleagues to ensure instructional practices are aligned to a shared vision, mission, and goals.
(6) Domain 5: Using Assessments and Data for School and District Improvement: The teacher leader is knowledgeable about current research on assessment methods, designing and/or selecting effective formative and summative assessment practices and use of assessment data to make informed decisions that improve student learning; and uses this knowledge to promote appropriate strategies that support continuous and sustainable organizational improvement.
(7) Domain 6: Improving Outreach and Collaboration with Families and Community: The teacher leader understands that families, cultures, and communities have a significant impact on educational processes and student achievement and uses this knowledge to promote frequent and more effective outreach with families, community members, business and community leaders and other stakeholders in the education system.
(8) Domain 7: Advocating for Student Learning and the Profession. The teacher leader understands how educational policy is made at the local, state, and national level as well as the roles of school leaders, boards of education, legislators, and other stakeholders in formulating those policies; and uses this knowledge to advocate for student needs and for practices that support effective teaching and increase student learning and to serve as an individual of influence and respect within the school, community and profession.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430, 342.455-342.495, 342.553
Hist.: TSPC 5-2014, f. & cert. ef. 8-5-14
 
584-420-0300 Advanced Mathematics Endorsement: Program Standards
 
(1) Candidates who are prepared for the Advanced Mathematics endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in Advanced Mathematics learning environments.
(2) The Commission may provide approval to an educator preparation program that prepares candidates for an Advanced Mathematics 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) A requirement for students to complete the Commission’s test for Advanced Mathematics;
(c) A requirement for students to complete a teacher performance assessment in accordance with OAR OAR 584-017-1100 Teacher Candidate Performance Assessments if the candidate is being recommended for Preliminary Teaching License; and
(d) Field experiences that include supervised teaching or internships in Advanced Mathematics classrooms; and
(e) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Advanced Mathematics endorsement program.
(3) Standard 1:  Candidates demonstrate knowledge in numbers, operations and algebra, geometry, functions, discrete mathematics and computer science, probability and statistics, calculus, limits of sequences and series and demonstrate the convergence or divergence of series.
(4) Standard 2: Candidates demonstrate the ability to facilitate mathematical inquiry through understanding a problem, exploring, recognizing patterns, conjecturing, experimenting and justifying.
(5) Standard 3: Candidates demonstrate knowledge and skill In Mathematics pedagogy and assessments.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.143, 342.153, 342.165 & 342.223 - 342.232
Hist.: TSPC 2-2005, f. & cert. ef. 4-15-05; TSPC 1-2015, f. & cert. ef. 2-10-15
 
584-420-0345 Elementary Education: Multiple Subjects Endorsement: 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 courses and pedagogy courses especially designed to ensure that the educator is able to provide high quality reading instruction that enables pupils to meet or exceed third-grade reading standards adopted by the State Board of Education to become proficient readers by the end of the third grade;
(c) Instruction on dyslexia that is consistent with the knowledge and practice standards of an international organization on dyslexia;
(d) A requirement for students to complete the Commission’s test for Elementary-Multiple Subjects;
(e) A requirement for students to complete a teacher performance assessment in accordance with OAR OAR 584-017-1100 Teacher Candidate Performance Assessments if the candidate is being recommended for Preliminary Teaching License; and
(f) Field experiences that include supervised teaching or internships in elementary education classrooms; and
(g) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Elementary Education: Multiple Subjects Endorsement program.
DEVELOPMENT, LEARNING, AND MOTIVATION
(3) 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.
CURRICULUM
(4) 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.
INSTRUCTION
(11) 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.
ASSESSMENT
(16) 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.
PROFESSIONALISM
(17) 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.
 
584-420-0365   Drama: Program Standards
(1) Candidates who are prepared for the Drama endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in drama education learning environments.
(2) The Commission may provide approval to a program that prepares candidates for a Drama endorsement only if it includes:
(a) At least twenty-four quarter hours designed to develop competence in Drama education that includes:
(A) Acting;
(B) Directing; and
(C) Technical theater
(b) A requirement for students to complete a teacher performance assessment in accordance with OAR OAR 584-017-1100 Teacher Candidate Performance Assessments if the candidate is being recommended for Preliminary Teaching License; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Drama Education endorsement program.
 
584-420-0360 English for Speakers of Other Languages Endorsement (ESOL): Program Standards
 
(1) Candidates who are prepared for the ESOL endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in ESOL learning environments.
(2) The Commission may provide approval to an educator preparation program that prepares candidates for an ESOL 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) A requirement for students to complete the Commission’s test for ESOL;
(c) A requirement for students to complete a teacher performance assessment in accordance with OAR OAR 584-017-1100 Teacher Candidate Performance Assessments if the candidate is being recommended for Preliminary Teaching License; and
(d) Field experiences that include supervised teaching or internships in ESOL classrooms; and
(e) Integration of principles of cultural competency and equitable practice in each competency standard through the entire ESOL endorsement program.
(3) Standard 1: Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL and bilingual students acquire and use English in listening, speaking, reading, and writing for social and academic purposes. 
(4) Standard 2: Candidates demonstrate the ability to know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL and bilingual students' cultural identities, language and literacy development, and content area achievement.
(5) Standard 3: Candidates demonstrate the ability to know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESOL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources.
(6) Standard 4: Candidates understand issues of assessment and use standards-based assessment measures with ESOL and bilingual students.
(7) Standard 5: Candidates demonstrate knowledge of the history of ESOL teaching.
(8) Standard 6: Candidates demonstrate the ability to serve as professional resources, advocate for ESOL and bilingual students, build partnerships with students' families and collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL and bilingual students. 
(9) Standard 7: Candidates use information technology to enhance learning and to enhance personal and professional productivity.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120-342.143, 342.153, 342.165 & 342.223-342.232
Hist.:
 
584-420-0375 Foundational Math Endorsement: Program Standards
(1)  Candidates who are prepared for the Foundational Mathematics endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in Foundational Mathematics learning environments.
(2) The Commission may provide approval to an educator preparation program that prepares candidates for a Foundational Mathematics 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) A requirement for students to complete the Commission’s test for Foundational Mathematics;
(c) A requirement for students to complete a teacher performance assessment in accordance with OAR OAR 584-017-1100 Teacher Candidate Performance Assessments if the candidate is being recommended for Preliminary Teaching License; and
(d) Field experiences that include supervised teaching or internships in Foundational Mathematics classrooms; and
(e) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Foundational Mathematics endorsement program.
(3) Standard 1:  Candidates demonstrate knowledge of numbers, operations, algebra, functions, geometry, measurement, data analysis, probability and statistic and calculus;
(4) Standard 2: Candidate demonstrate the ability to create mathematical inquiry through understanding a problem, exploring, conjecturing, experimenting and justifying. :
(5) Standard 3: Candidate demonstrate the ability to use multiple forms of representation including concrete models, pictures, diagrams, tables and graphs; and
(6) Standard 4: Candidates demonstrate the ability to understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
(7) Standard 5: Candidates demonstrate the ability to set high expectations and provide strong support for all students to learn mathematics.
(8) Standard 6: Candidates demonstrate the ability to create classroom environment conducive to mathematical learning:
(9) Standard 7: Candidates demonstrate the ability to use assessments.
(10) Standard 8: Candidates demonstrate knowledge and skill in instructional technology.
(11) Standard 9: Candidates demonstrate knowledge related to the historical and cultural influences in mathematics including contributions of underrepresented groups.
 
584-420-0390   Health: Program Standards
(1) Candidates who are prepared for the Health endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in Health learning environments.
(2) The Commission may provide approval to an educator preparation program that prepares candidates for a Health Education 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) A requirement for students to complete the Commission’s test for Health;
(c) A requirement for students to complete a teacher performance assessment in accordance with OAR OAR 584-017-1100 Teacher Candidate Performance Assessments if the candidate is being recommended for Preliminary Teaching License; and
(d) Field experiences that include supervised teaching or internships in Health Education classrooms; and
(e) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Health endorsement program.
(3) Standard 1:  Candidates demonstrate the ability to assess individual and community needs for health education.
(4) Standard 2:  Candidates demonstrate the ability to develop and implement health Education programs.
(5) Standard 3: Candidates demonstrate the ability to coordinate provision of health education programs and services among health educators, other teachers and appropriate school staff.
(6) Standard 4: Candidates demonstrate the ability to communicate health and health education needs, concerns, and resources.
(7) Standard 5: Candidates demonstrate the ability to apply appropriate research principles and methods in health education.
(8) Standard 6: Candidates demonstrate the ability to administer Health Education programs.
(9) Standard 7: Candidates demonstrate the ability to advance the Profession of Health Education.
(10) Standard 8: Candidates demonstrate the ability to differentiate instruction.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 -342.143, 342.153, 342.165, 342.223 - 342.232
Hist.: TSPC 2-2005, f. & cert. ef. 4-15-05; TSPC 2-2008, f. & cert. ef. 4-15-08; TSPC 1-2015, f. & cert. ef. 2-10-15
 
584-420-0415 Library Media: Program Standards
(1) Candidates who are prepared for the Library Media endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in Library Media learning environments.
(2) The Commission may provide approval to an educator preparation program that prepares candidates for a Library Media 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) A requirement for students to complete the Commission’s test for Library Media;
(c) A requirement for students to complete a teacher performance assessment in accordance with OAR OAR 584-017-1100 Teacher Candidate Performance Assessments if the candidate is being recommended for Preliminary Teaching License; and
(d) Field experiences that include supervised teaching or internships in Library Media classrooms; and
(e) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Library Media endorsement program.
(3) Standard 1: Candidates demonstrate the ability to encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information.
(4) Standard 2: Candidates demonstrate the ability to promote efficient and ethical information-seeking behavior as part of the school library program and its services.
(5) Standard 3: Candidates demonstrate the ability to create a positive educational environment which promotes reading, literacy, and use of appropriate technology for diverse learners.
(6) Standard 4: Candidates demonstrate the ability to work with classroom teachers to co-plan, co-teach, and co-assess information skills i
(7) Standard 5: Candidates demonstrate the ability to support the learning of all students and other members of the learning community, including those with diverse learning styles, abilities and needs..
(8) Standard 6: Candidates demonstrate the ability to develop professional collaboration and leadership.
(9) Standard 7: Candidates demonstrate the ability to articulate the relationship of the library media program with current educational trends and important issues.
(10) Standard 8: Candidates demonstrate the ability to administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration.
(11) Standard 9: Candidates demonstrate the ability to adhere to the principles of the school library profession which include selecting, organizing, managing, and developing procedures and policies for print and electronic information resources. 
(12) Standard 10: Candidates demonstrate the ability to assess and manage financial, physical, and human resources.
(13) Standard 11: Candidates demonstrate the ability to use instructional technology.
 
584-420-0425 Physical Education: Program Standards
 
(1) Candidates who are prepared for the Physical Education Endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in Physical Education learning environments.
(2) The Commission may provide approval to an educator preparation program or course of study that prepares candidates for a Physical Education Endorsement only if it includes:
(a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook;
(b) Field experiences that include supervised teaching or internships in Physical Education classroom settings; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Physical Education Endorsement program.
(3) Standard 1:  Candidates demonstrate an understanding of physical education content, disciplinary concepts, and tools of inquiry related to the development of a physically educated person.
(4) Standard 2: Candidates demonstrate an understanding of how individuals learn and develop, and can provide opportunities that support their physical, cognitive, social and emotional development.
(5) Standard 3: Candidates demonstrate the ability to use differentiated instruction for diverse learners by demonstrating an understanding of how individuals differ in their approaches to learning and create appropriate instruction opportunities adapted to individual differences.
(6) Standard 4: Candidates demonstrate the ability to understand individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
(7) Standard 5: Candidates demonstrate the ability to use effective verbal, nonverbal and media communication techniques to foster inquiry, collaboration and engagement in physical activity settings
(8) Standard 6: Candidates demonstrate the ability to use a variety of developmentally appropriate instructional strategies to develop physically educated individuals.
(9) Standard 7: Candidates demonstrate the ability to use formal and informal assessment strategies to foster physical, cognitive, social and emotional development of learners in physical activity.
(10) Standard 8: Candidates demonstrate the ability to reflect and evaluate the effects of her or his actions on others.
(11) Standard 9: Candidates demonstrate the ability to use information technology to enhance learning and to enhance personal and professional productivity.
(12) Standard 10 Candidates demonstrate the ability to foster relationships with colleagues, parents and guardians and community agencies to support learners’ growth and well-being.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.143, 342.153, 342.165 & 342.173
Hist.:
 
584-420-0440 Reading Interventionist: Program Standards
(1) Candidates who are prepared for the Reading Interventionist endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in a reading invention learning environment.
(2) The Commission may provide approval to an educator preparation program that prepares candidates for a Reading Interventionist 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 courses and pedagogy courses especially designed to ensure that the educator is able to provide high quality reading instruction that enables pupils to meet or exceed third-grade reading standards adopted by the State Board of Education to become proficient readers by the end of the third grade;
(c) Instruction on dyslexia that is consistent with the knowledge and practice standards of an international organization on dyslexia;
(d) A requirement for students to complete the Commission’s test for Reading Interventionists;
(e) A requirement for students to complete the edTPA teacher performance assessment if candidate is being recommended for the Preliminary Teaching License.
(f) Field experiences that include supervised teaching or internships in reading intervention learning environments; and
(g) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Reading Interventionist Endorsement program.
(3) Standard 1: Candidates demonstrate the knowledge and skills related to foundational reading knowledge and dispositions.
(4) Standard 2: Candidates demonstrate the knowledge and skills related to Instructional reading Strategies and Curriculum Materials,
(5) Standard 3: Candidates demonstrate the knowledge and skills related to reading assessment, diagnosis and evaluation.
(6) Standard 4: Candidates demonstrate the ability and understand the importance of creating a Literate Environment
(7) Standard 5:  Candidates understand the importance on participation in professional development related to reading instructional skills. 
(8) Standard 6: Candidates demonstrate the ability to provide leadership, guidance and supervision of paraprofessionals.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120-ORS 342.143, ORS 342.153, ORS 342.165, & ORS 342.223-ORS 342.232
Hist.:
 
584-420-0460 Special Education: Program Standards
(1) Candidates who are prepared for the Special Education endorsements will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in the Special Education population.
(2) The Commission may provide approval to an educator preparation program or course of study that prepares candidates for a Special Education 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) Instruction on dyslexia and that the instruction be consistent with the knowledge and practice standards of an international organization on dyslexia;
(c) A requirement for students to complete the Commission-approved subject-matter test for World Languages;
(d) Field experiences that include supervised teaching or internships in classroom environments with students who are “individuals with exceptionalities” across the full range of disabilities. Field and clinical experiences must be supervised by qualified professionals who are either licensed as special educators or eligible for licensure as special educators; and
(e) Integration of principles of cultural competency, cultural responsive pedagogy and equitable practices are imbedded in each competency standard through the entire Special Education endorsement program.
(3) The Commission-approved elementary multiple subjects examination is not required to obtain the license. However, passage of the Commission-adopted Elementary-- Multiple Subjects examination is required in order for special educators licensed to teach general education content in grades prekindergarten through 8 (elementary teachers) and to meet the federal definition of “highly qualified” teacher under the Elementary/Secondary Education Act (ESEA).    
(4) Standard 1: Candidates demonstrate the ability to understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. 
(5) Standard 2: Candidates demonstrate the ability to create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination
(6) Standard 3: Candidates demonstrate the ability to use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities
(7) Standard 4: Candidates demonstrate the ability to use multiple methods of assessment and data-sources in making educational decisions.
(8) Standard 5: Candidates demonstrate the ability to select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
(9) Standard 6: Candidates demonstrate the ability to use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
(10) Standard 7: Candidates demonstrate the ability to collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. Candidates:
 
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
Hist.:
 
584-420-0475 Special Education: Deaf and Hard of Hearing: Program Standards
(1) Candidates who are prepared for the Special Education: Deaf and Hard of Hearing endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in the deaf and hard of hearing population.
(2) The Commission may provide approval to an educator preparation program or course of study that prepares candidates for a Special Education: Deaf and Hard of Hearing endorsement only if it includes:
(a) Content that will enable candidates to meet the standards set forth in this rule and the TSPC Program Review and Standards Handbook;
(b) Field experiences that include supervised teaching or internships in classrooms with deaf and hard of hearing learners; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Deaf and Hard of Hearing Endorsement program.
(3) Standard 1: American Sign Language Competency: Candidates can demonstrate proficiency in American Sign Language to meet the rating of 3.0 or above on the American Sign Language Proficiency Interview (ASLPI), or the rating of Advanced on the Sign Language Proficiency Interview (SLPI).
(4) Standard 2: Candidates demonstrate knowledge and skills related to philosophical, historical, and legal foundations of special education for individuals who are deaf or hard of hearing and be able to incorporate this knowledge within the context of the educational system.
(5) Standard 3: Candidates demonstrate knowledge and skills related to models of practice, and growth and improvement indicators for students who are deaf or hard of hearing.
(6) Standard 4: Candidates demonstrate knowledge and skills related to the impact that disabilities have on the cognitive, physical, emotional, social, and communication development of an individual and to create opportunities that support the communication, intellectual, social, and personal development of all students.
(7) Standard 5: Candidates demonstrate knowledge and skills related to the educational assessment process and to utilize various assessment strategies to support the continuous development of all students. 
(8) Standard 6: Candidates demonstrate knowledge and skills related to how students differ in their approaches to learning and to create instructional opportunities that are adapted to diverse learners.
(9) Standard 7: Candidates demonstrate knowledge and skills related to proficiency in the languages used for instructing students who are deaf or hard of hearing;
(10) Standard 8: Candidates demonstrate knowledge and skills related to individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
(11) Standard 7: Candidates demonstrate the ability to interact in a variety of communication situations.
(12) Standard 8: Candidates demonstrate the ability to use effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction among professionals, parents, paraprofessionals, and students.
(13) Standard 9: Candidates demonstrate knowledge related to the teaching profession, standards of professional conduct, and to providing leadership to improve student learning and well-being.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.: TSPC 1-2015, f. & cert. ef. 2-10-15
 
584-420-0490 World Language: Program Standards
(1)  Candidates who are prepared for the World Language endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in World Language learning environments.
(2) The Commission may provide approval to an educator preparation program that prepares candidates for a World Language endorsement only if it includes:
(a) Content that will enable candidates to meet the standards set forth in this rule and the TSPC Program Review and Standards Handbook;
(b) A requirement for students to complete the Commission-approved subject-matter test for World Languages;
(c) A requirement for students to complete a teacher performance assessment in accordance with OAR OAR 584-017-1100 Teacher Candidate Performance Assessments if the candidate is being recommended for Preliminary Teaching License; and
(d) Field experiences that include supervised teaching or internships in World Language classroom through one of the followings;
(A) Field experiences prior to student teaching that include experiences in world language classrooms; (B) Field experiences, including student teaching, that are supervised by a qualified world language educator who is knowledgeable about current instructional approaches and issues in the field of world language education; and
(C) Opportunities for candidates to participate in a structured study abroad program or intensive immersion experience in a target language community.
(e) Integration of principles of cultural competency and equitable practice in each competency standard through the entire World Language endorsement program.
(3) Standard 1: Candidates must demonstrate knowledge and skills related to technology-enhanced instruction and the use of technology in their own teaching.
(4) Standard 2: Candidates must demonstrate knowledge and skills related to language, linguistics and comparison.
(5) Standard 3: Candidates must demonstrate knowledge and skills related to cultures, literatures, and cross-disciplinary concepts.
(6) Standard 4: Candidates must demonstrate knowledge and skills related to language acquisition theories and instructional practices.
(7) Standard 5: Candidates must demonstrate knowledge and skills related to integration of standards into curriculum and instruction.
(8) Standard 6: Candidates must demonstrate knowledge and skills related to assessment of languages and cultures.
(9) Standard 7: Candidates must demonstrate knowledge and skills related to professionalism, cultural competency, and community advocacy.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
Hist.:
 
 
584-420-0600 American Sign Language Specialization: Program Standards
(1) Candidates who are prepared for the American Sign Language specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in American Sign Language learning environments.
(2) The Commission may provide approval to an educator preparation program or course of study that prepares candidates for a World Language: American Sign Language specialization only if it includes:
(a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook;
(b) Field experiences that include supervised teaching or internships in classrooms with American Sign Language learners; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire American Sign Language Specialization program.
(3) Standard 1: Candidates demonstrate knowledge and skills related to first and second language acquisition;
(4) Standard 2: Candidates demonstrate knowledge and skills related to linguistics of American Sign Language;
(5) Standard 3: Candidates demonstrate knowledge and skills related to aspects of the deaf culture and community;
(6) Standard 4: Candidates demonstrate knowledge and skills related to Methods of teaching American Sign Language;
(7) Standard 5: Candidates demonstrate knowledge and skills related to American Sign Language Literature.
 
 
584-420-0610   Adaptive Physical Education Specialization: Program Standards
(1) Candidates who are prepared for the Adaptive Physical Education specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in adaptive physical education learning environments.
(2) The Commission may provide approval to an Adaptive Physical Education specialization that prepares candidates for a talented and gifted specialization only if it includes:
(a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook;
(b) Field experiences that include supervised teaching or internships in classrooms with adaptive physical education learners; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Adaptive Physical Education specialization program.
(3) Standard 1: Candidates demonstrate knowledge and skills related to specific teaching methodology for students with disabilities;
(4) Standard 2: Candidates demonstrate knowledge and skills related to assessment and evaluation of students with disabilities in physical education;
(5) Standard 3: Candidates demonstrate knowledge and skills related to adapting instruction, behavior management techniques in physical education for students with disabilities;
(6) Standard 4: Candidates demonstrate knowledge and skills related to utilizing community resources to improve program effectiveness.
 
584-420-0620 Early Childhood Education Specialization: Program Standards
(1) Candidates who are prepared for the Early Childhood Education specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in early childhood education learning environments.
(2) The Commission may provide approval to an Early Childhood Education specialization that prepares candidates for an early childhood education specialization only if it includes:
(a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook;
(b) Field experiences that include supervised teaching or internships in classrooms with Early Childhood Education learners; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Early Childhood Education Specialization program.
(3) Standard 1:  Candidates demonstrate knowledge and skills related to human development with special emphasis on cognitive, physical, language, social, emotional, and aesthetic development from birth through age eight;
(4) Standard 2:  Candidates demonstrate knowledge and skills related to foundations of early childhood education, to include familial, social, and cultural contexts and diversity;
(5) Standard 3:  Candidates demonstrate knowledge and skills related to curriculum for young children, to include developmentally appropriate objectives, teaching materials, and learning experiences for integrating instruction in language, mathematics, science, social studies, health, safety, nutrition, art, music, drama, and movement;
(6) Standard 4:  Candidates demonstrate knowledge and skills related to instruction on dyslexia that is consistent with the knowledge and practice standards of an international organization on dyslexia;
(7) Standard 5:  Candidates demonstrate knowledge and skills related to classroom management to meet the individual needs of young children, to include children with disabilities and special abilities;
(8) Standard 6:  Candidates demonstrate knowledge and skills related to observation and evaluation of children's behavior and achievement and use of these data in planning instruction, guiding children, and collaborating with parents and resource persons;
(9) Standard 7:  Candidates demonstrate knowledge and skills related to instruction on communicating and conferencing with parents, regular and special educators, and other professional resources to achieve educational objectives with each child; and
(10) Standard 8:  Candidates demonstrate knowledge and skills related to supervised practicum integrated with instruction in all of the above, to include experiences in prekindergarten and kindergarten programs
 
584-420-0630 Dual Language Specialization: Program Standards
(1) Candidates who are prepared for the Dual Language specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in Dual Language learning environments.
(a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook;
(b) Field experiences that include supervised teaching or internships in classrooms with talented and gifted learners; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Dual Language Specialization program. 
(2) Standard 1: Language: The dual language teacher knows, understands, and applies theories of first and second language acquisition to their practice and communicates in two languages at a highly proficiency level.
(3) Standard 2: Culture: The dual language teacher knows, understands, and uses major concepts, principles, theories, and research related to the role of culture, cultural groups, and identity to construct a supportive learning environment for all dual language students. The dual language teacher:
(4) Standard 3: Planning, Implementing, and Managing Instruction: The dual language teacher knows, understands, and uses evidence-based practices and strategies related to planning, implementing, and managing instruction in dual language classrooms.
(5) Standard 4 Assessment: The dual language teacher should understand the complexity of assessment to inform instruction for students’ learning in multiple languages. Dual language teachers know how to assess language skills, literacy and content in both languages of instruction.
(6) Standard 5: Professionalism: The dual language teacher knows and understands current and emerging trends in educational research. The dual language teacher acts as a resource and advocate for multilingualism and collaborates with students, their families, the school community and educational professionals in order to meet the needs of multilingual students. The dual language teacher:
(7) Standard 6: Community & Family Engagement: The dual language teacher knows, understands and uses principles, theories, research and applications related to the role of family and community engagement to construct a supportive and inclusive learning environment for all students.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
Hist.:
 
 
584-420-0640 Autism Spectrum Disorder: Program Standards
(1) Candidates who are prepared for the Autism Spectrum Disorder specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in Autism Spectrum Disorder learning environments.
(a) Content that will enable candidates to gain the knowledge, skills, abilities, professional dispositions, and cultural competencies to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook;
(b) Field experiences that include supervised teaching or internships in classrooms with talented and gifted learners; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Early Childhood Education Specialization program. 
(2) Standard 1: Candidates indicate knowledge of autism spectrum disorders including development and characteristics of learners.
(3) Standard 2: Candidates demonstrate knowledge of ASD Assessments for Development and Educational Impact on ASD service needs.
(4) Standard 3: Candidates demonstrate knowledge of system-wide considerations.
(5) Standard 4: Candidates demonstrate knowledge of evidence-based interventions to promote focused, engaged time for learners with ASD.
(6) Standard 5: Candidates demonstrate knowledge and skills related to training and coaching of adults serving individuals with ASD;
(7) Standard 6: Candidates demonstrate knowledge and skills related to professional practices for ASD Specialists.
(8) Standard 7: Candidates demonstrate knowledge and skills related to effective collaboration with families and communities.
Stat. Auth.: ORS 342
Stats. Implemented:
 
584-420-0650 Elementary Mathematics Instructional Leader Specialization: Program Standards
 
(1) Candidates who are prepared for the Elementary Mathematics Instruction Leader will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in drama education learning environments.
(2) The Commission may provide approval to an Early Childhood Education specialization that prepares candidates for a talented and gifted specialization only if it includes:
(a) Twenty-four quarter or sixteen semester hours of a TSPC-approved Elementary Mathematics Instructional Leader program that includes content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook. 
(b) An EMIL practicum working with a range of students and teachers; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Elementary Mathematics Instructions Leader Specialization program.
(3) Standard 1: Content Knowledge: EMIL professionals must know and understand deeply the mathematics of elementary school as well as how mathematics concepts and skills develop through middle school. This knowledge includes specialized knowledge that teachers need in order to understand and support student learning of elementary mathematics.
(4) Standard 2: Pedagogical Knowledge for Teaching Mathematic: EMIL professionals are expected to have a foundation in pedagogical content knowledge (PCK) (Ball, Thames, & Phelps, 2008). This section is informed by and draws upon the 2003 NCATE/NCTM Program Standards: Standards for Elementary Mathematics Specialists.
(5) Standard 3: Leadership Knowledge and Skills: EMIL professionals need to be prepared to take on collegial non-evaluative leadership roles within their schools and districts. They must have a broad view of many aspects and resources needed to support and facilitate effective instruction and professional growth.
Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.120–342.430, 342.455-342.495; 342.553
Hist.:
 
584-420-0660 Talented and Gifted Specialization: Program Standards
(1) Candidates who are prepared for the Talented and Gifted Specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in drama education learning environments.
(2) The Commission may provide approval to a Talented and Gifted specialization that prepares candidates for a talented and gifted specialization only if it includes:
(a) Content that will enable candidates to meet the competency standards set forth in this rule and the TSPC Program Review and Standards Handbook;
(b) Field experiences that include supervised teaching or internships in classrooms with talented and gifted learners; and
(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Talented and Gifted Specialization program.
(3) Standard 1: Learner Development and Individual Learning Differences: Talented and Gifted Specialists understand the variations in learning and development in cognitive and affective areas between and among Talented and Gifted Learners and apply this understanding to provide meaningful and challenging learning experiences for children identified as Talented and Gifted.
(4) Standard 2: Learning Environments: Talented and Gifted Specialists create safe, inclusive, and culturally responsive learning environments so that Talented and Gifted Learners become effective learners and develop social and emotional well-being.
(5) Standard 3: Curricular Content Knowledge: Talented and Gifted Specialists use knowledge of general and specialized curricula to advance learning for Talented and Gifted Learners.
(6) Standard 4: Cultural Competency and Equity in the Classroom: Talented and Gifted Specialists demonstrate the cultural competency and proficiencies necessary to provide equitable outcomes for all students.
(7) Standard 5: Assessment: Talented and Gifted Specialists use multiple methods of assessment and data sources in making educational decisions about identification of Talented and Gifted Learners and student learning.
(8) Standard 6: Instructional Planning and Strategies: Talented and Gifted Specialists select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of Talented and Gifted Learners.
(9) Standard 7: Professional Learning and Ethical Practices: Talented and Gifted Specialists use foundational knowledge of the field and professional ethical principles and programming standards to inform gifted education practice, to engage in lifelong learning, and to advance the profession.
(10) Standard 8: Collaboration: Talented and Gifted Specialists collaborate with families, other educators, related service providers, Talented and Gifted Learners, and personnel from community agencies in culturally responsive ways to address the needs of Talented and Gifted Learners across a range of learning experiences.