OAR Chapter 584 — Teacher Standards and Practices Commission

Division 1 PROCEDURAL RULES

Or. Admin. R. 584-001-0000 Notice of Rulemaking Action

Prior to the adoption, amendment, or repeal of any permanent rule, the Teacher Standards and Practices Commission shall give notice of the proposed adoption, amendment, or repeal:

(1) In the Secretary of State's Bulletin referred to in ORS 183.360 at least 21 days prior to the effective date of the rule.

(2) By sending a copy of the notice to legislators as specified in ORS 183.335(15) at least 49 days before the effective date of the rule.

(3) By sending a copy of the notice to persons on the Commission's mailing list established pursuant to ORS 183.335(8) and 183.341(4) at least 28 days before the effective date of the rule.

(4) Any person may request, in writing, to be included on the mailing list described in subsection (3) of this rule. The person must provide to the Commission an address, electronic or postal mail, to which the notice may be sent.

(5) The Commission may update the mailing list described in subsection (3) of this rule annually by requesting persons to confirm that they wish to remain on the mailing list. If a person does not respond to a request within 28 days of the date the Commission sends the request, the Commission may remove the person from the mailing list. Any person removed from the mailing list will be immediately returned to the mailing list, upon request, if the person provides a current address to which the notice may be sent.

History

Statutory/Other Authority: ORS 183 & 342
Statutes/Other Implemented: ORS 183.335 & 183.341
TSPC 9-2014, f. & cert. ef. 11-14-14
TSPC 6-2002, f. & cert. ef. 10-23-02
TSPC 5-2000, f. & cert. ef. 9-20-00
TS 9-1994, f. & cert. ef. 11-21-94
TS 3-1988, f. & cert. ef. 4-7-88
TS 1-1988, f. 1-14-88, cert. ef. 1-15-88
TS 6-1984, f. 12-27-84, ef. 1-15-85
TS 12, f. & ef. 9-29-76

Or. Admin. R. 584-001-0005 Model Rules of Procedure

Pursuant to ORS 183.341, the Attorney General's Model Rules of Procedure for Contested Cases, effective in December 2024; the Collaborative Dispute Resolution Model Rules, effective in December 2024 and the Model Rules For Rulemaking, effective in December 2024, are by this reference adopted as the rules of procedure for the Teacher Standards and Practices Commission and shall be controlling except as otherwise required by statute or rule.

History

Statutory/Other Authority: ORS 183
Statutes/Other Implemented: ORS 183.341
TSPC 21-2024, amend filed 12/19/2024, effective 01/01/2025
TSPC 7-2019, amend filed 12/31/2019, effective 12/31/2019
TSPC 7-2005, f. & cert. ef. 8-24-05
TSPC 2-2000, f. & cert. ef. 5-15-00
TSPC 1-2000(Temp), f. & cert. ef. 1-18-00 thru 7-11-00
TS 9-1994, f. & cert. ef. 11-21-94
TS 4-1991, f. & cert. ef. 3-12-91
TS 3-1988, f. & cert. ef. 4-7-88
TS 8-1986, f. 12-19-86, cert. ef. 1-15-87
TS 7-1983, f. & cert. ef. 12-14-83
TS 2-1982, f. & cert. ef. 4-16-82
TS 4-1980, f. & cert. ef. 7-29-80
TS 5-1978, f. & cert. ef. 11-1-78, Renumbered from 584-021-0100
TS 13, f. 12-20-76, cert. ef. 1-1-77
TS 6, f. 11-21-73, cert. ef. 12-25-73
TS 1, f. 7-31-73, cert. ef. 7-15-73

Or. Admin. R. 584-001-0010 Access to Information in Licensure Files

Oregon law establishes the right of public access to general information in files maintained by public agencies while reserving the right to withhold certain information potentially injurious to the affected party. The Commission makes available to the public information in licensure files subject to the following rules:

(1) General information available to the public shall include: the person's license type and status, academic degree(s) and the institutions awarding them, the names and addresses of verified educational employers, and orders adopted by the Commission as a result of disciplinary proceedings, if any.

(2) Personal information not routinely furnished the general public shall include: social security number, the date and place of birth, home address and telephone number, transcripts of credits and grades, reports of educational experience that include personal comments, and other forms or papers containing personal opinions about the educator.

(3) All requests for general information shall be in writing, with the exception of requests covered by subsection (7) of this rule.

(4) With the exception of requests covered by subsection (7) of this rule, a charge of $5 shall be made to process a written request for general information.

(5) All requests for personal information shall be in writing, with the exception of requests covered by subsection (7) of this rule, and shall provide clear and convincing evidence of public interest in disclosure or a showing that disclosure of the record will not constitute an unreasonable invasion of privacy. Upon receipt of a request for personal information, the Executive Director shall notify the educator by certified and first class mail that personal information has been requested and that he or she has an opportunity to show that making disclosure as requested will unreasonably invade privacy. The Executive Director shall determine, based on the evidence of public interest and showing of unreasonable invasion of privacy, whether exemption from disclosure is justified and shall release the record or deny the request for disclosure.

(6) With exception of requests covered by subsection (7) of this rule, a charge of $15 shall be made to process a written request for personal information.

(7) General and personal information in licensure files may be provided by letter, telephone or facsimile, at no cost, to the director of teacher education or his or her designee at a teacher education institution, a school district superintendent or personnel officer, or an Oregon judge or district attorney.

History

Statutory/Other Authority: ORS 183, 192 & 283
Statutes/Other Implemented: ORS 183, 192.440 & 283.110
TSPC 3-2015, f. & cert. ef. 4-15-15
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 1-1996, f. & cert. ef. 1-29-96
TS 7-1992, f. 12-17-92, cert. ef. 1-15-93
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1987, f. & ef. 3-3-87
TS 2-1982, f. & ef. 4-16-82
TS 13, f. 12-20-76, ef. 1-1-77

Or. Admin. R. 584-001-0016 Fees for Public Records and Related Services

(1) The Commission may establish fees for providing access to public records in paper, electronic or other format. These fees will be reasonably calculated to reimburse the Commission for costs of providing and conveying the public records. The Commission shall provide information in accordance with public records disclosure rules as established in Chapter 192 of the Oregon Revised Statutes.

NOTE: See ORS 283.110 regarding charges for providing records to state agencies.

(2) In establishing the fees for public records, the Commission will consider:

(a) Printing and duplicating costs;

(b) Staff time, including but not limited to, all time spent in retrieval, duplication and compilation of information, telephone time, typing, computer operation and mailing;

(d) Overhead, including but not limited to, bookkeeping and accounting, attorney fees as permitted under ORS 192.440, postage and mail services, equipment maintenance, central government services, and general service charges.

(3) The Commission may waive or reduce fees for public records upon written request if the Commission determines that making the record available primarily benefits the general public.

(4) Fees for copies and related services:

(a) Photocopies (single or double-sided): $5 plus 20 cents per page (black and white) and $5 plus 30 cents per page if requested in color;

(b) Facsimile: $5.00 1st page, $1 per page thereafter;

(d) Record Search Charges: In addition to photocopying or other duplication charges, the following staff time charges:

(A) Clerical — $20 per hour.

(B) Administrative — $40 per hour.

(e) Data Order Charges:

(A) Standard Licensee Data Order — $150 each.

(B) Custom Licensee Data Order — $150 + $40 per hour administrative time.

(f) Address Label Disk — $100 each.

(5) The cost of a request for public records not listed in section (4) of this rule shall be determined by the Executive Director at the time of the request, considering the factors listed in section (2) of this rule. If the estimated fee of a request exceeds $25, the Commission will provide written notice to the requestor and will not act further to respond to the request until the requestor notifies the Commission, in writing, to proceed with making the records available.

(6) No additional fee will be charged for providing records or documents in an alternative format when required by the Americans with Disabilities Act.

(7) Requests for public records may be verbal; however, the Commission may require the request to:

(a) Be in writing;

(b) Be delivered to the Commission’s office (by person, U.S. Mail, FAX, email or other electronic means);

(d) Be signed;

(e) Adequately describe the records being requested; or

(f) Indicate the date the records are needed.

(8) Electronic Records: Copies of requested electronic records may be provided in the format or manner maintained by the Commission. The Commission will perform all downloading, reproducing, formatting, and manipulating of records. Due to the threat of computer virus, the Commission will not permit requestors to provide flash drives or other electronic media for electronic reproduction of computer records.

(9) All fees and charges must be paid in advance of releasing the requested public records.

History

Statutory/Other Authority: ORS 192 & ORS 283
Statutes/Other Implemented: ORS 192.440 & ORS 283.110
TSPC 8-2019, minor correction filed 12/31/2019, effective 12/31/2019
TSPC 5-2014, f. & cert. ef. 8-5-14

Or. Admin. R. 584-001-0020 Personal Service Contracts

(1) The Teacher Standards and Practices Commission occasionally requires the services of a consultant to accomplish all or part of a project. This rule establishes procedures to be followed for screening and selection of Personal Service Contractors.

(2) The Executive Director is authorized to enter into personal service contracts for assignments approved by the Commission, such as investigators for discipline cases, within the expenditure limitations established by the legislature. Personal service contracts for other tasks not previously a part of TSPC’s legislatively-approved budget shall be approved by the Commission prior to initiating work on the contract.

(3) The Commission will contract for consultant services when: the specialized skills, knowledge, and resources are not available within the Commission or its staff; when the work cannot be done in a reasonable time with the Commission’s own work force; when an independent and impartial evaluation of a situation is required by a consultant with recognized professional expertise and stature in a field; or when it will be less expensive to contract for the work.

(4) A personal service contract with a consultant who is a member of the Public Employees Retirement System (PERS) and who is employed in another state agency will normally be in the form of an interagency agreement. If such an agreement is impractical and the work will be done strictly on the consultant’s own time, a regular Personal Service Contract will be established.

(5) A personal service contract shall establish the specific duties to be performed, the standards of performance to be met with the product, and a delivery schedule for completion. The letter of agreement shall indicate the consideration for services to be performed and the nature and amount of reimbursement for expenses, if any.

(6) Contracts of $1,000 or less may be initiated by the Executive Director and submitted to Department of Administrative Services (DAS) contract administrator following execution of the contract. Contracts in excess of $1,000, but less than $25,000, shall be approved by DAS prior to execution of the contract. Contracts of $25,000 or more shall be submitted to the Attorney General’s office for review of legal sufficiency and shall be approved by DAS prior to execution. Contracts for computer services and programming shall be submitted to DAS for review. Copies of all contracts shall be filed with DAS contract officer and with TSPC’s accountant in DAS.

(7) A contract file will be maintained by the Commission. The file will contain a complete record of the actions involved in developing and administering the contract including the following:

(a) Statement of agency justification for the contract;

(b) Written justification in lieu of competitive procurements when negotiation is used for personal service contracts in excess of $2,500 per agreement per fiscal year;

(c) Methodology/rationale by which rates are established for contracts in excess of $2,500 per agreement per fiscal year may include the following:

(A) A copy of the request for approval;

(B) List of prospective contractors who were requested to submit proposals;

(D) A copy of each proposal;

(E) Method of evaluating proposals;

(F) Record of negotiations and results;

(G) How the contractor was selected including the basis for awarding contract;

(H) Resulting contract, if awarded.

(d) All contracts of $2,500 per agreement or less should include:

(A) The names of firms or individuals and cost estimates/quotes considered;

(B) The basis for selection of the contractor;

(8) In accordance with ORS 670.600, the Commission shall certify that the contracted work meets the following standards:

(a) The individual or business entity providing the labor or services is free from direction and control over the means and manner of providing the labor or services, subject only to the right of the person for whom the labor or services are provided to specify the desired results;

(b) The individual business entity providing labor or services is responsible for obtaining all assumed business registrations or professional occupation licenses required by state law or local government ordinances for the individual or business entity to conduct the business;

(c) The individual or business entity providing labor or services furnishes the tools or equipment necessary for performance of the contracted labor or services;

(d) The individual or business entity providing labor or services has the authority to hire and fire employees to perform the labor or services;

(e) Payment for the labor or services is made upon completion of the performance of specific portions of the project or is made on the basis of an annual or periodic retainer.

(9) In accordance with ORS 670.600, the independent contractor shall certify he or she meets the following standards:

(a) The individual of business entity providing labor or services is registered under ORS Chapter 701, if the individual or business entity provides labor or services for which such registration is required;

(b) Federal and state income tax returns in the name of the business or a business Schedule C or farm Schedule F as part of the personal income tax return were filed for the previous year if the individual business or business entity performed labor or services as an independent contractor in the previous year; and

(c) The individual or business entity represents to the public that the labor or services are to be provided by an independently established business. Except when an individual or business entity files a Schedule F as part of the personal income tax returns and the individual or business entity performs farm labor or services that are reportable on Schedule C, an individual or business entity is considered to be engaged in an independently established business when four or more of the following circumstances exist:

(A) The labor or services are primarily carried out at a location that is separate from the residence of an individual who performs the labor or services, or are primarily carried out in a specific portion of the residence, which portion is set aside as the location of the business;

(B) Commercial advertising or business cards as is customary in operating similar businesses are purchased for the business, or the individual or business entity has a trade association membership;

(C) Telephone listing and service are used for the business that is separate from the personal residence listing and service used by an individual who performs the labor or services;

(D) Labor or services are performed only pursuant to written contracts;

(E) Labor or services are performed for two or more different persons within a period of one year; or

(F) The individual or business entity assumes financial responsibility for defective workmanship or for service not provided as evidenced by the ownership of performance bonds, warranties, errors and omission insurance or liability insurance relating to the labor or services to be provided.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120, 342.135, 342.140, 342.147 & 342.165
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 7-1992, f. 12-17-92, cert. ef. 1-15-93

Division 5 DEFINITIONS

Or. Admin. R. 584-005-0005 Definitions

These definitions apply to divisions 001- 420 unless otherwise indicated by the context or specific rule provisions:

(1) "Administrators:" Superintendents, assistant, deputy, or associate superintendents, principals, vice principals, assistant principals, associate principals, and such other personnel, regardless of title, whose positions require them to: (a) evaluate other licensed personnel; (b) discipline other licensed personnel; and (c) authorize out-of-school suspension or expulsion of students.

(2) "All Grade Levels:" Grades prekindergarten through 12 (prek–12).

(3) "Application:" A request for an Oregon license authorizing service in public schools or a request for reinstatement or renewal of such license.

(4) "Appropriately Assigned:" Assignments for administrator, teacher, school counselor, school psychologist, school social worker or school nurse duties for which the person involved holds the proper license, endorsements and authorizations.

(5) "Approved Institution:" A U.S. accredited institution of higher education approved to prepare licensed personnel by an Institutional Accrediting Agency. See definition of "Institutional Accrediting Agency" below.

(6) "Approved Program:" An Oregon program of educator preparation approved by TSPC and offered by an accredited Oregon institution or other entity able to meet the Commission’s standards. As it applies to out-of-state programs, a program approved by the licensure body of any U.S. governmental jurisdiction authorized to approve educator preparation programs.

(7) "Athletic Coaches:" Licensed personnel employed full time or part time for purposes of participation in interscholastic athletics and whose duties include instruction of students, preprimary through grade twelve.

(8) "Authorization Level:" The grade levels in which a person may teach.

(9) "Charter School Registration:" The process by which an unlicensed teacher or administrator has cleared the fingerprints and criminal background check by TSPC and is authorized to work as an educator in an established Oregon charter school.

(10) "Commission:" Teacher Standards and Practices Commission (TSPC).

(11) "Completion of Approved Program:" The applicant has met the institution's academic requirements and any additional state or federal requirements and has obtained the institution's recommendation for licensure, as provided in 584-400-0160, Candidate Program Completion and Recommendations.

(12) "Conditional Assignment:" (Formerly "Mis-assignment") Assignment of a licensed educator to a position for which he or she does not hold the subject or specialty area endorsement or authorization level required by the rules for licensure.

(13) "Consortium:" An advisory body to the institution in reviewing, evaluating, and making recommendations on the design, implementation, evaluation, and modification of the program.

(14) "Continuing Professional Development:" Professional development that meets the requirements of OAR 584, Division 255 and enables an educator to be eligible for licensure renewal.

(15) "Education Service District (ESD):" A district created under ORS 334.010 that provides regional educational services to component school districts.

(16) "Endorsement :" The subject matter or specialty education field in which the individual is licensed to teach.

(17) "Executive Director:" The Executive Director of the Commission.

(18) "Expired License:" A license for which an application for renewal was not received by TSPC prior to the date of expiration stated on the license.

(19) “Institutional Accrediting Agency:” An agency that assures the quality of higher education institutions and programs. Colleges and universities approved for educator education must be accredited by an appropriate institutional accrediting agency at the time the degree or program is completed. The institutional accrediting agencies are:

(a) Higher Learning Commission;

(b) Middle States Commission on Higher Education;

(d) Northwest Commission on Colleges and Universities;

(e) Southern Association of Colleges and Schools Commission on Colleges; and

(f) WASC Senior College and University Commission.

(20) "Instructional Assistant or Educational Assistant or Teaching Assistant :" A non-licensed position of employment in a school district assigned to assist a licensed teacher in a supportive role in the classroom working directly with students.

(21) "Intern:" A student of an approved institution who serves as a teacher, personnel specialist, or administrator under the supervision of the institution and of the school district in order to acquire practical experience in lieu of student teaching or supervised practica. Interns may receive both academic credit from the institution and financial compensation from the school district. Interns may serve as assistant coaches.

(22) "Joint Application:" Submitted by the school district in cooperation with the applicant.

(23) "Liaison Officer:" The person designated by the unit to submit all program modifications for TSPC approval, issue all recommendations for licensure under the approved program, authorize all waivers of professional courses for students enrolled in the program, and handle all correspondence between TSPC and the unit.

(24) "Major Traffic Violation:" Includes driving while under the influence of intoxicants; reckless driving; fleeing or attempting to elude a police officer; driving while license is suspended or revoked or beyond license restrictions; or failure to perform the duties of a driver or witness at an accident.

(25) "National Board For Professional Teaching Standards (NBPTS):" A professional board established to award a National Teaching Certificate to qualified educators.

(26) "Oregon Educator Licensure Assessments (ORELA):" Licensure tests adopted by the Commission in specified endorsement or licensure areas.

(27) "Out of State Licenses or Certificates:" A certificate or license valid for full-time employment, at least equivalent to the Oregon license being requested, issued by one of the United States, a U.S. jurisdiction (American Samoa, Commonwealth of Northern Marianas, District of Columbia, Guam, Puerto Rico, and Virgin Islands), or the U.S. Department of Defense.

(28) "Personal Qualifications:" Personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator.

(29) "Personnel Service:" A type of license issued to counselors, school psychologists, and school social workers.

(30) "Practicum or Practica:" All supervised field experiences other than student teaching or internships. A practicum may be part of the field experience necessary to add an endorsement.

(31) "PRAXIS:" A series of licensure examinations for beginning educators produced and administered by Educational Testing Service (ETS) and adopted by TSPC as licensure examinations.

(32) "Principal:" The administrator of each school building or buildings as designated by the school district board or district superintendent.

(33) "Professional Development Units (PDU):" A unit of standard-related activity that equals one clock hour of professional development and contributes to completion of an educator's continuing professional development requirements.

(34) "Program Administrator:" Managers of school programs and coordinators of district-wide programs that are accountable at the building level.

(35) "Program Review Committee or Site Visit Committee:" Committee appointed by the Commission to conduct an on-site review for purposes of approval of an educator preparation program.

(36) "Public Funds:" All monies expended by public school districts and for which the school board has responsibility, including funds from local, state, federal, and private sources.

(37) "Public Schools:" Public school districts, education service districts and public charter school created under ORS Ch. 338, which are supported by local, state and federal public funds and for which the school board has responsibility, for the program of instruction carried out in that school.

(38) "Reinstatement:" Restoration of the validity of a license, as provided:

(a) Any license that is suspended or revoked by a formal action of the Commission; or

(b) A non-provisional license that has been expired more than 120 days.

(39) "Renewal of License, Registration or Certificate:" Extension of validity of a renewable or re-issuable license, registration or certificate with the same authorization of duties. Renewals include, but are not limited to:

(a) Renewing the same type of license, registration or certificate with the same scope and authorizations;

(b) Moving directly to a new license type with the same scope and authorizations;

(d) Upgrading from a restricted license to a non-provisional license with the same scope and authorizations.

(40) "School:" A single school building or combination of buildings which the school board or charter school designates as a school.

(41) "School Administrator:" The principal, vice principals and assistant principals or any other title performing those duties at each school.

(42) "School Board:" The board of directors of a local school district or an education service district, the governing board of a public charter school, a registered private school, or the directors of a state, federal, or special state-supported school.

(43) "School Counselor:" A licensed employee of the district assigned to assist students to: develop decision-making skills, obtain information about themselves, understand opportunities and alternatives available in educational programs, set tentative career and educational goals, accept increasing responsibilities for their own actions, develop skills in interpersonal relations, and utilize school and community resources.

(44) "School District:" Includes administrative school districts; common school districts; joint school districts; union high school districts; county units; education service districts; registered private schools; and state, federal, and special state-supported schools; may also include school districts from other states.

(45) "School Nurse:" A registered nurse who is certified by the Teacher Standards and Practices Commission as qualified to conduct and coordinate the health service programs of a school.

(46) "School Psychologist:" A licensed employee of the district assigned to: assessment of students' mental aptitude, emotional development, motor skills, or educational progress; designing educational programs for students and conferring with licensed personnel regarding such programs; and consulting with parents and students regarding interpretation of assessments and the design of educational programs.

(47) "Self-Contained Classroom:" An assignment for teaching in grades preprimary through eight in which the teacher has primary responsibility for the full curriculum.

(48) "Skills:" Ability to use knowledge effectively in the performance of specific tasks typical of those required in an educational position.

(49) "State Board:" The Oregon State Board of Education.

(50) "Student Teacher:" A student of an approved teacher education institution who is assigned to a public or approved private school for professional practica under the supervision of qualified personnel. Student teachers may provide instruction or may serve as assistant coaches.

(51) "Superintendent:" The district's chief administrator who reports directly to the school board.

(52) "Supervisor of Licensed Personnel:" A person assigned to a position which includes the on-the-job supervision or evaluation of licensed personnel.

(53) "Teacher:" Includes all licensed or registered employees in the public schools, charter schools or employed by an education service district who have direct responsibility for instruction, coordination of educational programs or supervision or evaluation of teachers and who are compensated for their services from public funds. "Teacher" does not include a school nurse as defined in ORS 342.455.

(54) "Teacher Education Programs or Educator Preparation Programs:" Programs preparing teachers, personnel service specialists, or administrators. Oregon Revised Statutes use the term "teacher education" to refer to all programs preparing educational personnel for public elementary and secondary schools, not exclusive to those for classroom teachers.

(55) "Transcripts:" An official record of academic preparation which bears the signature of the registrar and the seal of the institution or is received directly by the Commission electronically.

(56) "TSPC:" Teacher Standards and Practices Commission.

(57) "Unit:" The institution, college, school, department, or other administrative body with the responsibility for managing or coordinating all programs offered for the initial and continuing preparation of teachers and other school personnel, regardless of where these programs are administratively housed.

(58) "Vice Principal:" A principal's immediate subordinate assigned to coordination of instruction, discipline, student activities, or supervision or evaluation of staff.

(59) "Work Samples or Teacher Work Samples:" A designed and implemented unit of study that demonstrates capacity to foster student learning.

(60) "Year of Experience:" Unless otherwise required by Chapter 584, Division 10 through Division 420, a period of at least eight consecutive months of full-time work or two consecutive years of one-half time or more while holding a license valid for the assignment.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 11-2018, amend filed 12/04/2018, effective 12/04/2018
TSPC 1-2013, f. & cert. ef. 2-14-13
TSPC 6-2011, f. 8-15-11, cert. ef. 9-1-11
TSPC 5-2009, f. & cert. ef. 10-5-09
TSPC 3-2009(Temp), f. & cert. ef. 5-15-09 thru 11-11-09
TSPC 7-2008, f. & cert. ef. 8-20-08
TSPC 3-2008(Temp), f. & cert. ef. 5-30-08 thru 11-25-08
TSPC 2-2008, f. & cert. ef. 4-15-08
TSPC 5-2007, f. & cert. ef. 8-15-07
TSPC 2-2007, f. & cert. ef. 4-23-07
TSPC 11-2006, f. & cert. ef. 8-17-06
TSPC 1-2005, f. & cert. ef. 1-21-05
TSPC 3-2003, f. & cert. ef. 5-15-03
TSPC 6-2002, f. & cert. ef. 10-23-02
TSPC 2-2002, f. & cert. ef. 3-15-02
TSPC 5-2001, f. & cert. ef. 12-13-01
TSPC 4-2001, f. & cert. ef. 9-21-01
TSPC 5-2000, f. & cert. ef. 9-20-00
TSPC 2-2000, f. & cert. ef. 5-15-00
TSPC 4-1999, f. & cert. ef. 8-2-99
TSPC 2-1998, f. 2-4-98, cert. ef. 1-15-99

Division 19 RULES FOR INVESTIGATIONS/HEARINGS

Or. Admin. R. 584-019-0003 Notice of Opportunity for Hearing and Hearing Procedures

(1) The Commission delegates to the Executive Director the authority to draft the contents of the Notice of Hearing and Notice of Opportunity for Hearing when:

(a) The Executive Director denies the issuance, renewal or re-instatement of a license, charter school registration, school nurse certificate, or PA-1 clearance for student teaching under OAR 584-050-0006.

(b) When the Commission determines that there is sufficient cause to justify a hearing under ORS 342.176(5); or

(2) The Commission delegates to the Executive Director the authority to amend the Notice of Hearing or Notice of Opportunity for Hearing.

(3) The Commission will review, approve or reject all Amended Notices of Hearing at the next Commission meeting following the Executive Director's issuance of the Amended Notice. The educator who is the subject of an Amended Notice may file objections to the amendments prior to the Commission meeting. The Commission's decision to review, approve or reject the Amended Notice will be in executive session under ORS 342.176.

(4) If the Commission rejects the Amended Notice of Hearing, the Executive Director will withdraw the Amended Notice, and the prior Notice of Hearing or Notice of Opportunity for Hearing will stand as the Commission's notice to the educator.

(5) Contested case hearings will be held in accordance with OAR 137-003-0501 through 137-003-0700.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.175 - 342.190
TSPC 1-2015, f. & cert. ef. 2-10-15
TSPC 5-2009, f. & cert. ef. 10-5-09
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 9-2005, f. & cert. ef. 11-15-05

Or. Admin. R. 584-019-0010 Discovery and Subpoenas

(1) Through the Executive Director, the Commission shall consider requests to take the testimony of a material witness by deposition for purposes of discovery or perpetuation of the witness’s testimony when the witness is unavailable for hearing. A perpetuation deposition will be authorized only upon agreement of the educator and the Commission or upon a showing that the witness cannot testify at the hearing because of physical or mental illness or extreme hardship.

(2) The Executive Director may issue subpoenas in support of discovery as provided under OAR 137-003-0570 and 137-003-0572.

(3) The educator or the Commission may request that the other party produce for inspection or provide copies of any designated documents or any tangible things which are relevant to the proceeding and are not otherwise exempt from disclosure. The educator or the Commission may charge a fee to reimburse for the actual cost of producing or copying documents.

(4) The educator or the Commission may issue requests for admissions as provided under OAR 137-003-0570.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.175 - 342.190
TSPC 9-2005, f. & cert. ef. 11-15-05
TSPC 4-2001, f. & cert. ef. 9-21-01
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 7-1989, f. & cert. ef. 12-13-89

Or. Admin. R. 584-019-0015 Evidence

(1) Irrelevant, immaterial, or unduly repetitious evidence shall be excluded, but erroneous rulings on evidence shall not preclude Commission action on the record unless shown to have substantially prejudiced the rights of a party. All other evidence of a type commonly relied upon by reasonably prudent persons in conduct of their serious affairs shall be admissible. Objections to evidentiary offers may be made and shall be noted in the record. Any part of the evidence may be received in written form.

(2) All evidence shall be offered and made a part of the record in the case, except for matters stipulated to and except as provided in section (4) of this rule. No other factual information or evidence shall be considered in the determination of the case. Documentary evidence may be received in the form of copies or excerpts, or by incorporation by reference. The burden of presenting evidence to support a fact or position rests on the opponent fact or position.

(3) The educator and the other party shall have the right of cross examination of witnesses who testify and shall have the right to submit rebuttal evidence.

(4) The hearing officer or the Commission may take notice of judicially cognizable facts and general, technical, or scientific facts as provided under OAR 137-003-0615.

(5) The hearing officer shall have discretion to require the parties to submit prior to the hearing date documents which may be introduced as evidence, names and addresses of witnesses, and other information to facilitate the hearing. The hearing officer shall have discretion to require the parties to submit proposed findings of fact and conclusions of law.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.175 - 342.190
TSPC 4-2001, f. & cert. ef. 9-21-01
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 7-1989, f. & cert. ef. 12-13-89

Or. Admin. R. 584-019-0025 Mutual Disclosure Prior to Contested Case Hearings

(1) Not less than ten days prior to the hearing date, the educator and the Commission staff will disclose to one another in writing the following information:

(a) The name, address and telephone number of each person that the disclosing party may call as a witness at the hearing; and

(b) A copy of all documents that the disclosing party may introduce as evidence at the hearing.

(2) For good cause shown, the Executive Director may modify the disclosure requirements under section (1) of this rule.

(3) The hearing officer at the hearing may refuse to accept testimony or evidence that has not been disclosed in compliance with this rule.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.175 - 342.190
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 4-2001, f. & cert. ef. 9-21-01
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 6-1993, f. & cert. ef. 12-7-93

Or. Admin. R. 584-019-0035 Settlement of Cases Prior to Hearing

(1) A "Settlement Agreement" is a written agreement in a disciplinary proceeding that includes:

(a) A stipulation to an order that is signed by the educator;

(b) A consent by the educator to a negotiated default order; or

(c) An agreement between the educator and the commission staff to resolution of a disciplinary matter without a contested hearing.

(2) The Executive Director will not accept a settlement agreement unless it is signed by the educator and the educator’s attorney, if any.

(3) All matters not settled in accordance with subsection (2) of this rule will be determined through a contested case hearing in accordance with OAR 137-003-0501 through 137-003-0700 or will be determined through entry of a default order or voluntary surrender of the educator’s license, school nurse certificate or charter school registration.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.175, 342.176, 342.177, 342.180 & 342.190
TSPC 7-2007, f. & cert. ef. 12-14-07
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 6-1996, f. & cert. ef. 12-9-96

Or. Admin. R. 584-019-0040 Commission Final Orders in Contested Cases

(1) In all contested cases, the Commission will notify the parties, the hearing officer and the Office of Administrative Hearings that the Commission itself will issue the Final Order and each Hearing Officer Proposed Order will include a statement to that effect.

(2) If the recommended action in the Proposed Order is adverse to the educator, the Proposed Order will contain a statement that the educator may file written exceptions to the Commission and may file a request for oral argument to the Commission. The statement will inform the educator that written exceptions or a request for oral argument must be filed with the Commission at the Commission's office within fourteen days of the date of the Proposed Order in order for the exceptions or the request for oral argument to be considered. The Commission need not allow oral argument on the Proposed Order. The Executive Director may permit oral argument in those cases in which the Director believes oral argument may be appropriate or helpful to the Commissioners in making a final determination.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.175 - 342.190
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 4-2001, f. & cert. ef. 9-21-01
TSPC 1-2001, f. & cert. ef. 1-17-01

Or. Admin. R. 584-019-0100 Procedures for an Investigation of a Sexual Conduct Report

(1) For the purpose of this rule, the following definitions apply:

(a) “Commission Licensee” means a person whom the Teacher Standards and Practices Commission has the authority to investigate or discipline because the person:

(A) Is enrolled in an approved educator preparation program;

(B) Is an applicant for a Teacher Standards and Practices Commission license or registration;

(D) Has held a license or registration issued by the Teacher Standards and Practices Commission at any time during the previous five years.

(b) “Law Enforcement Agency” has the meaning given that term in ORS 419B.005.

(2) The TSPC Executive Director or agency designee determines whether a compliant or report received by TSPC is to be investigated as a ‘Sexual Conduct Investigation’ under ORS 339.390, or is to be investigated as a ‘Preliminary Investigation’ under ORS 342.176. This determination is made based upon:

(a) Information made available to TSPC through the initial received complaint or report; and

(b) Information obtained by TSPC after receiving the initial complaint or report.

(c) TSPC may designate an active TSPC investigation as a ‘Sexual Conduct Investigation’ at any point in the investigation process when information obtained or received by TSPC indicates the alleged conduct meets the definition of ‘Sexual Conduct’.

(3) Persons or entities authorized to receive copies of commission investigation documentation, materials, or reports under ORS 339.390(7) shall submit a formal written request to the agency Executive Director or agency designee requesting copies of the requested materials.

(a) Law enforcement agencies and other state entities who receive commission investigation documents, materials, and reports shall maintain the confidentiality of the documents, materials, and reports in accordance with ORS 339.390(7).

(b) Commission Licensees who violate the confidentiality established by ORS 339.390(7) are subject to sanctions on the licensee’s TSPC-issued professional license.

(c) A completed Sexual Conduct Investigation report shall not be made available under ORS 339.390(7) unless it has been previously reviewed by the TSPC Commission.

(d) TSPC shall redact the Executive Director’s recommendation from a Sexual Conduct Investigation report made available under this rule.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.176, ORS 339.390 & Chapter 391, 2021 Oregon Laws
TSPC 6-2024, minor correction filed 04/09/2024, effective 04/09/2024
TSPC 14-2021, adopt filed 11/09/2021, effective 11/09/2021
TSPC 8-2021, temporary adopt filed 08/10/2021, effective 08/15/2021 through 02/10/2022

Division 20 STANDARDS FOR COMPETENT AND ETHICAL PERFORMANCE OF OREGON EDUCATORS

Or. Admin. R. 584-020-0000 Application of Rules

(1) Oregon Administrative Rules 584-020-0005 through 584-020-0045 were adopted by the Teacher Standards and Practices Commission in accordance with Oregon Revised Statute 342.175(6).

(2) OAR 584-020-0005 through 584-020-0045 may be used as criteria by the Teacher Standards and Practices Commission in matters pertaining to the revocation or suspension of licenses or registrations issued by the Commission under ORS 342.120 to 342.200, or the discipline of any license or registration holder or any person who has held a license or registration at any time within five years prior to issuance of the notice of charges under ORS 342.176.

(3) The Commission determines whether an educator's performance is ethical or competent in light of all the facts and circumstances surrounding the educator's performance as a whole.

(4) The Commission directs the Executive Director to promptly undertake an investigation upon receipt of complaints, reports or information that may constitute grounds for:

(a) Refusal to issue a license or registration, as provided under ORS 342.143;

(b) Suspension or revocation of a license or registration, discipline of a person holding a license or registration, or suspension or revocation of the right to apply for a license or registration, as provided under ORS 342.175; or

(5) Notwithstanding subsection (4), the Executive Director may delay investigating an educator against whom a complaint has been filed under ORS 342.176 if:

(a) The investigation report, public complaint form, or other information indicates the complaint is filed:

(A) By a member of the public; and

(B) Against an educator who is employed in a public school district; and

(D) Prior to the Commission receiving verification that attempts were made to resolve the complaint through the complaint process of the employing school district. After the receipt of sufficient verification, the Executive Director must undertake an investigation pursuant to subsection (4).

(b) Except in cases alleging sexual conduct as defined in ORS 339.370(12), the investigation report or other information indicates that disciplinary action against the educator is pending at the local district level; or

(6) In considering whether to delay an investigation or defer recommending action to charge an educator, the Executive Director will consider all relevant circumstances including the nature and seriousness of the allegations and whether the educator is currently employed in the public schools.

(7) The Executive Director will regularly inform the Commission of the status of any complaints, reports or information of misconduct on which the Executive Director has deferred action.

(8) When the Teacher Standards and Practices Commission receives a report of suspected sexual conduct, as defined in ORS 339.370(11), that may have been committed by a licensed school employee, the commission shall immediately initiate an investigation.

(a) An investigation and final determination related to a report received under this subsection shall be completed and notification of the final determination shall be made to the education provider within 90 calendar days following the date on which the report was filed with the commission.

(b) The prescribed timeline for an investigation and final determination may be extended if, for good cause, a longer period of time is necessary.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.175 - 342.190 & Chapter 618, Oregon Laws 2019
TSPC 4-2025, minor correction filed 06/12/2025, effective 06/12/2025
TSPC 5-2024, minor correction filed 04/09/2024, effective 04/09/2024
TSPC 1-2020, amend filed 01/02/2020, effective 01/02/2020
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 7-1999, f. & cert. ef. 10-8-99
TSPC 5-1999(Temp), f. & cert. ef. 8-24-99 thru 2-19-00
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 1-1992, f. & cert. ef. 1-15-92
TS 7-1989, f. & cert. ef. 12-13-89
TS 2-1988, f. & cert. ef. 4-7-88
TS 1-1987, f. & ef. 3-3-87
TS 7-1983, f. & ef. 12-14-83
TS 5-1979, f. 12-19-79, ef. 1-1-80

Or. Admin. R. 584-020-0005 Definitions

The following definitions apply to Oregon Administrative Rules 584-020-0000 through 584-020-0045 unless otherwise indicated by context:

(1) “Abuse:” Has the meaning given that term in ORS 419B.005.

(2) "Administrator:" Any educator who holds a valid Oregon Administrative License or registration and who works in a position requiring an administrative license pursuant to OAR 584-005-0005(1).

(3) “Chief Administrator:” The executive officer of a public school district, educational service district, or public charter school, such as a superintendent, principal, or other similar title, that has the authority and responsibility for the general supervision of the operation of the education provider.

(4) "Competent:" Discharging required duties as set forth in these rules.

(5) "Educator:" Any licensed or registered, or certified person who is authorized to engage in an instructional program including teaching, counseling, school psychology, school social work, administering, and supervising.

(6) "Ethical:" Conforming to the professional standards of conduct set forth in these rules.

(7) "Good Cause:" Exists when circumstances beyond the reasonable control of the Commission delay the completion of a TSPC investigation. Circumstances include, but are not limited to: criminal or civil court proceedings, law enforcement criminal investigations, and failure of an educator or school district to comply with a lawfully issued TSPC subpoena.

(8) "Sexual Conduct:" Any conduct defined by ORS 339.370(12).

(9) "Sexual harassment:" Any unwelcome conduct with an individual which includes but is not limited to sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when:

(a) Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment;

(b) Submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individual; or

(c) Such conduct unreasonably interferes with an individual's work performance or creates an intimidating, hostile, or offensive working environment.

(10) "Teacher:" Any person who holds a teacher's license as provided in ORS 342.125.

(11) "Student:" Is an individual as defined in ORS 339.370(13).

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.143 & 342.175
TSPC 17-2024, minor correction filed 09/09/2024, effective 09/09/2024
TSPC 7-2024, minor correction filed 04/09/2024, effective 04/09/2024
TSPC 1-2020, amend filed 01/02/2020, effective 01/02/2020
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 7-1999, f. & cert. ef. 10-8-99
TSPC 5-1999(Temp), f. & cert. ef. 8-24-99 thru 2-19-00
TSPC 8-1998, f. & cert. ef. 12-9-98
TS 1-1992, f. & cert. ef. 1-15-92
TS 7-1989, f. & cert. ef. 12-13-89
TS 2-1988, f. & cert. ef. 4-7-88
TS 1-1987, f. & ef. 3-3-87
TS 5-1979, f. 12-29-79, ef. 1-1-80

Or. Admin. R. 584-020-0010 The Competent Educator

The educator demonstrates a commitment to:

(1) Recognize the worth and dignity of all persons and respect for each individual;

(2) Encourage scholarship;

(3) Promote democratic and inclusive citizenship;

(4) Raise educational standards;

(5) Use professional judgment; and

(6) Promote equitable learning opportunities.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.143 & 342.175 - 342.190
TSPC 7-2007, f. & cert. ef. 12-14-07
TS 5-1979, f. 12-19-79, ef. 1-1-80

Or. Admin. R. 584-020-0015 Curriculum and Instruction

(1) The competent educator measures success by the progress of each student toward realization of personal potential as a worthy and effective citizen. The competent educator stimulates the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of goals as they are appropriate for each individual.

(2) The competent teacher demonstrates:

(a) Use of state and district adopted curriculum and goals;

(b) Skill in setting instructional goals and objectives expressed as learning outcomes;

(d) Use of students' growth and development patterns to adjust instruction to individual needs consistent with the number of students and amount of time available; and

(e) Skill in the selection and use of teaching techniques conducive to student learning.

(3) The competent administrator demonstrates:

(a) Skill in assisting individual staff members to become more competent educators by complying with federal, state and local laws, rules, and lawful and reasonable district policy and contracts;

(b) Knowledge of curriculum and instruction appropriate to assignment;

(d) Skill in identifying and initiating any needed change which helps each student toward realization of personal learning potential.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.143 & 342.175 - 342.190
TSPC 7-2007, f. & cert. ef. 12-14-07
TS 7-1983, f. & ef. 12-14-83
TS 5-1979, f. 12-19-79, ef. 1-1-80

Or. Admin. R. 584-020-0020 Supervision and Evaluation

(1) The competent educator is a student of human behavior and uses this knowledge to provide a climate that is conducive to learning and that respects the rights of all persons without discrimination. The competent educator assumes responsibility for the activities planned and conducted through the district's program, and assists colleagues to do the same. The competent educator gathers relevant information and uses it in the planning and evaluation of instructional activities.

(2) The competent teacher demonstrates:

(a) Multiple ways to assess the academic progress of individual students;

(b) Skill in the application of assessment data to assist individual student growth;

(d) Skill in the supervision of students; and

(e) Skill in differentiating instruction.

(3) The competent administrator demonstrates:

(a) Skill in the application of assessment data to provide effective instructional programs;

(b) Skill in the implementation of the district's student evaluation program;

(d) Skill in the use of employee and leadership techniques appropriate to the assignment and according to well established standards which ensure due process for the staff for which the administrator is responsible for evaluating.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.143 & 342.175 - 342.190
TSPC 7-2007, f. & cert. ef. 12-14-07
TS 7-1983, f. & ef. 12-14-83
TS 5-1979, f. 12-19-79, ef. 1-1-80

Or. Admin. R. 584-020-0025 Management Skills

(1) The competent educator is a person who understands students and is able to relate to them in constructive and culturally competent ways. The competent educator establishes and maintains good rapport. The competent educator maintains and uses records as required, and as needed to assist the growth of students.

(2) The competent teacher demonstrates skills in:

(a) Establishing and maintaining classroom management that is conducive to learning;

(b) Using and maintaining district property, equipment, and materials appropriately;

(d) Using district and school business and financial procedures; and

(e) Using district lawful and reasonable rules and regulations.

(3) The competent administrator demonstrates:

(a) Leadership skills in managing the school, its students, staff, and programs as required by lawful and reasonable district policies, rules, and regulations, state and federal laws and regulations, and other programs as assigned, and assures that staff is informed of these requirements; and

(b) Skills in planning and staff assignment.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.143 & 342.175 - 342.190
TSPC 7-2007, f. & cert. ef. 12-14-07
TS 7-1983, f. & ef. 12-14-83
TS 5-1979, f. 12-19-79, ef. 1-1-80

Or. Admin. R. 584-020-0030 Human Relations and Communications

(1) The competent educator works effectively with others -- Students, staff, parents, and patrons. The competent educator is aware of the ways the community identifies with the school, as well as community needs and ways the school program is designed to meet these needs. The competent educator can communicate with knowledge, clarity, and judgment about educational matters, the school, and the needs of students.

(2) The competent teacher demonstrates:

(a) Willingness to be flexible in cooperatively working with others; and

(b) Skill in communicating with administrators, students, staff, parents, and other patrons.

(3) The competent administrator demonstrates:

(a) Skill in helping students, staff, parents, and other patrons to learn about the school, the district and its program;

(b) Skills in communicating district and school goals to staff and the public;

(d) Skill in reconciling conflict.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.143 & 342.175 - 342.190
TSPC 7-2007, f. & cert. ef. 12-14-07
TS 5-1979, f. 12-19-79, ef. 1-1-80

Or. Admin. R. 584-020-0040 Grounds for Disciplinary Action

(1) The Commission will deny, revoke or deny the right to apply for a license or charter school registration to any applicant or educator who, has been convicted of any of the crimes listed in ORS 342.143, or the substantial equivalent of any of those crimes if convicted in another jurisdiction or convicted of attempt to commit such crimes as defined in ORS 161.405. Evaluation of substantially equivalent crimes or attempts to commit crimes will be based on Oregon laws in effect at the time of the conviction, regardless of the jurisdiction in which the conviction occurred.

(2) An applicant fails to meet the requirement of ORS 342.143 "good moral character" if the applicant engages in gross neglect of duty, gross unfitness, in violation of section (4) of this rule or other acts which are in violation of sections (1) or (3) of this rule.

(3) The Commission may initiate proceedings to suspend or revoke the license or registration of an educator under ORS 342.175 or deny a license or registration to an applicant under 342.143 who:

(a) Has been convicted of a crime not listed in section (1) of this rule, if the Commission finds that the nature of the act or acts constituting the crime for which the educator was convicted render the educator unfit to hold a license;

(b) Is charged with knowingly making any false statement in the application for a license or registration;

(d) Is charged with gross unfitness; or

(e) Is convicted of a crime involving the illegal use, sale or possession of controlled substances.

(4) Gross neglect of duty is any serious and material inattention to or breach of professional responsibilities. The following may be admissible as evidence of gross neglect of duty. Consideration may include but is not limited to:

(a) Substantial unauthorized use of: school name or financial credit; school materials or equipment for personal purposes; or school personnel to provide personal services unrelated to school business;

(b) Substantial unauthorized use of employment time or school resources for private purposes;

(c) Falsification of any document or knowing misrepresentation directly related to licensure, employment, or professional duties;

(d) Unreasonable physical force against students, fellow employees, or visitors to the school, except as permitted under ORS 339.250;

(e) Violent or destructive behavior on school premises or at a school-sponsored activity;

(f) Any sexual conduct with a student;

(g) Appearing on duty or at any district-sponsored activity while under the influence of alcohol, marijuana, or any controlled substance;

(h) Unauthorized disclosure of student records information received in confidence by the educator under ORS 40.245, (See subsection (6), below);

(i) Assigning an educator in violation of licensure requirements;

(j) Resignation from a contract in violation of ORS 342.553;

(k) Violation of any order or rule of the Commission;

(l) Sexual harassment;

(m) Failure of a chief administrator to report a violation of Commission standards as required by OAR 584-020-0041;

(n) Substantial deviation from professional standards of competency set forth in OAR 584-020-0010 through 584-020-0030;

(o) Substantial deviation from professional standards of ethics set forth in OAR 584-020-0035;

(p) Subject to the exercise of any legal right or privilege, failure or refusal by an educator under investigation to respond to requests for information, to furnish documents or to participate in interviews with a Commission representative relating to a Commission investigation;

(q) Unauthorized use of school electronic equipment to receive, store, produce or send sexually explicit materials;

(r) Working without a license;

(s) Failing to report child abuse pursuant to ORS 419B.010;

(t) Failure of a chief administrator to disclose all required background check information regarding an educator to a requesting education provider, as required by ORS 339.378 and ORS 339.374;

(u) Failure of a chief administrator to comply with a lawfully issued subpoena, including subpoenas issued for investigation of sexual conduct or abuse, as required in ORS 339.388;

(v) Abuse of a student; or

(w) Failure of an educator to cooperate with an investigation conducted by the Teacher Standards and Practices Commission under ORS 339.370 to ORS 339.400 and ORS 342.176, except subject to the exercise of any legal right or privilege.

(x) Failure of an educator to maintain the confidentiality of a TSPC sexual conduct investigation report made available to the educator under OAR 584-019-0100, and subject to the confidentiality established by ORS 339.390(7)(b) and ORS 339.390(7)(d)(C).

(5) Gross unfitness is any conduct which renders an educator unqualified to perform his or her professional responsibilities. Conduct constituting gross unfitness may include conduct occurring outside of school hours or off school premises when such conduct bears a demonstrable relationship to the educator's ability to fulfill professional responsibilities effectively. The following may be admissible as evidence of gross unfitness. Consideration may include but is not limited to:

(a) Revocation, suspension or denial of a license by another state for reasons and through procedures that are the same as, or substantially equivalent to, those permitting similar action in Oregon;

(b) Fraud or misrepresentation;

(c) Conviction of violating any federal, state, or local law. A conviction includes any final judgment of conviction by a court whether as the result of guilty plea, no contest plea or any other means.

(d) Commission of an act listed in OAR 584-020-0040(1);

(e) Admission of or engaging in acts constituting criminal conduct, even in the absence of a conviction; or

(f) Violation of a term of probation imposed by a court.

(6) In any proceeding brought under subsection (4)(h) of this rule, the Commission may not impose a sanction more severe than a suspension of the educator's license.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.143, 342.175 - 342.190 & Chapter 391, 2021 Oregon Laws
TSPC 14-2021, amend filed 11/09/2021, effective 11/09/2021
TSPC 8-2021, temporary amend filed 08/10/2021, effective 08/15/2021 through 02/10/2022
TSPC 1-2020, amend filed 01/02/2020, effective 01/02/2020
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17
TSPC 2-2014, f. & cert. ef. 3-15-14
TSPC 5-2011, f. & cert. ef. 6-15-11
TSPC 4-2010, f. & cert. ef. 7-15-10
TSPC 8-2008, f. & cert. ef. 11-13-08
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 9-2005, f. & cert. ef. 11-15-05
TSPC 4-2000, f. & cert. ef. 7-17-00
TSPC 9-1999, f. & cert. ef. 11-22-99
TSPC 7-1999, f. & cert. ef. 10-8-99
TSPC 6-1999(Temp), f. & cert. ef. 9-20-99 thru 3-17-00
TSPC 5-1999(Temp), f. & cert. ef. 8-24-99 thru 2-19-00
TSPC 8-1998, f. & cert. ef. 12-9-98
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 5-1996, f. & cert. ef. 9-24-96
TS 4-1993, f. & cert. ef. 9-29-93
TS 1-1992, f. & cert. ef. 1-15-92
TS 7-1989, f. & cert. ef. 12-13-89
TS 2-1988, f. & cert. ef. 4-7-88
TS 7-1986, f. 10-15-86, cert. ef. 1-15-87
TS 5-1983, f. & cert. ef. 7-21-83

Or. Admin. R. 584-020-0041 Misconduct Reporting Requirements

(1) For purposes of this rule, "chief administrator" means:

(a) The superintendent, head teacher, head administrator or person designated by a school district board as district school clerk under ORS 332.515, of a school district, education service district or charter school;

(b) The chief administrative officer of public schools administered by the Oregon Department of Education; or

(c) The chief administrative officer of a private elementary or secondary school, as long as the chief administrative officer is licensed by the Commission.

(2) A chief administrator will report educators described in this subsection regardless if the educator is employed in the chief administrator's district. Subject educators include:

(a) Any educator possessing a TSPC-issued license or certification;

(b) Any educator holding a charter school registration;

(c) Any pre-service candidate enrolled in a public or private school for purposes of program completion pursuant to any program described in division 17 of these administrative rules.

(3) A chief administrator will report to the Executive Director within thirty (30) days the name of any person described in subsection (2) above, when the chief administrator reasonably believes the person may have committed any act which may constitute any of the designated acts of gross neglect of duty under OAR 584-020-0040(4), subsections (a) to (s) or any of the designated acts of gross unfitness listed under OAR 584-020-0040(5), subsections (a) to (e).

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.143 & 342.175 - 342.190
TSPC 3-2013, f. & cert. ef. 8-19-13
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 9-2006, f. & cert. ef. 6-15-06
TSPC 1-2001, f. & cert. ef. 1-17-01
TSPC 7-1999, f. & cert. ef. 10-8-99
TSPC 5-1999(Temp), f. & cert. ef. 8-24-99 thru 2-19-00
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 4-1993, f. & cert. ef. 9-29-93

Or. Admin. R. 584-020-0045 Factors for Imposing Disciplinary Sanctions

The Commission may consider one or more of the following factors, as it deems appropriate, in its determination of what sanction or sanctions, if any, should be imposed upon a finding that an educator has violated any standard set forth in OAR 584-020-0040:

(1) If the misconduct or violation is an isolated occurrence, part of a continuing pattern, or one of a series of incidents;

(2) The likelihood of a recurrence of the misconduct or violation;

(3) The educator's past performance;

(4) The extent, severity, and imminence of any danger to students, other educators, or the public;

(5) If the misconduct was open and notorious or had negative effects on the public image of the school;

(6) The educator's state of mind at the time of the misconduct and afterwards;

(7) The danger that students will imitate the educator's behavior or use it as a model;

(8) The age and level of maturity of the students served by the educator;

(9) Any extenuating circumstances or other factors bearing on the appropriate nature of a disciplinary sanction; or

(10) To deter similar misconduct by the educator or other educators.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.143 & 342.175 - 342.190
TSPC 2-2005, f. & cert. ef. 4-15-05
TS 5-1983, f. & ef. 7-21-83

Division 21 SCHOOL NURSE CERTIFICATES

Or. Admin. R. 584-021-0105 Definitions

As used in OAR chapter 584, division 021, unless otherwise indicated by the context, the following definitions apply:

(1) "Application": A request for an Oregon certificate authorizing service in public schools or a request for reinstatement or renewal of such certificate. As used in these rules, "application" includes the Application Form N-1, the fee, and all supporting documents necessary for the evaluation for the certificate.

(2) "Approved Institutions": Oregon colleges and universities accredited by an Institutional Accrediting Agency for the preparation of nurses by the Oregon State Board of Nursing or for preparation of teachers by Teacher Standards and Practices Commission and other nationally accredited colleges or universities approved to prepare nurses or teachers.

(3) "Commission": The Teacher Standards and Practices Commission (TSPC).

(4) "Executive Director": The Executive Director for the Commission.

(5) "Expired Certificate": A certificate for which an application for renewal was not received by TSPC prior to the date of expiration stated on the certificate.

(6) "Joint Application": Submitted by the school board or school superintendent in cooperation with the applicant.

(7) "Nurse": A registered nurse who holds a current license issued by the Oregon State Board of Nursing. See also School Nurse.

(8) "Personal Qualifications": Personal qualifications for certification including possessing good moral character and mental and physical health necessary for employment as a school nurse.

(9) "Registered Private School": A private school, prekindergarten through grade twelve, registered with the Oregon Department of Education.

(10) "Reinstatement": Restoration of the validity of a certificate which has expired, been revoked, or been surrendered.

(11) "Renewal": Extension of validity of a current certificate. An application for renewal must be submitted prior to the expiration date stated on the certificate.

(12) "School Nurse": A registered nurse who is certified by the Teacher Standards and Practices Commission as qualified to conduct and coordinate the health service programs of a school.

(13) "Volunteer Nurse": A registered nurse who serves without remuneration in a school health services program.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 - 342.495
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 5-2009, f. & cert. ef. 10-5-09
TSPC 3-2009(Temp), f. & cert. ef. 5-15-09 thru 11-11-09
TSPC 5-2008, f. & cert. ef. 6-13-08
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 5-1993, f. & cert. ef. 10-7-93
TS 1-1992, f. & cert. ef. 1-15-92
TS 3-1988, f. & cert. ef. 4-7-88
TS 1-1987, f. & ef. 3-3-87
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0110 General Provisions for School Nurse Certificate

(1) School districts which employ nurses and compensate them for services from public funds are encouraged to employ persons certified as school nurses by the Commission.

(2) School districts may employ nurses who are not certified as school nurses by the Commission. No forfeiture of state school funds will be made for such employment. The district, however, shall not designate such personnel as "school nurses."

(3) A school nurse certificate is not a teaching license. A person holding a school nurse certificate is not subject to the Fair Dismissal Law. See also ORS 342.475(5).

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0115 Types of Nursing Certificates

(1) A Professional School Nurse Certificate is issued to an applicant who meets the requirements set forth in OAR 584-021-0130. The Professional School Nurse Certificate is valid for five years and may be renewed.

(2) An Emergency School Nurse Certificate is issued only when there are insufficient applicants in a region of the state. It is valid for one year and is renewable. (See OAR 584-021-0135 for the requirements for this certificate.)

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0120 Requirements for Applying for Initial School Nurse Certification

(1) An applicant for the first Oregon School Nurse Certificate must:

(a) Supply all information requested on the application, Form N-1, and sign in the space provided attesting that the information is true and correct;

(b) Provide official transcripts from all colleges and universities attended. Transcripts must bear the seal of the institution and the signature of the registrar;

(d) Obtain a passing score on a commission adopted test of knowledge of U.S. and Oregon civil rights and professional ethics;

(e) Furnish fingerprints in the manner prescribed by the commission and provide satisfactory responses to the character questions contained in the commission’s licensure application. (See also, OAR 584-036-0062 for Criminal Records Check Requirement.)

(f) Submit the evaluation fee(s) as established by OAR 584-021-0170; and

(g) Submit the employing school district's request for certification, and an explanation of why the joint application is being made, if the application is for the Emergency School Nurse Certificate.

(2) A registered nurse who applies for certification and who is employed by a school, school district or education service district to conduct and coordinate a school or district health services program or who serves in such a capacity on a voluntary basis on November 1, 1981 will be issued a certificate under this subsection without further proof of qualification by the applicant.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 3-2011, f. & cert. ef. 3-15-11
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 5-1993, f. & cert. ef. 10-7-93
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1988, f. 1-14-88, cert. ef. 1-15-88
TS 7-1986, f. 10-15-86, ef. 1-15-87
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0130 Requirements for a Professional School Nurse Certificate

(1) Upon filing a correct and complete application in form and manner prescribed by the Commission, a qualified applicant may be granted a Professional School Nurse Certificate for five years. The first license will be issued for five years plus time to the applicant's birthday.

(2) To be eligible for a Professional School Nurse Certificate, an applicant must:

(a) Possess the personal qualifications for certification including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator; and

(b) Hold a bachelor’s degree from an approved institution; and

(d) Obtain a passing score on a test of knowledge of U.S. and Oregon civil rights laws and professional ethics; and

(e) Evidence of completion of one of the following:

(A) Coursework equivalent to thirty clock hours, three quarter hours, or two semester hours in the following content areas:

(i) American school law and legal responsibilities of the School Nurse;

(ii) The nursing process in the school setting;

(iii) School health policies, issues and funding;

(iv) Schools and society;

(v) Mental health and counseling concepts;

(vi) The exceptional child -- disabled, gifted, learning disabled;

(vii) Physical and developmental assessment of the school-age child;

(viii) The role and responsibilities of the School Nurse;

(ix) Human growth, development and learning;

(x) Diversity; and

(xi) School emergencies; or

(B) Evidence of current National School Nurse Certification received from the National Board for Certification of School Nurses.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2013, f. & cert. ef. 11-14-13
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 5-1997, f. 9-25-97, cert. ef. 1-15-99
TS 1-1992, f. & cert. ef. 1-15-92
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0135 Requirements for an Emergency School Nurse Certificate

(1) An Emergency School Nurse Certificate may be issued when there are insufficient applicants in a region of the state. The emergency certificate is valid for one year and issued upon joint application from the employing school board or school superintendent.

(2) An applicant under section (1) of this rule must hold a current registered nurse license issued by the State Board of Nursing.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1988, f. 1-14-88, cert. ef. 1-15-88
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0140 Requirements for Applying for Renewal or Reinstatement of Certification

An applicant for renewal or reinstatement of an Oregon School Nurse Certificate must:

(1) Provide the information requested on the Application, Form N-1, and sign in the space provided. The character questions pertaining to dismissal, revocation, and conviction must be answered and supporting materials attached to the application, if necessary;

(2) Present a statement verifying satisfactory completion of a Commission-approved workshop or course on the laws prohibiting discrimination, if not previously verified;

(3) Submit all required fees;

(4) Provide verification of professional upgrading satisfactory to the school district, if applicable;

(5) Provide evidence satisfactory to the Commission of fitness to serve as school nurse, if the application is for reinstatement of a surrendered or revoked certificate;

(6) Submit the employing school district's request for the certificate if the application is for renewal of an Emergency School Nurse Certificate;

(7) Submit a current registered nurse license issued by the Oregon State Board of Nursing. A photocopy is acceptable; and

(8) Submit official transcripts of nine quarter hours or six semester hours of additional preparation during the life of the current certificate or since expiration of the certificate, if unable to verify adequate or acceptable experience during the life of the certificate.

[ED. NOTE: Forms referenced are available from the ageny]

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2009, f. & cert. ef. 10-5-09
TSPC 3-2009(Temp), f. & cert. ef. 5-15-09 thru 11-11-09
TSPC 5-2007, f. & cert. ef. 8-15-07
TSPC 2-2007, f. & cert. ef. 4-23-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 6-1989, f. & cert. ef. 10-6-89
TS 1-1988, f. 1-14-88, cert. ef. 1-15-88
TS 7-1986, f. 10-15-86, ef. 1-15-87
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0150 Renewal for Professional School Nurse Certificate

(1) The Professional School Nurse Certificate may be renewed for five years upon verification that the applicant holds a current registered nurse license issued by the Oregon State Board of Nursing and that one of the following continuing professional development requirements has been met:

(a) Nine (9) quarter hours, six (6) semester hours, or 125 clock hours of professional upgrading; or

(b) Evidence of National School Nurse Certification recertification.

(2) Professional upgrading must be approved by the school district as part of the professional improvement program for the school nurse if the school nurse has been employed during the life of the license. Professional upgrading may include, but is not limited to: College and university courses, community college courses, established workshops, or planned experiences in nursing.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2013, f. & cert. ef. 11-14-13
TSPC 5-2009, f. & cert. ef. 10-5-09
TSPC 3-2009(Temp), f. & cert. ef. 5-15-09 thru 11-11-09
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 6-1989, f. & cert. ef. 10-6-89
TS 1-1988, f. 1-14-88, cert. ef. 1-15-88
TS 7-1986, f. 10-15-86, ef. 1-15-87
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0155 Emergency School Nurse Certificate Renewal

(1) An Emergency School Nurse Certificate may be renewed for one year upon verification of ten clock hours of professional upgrading as described in OAR 584-021-0150 during the life of the certificate. The application must be submitted jointly with the school district and must include verification that the applicant holds a current registered nurse license issued by the Oregon State Board of Nursing.

(2) There is no limit on the number of renewals permitted if the requirements specified in section (1) of this rule are met for each renewal.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1988, f. 1-14-88, cert. ef. 1-15-88
TS 1-1987, f. & ef. 3-3-87
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0160 Incomplete Applications

(1) An incomplete application will not be processed. During the ninety (90) days following the evaluation which determined that the application was incomplete, an applicant may resubmit the application with additional supporting documents necessary for the evaluation for the certificate. If the applicant is eligible, a certificate will be issued at no additional cost. Materials provided following the expiration of ninety (90) days must be accompanied by a new evaluation fee.

(2) A transcript evaluation which does not result in the issuance of a certificate is retained by TSPC for one year. Upon verification during that time of additional preparation correcting the deficiencies for which the certificate was not issued initially, a certificate will be issued at no additional cost.

(3) If the applicant does not qualify for the certificate within one year from the date of the first evaluation, all documents necessary for reevaluation for the certificate must be resubmitted. The reevaluation will be made under rules which are in effect at the time of the reevaluation and the fee for evaluation of an application must be submitted again.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 4-1994, f. 7-19-94, cert. ef. 10-15-94
TS 1-1992, f. & cert. ef. 1-15-92
TS 5-1988, f. 10-6-88, cert. ef. 1-15-89
TS 4-1985, f. 10-4-85, ef. 1-1-86
TS 6-1983, f. & ef. 10-18-83
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0165 Verifying Knowledge of Laws Prohibiting Discrimination

All new applicants for a school nurse certificate must demonstrate knowledge of civil rights and ethics by obtaining a passing score on a commission-approved test of knowledge of U.S. and Oregon civil rights laws and professional ethics.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 9-2010, f. 12-15-10, cert. ef. 1-1-11
TSPC 5-2010(Temp), f. & cert. ef. 8-13-10 thru 12-31-10
TSPC 8-2009, f. & cert. ef. 12-15-09
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0170 Fees for Nursing Certificates

(1) All fees are assessed for evaluation of the application and are nonrefundable.

(2) The Commission issues the appropriate certificate at no additional cost if the applicant qualifies for the certificate within ninety (90) days following evaluation of the application except as provided in OAR 584-021-0160(2).

(3) The fee for evaluating an application for a school nurse certificate is $100.

(4) The fee for evaluating an application for renewal of a certificate is $100.

(5) The fee for each duplicate certificate is $20.

(6) The fee to evaluate an application for reinstatement of an expired certificate is $100 plus a late application fee of $25 for each month or portion of a month that the certificate has been expired to a maximum of $200 total.

(7) The fee for evaluating an application for reinstatement of a suspended certificate is $100.

(8) The fee for evaluating an application for reinstatement of a revoked certificate is $150 in addition to the $100 application fee.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183, 342.127 & 342.455 – 342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TSPC 5-2006, f. & cert. ef. 2-10-06
TSPC 11-2005(Temp), f. 11-18-05, cert. ef. 1-1-06 thru 6-29-06
TS 5-1994, f. 9-29-94, cert. ef. 10-15-94
TS 4-1994, f. 7-19-94, cert. ef. 10-15-94
TS 5-1993, f. & cert. ef. 10-7-93
TS 1-1992, f. & cert. ef. 1-15-92
TS 5-1988, f. 10-6-88, cert. ef. 1-15-89
TS 1-1988, f. 1-14-88, cert. ef. 1-15-88
TS 4-1985, f. 10-4-85, ef. 1-1-86
TS 6-1983, f. & ef. 10-18-83
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0177 Criminal Records Check Requirement

(1) For the first Oregon certificate as a school nurse, or for reinstatement of a certificate that has been expired for more than three years, the applicant must submit one fingerprint card in a manner specified in the Commission's application packet for checking Oregon and Federal Bureau of Investigation criminal history.

(2) The fee to submit fingerprints for a criminal records check is $62.

(3) The Commission may issue a temporary or emergency certificate valid until receipt and clearance of fingerprint reports from the Oregon State Police and the Federal Bureau of Investigation.

History

Statutory/Other Authority: ORS 181 & 342
Statutes/Other Implemented: ORS 181.533, 183, 342.175 – 342.190, 342.223 & 342.455 –342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TSPC 5-2006, f. & cert. ef. 2-10-06
TSPC 10-2005(Temp), f. & cert. ef. 11-15-05 thru 4-30-06
TS 4-1995, f. & cert. ef. 11-9-95
TS 2-1995(Temp), f. 8-16-95, cert. ef. 9-11-95
TS 2-1994, f. & cert. ef. 7-19-94
TS 6-1993, f. & cert. ef. 12-7-93

Or. Admin. R. 584-021-0180 Criteria for Granting School Nurse Certificates

The Executive Director may issue certificates, grant reinstatements, and renew certificates when each of the following conditions exists:

(1) All requirements for certification established by law and rules have been met;

(2) The applicant has furnished evidence satisfactory to TSPC of the applicant’s fitness to serve as a school nurse;

(3) The Executive Director deems that any “yes” answer on the application’s character questions does not adversely affect the applicant’s ability to serve as a school nurse.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0185 Criteria for Denying Issuance or Reinstatement of School Nurse Certificates

The Executive Director may deny issuance of certificates or reinstatement of certificates under the same conditions that apply to educator licenses as described in OAR 584-050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 1-1992, f. & cert. ef. 1-15-92
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0190 Criteria and Procedures for Denying Renewal of a School Nurse Certificate

(1) The Executive Director may deny renewal of a certificate under the same conditions that apply to educator licenses as described in OAR 584-050

(2) In any case where the Executive Director of TSPC proposes to deny renewal of a certificate, a notice must be furnished the applicant at least ten days prior to the date of denial. Notice must be given personally or by registered mail and must state that the applicant may, prior to the date of denial, request a contested case hearing.

(3) When the applicant requests a hearing, the decision on the denial shall be postponed until the hearing has been held. The current certificate continues in effect despite any expiration dates stated thereon until a formal order of denial has been issued.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183, 342.175 – 342.190 & 342.455 - 342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 1-1992, f. & cert. ef. 1-15-92
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0195 Procedures for Consideration of Other Cases

In a case not covered by OAR 584-021-0180 through 584-021-0190, the Executive Director must refer the application to TSPC for action.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 –342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0202 Criteria for Denial of Certification Based on Conviction for Crimes

An applicant for the initial Oregon certificate or for reinstatement of an Oregon certificate that has been lapsed for three years or more must submit to a fingerprint check. If the applicant has been convicted of any of the crimes listed in ORS 342.143 or if the applicant has made a false statement about a conviction, the applicant shall be denied certification.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183, 342.175 – 342.190 & 342.455 – 342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 2-1994, f. & cert. ef. 7-19-94

Or. Admin. R. 584-021-0205 Reinstatement of Revoked or Surrendered School Nurse Certificates

A revoked or surrendered certificate may be reinstated, if the applicant is qualified, for the number of months remaining on the certificate when it was revoked or surrendered. The applicant must hold a current registered nurse license issued by the Oregon State Board of Nursing at the time of reinstatement.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183, 342.175 – 342.190 & 342.455 – 342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1987, f. & ef. 3-3-87
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0210 Reinstatement of Expired School Nurse Certificates

(1) For one year after expiration, a Professional Nurse Certificate may be reinstated upon payment of the required late application fee. Applicable renewal requirements must also be met. (See OAR 584-021-0150 for renewal requirements.)

(2) The applicant also must hold a current registered nurse license issued by the Oregon State Board of Nursing. The additional preparation must be completed within the three-year period prior to application for reinstatement.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183, 342.175 – 342.190 & 342.455 – 342.495
TSPC 5-2009, f. & cert. ef. 10-5-09
TSPC 3-2009(Temp), f. & cert. ef. 5-15-09 thru 11-11-09
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 6-1989, f. & cert. ef. 10-6-89
TS 2-1989, f. & cert. ef. 2-16-89
TS 1-1988, f. 1-14-88, cert. ef. 1-15-88
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0215 Revocations

(1) Revocations of certificates shall be handled in accordance with ORS 342.175 through 342.190.

(2) Failure to maintain a valid registered nurse license issued by the Oregon State Board of Nursing shall constitute grounds for revocation of a Professional School Nurse Certificate or an Emergency School Nurse Certificate.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183, 342.175 – 342.190 & 342.455 – 342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0220 Surrender of Certificate

(1) TSPC may permit a school nurse to voluntarily surrender an Oregon certificate prior to its expiration date if TSPC finds that such action is in the best interest of the public.

(2) In any case, where TSPC has grounds for disciplinary action under ORS 342.175 through 342.190, TSPC may require the school nurse to enter into a stipulation of those facts. This stipulation shall become a part of the person's certification file and may be used as evidence of fitness to serve as a school nurse within the meaning of ORS 342.175 at such times as the person may apply for reinstatement of the certificate.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183, 342.175 – 342.190 & 342.455 – 342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0225 Serving Without Proper Certification

(1) School nurses are not teachers and may not be assigned to positions requiring teaching, personnel service, or administrative licensure without proper licensure for such positions. School nurses who serve in positions requiring teaching, personnel service, or administrative licensure without proper licensure may have such action considered as evidence of gross neglect of duty under ORS 342.175. Gross neglect of duty may be grounds for revocation of a school nurse certificate.

(2) TSPC may revoke any certificate upon evidence that the holder or applicant knowingly made false statements to a prospective employing school district concerning the individual's certification status or qualifications for assignment.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 – 342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1983, f. & ef. 2-9-83
TS 7-1982(Temp), f. & ef. 12-9-82
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0230 Expiration of Certificates

A certificate expires on the date posted on the certificate unless a complete application for renewal is received by TSPC prior to that date. If a certificate expires, reinstatement requirements must be met for further certification.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 – 342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 2-1989, f. & cert. ef. 2-16-89
TS 4-1982, f. & ef. 7-22-82

Or. Admin. R. 584-021-0235 Issuance — Effective Date of Certificates

A school nurse certificate is valid from the date upon which the applicant was determined by TSPC to be eligible for the certificate or reinstatement. The certificate is effective for the appropriate number of years for that certificate (one or five years) plus that period to the applicant's next birthday upon initial certification.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 183 & 342.455 – 342.495
TSPC 5-2007, f. & cert. ef. 8-15-07
TS 1-1992, f. & cert. ef. 1-15-92
TS 4-1982, f. & ef. 7-22-82

Division 23 CHARTER SCHOOL REGISTRATION

Or. Admin. R. 584-023-0005 Registry of Charter School Teachers

(1) No persons shall serve as a teacher (as defined in ORS 342.120) in a public charter school unless such person either holds a valid Oregon license issued by TSPC pursuant to 338.135 or is registered with TSPC as a charter school teacher in accordance with 342.125(5).

(2) TSPC shall create a Public Charter School Registry for all non-licensed persons who are employed and registered as teachers in any charter school.

(3) To obtain a charter school teacher registration, an applicant and the employing charter school will submit a joint application, which will include the following documentation:

(a) Description of the specific teaching position the applicant will fill with the employing charter school plus an indication of the exact subjects the educator will be teaching;

(b) Fingerprints on forms prescribed by the Oregon State Police and in the manner required by TSPC. Fingerprint cards previously filed with the Oregon Department of Education do not qualify;

(d) Transcripts of the applicant’s post-secondary education and evidence of other experience and qualifications relevant to the teaching position the applicant is seeking;

(e) A list of any professional licenses held; and

(f) A passing score on a commission-approved test of knowledge of U.S. and Oregon civil rights laws and professional ethics unless these requirements have already been met through prior TSPC licensure.

(4) The registration is not transferrable to another charter school without an application for a registration change with TSPC.

(5) A charter school registration may be renewed for an additional three-year term upon joint application of the registrant and employing charter school on forms established by the Commission and upon the payment of the applicable fee.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120–342.430, 342.455–342.495 & 342.533
TSPC 1-2015, f. & cert. ef. 2-10-15
TSPC 7-2014(Temp), f. & cert. ef. 9-24-14 thru 3-23-15
TSPC 5-2014, f. & cert. ef. 8-5-14
TSPC 1-2014(Temp), f. & cert. ef. 3-15-14 thru 9-10-14
TSPC 4-2012, f. & cert. ef. 5-18-12
TSPC 9-2010, f. 12-15-10, cert. ef. 1-1-11
TSPC 5-2010(Temp), f. & cert. ef. 8-13-10 thru 12-31-10
TSPC 4-2009, f. & cert. ef. 9-22-09
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 9-2006, f. & cert. ef. 6-15-06
TSPC 7-1999, f. & cert. ef. 10-8-99
TSPC 5-1999(Temp), f. & cert. ef. 8-24-99 thru 2-19-00

Or. Admin. R. 584-023-0015 Standards of Professional Practices and Ethics for Charter School Registrants

The provisions of ORS 342.120 to 342.430 and the administrative rules in OAR chapter 584 relating to the issuance, denial, continuation, renewal, lapse, revocation, suspension or reinstatements of licenses shall be applicable to all teachers and administrators holding a charter school registration.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.125 & 338.135
TSPC 4-2012, f. & cert. ef. 5-18-12
TSPC 4-2009, f. & cert. ef. 9-22-09
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 9-2006, f. & cert. ef. 6-15-06
TSPC 7-1999, f. & cert. ef. 10-8-99
TSPC 5-1999(Temp), f. & cert. ef. 8-24-99 thru 2-19-00

Or. Admin. R. 584-023-0030 Registry of Charter School Administrators

(1) No persons shall serve as an administrator (as defined in ORS 342.120 and OAR 584-080-0008 Scope of Administrator Licenses) in a public charter school unless such person either holds a valid Oregon license issued by TSPC pursuant to 338.135 or is registered with TSPC as a charter school administrator in accordance with 342.125(5).

(2) TSPC shall create a Public Charter School Registry for all persons who do not hold an administrator license and are employed as administrators in any charter school.

(3) To obtain a charter school registration, an applicant and the employing charter school will submit a joint application, which will include the following documentation:

(a) Description of the specific administrative position the applicant will fill with the employing charter school;

(b) Fingerprints on forms prescribed by the Oregon State Police in the manner required by TSPC, unless the applicant has been previously cleared and has remained continuously licensed since the last clearance.

(d) A description of the applicant’s post-secondary education and other experience relevant to the administrator position the applicant is seeking;

(e) A list of any professional licenses held; and

(4) Successful completion of the background checks disclosing no disqualifying materials or information will entitle the registrant to serve as a teacher or administrator as defined in ORS 342.120 in the employing charter school for a period of up to three (3) years or until employment with the employing charter school ceases, whichever occurs first.

(5) The registration is not transferrable to another charter school without an application for a registration change with TSPC.

(6) A charter school administrator registration may be renewed for an additional three-year term upon joint application of the registrant and employing charter school on forms established by the Commission and upon the payment of the applicable fee.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 5-2014, f. & cert. ef. 8-5-14
TSPC 1-2014(Temp), f. & cert. ef. 3-15-14 thru 9-10-14

Division 50 COMMISSION SANCTION

Or. Admin. R. 584-050-0002 Exercise of Commission Authority

Commission sanction, the exercise of authority granting, denying, or revoking a license, or registration is described in the following sections as it relates to particular circumstances.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.200 & 342.400
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 4-1999, f. & cert. ef. 8-2-99

Or. Admin. R. 584-050-0005 Criteria for Granting Licenses

(1) The Executive Director may issue licenses, certificates or registrations, grant reinstatements, and renew licenses, certificates or registrations when each of the following conditions exists:

(a) All requirements established by law and rules have been met;

(b) The applicant has attained at least eighteen years of age and has furnished evidence satisfactory to TSPC of fitness to serve as an educator; and

(c) The Executive Director deems that an applicant’s response to any application character questions does not adversely affect his or her ability to serve as an educator.

(2) The Executive Director may delay action and refer the application to an investigator when a response to any application character question needs further investigation. The results of the investigation will be reported to the Commission once the investigation is completed.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 200 & 342.400
TSPC 5-2013, f. & cert. ef. 11-14-13
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1982, f. & ef. 1-5-82
TS 6-1980, f. & ef. 12-23-80
TS 17, f. 12-19-77, ef. 1-1-78
TS 15, f. 12-20-76, ef. 1-1-77

Or. Admin. R. 584-050-0006 Criteria for Denying Issuance, Clearance or Reinstatement of Licenses

(1) The Executive Director may deny issuance of a license, certificate or registration, renewal of a license, certificate or registration; or reinstatement of a license, certificate or registration or PA-1 clearance for student teaching under the conditions set forth in subsection (3) below.

(2) The Executive Director may not deny reinstatement of a license that has been revoked. Reinstatement of a revoked license or registration is subject to OAR 584-050-0015.

(3) Notice of denial and right to a hearing without further investigation may be issued by the Executive Director when any of the following conditions exist:

(a) The applicant has been convicted of a crime listed in ORS 342.143(3)(a), or any substantially equivalent offense under the laws of another state; or

(b) The applicant refuses to consent to criminal records checks or refuses to be fingerprinted upon request.

(4) In a case not covered by this rule, the Executive Director will refer the application to investigation for future Commission consideration.

History

Statutory/Other Authority: ORS 181 & 342
Statutes/Other Implemented: ORS 181.525, 342.120-342.200 & 342.400
TSPC 5-2013, f. & cert. ef. 11-14-13
TSPC 8-2009, f. & cert. ef. 12-15-09
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06
TSPC 4-1999, f. & cert. ef. 8-2-99
TSPC 4-1998, f. & cert. ef. 6-5-98
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 6-1993, f. & cert. ef. 12-7-93
TS 1-1992, f. & cert. ef. 1-15-92
TS 6-1984, f. 12-27-84, ef. 1-15-85
TS 1-1982, f. & ef. 1-5-82

Or. Admin. R. 584-050-0009 Procedures for Disciplinary Action in Certain Cases

(1) The Executive Director may issue a notice of hearing and statement of charges, on behalf of the Commission, against an educator who has been convicted of a crime listed in ORS 342.143 or who has admitted in the course of judicial proceeding or criminal prosecution conduct constituting a crime listed in ORS 342.143.

(2) The Executive Director may issue a notice of opportunity for hearing to an educator when the Executive Director has information that the educator has violated any term or condition of probation. Contested case hearings will be held in accordance with OAR 137-003-0501 through 137-003-0700.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 200 & 342.400
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06
TSPC 6-2002, f. & cert. ef. 10-23-02
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 1-1994, f. & cert. ef. 1-25-94
TS 7-1986, f. 10-15-86, ef. 1-15-87

Or. Admin. R. 584-050-0012 Fingerprinting and Criminal Background Checks

(1) An applicant for, student teaching, practicum or internship, initial Oregon licensure or reinstatement of an Oregon license that has been lapsed for three years or more must submit fingerprints for a criminal background check in accordance with ORS 342.223.

(2)(a) An applicant will be denied licensure pursuant to OAR 584-050-0009 if the applicant has been convicted of:

(A) Any of the crimes listed in ORS 342.143;

(B) An attempt of any of the crimes listed in ORS 342.143 in accordance with ORS 161.405; or

(b) A crime is deemed to be substantially equivalent when the Commission determines the underlying conduct is substantially similar to conduct that would have resulted in conviction of any crime listed in ORS 342.143.

(3) An applicant may be denied licensure if the applicant has been convicted of any crime involving the illegal use, sale or possession of controlled substances as defined in ORS 475.005(6).

(4) The Commission may take action against an applicant as a result of the criminal background check disclosing criminal conduct not listed in ORS 342.143 in accordance with ORS 342.175.

(5) If the applicant fails to provide fingerprints following application for licensure where fingerprints are required, the application will be found to be incomplete.

(6) Only original fingerprints submitted to TSPC will be accepted for clearance for any Oregon teaching license, registration or certification. Previously cleared fingerprints by the Oregon Department of Education or any employer are not acceptable to satisfy TSPC’s criminal background checks.

(7)(a) A candidate admitted to an Oregon educator preparation program may not be placed in any practicum, student teaching or internship placement where the candidate may be in unsupervised contact with any K-12 student until the fingerprint and criminal background check has been submitted to TSPC, completed and cleared by the TSPC Executive Director.

(b) Failure to comply with this provision may result in Commission sanction.

History

Statutory/Other Authority: ORS 181 & ORS 342
Statutes/Other Implemented: ORS 181.534 & ORS 342.223
TSPC 7-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 9-2012, f. & cert. ef. 9-14-12
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 5-1996, f. & cert. ef. 9-24-96
TS 2-1994, f. & cert. ef. 7-19-94

Or. Admin. R. 584-050-0015 Reinstatement of Suspended, Revoked, or Surrendered License or Registration Generally

(1) A suspended, revoked, or surrendered license, charter school registration, or school nurse certificate may be reinstated if the applicant is otherwise qualified and complies with the other applicable provisions of rules in this division.

(2) Licenses, certificates or registrations that are revoked, suspended, or surrendered and eligible for reinstatement will be reinstated for the same period of time as an application for a new or renewed license or registration of that type if the license is a non-provisional license.

(3) The fee to reinstate a license is in addition to the application fee required to issue a new license. See OAR 584-200-0050.

(4) A denial of an application for reinstatement of a suspended or revoked license, certificate or registration is considered a suspension or revocation of that applicant’s right to apply for one year.

History

Statutory/Other Authority: ORS 181 & ORS 342
Statutes/Other Implemented: ORS 181.525, 342.120-342.430, 342.455-342.495 & 342.553
TSPC 7-2017, minor correction filed 12/14/2017, effective 12/14/2017
TSPC 5-2013, f. & cert. ef. 11-14-13
TSPC 6-2011, f. 8-15-11, cert. ef. 9-1-11
TSPC 3-2010, f. & cert. ef. 4-2-10
TSPC 7-2008, f. & cert. ef. 8-20-08
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06
TSPC 4-2001, f. & cert. ef. 9-21-01
TSPC 4-2000, f. & cert. ef. 7-17-00
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1982, f. & ef. 1-5-82
TS 6-1980, f. & ef. 12-23-80
TS 3-1978, f. 7-24-78, ef. 1-1-79
TS 17, f. 12-19-77, ef. 1-1-78
TS 15, f. 12-20-76, ef. 1-1-77

Or. Admin. R. 584-050-0016 Reinstatement of Suspended License, Registration, or Right to Apply for a License or Registration

(1) Six weeks prior to the expiration of the period of suspension, an educator may apply to have a suspended license or registration reinstated. However, no reinstatement will be effective until expiration of the suspension period.

(2) An application for reinstatement of a suspended license, registration or suspension of right to apply for a license or registration must include:

(a) The online form;

(b) A fee pursuant to OAR 584-200-0050; and

(c) An affidavit or written declaration from the applicant, together with requisite and additional documentation sufficient to establish convincingly that all terms and conditions of the suspension have been met satisfactorily and fulfilled.

(3) If the Executive Director is satisfied that the terms and conditions have been met successfully, the Executive Director will reinstate the suspended license, registration, or right to apply for a license or registration.

(4) If the Executive Director is not satisfied the terms and conditions have been met, the Director will make a recommendation to the Commission in executive session to deny reinstatement of the license.

(5) Before taking action on the Executive Director's recommendation, the Commission may schedule an informal meeting between the educator and the Commission in executive session. The decision to schedule or not to schedule an informal meeting is entirely at the Commission's discretion.

(6) If the Commission agrees with the Executive Director's recommendation to deny the reinstatement, the Exceutive Director will mail a copy of the recommendation of denial to the educator and notice of right to a hearing under ORS 342.175 and OAR 584-019-0002.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2020, amend filed 01/02/2020, effective 01/02/2020
TSPC 8-2017, minor correction filed 12/14/2017, effective 12/14/2017
TSPC 6-2011, f. 8-15-11, cert. ef. 9-1-11
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06

Or. Admin. R. 584-050-0018 Reinstatement of Revoked License, Registration, or Right to Apply for a License, Certificate or Registration

(1) Any revocation for conviction for crimes listed in ORS 342.143(3) is permanent and the license, certificate or registration is not eligible for reinstatement. All other revocations of a license, certificate or registration or right to apply for a license, certificate or registration are eligible for application for reinstatement.

(2) A first application for reinstatement of a license, certificate or registration revoked for any reason other than those cited in ORS 342.143(3) may be submitted at any time after the period of revocation has expired.

(3) The burden will be on the educator to establish fitness for reinstatement.

(4) The application for reinstatement must include:

(a) The online form;

(b) A fee pursuant to OAR 584-200-0050;

(A) All the conditions of the order for revocation have been met; and

(B) That the educator has not violated any laws of the states, including ethical violations related to licensure, certificate or registration; and

(d) Any additional documentation, sufficient to establish convincingly that the educator possesses all of the qualifications required for first licensure or reinstatement of a license, certificate or registration. Letters of recommendations from educator colleagues are insufficient alone to establish fitness for licensure following a revocation. The educator must be clear regarding what proactive steps have been taken to ensure to the Commission that the conduct that resulted in the revocation is highly unlikely to occur again.

(5) Following review of the application for reinstatement pursuant to this section, the Executive Director may make a recommendation to the Commission regarding whether to approve or deny the application.

(6) The Executive Director or the Commission may require the educator to appear before the Commission in executive session prior to consideration of the application for reinstatement.

(a) It is entirely at the Commission’s discretion whether an educator may meet with the Commission under these circumstances.

(b) This subsection does not grant a right to any applicant to appear before the Commission prior to the Commission’s consideration of the application for reinstatement following a revocation.

(7) Consideration of the application for reinstatement will take place in executive session. The decision whether to reinstate a revoked license, certificate, registration, or right to apply for a license, certificate, or registration will take place in public session.

(8) If the Commission denies the application for reinstatement, or the right to apply for a license, certificate, or registration, the Executive Director will mail a copy of the recommendation of denial to the educator and a notice of right to a hearing under ORS 342.175.

(9) The Commission’s denial of reinstatement pursuant to this rule is considered a revocation of the applicant’s right to apply and is effective for one full year from the date of the Commission’s final order of denial. The applicant may apply for reinstatement of the right to apply for licensure, certification or registration after one year from the date of the Commission’s final order of denial.

History

Statutory/Other Authority: ORS Ch. 342
Statutes/Other Implemented: ORS Ch. 342.120-342.430, 342.455-342.495 & 342.553
TSPC 1-2020, amend filed 01/02/2020, effective 01/02/2020
TSPC 9-2017, minor correction filed 12/14/2017, effective 12/14/2017
TSPC 5-2013, f. & cert. ef. 11-14-13
TSPC 6-2011, f. 8-15-11, cert. ef. 9-1-11
TSPC 8-2008, f. & cert. ef. 11-13-08
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06

Or. Admin. R. 584-050-0019 Termination of Probation

(1) Promptly after the full term of probation has been completed, the educator must submit to the Commission documentation sufficient to establish convincingly that all terms and conditions of the probation have been met successfully and fulfilled.

(2) If the materials submitted for termination of probation are satisfactory, the Executive Director will terminate the probation. If materials are incomplete or not found to be satisfactory, the Executive Director will make a recommendation regarding the probation to the Commission in executive session at the next regularly scheduled Commission meeting.

(3) Before taking action on the Executive Director's recommendation, the Commission may schedule an informal meeting between the educator and the Commission in executive session. The decision to schedule or not to schedule an informal meeting is entirely at the Commission's discretion.

(4) If the Commission does not terminate the probation, the educator will be entitled to a contested case hearing pursuant to ORS 342.175 and OAR 584-019-0002.

(5) The Executive Director may issue a charge and notice of opportunity for hearing to an educator on probation when the Executive Director has information that any term or condition of probation may have been violated. If the educator is unwilling to accept disciplinary action proposed by the Executive Director and approved by the Commission, the educator will be entitled to a contested case hearing under ORS 342.175 and OAR 584-019-0002.

(6) When no conditions for completion have been established by the Commission, and when there is no documented violation of Commission rules by the educator subsequent to the issuance of the current probation, the term of probation shall be allowed to expire without documentation being required from the educator.

History

Statutory/Other Authority: ORS 181 & 342
Statutes/Other Implemented: ORS 181.525, 342.120 - 342.200 & 342.400
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06

Or. Admin. R. 584-050-0020 Discipline for Resignation in Violation of Contract

(1) If a school district's superintendent finds reasonable cause to believe an educator is in violation of a contract under ORS 342.553, for failure to provide sixty calendar days' notice upon or at the time of resignation, the superintendent, or a district-level administrator, must submit all of the following documents:

(a) A copy of the educator's written notice of resignation; or, if no written notice was provided by the educator, a written statement from the superintendent, or the educator's immediate supervisor, explaining the circumstances resulting in no written notice of resignation from the educator may be submitted instead.

(b) A copy of the educators signed employment contract, or, in lieu of an employment contract, a contract renewal notice, or letter of intent, signed by the educator;

(d) A statement from the superintendent summarizing the provisions of the collective bargaining agreement applicable to educator resignations within the school district.

(2) An educator who signs a contract renewal notice or letter of intent will be considered to have accepted the contract to teach the following year.

(3) Upon receipt of the information specified in section (1) of this rule, the Executive Director or designee will refer the case to investigation and proceed pursuant to ORS 342.175 to 342.177.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.553
TSPC 7-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 2-2017, f. & cert. ef. 4-12-17
TSPC 5-2014, f. & cert. ef. 8-5-14
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06
TSPC 2-2000, f. & cert. ef. 5-15-00
TSPC 1-2000(Temp), f. & cert. ef. 1-18-00 thru 7-11-00
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 1-1992, f. & cert. ef. 1-15-92
TS 6-1984, f. 12-27-84, ef. 1-15-85
TS 1-1982, f. & ef. 1-5-82
TS 6-1980, f. & ef. 12-23-80
TS 17, f. 12-19-77, ef. 1-1-78
TS 15, f. 12-20-76, ef. 1-1-77

Or. Admin. R. 584-050-0021 Reinstatement of Right to Apply for a License Following Revocation of a Provisional License

(1) Educators who are only eligible for a provisional license upon application for reinstatement, or who have had a provisional license revoked and are applying for a right to apply for a non-provisional license, will be applying for reinstatement of the “right to apply” for any TSPC license whether or not the revocation order expressly stated the Commission revoked the educator’s “right to apply”.

(2) Non-Provisional Licenses or certificates include any Pre-1965 Five-Year; Basic; Standard; Initial; Continuing; Reciprocal; Preliminary; Professional; Substitute; and Teacher Leader licenses or certificates.

(3) Provisional Licenses, certificates or registrations include but are not limited to any: Emergency; Limited; Restricted Transitional; Charter School Registry; International Visiting Teaching; NCLB Alternative Route; Restricted Career and Technical Education License; Transitional; and Restricted Substitute licenses.

(4) Application for reinstatement of the right to apply for any license, certificate, or registration revoked for any reason other than those cited in ORS 342.143(3) may be submitted at any time after the period of revocation has expired.

(5) The burden will be on the educator to establish fitness for reinstatement.

(6) The application for reinstatement must include:

(a) The online form;

(b) A fee pursuant to OAR 584-200-0050;

(A) All the conditions of the order for revocation have been met; and

(B) That the educator has not violated any laws of the states, including ethical violations related to licensure, certificate or registration;

(7) Following review of the application for reinstatement pursuant to this section, the Executive Director may make a recommendation to the Commission regarding whether to approve or deny the application.

(8) All decisions to reinstate a revoked right to apply for a license, certificate, or registration under this rule or will be made by the Commission in executive session.

(9) The Executive Director or the Commission may require the educator to appear before the Commission in executive session prior to consideration of the application for reinstatement.

(a) It is entirely at the Commission’s discretion whether an educator may meet with the Commission under these circumstances.

(b) This subsection does not grant a right to any applicant to appear before the Commission prior to the Commission’s consideration of the application for reinstatement following a revocation.

(10) If the Commission denies the application for reinstatement, or the right to apply for a license, certificate, or registration, the Executive Director will mail a copy of the recommendation of denial to the educator and a notice of right to a hearing under ORS 342.175.

History

Statutory/Other Authority: ORS Ch. 342
Statutes/Other Implemented: ORS Ch. 342.120-342.430, 342.455 - 342.495 & 342.553
TSPC 1-2020, amend filed 01/02/2020, effective 01/02/2020
TSPC 10-2017, minor correction filed 12/14/2017, effective 12/14/2017
TSPC 1-2015, f. & cert. ef. 2-10-15
TSPC 4-2012, f. & cert. ef. 5-18-12

Or. Admin. R. 584-050-0027 Surrender of License or Registration

(1) An educator may voluntarily surrender an Oregon license, charter school registration, or endorsement prior to its expiration date if the Commission finds that such action is in the best interest of the public.

(2) The surrender of a license will not stay an investigation or possible future commission action against the license, charter school registration or the educator.

(3) Where the Commission has grounds for disciplinary action against an educator under ORS 342.175 through 342.180 and the educator offers to surrender the license or charter school registration, the Executive shall require the educator to stipulate to pertinent facts and to the revocation or suspension of the license or charter school registration as a condition of the Commission’s acceptance of the surrender of the license or charter school registration. All stipulated settlement agreements are subject to the Commission’s approval.

(4) If the Commission and the educator cannot agree on a stipulation, the Commission will proceed with disciplinary proceedings.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 200
TSPC 13-2006, f. & cert. ef. 11-22-06
TS 4-1997, f. 9-25-97, cert. ef. 10-4-97
TS 1-1992, f. & cert. ef. 1-15-92
TS 7-1986, f. 10-15-86, ef. 1-15-87
TS 4-1985, f. 10-4-85, ef. 1-1-86
TS 1-1982, f. & ef. 1-5-82
TS 6-1980, f. & ef. 12-23-80

Or. Admin. R. 584-050-0030 Serving Without Proper Licensure

(1) TSPC may deny a license if a person has served in violation of licensure assignment. Such denial shall extend either for one year from the date of application for licensure or for a period equal to the time served without licensure, whichever is less. The Executive Director may issue a notice of intent to deny the license and of opportunity for a hearing to the educator.

(2) Licensed persons must be assigned in accordance with the authorizations and endorsement(s) they hold or under provisions of the License for Conditional Assignment.

(3) Persons who serve in violation of licensure assignment rules and administrators who assign licensed persons in violation of licensure assignment rules may have such action considered as evidence of gross neglect of duty under ORS 342.175 and OAR 548-020-0040.

(4) TSPC may revoke or deny any license upon evidence that the holder or applicant knowingly made false statements to a prospective employing school district concerning the individual's licensure status or qualifications for assignment.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.175 - 342.190
TSPC 2-2014, f. & cert. ef. 3-15-14
TSPC 8-2009, f. & cert. ef. 12-15-09
TSPC 11-2006, f. & cert. ef. 8-17-06
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1982, f. & ef. 1-5-82
TS 17, f. 12-19-77, ef. 1-1-78
TS 15, f. 12-20-76, ef. 1-1-77

Or. Admin. R. 584-050-0035 Requirements for Licenses, Registrations or Certifications While Employed

(1) Any person employed in a position in a school district, education service district, or charter school for which a license or registration is required pursuant to ORS Chapter 342, must hold a valid license or registration appropriate for the assignment while working as a public school, education service district or charter school employee.

(2) Notwithstanding subsection (1), a person whose application for a teaching license is pending may teach in Oregon public schools for 90 calendar days after the date of submission of the application, if the person:

(a) Submits an application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050; and

(b) Completes a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(C) A criminal records check as provided in ORS 181A.195 and a background check through an interstate clearinghouse of revoked and suspended licenses.

(3) Notwithstanding subsection (1), the employing school district, school or charter school must ensure a person is properly licensed on the 91st calendar day after the date of submission of the application, if a person whose application is pending is teaching in an Oregon public school as provided in subsection (2).

(4) Failure to maintain proper licensure, registration or certification may constitute gross neglect of duty pursuant to OAR 584-020-0040.

History

Statutory/Other Authority: ORS 342 & SB 205 (2017)
Statutes/Other Implemented: ORS 342.120 - 342.200 & 342.400
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 3-2017(Temp), f. 6-27-17, cert. ef. 7-1-17 thru 12-27-17
TSPC 8-2009, f. & cert. ef. 12-15-09
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06
TS 1-1992, f. & cert. ef. 1-15-92
TS 6-1984, f. 12-27-84, ef. 1-15-85
TS 1-1982, f. & ef. 1-5-82
TS 1-1980, f. & ef. 3-19-80
TS 17, f. 12-19-77, ef. 1-1-78
TS 15, f. 12-20-76, ef. 1-1-77

Or. Admin. R. 584-050-0040 Expiration and Continued Use of Expired Licenses and Registrations

(1) A license, certificate or registration expires on the date posted on the license or registration unless an application for renewal or upgrade to the next license is received by the Commission prior to that expiration date. If a license or registration expires, reinstatement requirements, including possible late fees must be met for further licensure, certification or registration.

(2) In spite of the expiration date, a license, certificate or registration identified in subsection (1) continues to be valid for a 120 day grace period after the date of expiration only for purposes of ORS 342.173 so long as the application and fee for renewal have been received by the TSPC office on or before the date of expiration of the license.

(a) Late applications will receive a grace period that does not exceed the amount of time the educator would have had if the application and fee had been received prior to the expiration date on the license, certificate or registration. (See subsection (3) below.)

(b) The period the license, certificate or registration was expired will show in the Commission’s records. The next license, certificate or registration will be issued from the date the application and fees were received if received after the expiration date on the license, certificate or registration.

(3) Unless an application for renewal and fee are received prior to the expiration date on the license, certificate or registration subject to this rule, the educator is not eligible to continue employment under the license or registration.

(a) If the application and full fee are received following the expiration date on a renewable license, then the educator becomes eligible to work on the expired license upon posting of the fee and activation of the grace period on the TSPC web site through the 120th day following the expiration of the license;

(b) If an application for renewal is late, an applicant may have to pay for an expedited license, certificate or renewal if there is insufficient time to issue the license, certificate or renewal before the 120 day grace period expires.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & 342.985
TSPC 5-2014, f. & cert. ef. 8-5-14
TSPC 6-2010, f. & cert. ef. 8-31-10
TSPC 2-2009, f. & cert. ef. 3-12-09
TSPC 7-2007, f. & cert. ef. 12-14-07
TSPC 13-2006, f. & cert. ef. 11-22-06
TS 1-1992, f. & cert. ef. 1-15-92
TS 1-1982, f. & ef. 1-5-82
TS 2-1981(Temp), f. & ef. 8-17-81
TS 17, f. 12-19-77, ef. 1-1-78
TS 15, f. 12-20-76, ef. 1-1-77

Or. Admin. R. 584-050-0100 Fingerprinting of Subject Individuals

(1) Definitions:

(a) "Applicant" means a subject individual for whom fingerprint cards and other required information have been submitted to the Commission for a criminal history check and review;

(b) “Conviction” means: For purposes of criminal background checks pursuant to ORS 342.223 conducted in relation to individuals subject to such criminal background verification, the following definitions of "conviction" of a crime applies:

(A) Any adjudication in any criminal court of law, in this state or in any other jurisdiction, finding the individual committed a crime. A crime is an offense for which a sentence of imprisonment is authorized and generally refers to any felony or misdemeanor.

(B) Any adjudication in a juvenile proceeding, in this state or in any other jurisdiction, determining that the individual committed an offense, which if committed by an adult, would constitute a crime listed in ORS 342.143.

(C) Any conduct which resulted in mandatory registration reporting as a sex offender in this state or any other jurisdiction. A later court order or other action relieving the individual of the sex offender registration/reporting requirement does not effect the status of the conduct as a conviction for purposes of this rule.

(D) Any plea of guilty, no contest or nolo contendere in connection with a crime, in this state or in any other jurisdiction.

(E) A conviction exists for purposes of this rule, regardless of whether a dismissal was later entered into the record in connection with a diversion or on any sort of deferred adjudication or delayed entry of judgment.

(F) A conviction exists for purposes of this rule even if a crime was expunged or removed from the record of the individual under the laws of another jurisdiction if the crime would be ineligible under ORS 137.225 for expunction or removal from the record if the conviction had occurred in Oregon. A conviction does not exist where an Oregon court has expunged or otherwise removed a conviction from the record of an individual.

(G) A conviction does not exist, except as noted above, only where there was a judicial adjudication that the individual did not commit the offense in question, or when a conviction, adjudication or plea is overturned by an appellate court of record and no later conviction, adjudication or plea indicating the individual committed the offense in question is on the record.

(c) "Fee" means the total charges for processing each fingerprint card submitted. The fee amount shall be as specified in OAR 584-200-0050.

(d) "Information to be required" means all information requested by the Commission for processing the fingerprint application, including the following:

(A) One properly completed FBI fingerprint card;

(B) A properly completed TSPC form for fingerprint handlers;

(D) A full explanation of the circumstances surrounding the arrest or conviction, signed and dated within the 30 days prior to submission to the commission.

(e) “Initial Issuance of a school nurse certificate” means: Any school nurse certificate if the applicant has not held an active TSPC certificate within the previous three years from the date of the application.

(f) “Initial Issuance of a charter school registration” means: Any charter school registration if the applicant has not held an active TSPC registration or license within the previous three years from the date of the application.

(g) “Student Teaching, Practicum or Internship” means: any placement of a student admitted to a commission-approved educator preparation program in a public or private school, charter school or other educational setting.

(h) "Subject individual" means:

(A) A person who is applying for initial issuance of a license under ORS 342.120 to 342.430 as a teacher, administrator or personnel specialist if the person has not submitted to a criminal records check by the commission within the previous three years.

(B) A person who is applying for reinstatement of a license as a teacher, administrator or personnel specialist whose license has lapsed for more than three years prior to the date of application.

(D) A person who is registering with the commission for student teaching, practicum or internship as a teacher, administrator or personnel specialist, if the person has not submitted to a criminal records check by the commission within the previous three years for student teaching, practicum or internship as a teacher, administrator or personnel specialist.

(E) A person who is applying for initial issuance of a registration as a public charter school teacher or administrator under ORS 342.125.

(2) Certified LEDS personnel will review the criminal records of subject individuals upon the submission of the required fingerprints and state forms. The Executive Director or designee will establish a record of criminal history status.

(3) The TSPC shall not provide copies of criminal records to anyone except as provided by law. The subject individual may inspect his or her personal criminal records under the supervision of properly certified LEDS (Law Enforcement Data Systems) personnel at the Commission’s office in Salem.

(4) Subject individuals who refuse to consent to the criminal records check or refuse to be fingerprinted will be denied licensure, registration or certification.

(5) Subject individuals who have been convicted of any of the crimes listed in ORS 342.143, or the substantial equivalent of any of those crimes if the conviction occurred in another jurisdiction or in Oregon under a different statutory name or number, will be denied licensure, certification or registration. The crimes listed in ORS 342.143 are:

(a) ORS 163.095 — Aggravated Murder;

(b) ORS 163.115 — Murder;

(d) ORS 163.235 — Kidnapping in the First Degree;

(e) ORS 163.355 — Rape in the Third Degree;

(f) ORS 163.365 — Rape in the Second Degree;

(g) ORS 163.375 — Rape in the First Degree;

(h) ORS 163.385 — Sodomy in the Third Degree;

(i) ORS 163.395 — Sodomy in the Second Degree;

(j) ORS 163.405 — Sodomy in the First Degree;

(k) ORS 163.408 — Unlawful Sexual Penetration in the Second Degree;

(l) ORS 163.411 — Unlawful Sexual Penetration in the First Degree;

(m) ORS 163.415 — Sexual Abuse in the Third Degree;

(n) ORS 163.425 — Sexual Abuse in the Second Degree;

(o) ORS 163.427 — Sexual Abuse in the First Degree;

(p) ORS 163.432 — Online Sexual Corruption of a Child in the Second Degree;

(q) ORS 163.433 — Online Sexual Corruption of a Child in the First Degree;

(r) ORS 163.435 — Contributing to the Sexual Delinquency of a Minor;

(s) ORS 163.445 — Sexual Misconduct;

(t) ORS 163.465 — Public Indecency;

(u) ORS 163.515 — Bigamy;

(v) ORS 163.525 — Incest;

(w) ORS 163.547 — Child Neglect in the First Degree;

(x) ORS 163.575 — Endangering the Welfare of a Minor;

(y) ORS 163.670 — Using Child in Display of Sexually Explicit Conduct;

(z) ORS 163.675 (1985 Replacement Part) — Sale or Exhibition of Visual Reproduction of Sexual Conduct by a Child;

(aa) ORS 163.680 (1993 Edition) — Paying for Viewing Sexual Conduct Involving a Child;

(bb) ORS 163.684 — Encouraging Child Sexual Abuse in the First Degree;

(cc) ORS 163.686 — Encouraging Child Sexual Abuse in the Second Degree;

(dd) ORS 163.687 — Encouraging Child Sexual Abuse in the Third Degree;

(ee) ORS 163.688 — Possession of Materials Depicting Sexually Explicit Conduct of a Child in the First Degree;

(ff) ORS 163.689 — Possession of Materials Depicting Sexually Explicit Conduct of a Child in the Second Degree;

(gg) ORS 164.325 — Arson in the First Degree;

(hh) ORS 164.415 — Robbery in the First Degree;

(ii) ORS 166.005 — Treason;

(jj) ORS 166.087 — Abuse of a Corpse in the First Degree;

(kk) ORS 167.007 — Prostitution;

(ll) ORS 167.012 — Promoting Prostitution;

(mm) ORS 167.017 — Compelling Prostitution;

(nn) ORS 167.054 — Furnishing Sexually Explicit Material to a Child

(oo) ORS 167.057 — Luring a Minor

(pp) ORS 167.062 — Sadomasochistic Abuse for Sexual Conduct in a Live Show;

(qq) ORS 167.075 — Exhibiting Obscene Performance to a Minor;

(rr) ORS 167.080 — Displaying Obscene Materials to a Minor;

(ss) ORS 167.090 — Publicly Displaying Nudity or Sex for Advertising Purposes;

(tt) ORS 475.848 — Unlawful manufacture of heroin within 1,000 feet of school;

(uu) ORS 475.852 — Unlawful delivery of heroin within 1,000 feet of school;

(vv) ORS 475.858 — Unlawful manufacture of marijuana within 1,000 feet of school;

(ww) ORS 475.860 — Unlawful delivery of marijuana;

(xx) ORS 475.862 — Unlawful delivery of marijuana within 1,000 feet of school;

(yy) ORS 475.864(4) — Possession of less than 1 ounce of marijuana within 1,000 feet of school;

(zz) ORS 475.868 — Unlawful manufacture of 3,4-methylenedioxymethamphetamine within 1,000 feet of school;

(aaa) ORS 475.872 — Unlawful delivery of 3,4-methylenedioxymethamphetamine within 1,000 feet of school;

(bbb) ORS 475.878 — Unlawful manufacture of cocaine within 1,000 feet of school;

(ccc) ORS 475.880 — Unlawful delivery of cocaine;

(ddd) ORS 475.882 — Unlawful delivery of cocaine within 1,000 feet of school;

(eee) ORS 475.888 — Unlawful manufacture of methamphetamine within 1,000 feet of school;

(fff) ORS 475.890 — Unlawful delivery of methamphetamine;

(ggg) ORS 475.892 — Unlawful delivery of methamphetamine within 1,000 feet of school;

(hhh) ORS 475.904 — Unlawful manufacture or delivery of controlled substance within 1,000 feet of school; or

(iii) ORS 475.906 — Penalties for distribution to minors.

(6) Subject individuals who have been convicted of any of the crimes listed in ORS 161.405 or an attempt to commit any of the crimes listed in subsection (5) this rule shall be refused licensure, certification, or registration.

(7) Subject individuals who have been convicted of crimes involving the illegal use, sale or distribution of controlled substances may be refused licensure, certification or registration.

(8) Subject individuals who have been convicted of any crimes in any jurisdictions may be required to furnish evidence satisfactory to the commission of good moral character, mental and physical health, and such other evidence as it may deem necessary to establish the applicant’s fitness to serve as a licensed educator, registered charter school educator or certified school nurse.

(9) Evaluations of crimes shall be based on Oregon laws in effect at the time of conviction, regardless of the jurisdiction in which the conviction occurred.

(10) If it is appears that a subject individual has made a false statement or has been convicted of crimes under subsection (5) or subsection 6 of this rule, the case will be referred to an investigator for further investigation. All investigation reports generated under this rule will be reviewed by the Commission pursuant to ORS 342.176.

(11) Subject individuals may be issued a temporary Emergency License pending the return of the criminal background check from the Oregon State Police and the Federal Bureau of Investigation.

(12) Only cards and forms approved by the Commission will be accepted. The Commission will return any incomplete or incorrectly completed fingerprint cards and associated forms without taking any other action. It is up to the applicant to resubmit valid fingerprints in order to have any application for student teaching criminal record clearance, licensure, registration or certification.

History

Statutory/Other Authority: ORS 342 & 181
Statutes/Other Implemented: ORS 342.143, 342.175 - 342.180, 342.223, 342.227 & 181.534
TSPC 11-2017, minor correction filed 12/14/2017, effective 12/14/2017
TSPC 3-2010, f. & cert. ef. 4-2-10
TSPC 2-2009, f. & cert. ef. 3-12-09

Or. Admin. R. 584-050-0125 Letters of Informal Reproval

(1) Pursuant to ORS 342.183, the Commission may agree not to pursue disciplinary action against a licensed, registered or certified educator by the Commission and issue a letter of informal reproval if:

(a) Following an investigation, the Commission determines that the educator has engaged in misconduct based on standards adopted by the Commission by rule; and

(b) The educator agrees to the terms of the letter of informal reproval, including a monitoring period.

(2) The Commission may take disciplinary action if the educator fails to comply with the terms of the informal reproval as provided in subsection (5) of this rule.

(3) Pursuant to ORS 342.183, the Commission shall:

(a) Establish the terms of a monitoring period for the educator to whom the letter is issued; and

(b) Notify the employer, if any, of the educator to whom the letter is issued, including any terms of the letter that the employer may need to know to assist the educator in complying with the terms of the letter.

(4) A letter of reproval:

(a) Is confidential; and

(b) May not be posted on an interstate clearinghouse related to educator license sanctions except if disciplinary action is taken as provided in subsection (5) of this rule.

(5) If an educator fails to comply with the terms of a letter of informal reproval, the Commission may take disciplinary action against the educator based on one or both of the following:

(a) The conduct underlying the letter of informal reproval; or

(b) The failure to comply with the terms of the letter of informal reproval.

(6) If the Executive Director of the Commission determines that an educator failed to meet the terms of a letter of informal reproval, the Executive Director is authorized to open an investigation into the alleged failure and shall submit the investigation report to the Commission with a recommendation regarding potential sanctions to make a final determination pursuant to ORS 342.176.

(7) If the Executive Director of the Commission determines that an educator has met the terms of a letter of informal reproval and has successfully completed the monitoring period, the Executive Director is authorized to terminate the monitoring period and issue a letter dismissing the Informal Letter of Reproval and Monitoring Period.

(a) All dismissal letters terminating an Informal Letter of Reproval and monitoring period shall be reported to the Commission at the meeting following the date of the Dismissal Order.

(b) The investigation file, record of Informal Letter of Reproval and the dismissal letter are confidential and not subject to public disclosure.

(8) The Executive Director shall notify the educator by letter of the dismissal of the informal reproval as provided in subsection (7) of this rule.

(9) The Executive Director shall notify the employer, if any, of the educator who was previously notified under subsection (3)(b) of this rule of the dismissal of the informal reproval as provided in subsection (7) of this rule.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.175 - 342.190
Renumbered from 584-020-0060, TSPC 1-2017, f. & cert. ef. 2-1-17
Reverted to TSPC 1-2015, f. & cert. ef. 2-10-15
TSPC 3-2016(Temp), f. 6-30-16, cert. ef. 7-1-16 thru 12-27-16
TSPC 1-2015, f. & cert. ef. 2-10-15

Or. Admin. R. 584-050-0150 Criminal Records and Professional Conduct Background Check

(1) An applicant must submit one fingerprint card for checking Oregon and Federal Bureau of Investigation criminal history records under the following conditions:

(a) First placement in a field experience once admitted to an Oregon approved educator-preparation program;

(b) First placement in a field experience in any Oregon public school if completing an educator preparation program by an out-of-state provider;

(d) Reinstatement of a license that has been expired more than three years prior to the date the application form and full fee have been submitted for reinstatement.

(2) An applicant may only be fingerprinted through the process described in subsection (1) of this rule. A criminal background check conducted through fingerprints by any former employer, licensing board or by the Oregon Department of Education does not satisfy the requirements of this rule.

(3) Out of state applicants, or previously licensed Oregon educators returning from living outside of the state may also be subject to internet searches or previous employment checks.

History

Statutory/Other Authority: ORS 181 & 342
Statutes/Other Implemented: ORS 181.525, 342.120 – 342.430, 342.455 – 342.495 & 342.533
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-050-0155 Civil Penalties

(1) The Commission may impose civil penalties for violations of statutes and rules under its jurisdiction as follows:

(a) Mandatory Revocations: For convictions leading to mandatory revocations under ORS 342.143, the civil penalty is $1000.

(b) Licensure Violations: For working without a proper license or endorsement, the Commission may assess penalties based on the duration of the violation:

(A) $100 for a period up to 3 months (one quarter);

(B) $200 for a period of 3 to 6 months;

(D) $400 for a period of 9 to 12 months;

(E) $500 for a period of more than 12 months.

(c) Notice of Resignation: Failure to provide the required 60 days’ notice of resignation may result in a civil penalty of $500.

(d) Gross Neglect of Duty: For violations of Gross Neglect of Duty as defined in OAR 584-020-0040(4), the Commission may impose a civil penalty of a minimum of $100 to a maximum of $1000.

(e) Gross Unfitness: For violations of Gross Unfitness as defined in OAR 584-020-0040(5), the Commission may impose a civil penalty of a minimum of $100 to a maximum of $1000.

(2) Determination of Penalty Amount: In determining the specific amount of a civil penalty under subsections (1)(d) and (1)(e) of this rule, the Commission may consider the factors listed in OAR 584-020-0045. Pursuant to ORS 342.177(6)(a), no single civil penalty shall exceed $1000.

(3) Notice and Appeal: Notification of the proposed civil penalty shall be included in the Notice of Opportunity for Hearing (NOH). The educator has 21 days from the date of service of the notice to file an appeal.

(4) Non-Payment: If the civil penalty is not paid or acceptable payment arrangements are not made within 90 days of the final order, the educator's license shall be suspended until full payment is received or acceptable payment arrangements are made.

History

Statutory/Other Authority: SB 805 (2025) & ORS 342.177
Statutes/Other Implemented: ORS 342.177
TSPC 6-2026, adopt filed 09/08/2026, effective 09/08/2026

Division 200 LICENSURE: GENERAL PROVISIONS

Or. Admin. R. 584-200-0005 Transition to New Licensure System

(1) Effective January 1, 2016: All OAR chapter 584 rule titles, numbers and provisions adopted on or after January 1, 2016 will supersede all OAR chapter 584 rule numbers, titles and provisions adopted prior to this date. Any conflicting rule requirements within OAR chapter 584 will be resolved according to the OAR chapter 584 rule provisions effective on or after January 1, 2016.

(2) Endorsements:

(a) Effective July 1, 2015, the endorsements as provided in OAR 584-220-0010 will be placed on first-issue licenses and renewals.

(b) Effective July 1, 2015, all teaching licenses will be issued endorsements in accordance with Division 220, Endorsements on Teaching Licenses and subsection (2)(c) of this rule, except as provided in subsections (2)(c) and (2)(d).

(c)Multiple Subjects endorsement authorized at the Middle Level: Effective July 1, 2015, the Multiple Subjects endorsement authorized at the Middle Level is abolished. The Multiple Subjects endorsement authorized at the Middle Level will not be added to or retained with an applicant’s Initial, Initial I, Initial II, Continuing, Professional Teaching Licenses or any future licenses the applicant holds. Holders of a current or expired Multiple Subjects endorsement authorized at the Middle Level are subject to the following transition provisions:

(A) If the applicant has been assigned and taught multiple subjects (self-contained) for four full years or more in a public, charter or private school setting as evidenced by Professional Educational Experience Report (PEER) forms, the Elementary-Multiple Subjects endorsement may be added to the license. If the applicant has not taught four full years or more in an assignment that requires a multiple subjects (self-contained) endorsement, the Elementary-Multiple Subjects endorsement may not be added to the license. If necessary, the applicant and an Oregon school district may apply for an Emergency Teaching License pursuant to OAR 584-210-0130 or a License for Conditional Assignment (LCA) pursuant to OAR 584-210-0160 while the applicant is in the process of qualifying for an Elementary — Multiple Subjects or another valid endorsement.

(B) If the applicant has been assigned and taught Foundational Mathematics, Foundational Language Arts, Foundational Social Studies or Foundational Science for four full years or more in a public, charter or private school setting, as evidenced by Professional Educational Experience Report (PEER) forms, the appropriate foundational subject matter endorsement may be added to the license. If the applicant has not taught four full years in an assignment that requires a foundational subject matter endorsement, the foundational subject matter endorsement may not be added to or retained on the license under this provision. If necessary, the applicant and a district may apply for an Emergency Teaching License pursuant to OAR 584-210-0130 or a License for Conditional Assignment (LCA) pursuant to 584-210-0160 while the applicant is in the process of qualifying for a valid subject-matter endorsement. The applicant may add the Foundational Mathematics, Foundational Language Arts, Foundational Social Studies or Foundational Science endorsement by receiving a passing score of the appropriate Commission-approved subject mastery test. The applicant is not required to complete the pedagogy requirements for adding an endorsement to a Preliminary Teaching License as provided in chapter 584, division 220.

(C) If an educator held a Multiple Subjects endorsement authorized at the Middle Level on an Initial I, Initial II, Continuing or Professional teaching license prior to July, 1 2015, the Legacy Middle Level endorsement may be added to the license.

(d) Basic and Standard teaching licenses with Elementary Endorsements: If an educator holds or held a Basic or Standard Teaching License with an elementary endorsement and has been assigned and taught Foundational Mathematics, Foundational Language Arts, Foundational Social Studies or Foundational Science for four full years or more in a public, charter or private school setting, as evidenced by Professional Educational Experience Report (PEER) forms, the appropriate foundational subject matter endorsement may be added to the license under this provision. If the applicant has not taught four full years in an assignment that requires a foundational subject matter endorsement, the foundational subject matter endorsement may not be added to the license. If necessary, the applicant and a district may apply for an Emergency Teaching License pursuant to 584-210-0130 or a License for Conditional Assignment (LCA) pursuant to 584-210-0160 while the applicant is in the process of qualifying for a valid subject-matter endorsement.

(3) Grade-Level Authorizations:

(a) Effective July 1, 2015, grade-level authorizations for Initial, Initial I, Initial II, Continuing, Professional Teaching and Distinguished Teacher Leader licenses are abolished and regardless of the printed grade authorizations held on the license, all licenses in this subsection are authorized prekindergarten through grade 12 within the scope of the NCES course codes associated with the endorsements held on the license.

(b) Effective January 1, 2016, grade-level authorizations for Basic and Standard teaching licenses are abolished and regardless of the printed grade authorizations held on the license, all licenses are authorized prekindergarten through grade 12 within the scope of the NCES course codes associated with the endorsements held on the license.

(c) Effective July 1, 2015, licensees will no longer be advised that they must add a grade-level authorization program in order to expand the grade levels on their license.

(d) Licensees advised they were required to complete a grade-level authorization program will not be held for failure to complete that requirement.

(e) The Commission will make every effort to identify these licensees to alert them to the new grade-level authorization requirements.

(4) Initial I Teaching Licenses:

(a) All applicants issued an Initial I Teaching License between July 1, 2015 and December 31, 2015 will be issued a renewal of their license in accordance with the Preliminary Teaching License adopted on January 1, 2016.

(b) Effective January 1 2016, the Initial I Teaching License will be administratively renamed to the Preliminary Teaching License.

(5) Initial I and Initial II Teaching Licenses Based on a MAT or Post-Baccalaureate Preparation Program issued prior to July 1, 2015: General Provisions: Effective July 1 2015, the completion of the advanced coursework of six (6) semester or nine (9) quarter graduate hours required to advance to the Initial II Teaching License satisfies the advanced professional education program requirements for the Professional Teaching License.

(6) Initial I Teaching Licenses Based on a Bachelor’s Degree issued prior to July 1, 2015: General Provisions: Effective July 1, 2015, for Initial I Teaching Licenses based on a Bachelor's degree, the requirements to complete the master’s degree or equivalent post-Initial I Teaching License are modified as follows:

(a) Admission to and completion of a master’s degree or higher in education or in the arts and sciences from a regionally accredited institution, or the foreign equivalent of such degree approved by the Commission will satisfy the advanced professional education program requirements of the Professional Teaching License;

(b) Completion of thirty (30) semester hours or forty-five (45) quarter hours of graduate coursework will be considered “equivalent” to completion of a master’s degree;

(c) Effective July 1, 2015, the requirement that “equivalent” graduate coursework must include equal amounts of pedagogy; content; and electives (ten (10) semester or fifteen (15) quarter graduate hours each) has been eliminated; and

(d) Applicants who do not wish to complete these requirements may qualify for promotion to the Professional Teaching License upon completion of the advanced program requirements as provided in OAR 584-0210-0040.

(7) Initial I Teaching Licenses Based on a MAT or Post-Baccalaureate Preparation Program Issued Between July 1, 2012 through June 30, 2015: First Renewal:

(a) Upon the first renewal of the Initial I Teaching License, applicants will be issued a new set of instructions for qualifying for the Professional Teaching License.

(b) Qualified applicants will be issued an Initial I Teaching license which will be administratively renamed to a Preliminary Teaching License after January 1, 2016.

(A) Meet the previously advised renewal requirements to show progress of 3 semester or 4.5 quarter hours (at least 90 professional development units); or

(B) Meet the new Preliminary Teaching License renewal requirements as provided in OAR 584-210-0030.

(d) If the applicant does not meet renewal requirements for either previously advised or new Preliminary Teaching License renewal options, the applicant may not renew the license. The applicant may apply to reinstate the Preliminary Teaching License upon completion of the renewal requirements in effect at the time of application for reinstatement. (See, OAR 584-210-0030 and 584-210-0190.)

(e) Failure to complete renewal requirements is not considered an eligible emergency for purposes of the Emergency Teaching License.

(8) Initial I Teaching Licenses Based on a Bachelor’s Degree Issued Between July 1, 2012 through June 30, 2015: First Renewal:

(a) Upon the first renewal of the Initial I Teaching License, applicants will be issued a new set of instructions for the requirements to qualify for the Professional Teaching License.

(b) Qualified applicants will be issued an Initial I Teaching license which will be administratively renamed to a Preliminary Teaching License after January 1, 2016.

(A) Meet the previously advised renewal requirements of 3 semester or 4.5 quarter hours (at least 90 professional development units); or

(B) Meet the new Preliminary Teaching License renewal requirements as provided in OAR 584-210-0030.

(d) If the applicant does not meet renewal requirements for either the previously advised renewal option or the new Preliminary Teaching License renewal option, the applicant may not renew the license. The applicant may apply to reinstate the Preliminary Teaching License upon completion of the renewal requirements in effect at the time of application for reinstatement.

(e) Generally, failure to complete renewal requirements is not considered an eligible emergency for purposes of the Emergency Teaching License.

(9) Initial I Teaching Licenses Based on a Bachelor’s Degree First Issued Between July 1, 2009 through June 30 2012: Second Renewal:

(a) Upon second and final renewal of the Initial I Teaching License, applicants will be issued a new set of instructions for the requirements that must be completed in order to obtain the Professional Teaching License.

(b) Qualified applicants will be issued an Initial I Teaching license which will be administratively renamed to a Preliminary Teaching License after January 1, 2016.

(A) Meet the previously advised renewal requirements to show progress of 3 semester or 4.5 quarter hours (at least 90 professional development units); or

(B) Meet the new Preliminary Teaching License renewal requirements as provided in OAR 584-210-0030.

(e) Generally, failure to complete renewal requirements is not considered an eligible emergency for purposes of the Emergency Teaching License.

(f) If an applicant is eligible for the Professional Teaching License as provided in OAR 584-210-0040, the applicant will be issued the Professional Teaching License.

(10) Initial I Teaching Licenses Based on a MAT or Post-Baccalaureate Preparation Program Issued Between July 1, 2009 through June 30, 2012:

(a) Qualified applicants who have completed the advanced professional education program requirements and the professional experience requirement as previously advised by the Commission will be issued the Professional Teaching License.

(b) To qualify for the Professional Teaching License, applicants subject to this subsection must:

(A) Meet previously advised advanced coursework requirement of six (6) semester or nine (9) quarter graduate hours; or

(B) Meet the new requirements for the Professional Teaching License as provided in OAR 584-210-0040. Under this option, the applicant may use any qualifying coursework earned during the first two terms of her or his Initial I Teaching License to satisfy the new advanced professional education program requirements.

(c) If an applicant is unable to meet requirements for the Professional Teaching License as provided in subsection (10)(b) of this rule, the applicant will be issued a renewal of the Preliminary Teaching License.

(d) To qualify for the Professional Teaching License, all applicants must also meet the professional experience requirements provided in OAR 584-210-0040, Professional Teaching License.

(11) Initial I Teaching Licenses Based on a Bachelor’s Degree First Issued Between July 1, 2006 through June 30, 2009: No Further Renewals:

(a) Qualified applicants who have completed the advanced coursework requirements as previously advised by the Commission and the professional experience requirement will be issued the Professional Teaching License;

(b) To qualify for the Professional Teaching License, applicants subject to this subsection must:

(A) Meet previously advised advanced master’s degree or equivalent coursework requirements for the Initial II Teaching License as modified by subsection (5) and (6) of this rule; or

(B) Meet the new requirements for the Professional Teaching License as provided in OAR 584-210-0040. Under this option, the applicant may use any qualifying coursework earned during the first two terms of her or his Initial I teaching License to satisfy the new advanced professional education program requirements.

(c) If an applicant is unable to meet requirements for the Professional Teaching License provided in subsection (10)(b) of this rule, the applicant will be issued a renewal of the Preliminary Teaching License.

(d) To qualify for the Professional Teaching License, all applicants must also meet the professional experience requirements provided in OAR 584-210-0040, Professional Teaching License.

(12) Initial II Teaching Licenses:

(a) Effective July 1, 2015, the Initial II Teaching License will no longer be issued.

(b) Qualified applicants who were issued the Initial II Teaching License prior July 1, 2015 are considered to have satisfied all advanced professional education program requirements provided in OAR 584-210-0040, Professional Teaching License;

(c) Qualified applicants who have completed the teaching experience requirements provided in OAR 584-210-0040 will be issued the Professional Teaching License;

(d) Qualified applicants who do not have sufficient teaching experience to meet the requirements for OAR 584-210-0040, Professional Teaching License, will be issued a continuously renewable Preliminary Teaching License as provided in OAR 584-210-0030, Preliminary Teaching License.

(e) On January 1, 2016, the Initial I Teaching License will be administratively renamed to the Preliminary Teaching License.

(13) Continuing Teaching Licenses:

(a) Effective March 1, 2014, the Continuing Teaching License is no longer issued.

(b) Qualified Continuing Teaching License holders will be issued a Professional Teaching License with instructions on how to qualify and apply for the Teacher Leader License;

(14) Basic Teaching Licenses:

(a) Effective January 1, 2016, the Basic Teaching License will no longer be issued.

(b) Qualified applicants who were issued the Basic Teaching License prior to December 31, 2015 are considered to have satisfied all advanced professional education program requirements provided in OAR 584-210-0040, Professional Teaching License;

(c) Qualified applicants who have completed the teaching experience requirements provided in OAR 584-210-0040 will be issued the Professional Teaching License;

(d) Qualified applicants who do not have sufficient teaching experience to meet the requirements for OAR 584-210-0040, Professional Teaching License, will be issued the Legacy Teaching License unless the applicant requests to have the Preliminary Teaching License.

(15) Standard Teaching Licenses:

(a) Effective January 1, 2016, the Standard Teaching License will no longer be issued.

(b) Qualified Standard Teaching License holders will be issued a Professional Teaching License.

(16) First Time Out of State Applicants:

(a) Effective January 1, 2016, the Initial Teaching License will no longer be issued.

(b) Qualified new out of state applicants will be issued a Reciprocal Teaching License as provided in OAR 584-210-0060.

(17) Five Year Teaching Licenses (Pre-1965 licenses):

(a) Effective January 1, 2016, the pre-1965 Five Year Teaching Licenses will no longer be issued.

(b) Qualified Five Year Teaching License holders will be issued the Professional Teaching License.

(18) Teaching Licenses with Communication Disorder endorsements (speech language pathology):

(a) Effective January 1, 2016, all speech pathology related endorsements are retitled to Special Education: Communication Disorders.

(b) Until June 30, 2016, qualified applicants may be issued new non-provisional teaching licenses with special education: communications disorder endorsements.

(c) Effective July 1, 2016, new special education: communication disorder endorsements (speech language pathology) will no longer be issued.

(d) Effective July 1, 2016, licensed educators issued a non-provisional special education: communication disorder endorsements or other similar speech language pathology endorsements prior to June 30, 2016 are grandfathered into the licensure system and will be able to keep their special education: communication disorder endorsement. Grandfathered qualified applicants will be able to renew and reinstate teaching licenses with the special education: communication disorder endorsement. Applicants may not reinstate a restricted teaching license with a communication disorder or other similar speech pathology endorsement.

(19) Endorsements transitioning to Specializations:

(a) Early Childhood: All licenses issued prior to January 1, 2016 with an early childhood authorization or endorsement will be issued an early childhood specialization upon renewal of the license.

(b) ESOL/Bilingual: All licenses issued prior to January 1, 2016 with an ESOL/Bilingual endorsement will be issued an ESOL endorsement with a bilingual specialization upon renewal of the license.

(20) ESEA Alternative Route Teaching License Transition: Effective January 1, 2016, the ESEA Alternative Route Teaching License is no longer issued. Qualified applicants issued an ESEA license prior to January 1, 2016 must transition to full licensure at the end of their current three-year license term.

(21) Administrative and Personnel Service License Title Name Changes: Effective January 1, 2016, administrative and personnel service educator licenses titles will be renamed as follows:

(a) Basic Administrator is retitled to Legacy Administrator;

(b) Standard Administrator is retitled to Professional Administrator;

(d) Continuing Administrator is retitled to Professional Administrator;

(e) Distinguished Administrator is retitled to Distinguished Administrator;

(f) Transitional Administrator is retitled to Reciprocal Administrator;

(g) Transitional Superintendent is retitled to Reciprocal Superintendent;

(h) Restricted Administrator is retitled to Restricted Administrator;

(i) Exceptional Administrator is retitled to Exceptional Administrator;

(j) Emergency Administrator is retitled to Emergency Administrator;

(k) Basic Personnel Service with a Basic or Standard Counselor endorsement is retitled to Legacy School Counselor;

(l) Basic Personnel Service with a Basic or Standard School Psychologist endorsement is retitled to Legacy School Psychologist;

(m) Standard Personnel Service with a Standard Counselor endorsement is retitled to Professional School Counselor;

(n) Standard Personnel Service with a Standard School Psychologist endorsement is retitled to Professional School Psychologist;

(o) Standard School Counselor is retitled to Professional School Counselor;

(p) Initial I School Counselor is retitled to Preliminary School Counselor;

(q) Initial II School Counselor is retitled to Preliminary School Counselor;

(r) Continuing School Counselor is retitled to Professional School Counselor;

(s) Transitional School Counselor is retitled to Reciprocal School Counselor;

(t) Restricted School Counselor is retitled to Restricted School Counselor;

(u) Emergency School Counselor is retitled to Emergency School Counselor;

(v) Basic School Psychologist is retitled to Preliminary School Psychologist;

(w) Standard School Psychologist is retitled to Professional School Psychologist;

(x) Initial School Psychologist is retitled to Preliminary School Psychologist;

(y) Continuing School Psychologist is retitled to Professional School Psychologist;

(z) Transitional School Psychologist is retitled to Reciprocal School Psychologist;

(aa) Limited Student Services is retitled to Limited Student Services;

(bb) Initial School Social Worker is retitled to Preliminary School Social Worker;

(cc) Continuing School Social Worker is retitled to Professional School Social Worker;

(dd) Transitional School Social Worker is retitled to Reciprocal School Social Worker;

(ee) Restricted School Social Worker is retitled to Restricted School Social Worker; and

(ff) Emergency School Social Worker is retitled to Emergency School Social Worker.

(22) Effective February 15, 2019, the administrator licenses will be retitled as follows:

(a) The Initial Administrator and Preliminary Administrator License is retitled to the Principal License. All holders of Initial Administrator or Preliminary Administrator License will be transitioned to a Principal License.

(b) Distinguished Administrator License is retitled to the Professional Administrator License.

(23) Initial or Preliminary Administrator License: All applicants issued an Initial or Preliminary Administrator License prior to February 15, 2019 may be issued a renewal of their license, as follows:

(a) From February 15, 2019 through August 1, 2022, applicants may renew their license in accordance with:

(A) The renewal requirements of 584-235-0020, Principal License ; or

(B) The renewal requirements stated in the official TSPC letter issued with their most recent Initial or Preliminary Administrator License.

(b) If an applicant renews their administrator license in accordance with the requirements of 584-235-0020, Principal License , the applicant must renew in accordance with the requirements of 584-235-0020, Principal License, or 584-235-0030, Professional Administrator License, for all subsequent renewals.

(24) Effective August 1, 2022, or the effective date of Commission approval of an education preparation provider's (EPP) Principal License program, as provided in 584-430-0200, or the Professional Administrator License program, as provided in 584-430-0300, if sooner, EPPs may recommend candidates for the Principal Administrator and Professional Administrator Licenses, as provided in the Program Review and Standards Handbook.

(25) Effective January 1, 2022, the Personnel Service licenses will be retitled as follows:

(a) The Preliminary School Counselor License is retitled to the School Counselor License. All holders of the Preliminary School Counselor License will be transitioned to a School Counselor License.

(b) The Preliminary School Psychologist License is retitled to the School Psychologist License. All holders of the Preliminary School Psychologist License will be transitioned to a School Psychologist License.

(c) The Preliminary School Social Worker License is retitled to the School Social Worker License. All holders of the Preliminary School Social Worker License will be transitioned to a School Social Worker License.

(26) Preliminary Personnel Service License: All applicants issued a Preliminary School Counselor, Psychologist or Social Worker License prior to January 1, 2022 may be issued a renewal of their license, as follows:

(a) From January 1, 2022 through August 1, 2022, applicants may renew their license in accordance with:

(A) The renewal requirements of 584-245-0110, School Counselor License ;

(B) The renewal requirements of 584-245-0220, School Psychologist License ;

(D) The renewal requirements stated in the official TSPC letter issued with their most recent Preliminary School Counselor, Psychologist, or Social Worker License.

(b) After August 1, 2022, all applicants must renew their license as provided in 584-245, Personnel Service Licenses.

(27) Effective January 1, 2022, or the effective date of Commission approval of an education preparation provider's (EPP) Personnel Service License program, as provided in 584-435 State Standards for Personnel Service Preparation Programs, if sooner, EPPs may recommend candidates for the Personnel Service Licenses, as provided in the Program Review and Standards Handbook.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.143 & ORS 342.147
TSPC 12-2023, minor correction filed 09/12/2023, effective 09/12/2023
TSPC 18-2021, amend filed 11/15/2021, effective 01/03/2022
TSPC 2-2019, amend filed 02/25/2019, effective 02/25/2019
TSPC 8-2018, amend filed 06/20/2018, effective 06/20/2018
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 3-2017(Temp), f. 6-27-17, cert. ef. 7-1-17 thru 12-27-17
TSPC 1-2017, f. & cert. ef. 2-1-17
Reverted to TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 3-2016(Temp), f. 6-30-16, cert. ef. 7-1-16 thru 12-27-16
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0010 Definitions for Licensure, Certification and Registration

(1) "Application:" A request for an Oregon license authorizing service in public schools or a request for reinstatement or renewal of such license.

(2) "Appropriately Assigned:" Assignments for administrator, teacher, school counselor, school psychologist, school social worker or school nurse duties for which the person involved holds the proper license, certificate or endorsements. (See OAR 584-210-0150 for License for Conditional Assignment.)

(3) "Approved Institution:" A U.S. regionally accredited institution of higher education approved to prepare education-licensed personnel by a U.S. governmental jurisdiction in which the institution is located.

(4) "Approved Programs:" An Oregon program of educator preparation approved by TSPC and offered by a regionally accredited Oregon institution or other legally approved provider. As it applies to out-of-state programs, a program approved by the licensure body of any U.S. governmental jurisdiction or member of the National Association of State Directors of Teacher Education and Certification (NASDTEC) authorized to approve educator preparation programs.

(5) "Completion of Approved Program:" The applicant has met the institution's academic requirements and any additional state or federal requirements and has obtained the institution's recommendation for licensure.

(6) "Endorsement:" The subject matter or specialty education field in which the individual is licensed to teach.

(7) "National Board for Professional Teaching Standards (NBPTS):" A professional board established to award a National Teaching Certificate or National Teacher Leader Certificate to qualified educators.

(8) “Non-Provisional License or Certificate:” Full state certification of licensure issued following completion of a state approved teacher preparation program and valid for full-time teaching assignments.

(a) Non-provisional Oregon teaching licenses include:

(A) Preliminary Teaching License;

(B) Professional Teaching License:

(D) Reciprocal Teaching License; and

(E) Legacy Teaching License.

(b) Non-provisional out-of-state teaching licenses or certificates may include initial state licenses that require additional preparation or other requirements to move to the next-stage license if the initial license is issued following state approved teacher preparation program and is valid for full-time teaching assignments.

(9) Out of State/International Evaluation: Evaluation for the issuance of a license, endorsement or certificate that includes review of one or more of the following:

(a) A license or certificate issued by a NASDTEC jurisdiction;

(b) A license or certificate issued by an international body;

(c) Completion of an educator preparation program for licensure, certification or endorsement that is not Commission-approved to recommend candidates directly for Oregon licensure or endorsement;

(d) Any other out of state or international credential, coursework, or other supporting documentation that is essential for the issuance of an Oregon license or certificate.

(e) The out of state or international evaluation is not related to the domicile of the applicant. The need for an out of state or international evaluation is based on the documentation submitted with an application for licensure, endorsement or certificate.

(10) "Out of State Licenses or Certificates:" Any educator license or certificate issued from:

(a) A National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(b) A U.S. Territory (American Samoa, Commonwealth of Northern Marianas, District of Columbia, Guam, Puerto Rico, and Virgin Islands); or

(11) "Personal Qualifications:" Personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator.

(12) “Prekindergarten:” Birth through age 5.

(13) "Private Schools:" A privately funded school, preprimary through grade twelve, approved, regionally accredited or registered by another U.S. jurisdiction or government.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 25-2021, minor correction filed 11/30/2021, effective 11/30/2021
TSPC 2-2017, f. & cert. ef. 4-12-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 14-2015(Temp), f. 12-18-15, cert. ef. 1-1-16 thru 6-28-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0020 Personnel Required to Hold Licenses or Charter School Registrations

(1) An educator must hold a license or registration issued by the Commission if she or he is:

(a) Employed by an Oregon public school; and

(b) Compensated for their services from public funds.

(2) Licenses or registrations are required for:

(a) Teachers;

(b) Substitute Teachers;

(d) School counselors;

(e) School psychologists;

(f) Supervisors;

(g) Program directors, including: special education and career and technical directors;

(h) District administrators who evaluate or discipline licensed personnel, or who authorize out-of-school suspensions or expulsions of students;

(i) Superintendents and Assistant or Deputy Superintendents;

(j) Athletic coaches who coach during the school day in courses or activities for which students receive academic credit;

(k) Charter school teachers (registrations);

(l) Charter school administrators (registrations); and

(m) Other personnel performing the above duties regardless of title.

(3) Notwithstanding subsection (1), school districts may provide related services for children identified as requiring special education services by employing a public agency, such as a community mental health program, or by employing professionals who are licensed within their own specialties by the State of Oregon. These personnel are not required to hold licensure from the Commission. See also ORS 343.221.

(4) Notwithstanding ORS 342.173, community college faculty who provide instruction in cooperation with a school district for academic career and technical education, school-to-work or other work-related programs under ORS Chapter 329 will not be required to have teaching licenses. See also ORS 341.535. Both full-time and part-time faculty employed under this section are subject to criminal history records checks by the Oregon State Police and the Federal Bureau of Investigation. See also ORS 326.603 and OAR 581-022-1730.

(5) Notwithstanding subsection (1), a person whose application for a teaching license is pending may teach in Oregon public schools for 90 calendar days after the date of submission of the application, if the person:

(a) Submits an application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050; and

(b) Completes a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission;

(C) A criminal records check as provided in ORS 181A.195 and a background check through an interstate clearinghouse of revoked and suspended licenses; and

(6) Notwithstanding subsection (1), the employing school district, school or charter school must ensure a person is properly licensed on the 91st calendar day after the date of submission of the application, if a person whose application is pending is teaching in an Oregon public school as provided in subsection (5).

History

Statutory/Other Authority: ORS 342 & SB 205 (2017)
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 5-2025, temporary amend filed 07/31/2025, effective 07/31/2025 through 01/26/2026
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 3-2017(Temp), f. 6-27-17, cert. ef. 7-1-17 thru 12-27-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0030 Application Processing Requirements and Procedures

(1) All applicants must create an online user account and use the online system for applications for licenses, endorsements, renewals, specializations, and reinstatements.

(2) All applicants must pay for fees through the online system. Check and cash payments are not permitted.

(3) Requirement for Complete Application: The Commission will only issue a license, registration or certificate based on a correct and complete application.

(a) An application is incomplete if the applicant has not submitted a correct and complete application, all required fee payments, and all supporting documentation required to evaluate the application.If the application is determined to be incomplete, the applicant is issued a letter that provides a list of all items needed to complete an evaluation of the application. The letter is called an “Incomplete Letter.”

(b) An applicant has 90 days from the date of the issuance of an Incomplete Letter to complete the application.

(c) On the 91st day after the date of the issuance of the Incomplete Letter, an incomplete application will be closed, unless the application for licensure, registration or certificate is within a 120-day grace period, as provided in subsection (5). If the license, registration or certificate is within a grace period, the applicant will receive 90 days from the date of issuance of the Incomplete Letter or until the end of the 120-day grace period to complete the application, whichever is greater.

(d) If an application is closed, an applicant is required to submit a new application and fee for a new or renewing license, registration or certificate.

(4) Evaluation of Application: Licenses, registrations and certificates are issued based on the evidence in the applicant account at the time of evaluation. If an applicant submits additional acceptable evidence within 30 days of the date of issuance of a license, registration or certificate, the Director of Licensure, or designee, may re-evaluate the issuance without a new application and fee.

(5) Expiration of License/Grace Period: A license, certificate or registration is expired one day after the expiration date on the license, certificate or registration unless the license, registration or certificate is eligible for the grace period.

(a) The grace period is active for 120 days after the expiration date of a license, registration and certificate.

(b) To activate the 120-day grace period, an applicant must submit a correct an application and all required fees prior to the expiration date.

(A) If it is determined that the application was not correct or complete after the grace period is activated, the applicant has the remainder of the 120-day grace period to correct the incomplete application.

(B) Except as provided in subsection (3), if the application is not corrected by the expiration of the 120-day grace period, the applicant must submit a new application for reinstatement of the license, registration or certificate and pay reinstatement fees. The applicant will forfeit the previous application fees and any late fees paid on the prior application.

(6) Late and Reinstatement Fees: If an applicant submits an application and all required fees after the expiration date, the license, registration or certificate will be processed according to the following provisions:

(a) Day 1 - 30: If an applicant submits an application from one through 30 days after expiration date the applicant pays $40 late fees plus all other required fees.

(b) Day 31 - 60: If an applicant submits an application from 31 through 60 days after expiration date, the applicant pays $80 late fees plus all other required fees.

(c) Day 61 - 90: If an applicant submits an application from 61 through 90 days after expiration date, the applicant pays $120 late fees plus all other required fees.

(d) Day 91 - 120: If an applicant submits an application from 91 through 120 days after expiration date, the applicant pays $160 late fees plus all other required fees.

(e) Day 121 or more: If the applicant submits an application on or after 121 days after the expiration date, the applicant must apply for reinstatement of the license, registration or certificate and pay all required application, reinstatement and other fees.

(7) Term of License, Registration, Certificates for Late Applications: Effective July 1, 2019, if the applicant submits an application after the expiration date of the license, registration or certificate, the valid date of the new, renewed or reinstated license, registration or certificate will begin on the date of application, resulting in a lapse of licensure, registration or certification. The term of validity is three or five years from date of application, plus time to applicant’s birthday, depending on the type of license, registration or certificate.

(8) Implementation: Notwithstanding subsections (5) through (7), prior to July 1, 2019, an educator applying after the expiration date of their license, registration or certificate may receive a 120-day grace period without any interruption to the validity of their licensure, registration or certification.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 11-2018, amend filed 12/04/2018, effective 12/04/2018
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 1-2017, f. & cert. ef. 2-1-17
Reverted to TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 3-2016(Temp), f. 6-30-16, cert. ef. 7-1-16 thru 12-27-16
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0040 Expedited Service for Licensure, Registration and Certificate Applications

(1) Pursuant to ORS 342.125, expedited service is defined as the priority processing of a license, registration or certificate within two working days after receiving a correct and complete application.

(2) Expedited service is only available in the following circumstances:

(a) District requests for the issuance of a license, registration or certificate in an urgent situation; and

(b) Military Spouse or Military Domestic Partner Applications pursuant to ORS 342.195(2).

(3) Except as provided in subsection (6) of this rule, only a district may request an expedited service of a license, registration or certificate application. To request an expedited service on an application, a district must provide:

(a) A request to expedite service on the application.

(A) A request for expedited service will not be accepted until a correct and complete application is received. A correct and complete application must include:

(i) Evidence of meeting all requirements for the license, certification or registration associated with the application;

(ii) A background clearance; and

(iii) Payment of all required fees as provided in OAR 584-200-0050.

(B) If the district requests an expedited service prior to the application being correct and complete, the request will be considered null and void. The district must resubmit the request after a correct and complete application is received;

(b) A Statement of Need describing the urgent situation requiring the expedited service. The district may be required to provide evidence to support the Statement of Need; and

(4) Upon receipt of a request for expedited service on a correct and complete application, the license will be issued within two working days. The two working day provision does not apply to incomplete applications or incomplete requests for expedited service.

Note: An application is not complete until all background clearance protocols and items within the Executive Director’s discretion are finalized.

(5) Applications for renewal within the 120 grace period are not eligible for expedited service unless:

(a) The application was submitted too late to allow processing within the 120 period following the expiration date on the license; and

(b) All late and expedited fees have been paid.

(6) To be eligible for expedited service of a military spouse or military domestic partner application pursuant to ORS 342.195(2), an applicant must:

(a) Hold a current license from another state;

(b) Be a military spouse or domestic partner of an active member of the Armed Forces of the United States who has been subject to a military transfer to Oregon within the 12 months prior to the application of the license;

(c) Submit a complete application as provided in OAR chapter 584, divisions 210, 70 or 80, including evidence of the spousal or domestic relationship and evidence of the recent military transfer; and

(d) Submit the fees for an out-of-state evaluation and for the expedited service.

(7) A qualifying applicant for an expedited military spouse or domestic partner of an active member of the Armed Forces of the United States will only be eligible for an equivalent license issued by the Commission if:

(a) The applicant has met all the requirements of the license for which the applicant is applying; and

(b) The applicant has not been subject to discipline in another state against any educator certificate, license or charter school registration. For this section, discipline is defined as any discipline for conduct that would bar an applicant from licensure as an educator in the state of Oregon.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0050 Fees

(1) Pursuant to ORS 342.127, the Commission has established fees for the processing of applications.

(2) All fees are non-refundable.

(3) All fees must be paid by Electronic Funds Transfer (EFT) through the TSPC online payment process. Electronic Funds Transfer (EFT) is defined as the movement of funds by non-paper means usually through a payment system, including but not limited, an automated clearinghouse or the Federal Reserve’s Fedwire system.

(4) Application fees for first licensure, registration or certification:

(a) American Indian Language Teaching license: $182

(b) Career and technical education licenses: $182

(d) Emergency licenses: $182

(e) Exceptional Administrator license: $182

(f) International Visiting Teacher: $247 (The $247 fee includes the $65 out-of-state evaluation fee.)

(g) Legacy licenses: $182

(h) License for Conditional Assignment: $182

(i) Limited licenses: $182

(j) Preliminary licenses: $182

(k) Professional licenses: $182

(l) Reciprocal licenses: $247 (The $247 fee includes the $65 out-of-state evaluation fee.)

(m) Restricted licenses: $182

(n) School nurse certificates: $182

(o) Substitute licenses: $182

(p) Teacher Leader: $182

(q) Teacher Associate: $182

(5) Out-of-state/international application evaluation fee: $65 (The evaluation fee is in addition to all required application and background clearance fees unless otherwise noted in this rule.)

(6) Renewals, Reissues and Reauthorizations: All renewals, reissues and reauthorizations of licenses, certificates, and registrations: $182

(7) Principal and Administrator Licenses: $189.

(8) Late Fees: Pursuant to ORS 342.127, the Commission has established the following late fee process:

(a) An applicant will pay $40 per month late fee for each portion of a month following expiration of the license, registration or certificate for a maximum of $200.

(b) Late fees are in addition to all other required fees.

(c) Late fees may only be imposed one time following the expiration of a license, registration or school nurse certificate. If the applicant does not initially qualify for the license or certificate the applicant is seeking to reinstate, no additional late fees will be imposed upon application for subsequent licenses so long as the applicant has a current active license, registration or certification in effect at the time of application.

(9) Reinstatement of licenses, registrations, and certificates:

(a) Expired: $382 (The fee includes the application fee of $182 and the expired reinstatement fee of $200 but does not include the background clearance fee.)

(b) Suspended: $382 (The fee includes the application fee of $182 and the suspended reinstatement fee of $200 but does not include the background clearance fee.)

(c) Revoked: $442 (The fee includes the application fee of $182 and the revoked reinstatement fee of $260 but does not include the background clearance fee.)

(d) If the applicant holds another active and valid Oregon educator license at the time of the application for reinstatement, the applicant will not be assessed the additional $260 reinstatement fee to reinstate the second license.

(10) Endorsements and Specializations :

(a) Adding or removing an endorsement outside of licensure renewal application process: $182

(b) Adding a specialization outside of licensure renewal application process: $182

(11) Other Fees:

(a) Background clearance: $20 plus the cost of the law enforcement agency background check fee. (Does not include the actual cost of fingerprinting.) Note: The background clearance fee includes the TSPC processing fee of $20 and the background check fee, which is determined by the Oregon State Police Department.

(b) Expedited service: $194

(d) Non-Sufficient Funds (NSF): $33

(12) Online Portal Provider Fee: In addition to the Commission-established fees under this subsection, applicants must pay a fee associated with accessing the online application system that is collected by the operators of the online system. This fee is collected and assessed according to agreements with the Commission, Department of Administrative Services and the operators of the online application system.

(13) Licensing System Fee: Each application made through the Educator Data System will include an additional fee for development and maintenance of a licensing system of $10.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495, 342.553 & 2021 Senate Bill 129
TSPC 6-2025, amend filed 07/31/2025, effective 07/31/2025
TSPC 3-2025, temporary amend filed 04/07/2025, effective 04/07/2025 through 09/26/2025
TSPC 2-2025, temporary amend filed 04/02/2025, effective 04/02/2025 through 09/26/2025
TSPC 15-2021, amend filed 11/10/2021, effective 11/10/2021
TSPC 7-2021, temporary amend filed 07/08/2021, effective 07/12/2021 through 01/07/2022
TSPC 5-2019, amend filed 11/19/2019, effective 12/01/2019
TSPC 4-2019, temporary amend filed 06/30/2019, effective 07/01/2019 through 12/01/2019
TSPC 8-2018, amend filed 06/20/2018, effective 06/20/2018
TSPC 2-2017, f. & cert. ef. 4-12-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 14-2015(Temp), f. 12-18-15, cert. ef. 1-1-16 thru 6-28-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0060 Addresses and Uses of Addresses

(1) The Commission will use the most recent mailing and email address on the licensee’s or applicant’s account to provide information to the licensee or applicant.

(2) A license, registration or certificate holder must report changes of residential, mailing and email addresses within 90 days of the change;

(3) All licenses, registrations, certificates, or correspondence will be sent to the last known email address on file for the educator. Notices and gold-seal paper licenses will be sent to the last known residential or mailing address on file for the educator.

(4) If the educator fails to notify the Commission of a new mailing or email address, the applicant may not receive all information related to their license, registration or certificate. In these cases, the Commission is not responsible for any consequence or action resulting from the applicant’s failure to receive important information related to licensure, registration, certification or discipline.

(5) The Commission may send notice for opportunity for a hearing pursuant to ORS 342.175 (notice of charges related to discipline) or ORS 183.430 (notice of denial of renewal) to an educator at the address the educator provides in writing to the Commission. The Commission may complete service of notice under ORS 342.143(4), 342.176(5) or 183.430, by mailing the notice through certified or registered mail addressed to the educator's address on file with the Commission and such mailing will be deemed conclusive evidence of service.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0070 Name Changes

(1) An applicant must notify the TSPC agency of an official name change within 90 days of the name change becoming effective by:

(a) Notification of a name change in writing and sending the required documentation of the official name change by mail to the TSPC offices;

(b) Notification of a name change through their TSPC user account and uploading the required documentation to the account.

(2) All notifications of name changes must include the educator's former and full new names, user account ID number, date of birth and a copy of one of the following documents:

(a) An official passport issued by the United States;

(b) An official government-issued marriage certificate/license (signed by a government official and including a filed date, stamp, seal or other notation showing that the document has been filed with a government agency);

(c) A record of Domestic Partnership issued by Oregon Vital Statistics signed by a government official with a stamp or seal showing the document has been recorded with the State Registrar;

(d) An out-of-state government issued record of Domestic Partnership signed by a government official with a stamp or seal showing the document was filed with the city, county or state agency responsible for registering Domestic Partnerships in that state;

(e) A U.S. city, county or state court-issued divorce decree, judgment of dissolution of marriage, annulment of marriage decree, judgment of dissolution of domestic partnership, or annulment of domestic partnership;

(f) A government-issued death certificate of spouse, that includes a connection to your current full legal name (signed by a government official and including a stamp to show that the document has been filed);

(g) A U.S. city, county or state court-issued legal name change decree;

(h) Oregon Driver License, Instruction Permit or ID Card;

(i) Military ID card, Common Access card and Uniform Services ID & Privilege card (including all branches of military personnel and dependents, not including Merchant Marines);

(j) Other U.S. state, U.S. territory, District of Columbia, Canadian or U.S. Department of State driver license, instruction permit or identification card;

(k) Oregon Concealed Weapon permit/Concealed Handgun license; or

(l) Tribal identification card issued by a federally recognized tribe.

(3) If the educator reverts to a name previously established with the Commission, the notification must be in writing and must include the educator's previously established name and the new names and TSPC Account ID. Documentation from a court is not required, but other evidence that the educator is using the former name must be supplied.

(4) If a new paper gold seal license is requested bearing the new name, an application and gold seal paper license fee are required.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0080 Preparation in Another Jurisdiction

(1) First Oregon License: If an applicant has completed an educator preparation program from another jurisdiction, the candidate must hold an active and valid license from that jurisdiction at the time of application for licensure in Oregon.

(2) Applicants holding a non-provisional educator license or certificate issued by another state that is substantially equivalent to an Oregon educator non-provisional license may be eligible for an unrestricted Oregon equivalent license under the terms and conditions associated with that license.

(3) If the applicant does not meet requirements for an unrestricted non-provisional license, the Commission may issue any other license for which the applicant qualifies.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 17-2021, amend filed 11/10/2021, effective 11/10/2021
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0090 Preparation in Another Country

(1) Applicants who have completed professional education preparation programs outside the United States may be eligible for Oregon educator licensure. Prior to qualifying for licensure, the applicant must submit their foreign educator qualifications to the Commission for official evaluation as provided:

(a) The evaluation may include official foreign transcript evaluation in the form and manner required by the Commission.

(b) The evaluation may include official translation or evaluation of other required documents at the discretion of the Executive Director or designee.

(c) Any expense associated with the professional translation or evaluation services is the responsibility of the applicant.

(2) Upon evaluation of the foreign documentation, the Commission may waive, in part or in whole, Oregon educator licensure requirements in accordance with 584-200-0100. The waiver of licensure requirements is within the sole discretion of the Executive Director or designee.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0100 Waiver of Licensure Requirements by the Commission

(1) The Executive Director may waive, in part or in whole, the requirements for teaching, administrative and personnel service licenses if the applicant provides evidence of academics skills, experience and knowledge demonstrating mastery of the Commission-adopted standards for the license.

(a) To receive a waiver under this subsection, an applicant must specifically and substantially demonstrate the knowledge and skills required to perform the duties of the position as measured by the Commission adopted standards for the license.

(b) The Executive Director, or designee, will evaluate all evidence and make the determination on the waiver. It is solely within the discretion of the Executive Director, or designee, to grant waivers under this subsection.

(c) The Commission will monitor any waivers granted under this subsection and will receive reports on such waivers from the Executive Director.

(2) To be considered for a waiver, an applicant must:

(a) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees.

(b) Provide all required documentation such as: official sealed transcripts, a resume, job descriptions, and other credible evidence of academic achievement or experience demonstrating mastery of the standards for the license;

(A) The type of license requested;

(B) Specific requirements requested for waiver;

(D) Reasons for requesting the waiver.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 4-2020, temporary amend filed 08/03/2020, effective 08/10/2020 through 02/05/2021
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-200-0110 Disbursements of the National Board Certification Fund

(1) Pursuant to ORS 342.122, the Commission may disburse moneys from the National Board Certification Fund to applicants for reimbursement of the direct costs of seeking and obtaining national board certification, including reimbursement for the costs of each of the components necessary for certification and reimbursement for costs related to participating in a cohort for certification.

(2) Definitions : For the purposes of 584-200-0005 to 584-200-0110.

(a) Cohort : An approved program for candidates going through the NBPTS certification process, including:

(A) Orientation Program : A program designed to assist novice NBCT candidates with the certification process. The focus of the program is to provide teachers with introductory information, including foundations, strategies for success, and process mapping.

(B) Cohort Program : A program of facilitated support for candidates participating in their first NBPTS certification process. As part of a cohort, candidates receive support, coaching, instruction, and feedback from trained facilitators and other colleagues; and

(C) Maintenance Program : A program designed to assist renewing NBCT candidates with the certification process. The focus of the program is to provide teachers with information on maintaining their certification, including strategies for success and process mapping.

(b) Component : A required portfolio section of the National Board Certification process that is designed to demonstrate accomplished practice related to: content knowledge, differentiation in Instruction, teaching practice and learning environment, and being an effective and reflective practitioner.

(c) National Board Certification of Teachers (NBCT) : An advanced professional certification for teachers based on the NBPTS standards.

(d) National Board for Professional Teaching Standards (NBPTS) : A professional board established to award a National Teaching Certificate to qualified educators.

(e) Public Educational Program : Includes prekindergarten programs operated by public schools and funded with public moneys, public K-12 schools, public K-12 charter schools, school districts, and education service districts.

(f) Reauthorization fee : A fee assessed by NBPTS to reinstate a candidate. A candidate must be reinstated when they miss an assessment center testing appointment or fail to cancel the appointment within 24 hours.

(g) Registration or cycle fee : A fee assessed by NBPTS once per assessment cycle.

(h) Retake fee : A fee assessed by NBPTS for each portion of a component that a candidate elects to retake.

(i) Returned check fee : A fee assessed by NBPTS if a personal check is returned for non-sufficient funds.

(j) Teaching assignment : An assignment in a public educational program for purposes of delivering classroom instruction or instructional support. A teaching assignment may include an assignment as a Teacher on Special Assignment (TOSA), teacher mentor, cooperating teacher, part-time teacher, and long-term substitute. A teaching assignment does not include an assignment as an administrator, school counselor, school social worker, school psychologist, student teacher, intern, teacher’s assistant, or a post-secondary instructor.

(3) Eligible Teachers : To be eligible for reimbursement of National Board Certification of Teachers (NBCT) expenses, a teacher must:

(a) Hold an active and valid non-provisional Oregon teaching license;

(b) Be employed in an Oregon public educational program in a teaching assignment at the time that the eligible expense is incurred and at the time of reimbursement; and

(4) Timing of Reimbursement: The applicant may receive reimbursement for the actual, direct and eligible NBCT expenses after the applicant has obtained the applicable:

(a) Initial NBCT certification; or

(b) Maintenance NBCT certification.

(5) Limitations on Reimbursement Costs: The applicant may receive a reimbursement for actual, direct and eligible expenses for NBCT certification, including:

(a) $2,600 for the total expenses for initial NBCT certification, not to exceed:

(A) $300 for eligible orientation program expenses;

(B) $400 for eligible cohort program expenses; and

(b) $1,450 for the total expenses for the maintenance NBCT certification, not to exceed:

(A) $100 for eligible orientation program expenses;

(B) $100 for eligible cohort expenses; and

(6) Orientation, Cohort and Maintenance Program Expenses: To be eligible for reimbursement of the direct costs of an orientation, cohort or maintenance programs, the applicant must provide evidence acceptable to the Commission that the program was:

(a) Facilitated by at least one person who has been trained in the current certification process by NBPTS or by an institution with a NBPTS agreement;

(b) Approved by the Commission; and

(7) Component Expenses: To be eligible for reimbursement for the direct costs of components, an applicant must provide evidence acceptable to the Commission that completion of the component resulted in the issuance an initial NBCT certification or a maintenance NBCT certification.

(8) Reimbursements to Public Bodies : An Oregon school district, Oregon education service district, Oregon state agency or Oregon public charter school which has paid for the orientation program, cohort program, or component expenses on behalf of an eligible Oregon public school teacher to initially obtain National Board of Professional Teaching Standards certification may apply for reimbursement of those expenses, as provided:

(a) Applications for reimbursement of costs from an Oregon school district, Oregon education service district, Oregon state agency or Oregon public charter school must be endorsed and signed by the teacher for whom the reimbursement is being requested;

(b) A reimbursement to an Oregon school district, Oregon education service district, Oregon state agency or Oregon public charter school pursuant to this subsection will render the teacher ineligible for reimbursement from the National Board Certification Fund for the same costs;

(c) The Oregon school district, Oregon education service district, Oregon state agency or Oregon public charter school is subject to the limitations on reimbursement of expenses, as provided in subsections (4), (5) and (9)(a)- (h), applicable to the teacher that endorses and signs the reimbursement form.

(9) Ineligible Expenses: An applicant may not be reimbursed for all NBCT expenses. Ineligible NBCT expenses include, but are not limited to:

(a) Registration or cycle fees;

(b) Component retake fees;

(d) Any fees refunded or waived by NBPTS;

(e) Reauthorization fees;

(f) Travel expenses;

(g) Any expenses incurred to attain academic credit(s) that are not specifically attributable to direct costs for components, orientation programs, cohort programs and maintenance programs;

(h) Costs over the fee limitations, as provided in subsection (5); and

(i) Any expenses reimbursed to the educator by an Oregon public entity, except as provided in subsection (8).

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120-342.430, 342.455-342.495, 342.553 & SB 1520 (2018)
TSPC 8-2018, adopt filed 06/20/2018, effective 06/20/2018

Or. Admin. R. 584-200-0130 Oregon Licensure Expense Reimbursement Program

(1) Pursuant to ORS 342.437, the Commission may disburse moneys to increase the percentage, through recruitment and retention, of licensed educators in this state who are linguistically diverse or who enhance linguistic inclusion, in accordance with the requirements set forth in this rule, through reimbursement from the TSPC General Program Fund to eligible recipients for the direct costs of seeking and obtaining Oregon teacher, administrator, and personnel service licensure or renewal, as well as assessment fees leading to licensure, registration, or certification.

(2) Eligible Recipients: To be eligible for reimbursement of licensure expenses, a teacher, administrator, or personnel service license applicant must meet one of the following criteria:

(a) Enhance Oregon access to linguistic inclusion through:

(A) Speaker of a language that aligns with a TSPC-approved World Language endorsement or

(B) Holding or having applied for an Oregon American Indian Languages Teaching License; or

(D) Holding or having applied for an Oregon World Language endorsement; or

(E) Holding or having applied for an Oregon American Sign Language, Bilingual, or Dual Language Specialization; or

(F) Holding a degree or minor in a subject area that aligns with a TSPC-approved World Language Endorsement, and

(b) Have applied for or been issued any teacher, administrator or personnel service license, registration, certificate, or to add an endorsement or specialization or renewal under ORS 342.125, ORS 342.144, or ORS 342.475 on or after July 1 of the current biennium.

(3) Timing of Eligible Expenses.

(a) Eligible teachers, administrators and personnel service licensees may be reimbursed for eligible expenses that occurred prior to July 1 of the current biennium, if the licensure or renewal associated with the expenses was granted on or after July 1 of the current biennium.

(b) Expenses incurred prior to meeting a qualifying criterion may be eligible for reimbursement only if they are directly associated with a licensure, endorsement, specialization, or renewal that was issued or applied for after the qualifying criterion was met.

(c) An applicant who has applied for, but has not yet been issued, an eligible Oregon license, endorsement, or specialization must have sufficient documentation on file verifying that all requirements for issuance have been met. The Teacher Standards and Practices Commission (TSPC) may withhold reimbursement if licensure eligibility is unclear or inadequately documented.

(d) Applicants who meet a qualifying criterion under subsection (2)(a) and apply for or are issued an eligible license, endorsement, specialization, or renewal during the final 90 days of the biennium may submit reimbursement requests within the period established by the Commission, in accordance with available funding and internal administrative deadlines.

(4) Eligible Reimbursement Costs: For each reimbursement application, the applicant may receive a reimbursement subject to the approval of the Executive Director for the following actual, direct, and eligible expenses incurred for TSPC licensure or renewal and assessment leading to licensure:

(a) The total license application fees for TSPC licensure, license endorsement, license specialization, and renewal, including fingerprint costs assessed through the e-Licensing Portal.

(b) The charges for fingerprinting through Fieldprint or other approved vendor.

(c) The total expenses for assessment costs associated with the approved license, see section (5) below. Pre-paid assessment fees provided by TSPC under section (6) of this rule may not be included in the licensee reimbursement application.

(d) Expenses to obtain a transcript and other official documents required by TSPC for licensure, including foreign transcript evaluation.

(e) Reasonable tuition for tutoring or remedial courses not otherwise eligible for financial aid that are necessary to achieve teacher, administrator, or personnel service candidacy for licensure, as determined by the educator preparation program.

(f) Travel expenses: IRS-reimbursable mileage costs from residence to testing center and back, as well as from the applicant’s residence to the Fieldprint center and return.

(g) Other expenses as approved by Executive Director.

(h) An application for a Clinical Practices Clearance is not an application for a license and does not qualify as an eligible expense until an application for licensure has been submitted.

(5) Assessment Costs: To be eligible for reimbursement of the direct costs of an assessment leading to licensure, the applicant must provide evidence acceptable to the Commission that the assessment was approved by the Commission or NASDTEC jurisdiction.

(6) Pre-Paid Fees: Assessment reimbursement may be provided through an arrangement between TSPC and testing providers, such as assessment vouchers or direct billing. TSPC may provide testing vouchers or other prepaid resources to TSPC-approved EPPs for distribution.

(7) Ineligible Expenses: An applicant may not be reimbursed for all Teacher Licensure expenses. Ineligible expenses include but are not limited to:

(a) Returned check fees;

(b) Any fees refunded or waived by TSPC, ETS, Pearson, EPPs, School Districts, and ESDs;

(d) Any expenses reimbursed or covered by another entity.

(8) Documentation of Expenses: Claimed expenses will not be reimbursed without adequate documentation, such as appropriate receipts, as approved by the Executive Director.

History

Statutory/Other Authority: ORS 342.437, ORS 342.165 & ORS 342.127
Statutes/Other Implemented: ORS 342.437, ORS 342.165 & ORS 342.127
TSPC 3-2026, adopt filed 02/17/2026, effective 02/17/2026

Division 210 TEACHING LICENSES

Or. Admin. R. 584-210-0010 Purpose of Oregon Teaching Licenses

(1) These rules establish a licensure structure that defines the requirements to teach in Oregon public schools pursuant to ORS 342.120 to 342.232.

(2) The grade levels of licensure align with developmental levels of students and provide assignment flexibility for the 21st Century Classroom. Allowing assignment across all grades in a pre-kindergarten through grade 12 teaching environment based on subject-matter expertise provides the best opportunity for implementation of personalized teaching and proficiency-based education models for Oregon students.

(3) The Commission’s teaching licensure standards affirm the dignity and worth of all students and strive to ensure students from diverse economic, ability, cultural and ethnic backgrounds are provided all opportunities to achieve subject-matter proficiency for optimal college and career readiness.

(4) Oregon's licensure structure embraces and recognizes the value and worth of the professional educator. Professional teachers will direct their long-term career goals and choose the appropriate route to professional licensure.

(5) Oregon’s licensure structure supports the growth and achievement of every Oregon 0-20 public school student. Honoring and celebrating the dignity and worth of our multicultural student population is a key centerpiece to Oregon’s education enterprise and professional preparation.

(6) The preliminary and professional teaching licensure standards are based on the 2011 Interstate Teacher Assessment and Support Consortium Model Core Teaching standards.

(7) The Teacher Leader License is designed to recognize measured milestones in an accomplished professional educator’s career, including but not limited to: National Board Certification, Teacher Leader development, Beginning Teacher Mentoring, advanced educational coursework and demonstration of advanced teaching proficiencies.

(8) Oregon’s licensure regulations embrace the concept of interstate reciprocity and recognizes the value of previous competency, as reflected through another state’s teaching preparation standards and non-provisional teaching licenses.

(9) Professional development is integral to the professional educator’s career development. Professional development is required at all stages of professional licensure renewal.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0020 Scope and Responsibilities of Teachers of Record

(1) A teacher of record performs one or more of the following tasks: plans instruction, establishes a classroom climate conducive to learning, implements plans for instruction, evaluates student achievement, and appropriately directs instructional assistants.

(2) Plans for Instruction. Examples of planning include, but are not limited to:

(a) Selects or writes learning goals that are based upon district objectives, Oregon Board of Education directives, and the physical, mental and emotional maturity of the students;

(b) Determines the current achievement level of each student with respect to the learning goals;

(c) Establishes objectives for a unit of instruction, formulates daily lessons and evaluates students' attainment of learning goals;

(d) Adapts appropriate unit and lesson plans for exceptional learners and for students from varying cultural, social, and linguistic backgrounds;

(e) Selects and organizes instructional materials and equipment for the units of instruction;

(f) Designs culturally responsive instructional activities for all students to achieve unit and lesson objectives; and

(g) Estimates the time required for direct instruction, students' practice and application, and evaluation of student learning.

(3) Establishes a classroom climate conducive to learning by all students. Examples of establishing conducive climate include, but are not limited to:

(a) Communicates classroom rules and behavioral expectations based upon the level of development of students and laws governing student rights and responsibilities;

(b) Applies principles of inclusivity, equity, racial justice, and least restrictive environment as appropriate for students;

(c) Recognizes the effects of the physical, social, and emotional climate of the students' homes, living arrangements and community on student motivation and behavior;

(d) Encourages appropriate behavior and provides meaningful reinforcement when it occurs;

(e) Monitors student conduct and takes appropriate action when misbehavior occurs, ensuring student safety and emotional well-being;

(f) Interacts thoughtfully, professionally and courteously with students, colleagues, and parents and resolves conflicts in an unbiased and equitable manner;

(g) Uses classroom time effectively to provide maximum time on learning tasks;

(h) Manages instructional transitions; and

(i) Coordinates the use of parent volunteers, student assistants, and other support personnel to achieve instructional objectives.

(4) Implements Plans for Instruction. Examples of instruction include, but are not limited to:

(a) Organizes students to engage in planned learning activities;

(b) Communicates learning outcomes to be achieved and focuses student interest on tasks to be accomplished;

(d) Monitors the effectiveness of learning activities and modifies the pace and content of instruction as needed to achieve unit and lesson objectives; and

(e) Uses techniques that promote critical thinking and problem-solving and that encourage divergent as well as convergent thinking.

(5) Evaluates Student Achievement. Examples of evaluation include, but are not limited to:

(a) Selects and uses tests, observation, student interviews, and other formal and informal assessments to determine the extent to which each student has achieved the objectives of the lesson and unit of instruction;

(b) Grades and records students' progress, prepares anecdotal records, and reports achievement to students and parents;

(d) Uses data on student achievement to refine curriculum objectives and plan further instruction; and

(e) Documents teaching effectiveness through assembling and analyzing samples of students' work.

(6) Directs Instructional Assistants. Examples of directing instructional assistants include, but are not limited to:

(a) Delegates specific instructional tasks to be performed for individual students or groups of students, in accordance with the skills and abilities of each instructional assistant;

(b) Trains the assistant in the instructional tasks to be performed under the teacher's supervision;

(c) Supervises and assesses the performance of delegated instructional tasks and adjusts delegated tasks as necessary; and

(d) Assumes full accountability for effectiveness and safety of tasks delegated to instructional assistants.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0030 Preliminary Teaching License

(1) Purpose of the License: The Preliminary Teaching License qualifies its holder to teach in prekindergarten through grade 12 Oregon public school districts, education service districts, and charter school assignments. The Preliminary Teaching License is issued to new teachers who have successfully completed an Oregon teacher preparation program or who have entered the state as a licensed beginning teacher. The Preliminary Teaching License signifies that the educator is a teacher who has not met the advanced competencies and experience requirements necessary to meet the qualifications of the Professional Teaching License.

(2) Term of Licensure: The Preliminary Teaching License is valid for three years and is renewable as provided in subsection (7) of this rule. The license may be renewed continuously until the applicant has met both the advanced competencies and experience requirements for the Professional Teaching License. The date of the first expiration of the license is three years from the date of issue plus time until the applicant’s birthday.

(3) Assignment and Endorsement Authorization: The Preliminary Teaching License qualifies the teacher to accept:

(a) Any instructional assignment from prekindergarten through grade 12 within the scope of the subject-matter endorsement(s) on the Preliminary Teaching License. The scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes associated with the endorsement as provided by the TSPC course catalogue; and

(b) Any substitute teaching assignments.

(4) Out-of-state applicants:

(a) An out-of-state applicant may be eligible for the Preliminary Teaching License if the applicant:

(A) Holds a valid and active non-provisional teaching license from another National Association of State Directors of Teaching Education and Certification (NASDTEC) jurisdiction;

(B) Meets the requirements for the Preliminary Teaching License provided in this rule; and

(b) When no Commission-approved program offers a program leading to the first teaching license in an endorsement area:

(A) Notwithstanding subsection (5)(c) and OAR 540-200-0080, applicants who complete a program for a required license endorsement not offered by an Oregon institution may, without first obtaining an educator license in their home state, apply directly to Teacher Standards and Practices for licensure.

(B) The applicant must have completed a teacher preparation program from another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction, or a foreign program evaluated as satisfactory by the Commission.

(i) The applicant must submit official transcripts to verify the completion of the teacher preparation program and the program must submit a program completion report.

(ii) Completion of alternative route teaching programs resulting in licensure through school districts or other alternative routes are subject to Executive Director or Licensure Director approval.

(5) Qualifying for Endorsements:

(a) All applicants must qualify for at least one endorsement with the issuance of the first Preliminary Teaching License.

(b) Oregon prepared teacher candidate: Applicants who complete an Oregon program must receive a recommendation for at least one endorsement on the official TSPC Program Completion Report for their Preliminary Teaching License.

(A) Holding, or having held, valid out-of-state non-provisional teaching license with the endorsement or acceptable equivalent endorsement from NASDTEC jurisdiction or the endorsement area as verified on the program completion report submitted by the out-of-state approved program..

(B) A passing score on a subject mastery test for endorsement, or other acceptable method of content mastery, in accordance with 584-220-0015 Evidence of Content Knowledge and Pedagogy Skills.

(6) Applying for the License: To be eligible to apply for a Preliminary Teaching License, an applicant must:

(a) Possess the personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator;

(b) Hold a bachelor's degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission. A master's degree or a doctoral degree from an Approved Institution in the United States validates a non-accredited bachelor's degree for licensure purposes;

(A) Oregon Completers: Applicants who complete an Oregon program must receive a program completion report for the Preliminary Teaching License submitted by their educator preparation program;

(B) Out-of-State Completers: Applicants who complete an out-of-state program must:

(i) Either provide evidence of completion of a teaching preparation program as provided in OAR 584-210-0060, Reciprocal Teaching License, or the program must submit the program completion report ; and

(ii) Must obtain a passing score as currently specified by the Commission on one or more tests of subject mastery for subject-matter endorsement(s) or otherwise complete endorsement requirements established by the Commission;

(d) Qualify for at least one endorsement as provided in subsection (6);

(e) Possess the knowledge of U.S. and Oregon civil rights laws and professional ethics:

(A) Applicants who complete an Oregon program meet the requirements for the knowledge of U.S. and Oregon civil rights laws and professional ethics; or

(B) Applicants who complete an out-of-state program must obtain a passing score on a Commission-approved test of knowledge of U.S. and Oregon civil rights laws and professional ethics, or otherwise meet the requirements for the knowledge of U.S. and Oregon civil rights laws and professional ethics in a manner that may be adopted by the Commission;

(f) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(g) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) Renewal: To be eligible to apply for renewal of the Preliminary Teaching License, an applicant must:

(a) Complete 75 advanced professional development units as provided in OAR 584-210-0040 Professional Teaching License and OAR 584-255-0010 Professional Development Requirements; or

(b) Complete 75 continuing professional development units as provided in OAR 584-255-0010 Professional Development Requirements.

(c) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(8) Upon qualifying for the advanced competencies and teaching experience requirements of the Professional Teaching License, an applicant will be moved from the Preliminary Teaching License to the Professional Teaching License. Licensees may renew the Preliminary Teaching License until they have met all qualifications for the Professional Teaching License.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.120 - 342.144
TSPC 14-2024, amend filed 06/24/2024, effective 07/01/2024
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, amend filed 02/25/2019, effective 02/25/2019
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 2-2017, f. & cert. ef. 4-12-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0040 Professional Teaching License

(1) Purpose of the License: The Professional Teaching License is a license that qualifies its holder to teach in prekindergarten through grade 12 Oregon public school districts, education service districts, and charter school assignments. The Professional Teaching License signifies that the educator is an experienced teacher who has successfully demonstrated an advanced level of educator knowledge, skills and dispositions.

(2) Term of Licensure : The Professional Teaching License is valid for five years and is renewable as provided in subsection (8) of this rule. The date of the first expiration of the license is five years from the date of issue plus time until the applicant’s birthday.

(3) Assignment and Endorsement Authorization: The Professional Teaching License qualifies the teacher to accept:

(a) Any instructional assignment from prekindergarten through grade 12 within the scope of the subject-matter endorsement(s) on the Professional Teaching License. The scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes associated with the endorsement as provided by the TSPC course catalogue; and

(b) Any substitute teaching assignment.

(4) Advanced Professional Education Programs: Pursuant to ORS 342.138, the Commission has approved the following advanced professional education programs to develop advanced level competencies required for promotion to the Professional Teaching License:

(a) Advanced Professional Development Program: The purpose of the Advanced Professional Development Program is to provide the individual teacher with the specific professional development needed to advance to a professional teacher level. The program is developed by the applicant in conjunction with the employing district and includes professional development specifically tailored to the performance goals of the novice teacher in accordance with ORS 342.815 to 342.856. To qualify as an Advanced Professional Development Program, the program must consist of:

(A) A teacher who holds the Preliminarily Teaching License and is employed in accordance with ORS 342.815 to 342.856; and

(B) A requirement to complete 150 advanced professional development units while holding a Preliminary Teaching License. To qualify as advanced professional development, the units must:

(i) Be completed in conjunction with the performance goals of the teacher established in accordance with ORS 342.815 to 342.856;

(ii) Be verified as advanced professional development by the employing district or charter school; and

(iii) Meet all other requirements provided in OAR 584-255-0010, Professional Development Requirements.

(b) Advanced Degree Programs: Admission to and completion of an educational specialist, master’s or doctoral degree program that is reasonably related to improving the teaching skills of the educator. The program must be from an Approved Institution or foreign equivalent.

(d) Specialization Program: Admission to and completion of a Commission-approved Oregon specialization program;

(e) Advanced Licensure: Admission to and completion of a Commission-approved advanced licensure program;

(f) National Board Certification: National Board of Professional Teaching Standards certification;

(g) Out-of-State Professional Certification: A professional certificate issued by the State of Washington or other equivalent out-of-state professional teaching licenses approved by the Commission; and

(h) Other acceptable advanced coursework or assessment approved by the Executive Director or the Director of Licensure as provided in OAR 584-200-0100, Waiver of Licensure Requirements by the Commission.

(5) All evidence of advanced professional education programs must be equal to at least 150 professional development units as calculated in OAR 584-255-0010(3) and must have been obtained by the applicant after the date of issuance of their first non-provisional teaching license in Oregon or another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction.

(6) Professional Teaching Experience Requirements: To qualify for the Professional Teaching License, an educator must obtain:

(a) Four full of years teaching experience in a 1.0 assignment; or

(b) Six full years of teaching experience in a .50 or more assignment.

(d) The full year of teaching experience must be:

(A) Completed while holding an Initial, Initial I, Initial II, Reciprocal, Preliminary or equivalent non-provisional license from a National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(B) Equal to 135 days of teaching within an academic year (July 1 to June 30) in one, or combination of, the following assignments:

(i) Direct instruction of students as provided in ORS 342.120;

(ii) Teachers on Special Assignment (TOSA); or

(iii) Long-term substitute assignments, if the employing district verifies a minimum of 10 or more consecutive days in a single assignment. The employing district must verify the qualifying long-term substitute assignment on the PEER form. If the district is also verifying the completion of an advanced professional development program, the district must submit the Advanced Professional Development Program form to verify program completion and the experience. The provision allowing qualifying long-term substitute assignments of 10 through 135 days is effective for assignments completed after July 1, 2017. A single long-term substitute assignment of 135 days or more completed prior to July 1, 2017 may be eligible experience for the Professional Teaching License; and

(i) Public prekindergarten through grade 12 classroom;

(ii) Private, regionally-accredited, prekindergarten through grade 12 classroom; or

(iii) Alternative education, post-secondary or other similar teaching settings closely-related to prekindergarten through grade 12 classroom instruction as approved by the Director of Licensure.

(7) Qualifications: To be eligible to apply for a Professional Teaching License, an applicant must:

(b) Meet or complete all requirements of the Preliminary, Initial I, Initial II, Basic, Continuing, Standard, or an equivalent teaching license issued previously by the Commission or issued by another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(d) Complete the teaching experience requirements as provided in subsection (6) of this rule;

(e) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(f) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(8) Renewal: To be eligible to apply for renewal of the Professional Teaching License, the applicant must:

(a) Complete continuing professional development requirements as provided in OAR 584-255-0010 Professional Development Requirements and

(b) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 5-2018, minor correction filed 05/30/2018, effective 05/30/2018
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17
TSPC 2-2017, f. & cert. ef. 4-12-17
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0050 Teacher Leader License

(1) Purpose of the License: The Teacher Leader License is issued to professional teachers who have demonstrated exceptional leadership in the school environment, education profession and the larger community while consistently advancing student growth and achievement. The Teacher Leader License designates that the licensee is qualified to hold the title of Teacher Leader and to provide educational leadership that may include, but is not limited to: mentoring, curriculum development support, teacher preparation support and other leadership activities consistent with the Teacher Leader Standards adopted by the Commission.

(2) Term of Licensure: The Teacher Leader License is valid for five years and is renewable as provided in subsection (9) of this rule. The date of the first expiration of the license is five years from the date of issue plus time until the applicant’s birthday.

(3) Assignment and Endorsement Authorization: The Teacher Leader License qualifies the teacher to accept:

(a) Any instructional assignment from prekindergarten through grade 12 within the scope of the subject-matter endorsements held on the Teacher Leader Teaching License. The scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes associated with the endorsement as provided by the TSPC course catalogue;

(b) Any substitute teaching assignments; and

(c) Teacher leader activities, as agreed upon with any employing school district, as provided in subsection (1) of this rule.

(4) Evidence of Effectiveness: To be eligible to qualify for a Teacher Leader License, an applicant must be deemed to be effective or highly effective as provided in ORS 342.856 and the following provisions:

(a) The applicant must provide evidence of two evaluations with an “effective” or “highly effective” level. The evaluations must be completed:

(A) Within the five years immediately preceding the application for the Teacher Leader license; and

(B) While the applicant held an Initial II, Continuing, Standard or Professional Teaching License.

(b) The applicant must verify that they have not received an evaluation with lower than an “effective” level within the five years immediately preceding the application for the Teacher Leader license.

(c) The terms “effective” and “highly effective” include the top two differentiated levels established as provided in the Oregon Department of Education’s “Oregon Matrix Model for Educator Evaluation.” Other acceptable evaluation terms may include, but are not limited to: proficient, exemplary, accomplished, or distinguished.

(d) If an applicant is employed by a private school, the applicant must verify that their school evaluates educators in accordance with the requirements of ORS 342.856. The applicant must provide documentation that the employing private school formally adopted the equivalent evaluation method in a meeting of the governing body.

(5) Evidence of Current Professional Leadership Practices: To be eligible to qualify for a Teacher Leader License, an applicant must submit evidence of current professional leadership practices as provided in ORS 342.856.

(a) To submit an advanced portfolio of “current professional leadership practices” the evidence must:

(A) Align with the standards for the Teacher Leader License as provided in OAR 584-420-0040;

(B) Have occurred within the five years immediately prior to the application for the Teacher Leader License; and

(i) The applicant must demonstrate through submitted documentation that they have fully met at least twelve (12) elements of the existing thirty-seven (37) elements under any of the seven (7) domains within the standards for the Teacher Leader License;

(ii) The evidence for each element submitted must be verified as valid by at least two professional colleagues, which may include coworkers, supervisors, or other professional peers; and

(iii) The evidence for each element submitted must be unique and separate. For example, an applicant may not reuse evidence from one element to support meeting another element.

(b) To submit National Board for Professional Teacher Standards Certification to demonstrate “current professional leadership practices” the evidence must:

(A) Show the national board certification occurred in the five years immediately prior to the application; and

(B) Demonstrate how board certification and subsequent professional practice by the teacher meets at least twelve (12) elements of the existing thirty-seven (37) elements under any of the seven (7) domains within the standards for the Teacher Leader License.

(c) To submit admission to and completion of a Commission-approved teacher leader program to demonstrate “current professional leadership practices” evidence, the applicant must provide documentation that:

(A) The program was completed in the five years immediately prior to the application; and

(B) The completion of the Commission-approved teacher leader preparation program and subsequent professional practice by the teacher meets at least twelve (12) elements of the existing thirty-seven (37) elements under any of the seven (7) domains within the standards for the Teacher Leader License.

(6) To be eligible to apply for a Teacher Leader License, an applicant must:

(a) Possess the personal qualifications for licensure including attainment of at least eighteen (18) years of age and possessing good moral character and mental and physical health necessary for employment as an educator;

(b) Hold a valid Professional, Initial II or Standard teaching License;

(c) Have been employed as a licensed educator for five full academic school years within the five years preceding application;

(d) Meet the “evidence of effectiveness” requirements as provided in subsection (4) of this rule;

(e) Meet the “evidence of current professional leadership practices” requirements as provided in subsection (5) of this rule;

(f) Submit the adopted Rubric for Teacher Leader Evaluation for review by the Commission. The applicant must indicate the exact evidence they are using to satisfy each of their selected elements. There must be a clear indication on the evidence which of the elements the evidence is being submitted to support;

(g) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(h) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) All applications for the Teacher Leader License must be received in the TSPC office no later than one calendar month prior to the Commission meeting at which the applicant wishes to have their application evaluated.

(8) All current teaching licenses held prior the application for the Teacher Leader License will expire on the date the Teacher Leader License is issued regardless of the expiration date on the license.

(9) Renewal Requirements: To be eligible to apply for renewal of the Teacher Leader License, an applicant must:

(a) Provide documentation of ongoing teacher leader activities, including but not limited to, mentoring, curriculum development support, teacher preparation support and other educational leadership activities;

(b) Complete professional development units as provided in OAR 584-255-0010 Professional Development Requirements; and

(c) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(10) If an applicant does not meet the renewal requirements of subsection (9) of this rule or decides not to renew the Teacher Leader License, the applicant may apply for or will be issued a Professional Teaching License as provided in OAR 584-210-0040.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - 342.144
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17
TSPC 1-2017, f. & cert. ef. 2-1-17
Reverted to TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 3-2016(Temp), f. 6-30-16, cert. ef. 7-1-16 thru 12-27-16
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0060 Reciprocal Teaching License

(1) Purpose of the License: The Reciprocal Teaching License is a license that qualifies its holder to teach prekindergarten through grade 12 Oregon public school district, education service districts, and charter school assignments. The Reciprocal Teaching License is issued to teachers who have completed an educator preparation program and hold an active and valid non-provisional initial or advanced teaching license in another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction. The purpose of the Reciprocal Teaching License is to allow an out-of-state or out-of-country licensed teacher to transition into the Oregon licensure system based on the credentials they earned in the other jurisdiction.

(2) Out of State or Out-of-Country License Reciprocity: An out of state or out-of-country teaching license alone does not authorize a teacher to teach or work as a teacher in Oregon public schools. The out-of-state or out-of-country license is used only as a basis for qualifying for the Reciprocal Teaching License. The out-of-state or out-of-country licensed applicant must apply for and receive the Reciprocal Teaching License or another non-provisional teaching license for which the applicant qualifies prior to employment in any Oregon public school, charter school or education service district.

(3) Out-of-State License Holders: An applicant must hold a valid and active out-of-state license from a NASDTEC jurisdiction prior to qualifying for an Oregon non-provisional teaching license. If an applicant only holds an expired out-of-state teaching license, the applicant must first reinstate their teaching license from a NASTDEC jurisdiction prior to qualifying for the Reciprocal Teaching License or any other non-provisional Oregon Teaching License.

(4) Out-of-State teacher preparation program completers: If an applicant completes a teacher preparation program in another state, the applicant must first obtain a valid and active non-provisional teaching license in that state or another NASDTEC jurisdiction in order to qualify for the Oregon Reciprocal Teaching License.

(5) Fully-Qualified Out-of-State License Holders: If an applicant with a valid and active non-provisional out-of-state license fully qualifies for a Preliminary, Professional, Teacher Leader, Substitute or Legacy Teaching License, the applicant may bypass the Reciprocal Teaching License and apply immediately for the other license. In order to qualify for a non-provisional Oregon teaching license upon first application, the applicant must meet all of the requirements in subsections (10) and (11) of this rule.

(6) Out-of-country applicants: Applicants prepared or licensed outside the United States may be eligible to qualify for the Reciprocal Teaching License or another teaching license upon evaluation of:

(a) Official transcripts from the professional the education preparation program from the other country;

(b) Official educator credential or license from the other country.

(c) The evaluation of foreign documentation must be completed as provided in OAR 584-200-0090, Preparation in Another Country.

(7) Endorsements: Oregon endorsements may not be added to the Reciprocal Teaching License. Subject to Section (11) of this rule, endorsements may be added when the applicant moves to the non-Reciprocal Teaching License. Existing out-of-state or out-of-country endorsements will be added to the Reciprocal Teaching License, or other non-provisional licenses, as provided:

(a) Out-of-state applicants holding a valid and active non-provisional license issued by a NASDTEC jurisdiction will be granted endorsements on their new Oregon license based on the endorsement(s) on their valid and active out-of-state license if a similar Commission-adopted endorsement exits.,

(b) Out-of-country license holders will be granted endorsements based on their out-of-country license if a similar Commission-adopted endorsement exists. The endorsements on the out-of-state license may be evaluated as provided in OAR 584-200-0090, Preparation in Another Country.

(d) To maintain the endorsements when moving from the Reciprocal to the Preliminary or Professional teaching license, the applicant must provide acceptable evidence of content knowledge and pedagogy skills as provided in OAR 584-220-0015.

(8) Term of Licensure: The Reciprocal Teaching License is valid for one year and expires one year from the date of issue. It is not renewable. Prior to the expiration of the Reciprocal Teaching License, an applicant must meet the subsequent licensure requirements in subsection (11) of this rule.

(9) Assignment and Endorsement Authorization: The Reciprocal Teaching License qualifies the teacher to accept:

(a) Any instructional assignment from prekindergarten through grade 12 within the scope of the subject-matter endorsement(s) on the Reciprocal Teaching License. The scope of endorsements will be determined by the National Center for Educational Statistics (NCES) course codes associated with the endorsements as provided by the TSPC Licensure Guide; and

(b) Any substitute teaching assignments.

(10) Qualifications: To be eligible to apply for a Reciprocal Teaching License, an out-of-state or out-of-country applicant must:

(a) Have never held an Oregon non-provisional educator license, or completed an Oregon educator preparation program;

(b) Possess the personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator;

(c) Hold a bachelor's degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission.

(A) The applicant must submit official transcripts to verify the completion of a bachelor’s degree.

(B) An education specialist degree, a master's degree or a doctoral degree from an Approved Institution in the United States validates a non-regionally accredited bachelor's degree for licensure. The applicant must submit official transcripts to verify the completion of the advanced degree.

(d) Have completed a teacher preparation program from another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction or a foreign program evaluated as satisfactory by the Commission.

(A) The applicant must submit official transcripts to verify the completion of the teacher preparation program.

(B) Completion of alternative route teaching programs resulting in licensure through school districts or other alternative routes are subject to the Executive Director’s or Licensure Director’s approval;

(e) Meet one of the following:

(A) Hold a valid and active non-provisional teaching license from another NASDTEC jurisdiction valid for unrestricted full time teaching assignments;

(B) Have held a teaching license valid in another country. The Commission will determine if the applicant’s official transcripts and teaching credentials from the other country meet Oregon requirements as provided in OAR 584-200-0090, Preparation in Another Country.

(f) Complete a background clearance that includes:

(A) Furnishing fingerprints (if necessary);

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(g) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(11) Subsequent Licensure Requirements: Prior to the expiration of the Reciprocal Teaching License, an applicant must apply for and meet the requirements for a Preliminary, Professional, Teacher Leader or Legacy Teaching License in accordance with the following provisions:

(a) The applicant must qualify for a Commission-adopted endorsement by receiving a passing score as currently specified by the Commission on one or more of subject matter tests unless the applicant qualifies for reciprocity or waiver of subject matter tests as provided in OAR 584-220-0015; and

(b) The applicant must obtain a passing score on a Commission-approved test of knowledge of U.S. and Oregon civil rights laws and professional ethics.

(c) An Emergency Teaching License will not be issued if the holder of the Reciprocal Teaching License fails to meet the requirements of the Preliminary, Professional, or Legacy Teaching License or any Oregon non-provisional teaching license by the end of the one year term.

(d) Endorsements added to the Preliminary or Professional Teaching License when an applicant moves from the Reciprocal Teaching License are subject to the requirements at the time of application to add them.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - 342.144
TSPC 21-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0070 Legacy Teaching License

(1) Purpose of the License: The Legacy Teaching License is a license that qualifies its holder to teach in prekindergarten through grade 12 Oregon public school districts, education service districts, and charter school assignments. The Legacy Teaching License is issued to veteran teachers in order to recognize their long-term employment and experience in the public schools without obliging them to meet the advanced competency requirements of the Professional Teaching License.

(2) Assignment and Endorsement Authorization: The Legacy Teaching License qualifies the teacher to accept:

(a) Any instructional assignment prekindergarten through grade 12 within the scope of the subject-matter endorsement(s) on the Legacy Teaching License. The scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes associated with the endorsement as provided by the TSPC Licensure Guide; and

(b) Any substitute teaching assignments.

(3) Term of Licensure: The Legacy Teaching License is valid for three years and is continuously renewable as provided in subsection (5) of this rule. For applicants who qualify for the license from out of state, the date of the first expiration of the license is three years from the date of issue plus time until the applicant’s birthday.

(4) To be eligible to apply for a Legacy Teaching License, an applicant must:

(b) Hold a Basic teaching license issued prior to January 1, 1999 or a Substitute Teaching License based upon a Basic or Standard Teaching License issued prior to January 1, 1999;

(A) Furnishing fingerprints (if required);

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(5) Renewal Requirements: To be eligible to apply for renewal of the Legacy Teaching License, the applicant must:

(a) Complete professional development requirements as provided in OAR 584-255-0010 Professional Development Requirements; and

(b) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - ORS 342.144
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0080 American Indian Languages Teaching License

(1) Purpose of the License: The American Indian Languages Teaching License is issued to qualified individuals to provide the essential teaching of American Indian languages. It qualifies its holder to teach prekindergarten through grade 12 Oregon public school district, education service districts, and charter school assignments in the American Indian Language authorized by the license.

(2) Tribal Sponsorship: The American Indian Languages Teaching License requires sponsorship of a federally recognized tribe whose language will be taught. The sponsoring tribe must submit a statement that certifies that:

(a) The applicant is qualified to teach the language of the tribe; and

(b) The applicant has demonstrated knowledge of the civil rights and ethical standards as provided in ORS 342.123.

(3) Term of Licensure: The American Indian Languages Teaching License is valid for three years and is renewable as provided in subsection (7) of this rule. The date of the first expiration of the license is three years from the date of issue plus time until the applicant’s birthday.

(4) Assignment and Endorsement Authorization : The American Indian Languages Teaching License qualifies the teacher to accept:

(a) Any instructional assignment from prekindergarten through grade 12 within the scope of the American Indian Language on the American Indian Languages Teaching License; and

(b) Substitute teaching assignments within the scope of American Indian Language on the American Indian Languages Teaching License.

(A) American Indian Language: Cayuse

(B) American Indian Language: Chinuk Wawa

(D) American Indian Language: Kalapuya

(E) American Indian Language: Kiksht

(F) American Indian Language: Klamath

(G) American Indian Language: Klamath-Modoc

(H) American Indian Language: Lushootseed

(I) American Indian Language: Miluk

(J) American Indian Language: Nez Perce

(K) American Indian Language: Northern Paiute

(L) American Indian Language: Newe

(M) American Indian Language: Siuslaw-Hanis

(N) American Indian Language: Takelma

(O) American Indian Language: Tolowa

(P) American Indian Language: Tututni

(Q) American Indian Language: Umatilla

(R) American Indian Language: Walla Walla

(S) American Indian Language: Ichishkin

(5) A holder of an American Indian Languages Teaching license who does not also have a teaching license or registration issued under ORS 342.125 may not teach any subject other than the American Indian language the holder approved to teach by the sponsoring tribe.

(6) First License: To be eligible to apply for the American Indian Language Teaching License, the applicant must:

(b) Submit a statement from a sponsoring tribe as provided in subsection (2) of this rule;

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) Renewal: To be eligible to apply for renewal of the American Indian Language Teaching License, an applicant must:

(a) Submit a statement from the original sponsoring tribe verifying the applicant continues to be qualified to teach the tribal language;

(b) Complete professional development as provided in Chapter 584, Division 255, Professional Development; and

(c) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - ORS 342.144
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 3-2020, minor correction filed 02/25/2020, effective 02/25/2020
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0090 International Visiting Teacher License

(1) Purpose of the License: The International Visiting Teacher License is issued to educators who permanently reside in another country and who are participating in a cultural exchange of teachers and pedagogy strategies between Oregon and their home country.

(2) District Sponsorship: The International Visiting Teacher License requires district sponsorship. The sponsoring district must submit:

(a) A statement that includes:

(A) The grade level(s) and subject-matter endorsement area(s) the applicant has been hired to teach;

(B) The district’s plan for supervision of the teacher;

(D) Verification that the district will obtain the license for the educator prior to assignment within the district or prior to the 91st day after the date of application for licensure.

(b) All materials in the form and manner requested by the Director of Licensure related to the application for the Exchange Visitor Program in the Teacher category.

(3) Renewal of District Sponsorship: To be eligible for a reissue of the International Visiting Teacher License, a sponsoring district must provide:

(a) A statement of renewed sponsorship that confirms:

(A) All assignments of the licensed teacher will remain within the scope the subject-matter endorsements on the license; and

(B) The plan for supervision and mentoring remains in place. The statement must update the name of the mentor, if appropriate.

(b) A copy of the request for extension of the Exchange Visitor Program in the teacher category; and

(c) Verification that the U.S. Department of State has granted the request for extension of the Exchange Visitor Program in the teacher category. An applicant will not be eligible for a third or fourth reissue of the International Visiting Teacher License unless TSPC receives official verification that the applicant has been granted an extension of the Exchange Visitor Program from the U.S. Department of State.

(4) Term of Licensure: The International Visiting Teacher License can be reissued up to four times, for a total of five years, in accordance with the following provisions:

(a) For applications received from July 1 through December 31, the first International Visiting Teacher License is valid through June 30 of the school year for which it is issued.

(b) For applications received from January 1 through June 30, the first International Visiting Teacher License is valid through June 30 of the following school year unless otherwise requested by the sponsoring district;

(d) Upon expiration of the final term of the International Visiting Teacher License, the educator must qualify for another Oregon teaching license if the educator plans to continue teaching in Oregon public schools.

(5) Assignment and Endorsement Authorization: The International Visiting Teacher License qualifies the teacher to accept within the sponsoring district:

(a) Any instructional assignment from prekindergarten through grade 12 within the scope of the subject-matter endorsement(s) on the International Visiting Teaching License; and

(b) Substitute teaching assignments within the subject-matter endorsement areas authorized by the license.

(6) To be eligible to apply for the International Visiting Teacher License, the applicant must:

(a) Provide a statement from the sponsoring district in accordance with subsection (2) of this rule;

(b) Have not previously held a TSPC license, unless an exemption is approved by the Director of Licensure;

(c) Possess the personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator;

(d) Provide evidence that the applicant is not a resident of the United States;

(e) Provide a copy of a valid and current J-1 Visa;

(f) Provide proof of participation in the Exchange Visitor Program in a J-1 Visa status monitored by the U.S. State Department. Proof of participation must include verification from the Designated Sponsor Organization monitored by the U.S. State Department;

(g) All materials requested by the Director of Licensure related to the application for the Exchange Visitor Program in the Teacher category;

(h) Complete a background clearance that includes:

(A) Furnishing fingerprints (if required);

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(i) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) Reissues: To be eligible to apply for a reissue of the International Visiting Teaching License, an applicant must submit:

(a) A PEER form verifying the applicant’s assignment;

(b) A statement from the sponsoring district in accordance with subsection (3) of this rule; and

(c) A complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.120 - 342.144
TSPC 11-2024, amend filed 06/24/2024, effective 07/01/2024
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 2-2017, f. & cert. ef. 4-12-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0100 Restricted Teaching License

(1) Purpose of the License: The Restricted Teaching License qualifies its holder to teach in a prekindergarten through grade 12 Oregon public school district, education service districts, and charter school assignments. The Restricted Teaching License is issued to qualified individuals who have at least a bachelor’s degree and have substantial preparation in the subject matter endorsements on the license, but have not completed a teacher preparation program. The purpose of the Restricted Teaching License is to provide a school district with a licensed educator, on a restricted basis, if the school district demonstrates extenuating circumstances that merit the issuance of the restricted license in order to protect the district's programs or students.

(2) District Sponsorship: The Restricted Teaching License requires district sponsorship. The sponsoring district must submit a statement:

(a) Describing the extenuating circumstances preventing the district from hiring a teacher holding a non-provisional teaching license appropriate for the assignment in an endorsement approved by the Commission and how the issuance of the restricted license will protect the district's programs or students;

(b) Explaining how the qualifications of the applicant will resolve the extenuating circumstances;

(c) Assuring the Commission that the district will obtain the license for the educator prior to assignment in an endorsement approved by the Commission within the district or prior to the 91st day after the date of application for licensure;

(d) Describing the district’s plan to provide a mentor for the teacher. The plan must specifically identify the mentor; and

(e) Describing the plan for how the teacher will make progress toward qualifying for non-provisional state licensure within the first term of the Restricted Teaching License.

(3) Renewal of District Sponsorship: Upon application for a reissue of the Restricted Teaching License, the sponsoring district must provide a new statement confirming that:

(a) The extenuating circumstances necessitating the Restricted Teaching License still exists;

(b) The applicant is still qualified and needed to remedy the situation;

(d) The teacher is on track to meet the qualifications for the Preliminary Teaching License or Reciprocal Teaching License by the end of the final term (after second reissue) of the Restricted Teaching License.

(4) Transfer of District Sponsorship: To transfer sponsorship of the Restricted Teaching License to another district, the new sponsoring district must:

(a) Submit a statement as provided in subsection (2);

(b) Submit a statement that the original sponsoring district has been informed of the transfer; and

(c) Require the applicant to submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(5) The new sponsoring district and applicant will only be issued a license for any time remaining in the original terms, starting from the issue date of the first Restricted Teaching License.

(6) Terms of Licensure: The Restricted Teaching License may be issued in one or two terms, at the request of the district, for a total of four full years.

(a) The first issuance of license shall be valid according to the term requested by district in the district sponsorship letter, not to exceed August 31 of the second full school year following the application.

(b) Subsequent issuances of the license will only be valid for the term requested by the district in the district sponsorship letter, not to exceed August 31 of the second full school year following the application.

(c) Upon expiration of the final term of the Restricted Teaching License, the educator must qualify for the Next License.

(7) Assignment and Endorsement Authorization: The Restricted Teaching License qualifies the teacher to accept within the sponsoring district:

(a) Any instructional assignment from prekindergarten through grade 12 within the scope of the subject-matter endorsement(s) on the Restricted Teaching License. The scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes associated with the endorsement as provided by the TSPC course catalogue; and

(b) Substitute teaching assignments within the subject-matter endorsement areas authorized by the license.

(8) Applying for first license: To be eligible to apply for a Restricted Teaching License, the applicant must:

(a) Provide a statement from the sponsoring district in accordance with section (2) of this rule;

(b) Have never held a Restricted Teaching License or NCLB/ESEA Teaching License;

(d) Hold a bachelor's degree or higher from an Approved Institution or approved foreign equivalent. A master's degree or a doctoral degree from an Approved Institution in the United States validates a non-regionally accredited bachelor's degree for licensure;

(e) Obtain a passing score on a Commission-approved test of knowledge of U.S. and Oregon civil rights and professional ethics;

(f) Provide evidence of substantial preparation in the subject-matter area in which licensure is requested by submitting official sealed transcripts, and any other evidence required by the Commission, as proof of substantial completion of academic preparation or substantial work experience in the area in which the co-applicant educator is seeking licensure;

(g) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(h) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(9) Applicants who have failed to complete an Oregon program teacher preparation program are not eligible for the Restricted Teaching License under any circumstance.

(10) Reissue: To be eligible to apply for the reissue of a Restricted Teaching License, an applicant must submit:

(a) A statement from the sponsoring district in accordance with section (3) of this rule;

(b) Evidence of admission and enrollment, or pending enrollment, into a Commission-approved educator preparation program for licensure in the area in which the applicant is teaching;

(c) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(11) Workforce Shortage Emergency Exception:

(a) Notwithstanding section (6) of this rule, an applicant may apply for an additional reissue of the Restricted Teaching License, if:

(A) The applicant was teaching in an Oregon public school district during school years 2020-21, 2021-22, 2022-23, or 2023-24;

(B) The teaching experience occurred under an Oregon-issued Restricted Teaching License;

(C) The applicant has otherwise completed an undergraduate, post-baccalaureate, or masters-level teacher preparation program, except for clinical practice; and

(D) The applicant submits the following, as deemed acceptable by the Commission:

(i) Evidence of completion of all teacher preparation program requirements for appropriate licensure, endorsement, and specialization area, except for clinical practices;

(ii) Evidence that the teaching experience was during the period of 7/1/2020 through 6/30/2024;

(iii) Evidence that the teaching experience was a minimum of two years of full-time, full school year (135 days);

(iv) A statement from the sponsoring district in accordance with section (3) of this rule; and

(v) A complete and correct application on or before August 31, 2024 in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(b) Those who are issued a Workforce Emergency reissue of their restricted license must meet all the requirements of the Preliminary Teaching License or Reciprocal Teaching License by August 31, 2025. The clinical practice requirements for Preliminary licensure may be met by:

(A) District-Supported Evaluation

(i) The applicant provides their most current evaluation of the teaching from the school district where the teaching took place. The overall rating from that evaluation must indicate that the applicant is performing at a level that indicates competency and effectiveness as an educator, and

(ii) A designated administrator or mentor provides training, guidance, and supervision of the educator to support the educator’s service in the assigned schools during at least one term of license; or

(B) Oregon Educator Preparation Provider (EPP) Evaluation: The Oregon EPP provides an official document evidencing the completion of clinical practices requirement.

(12) Denial of Reissue: The Executive Director may deny the application for reissue of the license upon failure to show progress in the licensure program needed for the next stage license.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.120 - 342.144
TSPC 12-2024, amend filed 06/24/2024, effective 07/01/2024
TSPC 4-2024, temporary amend filed 04/09/2024, effective 04/15/2024 through 08/31/2024
TSPC 3-2024, temporary suspends temporary TSPC 2-2024, filed 03/12/2024, effective 03/12/2024 through 08/31/2024
TSPC 2-2024, temporary amend filed 02/26/2024, effective 03/05/2024 through 08/31/2024
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, amend filed 02/25/2019, effective 02/25/2019
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0110 Limited Teaching License

(1) Purpose of the License: The Limited Teaching License qualifies its holder to teach in a prekindergarten through grade 12 Oregon public school district, education service districts, and charter school assignments. The purpose of the Limited Teaching License is to provide a district with a licensed teacher for one or more highly specialized subjects of instruction for which the Commission does not issue a specific endorsement.

(2) District Sponsorship: The Limited Teaching License requires district sponsorship. The sponsoring district must submit a statement:

(a) Explaining the district’s need for instruction in highly specialized subjects for which the Commission does not issue a specific endorsement;

(b) Describing how the applicant is qualified to teach the highly specialized subject;

(c) Assuring the Commission that the district will limit the assignment(s) of the applicant to the requested specialized subject; and

(d) Assuring the Commission that the district has obtained the license prior to assignment within the district or prior to the 91st day after the date of application for licensure.

(3) Renewal of District Sponsorship: Upon renewal of the Limited Teaching License, the sponsoring district must provide a new statement confirming that the applicant will continue to be assigned to the same highly specialized instruction areas.

(4) Term of Licensure: The Limited Teaching License is valid for three years and is renewable as provided in subsection (8) of this rule. The date of the first expiration of the license is three years from the date of issue plus time until the applicant’s birthday.

(5) Assignment and Endorsement Authorization: The Limited Teaching License qualifies the teacher to accept within the sponsoring district:

(a) Any instructional assignment within the highly specialized subject-area authorized by the limited license; and

(b) Substitute teaching assignments only within the highly specialized subject-matter areas authorized by the limited license.

(6) Granting of License : The Executive Director has the authority to grant a Limited Teaching License for one or more discreet subjects within an established endorsement upon a showing of district need.

(7) To be eligible to apply for a Limited Teaching License, an applicant must:

(a) Provide a statement from the sponsoring district in accordance with subsection (2) of this rule;

(b)(A) Provide official sealed transcripts documenting an accredited associate's degree or its approved equivalent in objectively evaluated post-secondary education; or

(B) Provide evidence of experience related to the intended subject of instruction that is substantially equivalent to at least two years of post-secondary education;

(c) Obtain a passing score on a Commission-approved test of knowledge of U.S. and Oregon civil rights and professional ethics;

(d) Complete a background clearance that includes:

(A) Furnishing fingerprints (if necessary);

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(e) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(8) To be eligible to apply for renewal of the Limited Teaching License, an applicant must:

(a) Provide a statement from the sponsoring district in accordance with subsection (3) of this rule;

(b) Complete professional development requirements as provided in OAR 584-255-0010 Professional Development Requirements; and

(c) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - 342.144
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0130 Emergency Teaching License

(1) Purpose of the License: An Emergency Teaching License qualifies its holder to teach in prekindergarten through grade 12 Oregon public school districts, education service districts, and charter school assignments. The Emergency Teaching License is issued to persons who demonstrated adequate qualifications to receive a teaching license on an emergency basis. The purpose of the Emergency Teaching License is to provide a school district with a licensed educator, on an emergency basis, if the school district demonstrates urgent circumstances that merit the issuance of the license in order to protect the district's programs or students. The Emergency Teaching License is designed for short-term licensure only and may not continue once the emergency situation has been remedied.

(2) District Sponsorship: The Emergency Teaching License requires district sponsorship. The sponsoring district must submit a statement:

(a) Explaining the urgent circumstances that constitute the emergency and how the qualifications of the applicant will resolve the emergency;

(b) Verifying the urgent circumstances that prevents hiring of a suitable teacher who holds an unrestricted teaching license appropriate for the assignment to be filled;

(c) Assuring the Commission that the district will obtain the license prior to assignment within the district or prior to the 91st day after the date of application for licensure; and

(d) Requesting and identifying the least amount of time necessary to meet the emergency needs of the district.

(3) Assignment Authorization: The Emergency Teaching License qualifies the teacher to accept within the sponsoring district any instructional assignment within the subject-area authorized by the emergency license. The scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes associated with the endorsement as provided by the TSPC Licensure Guide.

(4) Granting of License: The Emergency Teaching License shall be issued solely at the discretion of the Executive Director, or the Director of Licensure, for any length of time deemed necessary to protect the district's programs or students.

(a) In most cases, an Emergency Teaching License will not exceed one year unless the educator or the district has presented unusual extenuating circumstances.

(b) The Executive Director, or the Director of Licensure may consider efforts the educator has made in meeting licensure requirements. Additionally, the Executive Director, or Director of Licensure, will consider academic preparation or experience the proposed educator has had in the area in which the district is requesting the license.

(d) In most cases, an Emergency Teaching License will expire on June 30 of the academic year in which the license was granted regardless of the term for licensure. Extending the license beyond the June 30 expiration date is at the discretion of the Executive Director after considering all extenuating circumstances.

(e) The Emergency Teaching License is not renewable and not subject to the 120 day grace period.

(f) It is the applicant’s responsibility to apply for the subsequent license in a timely manner to ensure that the applicant remains properly licensed. The applicant must submit a new application, including all required fees, for the subsequent license.

(g) The following situations are not eligible for an Emergency Teaching License:

(A) Renewal applications within the 120 days grace period; or

(B) Applications that include requests for Emergency Teaching Licenses due to the applicant’s failure to meet renewal or upgrade requirements such as required coursework or professional development.

(5) Applying for the license: To be eligible to apply for the Emergency Teaching License, an applicant must:

(a) Provide a statement from the sponsoring district in accordance with subsection (2) of this rule;

(b) Complete a background clearance that includes:

(A) Furnishing fingerprints (if necessary);

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(c) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(d) An applicant may be asked to provide a resume, official transcripts or other evidence of qualifications if requested by the Executive Director.

(6) Workforce Shortage Emergency Exception:

(a) At the end of the Emergency License term, an applicant may apply for a reissuance of the Emergency Teaching License under the Workforce Shortage Emergency Exception if:

(A) The applicant was teaching in an Oregon public school district during school years 2020-21, 2021-22, 2022-23, or 2023-24;

(B) The teaching experience occurred under an Oregon-issued Emergency Teaching License;

(C) The applicant has otherwise completed an undergraduate, post-baccalaureate, or masters- level teacher preparation program, except for clinical practice; and

(D) The applicant submits the following, as deemed acceptable by the Commission:

(i) Evidence of completion of all teacher preparation program requirements for appropriate licensure, endorsement, and specialization area, except for clinical practices;

(ii) Evidence that the teaching experience was during the period of 7/1/2020 through 6/30/2024;

(iii) Evidence that the teaching experience was a minimum of two years of full-time, full school year (135 days);

(iv) A statement from the sponsoring district in accordance with section (2) of this rule; and

(v) A complete and correct application on or before August 31, 2024 in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584- 200-0050.

(b) Those who are issued a Workforce Emergency Exception must meet all the requirements of the Preliminary Teaching License or Reciprocal Teaching License by August 31, 2025. The clinical practice requirements for Preliminary licensure may be met by:

(A) District-Supported Evaluation

(B) Oregon Educator Preparation Provider (EPP) Evaluation: The Oregon EPP provides an official document evidencing the completion of clinical practices requirement.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - 342.144
TSPC 18-2024, amend filed 10/21/2024, effective 11/01/2024
TSPC 10-2024, temporary amend filed 06/18/2024, effective 06/21/2024 through 10/31/2024
TSPC 23-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 10-2023, temporary amend filed 06/22/2023, effective 07/01/2023 through 12/27/2023
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0140 Substitute Teaching License

(1) Purpose of the License: The Substitute Teaching License is a license that permits a qualified individual to substitute teach in a prekindergarten through grade 12 Oregon public school district, education service districts, and charter school assignments to replace a teacher who is temporarily unable to work.

(2) Term of Licensure: The Substitute Teaching License is valid for three years and may be renewed continuously as provided by subsection (6) of this rule. The date of the first expiration of the license is three years from the date of issue plus time to the applicant’s birthday.

(3) Assignment Authorization: The Substitute Teaching License is valid for substitute teaching assignments in any Oregon school district, including education service districts. The length of the substitute teaching assignment is limited as follows:

(a) The length of any one assignment may not exceed one academic school year;

(b) If the length of any one assignment must exceed one academic school year, one of the following must occur:

(A) If the educator holding the Substitute Teaching License previously held a non-provisional license appropriate for the assignment, the previous license must be reinstated.

(B) If the educator holding the Substitute Teaching License did not previously hold a non-provisional license appropriate for the assignment, the applicant and sponsoring district may apply for an Emergency Teaching License as provided for in OAR 584-210-0130, Emergency Teaching License.

(i) The Executive Director may approve the Emergency Teaching License upon proof of the district’s emergency and may only issue the license for the amount of time to cover the emergency.

(ii) The Emergency Teaching License may permit the educator to teach for time beyond the allowed timelines stated in subsection (3)(a) of this rule.

(iii) In all cases, the Emergency Teaching License may not extend beyond the end of the school year for which the Emergency Teaching License was issued.

(iv) Upon the expiration of the Emergency Teaching License as provided in this subsection, the applicant must qualify for a non-provisional teaching license with all required endorsements or may apply to reinstate the Substitute Teaching License if the educator is no longer working in a long-term assignment.

(4) Sanctions: The Commission may sanction the teacher or assigning administrator or both for failure to meet the following:

(a) The requirements for purpose of the Substitute Teaching License as provided in subsection (1) of this rule; or

(b) The requirements for length of assignment of the Substitute Teaching License as provided in subsection (3) of this rule.

(5) Qualifications: To be eligible to apply for a Substitute Teaching License, the applicant must:

(b) Hold a bachelor's degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission. A master’s degree or a doctoral degree from an Approved Institution in the United States validates a non-regionally accredited bachelor's degree for licensure;

(A) A valid and active non-provisional teaching license from another NASDTEC jurisdiction valid for unrestricted full time teaching assignments; or

(B) Admission to and completion of an Oregon teacher preparation program approved by the Commission that resulted in eligibility for a non-provisional Oregon teaching license;

(d) Obtain a passing score on a Commission-adopted test of knowledge of U.S. and Oregon civil rights and professional ethics;

(e) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(f) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(6) Renewal Requirements: To be eligible for renewal of the Substitute Teaching License, an applicant must submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0150 Restricted Substitute Teaching License

(1) Purpose of the License: The Restricted Substitute Teaching License is a license that permits a qualified individual to substitute teach in prekindergarten through grade 12 Oregon public school district, education service districts, and charter school assignments with the restriction that the individual must obtain and maintain district sponsorship.

(2) District Sponsorship: The Restricted Substitute Teaching License requires district sponsorship. The sponsoring district must submit a statement:

(a) Explaining the district’s need for the restricted substitute;

(b) Assuring the Commission that the district will obtain the license for the educator prior to assignment within the district or prior to the 91st day after the date of application for licensure.

(3) Renewal of District Sponsorship: Upon renewal of the Restricted Substitute Teaching License, the sponsoring district must provide a new statement confirming the continued need for the substitute.

(4) Assignment Authorization: The Restricted Substitute Teaching License is valid for substitute teaching assignments as follows:

(a) The Restricted Substitute Teaching License is valid for substitute teaching in any Oregon prekindergarten through grade 12 assignments to replace a teacher who is temporarily unable to work;

(b) The Restricted Substitute Teaching License is valid for substitute assignments in any Oregon school district, including education service districts; and

(c) Any single assignment on the Restricted Substitute Teaching License may not exceed 10 days consecutively under any circumstances.

(5) Term of Licensure: The Restricted Substitute Teaching License is valid in accordance with the following provisions:

(a) For applications received from July 1 through December 31, the first Restricted Substitute Teaching License is valid through June 30 of the school year for which it is issued.

(b) For applications received from January 1 through June 30, the first Restricted Substitute Teaching License is valid through June 30 of the following school year unless otherwise requested by the sponsoring district;

(c) If the Restricted Substitute Teaching License is renewed with the same sponsoring district, the renewed Restricted Substitute Teaching License is valid for three years. The license will expire on June 30 of the third academic year following the issuance of the license. The Restricted Substitute Teaching License may be continuously renewed if the applicant maintains an active Restricted Substitute Teaching License with the original sponsoring district and meets the requirements of subsection (7) of this rule.

(d) If the Restricted Substitute Teaching License expires or the applicant obtains a new district sponsor, the applicant will be issued a first Restricted Substitute Teaching License as provided in subsection (5)(a) and (5)(b) of this rule.

(6) Qualifications: To be eligible to apply for a Restricted Substitute Teaching License, an applicant must:

(a) Provide a statement from the sponsoring district in accordance with subsection (2) of this rule

(c) Hold a bachelor's degree or higher from an Approved Institution or an approved foreign equivalent. Awarding of a higher degree in the arts and sciences or an advanced degree in the professions from an Approved Institution in the United States validates a non-regionally accredited bachelor's degree for licensure;

(d) Obtain a passing score on a Commission-approved test of knowledge of U.S. and Oregon civil rights and professional ethics;

(e) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(f) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) Renewal Requirements: To be eligible to apply for renewal of the Restricted Substitute Teaching License, an applicant must:

(a) Provide a statement from the original sponsoring district in accordance with subsection (3) of this rule; and

(b) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - 342.144
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0151 District Substitute Teaching License

(1) Purpose of the License: The District Substitute Teaching License is a license that permits a qualified individual to substitute teach in prekindergarten through grade 12 Oregon public school districts, education service districts, and charter school assignments with the restriction that the individual must obtain and maintain district sponsorship.

(2) District Sponsorship: The District Substitute Teaching License requires a sponsoring district, which must be an Oregon school district, education service district (ESD), or charter school.

(a) The sponsor must submit a statement at the time of application for the license explaining the district’s need for the district substitute.

(b) By submitting a letter of sponsorship for the applicant for a District Substitute License, the sponsor is assuring the Commission of the following:

(A) The applicant meets the qualifications to hold the license;

(B) The district will obtain the license for the educator prior to assignment within the district or prior to the 91st day after the date of application for licensure;

(C) A designated administrator will provide training, guidance, and supervision of the educator to support the educator’s service in the assigned schools; and

(D) The district will determine the educator’s interest in pursuing a teaching career and provide guidance in this pursuit.

(c) Upon request of the Commission, the district shall submit documentation of the district’s plan for administrator support of the educator, as required by this subsection, including the name of the administrator responsible for providing this support.

(3) Renewal of District Sponsorship: Upon renewal of the District Substitute Teaching License, the sponsor must provide a new statement confirming the continued need for the substitute.

(4) Transfer of District Sponsorship: To transfer sponsorship of the District Substitute Teaching License to another district or charter school, the new sponsor must:

(a) Submit a statement as provided in section (2);

(b) Submit a statement that the original sponsoring district has been informed of the transfer; and

(c) Require the applicant to submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(5) Assignment Authorization : The District Substitute Teaching License qualifies the teacher to accept substitute teaching assignments only within the sponsoring district.

(a) If the holder of a District Substitute License wishes to accept an assignment in a different district or charter school from the sponsoring district, the licensee must apply for a transfer as provided in section (3) of this rule.

(b) If the holder of a District Substitute License wishes to accept assignments in districts, ESDs or charter schools in addition to the sponsoring district, the license holder must apply for, be sponsored by, and hold a District Substitute License for each district, ESD or charter school.

(c) Any single assignment on the District Substitute License may not exceed 10 days consecutively under any circumstances.

(6) Term of Licensure: The District Substitute Teaching License is valid in accordance with the following provisions:

(a) For applications received from July 1 through December 31, the first District Substitute Teaching License is valid through June 30 of the school year for which it is issued.

(b) For applications received from January 1 through June 30, the first District Substitute Teaching License is valid through June 30 of the following school year unless otherwise requested by the sponsoring district;

(c) If the District Substitute Teaching License is renewed with the same sponsoring district, the renewed District Substitute Teaching License is valid for three years. The license will expire on June 30 of the third academic year following the issuance of the license. The District Substitute Teaching License may be continuously renewed if the applicant maintains an active District Substitute Teaching License with the original sponsoring district and meets the requirements of subsection (7) of this rule.

(d) If the District Substitute Teaching License expires or the applicant obtains a new district sponsor, the applicant will be issued a first District Substitute Teaching License as provided in subsection (5)(a) and (5)(b) of this rule.

(7) Qualifications: To be eligible to apply for a District Substitute Teaching License, an applicant must:

(a) Provide a statement from the sponsoring district in accordance with subsection (2) of this rule

(A) Demonstrate enrollment in a teacher preparation program; or

(B) Be identified as a student teacher within the sponsoring school district, education service district or charter school; or

(C) Have completed a minimum of one (1) year of experience as an Instructional Assistant, Educational Assistant, or other supporting role in a classroom as an employee of the sponsoring district.

(D) At the discretion of the district or charter school, and with approval of the Executive Director or designee, be a member of the community with sufficient experience as to qualify them for this provisional license.

(d) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics;

(e) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(f) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(8) Renewal Requirements: To be eligible to apply for reissuance of the District Substitute Teaching License, an applicant must:

(a) Provide a statement from the original sponsoring district in accordance with subsection (3) of this rule; and

(b) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165, ORS 342.125 & ORS 342.143
Statutes/Other Implemented: ORS 342.125 & ORS 342.143
TSPC 11-2023, adopt filed 06/26/2023, effective 07/01/2023

Or. Admin. R. 584-210-0160 License for Conditional Assignment

(1) Purpose of License Conditional Assignment: An Oregon school district may request a License for Conditional Assignment (LCA) for any educator holding a Preliminary, Professional, Teacher Leader, Legacy or Reciprocal teaching license. The purpose of a LCA is to allow a school district to request mis-assignment for an educator to teach in an out-of-field subject-matter endorsement area or serve in another license area for which the educator is not authorized, while the educator completes requirements necessary either to add the subject-matter endorsement to the underlying license or to obtain a new license type.

(2) Scope of LCA requirement: The LCA is required when teaching or working out-of-field, as provided:

(a) Teaching assignments that exceed 10 hours per week in one subject-matter area without the appropriate subject-matter endorsement. This provision does not apply to teaching assignments in ODE-approved CTE programs;

(b) Teaching in more than one unendorsed subject-matter endorsement area for any amount of time;

(d) Teaching in a CTE area or program that requires a CTE endorsement;

(3) Term of LCA: The LCA provides conditional approval to teach out-of-field, as provided:

(a) All LCAs will expire on June 30 following the date the LCA is issued;

(b) The LCA is not renewable, but may be reauthorized as provided in subsections (9) and (10).

(c) The LCA will not be “back dated.” Time spent on assignments where the district failed to request the LCA will be deducted from the allowable LCA total.

(d) The LCA may not exceed more than three academic years in total.

(e) The LCA is not a stand-alone or independent license. The underlying license must be kept current in order for the LCA to remain active.

(4) District Sponsorship: A LCA requires sponsorship by the employing school district, as provided:

(a) A district must apply for a LCA by October 31 for the fall term; or thereafter, apply for the LCA within two weeks after the assignment has begun;

(b) A district must provide professional assistance specific to the assignment for the educator during the first year of the conditional assignment;

(c) The district applying for a LCA is assumed to have informed the educator for which the LCA is being requested. Failure to inform the educator may result in an invalid LCA upon a finding by the Commission that the educator did not grant the district permission to add the LCA to the educator's license; and

(d) The LCA is restricted to use within the sponsoring district. The LCA may be transferred to a new district unless the eligibility for the LCA has expired.

(5) Ineligible Licenses: Licenses not eligible for a LCA include, but are not limited to, the following licenses:

(a) Any Restricted License;

(b) Limited Teaching License;

(d) Teaching Associate License;

(e) Substitute Teaching License;

(f) Restricted Substitute Teaching License;

(g) Limited Student Services License;

(h) Exceptional Administrator License;

(i) International Visiting Teaching License; or

(j) Any CTE Teaching License. (This restriction only applies to non-CTE endorsements.)

(6) Other Special LCA Limitations:

(a) An administrator, school counselor, or school psychologist, or school social worker who has never held a non-provisional teaching license in any state may not be issued a LCA to teach;

(b) Applicants must never have held a restricted license or conditional assignment permit endorsed in the subject-matter area or licensure areas in which the educator is seeking to work out-of- field.

(7) Applying for the first LCA: To be eligible to apply for a LCA, an applicant must:

(a) Hold an active and valid qualifying non-provisional Oregon license;

(b) Provide a statement from sponsoring district that

(A) Requests the LCA be authorized; and

(B) Assures the district will provide professional assistance to the educator; and

(c) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(8) No reauthorizations: For endorsements that require only a test, experience, or nine quarter hours or less of coursework, the applicant must complete all endorsement requirementsby June 30th following the date the first LCA is issued.

(9) First Reauthorization (2nd LCA): To be eligible to apply for the first reauthorization of the LCA, an applicant must:

(a) Hold an active and valid qualifying non-provisional Oregon license;

(b) Provide a statement from sponsoring district that:

(A) Requests the LCA be reauthorized;

(B) Assures the district will continue to provide professional assistance to the educator;

(C) Assures the educator is on target to meet the qualifications for the endorsement or license by the end of the educator’s eligibility for LCA authorizations.

(c) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(10) Second Reauthorization (3rd and final LCA): To be eligible to apply for the second reauthorization of the LCA, an applicant must:

(a) Hold an active and valid qualifying non-provisional Oregon license;

(b) Provide a statement from sponsoring district requesting the LCA;

(A) Requests the LCA be reauthorized;

(B) Assures the district will continue to provide professional assistance to the educator;

(C) Assures the educator is on target to meet the qualifications for the endorsement or license by the end of the educator’s eligibility for LCA authorizations.

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(11) After the final LCA has expired, the educator must have completed all requirements necessary to add the appropriate endorsement or license in order to continue working in the area in which the educator held the LCA. Continuing to work in an out-of-field position on an expired LCA is a violation of licensure law and is unauthorized. In these cases, the license-holder or the assigning administrator or both may be subject to sanctions for gross neglect of duty by the Commission pursuant to 584-020-0040(4), Grounds for Disciplinary Action .

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 18-2021, amend filed 11/15/2021, effective 01/03/2022
TSPC 8-2018, amend filed 06/20/2018, effective 06/20/2018
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17
TSPC 6-2016, f. & cert. ef. 11-15-16
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0170 Atypical Assignments

(1) Definition. Atypical assignments are miscellaneous assignments that fall outside the currently established Commission endorsement areas and may be assigned to any licensed educator who has:

(a) A valid and active unrestricted non-provisional Oregon teaching license; and

(b) Any Commission-approved endorsement.

(2) Assignment Types. Types of atypical assignments include but are not limited to:

(a) Discrete, non-core academic assignments that do not fall within a Commission-approved endorsement area as provided in subsection (4) of this rule;

(b) Coaching assignments as provided in subsection (5) of this rule;

(d) Driver’s Education Assignments as provided in subsection (7) of this rule;

(e) Public Alternative Education Assignments as provided in subsection (8) of this rule; or

(f) Public Charter Schools Assignments as provided in subsection (9) of this rule.

(3) Restrictions . Atypical assignments are subject to the following restrictions:

(a) Administrators and personnel service licensees who do not hold a teaching license may not be a teacher of record for atypical assignments as defined by this rule.

(b) Districts may not assign a licensed educator as the “Teacher of Record” for atypical assignments as defined by this rule unless the teacher of record is actively engaged in direct instruction of the students enrolled in the courses for which credit is granted. Failure to honor this provision may result in discipline related to the license pursuant to OAR 584-020-0040(4) Gross Neglect of Duty.

(c) Assignments in subjects which are a component of a broader endorsement require the broader endorsement or a Licensure for Conditional Assignment (See OAR 584-210-0160). Examples of component subject assignments include but are not limited to:

(A) Jazz band within music endorsement;

(B) Swimming assignment within physical education endorsement; and

(4) Discrete. Non-core Academic Areas: Districts may assign an educator with a valid and active unrestricted teaching license with any endorsement to assignments in discrete, non-core academic areas that do not fall within any Commission-approved endorsement area. Discrete, non-core academic credit courses that meet the requirements of this subsection may include, but are not limited to:

(a) Computer education courses, including software programs;

(b) Personal finance;

(d) World languages other than Chinese, French, German, Japanese, Latin, Russian, and Spanish;

(e) Study skills, essential skills, or tutoring;

(f) Talented and Gifted separate course offerings;

(g) Career and Technical Education (CTE) separate course offerings provided outside of a structured CTE program approved by the Oregon Department of Education pursuant to Chapter 581, Division 44;

(h) Observing occupations and related job duties such as supervising work study, work experience, or career education where credit is assigned;

(i) Photography;

(j) Leadership Class or Student Government;

(k) SAT or ACT preparation, etc. or

(l) Higher education and career path skills.

(5) Coaching Assignments: A district may assign an educator with a valid and active unrestricted teaching license with any endorsement to a coaching assignments. A coaching assignment requires a licensed educator if the coaching assignment:

(a) Occurs within the regular school day; and

(b) Involves any class time for which credit is obtained by the participating students.

(6) Teachers on Special Assignments (TOSA): A TOSA is defined as an assignment that involves leadership responsibilities, such as planning and development of curriculum, organization and maintenance of professional growth programs for licensed personnel, or improvement of instructional practices, but does not involve direct instruction.

(a) A district may assign an educator with a valid and active unrestricted teaching license with any endorsement to a teacher on special assignment (TOSA).

(b) A TOSA assignment is not valid to serve as an administrator if the duties include:

(A) Evaluation of licensed personnel;

(B) Discipline of licensed personnel; or

(7) Driver’s Education Assignments: A district may assign an educator with a valid and active unrestricted Oregon teaching license with any endorsement to a driver education assignment with the following restrictions:

(a) The educator must have the appropriate Oregon motor vehicle operator's license to serve as a driver education instructor for the classroom portion of the course.

(b) The educator who provides the behind-the-wheel portion of the course must meet requirements established by the Oregon Department of Transportation.

(8) Public Alternative Education and Recovery Schools Assignments: A district or school may assign any educator with a valid and active unrestricted Oregon license with any endorsement to a public alternative education or Recovery School assignment as provided in ORS 336.615 to 336.675 and ORS 336.680.

(9) Public Charter Schools Assignments: A public charter school assignment requires a valid and active unrestricted Oregon teaching license or valid and active charter school teaching registration with any endorsement subject to the following conditions:

(a) No person shall serve as a teacher as defined by ORS 342.120 and ORS 338.135 in a public charter school unless such person either holds a valid and active unrestricted Oregon license issued by TSPC or is registered with TSPC as a charter school teacher pursuant to ORS 338.135 in accordance with OAR 584-023-0005 and ORS 342.125(5);

(b) For non-virtual charter schools at least one-half of the total full-time equivalent (FTE) teaching and administrative staff at the public charter school must hold a Basic, Standard, Initial, Continuing, Preliminary, Professional or Teacher Leader teaching license issued by the Commission pursuant to ORS 338.135(7). For virtual charter schools, 95 percent of the teaching staff must hold a valid and active TSPC teaching license pursuant to 342.125 and the provisions of this subsection; and

(c) Licensed and registered charter school personnel may be assigned outside the scope of the endorsements on the license or registration without limitation. However, charter schools teachers are required to comply with the federal Elementary Secondary Education Act provisions related to “highly qualified teachers.”

(10) Private Schools and Programs Assignments: A teaching license is not required to teach in a private regular or private alternative education program.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.120 - 342.144
TSPC 13-2024, amend filed 06/24/2024, effective 07/01/2024
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0180 Online Teaching

(1) Any teacher employed by an Oregon school district to deliver an online course or program outside of the school district must hold a valid and active Oregon teaching license appropriate for the subject areas being taught.

(2) An out-of-state teacher employed by an Oregon public school district to deliver an online course or program in or outside of Oregon must provide verification satisfactory to the Commission that the teacher holds a valid and active non-provisional teaching license from any National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction appropriate for the grade level and subject matter of the online course or program.

(3) Any school district may contract with a post-secondary institution accredited by the Northwest Association of Colleges and Universities for online instruction in grades nine (9) through twelve (12) provided the provisions of ORS 342.173 have been met.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-210-0190 Reinstatement of Teaching Licenses

(1) Purpose: The Commission has adopted reinstatement provisions to allow qualified applicants to reinstate eligible, expired Oregon teaching licenses.

(2) Preliminary, Professional and Legacy Teaching Licenses: Preliminary, Professional, and Legacy Teaching Licenses are eligible to be reinstated. To be eligible to reinstate the Preliminary, Professional, or Legacy Teaching license, the applicant must meet the requirements of subsection (13), except as provided in subsection (3).

(3) Holds Other License: If the applicant holds another active and valid non-provisional educator license in Oregon or another NASDTEC jurisdiction at the time of the application for reinstatement of a Preliminary, Professional or Legacy Teaching License, the applicant is not required to complete the reinstatement PDUs, as provided in subsection (15).

(a) To qualify for this exception, the license must require completion of professional development for renewal.

(b) If the applicant holds an eligible Oregon license, the applicant is not required to pay reinstatement fees. The applicant is required to pay all other required fees to reinstate the Oregon license.

(c) If the applicant holds an eligible license from another NASDTEC jurisdiction, the applicant is required to pay reinstatement fees. The applicant must pay the reinstatement fees in addition to all other required fees to reinstate the Oregon license.

(4) Substitute Teaching Licenses: Substitute Teaching Licenses are eligible to be reinstated. To be eligible to reinstate a Substitute Teaching License, an applicant must meet the requirements for the Substitute Teaching License in effect at the time of the application:

(a) Applicants are required to pay reinstatement fees. Applicants must pay the reinstatement fees in addition to all other required fees to reinstate the Oregon license.

(b) Applicants are not required to complete reinstatement PDUs.

(c) Notwithstanding any other requirements, holders of an expired Substitute Teaching License issued based on a C4 recommendation may qualify to reinstate or renew a Substitute Teaching License upon the discretion of the Director of Licensure.

(5) Reciprocal/Initial Teaching Licenses: Reciprocal and Initial Teaching Licenses may not be reinstated. If an applicant holds an expired Initial or Reciprocal Teaching License, the applicant must qualify for an Oregon Preliminary or Professional teaching license or for an Oregon provisional license for which they are eligible, in accordance with the following provisions:

(a) The applicant is not required to hold an active and valid out-of-state license at time of application for first-issue Preliminary or Professional Teaching License, if the applicant:

(A) Held an active and valid out-of-state license on the date of issuance of the Reciprocal Teaching License; or

(B) Was issued an Oregon Initial Teaching License prior to January 1, 2016.

(b) The applicant is required to complete PDUs for reinstatement, as provided in subsection (15), for the number of years the Oregon Reciprocal or Initial Teaching License was lapsed.

(6) Initial I Teaching License: Initial I Teaching Licenses may not be reinstated. Holders of these licenses must apply for reinstatement of the Preliminary Teaching License and must meet the requirements in subsection (13) of this rule.

(7) Initial II Teaching License: Initial II Teaching Licenses may not be reinstated. Holders of these licenses must apply for reinstatement to the Preliminary Teaching License or Professional Teaching License and must meet the requirements in subsection (13) of this rule.

(8) Basic : Basic Teaching Licenses may not be in reinstated. Holders of these licenses must apply for reinstatement of the Professional, Preliminary, or Legacy Teaching License and must meet the requirements in subsection (13) of this rule.

(9) Standard/Continuing: Standard and Continuing Teaching Licenses may not be reinstated. Holders of these licenses must apply for reinstatement of the Professional Teaching License and must meet the requirements in subsection (13) of this rule.

(10) Teacher Leader: Teacher Leader licenses may not be reinstated. A holder of an expired Teacher Leader license may apply to reinstate a Professional or Legacy Teaching license. To obtain the Teacher Leader license after it has expired, the applicant may submit a new application for the Teacher Leader License.

(11) District-Sponsored Teaching Licenses: District-sponsored teaching licenses and registrations may not be reinstated. A holder of an expired district-sponsored teaching license or registration may be issued a new district-sponsored license or registration based on a new application.

(a) District-sponsored teaching licenses and registrations include, but are not limited to:

(A) Emergency licenses;

(B) Restricted licenses;

(D) International Visiting Teacher License; and

(E) Charter school registrations.

(b) Applicants must meet the requirements for the district-sponsored license in effect at the time of the new application.

(d) Applicants are not required to complete reinstatement PDUs;

(e) Applicants are required to complete renewal PDUs if their district-sponsored license requires PDUs for renewal.

(12) American Indian Languages Teaching License: American Indian Languages Teaching Licenses may not be reinstated. A holder of an expired American Indian Languages Teaching License may be issued a new tribal-sponsored license based on a new application.

(a) Applicants must meet the requirements for the American Indian Languages Teaching License in effect at the time of the new application.

(b) Applicants are not required to pay reinstatement fees;

(d) Applicants are required to complete renewal PDUs if the tribal-sponsored license requires PDUs for renewal.

(13) Applying for Reinstatement: To be eligible to apply for reinstatement of an eligible Oregon teaching license, an applicant must:

(a) Meet the renewal or advancement requirements that would have been required if the Oregon license had not lapsed;

(b) Meet the requirements for reinstatement of Oregon suspended or revoked licenses as provided in Chapter 584, Division 50, if applicable; and

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of the required fees as provided in OAR 584-200-0050;

(14) Endorsements: Only endorsements held on the previous expired license will be added to the reinstated license. If the applicant applies to add new endorsements to their reinstated license, they must add the endorsement in accordance with Chapter 584, Division 220.

(15) Additional PDUs for Reinstatement: An applicant must complete additional professional development units (PDUs) based on the number of years the license is expired, as follows:

(a) Expired for less than one year: No additional PDUs required.

(b) Expired for more than one year, but less than two years: 25 additional PDUs.

(d) Expired for more than three years but less than four years: 75 additional PDUs.

(e) Expired for more than four years but less than five years: 100 additional PDUs.

(f) Expired for more than five years but less than six years: 125 additional PDUs.

(g) Expired for more than six years: 150 additional PDUs.

(16) To qualify as continuing PDUs for Oregon reinstatement requirements, the PDUs must have been completed within five (5) years of the date of application for reinstatement of the teaching license.

(17) All PDUs for reinstatement must be verified as provided in 584-255-0030 Verification of Professional Development.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & 342.455 - 342.495; 342.553
TSPC 2-2019, amend filed 02/25/2019, effective 02/25/2019
TSPC 8-2018, amend filed 06/20/2018, effective 06/20/2018
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Division 220 ENDORSEMENTS

Or. Admin. R. 584-220-0010 Endorsement on Teaching Licenses: General Provisions

(1) Purpose of Teaching License Endorsements: The purpose of an endorsement on a teaching license is to indicate the subject areas (content knowledge) for which the educator is authorized to teach. New educators must meet the requirements for content and subject-specific pedagogical knowledge prior to adding an endorsement to an existing Preliminary Teaching License. Experienced educators must meet the Commission-established requirements for content knowledge prior to adding the endorsement to an existing Professional, Teacher Leader or Legacy Teaching Licenses. Only Commission-adopted endorsements may be added to teaching licenses. New endorsements may only be established through official Commission action at a meeting.

(2) Teaching licenses may only hold and add Commission-adopted endorsements. The Commission may establish new endorsements only through official Commission action at a meeting.

(3) The following teaching licenses may hold and add teaching endorsements:

(a) Preliminary Teaching License;

(b) Professional Teaching License;

(d) Legacy Teaching License.

(4) The following teaching licenses may hold, but not add teaching endorsements:

(a) Reciprocal Teaching License;

(b) Restricted Teaching License;

(d) Limited Teaching License; and

(e) International Visiting Teaching License.

(5) The following licenses may not hold or add teaching endorsements, except as noted:

(a) American Indian Languages Teacher (May hold and add American Indian Language endorsements);

(b) Charter school teacher registrations;

(c) Career and Technical Education Teaching Licenses (May hold and add career and technical education (CTE) endorsements);

(d) Substitute Teaching License (Already valid to teach any subject);

(e) Restricted Substitute Teaching License (Already valid to teach any subject);

(f) Administrative licenses or registrations; and

(g) Personnel service licenses and certificates.

(6) Notwithstanding Section 4, the Emergency Teaching License may not hold or add the following teaching endorsements:

(a) Special Education: Generalist

(b) Special Education: Early Intervention;

(d) Special Education: Visually Impaired; and

(e) Special Education: Communication Disorders.

(7) Scope of Endorsements: The scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes associated with the endorsement as provided by the TSPC course catalogue. An educator may only be assigned to teach courses within the scope of the endorsements on their license except as provided in OAR 584-210-0170, Atypical Assignments and OAR 584-210-0160, License on Conditional Assignment.

(8) Removing an Endorsement : An educator may request to remove an endorsement from their license. It is the responsibility of the educator to understand all employment issues related to the removal of the endorsement. To remove an endorsement from a license, an educator must submit a correct and complete application for removal of the endorsement in the manner and form required by the Commission, including all required fees as provided in OAR 584-200-0050. Once removed, the educator must meet all current endorsement requirements in order to add back the endorsement.

(9) Endorsements: The Commission approved general education endorsements for teaching licenses are:

(a) Advanced Mathematics;

(b) Agricultural Science;

(d) Biology;

(e) Business: Generalist;

(f) Business: Marketing;

(g) Career Trades: Generalist (formerly Technology Education);

(h) Chemistry;

(i) Drama;

(j) Elementary — Multiple Subjects (formerly Multiple Subjects Self-Contained);

(k) English Language Arts;

(l) English to Speakers of Other Languages (ESOL);

(m) Family and Consumer Science

(n) Foundational English Language Arts (formerly Middle School Language Arts);

(o) Foundational Mathematics (formerly Basic Math);

(p) Foundational Science (formerly Middle School Science);

(q) Foundational Social Studies (formerly Middle School Social Studies);

(r) Health;

(s) Integrated Science;

(t) Legacy Art;

(u) Legacy English to Speakers of Other Languages;

(v) Legacy Health;

(w) Legacy World Language;

(x) Legacy Family and Consumer Science;

(y) Legacy Career Trades: Generalist;

(z) Legacy Library Media;

(aa) Legacy Middle Level;

(bb) Legacy Music;

(cc) Legacy Physical Education;

(dd) Legacy Reading;

(ee) Legacy Five Year Elementary;

(ff) Legacy Five Year Secondary;

(gg) Library Media;

(hh) Music;

(ii) Physical Education;

(jj) Physics;

(kk) Reading Intervention (formerly Reading Specialist);

(ll) Social Studies;

(mm) Special Education: Generalist;

(nn) Special Education: Early Intervention;

(oo) Special Education: Deaf and Hard-of-Hearing;

(pp) Special Education: Visually Impaired;

(qq) Special Education: Communication Disorders;

(rr) Speech (Forensics);

(ss) World Language: Chinese;

(tt) World Language: French;

(uu) World Language: German;

(vv) World Language: Japanese;

(ww) World Language: Latin;

(xx) World Language: Russian; and

(yy) World Language: Spanish.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - 342.144
TSPC 23-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 10-2023, temporary amend filed 06/22/2023, effective 07/01/2023 through 12/27/2023
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 3-2017(Temp), f. 6-27-17, cert. ef. 7-1-17 thru 12-27-17
TSPC 6-2016, f. & cert. ef. 11-15-16
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0015 Evidence of Content Knowledge and Pedagogy Skills

(1) To be eligible to add an endorsement, an applicant must submit evidence of meeting the required content knowledge and pedagogy skills, as provided in Chapter 584 Divisions 210, 220 and 420. Acceptable evidence of content knowledge and pedagogy skills may include:

(a) A passing score on Commission-adopted subject matter licensure test or meeting the requirements of at least one Multiple Measures content knowledge assessment option;

(b) Completion of Commission-approved preparation program or coursework;

(d) Completion of out-of-state endorsement programs from a National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction; and

(e) Other evidence at the discretion of the Director of Licensure or designees.

(2) Oregon-Prepared Candidates – Subject Matter Tests or Multiple Measures Content Knowledge Assessment : To verify a passing score on a Commission-adopted subject-matter test or assessment option, the applicant must provide:

(a) Either the original or an authentic facsimile paper score report;

(b) An electronic score report submitted directly to TSPC by the testing company that administers the test; or

(d) Other evidence documenting a passing score on a subject-matter test if compelling circumstances prohibit the applicant from providing an original score report.

(A) It is solely within the discretion of the Director of Licensure or designee to determine if the alternative documentation of the passing score is acceptable.

(B) The Director of Licensure may submit the evidence to the Commission if the Director determines the evidence requires Commission review.

(3) Oregon-Prepared Candidates – Completion of Programs and Coursework: If the Commission requires or accepts completion of a Commission-approved program or coursework to qualify for an endorsement, the applicant must submit:

(a) For endorsements or specializations requiring a program:

(A) A program completion report; and

(B) Official transcripts.

(b) For endorsements requiring coursework: Official transcripts of the coursework.

(4) Out-of-State Prepared Candidates – Subject Matter Tests: The Commission may provide reciprocity for an out-of-state test if:

(a) The applicant provides verification of a passing score on the subject-matter test, as provided in subsection (5).

(b) The out-of-state subject-matter test and passing score is approved for licensure by a NASDTEC jurisdiction; and

(c) The Director of Licensure determines the content of the out-of-state test is more similar than not to the Oregon test.

(5) To verify a passing score on an out-of-state subject-matter test, the applicant must provide:

(a) Either the original or an authentic facsimile paper score report;

(b) An electronic score report submitted directly to TSPC by the testing company that administers the test; or

(c) Other evidence documenting a passing score on a subject-matter test if compelling circumstances prohibit the applicant from providing an original score report.

(A) It is solely within the discretion of the Director of Licensure or designee to determine if the alternative documentation of the passing score is acceptable.

(B) The Director of Licensure may submit the evidence to the Commission if the Director determines the evidence requires Commission review.

(6) Waiver of Subject-Matter Tests for Out-of-State Prepared Candidates: The Commission may waive subject-matter testing requirements if the out-of-state applicant can provide evidence of:

(a) Academic preparation satisfactory to the Commission; and

(b) Five years of half-time or more teaching experience in the requested subject matter. The teaching experience must be completed:

(A) Prior to application for licensure in Oregon; and

(B) While properly licensed and endorsed in the content area requested. The license must be valid for the assignment in a public school or regionally accredited private school in a NASDTEC jurisdiction.

(c) Teaching experience without a valid license may count toward test waiver, at the discretion of the Director of Licensure.

(d) To be considered for a waiver under this subsection, the applicant must meet the waiver provisions as provided in 584-200-0100(2), Waiver of Licensure Requirements by the Commission.

(7) Out-of-State Prepared Candidates – Completion of Programs: To verify a program for adding an endorsement to an Oregon teaching license, an out-of-state prepared applicant must submit:

(a) Evidence of acceptance to and completion of the program, as approved by the Director of Licensure or designee. The program must:

(A) Be approved in a NASDTEC jurisdiction; and

(B) Result in eligibility for the endorsement on a teaching license in the NASDTEC jurisdiction.

(b) Official transcripts.

(8) For situations not covered by the provisions of this rule, the Commission grants the Director of Licensure the discretion to determine whether test scores, licensure or experience submitted pursuant to this section meets the Commission’s intent with regard to preventing redundancy in completing subject-matter testing requirements.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125 - 342.144
TSPC 14-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0020 Advanced Mathematics

(1) Purpose: An Advanced Mathematics endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in advanced mathematics as provided by the TSPC course catalogue for Advanced Mathematics.

(2) An Advanced Mathematics endorsement permits the holder to teach all levels of single subject mathematics, including foundational mathematics courses. (Foundational Mathematics courses are a subset of the full Advanced Mathematics endorsement.)

(3) An educator is not authorized to teach in the endorsed area unless and until the endorsement is officially added to the license, except as provided in as provided in OAR 584-210-0170, Atypical Assignments and OAR 584-210-0160 License for Conditional Assignment.

(4) Adding to existing Preliminary Teaching License: To be eligible to add an Advanced Mathematics endorsement to an existing Preliminary Teaching License, an applicant must meet the following content and pedagogy requirements:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Advanced Mathematics; or

(B) Complete Commission-approved advanced mathematics coursework of at least fifty-seven quarter or thirty-eight semester hours designed to develop competence in:

(i) Mathematical Processes and Number Sense:

(ii) Patterns, Algebra and Functions;

(iii) Measurement and Geometry;

(iv) Trigonometry and Calculus; and

(v) Statistics, Probability and Discreet Mathematics.

(C) At least fifty percent (50%) of the Advanced Mathematics coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Advanced Mathematics pedagogy requirements:

(A) Admission to and completion of a Commission-approved Advanced Mathematics preparation program as verified by the approved program in accordance with OAR 584-420-0300; or

(B) Complete an Advanced Mathematics pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in an advanced mathematics assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in advanced mathematics courses above Algebra I;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an Advanced Mathematics endorsement. If the school or school district is unable to provide a teacher with an Advanced Mathematics endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach advanced mathematics.

(D) At the Executive Director’s or Licensure Director’s discretion, other Advanced Mathematics teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the supervised teaching experience with at least 60 clock hours of Advanced Mathematics above Algebra I instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(5) Adding to Other Licenses: To be eligible to add an Advanced Mathematics endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Advanced Mathematics; or

(B) Complete Commission-approved advanced mathematics coursework of at least fifty-seven quarter or thirty-eight semester hours designed to develop competence in:

(i) Mathematical Processes and Number Sense:

(ii) Patterns, Algebra and Functions;

(iii) Measurement and Geometry;

(iv) Trigonometry and Calculus; and

(v) Statistic, Probability and Discreet Mathematics.

(C) At least fifty percent (50%) of the Advanced Mathematics coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0025 Agricultural Science

(1) Purpose: An Agricultural Science endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in agricultural science as provided by the TSPC course catalogue for Agricultural Science.

(2) An educator is not authorized to teach in the endorsed area unless and until the endorsement is officially added to the license, except as provided in as provided in OAR 584-210-0170, Atypical Assignments and OAR 584-210-0160, License on Conditional Assignment.

(3) Adding to existing Preliminary Teaching License: An Agricultural Science endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Agricultural Science pedagogy requirements as defined in this rule. To be eligible to add an Agricultural Science endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Agricultural Science; or

(B) Complete Commission-approved coursework of at least sixty quarter or forty semester hours designed to develop competence in agriculture education, to include:

(i) Agribusiness management;

(ii) Agricultural mechanics;

(iii) Animal science;

(iv) Crop sciences;

(v) Soil science;

(vi) Horticulture; and

(vii) Program organization and administration, such as advisory committees, student organizations, and supervision of occupational experience.

(C) At least fifty percent (50%) of the Agricultural Science coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Agricultural Science pedagogy requirements:

(A) Admission to and Completion of a Commission-approved Agricultural Science preparation program; or

(B) Complete an Agricultural Science pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in an agricultural science assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in agricultural science courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an agricultural science endorsement. If the school or school district is unable to provide a teacher with an Agricultural Science endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach agricultural science.

(D) At the Executive Director’s or Licensure Director’s discretion, agricultural science teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the supervised teaching experience with at least 60 clock hours of agricultural science instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add an Agricultural Science endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Agricultural Science; or

(B) Complete a Commission-approved Agricultural Science coursework of at least sixty quarter or forty semester hours designed to develop competence in agriculture education, to include:

(i) Agribusiness management;

(ii) Agricultural mechanics;

(iii) Animal science;

(iv) Crop sciences;

(v) Soil science;

(vi) Horticulture; and

(vii) Program organization and administration, such as advisory committees, student organizations, and supervision of occupational experience.

(C) At least fifty percent (50%) of the Agricultural Science coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0030 Art

(1) An Art endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 Art assignments as provided by TSPC Licensure Guide for Art.

(2) An educator is not authorized to teach in the endorsed area unless and until the endorsement is officially added to the license, except as provided in OAR 584-210-0170, Atypical Assignments and OAR 584-210-0160, License on Conditional Assignment.

(3) Eligibility Requirements: To be eligible to add an Art endorsement to an existing Preliminary, Professional, Teacher Leader or Legacy teaching License, an applicant must:

(a) Be admitted to and complete a Commission-approved Art preparation program that meets the program standards pursuant to Chapter 584, Division 420; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0035 Biology

(1) Purpose: A Biology endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Biology as provided by the TSPC course catalogue for Biology.

(2) An educator is not authorized to teach in the endorsed area unless and until the endorsement is officially added to the license, except as provided in OAR 584-210-0170 Atypical Assignments and OAR 584-210-0160 License for Conditional Assignment.

(3) Adding to existing Preliminary Teaching License: A Biology endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Biology pedagogy requirements as defined in this rule. To be eligible to add a Biology endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Biology; or

(B) Complete Commission-approved coursework of at least forty-five quarter or thirty semester hours designed to develop competency in Biology that includes:

(i) At least twenty-seven quarter or eighteen semester hours in biology science, including:

(a) Classical and molecular genetics;

(b) Evolution;

(d) Ecology; and

(ii) At least eighteen quarter or twelve semester hours in physical and earth science.

(C) At least fifty percent (50%) of the Biology coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Biology pedagogy requirements:

(A) Admission to and completion of a Commission-approved Biology preparation program; or

(B) Complete a Biology pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a biology assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in biology courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Biology endorsement. If the school or school district is unable to provide a teacher with a Biology endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach biology.

(iv) At the Executive Director’s or Licensure Director’s discretion, biology teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the supervised teaching experience with at least 60 clock hours of biology instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses : To be eligible to add a Biology endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Biology; or

(B) Complete Commission-approved coursework of at least forty-five quarter or thirty semester hours designed to develop competency in Biology that includes:

(i) At least twenty-seven quarter or eighteen semester hours in biology science, including:

(a) Classical and molecular genetics;

(b) Evolution;

(d) Ecology; and

(ii) At least eighteen quarter or twelve semester hours in physical and earth science,

(C) At least fifty percent (50%) of the Biology coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0040 Business: Generalist

(1) Purpose: A Business: Generalist endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in General Business as provided by the TSPC course catalogue for Business: Generalist.

(3) Adding to existing Preliminary Teaching License: A Business: Generalist endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Business: Generalist pedagogy requirements as defined in this rule. To be eligible to add a Business: Generalist endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Business: Generalist; or

(B) Complete Commission-approved coursework of at least forty-eight quarter or thirty-two semester hours designed to develop competency in Business: Generalist that includes:

(i) Economics;

(ii) Business law;

(iii) Business communications;

(iv) Data and information processing;

(v) Accounting;

(vi) Keyboard operation;

(vii) Finance; and

(viii) Program organization and administration, such as advisory committees, student organizations, and supervision of occupational experience.

(C) At least fifty percent (50%) of the Business: Generalist coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Business: Generalist pedagogy requirements:

(A) Admission to and completion of a Commission-approved Business: Generalist preparation program; or

(B) Complete a Business: Generalist pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a business assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in business courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Business: Generalist endorsement. If the school or school district is unable to provide a teacher with an Business: Generalist endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach business.

(D) At the Executive Director’s or Licensure Director’s discretion, business teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the supervised teaching experience with at least 60 clock hours of business instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Business: Generalist endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Business: Generalist; or

(B) Complete Commission-approved coursework of at least forty-eight quarter or thirty-two semester hours designed to develop competency in Business: Generalist that includes:

(i) Economics;

(ii) Business law;

(iii) Business communications;

(iv) Data and information processing;

(v) Accounting;

(vi) Keyboard operation;

(vii) Finance; and

(viii) Program organization and administration, such as advisory committees, student organizations, and supervision of occupational experience.

(C) At least fifty percent (50%) of the Business: Generalist coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0045 Business: Marketing

(1) Purpose: A Business: Marketing endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Marketing as provided by the TSPC course catalogue for Business: Marketing.

(3) Adding to existing Preliminary Teaching License: A Business: Marketing endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Business: Marketing pedagogy requirements as defined in this rule. To be eligible to add a Business: Marketing endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Business: Marketing; or

(B) Complete Commission-approved coursework of at least forty-eight quarter or thirty two semester hours designed to develop competency in Business: Marketing that includes:

(i) Retail merchandising;

(ii) Marketing management;

(iii) Sales promotion;

(iv) Management and organizational behavior;

(v) Finance;

(vi) Accounting;

(vii) Economics;

(viii) Business law;

(ix) Business communications; and

(x) Program organization and administration, such as advisory committees, student organizations, and supervision of occupational experience.

(C) All or part of this credit may be granted by the preparing institution on the basis of formal evaluation of practical occupational experience or training.

(D) At least fifty percent (50%) of the Business: Marketing coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Business: Marketing pedagogy requirements:

(A) Admission to and Completion of a Commission-approved Business: Marketing preparation program; or

(B) Complete a Business: Marketing pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a business: marketing assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in business: marketing courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Business: Marketing endorsement. If the school or school district is unable to provide a teacher with a Business: Marketing endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach business marketing.

(D) At the Executive Director’s or Licensure Director’s discretion, other Business: Marketing teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Business Marketing instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Business: Marketing endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Business: Marketing; or

(B) Complete Commission-approved coursework of at least forty-eight quarter or thirty-two semester hours designed to develop competency in Business: Marketing that includes:

(i) Retail merchandising;

(ii) Marketing management;

(iii) Sales promotion;

(iv) Management and organizational behavior;

(v) Finance;

(vi) Accounting;

(vii) Economics;

(viii) Business law;

(ix) Business communications; and

(x) Program organization and administration, such as advisory committees, student organizations, and supervision of occupational experience.

(C) At least fifty percent (50%) of the Business: Marketing coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0050 Career Trades: Generalist

(1) Purpose: A Career Trade Generalist endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Career Trades: Generalist as provided by the TSPC course catalogue for Career Trades: Generalist.

(3) Adding to Existing Preliminary Teaching License: A Career Trades: Generalist endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Career Trades: Generalist pedagogy requirements as defined in this rule. To be eligible to add a Career Trades: Generalist endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Career Trades: Generalist; and

(b) Meet one of the following Career Trades: Generalist pedagogy requirements:

(A) Admission to and completion of a Commission-approved Career Trades: Generalist preparation program; or

(B) Complete a Career Trades: Generalist pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a career trade assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in career trade courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a career trade: generalist endorsement.

If the school or school district is unable to provide a teacher with a Career Trades: Generalist endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach career trades.

(D) At the Executive Director’s or Licensure Director’s discretion, other Career Trades: Generalist teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Career Trade Generalist instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Career Trades: Generalist endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Career Trades: Generalist; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0055 Chemistry

(1) Purpose: A Chemistry endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Chemistry as provided by the TSPC course catalouge for Chemistry.

(3) Adding to Existing Preliminary Teaching License: A Chemistry endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Chemistry pedagogy requirements as defined in this rule. To be eligible to add a Chemistry endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Chemistry content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Chemistry; or

(B) Complete Commission-approved coursework of at least twenty seven quarter or eighteen semester hours designed to develop competency in Chemistry that includes organic and physical chemistry.

(C) At least fifty percent (50%) of the Chemistry coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Chemistry pedagogy requirements:

(A) Admission to and completion of a Commission-approved Chemistry preparation program; or

(B) Complete a Chemistry pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a chemistry assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in chemistry courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a chemistry endorsement.If the school or school district is unable to provide a teacher with a Chemistry endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach chemistry.

(D) At the Executive Director’s or Licensure Director’s discretion, other Chemistry teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Chemistry instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Chemistry endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Chemistry; or

(B) Complete Commission-approved coursework of at least twenty seven quarter or eighteen semester hours designed to develop competency in Chemistry that includes organic and physical chemistry.

(C) At least fifty percent (50%) of the Chemistry coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0060 Drama

(1) A Drama endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 Drama assignments as provided by TSPC Licensure Guide for Drama.

(3) Eligibility Requirements: To be eligible to add a Drama endorsement to an existing Preliminary, Professional, Teacher Leader or Legacy teaching License, an applicant must:

(a) Be admitted to and complete a Commission-approved Drama preparation program that meets the program standards pursuant to Chapter 584, Division 420; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0065 Elementary — Multiple Subjects

(1) Elementary-Multiple Subjects Endorsement: An Elementary-Multiple Subjects Endorsement signifies that an educator is qualified to teach prekindergarten through grade 12 assignments in Elementary-Multiple Subjects as provided by the TSPC Licensure Guide for Elementary-Multiple Subjects.

(3) Adding to an Elementary-Multiple Subjects Endorsement: To be eligible to add an Elementary-Multiple Subjects endorsement to an existing Preliminary, Professional or Teacher Leader, or Legacy Teaching license, an applicant must:

(a) Be admitted to and complete a Commission-approved Elementary-Multiple Subjects preparation program that meets the program standards pursuant to OAR 584-420-0345 Elementary Education: Multiple Subjects: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0070 English Language Arts

(1) Purpose: A English Language Arts endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in English Language Arts as provided by the TSPC course catalogue for English Language Arts.

(3) Adding to Existing Preliminary Teaching License: An English Language Arts endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing English Language Arts pedagogy requirements as defined in this rule. To be eligible to add an English Language Arts endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for English Language Arts; or

(B) Complete Commission-approved coursework of at least forty-five quarter or thirty semester hours designed to develop competency in English Language Arts that includes:

(i) American literature;

(ii) English literature;

(iii) World literature;

(iv) Advanced written expression;

(v) Oral expression; and

(vi) General and cultural linguistics.

(C) At least fifty percent (50%) of the English Language Arts coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following English Language Arts pedagogy requirements:

(A) Admission to and completion of a Commission-approved English Language Arts preparation program; or

(B) Complete an English Language Arts pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in an English Language Arts assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in English Language Arts courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an English Language Arts endorsement.If the school or school district is unable to provide a teacher with an English Language Arts endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach English Language Arts.

(D) At the Executive Director’s or Licensure Director’s discretion, other English Language Arts teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of English Language Arts instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add an English Language Arts endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for English Language Arts; or

(B) Complete Commission-approved coursework of at least forty-five quarter or thirty semester hours designed to develop competency in English Language Arts that includes:

(i) American literature;

(ii) English literature;

(iii) World literature;

(iv) Advanced written expression;

(v) Oral expression; and

(vi) General and cultural linguistics.

(C) At least fifty percent (50%) of the English Language Arts coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0075 English to Speakers of Other Languages

(1) English to Speakers of Other Languages Endorsement: An English to Speakers of Other Languages Endorsement (ESOL) on a license indicates that the educator is licensed to teach prekindergarten through grade 12 assignments in ESOL as provided by the TSPC Licensure Guide for ESOL.

(3) Adding to an ESOL Endorsement: To be eligible to add an English to Speakers of Other Languages (ESOL) endorsement to an existing Preliminary, Professional or Teacher Leader, or Legacy Teaching license, an applicant must:

(a) Be admitted to and complete a Commission-approved ESOL program that meets the standards provided in OAR 584-420-0360 ESOL: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0080 Family and Consumer Science

(1) Purpose: A Family and Consumer Science endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Family and Consumer Science as provided by the TSPC course catalogue for Family and Consumer Science.

(3) Adding to Existing Preliminary Teaching License: A Family and Consumer Science endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Family and Consumer Science pedagogy requirements as defined in this rule. To be eligible to add a Family and Consumer Science endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Family and Consumer Science content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Family and Consumer Science; or

(B) Complete Commission-approved coursework of at least forty-eight quarter or thirty-two semester hours designed to develop competency in family and consumer Science that includes:

(i) Life-span development;

(ii) Clothing and textiles;

(iii) Family relationships;

(iv) Personal and family resource management;

(v) Foods and nutrition;

(vi) Housing; and

(vii) Program organization and administration, such as advisory committees, student organizations, and supervision of occupational experience.

(C) At least fifty percent (50%) of the Family and Consumer Science coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Family and Consumer Science pedagogy requirements:

(A) Admission to and completion of a Commission-approved Family and Consumer Science preparation program; or

(B) Complete a Family and Consumer Science pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Family and Consumer Science assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Family and Consumer Science courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Family and Consumer Science endorsement.If the school or school district is unable to provide a teacher with a Family and Consumer Science endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Family and Consumer Science.

(D) At the Executive Director’s or Licensure Director’s discretion, other Family and Consumer Science teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Family and Consumer Science instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Family and Consumer Science endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Family and Consumer Science;

(B) Complete Commission-approved coursework of at least forty-eight quarter or thirty-two semester hours designed to develop competency in Family and Consumer Science that includes:

(i) Life-span development;

(ii) Clothing and textiles;

(iii) Family relationships

(iv) Personal and family resource management;

(v) Foods and nutrition;

(vi) Housing; and

(vii) Program organization and administration, such as advisory committees, student organizations, and supervision of occupational experience.

(C) At least fifty percent (50%) of the Family and Consumer Science coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 6-2016, f. & cert. ef. 11-15-16
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0085 Foundational English Language Arts

(1) Purpose: A Foundational English Language Arts endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Foundational English Language Arts as provided by the TSPC course catalouge for Foundational English Language Art.

(3) Adding to Existing Preliminary Teaching License: A Foundational English Language Arts endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Foundational English Language Arts pedagogy requirements as defined in this rule. To be eligible to add a Foundational English Language Arts endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Foundational English Language Arts; and

(b) Meet one of the following Foundational English Language Arts pedagogy requirements:

(A) Admission to and completion of a Commission-approved Foundational English Language Arts preparation program; or

(B) Complete a Foundational English Language Arts pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Foundational English Language Arts assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Foundational English Language Arts courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Foundational or full English Language Arts endorsement. If the school or school district is unable to provide a teacher with a Foundational or full English Language Arts endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Foundational English Language Arts.

(D) At the Executive Director’s or Licensure Director’s discretion, other Foundational English Language Arts teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Foundational Language Arts instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Foundational English Language Arts endorsement to an existing Professional, Teacher Leader or Legacy teaching licenses teaching license, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Foundational English Language Arts; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-2016

Or. Admin. R. 584-220-0090 Foundational Mathematics

(1) Purpose: A Foundational Mathematics endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Foundational Mathematics as provided by the TSPC course catalogue for Foundational Mathematics.

(3) Adding to Existing Preliminary Teaching License: A Foundational Mathematics endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Foundational Mathematics pedagogy requirements as defined in this rule. To be eligible to add a Foundational Mathematics endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Foundational Mathematics; and

(b) Meet one of the following Foundational Mathematics pedagogy requirements:

(A) Admission to and completion of a Commission-approved Foundational Mathematics preparation program; or

(B) Complete a Foundational Mathematics pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Foundational Mathematics assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Foundational Mathematics courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Foundational or Advanced Mathematics endorsement. If the school or school district is unable to provide a teacher with a Foundational or Advanced Mathematics endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Foundational Mathematics.

(D) At the Executive Director’s or Licensure Director’s discretion, other Foundational Mathematics teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Foundational Mathematics instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Foundational Mathematics endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Foundational Mathematics; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0095 Foundational Science

(1) Purpose: A Foundational Science endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Foundational Science as provided by the TSPC course catalogue for Foundational Science.

(3) Adding to Existing Preliminary Teaching License: A Foundational Science endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Foundational Science pedagogy requirements as defined in this rule. To be eligible to add a Foundational Science endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Foundational Science; and

(b) Meet one of the following Foundational Science pedagogy requirements:

(A) Admission to and completion of a Commission-approved Foundational Science preparation program; or

(B) Complete a Foundational Science pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Foundational Science assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Foundational Science courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Foundational or full Science endorsement. If the school or school district is unable to provide a teacher with a Foundational or full Science endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure; and

(iii) The applicant has obtained the required pedagogy skills to teach Foundational Science.

(D) At the Executive Director’s or Licensure Director’s discretion, other Foundational Science teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Foundational Science instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Foundational Science endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Foundational Science; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0100 Foundational Social Studies

(1) Purpose: A Foundational Social Studies endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Foundational Social Studies as provided by the TSPC course catalogue for Foundational Social Studies.

(3) Adding to Existing Preliminary Teaching License: A Foundational Social Studies endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Foundational Social Studies pedagogy requirements as defined in this rule. To be eligible to add a Foundational Social Studies endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Foundational Social Studies; and

(b) Meet one of the following Foundational Social Studies pedagogy requirements:

(A) Admission to and completion of a Commission-approved Foundational Social Studies preparation program as verified by the approved program in accordance with Chapter 584, Division 420; or

(B) Complete a Foundational Social Studies pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Foundational Social Studies assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Foundational Social Studies courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Foundational or full social studies endorsement. If the school or school district is unable to provide a teacher with a Foundational or full Social Studies endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Foundational Social Studies.

(D) At the Executive Director’s or Licensure Director’s discretion, other Foundational Social Studies teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Foundational Social Studies instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses : To be eligible to add a Foundational Social Studies endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Provide documentation of a passing score on the Commission-approved subject mastery test for Foundational Social Studies; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0105 Health

(1) Purpose: A Health endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Health as provided by the TSPC course catalogue for Health.

(3) Adding to Existing Preliminary Teaching License: A Health endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Health pedagogy requirements as defined in this rule. To be eligible to add a Health endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Health content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Health; or

(B) Complete Commission-approved coursework of at least forty-two quarter or twenty eight semester hours designed to develop competency in Health that includes:

(i) Personal health;

(ii) Environmental and consumer health;

(iii) Mental and social health;

(iv) Safe living and emergency care; and

(v) School health program.

(C) At least fifty percent (50%) of the Health coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Health pedagogy requirements:

(A) Admission to and completion of a Commission-approved Health preparation program; or

(B) Complete a Health pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Health assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Health courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Health endorsement. If the school or school district is unable to provide a teacher with a Health endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Health.

(D) At the Executive Director’s or Licensure Director’s discretion, other Health teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Health instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Health endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Health; or

(B) Complete Commission-approved coursework of at least forty-two quarter or twenty-eight semester hours designed to develop competency in Health that includes:

(i) Personal health;

(ii) Environmental and consumer health;

(iii) Mental and social health;

(iv) Safe living and emergency care; and

(v) School health program.

(C) At least fifty percent (50%) of the Health coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0110 Integrated Science

(1) Purpose: An Integrated Science endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Integrated Science as provided by the TSPC course catalogue for Integrated Science.

(3) Adding to Existing Preliminary Teaching License: An Integrated Science endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Integrated Science pedagogy requirements as defined in this rule. To be eligible to add an Integrated Science endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Integrated Science content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Integrated Science; or

(B) Complete Commission-approved coursework of at least forty-five quarter or thirty semester hours designed to develop competency in Integrated Science that includes forty-five quarter hours designed to develop competence in science, distributed as follows:

(i) Eighteen quarter hours in:

(a) Astronomy;

(b) Geology;

(d) Oceanography.

(ii) Twenty-seven quarter hours in:

(a) Biology; and

(b) Chemistry or physics.

(C) At least fifty percent (50%) of the Integrated Science coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Integrated Science pedagogy requirements:

(A) Admission to and Completion of a Commission-approved Integrated Science preparation program; or

(B) Complete an Integrated Science pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in an Integrated Science assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Integrated Science courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an Integrated Science endorsement. If the school or school district is unable to provide a teacher with an Integrated Science endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Integrated Science.

(D) At the Executive Director’s or Licensure Director’s discretion, other Integrated Science teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Integrated Science instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add an Integrated Science endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Integrated Science; or

(i) Eighteen quarter hours in:

(a) Astronomy;

(b) Geology;

(d) Oceanography.

(ii) Twenty-seven quarter hours in:

(a) Biology; and

(b) Chemistry or physics.

(C) At least fifty percent (50%) of the Integrated Science coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 6-2016, f. & cert. ef. 11-15-16
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0120 Legacy Teaching Endorsements

(1) Purpose: To transition to the 2016 Teaching License Rule Redesign, legacy endorsements were added to Legacy, Preliminary, Professional, and Teacher Leader licenses for eligible educators who worked in qualifying legacy endorsement areas prior to January 1, 2016. A Legacy teaching endorsement on a license indicates that the educator is eligible for teaching assignments in prekindergarten through grade twelve as provided by the National Center for Educational Statistics (NCES) course codes associated with the endorsement as provided by the TSPC course catalogue.

(2) Legacy Middle Level: To be eligible to hold a Legacy Middle Level endorsement to a Preliminary, Professional or Teacher Leader teaching license, the educator must have held a Multiple Subjects endorsement authorized at the Middle Level on an Initial I, Initial II, Continuing or Professional teaching license prior to July 1, 2015.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - ORS 342.144
TSPC 20-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 11-2018, amend filed 12/04/2018, effective 12/04/2018
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 3-2017(Temp), f. 6-27-17, cert. ef. 7-1-17 thru 12-27-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0130 Legacy Five Year Elementary

A Legacy Five Year Elementary Endorsement on a license indicates that the educator is eligible for prior to secondary assignments in preprimary through grade twelve as provided by the TSPC Licensure Guide for the Elementary-Multiple Subjects teaching endorsement.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - ORS 342.144
TSPC 20-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0140 Legacy Five Year Secondary

A Legacy Five Year Secondary Endorsement on a license indicates that the educator is eligible for all secondary assignments in preprimary through grade twelve as provided by the TSPC Licensure Guide for any secondary single-subject endorsement.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - 342.144
TSPC 20-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0145 Library Media

(1) Purpose: A Library Media endorsement signifies that an educator is qualified to teach prekindergarten through grade 12 assignments in Library Media as provided by the TSPC Licensure Guide for Library Media.

(3) To be eligible to add a Library Media endorsement to an existing Preliminary, Professional, Teacher Leader or Legacy Teaching License, an applicant must:

(a) Be admitted to and complete a Commission-approved Library Media preparation program that meets the standards as provided in OAR 584-420-0415 Library Media Endorsement: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0150 Music

(1) Purpose: A music endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 Music assignments as provided by TSPC Licensure Guide for Music.

(3) Eligibility Requirements: To be eligible to add a Music endorsement to an existing Preliminary, Professional, Teacher Leader or Legacy teaching License, an applicant must:

(a) Be admitted to and complete a Commission-approved Music preparation program that meets the program standards pursuant to Chapter 584, Division 420;

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0155 Physical Education

(1) Purpose: A Physical Education endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 Physical Education assignments as provided by TSPC Licensure Guide for Physical Education.

(3) Eligibility Requirements: To be eligible to add a Physical Education endorsement to an existing Preliminary, Professional, Teacher Leader or Legacy teaching License, an applicant must:

(a) Be admitted to and complete a Commission-approved Physical Education preparation program that meets the standards as provided in OAR 584-420-0425 Physical Education Endorsement: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0160 Physics

(1) Purpose: A Physics endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Physics as provided by the TSPC course catalogue for Physics.

(3) Adding to Existing Preliminary Teaching License: An Physics endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Physics pedagogy requirements as defined in this rule. To be eligible to add a Physics endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Physics content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Physics; or

(B) Complete Commission-approved coursework of at least twenty-seven quarter or eighteen semester hours designed to develop competency in physics including advanced and modern physics.

(C) At least fifty percent (50%) of the Physics coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Physics pedagogy requirements:

(A) Admission to and completion of a Commission-approved Physics preparation program; or

(B) Complete a Physics pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Physics assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Physics courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Physics endorsement. If the school or school district is unable to provide a teacher with a Physics endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Physics.

(D) At the Executive Director’s or Licensure Director’s discretion, other Physics teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Physics instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Physics endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Physics; or

(B) Complete Commission-approved coursework of at least twenty-seven quarter or eighteen semester hours designed to develop competency in physics including advanced and modern physics.

(C) At least fifty percent (50%) of the Physics coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0165 Reading Intervention

(1) Purpose: A Reading Intervention endorsement signifies that an educator is qualified to teach prekindergarten through grade 12 assignments in Reading Intervention as provided by the TSPC Licensure Guide for Reading Intervention.

(3) To be eligible to add a Reading Intervention endorsement to an existing Preliminary, Professional, Teacher Leader or Legacy Teaching License, an applicant must:

(a) Be admitted to and complete a Commission-approved Reading Intervention preparation program that meets the standards as provided in OAR 584-420-0440 Reading Intervention Endorsement: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0170 Social Studies

(1) Purpose: A Social Studies endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Social Studies as provided by the TSPC course catalogue for Social Studies.

(2) An educator is not authorized to teach in the endorsed area unless and until the endorsement is officially added to the license, except as provided OAR 584-210-0170, Atypical Assignments and OAR 584-210-0160, License on Conditional Assignment.

(3) Adding to Existing Preliminary Teaching License: A Social Studies endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Social Studies pedagogy requirements as defined in this rule. To be eligible to add a Social Studies endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Social Studies content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Social Studies; or

(B) Complete Commission-approved coursework of at least 30 semester hours (45 quarter hours) designed to develop competence in Social Studies demonstrating a breadth of study in the following subjects:

(i) World history;

(ii) Geography;

(iii) Political science;

(iv) Economics

(v) U.S. history; and

(vi) Ethnic Studies.

(C) Ethnic Studies coursework may be substituted to satisfy the Social Studies competency requirements in subsection (B) of this rule, as acceptable to the Commission.

(D) At least fifty percent (50%) of the Social Studies coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Social Studies pedagogy requirements:

(A) Admission to and completion of a Commission-approved Social Studies preparation program;

(B) Complete a Social Studies pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Social Studies assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Social Studies courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Social Studies endorsement. If the school or school district is unable to provide a teacher with a Social Studies endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Social Studies.

(D) At the Executive Director’s or Licensure Director’s discretion, other Social Studies teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Social Studies instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584- 200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Social Studies endorsement to a Professional, Teacher Leader, or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Social Studies; or

(i) World history;

(ii) Geography;

(iii) Political science;

(iv) Economics;

(v) U.S. history; and

(vi) Ethnic Studies.

(C) Ethnic Studies coursework may be substituted to satisfy the Social Studies competency requirements in subsection (B) of this rule, as acceptable to the Commission.

(D) At least fifty percent (50%) of the Social Studies coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584- 200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121- 342.144
TSPC 17-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 5-2022, temporary amend filed 03/01/2022, effective 03/01/2022 through 08/27/2022
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0175 Speech (Forensics)

(1) Purpose: A Speech endorsement indicates that an educator is qualified to teach prekindergarten through grade 12 assignments in Speech as provided by the TSPC course catalogue for Speech (Forensics).

(3) Adding to Existing Preliminary Teaching License: A Speech endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Speech pedagogy requirements as defined in this rule. To be eligible to add a Speech endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Speech content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Speech (Forensics); or

(B) Complete Commission-approved coursework of at least twenty-four quarter or sixteen semester hours designed to develop competency in Speech that includes:

(i) Discussion techniques;

(ii) Oral interpretation;

(iii) Argumentative speech; and

(iv) Forensics.

(C) At least fifty percent (50%) of the Speech coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Meet one of the following Speech pedagogy requirements:

(A) Admission to and completion of a Commission-approved Speech preparation program; or

(B) Complete a Speech pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Speech assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Speech courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Speech endorsement. If the school or school district is unable to provide a teacher with a Speech endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Speech.

(D) At the Executive Director’s or Licensure Director’s discretion, other Speech teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of Speech instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a Speech endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Speech; or

(B) Complete Commission-approved coursework of at least twenty-four quarter or sixteen semester hours designed to develop competency in Speech that includes:

(i) Discussion techniques;

(ii) Oral interpretation;

(iii) Argumentative speech; and

(iv) Forensics.

(C) At least fifty percent (50%) of the Speech coursework must have been completed within five years prior to the date of application for the endorsement.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0180 Special Education: Generalist

(1) Purpose: A Special Education: Generalist endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in Special Education: Generalist as provided by TSPC course catalogue for Special Education: Generalist.

(3) To be eligible to add a Special Education: Generalist endorsement to an existing Preliminary Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Be admitted to and complete a Commission-approved Special Education: Generalist preparation program that meets the standards provided in OAR 584-420-0460 Special Education: Program Standards ; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0185 Special Education: Early Intervention and Early Childhood

(1) Purpose: A Special Education: Early Intervention and Early Childhood endorsement indicates that an educator is qualified to teach from birth through grade 12 assignments in Special Education: Early Intervention and Early Childhood as provided by TSPC course catalogue for Special Education: Early Intervention and Early Childhood.

(3) To be eligible to add a Special Education: Early Intervention and Early Childhood endorsement to an existing Preliminary, Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Be admitted to and complete a Commission-approved Special Education: Early Intervention and Early Childhood preparation program that meets the standards as provided in Chapter 584, Division 420; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & 342.455 - 342.495; 342.553
TSPC 2-2019, amend filed 02/25/2019, effective 02/25/2019
TSPC 2-2017, f. & cert. ef. 4-12-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0190 Special Education: Deaf and Hard of Hearing

(1) Purpose: A Special Education: Deaf and Hard-of-Hearing endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in Special Education: Deaf and Hard-of-Hearing as provided by TSPC Licensure Guide for Special Education: Deaf and Hard-of-Hearing .

(3) To be eligible to add a Special Education: Deaf and Hard-of-Hearing endorsement to an existing Preliminary, Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Be admitted to and complete a Commission-approved Special Education: Deaf and Hard-of-Hearing preparation program that meets the standards as provided in OAR 584-420-0475 Special Education: Deaf and Hard-of-Hearing : Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0195 Special Education: Visually Impaired

(1) Purpose: A Special Education: Visually Impaired endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in Special Education: Visually Impaired as provided by TSPC Licensure Guide for Special Education: Visually Impaired.

(3) To be eligible to add a Special Education: Visually Impaired endorsement to an existing Preliminary, Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Be admitted to and complete a Commission-approved Special Education: Visually Impaired preparation program that meet the standards provided in Chapter 584, Division 420; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

Note: Adding the endorsement at the time of renewal will not require an additional cost to add the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 6-2017, minor correction filed 12/12/2017, effective 12/12/2017
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0200 World Language: Chinese

(1) Purpose: A World Language: Chinese endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in Chinese as provided by TSPC course catalogue for World Language: Chinese.

(3) Adding to Existing Preliminary Teaching License: A Chinese endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Chinese pedagogy requirements as defined in this rule. To be eligible to add a Chinese endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following World Language: Chinese content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Chinese; or

(B) Be admitted to and complete a Commission-approved World Language: Chinese program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards.

(b) Meet one of the following World Language: Chinese pedagogy requirements:

(A) Admission to and completion of a Commission-approved World Language: Chinese preparation program as verified by the approved program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; or

(B) Complete a Chinese pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Chinese language assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Chinese language courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Chinese language endorsement. If the school or school district is unable to provide a teacher with a World Language: Chinese endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach Chinese language.

(D) At the Executive Director’s or Licensure Director’s discretion, other Chinese teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of teaching is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses : To be eligible to add a World Language: Chinese endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following Chinese content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Chinese; or

(B) Be admitted to and complete a Commission-approved World Language: Chinese preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0205 World Language: French

(1) Purpose: A World Language: French endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in French as provided by TSPC course catalogue for World Language: French.

(3) Adding to Existing Preliminary Teaching License: A French endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing French pedagogy requirements as defined in this rule. To be eligible to add a French endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following World Language: French content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test French; or

(B) Be admitted to and complete a Commission-approved World Language: French preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards.

(b) Meet one of the following World Language: French pedagogy requirements:

(A) Admission to and completion of a Commission-approved World Language: French preparation program as verified by the approved program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; or

(B) Complete a French pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a French language assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in French language courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a French language endorsement. If the school or school district is unable to provide a teacher with a World Language: French endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach the French language.

(D) At the Executive Director’s or Licensure Director’s discretion, other World Language: French teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of World Language: French instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a World Language: French endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following World Language: French content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for World Language: French; or

(B) Be admitted to and complete a Commission-approved World Language: French preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards.

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0210 World Language: German

(1) Purpose: A World Language: German endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in German as provided by TSPC course catalogue for World Language: German.

(2) An educator is not authorized to teach in the endorsed area unless and until the endorsement is officially added to the license, except as provided OAR 584-210-0170 Atypical Assignments and OAR 584-210-0160, License on Conditional Assignment.

(3) Adding to Existing Preliminary Teaching License: A German endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing German pedagogy requirements as defined in this rule. To be eligible to add a German endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following World Language: German content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for German; or

(B) Be admitted to and complete a Commission-approved World Language: German program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards.

(b) Meet one of the following World Language: German pedagogy requirements:

(A) Admission to and completion of a Commission-approved World Language: German preparation program as verified by the approved program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; or

(B) Complete a German pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a German language assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in German language courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a German language endorsement. If the school or school district is unable to provide a teacher with a World Language: German endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure.The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach the German language.

(D) At the Executive Director’s or Licensure Director’s discretion, other German teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of teaching is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Exiting Licenses: To be eligible to add a World Language: German endorsement to an existing Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following German content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for German; or

(B) Be admitted to and complete a Commission-approved World Language: German preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0215 World Language: Japanese

(1) Purpose: A World Language: Japanese endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in Japanese as provided by TSPC Licensure Guide for World Language: Japanese.

(3) Adding to Existing Preliminary Teaching License: A World Language: Japanese endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Japanese pedagogy requirements as defined in this rule. To be eligible to add a World Language: Japanese endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Japanese content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Japanese; or

(B) Be admitted to and complete a Commission-approved World Language: Japanese preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Meet one of the following World Language: Japanese pedagogy requirements:

(A) Admission to and completion of a Commission-approved World Language: Japanese preparation program as verified by the approved program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; or

(B) Complete a Japanese pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Japanese language assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Japanese language courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Japanese language endorsement. If the school or school district is unable to provide a teacher with a World Language: Japanese endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach the Japanese language.

(iv) NOTE: The district must indicate in the statement that the supervisory teacher supports the verification of applicant skill level.

(D) At the Executive Director’s or Licensure Director’s discretion, other Japanese teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of World Language: Japanese instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050. NOTE: Adding the endorsement at the time of licensure renewal does not require an additional application fee.

(4) Adding to Other Existing Licenses: To be eligible to add a World Language: Japanese endorsement to a Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following Japanese content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Japanese; or

(B) Be admitted to and complete a Commission-approved World Language: Japanese preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050. NOTE : Adding the endorsement at the time of renewal will not require an additional cost to the licensure renewal process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 1-2025, amend filed 03/26/2025, effective 03/26/2025
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0220 World Language: Latin

(1) Purpose: A World Language: Latin endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in Latin as provided by TSPC course catalogue for World Language: Latin.

(3) Adding to Existing Preliminary Teaching License: A Latin endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Latin pedagogy requirements as defined in this rule. To be eligible to add a Latin endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Latin content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Latin; or

(B) Be admitted to and complete a Commission-approved World Language: Latin preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Meet one of the following World Language: Latin pedagogy requirements:

(A) Admission to and completion of a Commission-approved World Language: Latin preparation program as verified by the approved program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; or

(B) Complete a Latin pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Latin language assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Latin language courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a World Language endorsement;

(iii) The applicant has obtained the required pedagogy skills to teach the Latin language. If the school or school district is unable to provide a teacher with a World Language: Latin endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(D) At the Executive Director’s or Licensure Director’s discretion, other Latin teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of World Language: Latin instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding Other Existing Licenses: To be eligible to add a World Language: Latin endorsement to a Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following Latin content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Latin; or

(B) Be admitted to and complete a Commission-approved World Language: Latin preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2018, amend filed 01/26/2018, effective 01/26/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0225 World Language: Russian

(1) A World Language: Russian endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in Russian as provided by TSPC Licensure Guide for World Language: Russian.

(3) Adding to Existing Preliminary Teaching License: A Russian endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Russian pedagogy requirements as defined in this rule. To be eligible to add a Russian endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Russian content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Russian; or

(B) Be admitted to and complete a Commission-approved World Language: Russian preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Meet one of the following World Language: Russian pedagogy requirements:

(A) Admission to and completion of a Commission-approved World Language: Russian preparation program as verified by the approved program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; or

(B) Complete a Russian pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Russian language assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Russian language courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Russian language endorsement. If the school or school district is unable to provide a teacher with a World Language: Russian endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum;

(iii) The supervisory teacher supports the verification of applicant skill level; and

(iv) The applicant has obtained the required pedagogy skills to teach the Russian language.

(D) At the Executive Director’s or Licensure Director’s discretion, other Russian teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of World Language: Russian instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a World Language: Russian endorsement to a Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following Russian content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Russian; or

(B) Be admitted to and complete a Commission-approved World Language: Russian preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - 342.144
TSPC 22-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-220-0230 World Language: Spanish

(1) Purpose: A World Language: Spanish endorsement indicates that an educator is qualified to teach prekindergarten to grade 12 assignments in Spanish as provided by TSPC Licensure Guide for World Language: Spanish.

(3) Adding to Existing Preliminary Teaching License: A Spanish endorsement may be added to an existing Preliminary Teaching license by demonstrating content knowledge and completing Spanish pedagogy requirements as defined in this rule. To be eligible to add a Spanish endorsement to an existing Preliminary Teaching License, an applicant must:

(a) Meet one of the following Spanish content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Spanish; or

(B) Be admitted to and complete a Commission-approved World Language: Spanish preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Meet one of the following World Language: Spanish pedagogy requirements:

(A) Admission to and completion of a Commission-approved World Language: Spanish preparation program as verified by the approved program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards.; or

(B) Complete a Spanish pedagogy course of at least three quarter or two semester hours acceptable to the Commission. The course must include the word pedagogy or methods in the course title or must be acceptable to the Commission upon evaluation of course syllabi or other evidence; or

(C) Complete a supervised practicum in a Spanish language assignment in a public school setting. To verify the practicum, a school district must submit a PEER form and a statement verifying that:

(i) The applicant completed at least 60 hours of a supervised practicum in Spanish language courses;

(ii) The practicum was supervised by a teacher holding a Professional, Teacher Leader or Legacy Teaching license with a Spanish language endorsement. If the school or school district is unable to provide a teacher with a World Language: Spanish endorsement, the school or school district may permit a teacher holding a Professional, Teacher Leader or Legacy Teaching license with an alternate endorsement to supervise the practicum, as approved by the Director of Licensure. The reason for using a supervisor with an alternate endorsement must be noted on the verification statement for the practicum; and

(iii) The applicant has obtained the required pedagogy skills to teach the Spanish language.

(D) At the Executive Director’s or Licensure Director’s discretion, other Spanish teaching experience such as teaching in at a post-secondary institution or in a private school setting may qualify to satisfy the practicum experience. In these settings, verification from the employer of satisfactory completion of the teaching experience with at least 60 clock hours of World Language: Spanish instruction is required to qualify as a suitable practicum to add the endorsement.

(c) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Adding to Other Existing Licenses: To be eligible to add a World Language: Spanish endorsement to a Professional, Teacher Leader or Legacy teaching license, an applicant must:

(a) Meet one of the following Spanish content knowledge requirements:

(A) Provide documentation of a passing score on the Commission-approved subject mastery test for Spanish; or

(B) Be admitted to and complete a Commission-approved World Language: Spanish preparation program in accordance with OAR 584-420-0490 World Language Endorsements: Program Standards; and

(b) Submit a complete and correct application to obtain the endorsement in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 2-2018, amend filed 04/17/2018, effective 04/17/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Division 225 SPECIALIZATIONS

Or. Admin. R. 584-225-0010 Specializations: General Provisions

(1) Purpose of Specializations: A specialization on an Oregon educator license is an optional indication of specialized expertise or preparation in an area the Commission recognizes as “added value” on a license. A specialization indicates the educator has demonstrated exceptional knowledge, skills and related abilities in that area. A specialization must meet standards or requirements set by the Commission.

(2) A specialization is distinguished from an endorsement in that a specialization is not required to teach or work in the specialized area, whereas an endorsement is required to work in the subject-matter area.

(3) The specialization will be indicated as follows on the license: Example: Specialization: Autism Spectrum Disorder.

(4) An educator may not be labeled as a specialist or call themselves a specialist in any area recognized by the Commission as requiring additional and exceptional preparation without actually holding a specialization on the license.

(5) Reciprocity: A specialization may not be held on, or added to, a reciprocal license.

(6) If an applicant requests to hold or add an out-of-state or out-of-country specialization or equivalent to license, other than a reciprocal license, the applicant must:

(a) Pass the Commission-adopted test for the specialization, if the specialization requires a test; or

(b) Receive a recommendation from an Oregon educator preparation provider with an approved program for the specialization, if the specialization requires completion of a program. If the specialization does not have an approved program in Oregon, any approved Oregon educator preparation provider may provide a recommendation The recommendation must be provided in the manner and form required by the Commission.

(7) In addition to subsection (6), the applicant must meet all requirements to hold or add the specialization, as provided in OAR Chapter 584, Division 225.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120–342.430, 342.455-342.495 & 342.553
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-225-0020 Adapted Physical Education Specialization

(1) Purpose : An Adapted Physical Education specialization indicates that an educator has obtain additional and specialized preparation to teach prekindergarten through grade 12 assignments in Adapted Physical Education.

(2) A specialization is an optional indication of specialized expertise or preparation in an area the Commission recognizes as “added value” on a license. A specialization indicates the educator has demonstrated exceptional knowledge, skills and related abilities in that area. A specialization must meet standards set by the Commission. A specialization is not required to teach in the specialization area indicated on the license.

(3) Eligibility Requirements: To be eligible to add an Adapted Physical Education specialization to a Preliminary, Professional, Teacher Leader or Legacy Teaching License, an applicant must:

(a) Possess an active and valid non-provisional Oregon teaching license with a Physical Education endorsement;

(b) Complete a Commission-approved Adapted Physical Education specialization program in accordance with 584-420-0610.

(c) At least fifty percent (50%) of the Adapted Physical Education coursework must have been completed within five years prior to the date of application for the specialization unless the applicant has ever held the Adapted Physical Education endorsement on an Oregon Teaching License; and

(d) Submit a complete and correct application to obtain the specialization in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) An adaptive physical education specialization may not be added to a provisional license.

(5) The specialization will appear on a license as follows: Specialization: Adapted Physical Education.

(6) Once the specialization is noted on a license, it may only be removed at the educator’s request.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121–342.144
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-225-0030 American Sign Language Specialization

(1) Purpose: An American Sign Language specialization indicates that an educator has obtained additional and specialized training to communicate and teach prekindergarten through grade 12 students in American Sign Language learning environments.

(3) Eligibility Requirements: To be eligible to add an American Sign Language specialization to an Oregon educator license, an applicant must:

(a) Possess an active and valid non-provisional Oregon educator license;

(b) Hold an American Sign Language Teacher Association (ASLTA) Provisional, Qualified or Professional Certification;

(c) Complete a Bachelor’s degree or equivalent in teaching American Sign Language or equivalent preparation that meets the competency standards set forth in this rule. The Executive Director or Director of Licensure will make the determination if applicant’s equivalent preparation is sufficient to meet the competency standards.

(d) Provide evidence of American Sign Language Proficiency Interview (ASLPI) rating of 3 or better; or, an ASLPI rating of Advanced Plus; and

(e) Complete a Commission-approved program for American Sign Language (ASL) specialization as provided in OAR 584-420-0600 or equivalent preparation that meets the competency standards set forth in this rule. The Executive Director or Director of Licensure will make the determination if an applicant’s equivalent preparation is sufficient to meet the competency standards.

(f) Submit a complete and correct application to obtain the specialization in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

NOTE 2: Adding the specialization at the time of renewal will not require an additional cost to the licensure renewal process.

(4) The specialization will be indicated as follows on the license: World Language Specialization: American Sign Language.

(5) Except for a Limited Teaching License, a World Language: American Sign Language (ASL) specialization may not be added to a provisional license;

(6) Once the specialization is noted on a license, it may only be removed at the educator’s request.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120–342.430, 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-225-0040 Autism Spectrum Disorder Specialization

(1) Purpose: An Autism Spectrum Disorder specialization indicates that an educator has obtained additional and specialized preparation to teach prekindergarten through grade 12 students with Autism Spectrum Disorder learning variances.

(3) Eligibility Requirements: To be eligible to add an Autism Spectrum Disorder specialization to a Preliminary, Professional, Teacher Leader or Legacy Teaching License, an applicant must:

(a) Possess an active and valid non-provisional Oregon teaching license with any special education endorsement;

(b) Complete a Commission-approved Autism Spectrum Disorder specialization program in accordance with OAR 584-420-0640.

(c) At least fifty percent (50%) of the Autism Spectrum Disorder coursework must have been completed within five years prior to the date of application for the specialization; and

(d) Submit a complete and correct application to obtain the specialization in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

NOTE: Adding the specialization at the time of renewal will not require an additional cost to the licensure renewal process.

(4) An Autism Spectrum Disorder specialization may not be added to a provisional license.

(5) The specialization will appear on a license as follows: Specialization: Autism Spectrum Disorder.

(6) Once the specialization is indicated on a license, it may only be removed at the educator’s request.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120–342.430, 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-225-0050 Bilingual Specialization

(1) Purpose: A Bilingual specialization indicates that an educator has met the Commission-approved language proficiency standard as provided in the TSPC Program Review and Standards Handbook. The Bilingual specialization does not authorize the holder to teach the language associated with the specialization. An educator must have the appropriate endorsement to teach a language. For example, a teacher must hold a teaching license with a World Language: Spanish endorsement to teach Spanish.

(3) Eligibility Requirements: To be eligible to add a Bilingual specialization to an Oregon educator license, an applicant must submit:

(a) (A) Official certification of a passing score on the Commission-approved language proficiency exam as provided in the TSPC Program Review and Standards Handbook; or

(B) A statement from an American Indian Tribe, as defined in ORS 97.740, that certifies that the applicant is qualified for the bilingual specialization in the American Indian language.

(b) Submit a complete and correct application to obtain the specialization in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

NOTE: The Commission will return the original certification to the applicant upon request when applying for the license or specialization.

NOTE: Adding the specialization at the time of renewal will not require an additional cost to the licensure renewal process.

(4) The following licenses and registrations may not hold or add a bilingual specialization:

(a) Charter School Registry (teacher and administrator);

(b) Emergency teacher, administrator, school counselor, or school nurse;

(d) Reciprocal teaching, administrator, superintendent, school counselor, school psychologist, or school social worker; and

(e) Teacher Associate;

(5) The Bilingual Specialization will be indicated as follows on the license: Bilingual Specialization: (Proficient Language), for example: Bilingual Specialization: Spanish.

(6) Removal of Specialization: Once the specialization is indicated on a license, it may only be removed at the educator’s request.

(7) All licensees issued an ESOL/Bilingual endorsement prior to January 1, 2016 will be provided with a Bilingual specialization upon renewal of their teaching license.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120–342.430, 342.455-342.495 & 342.553
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-225-0065 Dual Language Specialization

(1) Purpose: A Dual Language specialization indicates that an educator has obtained additional and specialized preparation to teach prekindergarten through grade 12 students in dual language learning environments.

(3) Eligibility Requirements: To be eligible to add a Dual Language specialization to a Preliminary, Professional, Teacher Leader or Legacy Teaching License, an applicant must:

(a) Be admitted to and complete a Commission-approved Dual Language specialization program in accordance with 584-420-0630.

(b) At least fifty percent (50%) of the Dual Language program coursework must have been completed within five years prior to the date of application for the specialization;

(c) Submit official certification of a passing score on the Commission-approved language proficiency exam as provided in the TSPC Program Review and Standards Handbook or meet the requirements of at least one Multiple Measures assessment option for this specialization area; and

(d) Submit a complete and correct application to obtain the specialization in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) A Dual Language specialization may not be added to a provisional license.

(5) The specialization will appear on a license as follows: Specialization: Dual Language.

(6) Once the specialization is indicated on a license, it may only be removed at the educator’s request.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 - 342.144
TSPC 14-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 1-2017, f. & cert. ef. 2-1-17

Or. Admin. R. 584-225-0070 Early Childhood Education Specialization

(1) Purpose: An Early Childhood Education specialization indicates that an educator has obtained additional and specialized preparation to teach in Early Childhood learning environments in grades pre-kindergarten through grade 3.

(3) Eligibility Requirements: To be eligible to add an Early Childhood Education specialization to a Preliminary, Professional, Teacher Leader or Legacy Teaching License, an applicant must:

(a) Possess an active and valid non-provisional Oregon teaching license with an Elementary-Multiple Subjects endorsement;

(b) Complete a Commission-approved Early Childhood Education specialization program in accordance with 584-420-0620. At least fifty percent (50%) of the Early Childhood Education coursework must have been completed within five years prior to the date of application for the specialization unless the applicant has previously held the Early Childhood authorization or Early Childhood endorsement on any license; and

(d) Submit a complete and correct application to obtain the specialization in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

NOTE: Adding the specialization at the time of renewal will not require an additional cost to the licensure renewal process.

(4) An Early Childhood Education specialization may not be added to a provisional license.

(5) The specialization will appear on a license as follows: Specialization: Early Childhood Education

(6) Once the specialization is indicated on a license, it may only be removed at the educator’s request.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120–342.430, 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-225-0090 Mathematics Instructional Leader: PreK-8 Specialization

(1) Purpose: A Mathematics Instructional Leader: PreK-8 specialization indicates that an educator has obtained additional and specialized preparation to assist other teachers with mathematic content and pedagogy skills for teaching mathematics in grades prekindergarten through grade 8.

(3) Applying for the Specialization : To be eligible to add a Mathematics Instructional Leader : PreK-8 Specialization to a Preliminary, Professional, Teacher Leader or Legacy Teaching License, an applicant must:

(a) Hold an active and valid non-provisional Oregon teaching license with an Elementary-Multiple Subjects or Foundational Mathematics endorsement;

(b) Complete a Commission-approved Elementary Mathematics Instructional Leader specialization program in accordance with 584-420-0650. At least fifty percent (50%) of the Mathematics Instructional Leader: PreK-8 program coursework must have been completed within five years prior to the date of application for the specialization; and

(c) Submit a complete and correct application to obtain the specialization in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) An Elementary Mathematics Instructional Leader: PreK-8 Specialization may not be added to a provisional license.

(5) The specialization will appear on a license as follows: Specialization: Mathematics Instructional Leader: PreK-8.

(6) Once the specialization is indicated on a license, it may only be removed at the educator’s request.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120–342.430, 342.455-342.495 & 342.553
TSPC 11-2018, amend filed 12/04/2018, effective 12/04/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-225-0095 Mathematics Instructional Leader: 6-12 Specialization

(1) Purpose: A Mathematics Instructional Leader: 6-12 Specialization indicates that an educator has obtained additional and specialized preparation to assist other teachers with mathematic content and pedagogy skills for teaching mathematics in grades six through grade 12.

(3) Applying for the Specialization: To be eligible to add a Mathematics Instructional Leader: 6-12 Specialization to a Preliminary, Professional, Teacher Leader or Legacy Teaching License, an applicant must:

(a) Hold an active and valid non-provisional Oregon teaching license with an advanced mathematics endorsement;

(b) Complete a Commission-approved Mathematics Instructional Leader: 6-12 Specialization program, as provided in 584-420-0650. At least fifty percent (50%) of the S Mathematics Instructional Leader: 6-12 Specialization program coursework must have been completed within five years prior to the date of application for the specialization; and

(c) Submit a complete and correct application to obtain the specialization in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) A Mathematics Instructional Leader: 6-12 Specialization may not be added to a provisional license.

(5) The specialization will appear on a license as follows: Specialization: Mathematics Instructional Leader: 6-12 Specialization.

(6) Once the specialization is indicated on a license, it may only be removed at the educator’s request.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120–342.430, 342.455-342.495 & 342.553
TSPC 11-2018, adopt filed 12/04/2018, effective 12/04/2018

Or. Admin. R. 584-225-0100 Talented and Gifted Specialization

(1) Purpose: A Talented and Gifted specialization indicates that an educator has obtained additional and specialized preparation to teach prekindergarten through grade 12 students with identified as talented and gifted learners.

(3) Eligibility Requirements: To be eligible to add a Talented and Gifted specialization to a Preliminary, Professional, Teacher Leader or Legacy Teaching License, an applicant must:

(a) Possess an active and valid non-provisional Oregon teaching license;

(b) Complete a Commission-approved Talented and Gifted specialization program in accordance with 584-420-0660. At least fifty percent (50%) of the Talented and Gifted program coursework must have been completed within five years prior to the date of application for the specialization; and

(c) Submit a complete and correct application to obtain the specialization in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

NOTE: Adding the specialization at the time of renewal will not require an additional cost to the licensure renewal process.

(4) A Talented and Gifted specialization may not be added to a provisional license.

(5) The specialization will appear on a license as follows: Specialization: Talented and Gifted.

(6) Once the specialization is noted on a license, it may only be removed at the educator’s request.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120–342.430, 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Division 230 CAREER AND TECHNICAL EDUCATION (CTE) TEACHING LICENSES

Or. Admin. R. 584-230-0010 Definitions

(1) "Approved Career and Technical Education Program:" A career and technical education program (CTE), approved by the Oregon Department of Education (ODE).

(2) " Career and Technical Education (CTE) Mentor:" A teacher holding a Preliminary CTE, Professional CTE, Preliminary, Professional or Teacher Leader teaching license who guides and supports a novice teacher holding a Restricted CTE Teaching License with instructional planning and preparation, delivery of classroom instruction, classroom management, assessment of student performance, and professional development. The assigned mentor must be approved by ODE to be a CTE mentor.

(3) "Career and Technical Education Professional Development Plan:" A plan for professional development that prepares and develops the applicant for CTE instructional assignments. The plan must be developed and completed as provided in OAR 584-230-0070, CTE Professional Development Plan.

(4) “Regional Coordinator:” An individual hired by a local educational agency or community college and officially recognized by the Oregon Department of Education (ODE) to specifically coordinate the ODE approved regional system of Career and Technical Education.

(5) "Instructor Appraisal Committee (IAC):" A committee organized locally to evaluate and assess how the teacher candidate can best fill the instructor role in the local CTE program of study. The IAC is involved in the licensure process to help determine what professional development, educational courses, and/or industry experiences the teacher may need to be the most successful in that program. The IAC is comprised of industry professionals that are involved at the advisory committee level of the local program or the aligned or articulated community college. These individuals are heavily involved in the industry and understand the industry standards that should be met by the program.

(6) “Significant Progress:” Significant progress toward completion of CTE Professional Development Plan requirements means the applicant has made a confirmed commitment in each year the license is held toward completing the CTE professional development plan submitted upon application to TSPC.

(7) “Waivers:” A waiver of the industry work experience or academic requirements for the Restricted CTE Teaching License in accordance with OAR 584-230-0100 Waivers.

(8) "Work Experience:" Planned and coordinated industry work experience or previous and documented industry work experience that meets the criteria included in 584-230-0080 CTE Work Experience.

(9) “Planned and Coordinated Work Experiences:” Activities prescribed by the Instructor Appraisal Committee, designed to give the applicant the requisite knowledge and skills of the industry directly related to the CTE Program of Study in which they will be teaching. These activities should provide the necessary time and practice to allow the teacher the ability to teach the appropriate technical skills to students.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430, 342.455-342.495 & 342.553
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17

Or. Admin. R. 584-230-0020 Preliminary CTE Teaching License

(1) Purpose of the License: The Preliminary Career and Technical Education (CTE) Teaching License qualifies its holder to teach in an ODE-approved Career and Technical Education program(s). The Preliminary CTE License is issued to new teachers who have successfully completed requirement of the Restricted CTE Teaching License as provided in OAR 584-230-0040. The Preliminary CTE Teaching License signifies that the educator is a novice teacher who has not met the advanced competencies and experience requirements necessary to meet the qualifications of the Professional CTE Teaching License.

(2) Term of Licensure: The Preliminary CTE Teaching License is valid for three years and is renewable as provided in subsection (5) of this rule. The license may be renewed continuously until the applicant has met both the advanced competencies and experience requirements for the Professional CTE Teaching License. The date of the first expiration of the license is three years from the date of issue plus time until the applicant’s birthday.

(3) Assignment and Endorsement Authorization: The Preliminary CTE Teaching License qualifies the teacher to teach in:

(a) An instructional assignment from prekindergarten through grade 12 in an Oregon Department of Education approved Career and Technical Education program[s] and within the scope of the subject-matter endorsement. The scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes included in the recommendation from the Oregon Department of Education.

(b) Any assignment in diversified occupations or as work experience coordinators; and

(4) To be eligible to apply for a Preliminary CTE Teaching License, an applicant must:

(b) Hold an associate's degree or higher from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Commission, or obtain the appropriate waiver pursuant to 584-230-0100 Waivers.

(d) Obtain a passing score on a Commission-approved test of knowledge of U.S. and Oregon civil rights laws and professional ethics;

(e) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(f) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(5) To be eligible to apply for renewal of the Preliminary CTE Teaching License, an applicant must:

(a) Complete 75 advanced professional development units as provided in OAR 584-200-0040 Professional CTE Teaching License and OAR 584-255-0010 Professional Development Requirements; or

(b) Complete 75 continuing professional development units as provided in OAR 584-255-0010 Professional Development Requirements.

(c) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(6) Upon qualifying for the advanced competencies and teaching experience requirements of the Professional CTE Teaching License, an applicant will be promoted from the Preliminary CTE Teaching License to the Professional CTE Teaching License. Licensees may renew the Preliminary CTE Teaching License until they have met all qualifications for the Professional CTE Teaching License.

(7) Effective July 1, 2017, CTE II licenses will no longer be issued. Upon renewal, qualified applicants with CTE II Teaching Licenses will be issued a Preliminary CTE Teaching Licenses.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430, 342.455-342.495 & 342.553
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17

Or. Admin. R. 584-230-0030 Professional CTE Teaching License

(1) Purpose of the License: The Professional CTE Teaching License is a license that qualifies its holder to teach courses tied to an ODE approved Career and Technical Education program of study. The Professional CTE Teaching License signifies that the educator is an experienced teacher who has successfully demonstrated an advanced level of educator knowledge, skills and dispositions.

(2) Term of Licensure: The Professional CTE Teaching License is valid for five years and is renewable as provided in subsection (8) of this rule. The date of the first expiration of the license is five years from the date of issue plus time until the applicant’s birthday.

(3) Assignment and Endorsement Authorization: The Professional CTE Teaching License qualifies the teacher to teach in:

(b) Any assignment in diversified occupations or as work experience coordinators; and

(4) The Commission has approved the following advanced professional education programs to develop advanced level competencies required for promotion to the Professional CTE Teaching License:

(a) Advanced Professional Development Program: The purpose of the Advanced Professional Development Program is to provide the individual teacher with the specific professional development needed to advance to a professional teacher level. The program is developed by the applicant in conjunction with the employing district and includes professional development specifically tailored to the performance goals of the novice teacher in accordance with ORS 342.815 to 342.856. To qualify as an Advanced Professional Development Program, the program must consist of:

(A) A teacher who holds the Preliminarily CTE Teaching License and is employed in accordance with ORS 342.815 to 342.856; and

(B) A requirement to complete 150 advanced professional development units while holding a Preliminary CTE Teaching License. To qualify as advanced professional development, the units must:

(i) Be completed in conjunction with the performance goals of the teacher established in accordance with ORS 342.815 to 342.856;

(ii) Be verified as advanced professional development by the employing district or charter school; and

(iii) Meet all other requirements provided in OAR 584-255-0010, Professional Development Requirements.

(b) Degree Programs: Admission to and completion of a bachelor’s, master’s or doctoral degree program that is reasonably related to improving the pedagogy skills or subject-matter knowledge of the endorsement(s) on the Preliminary CTE license. The program must be regionally accredited or foreign equivalent.

(d) National Board Certification: National Board of Professional Teaching Standards certification, Career and Technical Education;

(e) ODE approved and nationally recognized Professional Certification(s) related to the Career and Technical Education program area; and

(f) Other acceptable advanced coursework or assessment approved by the Executive Director or the Director of Licensure as provided in OAR 584-200-0100, Waiver of Licensure Requirements by the Commission.

(6) Professional CTE Teaching Experience Requirements: To qualify for the Professional CTE Teaching License, an educator must obtain:

(a) Full-time Experience: Four full of years teaching experience in a 1.0 assignment; or

(b) Part-time Experience: Six full years of teaching experience in at least a .50 to .99 assignment.

(c) One full year of teaching experience is equal to 135 days of contracted classroom teaching within an academic year (July 1 to June 30).

(d) The years of teaching experience do not have to be earned consecutively.

(e) Substitute experience is not considered qualifying teaching experience under this subsection unless the educator is assigned to a single substitute assignment in accordance with subsection (6)(c) of this rule.

(f) The applicant must obtain the teaching experience while holding a Restricted CTE, CTE I, CTE II, Reciprocal, Preliminary CTE or equivalent non-provisional CTE license from a National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction.

(g) The teaching experience must include a Teacher on Special Assignment (TOSA) or direct instruction of students as provided in ORS 342.120 and must occur in an ODE-approved Career and Technical Education Program.

(7) To be eligible to apply for a Professional CTE Teaching License, an applicant must:

(b) Meet or complete all requirements of the Preliminary CTE Teaching License or an equivalent teaching license issued previously by the Commission;

(d) Complete the teaching experience requirements as provided in subsection (6) of this rule;

(e) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(f) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(8) To be eligible to apply for renewal of the Professional CTE Teaching License, the applicant must:

(a) Complete continuing professional development requirements as provided in OAR 584-255-0010 Professional Development Requirements and

(b) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 – 342.144
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17

Or. Admin. R. 584-230-0040 Restricted CTE Teaching License

(1) Purpose of the License: The Restricted CTE Teaching License qualifies its holder to teach in an ODE approved Career and Technical Education Program of Study in an Oregon school district, education service districts, or charter school assignments. The Restricted CTE Teaching License is issued to qualified individuals who have at least an associate’s degree, or equivalent, and relevant and documented industry work experience, but has not completed a teacher preparation program.

(2) Sponsorship: The Restricted CTE Teaching License requires sponsorship of an ODE-approved sponsor. The sponsor must be verified by ODE and identified on the official CTE application through the Oregon Department of Education.

(a) Sponsors may include:

(A) Public schools and districts;

(B) Charter schools;

(D) Post-secondary institutions;

(E) Private prekindergarten through grade 12 schools; and

(F) Other entities as approved by Oregon Department of Education.

(b) If the holder of the Restricted CTE Teaching license is employed in a CTE teaching position, the holder must be sponsored by the employing school, district, college or other institution.

(c) The application for the Restricted CTE Teaching license must identify the supervising administrator and the CTE mentor, if the applicant is employed in a CTE teaching position.

(3) Terms of Licensure: The Restricted CTE Teaching License can be reissued up to two times for a total of three years on the license, in accordance with the following provisions:

(a) For applications received from July 1 through December 31, the first Restricted CTE Teacher License is valid through June 30 of the school year for which it is issued.

(b) For applications received from January 1 through June 30, the first Restricted CTE Teacher License is valid through June 30 of the following school year unless otherwise requested by the sponsoring district;

(d) Upon expiration of the final term (after second reissue) of the Restricted CTE Teaching License, the educator must qualify for the Preliminary CTE Teaching License.

(4) Assignment and Endorsement Authorization: The Restricted CTE Teaching License qualifies the teacher to accept within the sponsoring district:

(a) An instructional assignment from prekindergarten through grade 12 in an Oregon Department of Education’s approved Career and Technical Education program[s] and within the scope of the subject-matter endorsement. The scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes included in the recommendation from the Oregon Department of Education;

(b) Any substitute teaching assignment.

(5) To be eligible to apply for a Restricted CTE Teaching License, the applicant must:

(a) Have an ODE-approved sponsor for the license as provided in subsection (2);

(c) Hold an associate's degree or higher from a regionally accredited institution in the United States, or the foreign equivalent of such degree approved by the Commission, or obtain the appropriate waiver pursuant to 584-230-0100 Waivers.

(d) Obtain a passing score on a Commission-approved test of knowledge of U.S. and Oregon civil rights and professional ethics;

(e) Submit a copy of the ODE-approved Restricted CTE Teaching License application form, including:

(A) Industry work experience pursuant to OAR 584-230-0080 CTE Industry Work Experience or waiver pursuant to OAR 584-230-0100 Waivers.

(B) Recommendation for licensure and endorsement(s), including any course restrictions related to the recommended endorsement(s);

(D) Sponsorship information and verification as provided in subsection (2).

(f) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(g) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(6) First Reissue: To be eligible to apply for the first reissue of a Restricted CTE Teaching License, an applicant must submit:

(a) A statement from the sponsor that verifies:

(A) The applicant continues to be sponsored by an ODE-approved sponsor. If the applicant is employed in a CTE teaching position, the sponsor must be the employing school, district, college or other institution; and

(B) The applicant is on target to meet the qualifications for the Preliminary CTE Teaching License by the end of the final term (after second reissue) of the Restricted CTE Teaching License; and

(b) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) Second Reissue: To be eligible to apply for the second reissue a Restricted CTE Teaching License, an applicant must submit:

(a) A statement from the sponsor that verifies:

(A) The applicant continues to be sponsored by an ODE-approved sponsor. If the applicant is employed in at CTE teaching position, the sponsor must be the employing school, district, college or other institution; and

(B) The applicant has completed more than 50 percent of the approved Professional Development Plan in order to meet the qualifications for the Preliminary CTE Teaching License by the end of the final term (after second reissue) of the Restricted CTE Teaching License; and

(b) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(8) Transfer of Sponsorship: The Restricted CTE Teaching License is transferable to another sponsor. To transfer sponsorship, the new sponsor must submit a statement that:

(a) Verifies that the new sponsor is approved by the Oregon Department of Education;

(b) Identifies the supervising administrator and the CTE mentor, if the applicant is employed in a CTE teaching position;

(d) Acknowledges the new sponsor has reviewed and supports the original CTE professional development plan and assures the applicant will complete the original plan within the original three year term.

(9) Upon expiration of the final term (after second reissue) of the Restricted CTE Teaching License, holders of this license must meet all the requirements of the Preliminary CTE Teaching License.

(a) The educator may apply for the Preliminary CTE Teaching License prior to the expiration of the final term of the Restricted CTE Teaching License.

(b) If the educator does not meet the qualifications for the Preliminary CTE Teaching License prior to the expiration of the final term of the Restricted CTE Teaching License, the educator and the sponsor may apply for an Emergency Teaching License as provided in subsection (10).

(10) Emergency Teaching License: The applicant and sponsoring district may apply for an Emergency Teaching License as provided in OAR 584-210-0130 if necessary to protect the CTE programs or students. The sponsoring district must ensure the applicant will meet all requirements for the Restricted or Preliminary CTE Teaching License upon expiration of the Emergency Teaching License.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121 – 342.144
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17

Or. Admin. R. 584-230-0045 Five-Year CTE Teaching License

(1) Purpose of the License: The Five-Year Career and Technical Education (CTE) Teaching License is a district-sponsored license, issued prior to January 1, 2011, to applicants who completed the requirements for the Three-Year CTE Teaching License, had one year of CTE teaching experience and met advanced methodology, work experience and educational requirements.

(2) District Sponsorship: The Five-Year CTE Teaching License requires district sponsorship. The sponsoring district must submit a statement:

(a) Assuring that the assignment is consistent with the CTE endorsements on the license; and

(b) Assuring that the applicant is employed within the CTE program established by the employing school or district.

(3) Transfer of District Sponsorship: To transfer sponsorship of the Five-year CTE Teaching License to another district, the new sponsoring district must:

(a) Submit a statement as provided in subsection (2) and that the original sponsoring district has been informed of the transfer; and

(b) Require the applicant to submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(4) Term of License: The Five-Year CTE Teaching License is valid for five years and is renewable as provided in subsection (6).

(5) Assignment and Endorsement: The Five-Year CTE Teaching License is valid to teach within the sponsoring district:

(b) Any assignment in diversified occupations or as work experience coordinators; and

(6) Renewing: To be eligible to apply for renewal of the Five-Year CTE Teaching License, the applicant must:

(b) Hold a Five-Year CTE Teaching License issued prior to January 1, 2011;

(d) Complete 125 continuing professional development units as provided in OAR 584-255-0010 Professional Development Requirements; and

(e) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 1-2018, adopt filed 01/26/2018, effective 01/26/2018

Or. Admin. R. 584-230-0050 CTE Endorsements

(1) Purpose of CTE Teaching License Endorsements: The purpose of a Career and Technical Education (CTE) endorsement on a license is to indicate the CTE areas for which the educator is authorized to teach. Only Commission-adopted CTE endorsements may be added teaching licenses. New CTE endorsements may only be established through official Commission action at a meeting.

(2) The following teaching licenses are eligible to hold CTE endorsements:

(a) Restricted CTE Teaching License;

(b) Preliminary CTE Teaching License;

(d) Preliminary Teaching License;

(e) Professional Teaching License;

(f) Reciprocal Teaching License;

(g) Teacher Leader License;

(h) Legacy Teaching License; and

(i) Emergency Teaching License.

(3) The following teaching licenses and registrations are not eligible to add CTE endorsements:

(a) American Indian Languages Teaching License;

(b) Charter school teacher registration;

(d) Limited Teaching License;

(e) International Visiting Teaching License;

(f) Substitute Teaching License (Already valid to substitute teach in any subject); and

(g) Restricted Substitute Teaching License (Already valid to substitute teach in any subject).

NOTE: Holders of the licenses listed in subsection (3) may be eligible to qualify for a CTE license and endorsement upon completion of the CTE requirements.

(4) To add an endorsement to an existing teaching license, the applicant must complete the ODE-approved CTE application process, which may include completion of a CTE Professional Development Plan. ODE may require the licensed teacher to complete additional work experience or education through the CTE Professional Development Plan and the LCA process.

(5) Out-of-state applicants holding a non-CTE (regular) teaching licenses with CTE endorsement(s) must complete the ODE CTE application process. A CTE endorsement may be added to a Reciprocal Teaching License.

(6) Out-of-state applicants holding a CTE teaching license with CTE endorsement(s) must complete the ODE CTE application process prior to receiving an Oregon CTE license. After completing the ODE CTE application process, the applicant may be eligible for the Restricted CTE, Preliminary CTE or Professional CTE license, depending on the applicant’s qualifications.

(7) The Commission-approved Career and Technical Education endorsements are:

(a) Endorsements in the Agriculture, Food and Natural Resource Systems area include:

(A) Agriculture Science and Technology;

(B) Natural Resources Management; and

(b) Endorsements in the Arts, Information and Communications area include:

(A) Publishing and Broadcasting;

(B) Information and Communications Technology; and

(A) Business Management and Administration;

(B) Finance;

(D) Marketing; and

(E) Culinary.

(d) Endorsements in the Health Sciences area include:

(A) Health Sciences;

(B) Biotechnology and Research;

(D) Diagnostic Services.

(e) Endorsements in the Human Resources area include:

(A) Education and Related Fields;

(B) Government and Public Administration;

(D) Public Services.

(f) Endorsements in the Industrial and Engineering Systems area include:

(A) Construction Technology;

(B) Engineering Technology;

(D) Manufacturing Technology.

(8) Effective July 1, 2017, new and renewing CTE teaching licenses will be issued the Commission-adopted endorsements as provided in subsection (7).

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430, 342.455-342.495 & 342.553
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17

Or. Admin. R. 584-230-0060 CTE Instructor Appraisal Committees

(1) An Instructor Appraisal Committee (IAC) is a committee of industry and education experts that evaluate applications for CTE licensure and endorsements based on work experience and preparation in a CTE endorsement area. The IAC is appointed by the Local Education Agency.

(2) The Instructor Appraisal Committee must have a minimum of five (5) members, as provided:

(a) The IAC must include a school administrator or a CTE director from the sponsoring district. The administrator representative is an official member of the IAC.

(b) If the applicant is a licensed teacher, at least two IAC members must be from business and industry pursuant to subsection (3).

(c) If the applicant is from business and industry and is not a licensed teacher, at least two IAC members must be from education pursuant to subsection (4).

(d) The IAC facilitator may not be included in the five member minimum requirement;

(e) An IAC member may represent more than one required membership category.

(3) Business or industry members: The business or industry representative is an official member of the IAC. To be appointed as a member to the IAC, the business or industry representatives must:

(a) Possess current and substantial knowledge of the technical and environmental requirements, and standards of behavior required of the business or industry program.

(a) Be either employers or employees of the business or industry;

(c) At least one business or industry representatives must be currently engaged in an occupation related to the career and technical education program endorsement area.

(4) Educator members: The educator representative(s) is an official member of the IAC. To be appointed as a member to the IAC, the educator must:

(a) Possess current and substantial knowledge of pedagogy, instructional practices, assessment practices, classroom management, and education policy; and

(b) Be employed with one of the following:

(A) A public or private secondary school. The secondary school educator must hold an active and valid Oregon teaching license; or

(B) A post-secondary institutions. Post-secondary representatives must be from the applicant’s endorsement program area.

(5) Ex-Officio: The sponsoring district or Regional Coordinator may appoint non-voting ex-officio members to the IAC.

(6) IAC Facilitator: The Regional Coordinator or the appropriate ODE program specialist will serve as the IAC facilitator to operate the IAC during each candidate appraisal process. Failure to use an approved IAC facilitator may result in an invalid recommendation and incomplete licensure application process.

(7) IAC Chair: The IAC must appoint a chair from the official membership of the committee.

(a) The chair is responsible to provide the IAC’s rationale for the recommendation and must sign any submitted recommendation for a waiver of academic or work experience to the ODE, prior to application for licensure at TSPC.

(b) The chair may not be an ex-officio member or an appointed facilitator.

(8) IAC members may be comprised of existing program advisory committees if the IAC membership meets the minimum membership requirements pursuant to subsection (2).

(9) The CTE Regional Coordinator and the appropriate ODE program specialist must officially verify the IAC member roster as well as evaluations and recommendations of the IAC prior to application for licensure at TSPC.

(10) The applicant’s proposed CTE professional development plan must be consistent with the Preliminary CTE Teaching License requirements as provided in OAR 584-230-0020 if the candidate does not hold an existing CTE, Preliminary, Professional, Legacy or Teacher Leader teaching license.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430, 342.455-342.495 & 342.553
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17

Or. Admin. R. 584-230-0070 CTE Professional Development Plan

(1) A CTE Professional Development Plan is required component of the ODE CTE application for the Restricted CTE Teaching License or a License for Conditional Assignment for CTE endorsement.

(2) The CTE Professional Development Plan must include:

(a) Academic requirements as provided in subsection (3);

(b) Business and Industry work requirements as provided in OAR 584-230-0080;

(c) Signatures from the ODE-approved sponsor and the applicant. The sponsor must maintain a copy of the CTE professional development plan;

(d) Assurances that the ODE-approved sponsor has assigned an appropriately licensed administrator to monitor the progress and timely completion of the signed CTE professional development plan, if required. The administrator must be identified in the application materials; and

(e) Assurances that the ODE-approved sponsor has assigned an appropriately trained mentor consistent with OAR 584-230-0010 Definitions, if required. The mentor must be identified in the application materials.

(3) For applicants who have not previously completed a teacher preparation program, the CTE professional development plan must require the applicant to complete one of the following:

(a) CTE Program: Complete a Commission-approved CTE preparation program. Commission-approved programs may include school districts, Education Service Districts, community colleges, technical colleges or institutions of higher education. All programs must meet the same Commission-approved CTE program standards; or

(b) CTE Coursework: Complete a minimum of eighteen (18) quarter hours or twelve (12) semester credit hours of CTE teacher preparation from a Commission-approved educator preparation program, accredited technical college or accredited community college. The credit hours must include:

(A) Three (3) quarter hours or two (2) semester hours of Introduction to Career and Technical Education in Oregon;

(B) Three (3) quarter hours or two (2) semester hours of Classroom Management;

(C) Three (3) quarter hours or two (2) semester hours of Culturally Responsive Practices, including responsiveness to the instructional needs of:

(i) Students from under-represented communities;

(ii) Students from all socio-economic situations; and

(iii) Students that require special education services.

(D) Three (3) quarter hours or two (2) semester hours in Human Development for adolescent and older children;

(E) Three (3) quarter hours or two (2) semester hours in Curriculum Design, Instructional Strategies and Assessment; and

(F) Three (3) quarter hours or two (2) semester hours in one of the following:

(i) Instructional methodology in how to teach mathematics to secondary learners, which may include coursework focused on how to teach mathematics in the CTE context; or

(ii) Instructional methodology in how to teach reading, or writing and literacy to secondary learners.

(4) The CTE Professional Development Plan may include additional education requirements if the IAC or ODE determines the additional education is necessary.

(5) The CTE Professional Development Plans may be modified if ODE approves of the modification in writing. The modified CTE plan, with verified ODE approval, must be submitted to TSPC with prior to the expiration of the Restricted CTE Teaching License.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430, 342.455 –342.496 & 342.553
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17

Or. Admin. R. 584-230-0080 CTE Industry Work Experience

(1) Candidates for CTE endorsements must complete at least 2000 hours of relevant and documented industry work experience in the requested CTE endorsement area. The industry work experience in the CTE endorsement area may include verified:

(a) Employment;

(b) Internships; or

(2) Candidates for CTE endorsements that do not have at least 2000 hours of relevant and documented industry work experience in the requested CTE endorsement area may be required to complete a Planned and Coordinated Work Experience. The Planned and Coordinated Work Experience must be:

(a) At least 667 hours of employment, internship, or volunteer experience.

(A) One hour of Planned and Coordinated Work Experience equals three hours of Previous and Documented Work Experience;

(B) Planned and coordinated work experience may be combined with previous and documented industry-related work hours to meet the work experience requirements.

(b) Designed to increase specific business and industry knowledge and skills specifically related to the applicant’s endorsement area;

(d) Included in the approved CTE Professional Development Plan as provided in OAR 584-230-0070 CTE Professional Development Plan.

(3) Alternatives to 2000 hours of work experience requirement may include:

(a) Related industry certification or licensure;

(b) Related technical courses from an accredited community college or other accredited institution. One technical course credit is equal to 20 hours of industry experience;

(5) The ODE may certify industry work experience pursuant to this rule in lieu of the IAC process and upon request from an applicant for the Restricted CTE Teaching License.

(6) A Commission-approved Oregon educator preparation program may certify work experience pursuant to this rule for pre-service candidates applying for a Preliminary Teaching License with a CTE endorsement as provided in OAR 584-230-0050 CTE Endorsements.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120, 342.147 & 342.165
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17

Or. Admin. R. 584-230-0100 Waivers

(1) The Instructor Appraisal Committee (IAC) may recommend to the ODE a waiver of the industry work experience or the associate degree requirements for the Restricted CTE Teaching License. The waiver recommendation must include:

(a) The academic preparation of the applicant that justifies the waiver of the associate’s degree requirement;

(b) The industry work experience or training of the applicant that justifies the waiver of the industry work experience requirement; and

(2) An approved waiver must be signed and dated within ninety (90) days from the date of application to ODE and must be submitted to the TSPC as part of the application for the Restricted CTE Teaching License. The Chair of the IAC, an ODE Regional Coordinator or an ODE specialist are authorized to sign the waiver.

(3) The IAC recommendation for waiver is advisory only and may be denied by the ODE.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120, 342.147 & 342.165
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17

Or. Admin. R. 584-230-0110 Reinstatement of CTE Teaching Licenses

(1) Purpose: The Commission has adopted reinstatement provisions to allow applicants to reinstate eligible, expired Oregon Career and Technical (CTE) teaching licenses.

NOTE: The requirements for reinstating teaching licenses are provided in OAR 584-210-0190.

(2) Preliminary, Professional, Five-Year CTE: Preliminary, Professional, and Five-Year CTE Teaching Licenses are eligible to be reinstated.To be eligible to reinstate the license, the applicant must:

(a) Complete the renewal or advancement requirements that would have been required if the Oregon CTE teaching license had not lapsed;

(b) If the license has been expired more than five years from date of application, the applicant must submit a copy of the ODE-approved CTE reinstatement form; and

(A) If the applicant holds another active and current non-provisional Oregon educator license at the time of the application for reinstatement of a Preliminary CTE, Professional CTE or Five-Year CTE teaching license, the applicant is not required to complete the additional PDUs for reinstatement as provided in subsection (10).

(B) To qualify for the reinstatement PDU exemption provided in this subsection, the applicant must hold another license that requires completion of continuing PDUs for renewal; and

(d) Meet the reinstatement application requirements, as provided in subsection (9).

(3) CTE I Teaching Licenses: CTE I Teaching Licenses may not be reinstated. Holders of these licenses must apply for the Restricted CTE Teaching License, as provided in subsection (8).

(4) CTE II Teaching Licenses: CTE II Teaching Licenses may not be reinstated. Holders of these licenses must apply for reinstatement of the Preliminary CTE Teaching License, as provided in subsection (2).

(5) Three-Year CTE or PTE Licenses: Three-year CTE or Three-Year Professional Technical teaching licenses may not be reinstated. Holders of these licenses must apply for reinstatement of the Preliminary CTE Teaching License, as provided in subsection (2).

(6) Five-Year PTE Teaching License: Five-year Professional Technical Education (PTE) Teaching Licenses may not be reinstated. Holders of these licenses must apply for reinstatement of the Five-Year CTE Teaching License, as provided in subsection (2).

(7) Endorsements: Endorsements will be added to reinstated CTE licenses, as provided in OAR 584-230-0050 CTE Endorsements.

(a) If the CTE license has been expired more than five years from date of application, the applicant will receive the endorsements, as provided on the ODE-approved CTE reinstatement form.

(b) If the CTE license has been expired less than five years from date of application, the applicant will receive the endorsements held on the expired CTE license. If the applicant held a CTE endorsement that is no longer issued by the Commission, the qualified applicants may receive the equivalent CTE endorsement upon reinstatement.

(c) If the applicant applies to add new endorsements to their reinstated CTE license, they must add the new endorsements, as provided in OAR 584-230-0050 CTE Endorsements.

(8) Sponsored CTE Teaching License: Sponsored CTE teaching licenses may not be reinstated. A holder of an expired sponsored CTE teaching license may be issued a new sponsored CTE license based on a new application.

(a) Applicants must meet the requirements for the sponsored CTE license in effect at the time of the new application.

(b) Applicants are not required to pay reinstatement fees or complete additional continuing PDUs to qualify for the new sponsored CTE teaching license.

(A) Emergency Teaching Licenses for CTE assignments;

(B) Restricted CTE Substitute Teaching Licenses; (May apply for a new Restricted Substitute License)

NOTE: Applicants with expired CTE I or Restricted CTE Teaching Licenses may not be eligible for the full three terms of a Restricted CTE Teaching License. The number of eligible terms will be determined by the new application process for the Restricted CTE Teaching License.

(9) Applying for Reinstatement: To be eligible to apply for reinstatement of an eligible Oregon CTE teaching license , an applicant must:

(a) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050;

(b) Meet the renewal or advancement requirements that would have been required if the Oregonlicense had not lapsed;

(c) Meet the requirements for reinstatement of Oregon suspended or revoked licenses as provided in Chapter 584, Division 50, if applicable; and

(d) Meet the professional development requirements for reinstatements as provided in subsection (10), if required.

(10) Reinstatement PDUs: An applicant must complete additional professional development units (PDUs) based on the number of years the license is expired, as follows:

(a) Expired for less than one year: No additional PDUs required.

(b) Expired for more than one year, but less than two years: 25 additional PDUs.

(d) Expired for more than three years but less than four years: 75 additional PDUs.

(e) Expired for more than four years but less than five years: 100 additional PDUs.

(f) Expired for more than five years but less than six years: 125 additional PDUs.

(g) Expired for more than six years: 150 additional PDUs.

(11) To qualify as PDUs for Oregon reinstatement requirements, the PDUs must have been completed within five (5) years of the date of application for reinstatement of the teaching license.

(12) All PDUs for reinstatement must be verified as provided in 584-255-0030 Verification of Professional Development .

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 1-2018, adopt filed 01/26/2018, effective 01/26/2018

Division 235 SCHOOL ADMINISTRATOR LICENSES

Or. Admin. R. 584-235-0010 Scope and Responsibilities of School Administrators

(1) Scope: An Oregon school administrator license or registration is required to perform any one of the following duties in public schools, school district or education service districts:

(a) Supervise TSPC-licensed school personnel;

(b) Evaluate TSPC-licensed school personnel;

(d) Authorize the assignment of TSPC-licensed school personnel to teaching, administrator or other licensed school personnel positions; or

(e) Authorize out-of-school suspension or expulsion of preK-12 students.

(2) Responsibilities: The licensed or registered school administrator is recognized as an educational leader and has responsibility to:

(a) Supervise TSPC-licensed personnel under their authority;

(b) Approve evaluations of TSPC-licensed personnel under their authority;

(d) Supervise the conduct of all school personnel, including school volunteers, who have direct contact with students and who work in the school, education service district or school district under their authority. Direct contact includes in-person, electronic or virtual contact or communication;

(e) Properly authorize out-of-school suspension and expulsions of the students under their authority;

(f) Properly authorize the expenditure of public funds under their authority;

(g) Support the continuous improvement and capacity of the school administrator profession;

(h) Authorize the initiation and closing of investigations of complaints of abuse and misconduct in accordance with their applicable state, district or school policies;

(i) Provide notification of an open investigation related to a report of suspected sexual conduct or abuse involving a TSPC-licensed school personnel to the principal of the school to which the TSPC-licensed school personnel is transferred, if the TSPC-licensed school personnel is transferred to another school in the school district, in accordance with their applicable state, district or school policies;

(j) Provide notification of an open investigation related to a report of suspected sexual conduct or abuse involving the TSPC-licensed school personnel to the superintendent of the employing school district, if the school administrator had direct supervision of the TSPC-licensed school personnel and knowledge of their employment in another school district, in accordance with their applicable state, district or school policies; and

(k) Make best efforts to meet the performance standards, as provided in subsections (3) through (11).

(3) Standard 1: Mission, Vision and Core Values. Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education, equity and inclusion, and academic success and well-being of each student.Oregon school administrators demonstrate the ability to:

(a) Execute the standard for mission, vision and core values in the context of equity and culturally responsive practices, as provided in section (5) of this rule.

(b) Develop an educational mission for the school to promote the academic success and well-being of each student;

(c) In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success;

(d) Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement;

(e) Strategically develop, implement, and evaluate actions to achieve the vision for the school;

(f) Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school, and changing needs and situations of students;

(g) Develop shared understanding of and commitment to mission, vision, and core values within the school and the community; and

(h) Model and pursue the school’s mission, vision, and core values in all aspects of leadership.

(4) Standard 2: Ethics and Professional Norms. Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.Oregon school administrators demonstrate the ability to:

(a) Execute the standard for ethics and professional norms in the context of equity and culturally responsive practices, as provided in section (5) of this rule.

(b) Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship of the school’s resources, and all aspects of school leadership;

(c) Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement;

(d) Place children at the center of education and accept responsibility for each student’s academic success and well-being;

(e) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity;

(f) Lead with interpersonal and communication skill, social-emotional insight, and understanding of all students’ and staff members’ backgrounds and cultures; and

(g) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.

(5) Standard 3: Equity and Cultural Responsiveness. Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context;

(b) Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning;

(c) Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success;

(d) Develop student policies and address student misconduct in a positive, fair, and unbiased manner;

(e) Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status;

(f) Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society;

(g) Act with cultural competence and responsiveness in their interactions, decision making, and practice; and

(h) Address matters of equity and cultural responsiveness in all aspects of leadership.

(6) Standard 4: Curriculum, Instruction, and Assessment Effective educational leaders develop and support intellectually rigorous, culturally responsive, and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for curriculum, instruction and assessment in the context of equity and culturally responsive practices, as provided in section (5) of this rule;

(b) Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive;

(c) Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self;

(d) Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student;

(e) Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized;

(f) Promote the effective use of technology in the service of teaching and learning;

(g) Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement; and

(h) Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction.

(7) Standard 5: Community of Care and Support for Students. Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for community of care and support for students in the context of equity and culturally responsive practices, as provided in section (5) of this rule;

(b) Build and maintain a safe, caring, and healthy school environment that meets that the academic, social, emotional, and physical needs of each student;

(c) Create and sustain a school environment in which each student is known, accepted and valued, trusted and respected, cared for, and encouraged to be an active and responsible member of the school community;

(d) Provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student;

(e) Promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development;

(f) Cultivate and reinforce student engagement in school and positive student conduct; and

(g) Infuse the school’s learning environment with the cultures and languages of the school’s community.

(8) Standard 6: Professional Capacity of School Personnel. Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being. Oregon school administrators are responsible to:

(a) Execute the standard for professional capacity of school personnel in the context of equity and culturally responsive practices, as provided in section (5) of this rule;

(b) Recruit, hire, support, develop, and retain effective, culturally responsive, and caring teachers and other professional staff and form them into an educationally effective faculty;

(c) Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel;

(d) Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development and culturally responsive methods;

(e) Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student;

(f) Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice;

(g) Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement;

(h) Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community;

(i) Promote the personal and professional health, well-being, and work-life balance of faculty and staff; and

(j) Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance.

(9) Standard 7: Professional Community for Teachers and Staff.Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for professional community for teachers and staff in the context of equity and culturally responsive practices, as provided in section (5) of this rule;

(b) Develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning;

(c) Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school;

(d) Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement;

(e) Promote mutual accountability among teachers and other professional staff for each student’s success and the effectiveness of the school as a whole;

(f) Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice;

(g) Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff;

(h) Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning; and

(i) Encourage faculty-initiated improvement of programs and practices.

(10) Standard 8: Meaningful Engagement of Families and Community. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for professional community for teachers and staff in the context of equity and culturally responsive practices, as provided in section (5) of this rule;

(b) Be approachable, accessible, and welcoming to families and members of the community;

(c) Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students;

(d) Engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments;

(e) Maintain a presence in the community to understand its strengths and needs, develop productive relationships, and engage its resources for the school;

(f) Create means for the school community to partner with families to support student learning in and out of school;

(g) Understand, value, and employ the state of Oregon’s and the local community’s culturally, social, intellectual, and political resources to promote student learning and school improvement;

(h) Develop and provide the school as a resource for families and the community;

(i) Advocate for the school and district, and for the importance of education and student needs and priorities to families and the community;

(j) Advocate publicly for the needs and priorities of students, families, and the community;

(k) Build and sustain productive partnerships with public and private sectors to promote school improvement and student learning;

(l) Partners with early learning community providers and families as children’s first teachers in order to support a seamless early learning to kindergarten transition, including alignment of instruction, and meet elementary learning benchmarks; and

(k) Understands, responds to, and influences the larger political, social, economic, legal, and cultural context by

(A) Advocating for children, families and caregivers;

(B) Acting to influence local, district, state and national decisions affecting student learning; and

(11) Standard 9: Operations and Management. Effective educational leaders manage school operations and equitably distribute resources to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Equitably distribute resources to students who have been historically marginalized due to their race, class, culture and language, gender and sexual orientation, and disability or special status.

(b) Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school;

(c) Strategically manage staff resources, assigning and scheduling teachers and staff to roles and responsibilities that optimize their professional capacity to address each student’s learning needs;

(d) Seek, acquire, and manage fiscal, physical, and other resources to support curriculum, instruction, and assessment; student learning community; professional capacity and community; and family and community engagement;

(e) Be responsible, ethical, and accountable stewards of the school’s monetary and non-monetary resources, engaging in effective budgeting and accounting practices;

(f) Protect teachers’ and other staff members’ work and learning from disruption;

(g) Employ technology to improve the quality and efficiency of operations and management;

(h) Develop and maintain data and communication systems to deliver actionable information for classroom and school improvement;

(i) Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success;

(j) Develop and manage relationships with feeder and connecting schools for enrollment management and curricular and instructional articulation;

(k) Develop and manage productive relationships with the central office and school board;

(l) Develop and administer systems for fair and equitable management of conflict among students, faculty and staff, leaders, families, and community; and

(m) Manage governance processes and internal and external politics toward achieving the school’s mission and vision.

(12) Standard 10: School Improvement. Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for school improvement in the context of equity and culturally responsive practices, as provided in section (5) of this rule;

(b) Seek to make school more effective for each student, teachers and staff, families, and the community;

(c) Use methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of the school;

(d) Prepare the school and the community for improvement, promoting readiness, an imperative for improvement, instilling mutual commitment and accountability, and developing the knowledge, skills, and motivation to succeed in improvement;

(e) Engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement;

(f) Employ situationally-appropriate strategies for improvement, including transformational and incremental, adaptive approaches and attention to different phases of implementation;

(g) Assess and develop the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement;

(h) Develop technically appropriate systems of data collection, management, analysis, and use, connecting as needed to the district office and external partners for support in planning, implementation, monitoring, feedback, and evaluation;

(i) Adopt a systems perspective and promote coherence among improvement efforts and all aspects of school organization, programs, and services;

(j) Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts; and

(k) Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and initiating and implementing improvement.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & 342.455 - 342.495; 342.553
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

Or. Admin. R. 584-235-0020 Principal License

(1) Purpose of the License: The Principal License qualifies its holder to serve as a principal, vice-principal, associate principal, or an equivalent position that serves as the administrator of a public school in a prekindergarten through grade 12 Oregon public school district or education service district. The Principal License is the preliminary administrative license for the state of Oregon and signifies that the holder is prepared for leadership in the school-level context.

(2) Scope and Responsibilities of the License: A Principal License is required to perform school administrator duties at a building-level, as provided in 584-235-0010, Scope and Responsibilities of Oregon Administrator Licenses.

(3) Term of Licensure: The Principal License is valid for three years and is renewable as provided in subsection (9) of this rule. The date of the first expiration of the license is three years from the date of issue plus time until the applicant’s birthday.

(4) Assignments: The Principal License qualifies the holder to accept in an Oregon public school district, education service district or charter school:

(a) Any principal assignment;

(b) Any other school administrator assignment that does not require a Professional Administrator License; and

(5) Licensed Experience: To qualify for the Principal License, an applicant must complete:

(a) Three (3) full years of qualifying licensed experience in a 1.0 FTE assignment; or

(b) Six (6) full years of qualifying licensed experience in a .50 FTE or more assignment.

(6) The years of licensed school experience do not have to be earned consecutively.

(7) Qualifying Experience: To qualify as a year of licensed experience, the experience must:

(a) Include working directly with preK-12 students while holding any license, charter school registration or school nurse certificate appropriate for the assignment;

(b) Equal a minimum of 135 days within an academic year (July 1 to June 30); and

(A) A public prekindergarten through grade 12 school, including public charter schools;

(B) A regionally accredited private school in any state or other U.S. jurisdiction; or

(D) A state-operated or state-supported school;

(E) A federal school;

(F) A private elementary or secondary school registered by the state Department of Education;

(G) A private proprietary career school licensed by the superintendent of public instruction; or

(H) Alternative education, post-secondary or other similar settings closely-related to prekindergarten through grade 12 education, as approved by the Director of Licensure.

(8) Applying for License: To be eligible to apply for a Principal License, an applicant must:

(b) Hold a master’s degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission;

(c)(A) Completers of Oregon Programs: Provide evidence of admission to and completion of a Commission-approved Principal License preparation program; or

(B) Completers of Out-of-State Programs: Provide evidence of:

(i) Completion of an out-of-state principal, or acceptable equivalent, administrator program;

(ii) An active and valid non-provisional school administrator license from a NASDTEC jurisdiction; and

(iii) Meeting the requirements for Oregon school law and finance;

(d) Meet the license experience requirements, as provided subsections (5) through (7);

(e) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics;

(f) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(g) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(9) Renewing: To be eligible to apply for renewal of the Principal License, an applicant must:

(a) Complete 90 professional development units or 6 graduate level semester credits (or graduate level quarter credit equivalent) as provided in 584-255-0010 Professional Development Requirements ; and

(b) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & ORS 342.455 - 342.495; 342.553
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

Or. Admin. R. 584-235-0030 Professional Administrator License

(1) Purpose of the License: The Professional Administrator License is a license that qualifies its holder to serve in a principal or a school district position in a prekindergarten through grade 12 Oregon public school district, education service district, or charter school. The Professional Administrator License is the professional administrative license for the State of Oregon and signifies that the holder is prepared for leadership in the district-level context.

(2) Scope and Responsibilities of the License: A Professional Administrator License is required to perform school administrator duties at the district-level, as provided in OAR 584-235-0010 , Scope and Responsibilities of Oregon Administrator Licenses . District-level positions are administrative positions that have responsibilities across schools or programs within a district, including director of programs and superintendency positions.

(3) Term of Licensure: The Professional Administrator License is valid for five years and is renewable as provided in subsection (11) of this rule. The date of the first expiration of the license is five years from the date of issue plus time until the applicant’s birthday.

(4) Assignments: The Professional Administrator License qualifies the administrator to accept:

(a) Any superintendent position;

(b) Any school administrator assignment at the building or district-level; and

(5) Advanced Professional Education Program: Pursuant to ORS 342.138, the Commission has approved the Professional Administrator License program, or out-of-state equivalent, as the advanced professional education program required for the Professional Administrator License. The Professional Administrator License program, or out-of-state equivalent, must be:

(a) Equal to at least 27 quarter or 18 semester degree-applicable, graduate credit hours in school administration or educational leadership; and

(b) Completed after the date of issuance of their first non-provisional administrator license in Oregon or another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction.

(6) Waiver of Professional Administrator License Program: The Executive Director or Director of Licensure may waive the requirement of the Professional Administrator Program. To receive a waiver, an applicant must submit:

(a) Evidence of completing advanced coursework or degrees which demonstrate competency in standards and responsibilities of the Professional Administrator License, as determined by the Executive Director or Director of Licensure; and

(b) A waiver request, as provided in OAR 584-200-0100, Waiver of Licensure Requirements by the Commission .

(7) School Administrator Experience: To qualify for the Professional Administrator License, an educator must complete:

(a) Three (3) full years of licensed school administrator experience in a 1.0 FTE assignment; or

(b) Six (6) full years of licensed school administrator experience in a .50 FTE or more assignment.

(8) Qualifying Experience: To qualify as a year of school administrator experience, the experience must:

(a) Include duties that require school administrator licensure, in accordance with 584-235-0010, Scope and Responsibilities of Oregon Administrator Licenses.

(b) Occur while holding an Initial, Reciprocal, Preliminary, or Principal or equivalent non-provisional administrator license from a National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(d) Be completed in one, or a combination of, the following employment settings:

(A) A public prekindergarten through grade 12 school, including public charter schools;

(B) A regionally accredited private school in any state or other U.S. jurisdiction; or

(D) A state-operated or state-supported school;

(E) A federal school;

(F) A private elementary or secondary school registered by the state Department of Education;

(G) A private proprietary career school licensed by the superintendent of public instruction; or

(H) Alternative education, post-secondary or other similar settings closely-related to prekindergarten through grade 12 education, as approved by the Director of Licensure.

(9) Applying for License: To be eligible to apply for a Professional Administrator License, an applicant must:

(b) Hold a master’s degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission.

(c) Meet or complete all requirements of the Preliminary, Principal, Initial, Legacy, Basic, Continuing, Standard, or an equivalent administrator license issued previously by the Commission or issued by another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(d) Complete an advanced professional education program, as provided in subsections (5) or (6);

(e) Complete the school administrator experience requirements, as provided in subsections (7) through (9);

(f) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(g) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(10) Renewing: To be eligible to apply for renewal of the Professional Administrator License, the applicant must:

(a) Complete 120 professional development units or 8 graduate level semester credits (or graduate level quarter credit equivalent) as provided in 584-255-0010 Professional Development Requirements ; and

(b) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & ORS 342.455 - 342.495; 342.553
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

Or. Admin. R. 584-235-0050 Reciprocal Administrator License

(1) Purpose of the License: The Reciprocal Administrator License is a license that qualifies its holder to serve as a school administrator in a prekindergarten through grade 12 Oregon public school district or education service district. The purpose of the Reciprocal Administrator License is to allow an out-of-state or out-of-country licensed administrator to transition into the Oregon licensure system based on the credentials they earned in the other jurisdiction.

(2) Out of State or Out-of-Country License Reciprocity: An out of state or out-of-country school administrator license alone does not authorize the applicant to work as an administrator in Oregon public schools.

(a) The out-of-state or out-of-country license is used only as a basis for qualifying for the Reciprocal Administrator License.

(b) The out-of-state or out-of-country licensed applicant must apply for and receive the Reciprocal Administrator License, or another Oregon non-provisional school administrator license for which the applicant qualifies, prior to employment in any Oregon public school, school district or education service district as a school administrator.

(3) Out-of-State License Holders:

(a) An applicant must hold a valid and active out-of-state non-provisional license for school administration from a NASDTEC jurisdiction prior to qualifying for an Oregon non-provisional school administrator license.

(b) If an applicant only holds an expired out-of-state school administrator license, the applicant must first reinstate their school administrator license from a NASTDEC jurisdiction prior to qualifying for the Reciprocal Administrator License or any other non-provisional Oregon school administrator license.

(c) Fully-qualified Out-of-State License Holders: If an applicant with a valid and active non-provisional out-of-state license fully qualifies for a Principal or Professional Administrator licenses, the applicant may bypass the Reciprocal Administrator License and apply immediately for the other license. To qualify for a non-provisional Oregon administrator license upon first application, the applicant must meet all of the requirements in subsections (8) and (9) of this rule.

(4) Scope of License: An administrator license is required to perform school administrator duties, as provided in 584-235-0010 Scope of Oregon Administrator Licenses.

(5) Term of Licensure: The Reciprocal Administrator License is valid for 18 months and expires 18 months from the date of issue. It is not renewable. Prior to the expiration of the Reciprocal Administrator License, an applicant must meet the next license requirements in subsection (9) of this rule.

(6) Assignments: The Reciprocal Administrator License qualifies the holder to accept in an Oregon public school district or education service district:

(a) Any building-level administrator assignment;

(b) Any district-level administrator assignment. Some applicants may be required to hold an LCA for Professional Administrator License on their Reciprocal Administrator License, as provided in subsection (7); and

(7) District-Level Assignments: If an applicant or holder of a Reciprocal Administrator License is employed in a district-level position and the applicant held a building-level or principal license in the other state, the applicant may be required to hold an LCA for the Professional Administrator License on their Reciprocal Administrator License.

(8) Applying for License: To be eligible to apply for a Reciprocal Administrator License, an out-of-state or out-of-country applicant must:

(a) Have never held an Oregon non-provisional school administrator license or completed an Oregon school administrator preparation program;

(c) Hold a master's or higher degree in the arts and sciences or an advanced degree in the professions from an Approved Institution in the United States or approved foreign equivalent;

(d) Submit official transcripts to verify the completion of the administrator preparation program from a National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction or a foreign program evaluated as satisfactory by the Commission. Completion of alternative route school administrator programs resulting in licensure through school districts or other alternative routes are subject to the approval of the Director of Licensure;

(e) Hold one of the following:

(A) A valid and active non-provisional school administrator license from another NASDTEC jurisdiction, valid for unrestricted full-time school administrator assignments; or

(B) Meet the requirements for preparation, as provided in 584-200-0090, Preparation in Another Country ;

(f) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(g) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(9) Next License: Prior to the expiration of the Reciprocal Administrator License, an applicant must:

(a) Apply for and meet the requirements for a Principal or Professional Administrator License;

(b) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics; and

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & ORS 342.455 - 342.495; 342.553
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

Or. Admin. R. 584-235-0060 Emergency Administrator License

(1) Purpose of the License: An Emergency Administrator License qualifies its holder to carry out the responsibilities of an administrator in an Oregon school district. The Emergency Administrator License is issued to persons who demonstrated adequate qualifications to receive an administrator license on an emergency basis. The purpose of the Emergency Administrator License is to provide a school district with a licensed administrator, on an emergency basis, if the school district demonstrates urgent circumstances that merit the issuance of the license to protect the district’s programs or students. The Emergency Administrator License is designed for short-term licensure only and may not continue once the emergency has been remedied.

(2) District Sponsorship: The Emergency Administrator License requires district sponsorship. The sponsoring district must submit a statement:

(a) Explaining the urgent circumstances that constitute the emergency and how the qualifications of the applicant will resolve the emergency;

(b) Verifying the urgent circumstances that prevents hiring of a suitable administrator who holds an unrestricted administrator license appropriate for the assignment to be filled;

(d) Requesting and identifying the least amount of time necessary to meet the emergency needs of the district.

(3) Assignment Authorization: The Emergency Administrator License qualifies the administrator to accept within the sponsoring district any administrative assignment within the scope and responsibilities of School Administrators under OAR 584-235-0010.

(4) Granting of License: The Emergency Administrator License shall be issued solely at the discretion of the Executive Director, or the Director of Licensure, for any length of time deemed necessary to protect the district’s programs or students.

(a) In most cases, an Emergency Administrator License will not exceed one year unless the educator or the district has presented unusual extenuating circumstances.

(b) The Executive Director, or the Director of Licensure, may consider efforts the educator has made in meeting licensure requirements. Additionally, the Executive Director, or the Director of Licensure, will consider academic preparation or experience the proposed educator has had in the area in which the district is requesting the license.

(d) In most cases, an Emergency Administrator License will expire on June 30 of the academic year in which the license was granted regardless of the term for licensure. Extending the license beyond the June 30 expiration date is at the discretion of the Executive Director or Director of Licensure after considering all extenuating circumstances.

(e) The Emergency Administrator License is not renewable and not subject to the 120-day grace period.

(g) The following situations are not eligible for an Emergency Administrator License:

(A) Renewal applications within the 120 days grace period; or

(B) Applications that include requests for Emergency Administrator Licenses due to the applicant’s failure to meet renewal or upgrade requirements such as required coursework or professional development.

(5) To be eligible for the Emergency Administrator License, an applicant must provide the following:

(a) Provide a statement from the sponsoring district in accordance with subsection (2) of this rule;

(b) Complete a background clearance that includes:

(A) Furnishing fingerprints (if necessary);

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(c) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(d) An applicant may be asked to provide a resume, official transcripts or other evidence of qualifications if requested by the Executive Director or Director of Licensure.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121, ORS 342.125 & ORS 342.143
TSPC 6-2023, adopt filed 02/07/2023, effective 03/01/2023

Or. Admin. R. 584-235-0090 Restricted Administrator License

(1) Purpose: The purpose of the Restricted Administrator License is to allow a teacher, school counselor, school social worker or school psychologist to serve as a building-level administrator while they complete the requirements for the Principal License. The Restricted Administrator License requires school district sponsorship.

(2) Definitions:

(a) “Building-level administrator position:” An administrator position within a prekindergarten through grade 12 Oregon public school or charter school, including principal, vice, associate or assistant principal, and such other building-level position, regardless of title, that is within the scope of school administrator licensure, as provided in 584-235-0010 Scope and Responsibilities of a School Administrator.

(b) “District-level administrator position:” An administrator position within a prekindergarten through grade 12 Oregon public school or education service district that has responsibilities across schools or programs, including a director of program, a superintendent, an assistant, deputy or associate superintendent, and such other district-level position, regardless of title, that is within the scope of school administrator licensure, as provided in 584-235-0010 Scope and Responsibilities of a School Administrator.

(3) District Sponsorship: The Restricted Administrator License requires district sponsorship. The sponsoring district must submit a statement:

(a) Describing the extenuating circumstances preventing the district from hiring a building-level administrator holding a non-provisional Oregon Principal license and how the issuance of the restricted license will protect the district's programs or students that;

(b) Explains how the qualifications of the applicant will resolve the extenuating circumstances;

(c) Assures the Commission that the district will obtain the license for the applicant prior to school administrator assignment within the district or prior to the 91st day after the date of application for licensure;

(d) Describes the district’s plan to provide a mentor for the administrator. The plan must specifically identify the mentor; and

(e) Describes the plan for how the educator will make progress toward qualifying for Principal License within the first term of the Restricted Administrator License.

(4) Renewal of District Sponsorship: Upon application for a reissue of the Restricted Administrator License, the sponsoring district must provide a new statement confirming that:

(a) The extenuating circumstances necessitating the Restricted Administrator License still exists;

(b) The applicant is still qualified and needed to remedy the situation;

(d) The educator is on track to meet the qualifications for the Principal License by the end of the final term (after second reissue) of the Restricted Administrator License.

(5) Transfer of District Sponsorship: To transfer sponsorship of the Restricted Administrator License to another district, the new sponsoring district must:

(a) Submit a statement as provided in subsection (3);

(b) Submit a statement that the original sponsoring district has been informed of the transfer; and

(c) Require the applicant to submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(6) The new sponsoring district and applicant will only be issued a license for any time remaining in the original terms, starting from the issue date of the first Restricted Administrator License.

(7) Terms of Licensure: The Restricted Administrator License may be reissued up to two times, and is valid for a length of term, as provided:

(a) For applications received from July 1 through December 31, the first Restricted Administrator License is valid through June 30 of the school year for which it is issued.

(b) For applications received from January 1 through June 30, the first Restricted Administrator License is valid through June 30 of the following school year unless otherwise requested by the sponsoring district;

(c) The second and third (final) term will only be issued for up to one year and with an expiration date of the next June 30.

(d) Upon expiration of the final term of the Restricted Administrator License, the educator must qualify for the Principal License.

(e) If the applicant held an Emergency Administrator License prior to being issued the Restricted Administrator License, the applicant’s time holding the Emergency Administrator License will be subtracted from the eligible terms of the Restricted Administrator License.

(f) If the educator does not meet the qualifications for the Principal License prior to the expiration of the final term of the Restricted Administrator License, the educator may apply for an Emergency Administrator License, as provided in 584-080-0171.

(8) Assignments: The Restricted Administrator License qualifies the holder to accept within the sponsoring district:

(a) Any principal assignment;

(b) Any other school administrator assignment that does not require a Professional Administrator License; and

(9) Applying for License: To be eligible to apply for a Restricted Administrator License, the applicant must:

(a) Provide a statement from the sponsoring district in accordance with subsection (3) of this rule;

(b) Have never held the Restricted Administrator License;

(d) Hold a bachelor's degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission. A master's degree or a doctoral degree from an Approved Institution in the United States validates a non-regionally accredited bachelor's degree for licensure purposes;

(e) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics;

(f) Submit official transcripts, and any other evidence required by the Commission as proof of substantial completion of academic preparation or substantial administrative work experience;

(g) Provide evidence of admission and enrollment, or pending enrollment, into a Commission-approved Principal preparation program. The evidence of admission and enrollment must be verified by the educator preparation program to which the educator is admitted;

(h) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(i) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(10) First Reissue : To be eligible to apply for the first reissue of a Restricted Administrator License, an applicant must submit:

(a) A statement from the sponsoring district in accordance with subsection (4) of this rule;

(b) Evidence of progress toward completion of the Principal License program. The evidence of progress toward completion must be verified by the educator preparation program to which the educator is enrolled;

(c) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(11) Second Reissue : To be eligible to apply for the second reissue a Restricted Administrator License, an applicant must submit:

(a) A statement from the sponsoring district in accordance with subsection (4) of this rule;

(b) Evidence the educator has completed more than 50 percent of a Commission-approved Principal Administrator License program. The completion of more than 50 percent of the program must be verified by the educator preparation provider in which the educator is enrolled; and

(c) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(12) Non-reissuance: The Director of Licensure may not approve the application for reissue of the Restricted Administrator License upon failure to show progress in the licensure program.

(13) Next License: Upon expiration of the final term of the Restricted Administrator License, recipients of this license must meet all the requirements of the Principal License or Reciprocal Administrator License.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & ORS 342.455 - 342.495; 342.553
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

Or. Admin. R. 584-235-0100 License for Conditional Assignment – Professional Administrator License

(1) Purpose: The purpose of a License for Conditional Assignment (LCA) for Professional Administrator License is to allow a holder of a Principal License, a Restricted Administrator License, or a Reciprocal Administrator License to serve in a district-level administrator position in their sponsoring school district while they complete the requirements for the Professional Administrator License. The LCA for Professional Administrator License is a conditional assignment on an underlying school administrator license. An LCA is not a stand-alone or independent license. The LCA requires school district sponsorship.

(2) Definitions:

(a) “Building-level administrator position:”An administrator position within a prekindergarten through grade 12 Oregon public school or charter school, including principal, vice, associate or assistant principal, and such other building-level position, regardless of title, that is within the scope of school administrator licensure, as provided in 584-235-0010 Scope and Responsibilities of a School Administrator.

(3) Term of LCA for Administrator: The LCA for Professional Administrator License may be reauthorized up to two times per the underlying license type and is valid for a length of term, as provided:

(a) For applications received from July 1 through December 31, the first LCA for Professional Administrator License is valid through June 30 of the school year for which it is issued.

(b) For applications received from January 1 through June 30, the first LCA for Professional Administrator License is valid through June 30 of the following school year, unless otherwise requested by the sponsoring district;

(c) The second and third (final) term of the LCA for Professional Administrator License will only be authorized for up to one year and with an expiration date of the next June 30.

(d) The LCA for Professional Administrator License will not be “back dated.” Time spent on assignments where the district failed to request the LCA will be deducted from the allowable LCA total (either one year or three years).

(4) Assignments: The LCA for Professional Administrator License qualifies the holder to accept within the sponsoring district:

(a) Any superintendent or district-level administrator positions;

(b) Any school administrator assignment at the building or district-level; and

(5) District Sponsorship: The LCA for the Professional Administrator License requires district sponsorship. The sponsoring district must:

(a) Submit a request to sponsor the applicant for the LCA for the Professional Administrator License; and

(b) Assure the educator applies for an LCA for Professional Administrator License:

(A) By October 31st if school administrator position begins in the fall term; or

(B) Within two weeks of start date if district-level school administrator position begins after October 31st.

(6) Transfer of District Sponsorship: To transfer sponsorship of the LCA for Professional Administrator License to another district, the new sponsoring district must:

(a) Meet the requirements of subsection (5);

(b) Inform the original sponsoring district about the transfer;

(c) Require the applicant to submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) The new sponsoring district and applicant will only be issued the LCA for any time remaining in the original terms, starting from the authorization date of the first LCA for Professional Administrator License.

(8) Eligible Licenses: The LCA for Professional Administrator License may be added to:

(a) Principal License;

(b) Reciprocal Administrator License; and

(9) Underlying License: The underlying license must be kept current in order for the LCA to remain active.

(a) The LCA will not be issued for a duration that exceeds the expiration date of the underlying license.

(b) If the underlying license lapses, the LCA may be re-activated for a time as determined by the Executive Director or Licensure Director upon reinstatement of the underlying license.

(10) Applying for the LCA: To be eligible to apply for LCA for Professional Administrator License, the applicant must:

(a) Hold an active and valid qualifying non-provisional Oregon Principal, Reciprocal, Restricted, or Legacy Administrator license;

(b) Have sponsorship from their employing district;

(e) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(11) First Reauthorization : To be eligible to apply for the first reauthorization of an LCA for Professional Administrator License, an applicant must submit:

(a) Have sponsorship from their employing district;

(b) Evidence of admission and enrollment into a Commission-approved Professional Administrator License program. The evidence of admission and enrollment must be verified by the educator preparation program to which the educator is admitted;

(c) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(12) Second Reauthorization : To be eligible to apply for the second reauthorization of an LCA for Administrator, an applicant must submit:

(a) A request to sponsor the LCA from the employing district;

(b) Evidence the educator has completed more than 50 percent of a Commission-approved Professional Administrator License. The completion of more than 50 percent of the program must be verified by the educator preparation provider in which the educator is enrolled; and

(c) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(13) Non-Reauthorization: The Director of Licensure may not approve the application for reauthorization of the LCA for Professional Administrator License upon failure to show progress in the administrator licensure or endorsement program.

(14) Next License: Upon expiration of the final term of the LCA for Professional Administrator License, recipients of this LCA must meet all the requirements for the Professional Administrator License.

(a) The educator may apply for the Professional Administrator License prior to the expiration of the final term of the LCA for Administrator.

(b) If the educator does not meet the qualifications for the Professional Administrator License prior to the expiration of the final term of the LCA for Professional Administrator License, the educator may apply for an Emergency Administrator License, as provided in 584-080-0171.

(c) Continuing to serve as a school administrator on an expired LCA is a violation of licensure law. In these cases, the license holder or the assigning administrator or both may be subject to sanctions for gross neglect of duty by the Commission pursuant to OAR 584-020-0040(4).

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & 342.455 - 342.495; 342.553
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

Division 245 PERSONNEL SERVICE LICENSES

Or. Admin. R. 584-245-0100 Scope of School Counselor License

(1) Scope: An Oregon school counselor may perform any one of the following duties in public schools, school district or education service districts:

(a) Serve as counseling mental health professionals and leaders in the school building;

(b) Ensure that schools have a fully implemented comprehensive, developmental, school counseling program that supports the academic, social and emotional development, career and college readiness, and mental health and wellness of all students;

(c) Work directly with students, families, staff, and administrative leaders to address issues that have a substantial impact on student mental health and development;

(d) Lead, advocate, and collaborate to promote equity and access for all students and their families; and

(e) Address issues that proactively create a positive school climate, especially for underrepresented students.

(2) Duties: School counselors provide direct services to students as part of the comprehensive school counseling program and indirect services that promote and support students’ mental health and wellness.

(a) Direct services shall consist of:

(A) Individual counseling;

(B) Group counseling,

(D) Classroom-based/large group counseling interventions (e.g. social emotional learning, school counseling core curriculum delivery, etc.);

(E) Individual student planning and assessment;

(F) Consultation with teachers, parents/guardians, student support personnel, and outside agencies;

(G) Family and community outreach; and

(H) “Face-to-face” interactions that include the application of counseling, consultation, collaboration, and human development skills such as providing professional development for building staff.

(b) Indirect services shall consist of:

(A) Program planning and coordinating;

(B) Professional development;

(D) Other duties that are administered on behalf of students, including securing outside referrals and additional supports, and participating on student-centered support initiatives.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136 & ORS 342.138
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0110 School Counselor License

(1) Purpose of the License: The School Counselor License qualifies its holder to provide counseling support services in Oregon schools. The School Counselor License is issued to new school counselors who have: sufficient personal qualifications, successfully completed a master’s program, and completed a qualifying school counselor program, or who have entered the state as a licensed school counselor. The School Counselor license signifies that the licensee is a counselor who has not acquired the advanced competencies and experience to qualify for a Professional School Counselor License.

(2) Term of Licensure: The School Counselor License is valid for three years and is renewable as provided in section (5) of this rule. The date of the first expiration of the license is three years from the date of issue plus time until the applicant’s birthday.

(3) Assignments: The School Counselor License is valid for school counselor assignments in prekindergarten to grade 12 assignments.

(a) The license is also valid for substitute counseling; and

(b) The license is also valid for substitute teaching in any subject-matter area.

(4) Applying for the License: To be eligible for a School Counselor License, an applicant must:

(a) Possess the personal qualifications for licensure, including:

(A) Attainment of at least eighteen years of age;

(B) Good moral character; and

(C) The mental and physical health necessary for employment as a school counselor.attainment of at least eighteen years of age and good moral character.

(b) Hold a master’s degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission;

(A) Completers of Oregon Programs: Provide evidence of admission to and completion of a Commission-approved School Counselor License preparation program;

(B) Completers of Out-of-State Programs: Provide evidence of:

(i) Completion of a program either approved by the appropriate program approval body in the state where the program is located or accreditation by CACREP;

(ii) An active and valid non-provisional school counselor license from a NASDTEC jurisdiction; and

(iii) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics.

(d) Complete a background clearance that includes:

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(e) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(5) Renewal: To be eligible to apply for renewal of the School Counselor License, the applicant must:

(a) Complete a professional development plan in accordance with OAR 584-255-0010;

(b) Report on completion of any continuing education regarding suicide risk assessment, treatment and management; and

(c) Submit a complete and correct renewal application in the form and manner required by the Commission and the payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0120 Professional School Counselor License

(1) Purpose: The Professional School Counselor License qualifies its holder to provide counseling support services in in prekindergarten through grade 12 Oregon public school districts, education service districts, and charter schools. The Professional School Counselor License signifies that the educator is an experienced professional who has successfully demonstrated an advanced level of student support knowledge, skills, and dispositions.

(2) Term of Licensure: The Professional School Counselor License is issued for five years and is renewable repeatedly as provided in section (6) of this rule. The date of the first expiration of the license is five years from the date of issue plus time until the applicant’s birthday.

(3) Assignments: The Professional School Counselor License is valid for counseling at all age or grade levels in any school building and for substitute teaching at any level in any specialty.

(a) Advanced Degree Programs: Admission to and completion of an educational specialist or doctoral degree program that is reasonably related to improving the counseling skills of the educator. The program must be from an Approved Institution or foreign equivalent.

(b) National Board Certification: certification as a school counselor by either the National Board for Certified Counselors (NBCC) or the National Board for Professional Teaching Standards (NBPTS).

(c) Other advanced degrees, coursework, or assessments which demonstrate competency in the standards and responsibilities of the Professional School Counselor License approved by the Executive Director or the Director of Licensure as provided in OAR 584-200-0100, Waiver of Licensure Requirements by the Commission.

(5) Licensed Experience: To qualify for the Professional School Counselor License, an applicant must have sufficient qualifying licensed experience.

(a) Sufficient Experience: Sufficient experience consists of:

(A) Three (3) full years of qualifying licensed experience in a 1.0 FTE assignment; or

(B) Six (6) full years of qualifying licensed experience in a .50 FTE or more assignment.

(b) Qualifying Licensed Experience: To qualify as a year of licensed experience, the experience must:

(A) Include working directly with preK-12 students while holding a non-provisional school counselor license;

(B) Equal a minimum of 135 days within an academic year (July 1 to June 30); and

(i) A public prekindergarten through grade 12 school, including public charter schools;

(ii) A regionally accredited private school in any state or other U.S. jurisdiction;

(iii) An education service district school;

(iv) A state-operated or state-supported school;

(v) A federal school;

(vi) A private elementary or secondary school registered by the state Department of Education;

(vii) A private proprietary career school licensed by the superintendent of public instruction; or

(viii) Alternative education, post-secondary or other similar settings closely related to prekindergarten through grade 12 education, as approved by the Director of Licensure.

(6) Applying for License: To be eligible to apply for a Professional School Counselor License, an applicant must:

(a) Meet or complete all requirements of the School Counselor license issued previously by the Commission or issued by another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(b) Complete an advanced professional educational program or demonstrate advanced competencies as provided in section (4) of this rule;

(d) Complete a background clearance that includes:

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(e) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) Renewing: To be eligible to apply for renewal of the Professional School Counselor License, the applicant must:

(a) Complete professional development requirements in accordance with OAR 584-255-0010;

(b) Report on completion of any continuing education regarding suicide risk assessment, treatment and management; and

(c) Submit a complete and correct renewal application in the form and manner required by the Commission and the payment of all required fees, as provided in OAR 584-200-0050.

(8) School Counselor to Professional School Counselor : An applicant moving from a School Counselor to a Professional School Counselor License must report on completion of any continuing education regarding suicide risk assessment, treatment and management as provided in section (5)(b).

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0130 Restricted School Counselor License

(1) Purpose: The purpose of the Restricted School Counselor License is to allow a teacher, administrator, school social worker, or school psychologist to serve as a school counselor while they complete the requirements for the School Counselor License. The Restricted School Counselor License requires school district sponsorship.

(2) The Restricted School Counselor License is issued jointly to an applicant and a district.

(3) Terms of Licensure: The Restricted School Counselor License may be reissued up to four times and is valid for a length of term, as provided:

(a) For applications received from July 1 through December 31, the first Restricted School Counselor License is valid through June 30 of the school year for which it is issued.

(b) For applications received from January 1 through June 30, the first Restricted School Counselor License is valid through June 30 of the following school year, unless otherwise requested by the sponsoring district;

(c) The second, third, and fourth (final) term are issued for a maximum of one year and with an expiration date of the next June 30.

(d) Upon expiration of the final term (after fourth reissue) of the Restricted School Counselor License, the educator must qualify for the School Counselor License.

(4) The Restricted School Counselor License will be restricted for use within a district that has applied for it jointly with the counselor and may not be used for substitute teaching unless the educator also holds another license valid for substitute teaching issued by the Commission.

(5) District Sponsorship: The Restricted School Counselor License requires district sponsorship. The sponsoring district must submit a statement:

(a) Describing the extenuating circumstances preventing the district from hiring a School Counselor holding a non-provisional School Counselor license appropriate for the assignment and how the issuance of the restricted license will protect the district's programs or students;

(b) Explaining how the qualifications of the applicant will resolve the extenuating circumstances;

(c) Assuring the Commission that the district will obtain the license for the educator prior to assignment within the district or prior to the 91st day after the date of application for licensure;

(d) Describing the district’s plan to provide a mentor for the applicant.

(A) The district must identify that mentor in the letter of application.

(B) For purposes of the Restricted School Counselor license, a mentor shall be:

(i) A person with a professional counseling license, or

(ii) When a professional counselor is not available at the assigned work site, a principal may serve as a mentor, so long as the school district provides the counselor with support from a professional school counselor as noted by the sponsor.

(e) Describing the plan for how the school counselor will make progress toward qualifying for non-provisional state licensure within the first term of the Restricted School Counselor License.

(6) Renewal of District Sponsorship: Upon application for a reissue of the Restricted School Counselor License, the sponsoring district must provide a new statement confirming that:

(a) The extenuating circumstances necessitating the Restricted School Counselor License still exists;

(b) The applicant is still qualified and needed to remedy the situation;

(d) The applicant is on track to meet the qualifications for the School Counselor License by the end of the final term (after fourth reissue) of the Restricted School Counselor License.

(7) Applying for the license: To be eligible to apply for a Restricted School Counselor License, an applicant must:

(a) Possess the personal qualifications for licensure including: attainment of at least eighteen years of age; possessing good moral character; and mental and physical health necessary for employment as an educator;

(b) Hold a bachelor’s degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission;

(A) Be enrolled in a school counselor program approved for school counseling licensure by any state;

(B) Have been a full-time certified Child Development Specialist (CDS) for at least three academic years; or

(D) The candidate must submit an official transcript and/or any other evidence that the Commission requires to determine the candidate has met the qualifications of this section.

(d) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics;

(e) Satisfactorily complete a background clearance that includes:

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission;

(f) Submit a District Sponsorship statement from the sponsoring district as provided in section 5 of this rule.

(g) Have never held any type of Restricted School Counselor License.

(8) Reissue: Restricted School Counselor Licenses are subject to special reissuance conditions:

(a) First Reissue. To be eligible to apply for the first reissue of a Restricted School Counselor License, an applicant must submit:

(A) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050;

(B) A statement from the co-applicant district, as provided in section (6); and

(C) Evidence of progress toward completion of the School Counselor License program. The evidence of progress toward completion must be verified by the educator preparation program to which the educator is enrolled.

(b) Second Reissue. To be eligible to apply for the second reissue of a Restricted School Counselor License, an applicant must submit:

(A) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050;

(B) A statement from the co-applicant district, as provided in section (6); and

(A) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050;

(B) A statement from the co-applicant district, as provided in section (6); and

(C) Evidence the educator has completed more than 50 percent of the program to complete the School Counselor License requirements. The completion of more than 50 percent of the program must be verified by the educator preparation program in which the educator is enrolled. The school counselor licensure program must be approved by the Commission pursuant to OAR chapter 584, Division 400 and 435.

(d) Fourth Reissue:

(A) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050;

(B) A statement from the co-applicant district, as provided in section (6); and

(e) Non-issuance: The Director of Licensure may not approve the application for reissue of the Restricted School Counselor License upon failure to show progress in the licensure program.

(f) Next License: Prior to or upon expiration of the final term (after fourth reissue) of the Restricted School Counselor License, recipients of this license must meet all the requirements of the School Counselor License.

(9) The Restricted School Counselor License is not transferable to another district. However, another district may co-apply for a Restricted School Counselor License for any time remaining in the original terms, starting from the date the first Restricted School Counselor License was issued. A complete and correct application in the form and manner required by the Commission, including payment of required fees, as provided in OAR 584-200-0050, must accompany the request.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0140 Emergency School Counselor License

(1) Purpose: An Emergency School Counselor License qualifies its holder to provide counseling support services in Oregon schools. The Emergency School Counselor License is issued to persons who demonstrate adequate qualifications to receive a school counselor license on an emergency basis. An Emergency School Counselor License may be issued when a school district demonstrates extenuating circumstances that merit the issuance of the license in order to protect the district's programs or students. The Emergency School Counselor License is designed for short-term licensure only and may not continue once the emergency situation has been remedied.

(2) District Sponsorship: The Emergency School Counselor License requires district sponsorship. The sponsoring district must submit a statement:

(a) Explaining the urgent circumstances that constitute the emergency and how the qualifications of the applicant will resolve the emergency;

(b) Verifying the urgent circumstances that prevents hiring of a suitable counselor who holds an unrestricted school counselor license;

(d) Requesting and identifying the least amount of time necessary to meet the emergency needs of the district.

(3) Granting of a License: Upon filing a correct and complete application in the form and manner prescribed by the Commission, a qualified applicant and a co-applicant district may be granted an Emergency School Counselor License.

(a) An Emergency School Counselor License shall be issued solely at the discretion of the Executive Director or designee for any length of time deemed necessary to protect the district's programs or students.

(b) The Executive Director may consider efforts the educator has made in meeting licensure requirements. Additionally, the Executive Director will consider academic preparation or experience the proposed educator has had in the area in which the district is requesting the license.

(d) In most cases, an Emergency School Counselor License will expire on June 30 of the academic year in which the license was granted regardless of the term for licensure. Extending the license beyond the June 30 expiration date is at the discretion of the Executive Director after considering all extenuating circumstances.

(4) Applying for the license: To be eligible to apply for the Emergency School Counselor License an applicant must provide the following:

(a) Possess the personal qualifications for licensure including attainment of at least eighteen years of age; possessing good moral character; and mental and physical health necessary for employment as an educator;

(b) Provide a statement from the sponsoring district in accordance with section (2) of this rule;

(A) Furnishing fingerprints, as required by ORS 342.223; and

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(e) An applicant may be asked to provide a resume, official transcripts or other evidence of qualifications if requested by the Executive Director or Director of Licensure.

(5) Continuing Applicant Licensure:

(a) The Emergency School Counselor License is not subject to the 120 days allowed for licensure renewal purposes under ORS 342.127. A new application and fee are required for the license the applicant must qualify for once the Emergency License has expired.

(b) It is the applicant’s responsibility to apply for the subsequent license in a timely manner in order to ensure that the applicant remains licensed.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0150 Legacy School Counselor License

(1) Purpose of the License: The Legacy School Counselor License is a license that qualifies its holder to be assigned as a school counselor in prekindergarten through grade 12 Oregon public school districts, education service districts, and charter school assignments. It is issued to veteran educators who meet the experience requirements for the legacy school counselor.

(2) Authorization: The Legacy School Counselor License qualifies the holder to accept:

(a) Regular school counseling assignments in prekindergarten through grade 12;

(b) Substitute school counseling assignments in prekindergarten through grade 12; and

(3) Term of Licensure: The Legacy School Counseling License is valid for three years and is continuously renewable as provided in section (5) of this rule.

(4) Applying for the License: To be eligible to apply for a Legacy School Counselor License, an applicant must:

(b) Meet one of the following license requirements:

(A) Hold an Oregon Basic or Standard Teaching License issued prior to January 1, 2016 with a Basic Elementary or Standard Elementary endorsement and have had four years of experience in a school counselor assignment in a prekindergarten through grade 8 environment obtained after January 1, 2011 and prior to January 1, 2016. The experience must be verified through a PEER form; or

(B) Hold an Oregon Basic Personnel Service License with a Basic or Standard school counselor endorsement issued prior to January 1, 2016;

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(5) Renewal: To be eligible to apply for renewal of the Legacy School Counselor License, the applicant must:

(a) Complete professional development requirements as provided in OAR 584-255-0010 Professional Development Requirements;

(b) Report on completion of any continuing education regarding suicide risk assessment, treatment and management; and

(c) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0160 Reinstatement of Expired School Counselor Licenses

(1) Purpose: The Commission has adopted reinstatement provisions to allow qualified applicants to reinstate eligible, expired Oregon School Counselor licenses.

(2) School Counselor, Professional School Counselor, and Legacy School Counselor Licenses: School Counselor, Professional School Counselor, and Legacy School Counselor Licenses are eligible to be reinstated if the applicant meets the requirements of section (4).

(3) District-Sponsored School Counselor Licenses: District-sponsored school counselor licenses and registrations may not be reinstated. A holder of an expired district-sponsored school counselor license or registration may be issued a new district-sponsored license or registration based on a new application.

(a) District-sponsored school counselor licenses include, but are not limited to, emergency and restricted licenses.

(b) Applicants must meet the requirements in effect for the district-sponsored license at the time of the new application.

(d) Applicants are not required to complete reinstatement PDUs.

(4) Applying for Reinstatement: To be eligible to apply for the reinstatement of an eligible Oregon school counselor license, an applicant must:

(a) Meet the renewal or advancement requirements that would have been required if the Oregon license had not lapsed;

(b) Meet the requirements for reinstatement of Oregon suspended or revoked licenses as provided in Chapter 584, Division 50, if applicable; and

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of the required fees as provided in OAR 584-200-0050;

(e) If an applicant holds an Emergency School Counselor License for purposes of earning PDUs to reinstate a lapsed School Counselor or Profession School Counselor License, the School Counselor or Professional School Counselor license may be reinstated upon expiration of the Emergency School Counselor License. Reinstatement will require an application, fee, and PDUs as provided in 584-255-0030. If the educator applies prior to the expiration of the Emergency School Counselor license, late fees will not apply.

(5) To qualify as continuing PDUs for Oregon reinstatement requirements, the PDUs must have been completed within three (3) years of the date of application for the reinstatement of the school counselor license and within five (5) years of the date of application for reinstatement of the professional school counselor license.

(6) All PDUs for reinstatement must be verified as provided in 584-255-0030 Verification of Professional Development.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0200 Scope of School Psychologist

(1) Scope: An Oregon School Psychologist or Professional School Psychologist License or registration is required to perform any one of the following duties in public schools, school districts, or education service districts:

(a) Provide psychological services that enhance academic performance;

(b) Design strategies and programs to address problems of adjustment;

(d) Conduct psycho-educational assessment for purposes of identifying special needs;

(e) Provide psychological counseling for individuals, groups and families; and

(f) Coordinate intervention strategies for management of individuals and school-wide crises.

(2) Responsibilities: The School Psychologist and Professional School Psychologist License authorizes the holder to perform the following duties:

(a) Use data-based decision making to choose assessment methods for identifying strengths and needs; for developing effective interventions, services, and programs; and for measuring progress and outcomes within a multi-tiered system of supports.

(b) Consult and collaborate with individuals, families, groups, and systems, to promote effective services in an equitable manner. Consultation and collaboration include but are not limited to use of the problem-solving process when planning, implementing, and evaluating academic and mental and behavioral health services with diverse audiences, including students, parents, teachers, school personnel, policy makers, community leaders, and other professionals across disciplines.

(c) Inform academic intervention and instructional supports with the use of evidence-based curricula and instructional strategies.

(A) Promote interventions and accommodations to help students enhance their capacity to be self-regulated learners.

(B) Recommend changes to instruction based on student responsiveness to interventions.

(C) Use empirically based research on learning and cognition to inform the development of effective instructional strategies to promote student learning at the individual, group, and systems levels.

(D) Use culturally responsive and developmentally appropriate assessment techniques to identify and diagnose disabilities that affect development and learning.

(E) Promote intervention fidelity during the development, implementation, and evaluation of instructional interventions.

(d) Provide mental and behavioral health services and interventions that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health in the context of a comprehensive framework.

(A) Use data to identify students who may require individualized support and provide a continuum of developmentally appropriate and culturally responsive mental and behavioral health services, including individual and group counseling, behavioral coaching, classroom and school-wide social-emotional learning programs, positive behavior supports, and parent education and support.

(B) Address issues that include the impact of trauma on social, emotional, and behavioral functioning; and, in collaboration with others, work to implement practices to reduce the effects of trauma on learning and behavior.

(C) Use culturally responsive and developmentally appropriate assessment techniques to identify emotional and behavioral disabilities.

(D) Use systematic decision making to analyze behavior and consider the antecedents, consequences, functions, and potential causes of behavioral difficulties that may impede learning or socialization.

(E) Promote intervention acceptability and fidelity during the development, implementation, and evaluation of mental and behavioral health interventions.

(F) Implement positive behavioral supports based upon a functional behavioral assessment as indicated at the individual, group, classroom, school, and district levels that demonstrate the use of appropriate ecological and behavioral approaches to promote effective student discipline practices and classroom management with the use of function-based supports.

(G) Use data to evaluate implementation and outcomes of mental and behavioral health interventions for individuals and groups.

(H) Promote effective home–school collaboration and, when necessary, collaborate with other community providers to coordinate mental and behavioral health supports and wraparound services.

(I) Provide telemental health supports and services for behavioral and mental health, as trained.

(e) Implement school-wide practices to promote learning by informing systems development with use of data, general, and special education programming; and use of implementation science to establish and sustain evidence-based school-wide practices that promote learning, positive behavior, and mental health of all children and youth from diverse backgrounds and cultures in the context of a comprehensive framework.

(A) Provide professional development, training, and ongoing coaching on a range of topics that promote the use of effective instructional strategies, positive classroom management practices, positive school climate, and the cultivation of supportive working relationships.

(B) Design data systems and implement changes, with the use of outcome data from universal screening procedures and progress monitoring to identify the need for additional academic or behavioral support services.

(C) Work collaboratively with other school personnel to create and maintain a multi-tiered system of services to support each student’s attainment of academic, social-emotional, and behavioral goals.

(f) Use evidence-based strategies to promote safe and supportive schools, including multi- tiered prevention and health promotion related to social-emotional well-being, resilience, and risk factors in learning, mental, and behavioral health.

(A) Contribute to the implementation and evaluation of prevention programs that promote physically and psychologically safe and nonviolent schools and communities.

(B) Participate in school crisis response teams and collaborate with other professionals to conduct assessments of school safety.

(g) Facilitate family and school partnerships and interactions with community agencies to enhance academic and social-behavioral outcomes for children.

(A) Acknowledge and respect diversity in family systems, and identify varying world views, cultural, and family contexts.

(B) Use evidence-based strategies to design, implement, and evaluate effective policies and practices that promote family, school, and community partnerships.

(h) Advocate for and identify equitable practices for diverse populations, demonstrating knowledge and respect for knowledge of, and inherent respect for, individual differences, abilities, disabilities, and other diverse characteristics, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables.

(A) Consider the influence of culture, background, and individual learner characteristics when designing and implementing interventions to achieve optimal learning and behavioral outcomes.

(B) Use inclusive language and provide culturally responsive and equitable practices.

(C) Convey advanced knowledge about special education and related services, and actively promote specialized instructional and support practices within special education that meet the diverse needs of children with disabilities.

(D) Employ a strengths-based approach to address the diverse learning needs of all students, including Emerging Multilingual students.

(i) Evaluate, interpret, and synthesize a cumulative body of research findings and apply these as a foundation for evidence-based practice and effective service delivery.

(A) Reference evidence-based practices across tiers of support for social-emotional well-being, positive behavior supports, and use of effective instructional strategies for academic engagement and achievement.

(B) Apply knowledge of evidence-based interventions and programs in the design, implementation, and evaluation of the fidelity and effectiveness of school-based intervention plans.

(j) School psychologists have knowledge of and provide services consistent with ethical, legal, and professional standards as aligned with the National Association of School Psychologists (NASP) and the educator standards found in OAR Division 584-20, STANDARDS FOR COMPETENT AND ETHICAL PERFORMANCE OF OREGON EDUCATORS.

(A) Engage in effective, collaborative, and ethical professional relationships.

(B) Access, evaluate, and use information sources and technology in ways that safeguard and enhance the quality of services, security of confidential information, and responsible record keeping.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0210 School Psychologist License

(1) Term of Licensure: A School Psychologist License is valid for three years and is renewable as provided in section 4 of this rule. The date of the first expiration of the license is three years from the date of issue plus time to the applicant's birthday.

(2) Assignments: The School Psychologist License is valid for:

(a) School psychology at all age or grade levels;

(b) Substitute counseling at any level; and

(3) Applying for License: To be eligible for a School Psychologist License, an applicant must:

(b) Complete a School Psychologist License Preparation Program.

(A) Completers of Oregon Programs: Provide evidence of admission to and completion of a Commission-approved School Psychologist License preparation program; or

(B) Completers of Out-of-State Programs: Provide evidence of:

(i) Completion of an approved out-of-state school psychologist program;

(ii) An active and valid non-provisional school psychologist license from a NASDTEC jurisdiction; and

(iii) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics; or

(C) Complete a Specialist-level program or equivalent accredited by the National Association of School Psychologists in school psychology; or

(D) Hold a current certification of Nationally Certified School Psychologist (NCSP) administered by the National School Psychology Certification Board (NSPCB; established by NASP); and

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(4) Renewal: The School Psychologist License may be renewed repeatedly for three years. To be eligible to apply for renewal of the School Psychologist License, the applicant must:

(a) Complete a professional development plan in accordance with OAR 584-255-0010; and

(b) Submit a complete and correct renewal application in the form and manner required by the Commission and the payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0230 Professional School Psychologist License

(1) Term of Licensure: The Professional School Psychologist License is issued for five years and is renewable repeatedly under conditions specified below.

(2) Assignments: The Professional School Psychologist License is valid for:

(a) School psychology at all age or grade levels;

(b) Substitute counseling at any level; and

(3) School Psychologist Experience : To qualify for the Professional School Psychologist License, an educator must complete:

(a) Three (3) full years of licensed school psychologist experience in a 1.0 FTE assignment; or

(b) Six (6) full years of licensed school psychologist experience in a .50 - .99 FTE assignment.

(4) Qualifying Experience: To qualify as a year of school psychologist experience, the experience must:

(a) Include duties that require school psychologist licensure, in accordance with 584-245-0200, Scope of School Psychologist.

(b) Occur while holding a School Psychologist or equivalent non-provisional school psychologist license from a National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(d) Be completed in one, or a combination of, the following employment settings:

(A) A public prekindergarten through grade 12 school, including public charter schools;

(B) A regionally accredited private school in any state or other U.S. jurisdiction; or

(D) A state-operated or state-supported school;

(E) A federal school;

(F) A private elementary or secondary school registered by the state Department of Education;

(G) A private proprietary career school licensed by the superintendent of public instruction; or

(H) Alternative education, post-secondary or other similar settings closely related to prekindergarten through grade 12 education, as approved by the Director of Licensure.

(5) Applying for License: To be eligible for a Professional School Psychologist License, an applicant must:

(b) Meet and complete all of the requirements for the School Psychologist License;

(c) Meet the license experience requirements of six (6) years of qualifying licensed school psychology experience in at least a .50 FTE assignment;

(d) Complete an advanced professional education program, as evidenced by:

(A) Current NASP certification of Nationally Certified School Psychologist (NCSP);

(B) Doctorate degree in school, clinical or counseling psychology; or

(C) Other acceptable advanced coursework or assessment approved by the Executive Director or the Director of Licensure as provided in OAR 584-200-0100, Waiver of Licensure Requirements by the Commission.

(e) Complete a background clearance that includes:

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission;

(f) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(6) Renewing: The Professional School Psychologist License may be renewed for five years upon completion of a professional development plan in accordance with OAR 584-0255.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0240 Reinstatement of Expired School Psychologist Licenses

(1) Purpose: The Commission has adopted reinstatement provisions to allow qualified applicants to reinstate eligible, expired Oregon school psychologist licenses.

(2) Applying for Reinstatement: To be eligible to apply for the reinstatement of an eligible Oregon school psychologist license, an applicant must:

(a) Meet the renewal or advancement requirements that would have been required if the Oregon license had not lapsed;

(b) Meet the requirements for reinstatement of Oregon suspended or revoked licenses as provided in Chapter 584, Division 50, if applicable; and

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of the required fees as provided in OAR 584-200-0050;

(3) To qualify as continuing PDUs for Oregon reinstatement requirements, the PDUs must have been completed within three (3) years of the date of application for the reinstatement of school psychologist license and within five (5) years of the date of application for reinstatement of the professional school psychologist license.

(4) All PDUs for reinstatement must be verified as provided in 584-255-0030 Verification of Professional Development.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0300 Scope of School Social Worker License

The Social Worker License authorizes the holder to perform the following duties:

(1) Services to students: Providing crisis intervention. Developing intervention strategies to increase academic success. Assisting with conflict resolution and anger management. Helping the child develop appropriate social interaction skills. Assisting the child in understanding and accepting self and others. Developing positive behavioral intervention strategies. As well as:

(a) Assessment: Psychosocial assessments identifying barriers (at a personal, family, social or school level) to learning and engagement; risk assessments; student and family counselling; advocacy; education and resourcing, consultation; referrals; crisis interventions.

(b) Casework: Co-ordination of supports for students with multiple and complex needs, including liaison with external organizations, advocacy on behalf of students to outside organizations.

(c) School-Wide Prevention Activities: Help develop and identify lessons in classrooms, teaching as needed, social emotional skill building including drug and alcohol, abuse and violence prevention and suicide prevention. Help coordinate and facilitate school wide activities pertaining to social-emotional and cultural needs of the community, students, and families.

(d) Groupwork : Development and implementation of therapeutic group work; prevention and early intervention programs; personal or social skills education groups for students; parent education.

(e) SpecialEducationServices: Participating in special education assessment meetings as well as Individual Educational Planning Meetings. Addressing issues in a child's living situation that affect the child’s adjustment in school (i.e. home, school, and community). Preparing a social or developmental history on a child with a disability. Counseling (group, individual and/or family). Mobilizing family, school, and community resources to enable the child to learn as effectively as possible in his or her educational program.

(2) Services to parents and families: Working with parents to facilitate their support in their children's school adjustment. Alleviating family stress such as issues related to poverty domestic violence and mental health issues in order to enable the child to function more effectively in school and community. Assisting parents to access programs available to students with special needs. Assisting parents in accessing and utilizing school and community resources.

(3) Services to school personnel: Providing staff with essential information to better understand factors (cultural, social, economic, family, health, etc.) affecting a student’s performance and behavior. Assessing students with mental health concerns. Developing staff in-service training programs. Assisting teachers with behavior management. Providing direct support to staff. Advocacy, consultation and professional development with school staff with the aim of making schools’ more inclusive environments. Supporting students to advocate for appropriate resources and procedures. Assist in, or lead, the design, delivery, and implementation of schools and/or districts Comprehensive School Counseling Plan.

(4) School-community liaison: Obtaining and coordinating community resources to meet students' needs. Helping school districts receive adequate support from social and mental health agencies. Advocating for new and improved community/school service to meet the needs of students and families. Helping the system respond effectively to each child's needs.

(5) Services to districts: Assist in developing and implementing educational programs for children for exceptional children. Developing alternative programs for students with attendance concerns or involvement with the law. Identifying and reporting child abuse and neglect. Providing consultation regarding school law and school policy including IDEA and Section 504. Providing case management for students and families requiring multiple resources.

(6) Critical incident management: Emergency management and critical incidents response; interventions to reduce the negative impacts of traumatic incidents; planning for school responses; provision of psychological first aid, counselling and support; referrals and service coordination; monitoring recovery.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0310 School Social Worker License

(1) Purpose of the License: The School Social Worker License qualifies its holder to provide counseling support services in Oregon schools. The School Social Worker License is issued to new school social workers who have: sufficient personal qualifications, successfully completed a master’s program, and completed a qualifying school social worker program, or who have entered the state as a licensed Social Worker. The School Social Worker license signifies that the licensee is a school social worker who has not acquired the advanced competencies and experience to qualify for a Professional School Social Worker License.

(2) Term of Licensure: The School Social Worker is valid for three years and is renewable as provided in section (5) of this rule. The first license will be issued for three years plus time to the applicant's birthday.

(3) Assignments: The School Social Worker License is valid for:

(a) School social work at all age or grade levels; and

(b) Substitute counseling at any level.

(4) Applying for License: To be eligible to apply for a School Social Worker License, an applicant must:

(a) Possess the personal qualifications for licensure, including attainment of at least eighteen years of age; possessing good moral character; and the mental and physical health necessary for employment as an educator

(b) Hold a master’s degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission;

(A) Completers of Oregon Programs: Provide evidence of admission to and completion of a Commission-approved School Social Worker License preparation program; or

(B) Completers of Out-of-State Programs: Provide evidence of:

(i) Completion of an approved out-of-state school social worker program;

(ii) An active and valid non-provisional school social worker license from a NASDTEC jurisdiction; and

(iii) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics.

(d) Complete a background clearance that includes:

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(e) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(5) Renewal: To be eligible to apply for renewal of the School Social Worker License, the applicant must:

(a) Complete professional development requirements in accordance with OAR 584-255-0010; and

(b) Report on completion of any continuing education regarding suicide risk assessment, treatment and management;

(c) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(6) Persons holding a School Social Worker License may not:

(a) Substitute as a School Counselor for a period greater than three consecutive months without obtaining the School Counselor License;

(b) Substitute as a School Psychologist; or

(d) Go by the title of School Counselor or School Psychologist.

(7) Violations of section (6) above may result in referral to the Commission for violation of professional practices.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0320 Professional School Social Worker License

(1) Purpose: The Professional School Social Worker License qualifies its holder to provide counseling support services in in prekindergarten through grade 12 Oregon public school districts, education service districts, and charter schools. The Professional School Social Worker License signifies that the educator is an experienced professional who has successfully demonstrated an advanced level of student support knowledge, skills, and dispositions.

(2) Term of Licensure: The Professional School Social Worker License is issued for five years and is renewable repeatedly as provided in section (7) of this rule. The date of the first expiration of the license is five years from the date of issue plus time until the applicant’s birthday.

(3) Assignments: The Professional School Social Worker License is valid for:

(a) School social work at all age or grade levels; and

(b) Substitute counseling at any level.

(a) Advanced Degree Programs: Admission to and completion of an educational specialist or doctoral degree program that is reasonably related to improving the social work skills of the educator. The program must be a nationally accredited program graduate degree in social work from a nationally accredited program approved by the Council on Social Work Education (CSWE) at an Approved Institution or foreign equivalent.

(b) National Certification: National Association of Social Worker [TW1] (NASW) credential.

(c) Other advanced degrees, coursework, or assessments which demonstrate competency in the standards and responsibilities of the Professional School Social Worker License approved by the Executive Director or the Director of Licensure as provided in OAR 584-200-0100, Waiver of Licensure Requirements by the Commission.

(5) Licensed Experience: To qualify for the Professional School Social Worker License, an applicant must sufficient qualifying licensed experience:

(a) Sufficient Experience: Sufficient experience consists of:

(A) Three (3) full years of qualifying licensed experience in a 1.0 FTE assignment; or

(B) Six (6) full years of qualifying licensed experience in a .50 - .99 FTE or more assignment.

(b) Qualifying Experience: To qualify as a year of licensed experience, the experience must:

(A) Include working directly with preK-12 students while holding any license, charter school registration or school nurse certificate appropriate for the assignment;

(B) Equal a minimum of 135 days within an academic year (July 1 to June 30); and

(i) A public prekindergarten through grade 12 school, including public charter schools;

(ii) A regionally accredited private school in any state or other U.S. jurisdiction; or

(ii) An education service district school;

(iv) A state-operated or state-supported school;

(v) A federal school;

(vi) A private elementary or secondary school registered by the state Department of Education;

(vii) A private proprietary career school licensed by the superintendent of public instruction; or

(viii) Alternative education, post-secondary or other similar settings closely-related to prekindergarten through grade 12 education, as approved by the Director of Licensure.

(6) Applying for License: To be eligible to apply for a Professional School Social Worker License, an applicant must:

(a) Possess the personal qualifications for licensure, including:

(A) Attainment of at least eighteen years of age;

(B) Good moral character; and

(b) Meet or complete all requirements of the School Social Worker license issued previously by the Commission or issued by another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(d) Complete the experience requirements as provided in section (5) of this rule;

(e) Complete a background clearance that includes:

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(f) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) Renewing: To be eligible to apply for renewal of the Professional School Counselor License, the applicant must:

(a) Complete professional development requirements in accordance with OAR 584-255-0010; and

(b) Submit a complete and correct renewal application in the form and manner required by the Commission and the payment of all required fees, as provided in OAR 584-200-0050.

(8) Persons holding a Professional School Social Worker License may not:

(a) Substitute as a School Counselor for a period greater than three consecutive months without obtaining the School Counselor License;

(b) Substitute as a School Psychologist; or

(d) Go by the title of School Counselor or School Psychologist.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0330 Restricted School Social Worker License

(1) Purpose: The purpose of the Restricted School Social Worker License is to allow a teacher, administrator, school counselor, or school psychologist to serve as a School Social Worker while they complete the requirements for the School Social Worker License. The Restricted School Social Worker License requires school district sponsorship.

(2) The Restricted School Social Worker License is issued jointly to an applicant and a district.

(3) Terms of Licensure: The Restricted School Social Worker License may be reissued up to two times and is valid for a length of term, as provided:

(a) For applications received from July 1 through December 31, the first Restricted School Social Worker License is valid through June 30 of the school year for which it is issued.

(b) For applications received from January 1 through June 30, the first Restricted School Social Worker License is valid through June 30 of the following school year, unless otherwise requested by the sponsoring district;

(c) The second and third (final) term is issued for a maximum of one year and with an expiration date of the next June 30.

(d) Upon expiration of the final term (after the second reissue) of the Restricted School Social Worker License, the educator must qualify for the School Social Worker License.

(4) The Restricted School Social Worker License will be restricted for use within a district that has applied for it jointly with the social worker and may not be used for substitute teaching unless the educator also holds another license valid for regular or substitute teaching issued by the Commission.

(5) District Sponsorship: The Restricted School Social Worker License requires district sponsorship. The sponsoring district must submit a statement:

(a) Describing the extenuating circumstances preventing the district from hiring a School Social Worker holding a non-provisional School Social Worker license appropriate for the assignment and how the issuance of the restricted license will protect the district's programs or students;

(b) Explaining how the qualifications of the applicant will resolve the extenuating circumstances;

(c) Assuring the Commission that the district will obtain the license for the educator prior to assignment within the district or prior to the 91st day after the date of application for licensure;

(d) Describing the district’s plan to provide a mentor for the school social worker.

(A) The district must identify that mentor in the letter of application.

(B) For purposes of the Restricted School Social Worker license, a mentor shall be:

(i) A person with a non-provisional Personnel Services License.

(ii) When a person with a non-provisional Personnel Services License is not available at the assigned work site, a principal may serve as a mentor, so long as the school district provides the school social worker with support from a person with a non-provisional Personnel Services License as noted by the sponsor.

(e) Describing the plan for how the school social worker will make progress toward qualifying for non-provisional state licensure within the first term of the Restricted School Social Worker License.

(6) Renewal of District Sponsorship: Upon application for a reissue of the Restricted School Social Worker License, the sponsoring district must provide a new statement confirming that:

(a) The extenuating circumstances necessitating the Restricted School Social Worker License still exists;

(b) The applicant is still qualified and needed to remedy the situation;

(d) The teacher is on track to meet the qualifications for the School Social Worker License by the end of the final term (after second reissue) of the Restricted School Social Worker License.

(7) Applying for License: To be eligible to apply for a Restricted School Social Worker License, an applicant must:

(a) Possess the personal qualifications for licensure, including:

(A) Attainment of at least eighteen years of age;

(B) Good moral character; and

(b) Meet one of the following qualifications:

(A) Hold a bachelor’s degree or higher from an Approved institution in the United States, or the foreign equivalent of such degree approved by the Commission and be enrolled in a school social worker program approved for school social worker licensure by any state and have completed approximately one-half of the program; or

(B) Has completed a Master’s in Social Work; or

(D) The candidate must submit an official transcript and/or any other evidence that the Commission requires to determine the candidate has met the qualifications of this section.

(d) Complete a background clearance that includes:

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission;

(e) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(f) Submit a District Sponsorship statement from the sponsoring district as provided in section 5 of this rule; and

(g) Have never held any type of Restricted School Social Worker License.

(8) Reissue: Restricted School Social Worker Licenses are subject to special reissuance conditions:

(a) First Reissue. To be eligible to apply for the first reissue of a Restricted School Social Worker License, an applicant must submit:

(A) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050;

(B) A statement from the co-applicant district, as provided in section (6) of this rule; and

(C) Evidence of progress toward completion of the School Social Worker License program. The evidence of progress toward completion must be verified by the educator preparation program to which the educator is enrolled;

(b) Second Reissue. To be eligible to apply for the second reissue of a Restricted School Social Worker License, an applicant must submit:

(A) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050;

(B) A statement from the co-applicant district, as provided in section (6) of this rule; and

(C) Evidence the educator has completed more than 50 percent of the program to complete the School Social Worker License requirements. The completion of more than 50 percent of the program must be verified by the educator preparation program in which the educator is enrolled. The school social worker program must be approved by the Commission pursuant to OAR chapter 584, Division 435.

(c) Non-issuance: The Director of Licensure may not approve the application for reissue of the Restricted School Social Worker License upon failure to show progress in the licensure program.

(d) Prior to or upon expiration of the final term (after second reissue) of the Restricted School Social Worker License, recipients of this license must meet all the requirements of the School Social Worker License.

(9) The Restricted School Social Worker License is not transferable to another district. However, another district may co-apply for a Restricted School Social Worker License for any time remaining in the original terms, starting from the date the first Restricted School Social Worker License was first issued by the Commission. A complete and correct application in the form and manner required by the Commission, including payment of required fees, as provided in OAR 584-200-0050, must accompany the request.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 2-2022, minor correction filed 02/02/2022, effective 02/02/2022
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0340 Emergency School Social Worker License

(1) Purpose: An Emergency School Social Worker License qualifies its holder to provide student support services in Oregon schools. The Emergency School Social Worker License is issued to persons who demonstrate adequate qualifications to receive a school social worker license on an emergency basis. An Emergency School Social Worker License may be issued when a school district demonstrates extenuating circumstances that merit the issuance of the license in order to protect the district's programs or students. The Emergency School Social Worker License is designed for short-term licensure only and may not continue once the emergency situation has been remedied.

(2) District Sponsorship: The Emergency School Social Worker License requires district sponsorship. The sponsoring district must submit a statement:

(b) Explaining how the qualifications of the applicant will resolve the extenuating circumstances;

(c) Assuring the Commission that the district will obtain the license for the educator prior to assignment within the district or prior to the 91st day after the date of application for licensure;

(d) Describing the district’s plan to provide a mentor for the school social worker.

(A) The district must identify that mentor in the letter of application.

(B) For purposes of the Emergency School Social Worker license, a mentor shall be:

(i) A person with a non-provisional Personnel Services License.

(e) Describing the plan for how the school social worker will make progress toward qualifying for non-provisional state licensure within the first term of the Emergency School Social Worker License.

(3) Granting of a License: Upon filing an application and full fee in the form and manner required by the Commission, an Emergency School Social Worker License may be issued in any increment of time at the Executive Director’s discretion, but generally will be limited to the least amount of time reasonably necessary to complete non-provisional licensure requirements or to bridge the actual emergency generating the district’s request.

(a) An Emergency School Social Worker License shall be issued solely at the discretion of the Executive Director or designee for any length of time deemed necessary to protect the district's programs or students.

(d) In most cases, an Emergency School Social Worker License will expire on June 30 of the academic year in which the license was granted regardless of the term for licensure. Extending the license beyond the June 30 expiration date is at the discretion of the Executive Director after considering all extenuating circumstances.

(e) The Executive Director is authorized to deny application for an Emergency School Social Worker License if the request exceeds more than one year beyond the expiration of a Restricted Transitional School Social Worker License.

(4) Applying for License: To be eligible to apply for an Emergency School Social Worker License, an applicant must:

(a) Possess the personal qualifications for licensure, including:

(A) Attainment of at least eighteen years of age;

(B) Good moral character; and

(b) Hold a bachelor’s degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission;

(d) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics;

(e) Complete a background clearance that includes:

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(f) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(5) The Emergency School Social Worker License will be issued solely at the discretion of the Executive Director or their designee, for any length of time deemed necessary to protect the district's programs or students. The Executive Director may consider the following:

(a) Whether the educator has had any academic preparation or experience in the area of social work;

(b) Efforts the educator has made in meeting the Initial School Social Worker License requirements; and

(6) Continuing Applicant Licensure:

(a) The Emergency School Social Worker License is not subject to the 120 days allowed for licensure renewal purposes under ORS 342.127. A new application and fee is required for the license the applicant must qualify for once the Emergency License has expired.

(b) It is the applicant’s responsibility to apply for the subsequent license in a timely manner in order to ensure that the applicant remains licensed.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 3-2022, minor correction filed 02/02/2022, effective 02/02/2022
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0350 Reinstatement of Expired School Social Worker License

(1) Purpose: The Commission has adopted reinstatement provisions to allow qualified applicants to reinstate eligible, expired Oregon School Social Worker licenses.

(2) School Social Worker and Professional School Social Worker Licenses: School Social Worker and Professional School Social Worker Licenses are eligible to be reinstated if the applicant meets the requirements of section (4).

(3) District-Sponsored School Social Worker Licenses: District-sponsored school social worker licenses and registrations may not be reinstated. A holder of an expired district-sponsored school social worker license or registration may be issued a new district-sponsored license or registration based on a new application.

(a) District-sponsored school social worker licenses include, but are not limited to, emergency and restricted licenses.

(b) Applicants must meet the requirements in effect for the district-sponsored license at the time of the new application.

(d) Applicants for new district-sponsored licenses are not required to complete reinstatement PDUs.

(4) Applying for Reinstatement: To be eligible to apply for the reinstatement of an eligible Oregon school social worker license, an applicant must:

(a) Meet the renewal or advancement requirements that would have been required if the Oregon license had not lapsed;

(b) Meet the requirements for reinstatement of Oregon suspended or revoked licenses as provided in Chapter 584, Division 50, if applicable; and

(c) Meet the professional development requirements for reinstatements as provided in section (5) of this rule, if required.

(d) Submit a complete and correct application in the form and manner required by the Commission, including payment of the required fees as provided in OAR 584-200-0050;

(e) If an applicant holds an emergency school social worker license, they can reinstate the regular license after one year of service after application and positive review of the school district.

(5) To qualify as continuing PDUs for Oregon reinstatement requirements, the PDUs must have been completed within three (3) years of the date of application for the reinstatement of the school social worker license and within five (5) years of the date of application for reinstatement of the professional school social worker license.

(6) All PDUs for reinstatement must be verified as provided in 584-255-0030 Verification of Professional Development.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-245-0400 Limited Student Service License

(1) Purpose of the License: The Limited Student Service License qualifies its holder to provide a specialized type of direct service to students for which the Commission has determined a personnel service license is required and does not require a school counselor, school psychologist, or school social worker license. It is not valid for substitute teaching of any kind.

(2) Term of Licensure: The Limited Student Service License is valid for three years and may be reissued as provided in section (8) of this rule. The first license will be issued for three years plus time to the applicant's birthday.

(3) Assignments: The Limited Student Service License is valid at the PK - 12 level.

(4) Applying for License: To be eligible for a Limited Student Service License the applicant must:

(a) Have a bachelor’s degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission. Awarding of a higher degree in the arts and sciences or an advanced degree in the professions from an Approved Institution in the United States validates a non-regionally accredited bachelor’s degree for licensure;

(b) Either one year of graduate level coursework or one year of professional experience related to the intended service role;

(c) Obtain a passing score on a Commission-approved test of knowledge of U.S. and Oregon civil rights and professional ethics;

(d) Complete a background clearance that includes:

(A) Furnishing fingerprints, as required by ORS 342.223;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(e) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(5) District Sponsorship: The Limited Student Service License is restricted to use within a district that has applied for it jointly with the applicant, whose qualifications and job description are subject to Commission approval. Upon application, the co-applicant district must submit a statement:

(a) Describing its particular need in relation to the co-applicant specialist’s qualifications summarized on a submitted resume;

(b) Agreeing to provide a mentor during the first year of the assignment; and

(c) Attesting that the role to be filled has been structured so as not to require a school counselor, school psychologist, or school social worker license.

(6) Renewal of District Sponsorship: Upon application for a reissue of the Limited Student Services License, the sponsoring district must provide a new statement confirming that:

(a) The extenuating circumstances necessitating the Limited Student Services still exists;

(b) The applicant is still qualified and needed to remedy the situation;

(d) Attesting that the role to be filled has been structured so as not to require a school counselor, school psychologist, or school social worker license.

(7) Acceptable Job Title: The holder of a Limited Student Service License shall use only the title specifically approved by the Commission and shall not use any unapproved title or imply any unapproved duties related to serving children. Titles such as “advisor” or “student service specialist” or “student assistance specialist” will more readily be approved. The following additional provisos apply:

(a) No holder of a limited student service license shall use a title containing words derived from “psychology” nor claim to be a psychologist or to render psychological services without obtaining a school psychologist license from the Commission unless licensed as a psychologist or psychologist associate by the Board of Psychologist Examiners. Under ORS 675.990(1)(b), a violation of this subsection is a Class A misdemeanor; and

(b) The Commission at its discretion may consider a title indicating a therapeutic student service role like counseling or social work, for a specialist who has a corresponding master’s or doctor’s degree, if the applicant is licensed by the Board of Licensed Professional Counselors and Therapists or the Board of Licensed Social Workers, respectively, and is demonstrably prevented from gaining admission to a graduate program in school counseling, school psychology or school social work.

(8) Reissue: To be eligible to apply for the reissue of a Limited Student Service License, the applicant must:

(a) Complete professional development requirements in accordance with OAR 584-255-0010;

(b) Submit a statement from the co-applicant district as provided in section (6) of this rule; and

(c) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.125, ORS 342.136, ORS 342.138 & ORS 342.165
TSPC 19-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 18-2021, adopt filed 11/15/2021, effective 01/03/2022

Division 255 PROFESSIONAL DEVELOPMENT

Or. Admin. R. 584-255-0007 Suspension of Professional Development Unit Reporting Requirements

Notwithstanding the suspension of Professional Development Unit (PDU) reporting requirements, the Commission encourages educators to continue to seek quality professional development activities to increase educator effectiveness in content and pedagogical knowledge and may request evidence of such if the licensee is under investigation or to support a waiver request.

(1) The verification requirements of Continuing Professional Development as provided in OAR 584-255-0010(5)(f), 584-255-0010(6), and 584-255-0030(2) are hereby suspended from the effective date of this rule. Applicants renewing teaching, administrator, or personnel service licenses or school nurse certificates are not required to present continuing PDUs with their applications in order to renew their licenses.

(2) Holders of an expired teaching license applying to reinstate licenses are not required to submit verification of the additional PDUs for reinstatement identified in OAR 584-210-0190.

(3) The suspension of PDU requirements for the renewal of a license does not affect any other renewal requirements in statute or rule.

(4) The Licensure Committee of the Teacher Standards and Practices Commission shall review this rule annually and determine whether suspension is still warranted.

History

Statutory/Other Authority: ORS 342.165 & ORS 342.465
Statutes/Other Implemented: ORS 342.121 - 342.144 & ORS 342.465
TSPC 1-2024, adopt filed 02/06/2024, effective 03/01/2024
TSPC 24-2023, temporary adopt filed 11/21/2023, effective 01/01/2024 through 06/28/2024

Or. Admin. R. 584-255-0010 Professional Development Requirements

(1) The Commission believes that high quality and individualized professional development for educators is essential to promote:

(a) Effective educational practices;

(b) Supportive educational leadership; and

(2) The Commission requires the completion of advanced or continuing professional development units for:

(a) Promotion to the Professional Teaching License or Professional CTE Teaching License (Advanced PDUs);

(b) Renewal of most active educator licenses (Continuing PDUs); and

(3) Professional Development Units (PDUs) are calculated as follows:

(a) One (1) hour of advanced or continuing professional development activity equals one (1) PDU;

(b) One (1) semester hour of college credit equals thirty (30) PDUs; or

(4) Advanced Professional Development (Advanced PDUs): The Commission requires completion of an advanced professional education program for promotion to the Professional Teaching License and Professional CTE Teaching License. The Commission has approved the completion of an Advanced Professional Development Program as one method to meet the requirement for an advanced professional education program. An Advanced Professional Development Program must include 150 advanced professional development units (advanced PDUs) that are:

(a) Tailored to the performance goals of the teacher in accordance with ORS 342.815 to 342.856;

(b) Based on the core teaching standards as provided in OAR 584-255-0020, Standards for Professional Development; and

(d) Completed while the applicant holds the Preliminary Teaching License or Preliminary CTE Teaching License.

(5) Continuing Professional Development: The Commission requires continuing professional development for renewal of most active licenses and certificates that do not require advancement to another license.

(a) To qualify for renewal of a license, the applicant must complete 25 Continuing PDUs per year of licensure term, as follows:

(A) 75 PDUs during the life of a three (3) year license; and

(B) 125 PDUs during the life of a five (5) year license.

(b) Completing any of the following advanced certifications will waive continuing professional development requirements only for the renewal period during which the certification is completed and the following licensure renewal cycle:

(A) National Board of Professional Teaching Standards (NBPTS) certification;

(B) National Association of School Psychologists (NASP) certification;

(D) National Association of Social Workers (C-SSWS) certification; or

(E) Association of Speech, Hearing and Audiology (ASHA) certification.

(d) Educators who hold dual licensure with other state professional licensing boards are encouraged to fulfill their continuing professional development requirements by completing the PDUs provided by those professional licensure areas (for example: Speech Language Pathologists).

(e) Educators who are employed as faculty at university or colleges may use their course presentation hours to fulfill their continuing PDU requirement. One (1) hour of course presentation is equal to one (1) PDU.

(f) The requirement for continuing professional development applies to the renewal of the following teaching, administrative, and personnel service licenses:

(A) Preliminary Teaching License;

(B) Professional Teaching License;

(D) Legacy Teaching License;

(E) Limited Teaching License;

(F) American Indian Language Teaching License;

(G) Preliminary CTE Teaching License;

(H) Professional CTE Teaching License:

(I) Professional Administrator License;

(J) Legacy Administrator;

(K) Distinguished Administrator;

(L) Exceptional administrator;

(M) Preliminary School Counselor;

(N) Professional School Counselor;

(O) Legacy School Counselor;

(P) Preliminary School Psychologist;

(Q) Professional School Psychologist;

(R) Legacy School Psychologist;

(S) Limited Student Services;

(T) Preliminary School Social Worker; and

(U) Professional School Social Worker.

(6) Continuing Professional Development for School Nurse Certificates: To qualify for renewal of a School Nurse Certificate pursuant to OAR chapter 584, division 021, an applicant must:

(a) Meet the professional development requirements provided in OAR 584-021-0150 (Renewal of Professional School Nurse Certification); or

(b) Meet the professional development requirement provided in OAR 584-021-0155 (Emergency School Nurse Certification Renewal).

(7) It is the sole responsibility of the licensed educator to ensure accurate completion of professional development upon renewal or issue of a subsequent license. Generally, failure to complete advanced professional development or continuing professional development does not constitute an “emergency” for the purposes of receiving an Emergency License.

(8) If employed during the life of the license, the supervisor or professional development advisor will verify that the educator has successfully completed all continuing professional development requirements to the district superintendent or designee on the TSPC Professional Educational Experience Report (PEER) form prior to renewal of licensure.

(9) The following licenses and registrations do not have continuing professional development requirements because the licenses require the completion of additional specific coursework or other licensure requirements to move to the next stage license, or the licenses or registrations do not require continuing professional development:

(a) All reciprocal licenses;

(b) All substitute licenses;

(d) International Visiting Teacher License;

(e) All restricted licenses;

(f) All emergency licenses;

(g) License for Conditional Assignment; and

(h) All charter school registrations.

(10) Educators holding a Restricted CTE Teaching License may be subject to other professional development requirements consistent with their CTE Professional Development Plan pursuant to OAR 584-230-0070.

History

Statutory/Other Authority: ORS 342.165 & ORS 342.465
Statutes/Other Implemented: ORS 342.121 - 342.144 & ORS 342.465
TSPC 1-2024, amend filed 02/06/2024, effective 03/01/2024
TSPC 24-2023, temporary amend filed 11/21/2023, effective 01/01/2024 through 06/28/2024
TSPC 3-2021, temporary amend filed 05/25/2021, effective 05/31/2021 through 11/26/2021
TSPC 10-2018, minor correction filed 10/12/2018, effective 10/12/2018
TSPC 4-2017, f. 6-27-17, cert. ef. 7-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-255-0020 Standards for Professional Development

(1) Standards for advanced professional development: To qualify as advanced professional development for purposes of promotion to the Professional Teaching License, the advanced professional development units must be aligned with OAR 584-420-0030 Professional Teaching License: Program Standards and ORS 342.856 Core Teaching Standards (InTASC).

(2) Standards for continuing professional development: To qualify as continuing professional development for licensure renewal, the continuing professional development units must conform to the following national standards adopted by Learning Forward (2011):

(a) Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

(b) Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who: develop capacity, advocate and create support systems for professional learning.

(c) Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

(d) Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

(e) Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

(f) Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.

(g) Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Or. Admin. R. 584-255-0030 Verification of Professional Development

(1) Licensed educators employed in a public school, education service district or public charter school must provide to their employer or qualified Education Service District (ESD) evidence of their completion of professional development units (PDUs) in accordance with Chapter 584, Division 255.

(2) Verification of PDUs for Renewal: To verify PDUs for licensure renewal, educators must:

(a) Verify PDUs through their employing public school district or school. School districts must verify completion of the PDUs by submitting a Professional Educator Experience Report (PEER form);

(b) Verify PDUs through their employing private school. Private schools must verify completion of PDUs by submitting a Professional Educator Experience Report (PEER form). The Director of Licensure may evaluate a private school for eligibility to verify professional development units; or

(c) Educators who are not employed by a school or district or who are employed by a school or district that does not verify PDUs must supply evidence of their completion of Continuing PDUs to an education service district (ESD) participating in a professional development approval agreement with the Commission; or

(d) Verify PDUs through a sponsoring tribe, if the educator is renewing an American Indian Language Teaching License. The tribe must verify the completion of the continuing PDUs by submitting the Professional Educator Experience Report (PEER form).

(3) Verification of Completion of Advanced Professional Development Programs: To verify the completion of an Advanced Professional Development Program, a holder of the Preliminary Teaching License or Preliminary CTE License must:

(a) Verify the Advanced PDUs through their employing Oregon public school district, Oregon public schools, or Oregon charter schools. Oregon school districts, public schools or charter schools must verify the completion of the Advanced PDUs by submitting the Advanced Professional Development Program form; or

(b) Verify the Advanced PDUs through their employing Oregon Education Service District (ESD). The Oregon ESD must verify the completion of the advanced PDUs by submitting the Advanced Professional Development Program form. Educators may not obtain verification of Advanced PDUs from an Oregon ESD unless they are directly employed by the Oregon ESD.

History

Statutory/Other Authority: ORS 342.165 & ORS 342.465
Statutes/Other Implemented: ORS 342.121 - 342.144 & ORS 342.465
TSPC 1-2024, amend filed 02/06/2024, effective 03/01/2024
TSPC 24-2023, temporary amend filed 11/21/2023, effective 01/01/2024 through 06/28/2024
TSPC 4-2021, temporary amend filed 05/25/2021, effective 05/29/2021 through 11/24/2021
TSPC 7-2020, temporary amend filed 11/16/2020, effective 12/01/2020 through 05/28/2021
TSPC 5-2017, amend filed 11/14/2017, effective 11/15/2017
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16

Division 400 STATE APPROVAL PROCESS FOR EDUCATOR PREPARATION PROVIDERS

Or. Admin. R. 584-400-0010 State Approval Processes: Purpose and Scope

(1) The Oregon Legislative Assembly has delegated to the Teacher Standards and Practices Commission (Commission) the authority to establish standards for approval of education preparation providers and education preparation programs pursuant to ORS 342.147 and 342.165. The scope of the state approval process includes review and approval of programs leading to licensure, including endorsement and specialization programs. Pursuant to ORS 342.147 (4), the scope of the state approval process does not include establishing degree requirements, review of degree programs that do not lead to licensure, or the authority of the institution to grant degrees.

(2) The Commission has established Oregon standards for Educator Preparation Providers (EPPs or Unit) in Chapter 584, Division 410.

(3) The Commission has established Oregon standards for licensure, endorsement, and specialization programs (Programs) within the Unit in Chapter 584, Divisions 420, 430 and 435.

(4) The Commission has adopted the Program Review and Standards Handbook (Handbook), which governs procedures for program implementation, Program Review, and Unit Review. The Handbook may only be amended upon official action by the Commission.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, ORS 342.455 - 342.495 & ORS 342.533
TSPC 2-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0015 Unit Standards

(1) The Oregon Legislative Assembly has delegated to the Teacher Standards and Practices Commission the authority to establish standards for approval of Educator Preparation Providers (EPPs) through Oregon Revised Statutes 342.147 and 342.165.

(2) The Oregon Legislative Assembly has required all EPP programs to be nationally accredited by July 1, 2025, pursuant to Sections 2 through 6, Chapter 756, Oregon Laws 2015 (Enrolled SB 78) and Chapter 72, Oregon Law 2018 (Enrolled SB 1520).

(3) Purpose of the rule : In order to facilitate the implementation of the national accreditation requirement, the agency establishes the program standards of the state approval process. The purpose of these provisions is to provide guidance and flexibility to EPPs in the state approval process as they pursue new or renewing unit accreditation.

(4) State Approval of Unit: In order to meet the Oregon standards for state approval of units, the Unit must be accredited by a Commission-approved national unit accreditor, as provided in the Program Review and Standards Handbook.

(5) State Standards: In addition to the accreditation under subsection (4) of this rule, the Unit must meet the state-specific unit-level standards found in OAR Division 410 that are not satisfied by the national unit accreditation, as determined by the Executive Director.

(6) Single-Subject Endorsements: The Unit may aggregate all single-subject endorsement areas, as defined in 584-400-0020 Definitions , into one program report. The Commission will provide state recognition of the aggregated single-subject programs in 584-420-0020 Preliminary Teaching License .

(7) State-Specific Standards (State Addendum Report): If the Unit must meet subsection (5) of this rule, it must submit a state addendum report that includes evidence of meeting state-specific standards, in conjunction with the unit approval process.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.120 - 342.430, ORS 342.455 - 342.495 & ORS 342.533
TSPC 2-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, amend filed 02/25/2019, effective 02/25/2019
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0020 Definitions

(1) Area for Improvement (AFI ): A statement cited by the Commission that identifies a weakness in the evidence for a standard. A single AFI is usually not of sufficient severity that it leads to an unmet standard. AFIs should be remediated by the end of the state’s term of approval.

(2) At-Risk Unit : A determination that the Commission finds a Unit to be “at risk” of becoming “low-performing.” The Commission may designate a Unit to be “at-risk” if it finds multiple AFIs. Such Unit is required to respond to Commission-imposed conditions and must provide evidence within the time indicated by the Commission that the Commission’s concerns have been addressed. Units receiving an “at-risk” designation will be subject to a follow-up review site visit that focuses on the AFIs noted by the Commission. Additionally, if the Commission finds a Unit has not corrected multiple AFIs within the time indicated, it may designate a Unit to be “at-risk.”

(3) Candidate : Candidates are individuals admitted to and enrolled in Commission-recognized programs, including, but not limited to, people preparing to teach, teachers continuing their professional development, and people preparing for other professional roles in PreK-12 schools, such as administrators, school counselors, school psychologists, and school social workers.

(4) Clinical Practices : All supervised field experiences, internships, residencies, apprenticeships, student teaching, or practicum opportunities necessary to complete a preparation program that provide candidates with an intensive and extensive field-based set of responsibilities, assignments, tasks, activities, and assessments that demonstrate candidates’ progressive development of the professional knowledge, skills, competencies, and dispositions to be effective educators. This definition does not apply to supervised practica, as provided in OAR Chapter 584, Division 220.

(5) Commission : Teacher Standards and Practices Commission (TSPC).

(6) Competency Assessment: A student-centered, learning-outcome-based model where the assessment of a student’s capabilities is measured against the standards of the profession and allows students to progress in their learning after they have demonstrated mastery.

(7) Conceptual Framework : An underlying structure in a professional education unit that gives conceptual meaning to the Unit’s operations through an articulated rationale and provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and Unit accountability.

(8) Cooperating Teacher: An appropriately licensed teacher of record in a public, private, or charter school who is assigned to provide guidance and supervision to teacher candidates in the cooperating teachers’ classroom during the candidates’ clinical practice experience.

(9) Credential: An official document issued by a state agency attesting that an individual meets state requirements to:

(a) Teach at a specific level or for a specialized discipline or population of students (e.g., middle grades, biology, English Language Learners, etc.); or

(b) Serve in a specific education role in a school (e.g., principal, reading specialist, etc.).

(10) Director of Program Approval : The Commission staff member responsible for coordinating program approval within the agency.

(11) Educator Preparation Providers (EPPs) : Also known as “Unit.” The entity responsible for the preparation of educators, including a non-profit or for-profit institution of higher education, a school district, an organization, a corporation, or a governmental agency.

(12) Endorsement Offerings : Endorsements that may be provided by an EPP may be either Program-required or Non-Program-required.

(a) Program-required areas : Endorsements that require the completion of a state-recognized endorsement program for preservice and in-service teachers, including:

(A) Elementary – Multiple Subjects;

(B) Reading Intervention;

(D) Art;

(E) Music;

(F) PE;

(G) Library Media;

(H) ESOL;

(I) Drama;

(J) World Language: Japanese; and

(K) World Language: Russian.

(b) Non-program-required areas: An endorsement that is a single-subject content area. For preservice candidates, these endorsements are included within a Preliminary Teaching License program. For in-service teachers, these endorsements may be added to an existing license without completion of a program, as provided in Division 220. Single-subjects endorsements include:

(A) Advanced Mathematics;

(B) Agricultural Science;

(D) Business: Generalist;

(E) Business: Marketing;

(F) Career Trades: Generalist;

(G) Chemistry;

(H) English Language Arts;

(I) Family and Consumer Science;

(J) Foundational English Language Arts;

(K) Foundational Mathematics;

(L) Foundational Science;

(M) Foundational Social Studies;

(N) Health;

(O) Integrated Science;

(P) Physics;

(Q) Social Studies;

(R) Speech (Forensics);

(S) World Language: Chinese;

(T) World Language: French;

(U) World Language: German;

(V) World Language: Latin; and

(W) World Language: Spanish.

(13) Executive Director : The Executive Director of the Commission.

(14) In-service candidate : A candidate who has completed an initial teacher preparation program and has been issued a non-provisional teaching license in Oregon or another NASDTEC jurisdiction.

(15) Intern: A student who serves as a teacher, personnel specialist, or administrator under the supervision of the institution and school district in order to acquire practical experience to fulfill the program’s required clinical practice. Interns may receive both academic credit from the institution and financial compensation from the school district. Interns may serve as assistant coaches. Generally, the differences between internships and apprenticeships fall into the following areas: length of time, structure, mentorship, pay, credentials, and college credit.

(16) Low-Performing Unit : A Unit is determined to be “low performing” by the Commission if, following a Unit site visit, the imposition of conditions and a subsequent follow-up on-site visit, the institution failed to meet the Commission’s standards of quality and effectiveness. Units found to be “low-performing” are denied TSPC approval to offer educator preparation programs. A Unit denied approval is prohibited from offering educator preparation programs in Oregon and denied from recommending educators for licensure for a minimum of two years. At the end of such time, the Unit may apply for program approval and is required to submit a formal application and demonstrate that the problems identified in the original Unit review have been addressed and that the Unit meets all current requirements for Unit approval and educator licensure in effect at the time of application for approval.

(17) Multiple Measures: The use of multiple indicators and sources of evidence of student learning and achievements as described in the Commission-approved multiple measures guidance documents.

(18) Preservice candidate : An initial candidate enrolled in an initial teaching preparation program or a candidate who has completed an initial teaching preparation program but has not been issued a non-provisional teaching license in Oregon or another NADSTEC jurisdiction.

(19) Program : A program includes, but is not limited to, an academic program that results in eligibility for a license, endorsement, or specialization.

(20) Registered Apprenticeship Program (RAP): A proven model of apprenticeship that has been validated by the Department of Labor or State Apprenticeship Agency.

(21) Self-Study Report (SSR) : The process and document that an Educator Preparation Provider (EPP) creates and undergoes to evaluate its practices against Unit standards.

(22) Site Visit Review Team : The team appointed by national accrediting body and/or the Commission to conduct a site visit review for purposes of approval of Units.

(23) Specialized Professional Associations (SPAs) : The national organizations that represent teachers, professional education faculty, and other school professionals who teach a specific subject matter (e.g., mathematics or social studies), teach students at a specific developmental level (i.e., early childhood, elementary, middle level, or secondary), teach students with specific needs (e.g., bilingual education or special education), administer schools (e.g., principals or superintendents), or provide services to students (e.g., school counselors or school psychologists).

(24) State-Recognized Educator Preparation Program : A licensure, endorsement or specialization program that is offered by an approved EPP and meets the standards of the Teacher Standards and Practices Commission.

(a) Oregon program : State-recognized Oregon educator preparation program recognized by the Commission through:

(A) The previous state recognition (program review) process, including Commission-approved SPA reviews;

(B) Any subsequent Commission-approved major modifications to the program; and

(b) Out-of-state or international program : A state-recognized educator preparation program approved by the licensure body of the governmental jurisdiction authorized to approve the equivalent of Oregon’s licensure, endorsement, or specialization programs.

(25) Teacher Residency: An alternative pathway to teaching for a teacher candidate who has a bachelor’s degree or the Commission-approved equivalent.

(26) Unit : Also known as “EPP.” The entity responsible for the preparation of educators, including a non-profit or for-profit institution of higher education, a school district, an organization, a corporation, or a governmental agency.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 16-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2020, amend filed 02/10/2020, effective 03/01/2020
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0050 State Approval: Closure of the Unit

(1) If an Educator Preparation Provider (EPP) is closing its Unit and eliminating all its educator preparation programs, the EPP must provide to the Commission, in writing:

(a) The name of the governing body with authority to close the Unit;

(b) The date the decision was made to close the Unit;

(d) The reasons for the closure;

(e) Assurances that enrolled candidates will be able to complete their programs; and

(f) A teach-out and student transition plan that details how enrolled candidates will complete their programs, including:

(A) Staffing plans that detail the major areas of responsibility for staff members;

(B) For each academic year (September 1 to August 31), details must be provided for each program, including the date each program will close, the expected number of impacted students, and the courses that will be offered;

(i) Plans for students who have declared Education as their major but who have not been formally admitted;

(ii) Plans for enrolled students who will stay with the institution;

(iii) Plans for enrolled students who choose to transfer to another EPP;

(iv) Which institution(s) have been consulted about a potential transfer of students and plans that have been made for a transition of students.

(D) Plans for maintaining academic records after the education program is closed.

(2) The Commission will no longer accept recommendations from the EPP effective the date indicated by the EPP that the programs and any closure and/or student transition plans will be complete.

(3) Within three months prior to or following the closure, the EPP must, upon request of the Commission, provide the Commission with an update on the transition, including any major changes that have occurred to the teach-out and student transition plan(s) and to provide any lessons learned in the close-out process.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0055 Denial of Approval of Unit and Programs

(1) Whenever any Educator Preparation Provider (EPP) or educator preparation program is denied approved status or has such status withdrawn, the denial or withdrawal must be treated as a contested case under ORS chapter 183. However, in an effort to adjudicate the matter short of a formal hearing, the Commission will inform the EPP of:

(a) The Commission's intent to deny approval before taking formal action; and

(b) The time and place the matter will come before the Commission and make provisions in the agenda for institutional representatives to address the Commission.

(2) Should the EPP not accept Commission denial of approval, the EPP may request a contested case hearing pursuant to ORS Chapter 183.

(3) Unless the decision of the Commission is accompanied by a finding that immediate withdrawal of approval is necessary to protect the safety and well-being of students in the EPP’s programs, an appeal in a proceeding to withdraw approval shall operate as a stay of the Commission’s determination to deny or withdraw approval until final determination of the appeal.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0060 State Recognition: New Programs

(1) An Educator Preparation Provider (EPP) must receive state recognition of a new licensure, endorsement, specialization or career and technical education programs prior to recommending program completers for the licensure, endorsements, or specializations.

(2) New programs include the addition of the following programs to a Unit:

(a) Career and Technical Education (CTE) programs;

(b) Preliminary Teaching License;

(d) Teacher Leader License;

(e) Principal License;

(f) Professional Administrator License;

(g) School Counselor License;

(h) Professional School Counselor License;

(i) School Social Worker License;

(j) Professional School Social Worker License;

(k) School Psychologist License;

(l) Professional School Psychologist License;

(m) Teaching endorsement programs with specific Commission-adopted standards, including:

(A) Art;

(B) Elementary – Multiple Subjects;

(D) Library Media;

(E) Music;

(F) Physical Education;

(G) Reading Intervention; and

(H) Special Education (including all SPED program areas: Deaf and Hard-of-Hearing, Early Intervention, Generalist, and Visually Impaired).

(n) Specializations with Commission-adopted standards.

(3) To receive state recognition of a new licensure, endorsement, specialization or CTE program, an EPP must:

(a) Submit evidence that all program standards, as provided in Chapter 584, Division 420, will be met upon implementation of the program; and

(b) Complete the State Recognition of New Program process, as provided in the Program Review and Standards Handbook.

(4) After reviewing the request for a new program, the TSPC Executive Director, or designee, will make a recommendation on state recognition of the program to the Commission. The Commission may accept or reject the recommendation of the Executive Director or designee.

(5) By a public vote of its members, the Commission must grant the new program:

(a) State recognition;

(b) State recognition with conditions; or

(6) New programs may be subject to a focused program review, at the discretion of the Commission.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 1-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0070 State Recognition: Continuing Programs (Program Review Process)

(1) An Educator Preparation Provider (EPP) must be granted continuing state recognition of program(s) to:

(a) Apply for continuing state approval of the Unit; and

(b) Recommend program completers for licenses and/or endorsements.

(2) For state recognition of a continuing program, an EPP must complete a program review process. The EPP may select either:

(a) National recognition through the Specialized Professional Association (SPA option); or

(b) State program review.

(3) Regardless of the option(s) selected, programs must meet state standards, as provided in Chapter 584, Division 420.

(4) The Commission shall provide state recognition of a program on the basis of:

(a) SPA program report, including:

(A) Recommendations of the SPA review team; and

(B) Institutional rejoinder, if submitted by the EPP; or

(b) State program review report, including:

(A) Recommendations of the TSPC program review team;

(B) Institutional rejoinder, if submitted by the EPP; and

(5) The Commission may accept or reject the recommendations of the SPA, TSPC review teams and/or Executive Director.

(6) By a public vote of its members, the Commission must grant the continuing program:

(a) State recognition;

(b) State recognition with conditions; or

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0080 Unit or Program Modifications

(1) Modifications: The Commission must approve modifications to an approved unit or state recognized licensure, endorsement or specialization program.All modifications must comply with Chapter 584, Division 400, 410 and 420 and applicable Oregon statutory provisions.

(2) Major modifications: A major modification is a change that substantively alters the program or Unit as currently recognized or approved by the Commission.

(3) To request approval of a major modification to the program or Unit, EPPs must complete the program major modification process, as provided in the Program Review and Standards Handbook.

(4) If the EPP is uncertain if a change to a program should be submitted to the Commission through the major modification process, the EPP may request clarification from the Executive Director or designee. The Executive Director or designee must provide an official response to the EPP that determines whether the change is a new program, a major modification or a minor modification. The official response must be provided to the EPP within one month of receiving the request for clarification.

(5) Major modifications include, but are not limited to:

(a) Substantive changes to the Unit, including:

(A) The core mission and goals;

(B) The legal status, form of control, or ownership;

(D) Offerings of academic programs for credit through contractual relationships with external organizations; and

(E) Structure or content that results in the EPP no longer meeting Oregon statutes or administrative rules.

(b) Substantive changes to Programs, including:

(A) The degree level of the program;

(B) The core curriculum of the program, as defined in the Program Review and Standards Handbook;

(D) Additions of single-subject endorsement areas within a state-recognized Preliminary Teaching License program.

(6) Minor Modification: A minor modification is a change that affects, but does not substantively alter, the program or Unit, as currently recognized or approved by the Commission.

(7)To request approval of a minor modification to a program or Unit, the EPP must include minor modifications in the annual report for the academic year in which the change became effective (September 1 – August 31).

(a) Upon acceptance and approval of the annual report by the Commission, the minor modification will be considered included in the state-recognized program or approved Unit.

(b) The effective date of the approved minor modifications is the effective date noted with the minor modification in the annual report.

(c) In absence of a specific effective date in the annual report, the effective date of the approved minor modification will be the date of submission of the annual report to the Commission.

(8) Minor modifications include, but are not limited to:

(a) Additions or elimination of courses, if the change does not substantively alter the core curriculum of the program;

(b) Changes to clinical practices, if the change does not substantively alter the core clinical practices structure; and

(9) Failure to report required modifications: Upon evidence that an EPP has failed to report a modification to their state-recognized educator preparation program or state-approved Unit to the Commission, the Commission may require the EPP to report on the unit or programs in order to determine if a modification has occurred.

(10) If the Commission determines a program or Unit experienced a modification that was not properly reported, the Commission may require the EPP to undergo a review of the Unit or program to determine if any further action is required.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0090 Elimination of Programs

(1) The Educator Preparation Provider (EPP) must notify the Commission of the elimination of a state recognized licensure, endorsement, or specialization program. The notification must include:

(a) The date the licensure, endorsement, or specialization program will be eliminated (for active programs), or was eliminated (for inactive programs);

(b) The reason(s) for the elimination of the program; and

(2) If an EPP has not recommended any candidates from a state recognized program for five continuous years, the Commission may review the state recognition of the program.

(a) The Commission must notify the EPP if a program will be reviewed due to inactivity.

(b) If the EPP would like to continue to offer the inactive program, the EPP must submit documentation on the inactive program to the Commission, as provided in the Program Review and Standards Handbook.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0100 Annual Reports

(1) Educator Preparation Providers (EPPs) must submit an Oregon EPP Annual Report to the Commission by April 15 of each year. When April 15 falls on a Saturday or Sunday, the Oregon EPP Annual Report is due the following Monday.

(a) If an EPP is not able to submit an annual report by this date, the Commission must be notified in the manner and form provided in the TSPC Program Review and Standards Handbook.

(b) Failure to submit, or notify delay of, annual reports may result in Commission sanctions.

(2) The purpose of the Oregon EPP Annual Report is to:

(a) Monitor conditions and/or areas for improvement (AFIs) that the Commission placed on the EPP in the preceding state approval process;

(b) Monitor whether the EPP continues to meet Oregon standards and requirements, as provided in Oregon Administrative Rules and Oregon Revised Statutes;

(d) Collect annual program data;

(e) Report on Commission requirements, as provided in Division 400, 410, and 420; and

(f) Provide an opportunity for the EPPs and the Commission to annually review programs within a continuous improvement environment.

(3) The EPP must submit the Oregon EPP Annual Report in the form and manner as provided in the TSPC Program Review and Standards Handbook.

(4) An EPP is not required to submit an annual report for the reporting year if the EPP underwent a site visit during that academic year (September 1 to August 31).

(5) For the purposes of the Oregon EPP Annual Report, a reporting year is from September 1 through August 31.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0120 Teacher Candidate Performance Assessments

(1) Preservice Candidates: All Oregon preservice teacher candidates must complete a Commission-approved teacher performance assessment, as required in the Program Review and Standards Handbook, if the Commission has approved a performance assessment for the endorsement area.

(2) If the EPP requires a teacher performance assessment, the EPP has the option to use one of the following:

(a) A State-adopted Teacher Performance Assessment, as described in the Program Review and Standards Handbook;

(b) A Commission-approved Local Assessment Option, as provided in subsection (5); or

(3) Two or More Endorsements (Preservice Candidates): If a preservice candidate is completing two or more separate endorsement programs, the preservice candidate is required to complete a teacher performance assessment for only one of the endorsements, as provided:

(a) If one of the endorsements requires a Commission-adopted performance assessment and the other does not, the candidate must complete the Commission-adopted performance assessment.

(b) If all of the endorsement areas require a Commission-adopted performance assessment, the EPP, in consultation with the candidate, must select the most appropriate teacher candidate performance assessment area to complete the performance assessment requirement.

(c) Notwithstanding subsection (b), if one of the endorsement subjects is Elementary Multiple Subjects (EMS), then the candidate must complete the performance assessment in EMS.

(d) Notwithstanding subsection (b) and (c), if the endorsement subjects include EMS and SPED: Gen, then the EPP, in consultation with the candidate, must select the most appropriate performance assessment in either EMS or SPED: Gen.

(4) Adding Endorsements (Licensed Teachers): Licensed teachers adding endorsements to existing licenses are not required to complete a teacher performance assessment.

(5) Commission-approved Local Assessment Option: To qualify as a local assessment option, a teacher performance assessment must align to the Commission-approved Local Assessment Option Framework.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 1-2025, amend filed 03/26/2025, effective 03/26/2025
TSPC 16-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 3-2019, amend filed 04/08/2019, effective 04/08/2019
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0140 Clinical Practices for Teacher Candidates

(1) The Educator Preparation Provider (EPP) must provide clinical practices for the purposes of instruction, assessment of competency, and integration of field work with academic study, as well as to ensure candidates are able to demonstrate the knowledge, skills, competencies, and abilities necessary to be successful candidates for educator licensure, endorsement, or specialization.

(2) Education Setting: Clinical practices may occur in the following education settings:

(a) Public PreK-12 classrooms, including charter school classrooms;

(b) Virtual education classrooms;

(d) Alternative education, post-secondary, or other similar teaching settings closely-related to PreK-12 classroom instruction.

(3) Clinical Practice Area: EPPs must assure that candidates complete a clinical placement in the appropriate licensure, endorsement, and specialization area.

(a) To be recommended for a license, the candidate must complete a clinical practice in that license area or receive a waiver of clinical practice, as provided in 584-400-0180, Waiver of Program Requirements.

(b) To be recommended for an endorsement, the candidate must complete a clinical practice in that endorsement area or receive a waiver of clinical practice, as provided in 584-400-0180, Waiver of Program Requirements.

(4) EPP Supervisor: Clinical practices must be supervised by an EPP employee. The supervisor must:

(a) Hold a current or expired license and endorsement in the candidate's license and endorsement areas;

(b) Demonstrate expertise in the candidate's license and endorsement areas; or

(5) International/Out-of-State Field Placements: EPPs may place a candidate in an international or out-of-state field placement, as provided in the Program Review and Standards Handbook.

(6) Preservice Candidates: Preservice candidates must complete at least 600 hours (equaling 15 weeks at 40 hours per week) of student teaching according to the program requirements of the accredited Educator Preparation Program (EPP). Length and scope of the clinical placement must be of sufficient length and consistency to allow the student teacher to develop and demonstrate all clinical competencies required for licensure and experience all facets of a typical classroom teacher's day.

(a) The student teaching must be in a school setting, with a qualified cooperating teacher, during which the candidate assumes the full range of responsibilities of a classroom teacher for the purpose of developing and demonstrating the competencies required for initial licensure.

(b) The assignment of responsibilities may be incremental, in keeping with the objectives of the experience.

(c) The student teaching must be supervised by a cooperating teacher, as provided in (3)(a) of this rule and 584-400-0145, Cooperating Teachers.

(d) Observations and Evaluations: The EPP must require observations and evaluations of preservice candidates as provided below.

(A) EPP Supervisor: The EPP supervisor must conduct observations and evaluations of the preservice candidate during their student teaching which meet the following requirements:

(i) At least four formal observations of the candidate; and

(ii) At least two formal evaluations of the candidate. Formal evaluations may be completed and submitted as a joint evaluation with the Cooperating Teacher.

(iii) Observations and evaluations may be conducted in-person or virtually.

(B) Cooperating Teacher: The cooperating teacher must conduct observations and evaluations of the preservice candidate during their student teaching which meet the following requirements:

(i) At least four formal observations of the candidate; and

(ii) At least two formal evaluations of the candidate. Formal evaluations may be completed and submitted as a joint evaluation with the EPP supervisor.

(iii) Observations and evaluations may be conducted in-person or virtually.

(C) Unavailable Observations and Evaluations: In the event of extenuating circumstances, a candidate may be recommended without the Cooperating Teacher's observations and evaluations.

(i) Recommendations without the required observations and evaluations will be reported to TSPC in the annual report.

(ii) All other requirements and expectations will be met before the candidate will be recommended for licensure.

(e) Substitute Teaching in Student Teaching Placements: EPPs in collaboration with their school partners may determine if candidates may substitute teach. Candidates may substitute teach during their student teaching if they:

(A) Hold a Restricted Teaching License; Emergency License, Emergency Substitute License, or a Substitute License;

(B) Are granted permission to substitute teach by a state-recognized licensure or endorsement program; and

(i) An internship agreement with the EPP and the employing school district; or

(ii) A Restricted Teaching License plan with the EPP and the employing school district.

(f) The school district must notify the EPP if the school district assigns a candidate as a substitute teacher during the student teaching placement.

(7) Dual-Enrolled Preservice Candidates: Preservice candidates enrolled in two endorsement areas must complete student teaching as provided:

(a) The candidate must complete student teaching, as provided in subsection (6), in the endorsement area that is the candidate’s main Teacher Candidate Performance Assessment area. During the 600 hours, at least 60 hours of student teaching must be completed in the additional endorsement area.

(b) Program Required Endorsements: Program candidates must complete student teaching, as provided in subsection (6).

(c) Integrated programs: If Program candidates complete clinical practice where their main and additional endorsement areas are combined, such as an ESOL and math placement, they must complete the 600-hour student teaching. At least 60 hours of the 600 hours of student teaching must be completed in the additional endorsement area. Evidence or assessment of both content areas must be documented in at least some of the observations and evaluations.

(d) Observation and evaluation requirements for the additional endorsement area: The EPP must require evaluation and supervision of preservice candidates in the additional endorsement area as provided:

(A) EPP supervisor: The EPP supervisor must conduct at least three meetings to evaluate or observe the preservice candidate during their clinical practice. The three meetings must include at least two formal observations of the candidate and at least one formal evaluation of the candidate.

(B) Cooperating Teacher: The cooperating teacher must conduct at least three meetings to evaluate or observe the pre-service candidate during their clinical practice. The three meetings must include at least two formal observations of the candidate and at least one formal evaluation of the candidate.

(e) If a candidate is enrolled in more than two endorsement areas, or is enrolled in an Integrated Program for multiple endorsement areas, the EPP must consult the agency for guidance on the clinical practice requirements.

(8) In-service Candidates Observations and Evaluations: In-service candidates adding endorsements in program-required endorsement areas must complete 60 hours of clinical practice, or meet the equivalent competencies as specified by the approved EPP. The EPP must require evaluation and observation of in-service candidates for program-required endorsements, as provided:

(a) EPP Supervisor: The EPP supervisor must conduct at least three observations and evaluations of the in-service candidate during their clinical practice, which meet the following requirements:

(A) At least two formal observations of the candidate; and

(B) At least one formal evaluation of the candidate.

(D) Observations and evaluations may be conducted in-person or virtually.

(b) Cooperating Teacher: The cooperating teacher must conduct at least three observations and evaluations of the in-service candidate during the clinical practice which meet the following requirements:

(A) At least two formal observations of the candidate; and

(B) At least one formal evaluation of the candidate.

(D) Evaluations and Observations may be conducted in-person or virtually.

(E) Unavailable Observations and Evaluations: In the event of extenuating circumstances, a candidate may be recommended without the Cooperating Teacher's observations and evaluations.

(i) Recommendations without the required observations and evaluations will be reported to TSPC in the annual report.

(ii) All other requirements and expectations will be met before the candidate will be recommended for licensure.

(9) Early Literacy Field Experience: Candidates in Elementary– Multiple Subjects, Reading Intervention, and Special Education Generalist programs shall be given opportunity to:

(a) Use evidence-based instructional materials aligned to the Oregon Department of Education’s Early Literacy Framework;

(b) Implement culturally and linguistically sustaining, evidence-based instructional practices aligned to the Oregon Early Literacy Framework; and

(c) Apply knowledge of development of language and literacy as appropriate to meet the needs of prekindergarten through Grade 8, including:

(A) Multilingual learners;

(B) Bidialectal learners; and

(10) Background clearance: Prior to candidate contact with PreK-12 students, as part of their Commission-recognized preparation program, an EPP must verify the candidate has completed a background clearance through the Commission.

(a) The background clearance requirement applies to field placements in Oregon, other U.S. jurisdictions and foreign countries.

(b) EPPs may require candidates to obtain background clearance through the Commission any time after their admission into the program.

(11) Knowledge of Civil Rights: Prior to placing a candidate in student teaching, final internship or practicum experience, an EPP must verify the candidate has demonstrated knowledge of civil rights and ethics, as provided in the Program Review and Standards Handbook.

(12) School or district closures: An EPP may grant a partial waiver of the clinical practice requirement(s) if a candidate is unable to complete the clinical practice due to an unforeseen school or district closure. In order to grant a partial waiver, the EPP must submit information in the next annual report to the Commission, as provided in the Program Review and Standards Handbook.

(13) EPPs that grant a waiver(s) pursuant to this rule shall not be considered to have made a minor or major modification to their state-recognized program.

(14) Reporting on Clinical Practices: EPPs must document in the candidate’s record that candidates have completed clinical practices, as provided in 584-410-0100 Verification of Candidate Recommendations (Field Audit).

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 8-2025, amend filed 07/31/2025, effective 07/31/2025
TSPC 14-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 16-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 9-2021, minor correction filed 08/17/2021, effective 08/17/2021
TSPC 5-2021, minor correction filed 06/10/2021, effective 06/10/2021
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2020, amend filed 02/10/2020, effective 03/01/2020
TSPC 4-2018, minor correction filed 04/26/2018, effective 04/26/2018
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0145 Cooperating Teachers

(1) The Cooperating Teacher standards are established pursuant to ORS 342.136.

(a) The Cooperating Teacher standards apply to preservice candidates enrolled in a Preliminary Teaching License program who are completing Commission-required student teaching, as provided in 584-400-0140, Clinical Practices .

(b) The Cooperating Teacher standards do not apply to preservice candidates who are completing an internship in accordance with 584-400-0150 , Internship Agreements or with Restricted Teaching License plans in accordance with subsection (10).

(2) Cooperating teacher is defined as a teacher in whose classroom a teacher candidate is placed for a Commission-required student teaching experience.

(3) Cooperating Teacher Qualifications : To qualify as a Cooperating Teacher for the Commission-required 600 hours of student teaching, the educator must:

(a) Hold a qualified license, as provided in subsection (4) or (8);

(b) Meet the experience requirements, as provided in subsection (6);

(d) Meet the characteristic requirements, as provided in subsection (11); and

(e) Completes program training from the EPP, as provided in subsection (13).

(4) License Requirements: Educators who hold the following licenses may serve as Cooperating Teachers:

(a) Preliminary Teaching License;

(b) Professional Teaching License;

(d) Legacy Teaching License;

(e) Basic Teaching License;

(f) Standard Teaching License;

(g) Initial I Teaching License;

(h) Initial II Teaching License;

(i) Continuing Teaching License;

(j) Distinguished Teaching License;

(k) Preliminary CTE Teaching License (May only supervise candidates pursuing CTE endorsements);

(l) Professional CTE Teaching License (May only supervise candidates pursuing CTE endorsements); and

(m) American Indian Language Teaching License (May only supervise candidates pursuing American Indian Language Teaching License and endorsements).

(5) Educators who only hold the following licenses may not serve as Cooperating Teachers:

(a) Reciprocal Teaching License;

(b) Restricted Teaching License;

(d) Limited Teaching License;

(e) International Visiting Teaching License;

(f) Restricted Substitute Teaching License;

(g) Substitute Teaching License;

(h) Charter School Registrations (Teaching and Administrator);

(i) Restricted CTE License;

(j) Administrator Licenses, except as follows:

(A) May serve as mentors for candidates in administrative license preparation programs; or

(B) May serve as a Cooperating Teacher if the educator also holds a current and valid teaching license and is assigned to a teaching position.

(k) Personnel Services Licenses (School Counselor, School Psychologists and School Social Workers), except as follows:

(A) May serve as mentors for candidates in the school counselor, school psychologist and school social worker preparation programs; or

(B) May serve as a Cooperating Teacher if the educator also holds or has held a teaching license.

(6) Experience Requirements: To qualify as a Cooperating Teacher, educators holding a Preliminary Teacher License, Basic Teaching License, Initial I Teaching License, Initial II Teaching License or Preliminary CTE Teaching License must:

(a) Have three full years of teaching experience or two years with recommendation by the building Principal with evidence of meeting section (11) Characteristics of a Cooperating Teacher; and

(b) No longer be in probationary contract status unless approved by mutual agreement with the building Principal or school district Human Resources and the EPP.

(c) Educators holding Professional, Teacher Leader, Legacy, Professional CTE, Standard, Continuing, Distinguished, or American Indian Language teaching licenses have met all experience requirements.

(7) Endorsement Requirements: A Cooperating Teacher must hold the same endorsement that the teacher candidate is preparing for during the Commission-required student teaching, unless the Cooperating Teacher is an Alternative Cooperating Teacher, as provided in subsection (8).

(8) Alternative Cooperating Teachers: If an EPP and partnering school district are not able to find an educator that meets the experience, licensure or endorsement requirements to serve as a Cooperating Teacher, the EPP and partnering school district may use an Alternative Cooperating Teacher, as provided:

(a) To qualify as an Alternative Cooperating Teacher, the person must be:

(A) A currently licensed teacher with a related license or endorsement area (e.g., a biology teacher supervising a teacher candidate for chemistry endorsement);

(B) An appropriately qualified provider-based clinical educator (e.g., adjunct faculty, retired teacher who previously held the endorsement area); or

(C) An appropriately qualified (non-school district) supervisor working in a field related to the endorsement area (e.g., a supervisor in a community-based early childhood program for a candidate qualifying for a SPED early intervention endorsement).

(D) A Teacher on Special Assignment (TOSA). The individual serving as the Alternative Cooperating Teacher as a TOSA must be assigned to the candidate’s endorsement area.

(b) The Alternative Cooperating Teacher may not also act as the EPP supervisor for the candidate.

(d) The EPP must report the use of the Alternative Cooperating Teacher, as provided in the TSPC Program Review and Standards Handbook.

(9) Cooperating Teacher Sharing: A teacher candidate may have more than one individual identified as their cooperating teacher.

(10) Candidates with Restricted Teaching Licenses: If a school district has employed a candidate as a teacher who holds an active and valid Restricted Teaching License, the EPP and employing school district must develop an agreement to address the Cooperating Teacher requirements within the Commission-required student teaching.

(a) The EPP must submit the Restricted Teaching License plan in their annual report, as provided in the Program Review and Standards Handbook.

(b) The EPP may supervise, evaluate, and observe the candidate in the clinical practice, as required by the plan, in lieu of the requirements provided in this rule and 584-400-0140, Clinical Practices.

(11) Characteristics of Cooperating Teachers: To serve as a Cooperating Teacher, an educator must:

(a) Demonstrate effective instruction and assessment, including:

(A) Content knowledge related to subject area;

(B) Curriculum development and differentiation;

(D) Assessment, including the use of formative assessment, to support student learning;

(E) Academic language, as it pertains to content delivery and support of student learning; and

(F) Classroom management.

(b) Demonstrate dispositions that support candidate growth, including:

(A) The ability to listen actively and respond constructively to teacher candidates;

(B) The ability to adapt and be flexible in response to changing circumstances;

(D) The ability to serve as a role model with respect to professional and ethical behavior;

(E) A commitment to inquiry in teaching and working with teacher candidates; and

(F) A commitment to ongoing professional development and learning.

(A) Utilizing a strength-based approach that recognizes the learning potential of all students through the use of inclusive practices; and

(B) Engaging students through differentiated instruction and assessment practices.

(d) Understand adult learning and the professional growth of teacher candidates by:

(A) Demonstrating the ability to scaffold experiences in support of teacher candidates’ growth;

(B) Using a variety of strategies and resources to respond to teacher candidates;

(D) Demonstrating regard for multiple perspectives.

(e) Facilitate learning experiences that promote collaborative inquiry, analysis, and reflection by:

(A) Using data to engage the teacher candidate in examining and improving practice; and

(B) Guiding candidates effectively in collaborative problem-solving and reflective thinking.

(f) Understands the teacher candidate’s program and requirements.

(g) Create an environment of professional and respectful communication with teacher candidates.

(h) Create effective collaborative time in support teacher candidates’ learning; and

(i) Demonstrate skill in collaborating with families and the broader education community.

(12) Co-Selection of Cooperating Teachers : The EPP and the partnering school district are encouraged to co-select the Cooperating Teacher for their teacher candidates.

(13) If the EPP is unable to find a partnering school district for a specific endorsement area, the EPP may use another partner in lieu of the school district. The EPP must develop a plan for utilizing a substitute partner, as provided in the TSPC Program Review and Standards Handbook.

(14) Program Training: The EPP and the partnering school district must provide program training to educators supervising teacher candidates in the Commission-required student teaching.

(a) The program training must provide the Cooperating Teacher with an understanding of the program and licensure requirements of their teacher candidate; and

(b) The Cooperating Teacher must complete the program training prior to supervising a teacher candidate in Commission-required student teaching.

(c) The Cooperating Teacher is required to complete the program training only once for each EPP, unless significant modifications have occurred with the program that affect the role of the Cooperating Teacher.

(15) Annual Reports: The EPP must report on Cooperating Teachers in the annual report, as provided in the TSPC Program Review and Standards Handbook.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 16-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0150 Internship Agreements

(1) Notwithstanding 584-400-0140, Clinical Practices , EPPs may permit teacher candidates to complete an internship as their clinical practice for the purposes of instruction, assessment of competency, and integration of field work with academic study, as well as to ensure candidates are able to demonstrate the knowledge, skills, competencies, and abilities necessary to be successful candidates for educator licensure, endorsement, or specialization.

(2) For an internship to meet the requirements of a clinical practice, the EPP must:

(a) Require the internship to be a minimum of one public school semester;

(b) Establish an agreement between the EPP and the employing school district or education service district that stipulates:

(A) An EPP supervisor will conduct evaluations and observations of the candidate to ensure the candidate is able to demonstrate the knowledge, skills, competencies, and abilities necessary to be a successful candidate for licensure;

(B) A site supervisor, as provided in the Program Review and Standards Handbook, has been identified and will supervise and evaluate the candidate, as required by the district’s policy;

(C) The candidate will receive academic credit from the EPP and financial compensation from the school district or education service district;

(D) The teaching assignment(s) included in the internship, such as "3rd grade elementary teaching assignment".

(3) The EPP must report use of internships as a substitute for the required clinical practices in the annual report, as provided in the Program Review and Standards Handbook.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 16-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 12-2021, minor correction filed 08/17/2021, effective 08/17/2021
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0155 Registered Apprenticeships

The Oregon Teaching Apprenticeship Standard is approved by the Oregon State Apprenticeship and Training Council and is in alignment with the TSPC Program Review and Standards Handbook. Those seeking to establish a Registered Teaching Apprenticeship program should contact the Administrator of the Joint Apprenticeship Training Committee (JATC) for the K-12 Teacher Occupation listed here: https://www.oregon.gov/boli/apprenticeship/Pages/apprenticeship-opportunities.aspx.

History

Statutory/Other Authority: ORS 342.147
Statutes/Other Implemented: ORS 342.147
TSPC 16-2023, adopt filed 10/23/2023, effective 11/01/2023

Or. Admin. R. 584-400-0160 Candidate Program Completion and Recommendation

(1) The Educator Preparation Providers (EPPs) may only recommend candidates for licensure, endorsements, or specializations if the EPP has received state recognition for the corresponding licensure, endorsements, or specialization programs.

(2) Candidate Recommendations: To recommend a candidate for a license, endorsement, or specialization, an EPP must verify, through submission of a program completion report that the candidate has:

(a) Been admitted to and completed the state-recognized program, including all required:

(A) Coursework;

(B) Competencies, when competencies are used in lieu of required coursework;

(D) Commission-adopted examinations, assessments, and requirements as specified in the Program Review and Standards Handbook, including completion of:

(i) Requirements for civil rights and ethics;

(ii) Content knowledge assessments, if required; and

(iii) Teacher performance assessment, if required.

(b) Complied with the Standards for Competent and Ethical Performance of Oregon Educators, as provided in Chapter 584, Division 20; and

(c) Demonstrated the skills, knowledge, disposition and competencies required for teaching or serving in the licensure, endorsement or specialization area.

(3) Program Completion Reporting: The EPP must submit program completion reports for all:

(a) Pre-service program completers leading to an initial license of preliminary teaching, principal, school counselor, school psychologist and school social worker;

(b) Pre-service and in-service candidate completers of program-required area programs, as provided in OAR 584-400-0020(9)(a); and

(c) In-service candidate completers of non-program-required area programs, as provided in OAR 584-400-0020(9)(b), who were enrolled in and completed full programs at the EPP.

(d) The EPP may, but is not required to, submit program completion reports for in-service completers of Teacher Leader programs; in-service endorsements completed without a full program; and in-service specializations completed without a full program, unless the candidate is applying for the license, endorsement, or specialization.

(e) The program completion reports must be submitted by September 30 for candidates completing the program from the previous academic year.

(f) The academic year for program completion is September 1 to August 31.

(g) The EPP must report all preliminary program completers, regardless of whether the completers intend to apply for Oregon licensure.

(4) The EPP must retain evidence of program completion in candidate records, including copies of program completion reports submitted to the Commission.

(5) Recency of Candidate Application and Program Reports: If a candidate applies for licensure, endorsement(s) and/or specialization(s) more than three years after the date of the EPP submission of the program completion report to the Commission, the candidate must obtain a new program completion report from the EPP.

(6) Title II Reporting: By September 30 of each year, the Commission staff will provide each EPP with a teaching program completer report.

(a) The completion reports will include the preservice teacher candidates, license types, and endorsement(s) recommended by the EPP on program completion reports during the accounting year.

(b) The academic year, for purposes of program completion, is September 1 to August 31.

(c) EPPs have until October 20 of each year to make corrections to the teaching program completer reports. The revised completer information will form the basis for Title II reporting requirements.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 1-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 16-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 6-2021, minor correction filed 06/10/2021, effective 06/10/2021
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 3-2019, amend filed 04/08/2019, effective 04/08/2019
TSPC 11-2018, amend filed 12/04/2018, effective 12/04/2018
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0170 Experimental Programs

(1) The purpose of experimental licensure, endorsement, or specialization programs is to allow Educator Preparation Providers (EPPs) to develop innovative and creative programs that respond to community, social, and educational needs. Furthermore, it is to encourage collaboration among EPPs and to foster partnerships between EPPs and other educational entities, such as school districts, education service districts, private schools, and non-profit organizations.

(2) Term of Experimental Programs: The Commission may provide state recognition for an experimental licensure, endorsement, or specialization program for a maximum of two years. The two-year term may begin from either:

(a) The date of the recognition of the program by the Commission; or

(b) The start date of the program, as provided by the Commission in the resolution enacting the recognition of the program.

(3) Notwithstanding subsection (2), the Commission may approve a term for more than two years, if the experimental program is funded, in whole or in part, by a grant with a term that exceeds two years.

(a) The term of the experimental program may not exceed the term of the underlying grant.

(b) If the term exceeds two years, the EPP must report to the Commission on the experimental program:

(A) Two years from the date of the initial recognition; or

(B) On the date(s) provided by the Commission in the resolution enacting the recognition of the program.

(4) Requirements for Experimental Programs: To receive state recognition of an experimental program, an EPP must submit a proposal to the Commission that provides:

(a) Rationale for the experimental program;

(b) Specific variations to Commission-adopted program requirements the EPP is seeking;

(c) A description of the innovative and creative program structure and how it will serve community, social, and educational needs;

(d) A description of any partnerships, collaborations, or grants involved with the experimental program;

(e) Descriptions of proposed educational experiences and settings;

(f) A plan for clinical practices;

(g) Evidence of institutional capacity to support the program; and

(h) A plan for evaluation of program completers.

(5) Requirements for Licensure: Candidates completing an experimental program must meet all Oregon licensure requirements.

(6) Annual Reports: EPPs must include data and information regarding any state-recognized experimental programs in their annual report(s) to the Commission, as provided in the Program Review and Standards Handbook.

(7) Full State Recognition: EPPs must report to the Commission no later than two years following the date of the initial state recognition for the experimental program of the EPP’s intent to either:

(a) Request full state recognition of the licensure, endorsement, or specialization program, as provided in OAR Chapter 584, Division 400, State Approval Process for Educator Preparation Providers (EPPs); or

(b) Eliminate the experimental program, as provided in 584-400-0090, Elimination of Programs .

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0180 Waiver of Program Requirements

(1) An Educator Preparation Provider (EPP) may waive licensure, endorsement, or specialization program requirements for individual candidates when competency is otherwise demonstrated, as provided in this rule and the Program Review and Standards Handbook. To be granted a waiver, the candidate must be able to demonstrate the knowledge, skills, competencies, and dispositions required by state and institutional standards.

(2) Coursework Waivers: To waive coursework requirements, the EPP must document that the candidate demonstrates the competencies and knowledge that the coursework is intended to develop. The written documentation may include, but is not limited to:

(a) Letters from teachers or supervisors;

(b) Test data;

(d) Observation reports.

(3) Clinical Practices Waivers: Pre-service candidates: EPPs may not waive clinical practices for pre-service candidates in the endorsement area in which they are completing the required teacher performance assessment.

(4) In-service candidates: To waive clinical practice requirements for in-service candidates, the EPP must document that the candidate demonstrates the ability to meet the clinical practice standards in the program area.

(5) Waiver Prohibitions: The EPP may not waive the following program requirements:

(a) A teacher performance assessment for candidates in a Preliminary Teaching License program;

(b) Completion of the Commission-adopted requirements for Civil Rights and Ethics; and

(c) Completion of the Commission-adopted subject-matter exam or other Commission-adopted subject matter assessment related to the endorsement area as required in the Program Review and Standards Handbook.

(6) EPP Waiver Policy: EPPs must have an official policy for waivers of program requirements. The waiver policy must include:

(a) Written policies and guidelines;

(b) A process for evaluating and granting requests;

(d) An appeals procedure within the EPP for candidates who are denied waiver requests.

(7) EPPs must maintain records of all documentation relied upon for waivers granted.

(8) Annual Reports: EPPs must report waivers of program requirements in the Oregon EPP annual reports, as provided in the Program Review and Standards Handbook.

(9) Applicant Appeals of EPP Denial of Waiver Decisions: The applicant may appeal a denial of a waiver decision of a Commission-approved EPP. The Commission will only consider appeals from applicants who have attempted to resolve the waiver issue through completing the EPP’s waiver appeals process.

(10) To request an appeal of an EPP’s waiver decision, an applicant must submit:

(a) Official transcripts of any preparation completed relevant to the waiver;

(b) A copy of the applicant's planned program leading to the license, endorsement, or specialization at the institution;

(d) Evidence that the applicant has exhausted the appeals process within the EPP; and

(e) If applicable, a written statement from a school district that indicates support for the application and the particular competency on which the applicant is seeking waiver of course requirements;

(f) A statement from the applicant that indicates:

(A) The reason(s) for appealing the matter to the Commission;

(B) The program requirement for which a waiver is requested;

(D) The effect that granting the appeal would have on the applicant's preparation program;

(g) A complete and correct application in the form and manner required by the Commission, including payment of all required fees, as provided in OAR 584-200-0050.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 3-2019, amend filed 04/08/2019, effective 04/08/2019
TSPC 3-2018, minor correction filed 04/18/2018, effective 04/18/2018
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-400-0190 Waiver of State Standards

(1) An Educator Preparation Provider (EPP) may petition the Commission for waiver of state standards.

(2) A petition must include information and reasons the EPP is seeking the waiver.

(3) In granting the petition, the Commission must determine that a waiver of state standards:

(a) Does not adversely impact the intent of the standards or rules; and

(b) Does not contradict any Oregon statutory requirements.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.533
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Division 410 STATE STANDARDS FOR EDUCATOR PREPARATION PROVIDERS

Or. Admin. R. 584-410-0005 State Approval of Unit: Preconditions for First-Time Unit or Program Approval

(1) Prior to approval for any licensure program, a unit must satisfy the preconditions set forth below. Once the Commission has reviewed these preconditions, the Commission shall determine by resolution in a public meeting whether the preconditions have been met and whether the unit is eligible to apply for approval to deliver a licensure program in teaching, administration, school counseling, school psychology or school social work.

(2) Programs from units or institutions that have never been approved by the Commission must satisfy the following preconditions prior to submitting a proposal for approval to deliver a licensure program:

(a) A letter from an administrative body recognizing and identifying the professional educational unit as having responsibility and authority for the preparation of licensed educators;

(b) Evidence that a dean, director, or chair has been officially designated as head of the unit and is assigned the authority and responsibility for its overall administration and operation;

(c) Written policies and procedures that will guide the operations of the unit, including but not limited to: candidate handbooks; procedures on admission; program waivers; and candidate appeal rights;

(d) Draft a conceptual framework that establishes the shared vision for a unit's efforts in preparing educators to work in prekindergarten-12 schools and provides direction for programs, courses, teaching, candidate performance, scholarship, leadership, service, and unit accountability; The conceptual framework is knowledge-based, articulated, shared, coherent, and continuously evaluated.

(e) Show evidence of the capacity for meeting national accreditation within 4 years.

(3) The unit has leadership, authority, budget, personnel, facilities, and resources including information technology resources, for the preparation of candidates to meet professional, state and institutional standards.

(4) Programs seeking first-time approval to offer any educator preparation licensure program must demonstrate that the unit proposing the program has already satisfied the pre-conditions set forth above or that they have received the approval of a pre-approved unit to offer an educator licensure program.

History

Statutory/Other Authority: ORS 342.147
Statutes/Other Implemented: ORS 342.147
TSPC 15-2023, adopt filed 10/23/2023, effective 11/01/2023

Or. Admin. R. 584-410-0010 State Approval of Unit: General Provisions

(1) Pursuant to ORS 342.147, standards for approval of an Educator Preparation Provider (EPP) allow approval of an institution of higher education, a school district in this state, an education service district in this state, or any other entity in this state that sponsors or provides an educator preparation program. The Teacher Standards and Practices Commission has established standards for state approval of Educator Preparation Providers (EPPs or Units) and educator preparation programs leading to educator licensure. The unit standards apply to:

(a) Initial preparation and advanced preparation programs for teachers and other school professionals;

(b) Off-campus, distance learning, and alternate route programs;

(c) Online institutions and non-higher education organizations offering programs for the professional preparation of educators.

(2) To obtain state approval to a unit, an Educator Preparation Provider (EPP) must meet the unit standards as provided in 584-400-0015, Unit Standards, and the state-specific unit-level standards found in this rule division.

(3) The Commission has defined licensure and endorsement programs as initial or advanced programs for the purposes of Unit Approval. The Commission-approved list of advanced and initial programs is provided in the Program Review and Standards Handbook.

(4) When the Commission adopts new program standards, the Commission must require EPPs with state recognized programs in those areas to meet the new program standards by:

(a) Completing a process for the relevant programs to be state recognized under the new standards. The process for new state recognition will be in the form and manner adopted by the Commission; or

(b) Requiring the EPPs to meet the new program standards as part of their next program recognition process.

(5) In consultation with the EPPs, the Commission must establish effective dates for new program standards for:

(a) New candidates;

(b) Admitted candidates;

(d) Completed candidates (if the standards may be applied retroactively).

(6) When the Commission adopts new unit standards, the Commission must require the EPPs to meet the new standards by:

(a) Completing a process to approve their units under the new standards. The process for approval under the new standards will be in the form and manner adopted by the Commission; or

(b) Requiring the EPPs to meet the new standards as part of their next unit approval process.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 3-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-410-0070 Culturally Sustaining Practices to Promote Equity

(1) Across curriculum, experiences, and assessments, the EPP integrates and models culturally sustaining practices to facilitate meaningful and equitable learning opportunities for all.

(2) EPPs actively recruit and identify strategies to retain faculty, staff, and educator candidates who:

(a) Understand, through direct knowledge or lived experience, the unique assets and needs of the students and communities that they serve; and

(b) Have backgrounds and experiences that represent the increasingly diverse student population.

(3) EPP faculty, staff and educator candidate recruiting strategies considers the growth of BIPOC and multilingual student demographics throughout the state.

(4) EPPs provide opportunities for candidates to work with diverse individuals (EPP staff and faculty, PreK-12 staff, students, and families, other candidates) in order to:

(a) Recognize and reflect on the multiple and critical perspectives of PreK-12 students, staff and families;

(b) Develop an asset-based framework for approaching instruction including resources to sustain principles of equity, fairness, and inclusion in learning environments;

(d) Understand how their classroom practices contribute to school climate and student sense of belonging.

(5) EPPs ensure that their program curriculum, pedagogy, course content, assessment and field experience are designed, evaluated, and reviewed with:

(a) A group of faculty that represent the candidate population across the EPP relative to background characteristics and experiences;

(b) A lens of cultural sustainability and with unique needs of the local community and its students in mind;

(c) An understanding of the initiatives and programs within the Oregon Department of Education that focus on improving successful outcomes for all students, including African American/Black, American Indian/Alaska Native, English Language and Multilingual Learners, Latino/a/x and Indigenous, LGBTQ2SIA+, and Native Hawaiian/Pacific Islander, and other programs aimed at supporting historically underserved groups as identified by the Statewide Education Initiatives Account; and

(d) Demonstrates, through action, removal of barriers and promotion of access for individuals who have been historically excluded from education opportunities (e.g., program accessibility, class model, mentorship).

(6) EPPs create opportunities for faculty, staff and candidates to critically discuss:

(a) The foundational understanding that Native Americans have lived in Oregon since time immemorial, and that an understanding of the diversity of Oregon Native American history is critical for understanding the history of Oregon and United States education and its systems;

(b) Differing, non-dominant, and multicultural perspectives on teaching and learning and their influences on intentional and ongoing personal and professional growth;

(c) The integration of underrepresented worldviews that expand beyond mainstream and local culture and dominant discourse;

(d) Education equity, accessibility, and justice within a local context; and

(e) Disproportionality within education systems including structured opportunities to analyze disaggregated data for the purpose of mitigating disparity of academic outcomes, and reducing overidentification of students of color within absenteeism, discipline, special education, and other forms of school exclusion.

History

Statutory/Other Authority: ORS 342.147 & ORS 342.147
Statutes/Other Implemented: ORS 342.147 & ORS 342.433; 342.437
TSPC 18-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-410-0075 Social and Emotional Development to Promote Equity

(1) Across curriculum, experiences, and assessments, the EPP embeds and models the social and emotional competencies outlined below to promote equity-focused personal and professional growth.

(2) Self-Awareness – Using a lens of examining personal identity, the EPP will ensure that faculty, staff, and candidates:

(a) Recognize and examine personal, cultural, and linguistic assets and other social markers that may influence identity development and emotion regulation as it relates to one's culture, family of origin and historical experiences;

(b) Identify, recognize, and examine prejudices and biases through personal reflection by linking feelings, values, and thoughts of one's identity as an educator including their influence as an educator on larger systems (e.g., classroom, school, community); and

(c) Examine self-efficacy to develop professional identity and dispositions which enhance one’s capacity to execute behaviors that demonstrate respect for different people, places and contexts.

(3) Self-Management – Using a lens of fostering agency, the EPP will ensure that faculty, staff, and candidates:

(a) Demonstrate competence in self-regulation strategies including identifying personal and professional stressors, and having the discipline to recognize and express emotions appropriately in a professional setting; and

(b) Continuously examine their own practice, sense of agency, initiative, and utilization of a growth mindset to explore areas of professional development; and

(c) Utilize planning and organizational skills to set and achieve personal, professional, and collective goals and proactively seek help from key partners to achieve those goals.

(4) Social-Awareness – Using a lens of cultivating belonging, the EPP will ensure that faculty, staff, and candidates:

(a) Acknowledge the value in others’ perspectives including their assets and strengths;

(b) Identify opportunities to express gratitude and model empathy in situationally appropriate ways that promote a healthy understanding of emotions and feelings within shared environments; and

(c) Understand the influence that organizations, systems, and social norms, including those that are historically oppressive or unjust, have on attitudes, beliefs and behavior.

(5) Relationship Skills – Using a lens of collaborative problem-solving, the EPP will ensure that faculty, staff, and candidates:

(a) Develop and foster positive professional relationships while recognizing the importance of work-life harmony and the impact of compassion fatigue on burnout and support-seeking behaviors;

(b) Communicate effectively, resolve conflicts constructively and demonstrate group leadership when appropriate; and

(c) Use available power and privilege to elevate and amplify the voices of those who have been historically underserved by the education system by acknowledging and recognizing multiple ways of being and knowing.

(6) Responsible Decision-Making – Using a lens of stimulating curiosity, the EPP will ensure that faculty, staff, and candidates:

(a) Analyze available information, data, and facts to find reasonable and feasible solutions to personal and social problems;

(b) Utilize critical thinking skills to anticipate and evaluate the consequences of actions and attitudes, including implications for school and community outcomes; and

(c) Identify their scope of influence and impact by reflecting on their own role as an agent of change to promote personal and community well-being.

History

Statutory/Other Authority: ORS 342.165 & ORS 342.147
TSPC 17-2023, amend filed 10/23/2023, effective 11/01/2023
TSPC 4-2023, adopt filed 02/07/2023, effective 03/01/2023

Or. Admin. R. 584-410-0080 English Language Learners (ELL)

(1) Purpose of the Standards: It is the Commission’s policy that every PreK-12 educator has a responsibility to meet the needs of Oregon’s English Language Learner (ELL) 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 preservice and in-service candidates working to become teachers, administrators, personnel service educators and Educator Preparation Provider (EPP) faculty.

(3) Standards: ELL Knowledge, Skills, Abilities and Dispositions:

(a) Standard 1: Language: Candidates, and higher education faculty, must know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support 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;

(D) Are aware of personal, affective and social variables influencing second language acquisition.

(b) Standard 2: 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;

(D) Understand how one’s own culture impacts one’s teaching practice.

(c) Standard 3: 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 English as a Second Language (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 and 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) Standard 4: 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) Standard 5: 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) Standard 6: 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

History

Statutory/Other Authority: ORS 342
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-410-0090 Educator Preparation Provider (EPP) Partnerships

(1) The Educator Preparation Provider (EPP) must engage with appropriate partners on educator preparation programs. Partnership with common understanding may be created and maintained through Traditional and Nontraditional Teacher Pathways, including but not limited to: Grow Your Own, Residency, and Registered Apprenticeship Models. In all cases, the EPP must ensure that:

(a) Effective partnerships and high-quality clinical practices are central to candidate preparation so that candidates develop the knowledge, skills, professional dispositions, and cultural and academic competencies necessary to demonstrate positive impact on all PreK-12 students' learning and development; and

(b) Partners are appropriately involved in candidate recruitment, program evaluation, improvement, retention efforts, and identification of models of excellence.

(2) The appropriate partners may include, but are not limited to:

(a) School and community partners;

(b) Organizations;

(d) Agencies;

(e) Districts, and/or EPPs interested in candidate preparation or education;

(f) Alumni;

(g) Practitioners;

(h) Teachers who are members of their district’s teacher bargaining unit;

(i) Public school administrators;

(j) Personnel service license holders, if the EPP has an approved program in the license area;

(k) Under-represented populations;

(l) Faculty from the institution; and

(m) Students in the program.

(3) The EPP shall report in the state addendum portion of the Self-Study:

(a) The specific partners involved with assisting the EPP to meet the standards; and

(b) How each partner participated in the EPP activities, decision-making process, or other aspects of the clinical practices, partnerships, and continuous improvement efforts.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 3-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Or. Admin. R. 584-410-0100 Verification of Candidate Recommendations (Field Audit)

(1) The Educator Preparation Provider (EPP) meets the standards for recommending candidates for licensure, endorsements, and specializations, as provided in 584-400-0160, Candidate Recommendation and Program Completion.

(2) The agency must verify compliance with the requirements for recommending candidates through a field audit of student records.

(3) The agency must conduct a field audit during the unit review process, in the form and manner adopted by the Commission, as provided in the Program Review and Standards Handbook and as provided in this rule.

(a) The field audit must include five percent, or 15 completer records, whichever is greater, from the average annual Full Time Equivalency (FTE) since the last unit approval. At the discretion of the Commission, if it is determined additional records are needed, they shall be provided upon request.

(b) The agency must randomly select the records to be audited and must provide no knowledge of the selected records to the EPP until the time of the audit.

(A) Fingerprinting and background clearance;

(B) Teacher performance assessments, if required;

(D) Content knowledge assessment(s);

(E) Required coursework;

(F) Required competencies when competencies are used in lieu of required coursework;

(G) Waiver of program requirements;

(H) Protecting Student and Civil Rights in the Educational Environment exam, workshop or evidence that the candidate holds or has held a TSPC-issued license; and

(I) Program completion forms.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 3-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 10-2021, minor correction filed 08/17/2021, effective 08/17/2021
TSPC 2-2020, amend filed 02/10/2020, effective 03/01/2020
TSPC 2-2018, adopt filed 04/17/2018, effective 04/17/2018

Division 420 STATE STANDARDS FOR TEACHER PREPARATION PROGRAMS

Or. Admin. R. 584-420-0015 Literacy: Program Standards

(1) Purpose: These standards are designed to guide the preparation of Kindergarten through 5th Grade teachers on evidence-based practices for teaching literacy. These standards are in concert with the following two Oregon laws:

(a) ORS 342.147, which requires educator preparation programs to provide training to candidates that enables public school students to meet or exceed third-grade reading standards and become proficient readers by the end of the third grade; and

(b) ORS 342.147 which requires the Commission to establish standards for approval of an educator preparation provider (EPP) that require early childhood education, elementary education, special education and reading programs to provide instruction on dyslexia and that the instruction be consistent with the knowledge and practice standards of an international organization on dyslexia.

(2) Scope: The requirements for instruction on Literacy Program Standards apply to Oregon EPPs preparing candidates for:

(a) Elementary-Multiple Subjects

(b) Reading Intervention.

(3) Oregon educator preparation programs as provided in subsection (2) must provide the necessary program components that will enable candidates to:

(a) Acquire the knowledge, skills, abilities, professional dispositions, and cultural competencies necessary to meet the standards established in this rule, the state standards for Teacher Preparation Programs in the identified endorsement area as defined in OAR Chapter 584, Division 420, and the TSPC Program Review and Standards Handbook.

(b) Receive instruction aligned with dyslexia education standards that adhere to the knowledge and practice standards established by a recognized international organization specializing in dyslexia.

(c) Demonstrate proficiency as necessary to meet the standards established in this rule through a Commission-approved measure.

(4) Dispositions: Candidates demonstrate professional dispositions that support equity, ethical practice, and social-emotional development. These dispositions reflect essential beliefs and awareness necessary for evidence-based literacy instruction and should guide all instructional decisions. Candidates:

(a) Value students' identities, including their race, ethnicity, ability, gender, identity, home languages, culture, religion, and lived experiences;

(b) Believe all students can learn to read and write when provided systematic, explicit instruction using evidence-based practices;

(c) Recognize that reading and writing, unlike oral language, does not develop naturally and requires explicit, systematic instruction to ensure proficiency in literacy;

(d) Uphold evidence-based and rooted in ever-evolving research findings;

(e) Recognize the cognitive and social-emotional benefits of multilingualism and multiliteracy, and the benefits of designing instruction that builds on the home languages and cultures of emergent multilingual students, including those who bring Indigenous languages and English language varieties to the classroom:

(f) Believe that all students, regardless of ability, language background, or other individual differences:

(A) Learn to read and write when provided with systematic, explicit instruction using evidence-based practices;

(B) Deserve access to grade-level content, texts, tasks, and experiences with appropriate support; and,

(g) Value that Indigenous communities center story and oral language, as they have since Time Immemorial, passing information and carrying meaning and connection over generations without transcription or writing.

(5) Standard 1: Knowledge of Literacy Acquisition & Instruction: Candidates know, understand, and use evidence-based practices to support literacy acquisition and instruction.

(a) Literacy Acquisition - Candidates demonstrate the ability to:

(A) Understand the major models of reading development and core ideas from the convergence of research on literacy.

(B) Understand the phases of reading development and how that information guides planning for instruction.

(C) Understand the structure of language, including phonology, orthography, morphology, semantics, syntax, pragmatics, and discourse - to support literacy development.

(D) Understand the reciprocal relationships among oral language, phonemic awareness, decoding, word recognition, fluency, spelling, vocabulary knowledge, and background knowledge to attain reading proficiency.

(E) Identify and explain major research findings on aspects of cognition, behavior, and environmental, cultural, and social factors that affect reading and writing development.

(F) Understand how each of the above literacy acquisition substandards impact and apply to the learning and experiences of multilingual learners and students with disabilities.

(i) Multilingual learners

(ii) Students with disabilities

(b) Instruction - Candidates demonstrate the ability to:

(A) Understand the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, and teacher-directed instruction.

(B) Understand effective instructional routines to enhance student engagement and memory through rehearsal and retrieval of information.

(C) Educators recognize and consider their own lived experiences and pursue understanding of knowledge bases traditionally excluded (i.e., Indigenous knowledge, community cultural wealth) when designing instruction.

(D) Understand how each of the above instructional substandards impact and apply to the learning and experiences of multilingual learners and students with disabilities.

(i) Multilingual learners

(ii) Students with disabilities

(E) Analyze and select high quality instructional materials that:

(i) Align with literacy standards and general principles of effective literacy instruction.

(ii) Support culturally responsive literacy instruction by including characters, subjects, settings, and authors which are reflective of the abilities, identities, and cultures of the full range of students and their communities.

(F) Programs of study for candidates shall include:

(i) Practice of evidence-based early literacy instructional techniques prior to field-based experiences working with students; and,

(ii) Observation of models of culturally and linguistically sustaining, evidence-based early literacy practice in prekindergarten and elementary classrooms.

(6) Standard 2: Literacy Foundational Skills— Candidates know, understand, and use the core components of foundational literacy instruction, recognizing the reciprocal relationships among these components and between foundational skills and other literacy skills, as described in Standard 3, to support effective literacy instruction.

(a) Oral Language—Candidates demonstrate the ability to:

(A) Understand the primary role oral language plays in laying the groundwork for a child’s ability to read and write.

(B) Understand the developmental sequence of oral language common to all spoken languages.

(C) Design classroom environments that foster student-to-student interaction, emphasizing oral language skills through active listening and speaking opportunities.

(D) Understand procedures for clearly communicating with students using academic language and vocabulary.

(E) Understand how oral language plays a critical role in learning about self, culture, and tradition, including the importance of Indigenous languages/ history and viewing multilingualism through an asset-based lens.

(F) Recognize and build from the assets of multilingualism, understanding multilingual learners’ lived experiences, how they learn, and how they acquire English.

(G) Understand that all language varieties are linguistically equal and recognize the importance of creating a classroom environment that respects and values diverse language varieties and languages in literacy instruction.

(b) Phonological Awareness —Candidates demonstrate the ability to:

(A) Identify, classify, and compare all consonant and vowel phonemes of English.

(B) Identify and access resources on phonemes of other languages to inform instruction and support for multilingual learners, recognizing that phonological awareness skills can transfer across languages when students have opportunities to build these skills in their native language and English.

(C) Understand the progression of phonological awareness skill development across ages and grades, including phonemic-awareness difficulties.

(D) Apply principles of effective phonemic-awareness instruction focusing on segmenting and blending of phonemes.

(A) Understand the structure of English orthography and the patterns and rules that inform the teaching of single- and multisyllabic regular word reading.

(B) Understand the principles of explicit instruction of letter names and letter/ sound associations to ensure automaticity.

(C) Understand the principles of effective decoding, word recognition, and spelling instruction for single and multisyllabic words, including the general and specific goals of such instruction.

(D) Understand the evidence-based procedures for teaching irregular words.

(E) Identify and differentiate types and purposes of texts, emphasizing the role of decodable text in teaching beginning readers.

(d) Fluency—Candidates demonstrate the ability to:

(A) Demonstrate an understanding of how fluent word-level skills in automatic word reading, orthographic mapping, oral reading fluency, reading comprehension, and student engagement .

(B) Demonstrate the ability to select and apply varied evidence-based techniques and methods for building reading fluency.

(C) Identify instructional strategies and progress-monitoring practices that advance text reading fluency as part of normal reading development.

(7) Standard 3: Vocabulary, Background Knowledge, Writing, and Comprehension—Teaching candidates demonstrate the knowledge and skills to develop students’ vocabulary, background knowledge, writing, and comprehension through evidence-based, culturally responsive practices. They integrate linguistic systems, build on students’ experiences, and apply explicit strategies to support literacy development and equitable learning outcomes.

(a) Vocabulary—Candidates demonstrate the ability to:

(A) Demonstrate knowledge of the critical role of vocabulary development and vocabulary knowledge in oral and written language comprehension including the ability to develop instructional implications of students having varying levels of vocabulary.

(B) Demonstrate knowledge of the role and characteristics of direct, explicit methods of vocabulary instruction.

(D) Understand the interconnected nature of vocabulary development across the systems of language, including phonology, orthography, syntax, semantics, morphology, etymology, the relationships among them, and how to integrate these systems into instruction.

(b) Background Knowledge—Candidates demonstrate the ability to:

(A) Knowledge of the critical role of background knowledge, acquired through oral language or print, in enabling students to make meaning of and comprehend verbal language and text.

(B) Understanding of strategies to build on students’ family and life experiences, languages, and cultural knowledge, creating a meaningful context for acquiring new knowledge to support comprehension in reading, listening, communication, and writing.

(C) Understanding of procedures for building knowledge networks through all grades including general knowledge, domain-specific knowledge, and world knowledge which begins with educator familiarity of students' and communities' funds of knowledge and culture.

(A) Factors that contribute to students’ ability to make meaning from text and how to design activities that support comprehension development for each major genre: informational text, narrative text, and argumentation.

(B) How to analyze and select instructional materials, including high-quality literacy curricula and supplemental resources, in terms of their alignment with standards, general principles of effective literacy instruction, and their reflection of the abilities, identities, and cultures of the full range of students and their communities.

(D) The importance of explicit comprehension strategy instruction, supported by evidence-based practices, and the teacher’s role as an active mediator in guiding students through text comprehension processes to build meaning and critical thinking.

(d) Writing—Candidates demonstrate the ability to:

(A) The reciprocal relationship between reading and writing and the importance of explicitly teaching this connection to students.

(B) The major domains that contribute to written expression, including transcription (manuscript and cursive handwriting, letter formation, spelling, conventions, and keyboarding) and translation skills (i.e., grammar, sentence structure, writing process [including planning, writing, revising, editing, and publishing] and text structure) and the developmental phases of writing.

(C) Research-based principles for teaching written spelling and punctuation, ensuring alignment with current research and explicit instruction practices.

(D) How to connect writing instruction and practice to the texts and content students are reading and learning.

(E) How to apply in practice the fundamentals of sentence construction and syntax, connecting writing to content.

(F) How to provide purposeful inclusion of writing as a strategy to increase comprehension and learning.

(8) Standard 4: Assessment & Data-Based Decision-Making—Teaching candidates must demonstrate understanding of assessment principles, interpret and apply data to guide instruction, and effectively communicate results. They must utilize evidence-based practices, progress monitoring, and a holistic approach to support diverse learners, ensuring responsive, goal-oriented instruction within an MTSS framework.

(a) Assessment—Candidates demonstrate the ability to:

(A) Demonstrate understanding of the foundational principles of assessment, such as the differences and purposes for screening, progress-monitoring, diagnostic, interim, formative, and summative assessments, including assessments in the student’s home language whenever possible.

(B) Understand basic principles of how tests and items are developed and formatted to measure what students know and are able to do (e.g., reliability, validity, criterion, normed, and potential bias).

(C) Understand how to interpret and analyze multiple data points from both informal and formal assessments as well as the formative assessment process in order to help both educators and students understand where students are in their learning process and identify next instructional moves (e.g. Interpret basic statistics commonly utilized in formal and informal assessment).

(D) Demonstrate knowledge of and commitment to using know and utilize in practice well validated screening tests designed to identify students at risk for reading difficulties.

(E) Understand and apply the principles of progress monitoring and reporting with Curriculum Based Measures (CBMs), including the use of graphing techniques to track student progress.

(F) Demonstrate knowledge of how to use informal diagnostic surveys to assess phonological and phoneme awareness, decoding skills, oral reading fluency, comprehension, spelling, and writing in practice.

(G) Understand how to integrate, summarize, and communicate (orally and in writing) the meaning of educational assessment data for sharing with students, parents, and other teachers to support students in becoming self-directed learners.

(b) Data-Based Decision-Making to Inform Instruction—Candidates demonstrate the ability to:

(A) How to use multiple sources of data to determine the instructional needs of all students, including all reader profiles and intervention needs of struggling readers within a Multi-tiered System of Support (MTSS) framework.

(B) Know how to elicit evidence of student learning through frequent, ongoing formative assessment to respond and adjust instruction accordingly; and to deliver specific, actionable, and timely feedback that restates the goal, describes what proficiency looks like, and shows students where they are in relation to the goal.

(C) How to provide all students with instruction that is needs-based, intensive, and with sufficient duration to accelerate learning.

(D) Conduct a holistic, assets-based analysis of multilingual students when using data from multiple languages to inform instruction.

(9) Standard 5: Supporting Multilingual Learners—Teaching candidates must understand multilingual learners' language development, use evidence-based strategies for instruction, and leverage technology effectively. They also recognize the benefits of dual immersion and developing home language alongside English to support academic success. Specifically, candidates must:

(a) Demonstrate understanding of the language and literacy development of multilingual learners.

(b) Understand the stages of second language acquisition and how that information guides planning for instruction.

(c) Demonstrate the ability to teach emerging multilingual students the key components of language and literacy: phonological awareness, phonics, vocabulary, fluency, spelling, and writing skills.

(d) Understand and commit to using evidence-based research on how best to teach multilingual learners.

(e) Understand how to leverage technology to adapt and enhance instruction of multilingual learners.

(f) Understand implications for dual immersion teaching and learning.

(g) Understand the benefits of developing multilingual learners’ home language and literacy alongside English language and literacy.

(10) Standard 6: Students with Reading Difficulties, Reading Disabilities & Dyslexia—Teaching candidates must understand how to support students with reading disabilities, including dyslexia, by understanding their impact on literacy and applying inclusive, evidence-based practices. Specifically, candidates must:

(a) Understand how reading disabilities vary in presentation and degree.

(b) Understand that the aims of literacy instruction apply to all children, and that through modifications, accommodations, supports, and technologies, every child must have access to literacy learning.

(c) Understand how to administer, interpret, and apply screening and progress monitoring assessments for students who demonstrate characteristics that may predict or be associated with dyslexia.

(d) Understand how to deliver documented and trackable support and evidence-based reading instruction to all students, including students who demonstrate characteristics that may predict or are associated with dyslexia.

(e) Understand how to apply dyslexia assessment and instruction knowledge to pedagogical practice.

(f) Understand how to Apply dyslexia assessment and instruction knowledge to pedagogical practice.

(11) Standard 7: Students who are Gifted and Talented—Teaching candidates understand how to support gifted and talented students by applying evidenced-based instructional practices. Specifically, candidates must understand:

(a) Understand how to apply OAR 584-420-0025 (7), (8), (9), and (10) for students who are gifted and talented.

(b) How to access and use strategic instructional practices that deliver documented and trackable support, appropriate academic challenges, and opportunities to foster academic growth.

(c) Understand how to differentiate instruction to engage gifted students to accommodate their assessed levels of learning and accelerated rates of learning.

(d) Understand the incidence of and instructional strategies for gifted and talented learners who are also:

(A) reluctant readers.

(B) multilingual learners.

History

Statutory/Other Authority: ORS 342.165 & ORS 342.147
Statutes/Other Implemented: ORS 342.147
TSPC 7-2025, amend filed 07/31/2025, effective 07/31/2025
TSPC 15-2024, amend filed 07/23/2024, effective 08/01/2024
TSPC 1-2023, amend filed 02/07/2023, effective 03/01/2023
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 4-2016(Temp), f. 8-31-16, cert. ef. 9-1-16 thru 2-27-17

Or. Admin. R. 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;

(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]

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495; 342.553
TSPC 3-2019, amend filed 04/08/2019, effective 04/08/2019
TSPC 7-2018, minor correction filed 06/13/2018, effective 06/13/2018
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0030 Professional Teaching License: Program Standards

(1) On March 1, 2016, the Commission rescinds state approval of all Continuing Teaching License programs. If an educator preparation program would like to convert its Continuing Teaching License program to a Professional Teaching License program, it must resubmit its program for Commission approval in accordance with the standards of this rule and in the manner required by the Commission.

(2) Candidates who are prepared for the Professional Teaching License will demonstrate an advanced level of knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of pre-kindergarten to grade 12 students within the endorsement areas on the license.

(3) The Commission may provide approval to an educator preparation program that prepares candidates for a Professional Teaching License only if it includes:

(a) Content that will enable candidates to gain an advanced level of knowledge, skills, abilities, professional dispositions, and cultural competencies to meet the standards set forth in this rule and the TSPC Program Review and Standards Handbook;

(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)

(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]

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 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.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0050 Preliminary CTE License: Program Standards

(1) Candidates who are prepared for the Preliminary Career and Technical Education (CTE) 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 area(s) on the license.

(2) The following providers are eligible to offer Commission-approved Preliminary CTE Teaching License programs:

(a) Oregon Educator Preparation Providers (EPPs);

(b) Oregon education service districts;

(d) Oregon community colleges; and

(e) Oregon technical colleges.

(3) The Commission may provide approval to a Preliminary CTE Teaching License program only if it includes:

(b) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Preliminary CTE Teaching License program.

(4) Standard 1: Oregon CTE and education goals: Candidates demonstrate the ability to apply and integrate the Oregon prekindergarten through grade 12 educational standards and goals and to understand the relation of the standards and goals to Career and Technical Education programs.

(5) Standard 2: Learning environments: Candidates demonstrate the ability to create and sustain safe learning environments that prepare diverse students for the workplace, advanced training, and continued education.

(6) Standard 3: Student characteristics: Candidates demonstrate the ability to identify the diverse needs of students and implement programs and strategies that promote student competency development and success. Candidates understand and demonstrate the ability to implement culturally responsive practices, including responsiveness to the instructional needs of:

(a) Students from under-represented communities;

(b) Students from all socio-economic situations; and

(7) Standard 4: Human development: Candidates demonstrate knowledge of the stages of human development as it relates to adolescent and older children;

(8) Standard 5: Assessment: Candidates understand and demonstrate the ability to use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers’ and learners’ decision making.

(9) Standard 6: Curriculum: Candidates demonstrate the ability to plan instruction that supports every student to meet rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills and pedagogy, as well as learners and the community context.

(10) Standard 7: Instructional strategies: Candidates understand and demonstrate the ability to use 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.

(11) Standard 8: Personal and professional attributes: Candidates demonstrate the ability to model personal and professional attributes and leadership skills that reflect productive life and work roles.

(12) Standard 9: Partnerships: Candidates demonstrate the ability to implement and maintain collaborative partnerships with students, colleagues, community, business, industry, and families, including related CTE extra-curricular activities and programs.

(13) Standard 10: Law: Candidates demonstrate knowledge of school law and educational policy.

(14) Standard 11: Issues of abuse: Candidates demonstrate knowledge of issues related to abuse, including the identification of physical, emotional, sexual, and substance abuse, information on the impact of abuse on the behavior and learning abilities of students, and discussion of the responsibilities of a teacher to report abuse or provide assistance to students who are the victims of abuse.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430, 342.455-342.495 & 342.553
TSPC 5-2017, adopt filed 11/14/2017, effective 11/15/2017

Or. Admin. R. 584-420-0310 Art: Program Standards

(1) Candidates who are prepared for the Art endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in art learning environments.

(2) The Commission may provide approval to an educator preparation program that prepares candidates for an Art endorsement only if it includes:

(b) A requirement for candidates to complete the Commission-approved test for Art or meet the requirements of at least one Multiple Measures content knowledge assessment option for this endorsement area;

(d) Field experiences that include supervised teaching or internships in Art classrooms; and

(e) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Art endorsement program.

(3) Standard 1: Content of the Visual Arts. Candidates must demonstrate proficiency in:

(a) Process of artmaking involving traditional and contemporary studio approaches;

(b) One or more studio areas;

(c) History of art, knowledge of the context in which works of art have been created, and fostering respect for all forms of art; and

(d) Providing exposure to a diverse set of traditional and contemporary artists.

(4) Standard 2: Theory and Practice in Art Education. Candidates must demonstrate proficiency in:

(a) Historical developments and prevailing theories of art education;

(b) Philosophical and social foundations underlying the inclusion of art in general education;

(d) Theories of curriculum and instruction that make it possible for candidates to reflect on and refine their practice of art education;

(e) Developing curricula in a variety of instructional formats;

(f) Current teaching methods, materials and resources appropriate for various educational settings, populations, and levels of art education;

(g) Creating classroom environments in which effective art instruction can take place;

(h) Developing of interdisciplinary curricula;

(i) Assessment methods appropriate to the evaluation of student work, their own teaching, and the art program; and

(j) Self-evaluation and professional development.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 14-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16

Or. Admin. R. 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:

(b) Content that will enable candidates to meet literacy standards requirements as provided in OAR 584-420-0015;

(c) 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;

(d) A requirement for candidates to complete a teacher performance assessment as provided in OAR 584-400-0120;

(e) 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.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 7-2026, amend filed 09/08/2026, effective 09/08/2026
TSPC 14-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 24-2021, minor correction filed 11/30/2021, effective 11/30/2021
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 4-2016(Temp), f. 8-31-16, cert. ef. 9-1-16 thru 2-27-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0360 English for Speakers of Other Languages (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:

(b) A requirement for candidates to complete the Commission-approved test for ESOL;

(c) A requirement for candidates to complete a teacher performance assessment, as provided in OAR 584-400-0120 Teacher Candidate Performance Assessments; 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: Language: Candidates demonstrate the ability to 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 Speakers of Other Languages (ESOL) and bilingual students' language and literacy development and content area achievement.

(4) Standard 2: Culture: 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: Planning, Implementing, and Managing Instruction: 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: Assessment: 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 ESL teaching. Candidates demonstrate the ability to keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates demonstrate the ability to use such information to reflect upon and improve their instructional practices. Candidates demonstrate the ability to provide support and advocate for ESOL and bilingual students and their families and work collaboratively to improve the learning environment.

(8) Standard 6: Candidates demonstrate the ability to use information technology to enhance learning and to enhance personal and professional productivity.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 6-2018, minor correction filed 06/04/2018, effective 06/04/2018
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 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

(b) A requirement for candidates to complete a teacher performance assessment as provided in OAR 584-017-1100; and

(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Drama endorsement program.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 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:

(b) A requirement for candidates to complete the Commission-approved test for Library Media;

(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.

(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.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0420 Music: Program Standards

(1) Candidates who are prepared for the Music endorsement will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of students in music learning environments.

(2) The Commission may provide approval to an educator preparation program that prepares candidates for a Music endorsement only if it includes:

(b) A requirement for candidates to complete the Commission-approved test for Music or meet the requirements of at least one Multiple Measures content knowledge assessment option for this endorsement area;

(d) Field experiences that include supervised teaching or internships in Music classrooms; and

(e) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Music endorsement program.

(3) Standard 1: Technical Skills. Candidates must demonstrate proficiency in:

(a) At least one major performance area at a level appropriate for the particular music concentration;

(b) Understanding the repertory in their major performance area and the ability to perform from a cross-section of that repertory;

(c) The ability to read at sight with fluency demonstrating both general musicianship and, in the major performance area, a level of skill relevant to professional standards appropriate for the particular music concentration;

(d) Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation. Rehearsal and conducting skills are required as appropriate to the particular music concentration;

(e) Keyboard competency; and

(f) Participating in ensemble experiences. Ensembles should be varied both in size and nature.

(4) Standard 2 : Musicianship Skills and Analysis . Candidate must demonstrate proficiency in:

(a) Understanding the common elements and organizational patterns of music and their interaction, the ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation.

(b) Musical forms, processes, and structures to use this knowledge and skill in compositional, performance, analytical, scholarly, and pedagogical applications according to the requisites of their specializations.

(5) Standard 3: Composition/Improvisation. Candidates must demonstrate proficiency in the ability to create original or derivative music.

(6) Standard 4: History and Repertory. Candidates must acquire basic knowledge of music history and repertories through the present time, including study and experience of musical language and achievement in addition to that of the primary culture encompassing the area of specialization

(7) Standard 5: Synthesis. Students must be able to work on musical problems by combining, as appropriate to the issue, their capabilities in performance; aural, verbal, and visual analysis; composition/improvisation; and history and repertory.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 14-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16

Or. Admin. R. 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) A requirement for candidates to complete the Commission-approved test for Physical Education or meet the requirements of at least one Multiple Measures content knowledge assessment option for this endorsement area;

(d) Field experiences that include supervised teaching or internships in Physical Education classroom settings; and

(e) 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.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 14-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0440 Reading Intervention: Program Standards

(1) Candidates who are prepared for the Reading Intervention 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 intervention learning environment.

(2) The Commission may provide approval to an educator preparation program that prepares candidates for a Reading Intervention endorsement only if it includes:

(b) Content that will enable candidates to meet literacy standards as provided in OAR 584-420-0015;

(d) A requirement for candidates to complete a teacher performance assessment as provided in OAR 584-400-0120;

(e) Field experiences that include supervised teaching or internships in reading intervention learning environments; and

(f) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Reading Intervention 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 of participation in professional development related to reading instructional skills.

(8) Standard 6: Candidates demonstrate the ability to provide leadership, guidance and supervision of paraprofessionals.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 7-2026, amend filed 09/08/2026, effective 09/08/2026
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 4-2016(Temp), f. 8-31-16, cert. ef. 9-1-16 thru 2-27-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0460 Special Education: Generalist: Program Standards

(1) Candidates who are prepared for special education: generalist 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: generalist endorsement only if it includes:

(b) Content that will enable candidates to meet literacy standards as provided in OAR 584-420-0015;

(c) A requirement for candidates to complete the Commission-approved subject-matter test for special education: generalist;

(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 classroom environments with students who are “individuals with exceptionalities” across the full range of disabilities.

(g) Integration of principles of cultural competency, cultural responsive pedagogy and equitable practices are imbedded in each competency standard through the entire special education: generalist endorsement program.

(3) 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.

(4) 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.

(5) Standard 3: Candidates demonstrate the ability to use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

(6) Standard 4: Candidates demonstrate the ability to use multiple methods of assessment and data sources in making educational decisions.

(7) 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.

(8) Standard 6: Candidates demonstrate the ability to use foundational knowledge of the field and their professional, ethical principles and practice standards to inform their special education practice, to engage in life-long learning, and to advance the profession.

(9) 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.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430, ORS 342.553 & ORS 342.455-342.495
TSPC 7-2026, amend filed 09/08/2026, effective 09/08/2026
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 4-2016(Temp), f. 8-31-16, cert. ef. 9-1-16 thru 2-27-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0465 Special Education - Early Intervention and Early Childhood: Program Standards

(1) Definitions:

(a) "Child:" An individual under the age of six and may include an infant or toddler.

(b) "Cultural Responsiveness:" Practices that honor experience and perspectives of children and their families based on ethnic background, cultural diversity, linguistic diversity, economic status, gender, religion and other differences ascribed to an individual’s cultural and linguistic background. Culturally responsive practices provide equal access to services and learning opportunities.

(c) "Early Childhood Special Education Services:" Cross-disciplinary services, education and support that are designed to meet the developmental needs of eligible children from age three to school age (defined as age 5 by September 1) , in collaboration with families, as defined in 581-015-2700 Definitions – EI/ECSE program .

(d) "Early Intervention Services:" Cross-disciplinary services, education and support that are designed to meet the developmental needs of eligible children from birth to age three, to support and collaborate with their families, as defined in 581-015-2700, Definitions – EI/ECSE program .

(e) "Disabilities:" A child with a disability as defined by IDEA, subpart B and C and OAR Chapter 581, Division 15.

(f) "Five development domains:" For the purposes of early intervention services, a child’s overall health is considered along with the following five domains:

(A) Physical development;

(B) Cognitive development;

(D) Social and/or emotional development; and

(E) Adaptive development.

(g) "Learner:" The person(s) receiving support from the candidate. For example, in a family setting, the learner may be a family member, caregiver, as well as the child; in a classroom setting the learner may be a child; and, in a consultative setting, the learner may be the early childhood teacher, provider, and/or paraprofessional, as well as the child.

(2) Purpose of the Program: To prepare candidates for the Special Education: Early Intervention and Early Childhood endorsement. Program completers must demonstrate the knowledge, skills, professional dispositions and cultural responsiveness necessary to promote development and learning of children with delays or disabilities(age birth to 5) across all areas of development and these candidates must be prepared to support and empower the child’s family and caregivers. Learning refers to application of knowledge, skills, and abilities. Development refers to physical, health, communication, social and/or emotional, cognitive, and adaptive.

(3) Requirements of the Program: To receive state recognition of a Special Education: Early Intervention and Early Childhood endorsement, the program must include:

(b) A requirement for candidates to complete the Commission-approved test for SPED: Early Intervention and Early Childhood;

(c) A requirement for candidates to complete a teacher performance assessment, as provided in 584-400-0120, Teacher Candidate Performance Assessments;

(d) A requirement for candidates to complete a clinical practice that:

(A) Meets the requirements set forth in 584-400-0140, Clinical Practices ; and

(B) Includes a placement or placements in early intervention and/or early childhood settings that include children with delays or disabilities. These settings must include classrooms, family homes, and/or community settings where early Intervention or early childhood education personnel engage in direct and/or consultative services. The Commission has a strong preference for, but does not require, inclusive placements.

(4) Standard 1: Learner Development and Individual Learning Differences. Candidates understand how disabilities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for children with delays or disabilities. Candidates demonstrate the ability to:

(a) Understand how language, culture, and family background influence the learning of children with delays or disabilities;

(b) Understand development and individual differences to respond to the needs of children with delays or disabilities;

(c)Understand the characteristics of delayed development and patterns of atypical development associated with disabilities across the domains of typical child development, as defined in section (1)(f); and

(d) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Develop, implement, and evaluate learning experiences and strategies that respect the diversity of children with delays or disabilities and their families and caregivers;

(B) Develop and match learning experiences and strategies to characteristics of children with delays or disabilities;

(C) Support and facilitate family, caregiver and children with delays or disabilities’ interactions as primary contexts for development and learning;

(D) Support family and caregivers to respond to cues and preferences, establish predictable routines and turn-taking, and facilitate communicative initiations; and

(E) Establish communication systems for children with delays or disabilities that support self- determination; and

(F) Establish support systems for children with delays or disabilities that enable self-determination and executive function.

(5) Standard 2: Learning Environments. Candidates demonstrate the ability to create safe, inclusive, culturally responsive learning environments so that children with delays or disabilities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination and families achieve improved quality of life, including knowing their rights and how to support their child and family. Candidates demonstrate the ability to:

(a) Through collaboration with families, caregivers, general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage children with delays or disabilities in meaningful learning activities and social interactions;

(b) Use motivational and instructional interventions to teach children with delays or disabilities how to adapt to and succeed in multiple environments;

(c) Understand the escalation cycle and positive behavior support strategies to address children’s challenging behavior in a safe and developmentally appropriate manner;

(d)Design, implement, and evaluate appropriate services for children with delays or disabilities and with their families in their local communities; and

(e) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and environments;

(B) Organize space, time, materials, peers, and adults to maximize participation in all environments during daily activities;

(D) Structure all environments to maximize learning opportunities, communication, engagement, independence, and social relationships;

(E) Maximize the appropriate use of available materials, media, and adaptive and assistive technology that are responsive to individual needs in all indoor and outdoor environments;

(F) Apply knowledge of basic health, nutrition and safety management procedures; and

(G) Use knowledge of referral and evaluation procedures to connect and communicate with community services. These services may includemental and physical health, social welfare, education, recreation, and other family services.

(6) Standard 3: Content Knowledge. Candidates use knowledge of general and specialized content to individualize learning for children with delays or disabilities. Candidates demonstrate the ability to:

(a) Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for children with delays or disabilities;

(b) Understand and use general and specialized content knowledge for teaching across content areas to individualize learning for children with delays or disabilities;

(d) Design, implement, and evaluate appropriate services for children with delays or disabilities and their families in their local communities; and

(e) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Apply current research to the five developmental domains, as defined in subsection (1)(f);

(B) Plan, implement, and evaluate developmentally appropriate content, instruction, and adaptations based on knowledge of individual children, the family, and the community;

(D) Plan and implement developmentally and individually appropriate content.

(7) Standard 4: Assessment.Candidates use multiple methods of assessment and data sources in making educational decisions. Candidates demonstrate the ability to:

(a) Select and use technically sound formal and informal assessments that minimize bias;

(b) Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for children with delays or disabilities;

(c) In collaboration with program partners and families and caregivers, use multiple types of assessment information in making decisions about children with delays or disabilities;

(d) Select, administer, and interpret information through the use of appropriate screening and assessment instruments for eligibility, program planning, child progress, and program evaluation; and

(e) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Support families and caregivers in identifying their concerns, resources, and priorities;

(B) Integrate family priorities, concerns and participation in the assessment process;

(D) Select and administer assessment instruments in compliance with established criteria;

(E) Use informal and formal assessment to make decisions about children’s development and learning;

(F) Gather information from multiple sources and environments;

(G) Use a variety of materials and contexts to maintain the interest of children in the assessment process;

(H) Participate as a team member to integrate assessment results in the development and implementation of individualized plans;

(I) Emphasize child’s strengths and needs in assessment reports;

(J) Produce reports that focus on functional skills and developmental domains, as defined in subsection (1)(f);

(K) Conduct ongoing formative child, family, and environmental assessments to monitor instructional effectiveness; and

(L) Administer an instrument that assesses family needs that includes functional, participation-based goal writing.

(8) Standard 5: Instructional Planning and Strategies. Candidates select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of children with and without disabilities. Candidates demonstrate the ability to:

(a) Through collaboration with families and caregivers, consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for children;

(b) Use technologies to support instructional assessment, planning, and delivery children;

(c) Understand and utilize augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of children;

(d) Use strategies to enhance language development and communication skills children;

(e) Develop and implement a variety of education and transition plans for children with delays or disabilities across a wide range of settings and different learning experiences in collaboration with families, caregivers and teams;

(f) Teach to mastery and promote generalization of learning;

(g) Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to children with delays or disabilities;

(h) Design, implement, and evaluate appropriate services for children with delays or disabilities and their families and caregivers in their local communities;

(i) Demonstrate knowledge of research in relevant fields and application to intervention practices; and

(j) Employ the following skills, as appropriate and relevant, in the early intervention and/or early childhood setting:

(A) Facilitate child-initiated development and learning;

(B) Provide the scaffold through appropriate learning opportunities that build on child-initiated learning;

(D) Use individual and group guidance and problem-solving techniques to develop supportive relationships with and among children;

(E) Use strategies to teach social skills and conflict resolution;

(F) Use a continuum of intervention strategies to support access of children in the general curriculum and daily routines;

(G) Develop, implement, and evaluate individualized plans, with family members and other professionals, as a member of a team;

(H) Design intervention strategies incorporating information from multiple disciplines;

(I) Implement developmentally and functionally appropriate activities, using a variety of formats, based on systematic instruction;

(J) Align individualized goals with developmental and academic content;

(K) Develop individualized plans that support development and learning;

(L) Develop an individualized plan that supports the child’s independent functioning in the child’s natural environments; and

(M) Make adaptations for the unique developmental and learning needs of children.

(9) Standard 6: Professional Learning and Ethical Practice.Candidates use foundational knowledge of the field and their professional ethical principles and practice standards to inform early intervention and inclusive early childhood education practice, to engage in lifelong learning, and to advance the profession. Candidates demonstrate the ability to:

(a) Use professional ethical principles and professional practice standards to guide their practice;

(b) Understand how foundational knowledge and current issues influence professional practice;

(c) Understand that diversity and equitable practice are key elements of serving children with delays or disabilities and their families and caregivers;

(d) Understand the significance of lifelong learning and participate in professional activities and learning communities;

(e) Advance the profession by engaging in activities such as advocacy and mentoring;

(f) Provide guidance and direction to paraprofessionals and volunteers;

(g) Reflect on their current performance, identifies professional goals, and participate in staff development activities that contribute to improved professional practices;

(h) Understand laws, rules, regulations, procedures, and policies, applicable to early intervention and inclusive early childhood education services; and

(i) Employ the following skills in the early intervention and/or inclusive early childhood education:

(A) Recognize signs of emotional distress, neglect, and abuse, and follow mandated reporting procedures;

(B) Integrate family systems theories and principles into professional practice;

(D) Participate in activities of professional organizations relevant to early intervention and inclusive early childhood education services;

(E) Apply evidence-based recommended practices for children with delays or disabilities;

(F) Advocate on behalf of children with delays or disabilities and their families and caregivers; and

(G) Implement family services consistent with due process safeguards.

(10) Standard 7: Collaboration. Candidates collaborate with families, caregivers, educators, program providers, related service providers and personnel from state and community agencies in culturally responsive ways to address the needs of children with delays or disabilities. Candidates demonstrate the ability to:

(a) Use the theory and elements of effective collaboration;

(b) Serve as a collaborative resource to colleagues;

(c) Use collaboration to promote the well-being of children with delays or disabilities across a wide range of settings and collaborators;

(d)Recognize the family as the major long-term influence in a child's life and supports families and caregivers in their hopes and plans for their child; and

(e) Employ the following skills in the early intervention and/or inclusive early childhood education: Candidate must demonstrate the ability to collaborate to:

(A) Apply models of team process in inclusive early childhood education;

(B) Collaborate with families, caregivers, professionals, and agencies to support children’s development and learning;

(D) Implement family-oriented services based on the families’ identified resources, priorities, and concerns;

(E) Provide consultation and coaching, employing adult learning principles, in settings serving children with delays or disabilities;

(F) Involve families and caregivers in evaluation of services;

(G) Participate as a team member to identify and enhance team roles, communication, and problem-solving;

(H) Assist the family in planning for transition; and

(I) Implement processes and strategies that support transitions among settings for children with delays or disabilities.

(11) Standard 8: Special Education Law. Candidates understand how to interpret, apply and explain special education law to families, care givers, and program partners and for the benefit of the child with delays or disabilities.

(12) Standard 9: Transitions.Candidates understand and can facilitate the effective transition of children at key points in their development and education pathways. Effective transition includes sending and receiving programs exchange information during, and after transition about practices that will support the child and family’s successful adjustment and lead to positive outcomes. Candidates demonstrate the ability to effectively facilitate the transition of services and instruction for children from:

(a) Hospital to home;

(b) Home to early intervention programs;

(d) Early childhood programs to school-age programs.

(13) Implementation of Standards: The Commission may not deny approval of a Special Education: Early Intervention and Early Childhood endorsement program for failure to comply with the standards until March 1, 2022 if the educator preparation program:

(a) Develops a plan to comply with the standards; and

(b) Submits the plan to the Commission before March 1, 2020.

(14) A plan submitted under this subsection may phase in implementation of the requirements if implementation is completed by March 1, 2022.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & 342.455 - 342.495; 342.553
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

Or. Admin. R. 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 Special Education: Deaf and Hard-of-Hearing Endorsement program.

(d) A requirement for students to complete the Commission-approved test for Deaf and Hard of Hearing;

(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 9: Candidates demonstrate the ability to interact in a variety of communication situations.

(12) Standard 10: 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 11: Candidates demonstrate knowledge related to the teaching profession, standards of professional conduct, and to providing leadership to improve student learning and well-being.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0480 Special Education – Visually Impaired: Program Standards

(1) Candidates who are prepared for the Special Education: Visually Impaired endorsement will demonstrate the knowledge, skills, professional dispositions, and cultural competency necessary to promote the academic, career, personal and social development of students in the visually impaired population.

(2) The Commission may provide approval to an educator preparation program or course of study that prepares candidates for a Special Education: Vision Impairment 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 visually impaired learners; and

(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Special Education: Visually Impaired Endorsement program.

(d) A requirement for candidates to complete a teacher performance assessment as provided in OAR 584-017-1100;

(3) Standard 1: Learner Development and Individual Learning Differences. Candidates shall possess the following knowledge and skills:

(a) Development of the human visual system and areas of the brain involved in processing visual images.

(b) Most prevalent causes of severe, uncorrectable visual impairment in children and youth ages birth to 22.

(c) Terminology related to diseases and disorders of the human visual system, including cerebral/cortical visual impairment.

(d) Implications of prevalent visual conditions.

(e) Sensory development and its impact on development and learning when vision is impaired.

(f) Impact and implications of sociocultural/psychosocial factors on social- emotional development.

(g) Accurately read, interpret, and summarize eye reports and serve as liaison to families and other members of the educational team to individualize services.

(h) Select and develop assessment and teaching strategies, accommodations and modifications that address age, visual impairment, family values and priorities, visual prognosis, and other individual characteristics.

(i) Use nonvisual/alternate strategies to promote attachment, early communication/literacy, orientation and mobility, and independence to address the effects of visual impairment on families and the reciprocal impact on individuals’ self-esteem.

(4) Standard 2: Learning Environments. Candidates shall possess the following knowledge and skills:

(a) Physical and virtual environmental factors that impact the acquisition of spatial and positional concepts, access to and synthesis of data visualizations, and other concepts typically acquired through vision.

(b) Identify and implement physical and virtual environmental accommodations and modifications to facilitate optimal sensory use and multisensory access to, and active participation in, individual and group activities in general and expanded core curriculum environments.

(c) Collaborate with team members to design and implement environments that promote optimal sensory use, foundational orientation and mobility skills, independence, social engagement, and efficient storage of specialized materials.

(d) Identify unique issues specific to visual impairment for accessing digital multimedia and virtually built environments.

(e) Use ergonomics and appropriate technology settings aligned with students’ preferred learning media and low-tech strategies to support ubiquitous computing to promote access to the general and expanded core curriculum.

(f) Facilitate incidental learning experiences to address nonvisual access to physical and virtual environments.

(g) Evaluate social skills and design behavior strategies for learners with visual impairments to maximize positive social engagement and interaction across environments.

(h) Teach developmentally appropriate human guide, self-familiarization with new environments, protective, and alignment techniques for independent travel to promote safety across environments.

(i) Teach orientation skills using environmental features, self-advocacy for optimal environmental accommodations and modifications, including requesting and refusing assistance as needed.

(j) Teach nonvisual and alternate strategies for promoting digital citizenship and secure online practices.

(5) Standard 3: Curricular Content Knowledge. Candidates shall possess the following knowledge and skills:

(a) Relationship of individualized assessment, intervention planning/implementation, development of individualized education programs/individualized family service plans, progress monitoring, and placement specific to unique needs of visual impairment.

(b) Advantages and disadvantages of a wide range of instructional and assistive technologies specific to visual impairment.

(c) Demonstrate proficiency in reading, writing, proofreading, and interlining alphabetic and fully contracted Unified English Braille.

(d) Demonstrate basic proficiency in reading and writing braille for mathematic and scientific notation and in using the abacus.

(e) Produce braille with brailler, slate and stylus, computer (including use of braille translation software), and braille production methods.

(f) Demonstrate basic proficiency in human guide, protective, alignment, and search techniques in orientation and mobility with developmentally appropriate modifications.

(g) Identify specialized resources unique to visual impairment to address the specific communication needs of students with varied communication abilities, reading levels, and language proficiency.

(h) Develop, implement, and continuously monitor learning objectives and goals for optimizing sensory efficiency, developing concepts, and accessing the general and expanded core curriculum across settings.

(i) Identify and adapt general education and visual impairment specific curricula for instruction of literacy, other academic areas, and the expanded core curriculum.

(6) Standard 4: Assessment. Candidates shall possess the following knowledge and skills:

(a) Challenges of assessing students with visual impairments and co-occurring disabilities.

(b) Options for specialized assessment materials and equipment for unique sensory needs.

(c) Role of specialized, individualized assessment data unique to visual impairment for pre-referral, referral, annual, and tri-annual processes.

(d) Knowledge of federal and state requirements for eligibility and for timing of assessments.

(e) Implications of short- and long-term use of accommodations and modifications unique to students with visual impairments.

(f) Interpret medical reports and multiple sources of data, including background information and family history, to plan and implement nondiscriminatory assessments.

(g) Use multiple sources of valid information/data, including data from formal/informal assessments to evaluate the effectiveness of intervention, instruction, specialized media, materials, equipment, and the physical environment.

(h) Use valid assessment results and medical reports to determine eligibility for vision specific services, for students with and without specific visual diagnoses.

(i) Use valid assessment data and knowledge of the potential impact of visual impairment on psychosocial functioning to identify when referral for services is needed.

(j) Adapt assessments when tests are not validated on individuals with visual impairments to determine baseline performance.

(k) Identify assessment items and measures that are biased and make recommendations for non-visual or alternate accommodations and modifications.

(l) Collaborate with team members and families to plan and implement assessment and interpret assessment results on issues specific to visual impairment.

(m) Conduct individualized functional vision, learning media, assistive technology, and other expanded core curriculum-related assessments.

(n) Interpret and/or assess cognitive, motor, social, and language concepts unique to individuals with visual impairments.

(o) Use multiple sources of data to determine appropriate learning and literacy media (braille, print, or dual) and assistive technology.

(p) Interpret assessment results to determine individual needs to support acquisition of skills in the general and expanded core curriculum.

(q) Advocate for reasonable nonvisual and alternate accommodations and modifications on standardized assessments.

(r) Address limitations of standard scores and non-standard data when communicating visual impairment specific assessment data to educational teams and families.

(s) Assess accessibility needs of individuals who are visually impaired who are English learners or from diverse backgrounds.

(t) Use results of clinical low vision evaluation, functional vision, learning media, and assistive technology assessments to identify optimal assistive technology.

(7) Standard 5: Instructional Planning & Strategies. Candidates shall possess the following knowledge and skills:

(a) Proper use and care of braille and braille production devices and technology equipment, including maintenance of devices and software updates.

(b) Importance of creating positive, productive learning environments that foster independence and student achievement, and that reduce the tendency of others to engender learned helplessness in learners with visual impairments.

(d) Develop, coordinate, and implement appropriate programs for infants and young children with visual impairment, including those with co-occurring disabilities, and their families.

(e) Obtain resources, including published curricula, for braille codes currently in use.

(f) Use digital resources, hardware, and software to produce and access materials in accessible media including the conversion of print materials into braille, tactile, and/or digital formats.

(g) Teach varied visual, nonvisual, and multi-sensory devices, programs, and software to launch, navigate, save, and retrieve information on devices and local systems and online.

(h) Select and use various visual, nonvisual, multisensory, and adaptive methods to teach technology skills by integrating students’ assessed needs into instructional methods for teaching sensory efficiency skills, use of learning media, individual keyboarding, reading, writing, editing, and listening skills.

(i) Plan and implement explicit instruction in assistive technology, including digital citizenship, that integrates students’ ability to meet, manage, and advocate for their own needs.

(j) Integrate basic principles of accessibility to select, create, adapt, and format text, images, and media to promote usability and accessibility to meet the individual needs of students with visual impairments.

(k) Provide systematic, explicit braille literacy instruction using embossed materials and digital technologies to meet individual needs.

(l) Teach the use of the abacus, accessible calculator, tactile graphics, adapted equipment, and appropriate technology for mathematics and science instruction to meet individual needs.

(m) Teach students to access, interpret, and create increasingly complex printed and digital graphics in visual and/or tactile forms, including maps, charts, diagrams, and tables, based on individual needs.

(n) Teach students with low vision to use optical, electronic, and non-optical devices to optimize visual efficiency and independently use dual learning media such as visual and auditory information, or auditory and tactile information.

(o) Promote and reinforce sensorimotor and physical skills, including gross and fine motor skills, posture, balance, purposeful movement, and strength to meet individual needs unique to visual impairment.

(p) Teach basic orientation, body image, spatial, temporal, positional, directional, and environmental concepts based on individual needs to promote motor skill development, orientation and mobility, and academic and social inclusion.

(q) Teach and reinforce human guide techniques to students with visual impairment, their peers, and others who interact with them.

(r) Orient students to unfamiliar environments.

(s) Reinforce skills taught by orientation and mobility specialists to support the use of mobility devices and dog guides, for orientation and mobility.

(t) Teach independent living and organization skills using alternate and nonvisual strategies.

(u) Teach social communication skills related to appropriate body language, non- verbal communication, and social etiquette.

(v) Teach development and monitoring of relationships and friendships, and knowledge of self, including human sexuality.

(w) Teach skills usually acquired visually to develop and enhance participation in fitness/leisure/recreation activities, hobbies, and team and spectator sports to facilitate inclusion across settings.

(x) Teach students to recognize and report behaviors that they may not perceive visually that may threaten their personal safety and well-being.

(y) Teach students their legal rights and responsibilities related to being a citizen with a visual impairment.

(z) Prepare students with progressive visual conditions to transition to alternative skills.

(aa) Collaboratively develop, implement, and continuously monitor communication goals, objectives, and systems for students with visual impairments and co- occurring disabilities.

(bb) Teach students to recognize and report behaviors that they may not perceive visually that may threaten their personal safety and well-being.

(cc) Select, adapt, and use nonvisual/alternate instructional strategies to address co-occurring disabilities.

(dd) Knowledge of a range of cost-effective technological devices from low to high tech for the instructional needs specific to visual impairment.

(8) Standard 6: Professional Learning & Ethical Practice. Candidates shall possess the following knowledge and skills:

(a) Roles and responsibilities of teachers and support personnel in providing services for students with visual impairments in a range of settings.

(b) Current knowledge of eligibility criteria for specialized services, funding, and materials sources specific to visual impairment

(d) Awareness of the impact of nonverbal reactions and behaviors that are not accessible to students with visual impairments.

(e) Role in determining and recommending appropriate type and amount of services based on evaluation of needs in all areas of the expanded core curriculum.

(f) Current knowledge of laws that impact and protect individuals with visual impairments.

(g) Roles of all members of educational/vision care teams.

(h) Develop and maintain professional learning and practice by actively participating in professional organizations.

(i) Articulate instructional and professional philosophies and ethical practices to address the specific needs of students with visual impairment across settings including the expanded core curriculum.

(j) Articulate and advocate for individual needs regarding placement, service delivery models, type, and amount of service, and key components of services unique to visual impairment across ages and settings.

(k) Advocate for reasonable nonvisual and alternate accommodations and modifications on standardized assessments.

(l) Advocate for evidence-based educational policy related to visual impairment and low incidence disabilities.

(m) Articulate a plan for maintaining continuous professional development to remain current on all areas of the expanded core curriculum, with particular attention to assistive and instructional technology, most prevalent causes of and medical treatments for severe visual impairment, and co-occurring disabilities.

(n) Evaluate and discern credible and scholarly sources of information about visual impairments, including knowledge of valid and reliable research techniques.

(9) Standard 7: Collaboration. Candidates shall possess the following knowledge and skills:

(a) Role in conveying, to families and teams, information about the impact and implications of visual impairment on development and learning and access to the general and expanded core curriculum.

(b) Role in working collaboratively with families and teams for referral for counseling, therapy, or other services to address the unique needs of visual impairment.

(c) Role in increasing awareness of accessibility in physical and virtual environments and improving equitable access to information for families and the educational team.

(d) Importance of role models with visual impairment for a full range of individual learners across settings.

(e) Collaborate with educational team and families on service delivery issues unique to visual impairment.

(f) Collaborate with technology and curriculum development staff on accessibility needs.

(g) Serve as liaison between medical care providers, families, and other members of the educational team.

(h) Collaborate with vision care professionals to facilitate access to the general and expanded core curriculum.

(i) Collaborate with families and orientation and mobility specialists to reinforce orientation and mobility skills and other expanded core curriculum skills.

(j) Collaborate with families and other team members to plan and implement transitions.

(k) Instruct and supervise paraeducators, and provide information to families and the educational team in nonvisual strategies that promote independence and autonomy.

(l) Instruct and supervise paraeducators and braille transcribers, and provide information to families and the educational team on the production of accessible media.

(m) Collaborate with families and the educational team to promote literacy development.

(n) Collaborate with assistive technology professionals to identify and support customized tools to meet the accessibility needs of individuals with visual impairment.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 5-2023, adopt filed 02/07/2023, effective 03/01/2023

Or. Admin. R. 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 candidates to complete the Commission-approved subject-matter test for World Languages or meet the requirements of at least one Multiple Measures content knowledge assessment option for this endorsement area;

(c) A requirement for candidates for a Russian or Japanese endorsement to receive a passing score on the Commission-approved language proficiency exam as provided in the TSPC Program Review and Standards Handbook;

(d) A requirement for candidates to complete a teacher performance assessment as provided in OAR 584-017-1100; and

(e) 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.

(f) 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.

History

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.147
TSPC 14-2022, amend filed 10/20/2022, effective 11/01/2022
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 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.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 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 program 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.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 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 program 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.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 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.

(2) The Commission may provide approval to a Dual Language Specialization program 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 dual language learners;

(c) A requirement for candidates to receive a passing score on the Commission-approved language proficiency exam as provided in the TSPC Program Review and Standards Handbook.

(d) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Dual Language Specialization program.

(3) 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. The candidate demonstrates the ability to:

(a) Know two or more languages and is professionally proficient in at least two languages;

(b) Understand societal perceptions of languages and its impact on cultural and academic identity;

(c) Know first (L1) and second language (L2) acquisition and development theory and the interrelatedness and interdependence between L1 and L2 that results in a high level of multilingualism and multi-literacy;

(d) Understand how the student’s first language proficiency (listening, speaking, reading, and writing) transfers to an additional language; and

(e) Know the similarities and differences between aspects of L1 and L2 structures including: phonology (the sound system), morphology (word formation), syntax (phrase and sentence structure), semantics (meaning), and pragmatics (context and function).

(4) 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 candidate demonstrates the ability to:

(a) Know the benefits of multilingualism and multiculturalism in a global society;

(b) Understand that systemic, institutional, and individual socio-cultural and historical forces affect cross-cultural interaction;

(d) Know the importance of the socio-cultural and historical context of diverse students, families, schools and communities; and

(e) Understand the importance of student cultural and academic identity development and how development will vary depending on the individual student’s background and experiences.

(5) 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. The candidate demonstrates the ability to:

(a) Know the benefits of multilingualism and multiculturalism in a global society;

(b) Understand that systemic, institutional, and individual socio-cultural and historical forces affect cross-cultural interaction;

(d) Know the importance of the socio-cultural and historical context of diverse students, families, schools and communities; and

(e) Understand the importance of student cultural and academic identity development and how development will vary depending on the individual student’s background and experiences.

(6) 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. The candidate demonstrates the ability to:

(a) Know how to assess learners’ prior knowledge to facilitate their acquisition of language and literacy in the second language;

(b) Understand the necessity to use multiple measures to assess language, literacy and content in L1 and L2;

(c) Understand the role of formative assessments in literacy and the content areas in both L1 and L2, and how to use results to design and differentiate instruction; and

(d) Know the potential linguistic and cultural biases of assessment instruments.

(7) 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 candidate demonstrates the ability to:

(a) Know and understand that advocacy requires knowledge of one’s own cultural background and self-reflection;

(b) Know how to access the most relevant dual language resources for the benefit of students and families;

(d) Recognize their role as an advocate in elevating the benefits and status of multilingualism; and

(e) Understand the history and policies of multilingual education and the dual language field.

(8) Standard 6: Community and 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. The candidate demonstrates the ability to:

(a) Understand the value of engaging students, families, and community members in contributing to an inclusive learning environment;

(b) Know that students, families, and communities bring multiple funds of knowledge and assets;

(c) Understand that all families bring cultural and linguistic variations and the importance of the teachers’ role in being culturally and linguistically responsive; and

(d) Understand their role and responsibility to create alliances for the empowerment of families and communities.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 11-2018, amend filed 12/04/2018, effective 12/04/2018
TSPC 1-2017, f. & cert. ef. 2-1-17
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0640 Autism Spectrum Disorder Specialization: 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 with autism spectrum disorders.

(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 children with Autism Spectrum Disorders; and

(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire Autism Spectrum Disorder 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 Assessments for Development and Educational Impact on Autism Spectrum Disorder 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 Autism Spectrum Disorder.

(6) Standard 5: Candidates demonstrate knowledge and skills related to training and coaching of adults serving individuals with Autism Spectrum Disorder.

(7) Standard 6: Candidates demonstrate knowledge and skills related to professional practices for Autism Spectrum Disorder Specialists.

(8) Standard 7: Candidates demonstrate knowledge and skills related to effective collaboration with families and communities.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0650 Mathematics Instructional Leader: PreK-8 Specialization: Program Standards

(1) Candidates who are prepared for the Mathematics Instructional Leader: PreK-8 Specialization must demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to provide mentoring, resources, professional development, leadership and support to improve teaching and learning in Prek-8 mathematics education learning environments.

(2) To receive state recognition, the Mathematics Instructional Leader: PreK-8 Specialization program must include:

(a) Content: Content that will enable candidates to meet the program standards set forth in this rule and the TSPC Program Review and Standards Handbook;

(b) Underlying License: A requirement that candidates hold an active and valid non-provisional teaching license with an Elementary Multiple-Subjects, Foundational Mathematics or Legacy Foundational Mathematics endorsement from Oregon or another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(c) Teaching Experience: A requirement that candidates have three full-time, or six part-time, years of verifiable experience teaching mathematics in the preK-8 grade levels.

(d) Clinical Experience: A candidate must successfully complete a supervised mathematics leadership practicum at the preK-8 level.

(e) Cultural and Equitable Practice: The EPP must integrate principles of cultural competency and equitable practice in each competency standard through the entire Mathematics Instructions Leader: PreK-8Specialization program.

(3)Standard 1:Content Knowledge:Candidates must demonstrate deep understanding of mathematical concepts and skills from birth to grade 10. Candidates must apply the specialized mathematical knowledge and skills to support mathematics learning of preK-8 students and teachers. Candidates must demonstrate the ability to:

(a) Acquire the habits of mind of a mathematical thinker and to use mathematical practices such as precision in language, construction and comparison of mathematical representations, conjecturing, problem solving, reasoning, and proving, including the following domains:

(A) Numbers and Operations;

(B) Algebra and Functions;

(D) Data Analysis and Probability.

(b) Support the development of mathematical proficiency as characterized by conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition;

(c) Create opportunities for learners to develop the Standards for Mathematical Practice ( National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010 ) and to critically evaluate learners’ selection and use of these practices;

(d) Diagnose mathematical misconceptions and errors and design appropriate interventions;

(e) Decide whether, how, and how far to utilize specific oral or written responses from learners;

(f) Recognize, evaluate, and respond to multiple, often non-standard solutions to problems; and

(g) Select and/or design tasks to support the learning of new mathematical ideas or methods, or to test learners’ understanding of them.

(4) Standard 2: Learners and Learning: Candidates must demonstrate pedagogical content knowledge. Candidates must demonstrate the ability to:

(a) Utilize and build upon learners’ existing knowledge, skills, understandings, conceptions and misconceptions to advance learning;

(b) Understand learning trajectories related to particular topics in mathematics (e.g., Common Core Standards Writing Team, 2013; Maloney & Confrey, 2013; Sarama & Clements, 2009) and use this knowledge to organize and deliver instruction that is developmentally appropriate and responsive to individual learners;

(c) Understand cultural differences among learners (e.g., algorithms or learning practices familiar to different groups of learners) and utilize this knowledge to motivate and extend learning opportunities for individuals and groups of learners; and

(d) Create social learning contexts that engage learners in discussions and mathematical explorations among peers to motivate and extend learning opportunities.

(5) Standard 3: Teaching: Candidates must demonstrate the ability to:

(a) Design, select and/or adapt worthwhile mathematics tasks and sequences of examples that support a particular learning goal;

(b) Support students’ learning of appropriate technical language associated with mathematics, attending to both mathematical integrity and usability by learners;

(c) Construct and evaluate multiple representations of mathematical ideas or processes, establish correspondences between representations, and understand the purpose and value of doing so;

(d) Use questions to effectively probe mathematical understanding and make productive use of responses;

(e) Develop learners' abilities to give clear and coherent public mathematical communications in a classroom setting;

(f) Model effective problem solving and mathematical practices—questioning, representing, communicating, conjecturing, making connections, reasoning and proving, self-monitoring and cultivate the development of such practices in learners;

(g) Use various instructional applications of technology, judiciously, in ways that are mathematically and pedagogically grounded;

(h) Analyze and evaluate student ideas and work, and design appropriate responses.

(i) Develop skillful and flexible use of different instructional formats—whole group, small group, partner, and individual—in support of learning goals; and

(j) Manage diversities of the classroom and school—cultural, disability, linguistic, gender, socio- economic, developmental—and use appropriate strategies to support mathematical learning of all students.

(6)Standard 4:Curriculum and Assessment: Candidates must demonstrate the ability to:

(a) Know learning trajectories related to mathematical topics and use this knowledge to sequence activities and design instructional tasks;

(b) Use multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge;

(c) Understand the importance of careful sequencing and development of mathematical ideas, concepts, and skills in the grade 4 through early college curriculum; be able to engage in discussions and decision- making to establish appropriate benchmarks for learning goals from preK to grade 8;

(d) Select, use, adapt, and determine the suitability of mathematics curricula and teaching materials (e.g., textbooks, technology, manipulatives) for particular learning goals;

(e) Evaluate the alignment of local and state curriculum standards, district textbooks and district and state assessments, and recommend appropriate adjustments to address gaps;

(f) Know the different formats, purposes, uses, and limitations of various types of assessment of student learning; be able to choose, design, and/or adapt assessment tasks for monitoring student learning;

(g) Use the formative assessment cycle (administer a formative assessment task, analyze student responses to the task, and design and reteach lessons based on this analysis) and be able to find or create appropriate resources for this purpose; and

(h) Analyze formative and summative assessment results, make appropriate interpretations and communicate results to appropriate and varied audiences.

(7) Standard 5: Leadership Knowledge and Skills: Candidate must demonstrate the ability to employ collegial non-evaluative leadership roles within their schools and districts and understand the aspects and resources required to support and facilitate effective instruction and professional growth. Candidates demonstrate the ability to:

(a) Actively participate in their professional growth by participating in professional development experiences that directly relate to the learning and teaching of mathematics and to their development as a mathematics instructional leader; this may include using professional organization networks, journals, and discussion groups to stay informed about critical issues, policy initiatives, and curriculum trends;

(b) Engage in and facilitate continuous and collaborative learning that draws upon research in mathematics education to inform practice; enhance learning opportunities for all students’ and teachers’ mathematical knowledge development; involve colleagues and other school professionals, families, and various stakeholders; and advance the development in themselves and others as reflective practitioners as they utilize group processes to collaboratively solve problems, make decisions, manage conflict, and promote meaningful change;

(c) Plan, develop, implement, and evaluate professional development programs at the school and/or district level; use and assist teachers in using resources from professional mathematics education organizations such as teacher/leader discussion groups, teacher networks, and print, digital, and virtual resources/collections; and support teachers in systematically reflecting and learning from practice;

(d) Evaluate educational structures and policies that affect students' equitable access to high quality mathematics instruction, and act professionally to assure that all students have appropriate opportunities to learn important mathematics. e.g., evaluate the alignment of mathematics curriculum standards, textbooks, and required assessments and make recommendations for addressing learning and achievement gaps; collaborate with school-based professionals to develop evidence-based interventions for high and low-achieving students; advocate for the rights and/or needs of all students and to secure additional resources as needed;

(e) Use mathematics-focused instructional leadership skills to improve mathematics programs at the school and district levels, e.g., serve as coach/mentor/content facilitator – providing feedback to colleagues to strengthen practice and improve student learning; develop appropriate classroom- or school-level learning environments; build relationships with teachers, administrators and the community; collaborate to create a shared vision and develop an action plan for school improvement; establish and maintain learning communities; partner with school-based professionals to improve each student’s achievement; mentor new and experienced teachers to better serve students; and

(f) Select from a repertoire of methods to communicate professionally about students, curriculum, instruction, and assessment to educational constituents—parents and other caregivers, school administrators, and school boards.

(6) Standard 6: Evidence of effectiveness:Candidates demonstrate the ability to assemble a collection of evidence that documents the candidate’s knowledge, skills, and competencies. The collection of evidence must include:

(a) Content Knowledge for Teaching Mathematics (Standard 1);

(b) Pedagogical Knowledge for Teaching Mathematics (Standards 2-4); and

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 11-2018, amend filed 12/04/2018, effective 12/04/2018
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0655 Mathematics Instructional Leader: 6-12 Specialization: Program Standards

(1) Candidates who are prepared for the Mathematics Instructional Leader: 6-12 Specialization must demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to provide mentoring, resources, professional development, leadership and support to improve teaching and learning in secondary mathematics education learning environments.

(2) To receive state recognition of a Mathematics Instructional Leader (MIL): 6-12 Specialization program, the program must include:

(a) Content: Content that will enable candidates to meet the program standards set forth in this rule and the TSPC Program Review and Standards Handbook;

(b) Underlying License: A requirement that candidates hold an active and valid non-provisional teaching license with an Advanced Mathematics or Legacy Advanced Mathematics endorsement from Oregon or another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(c) Teaching Experience: A requirement that candidates have three full-time, or six part-time, years of verifiable experience teaching mathematics in the 6-12 grade levels;

(d) Clinical Experience: A requirement that candidates successfully complete a supervised mathematics leadership practicum at the both the middle and high school levels;

(e) Cultural and Equitable Practice: Integration of the principles of cultural competency and equitable practice in each competency standard through the entire Mathematics Instructional Leader: 6-12 Specialization program.

(3) Standard 1: Content knowledge for Teaching Mathematics: Candidates must demonstrate deep understanding of the mathematical concepts and skills from late elementary grades through early college, as well as how these mathematics concepts develop over time. Candidates must demonstrate the ability to:

(A) Ratio and Proportional Relationships;

(B) Algebra and Functions;

(D) Statistics and Probability.

(b) Understand how advanced mathematics such as calculus, linear algebra, proof, and algebraic structures relate to these domains and the high school classroom;

(c) Support the development of mathematical proficiency as characterized by conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition;

(d) Create opportunities for learners to develop the Standards for Mathematical Practice (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) and to critically evaluate learners’ selection and use of these practices;

(e) Diagnose mathematical misconceptions and errors and design appropriate interventions;

(f) Decide whether, how and how far, to utilize specific oral or written responses from learners;

(g) Recognize, evaluate, and respond to multiple, often non-standard solutions to problems; and

(h) Select and/or design tasks to support the learning of new mathematical ideas or methods, or to test learners’ understanding of them.

(4) Standard 2: Learners and Learning: Candidates must demonstrate pedagogical content knowledge. Candidates must demonstrate the ability to:

(a) Utilize and build upon learners’ existing knowledge, skills, understandings, conceptions and misconceptions to advance learning;

(b) Understand learning trajectories related to particular topics in mathematics (e.g., Common Core Standards Writing Team, 2013; Maloney & Confrey, 2013) and use this knowledge to organize and deliver instruction that is developmentally appropriate and responsive to individual learners;

(d) Create social learning contexts that engage learners in discussions and mathematical explorations among peers to motivate and extend learning opportunities.

(5) Standard 3:Teaching: Candidates must demonstrate the ability to:

(a) Design, select and/or adapt worthwhile mathematics tasks and sequences of examples that support a particular learning goal;

(b) Support students’ learning of appropriate technical language associated with mathematics, attending to both mathematical integrity and usability by learners;

(c) Construct and evaluate multiple representations of mathematical ideas or processes, establish correspondences between representations, and understand the purpose and value of doing so;

(d) Use questions to effectively probe mathematical understanding and make productive use of responses;

(e) Develop learners' abilities to give clear and coherent public mathematical communications in a classroom setting;

(g) Use various instructional applications of technology, judiciously, in ways that are mathematically and pedagogically grounded;

(h) Analyze and evaluate student ideas and work, and design appropriate responses;

(i) Develop skillful and flexible use of different instructional formats—whole group, small group, partner, and individual—in support of learning goals; and

(6) Standard 4: Curriculum and Assessment: Candidates must demonstrate the ability to:

(a) Know learning trajectories related to mathematical topics and use this knowledge to sequence activities and design instructional tasks; (b) Use multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge;

(c) Understand the importance of careful sequencing and development of mathematical ideas, concepts, and skills in the late elementary grades through early college curriculum; be able to engage in discussions and decision- making to establish appropriate benchmarks for learning goals from grades 6 to 12;

(d) Select, use, adapt, and determine the suitability of mathematics curricula and teaching materials (e.g., textbooks, technology, manipulatives) for particular learning goals;

(e) Evaluate the alignment of local and state curriculum standards, district textbooks and district and state assessments, and recommend appropriate adjustments to address gaps;

(h) Analyze formative and summative assessment results, make appropriate interpretations and communicate results to appropriate and varied audiences.

(8) Standard 6: Evidence of effectiveness:Candidates demonstrate the ability to assemble a collection of evidence that documents the candidate’s knowledge, skills, and competencies. The collection of evidence must include:

(a) Content Knowledge for Teaching Mathematics (Standard 1)

(b) Pedagogical Knowledge for Teaching Mathematics (Standards 2-4)

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 11-2018, adopt filed 12/04/2018, effective 12/04/2018

Or. Admin. R. 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 talented and gifted students.

(2) The Commission may provide approval to a Talented and Gifted Specialization program 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.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 – 342.430; 342.455-342.495 & 342.553
TSPC 1-2016, f. & cert. ef. 2-10-16
TSPC 13-2015(Temp), f. 11-13-15, cert. ef. 1-1-16 thru 6-28-16

Or. Admin. R. 584-420-0700 Social and Emotional Learning Specialization: Program Standards

(1) Purpose of the Program: Candidates who are prepared with the Social and Emotional Learning Specialization will demonstrate knowledge, skills, professional dispositions and cultural competencies necessary to promote and assess SEL among students and teachers in K-12 settings as articulated by the Collaborative for Academic, Social, and Emotional Learning (CASEL). The standards below were created for the SEL specialty and are based on the four focus areas articulated by CASEL in the “Guide to Schoolwide SEL” that is designed to support schools and districts in their implementation and assessment of SEL implementation.

(2) Standard 1: Foundational knowledge in Social and Emotional Development. Standard 1 is based on the CASEL Schoolwide SEL Guide Focus Area 1: The SEL Teacher understands and applies theories of social and emotional development to their practice. The candidate demonstrates the ability to:

(a) Identify and apply various theoretical frameworks from psychology, sociology, and neuroscience to social and emotional development in school contexts;

(b) Know the five dimensions of SEL as articulated by the Collaborative for Social, Emotional, and Academic Learning (CASEL) and can identify them in students during multiple developmental periods;

(c) Understand the importance of student cultural and academic identity development and how development of social and emotional competencies will vary depending on the individual student’s background and experiences;

(d) Understand that systemic, institutional, and individual socio-cultural and historical forces affect impacting social and emotional development

(e) Describe how SEL can play a role in promoting equity and inclusion in schools;

(f) Describe how SEL can promote trauma informed teaching;

(g) Describe the ramifications to consistently marginalized groups if SEL is implemented without equity in mind and identify problematic practices in SEL; and

(h) Understand the importance of teacher’s own social and emotional competencies in their ability to implement SEL in their learning environments.

(3) Standard 2: Educator Social and Emotional Competencies. Standard 2 is based on CASEL Schoolwide SEL Guide Focus Area 2: The SEL Teacher knows and uses their own social and emotional competencies to facilitate their ability to support students’ social and emotional development and create the appropriate climate to facilitate social and emotional development in schools and classrooms. The candidate demonstrates the ability to:

(a) Demonstrates knowledge of their own social and emotional competencies and models these in educational settings;

(b) Demonstrates knowledge of their own culture and how that might impact their interaction with students and colleagues;

(c) Understands their personal triggers and has a variety of coping strategies to manage their emotions and stress in an educational setting; and

(d) Creates a personal wellbeing plan to promote their own resilience and well-being as an educator.

(4) Standard 3: SEL Programming. Standard 3 is based on CASEL Schoolwide SEL Guide Focus Area 3: The SEL Teacher knows, understands and uses evidence-based practices and strategies related to creating positive classroom climate and developing social and emotional competencies and is familiar with a variety of universal, evidence-based SEL programs for students and teachers. They are familiar with the roll of SEL in the promotion of equity in schools and how it relates to other common approaches for cultivating students’ wellbeing in schools. The candidate demonstrates the ability to :

(a) Understands how to create classroom and school environments that support social and emotional development with evidence based programming;

(b) Understands the intersection between SEL and other common approaches for promoting student wellbeing such as character development, culturally response teaching, mindfulness, restorative justice, culturally sensitive and trauma-informed teaching;

(d) Is familiar with a variety of evidence-based SEL programs in K-12;

(e) Uses understanding of individual differences and diverse culture and communities to ensure SEL is accessible to all students;

(f) Utilizes instructional strategies that promote social and emotional competencies;

(g) Implements developmentally appropriate SEL skill instruction; and

(h) Collaborates with teachers to support SEL instruction and the development of a warm and welcoming classroom environments.

(5) Standard 4 : Assessment in SEL.Standard 4 is based on CASEL Schoolwide SEL Guide Focus Area 4: The SEL Teacher knows, understands, and can use a continuous improvement cycle to monitor the impact of SEL programming on students, teachers and schools. The candidate demonstrates the ability to:

(a) Identify the nine indicators of effective schoolwide SEL as outlined by CASEL;

(b) Collaborates with an educator to assess student social and emotional competencies;

(d) Can make the case for SEL to a variety of stake holders in educational settings such as students, families, teachers, administrators and district leaders;

(e) Describe the current state and federal policies surrounding the development and implementation of SEL interventions;

(f) Utilize CASEL’s online School Guide to support teachers and schools implement SEL in their settings; and

(g) Understand and apply the process of program evaluation and apply it in an educational context to a Tier 1 SEL program including the measurement of constructs such as emotion regulation, executive function, prosociality, belongingness, school climate, and growth mindset.

History

Statutory/Other Authority: ORS 342, ORS 342.147 & ORS 342.165
Statutes/Other Implemented: ORS 342.147 & ORS 342.165
TSPC 19-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-420-0710 Trauma-Informed Practices Specialization: Program Standards

(1) Purpose of the Program: Candidates who are prepared for the Trauma-Informed Practices (TIP) Specialization will demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal, and social development of students who have been impacted by the experience of trauma and to provide mentoring, resources, professional development, leadership and support to improve teaching and learning in educational environments where individuals and collective communities have been impacted by trauma.

(2) The Commission may provide approval to a Trauma-Informed Practices Specialization program 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 and leadership practicum in PK-12 educational communities with students who have been impacted by the experience of trauma; and

(c) Integration of principles of cultural competency and equitable practice in each competency standard through the entire TIP Specialization program.

(3) Standard 1 : Learner Development and Individual Learning Differences. Candidates demonstrate an understanding of the ways in which experiences of trauma can impact development and learning and apply that understanding to foster environments and contexts conducive to growth.

(4) Standard 2 : Contributing Factors. Candidates demonstrate awareness of individual, community and systemic factors that impact educational communities, which entails understanding of their own identity, positionality, and experience and how that fits into a larger diverse context.

(5) Standard 3 : Sustainability. Candidates demonstrate the ability to recognize and address their own needs as educators, including establishing personal and collective practices that facilitate continued and sustaining work towards the creation of Trauma-Informed Educational Communities.

(6) Standard 4: Trauma-Informed Educational Communities. Candidates demonstrate the ability to understand the complex factors and impacts of trauma on educational communities at the school level and the capacity to enact positive change.

(7) Standard 5: Learning Environment. Candidates demonstrate the ability to create learning environments that are responsive to the needs of those impacted by trauma.

(8) Standard 6: Trauma-Informed Practices Curriculum. Candidates demonstrate the ability to create asset-based curriculum.

(9) Standard 7: Leadership and Advocacy. Candidates demonstrate the ability to analyze strengths and areas for growth in self and others informed by ongoing reflection and evaluation. Candidates facilitate improvement efforts, provide professional development and mentor others in order to advocate for culturally responsive and equitable trauma-informed practices in educational communities.

History

Statutory/Other Authority: ORS 342, ORS 342.147 & ORS 342.165
Statutes/Other Implemented: ORS 342.147 & ORS 342.165
TSPC 20-2021, adopt filed 11/15/2021, effective 01/03/2022

Division 430 STATE STANDARDS FOR ADMINISTRATOR PREPARATION PROGRAMS

Or. Admin. R. 584-430-0100 Principal License: Program Standards

(1) Purpose of the Program: To prepare candidates for the Principal 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.

(2) To receive state recognition of a Principal License Program, the program must include:

(a) Clinical practices as the foundation of the program, with coursework as a support to the practical learning experience. In addition, the EPP must meet the minimum Commission standards for clinical practices, as provided in subsection (10) of this rule;

(b) Practical experience and 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; and

(c) Content and clinical practices that will enable candidates to meet administrator literacy standards as provided in OAR 584-430-0300; and a minimum of 40 quarter or 27 semester hours.

(3) Standard 1: Mission, Vision, and Core Values. Program completers who successfully complete a Principal preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for: 1) an inclusive, shared mission and vision; 2) a set of core values of high-quality education, equity, and inclusion; 3) a support system; 4) a school improvement process designed to prioritize addressing race and other group-based inequities; and 5) the development of partnerships between schools, preschool and early childhood education programs, and postsecondary education, which recognize their importance to successful student learning. Program completers must understand and demonstrate the ability to:

(a) (MISSION AND VISION) Develop, advocate for, and implement a collaboratively developed, and data-informed mission and vision for the school rooted in the values of equity and inclusion;

(b) (VALUES) Articulate, advocate, model, and cultivate a set of core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust;

(c) (SUPPORT SYSTEM) Build, maintain, and evaluate a coherent, inclusive system of academic and social supports, discipline, services, extracurricular activities, and accommodations to meet the full range of needs of each student; and

(d) (IMPROVEMENT) Engage staff and school community to develop, implement and evaluate a comprehensive, continuous, responsive, sustainable, data-based school improvement process to achieve the mission of the school and address gaps in resources, opportunities, and outcomes for historically marginalized groups.

(4) Standard 2: Ethics, Professional Norms, and Sociopolitical Leadership. Program completers who successfully complete a Principal preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for: 1) professional norms; 2) decision-making; 3) educational values; 4) ethical behavior, and (5) sociopolitical awareness. Program completers must understand and demonstrate the ability to:

(a) (PROFESSIONAL NORMS) Enact the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning and continuous improvement in their actions, decision making and relationships with other school personnel and students, as provided in 584-020-0035, the Ethical Educator;

(b) (DECISION-MAKING) Evaluate the moral and legal consequences of decisions;

(c) (VALUES) Model essential educational values of democracy, community, individual freedom and responsibility, equity, social justice, and diversity;

(d) (ETHICAL BEHAVIOR) Model ethical behavior in their actions and relationships with other school personnel and students, as provided in 584-020-0035, the Ethical Educator; and

(e) (SOCIOPOLITICAL) Understands, values, and responds to the larger political, social, economic, legal, and cultural context including the state of Oregon’s and the local community’s cultural, social, intellectual, and political resources to promote student learning and school improvement.

(5) Standard 3: Equity and Cultural Leadership. Program completers who successfully complete a Principal preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for: 1) equitable protocols; 2) equitable opportunity and access; 3) culturally responsive practices; 4) an inclusive school community; and 5) promotion of cultural pluralism. Program completers must understand and demonstrate the ability to:

(a) (EQUITABLE PROTOCOLS) Develop, implement, train and evaluate equitable guidelines, procedures and decisions that ensure each student and stakeholder is treated fairly, respectfully, and with an understanding of culture and context, including teacher and administrator practices, procedures and decisions related to disciplinary referral, discipline, suspension and expulsion of students and the effects and potential for disproportionality of the discipline practices on marginalized populations;

(b) (EQUITABLE OPPORTUNITY AND ACCESS) Ensure that each student has equitable access to effective teachers, learning opportunities, academic, social and behavioral support, and other resources necessary for success;

(c) (RESPONSIVE PRACTICE) Develop responsive practices among teachers and staff so they are able to recognize, confront, and alter institutional biases that result in student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status;

(d) (INCLUSIVE SCHOOL COMMUNITY) Build and maintain a school culture that ensures each student and family is treated fairly, respectfully, in a responsive manner and free from biases, including the capacity to name and address how power, privilege, whiteness, racism, ableism, sexism, ageism, heterosexism, xenophobia and other forms of “othering” operate to sustain inequities for historically marginalized students and families; and

(e) (PLURALISM) Promote the preparation of students to live productively in and contribute to the diverse pluralistic cultural contexts of a global society.

(6) Standard 4: Instructional Leadership. Program completers who successfully complete a Principal preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, commitments and equity lens necessary for inclusive and culturally responsive: 1) learning systems; 2) instructional practices; 3) assessment systems; and 4) learning supports. Program completers must understand and demonstrate the ability to:

(a) (LEARNING SYSTEM) Develop, align, and implement coherent and inclusive systems of curriculum, instruction, and assessment that are responsive to student needs, embody high expectations for student learning, align with academic standards within and across grade levels, and promote academic success and social emotional well-being for each student;

(b) (INSTRUCTIONAL PRACTICE) Promote challenging and engaging instructional practice consistent with knowledge of learning theory, child development, and culturally responsive pedagogy and practice;

(c) (ASSESSMENT SYSTEM) Employ technically appropriate system of assessment and data collection, management, analysis, and use to monitor student progress and improve instruction with a focus on addressing the ways in which the learning and organizational conditions of the school produce disparate outcomes for students based on their race, class, culture and language, gender and sexual orientation, and disability or special status; and

(d) (LEARNING SUPPORTS) Employ effective and appropriate technologies, staffing, professional development, structures, and communication to support equitable access to learning for each student.

(7) Standard 5: Community and External Leadership. Program completers who successfully complete a Principal preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for meaningful, reciprocal, inclusive, and mutually beneficial: 1) communication; 2) engagement; 3) partnerships, including, but not limited to early childhood and postsecondary education providers; and 4) advocacy. Program completers must understand and demonstrate the ability to:

(a) (COMMUNICATION) Maintain effective two-way communication with families and the community;

(b) (ENGAGEMENT) Engage and develop a welcoming environment for families, early learning partners, community, and school personnel in strengthening student learning in and out of school;

(c) (PARTNERSHIPS) Build and sustain productive partnerships with communities and public and private sectors to promote school improvement and student development; and

(d) (ADVOCACY) Identify needs of the school, district, students, families, and the community, with a focus on prioritizing groups whose needs have historically gone unmet due to their race, class, culture and language, gender and sexual orientation, and disability or special status.

(8) Standard 6: Operations and Management. Program completers who successfully complete a Principal preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for: 1) management and operation; 2) equitable distribution of resources; 3) communication systems; and 4) legal compliance. Program completers must understand and demonstrate the ability to:

(a) (MANAGEMENT AND OPERATION SYSTEMS) Develop, monitor, and evaluate school management and operation systems to address and support each student’s learning needs;

(b) (EQUITABLE DISTRIBUTION OF RESOURCES) Plan for, seek, acquire, and manage resources, including the planning and responsibility for school budgeting; physical resources; technological resources; data; and other resources to support student learning, collective professional capability and community, and family engagement with attention to equitably distributing resources to students who have been historically marginalized;

(c) (COMMUNICATION SYSTEMS) Develop and coordinate communication systems to deliver actionable information for classroom, school improvement, and community engagement; and

(d) (LEGAL COMPLIANCE) Comply with applicable laws, rights, policies, and regulations as appropriate so as to promote student and adult success, including the principal’s responsibility to:

(A) Assure proper assignment of licensed teachers, administrators and other licensed school personnel within their school;

(B) Supervise the conduct of all school personnel volunteers, who have direct contact with students in their school;

(D) Monitor and supervise the access of non-school personnel and visitors to the school campus;

(E) Properly authorize out-of-school suspension and expulsions of the students under their authority;

(F) Properly authorize the expenditure of public funds under their authority; and

(G) Properly conduct investigations of complaints and employee misconduct to assure the safety of Oregon school children.

(9) Standard 7: Human Resource Leadership. Program completers who successfully complete a Principal preparation program understand and demonstrate the capability to promote the success and well-being of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for: 1) human resources; 2) professional culture; 3) workplace conditions; and 4) supervision and evaluation. Program completers must understand and demonstrate the ability to:

(a) (HUMAN RESOURCE MANAGEMENT) Develop and implement a human resource management system that recruits, hires, and supports, develops, and retains effective, culturally responsive, caring, and diverse educational personnel and creates leadership pathways for effective succession;

(b) (PROFESSIONAL CULTURE) Develop and sustain a professional culture of engagement, trust, equity, inclusion, and commitment to shared vision, goals, and objectives pertaining to the education of the whole child;

(c) (WORKPLACE CONDITIONS) Develop workplace conditions that promote employee leadership, well-being, and professional growth; and

(d) (SUPERVISION AND EVALUATION) Implement research-anchored, equity-focused systems of supervision and evaluation, including mentorship and support of newly-assigned educators, that provide actionable feedback about instruction and culturally responsive and other professional practices, promoting collective accountability.

(10) Standard 8: Clinical Practice Program completers who successfully complete a Principal preparation program engaged in a substantial and sustained educational leadership clinical practices experience that developed their ability to promote the success and well-being of each student, teacher and leader through clinical practice within a building setting, monitored and evaluated by a qualified, on-site mentor.

(a) (FIELD EXPERIENCES) Candidates are provided coherent, authentic, experiences that provide opportunities to synthesize and apply the content knowledge, develop and refine the professional skills, and demonstrate their capabilities as articulated in each of the elements included in Principal License Program Standards (1) through (7).

(b) (AUTHENTIC) Candidates are provided a minimum of 2 semester or 3 quarter credits of concentrated (10-15 hours per week) Principal clinical experiences, with a minimum of 300 hours of total clinical practice experiences provided throughout the program. The clinical practice experience must include authentic leadership activities within a building setting and must include experience in both the elementary and secondary levels.

(c) (MENTOR) Candidates are provided a mentor who has demonstrated effectiveness as an educational leader within a building setting; understands the specific school context; is present for a significant portion of the clinical practice; is selected collaboratively by the candidate, a representative of the school and/or district, and program faculty; and is provided with training by the supervising institution.

(d) (OBSERVATIONS AND EVALUATIONS) Candidates are provided a minimum number of observations and evaluations, as provided:

(A) Faculty Supervisor: The faculty supervisor must conduct evaluations and observations of the administrator candidate during their clinical practice, including:

(i) At least two formal observations of the candidate, which include information on the administrator’s performance from the mentor; and

(ii) At least one formal evaluation of the candidate.

NOTE: The faculty supervisor must meet Commission requirements, as provided in 584-400-0140, Clinical Practices.

(B) Mentor: The mentor must conduct evaluations and observations of the administrator candidate during the clinical practice, including:

(i) At least two formal observations of the candidate; and

(ii) At least one formal evaluation of the candidate.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, ORS 342.455 - 342.495 & ORS 342.553
TSPC 7-2026, amend filed 09/08/2026, effective 09/08/2026
TSPC 9-2023, renumbered from 584-420-0060, filed 02/07/2023, effective 03/01/2023
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

Or. Admin. R. 584-430-0200 Professional Administrator License: Program Standards

(1) Completers of the Professional Administrator License program 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.

(2) To receive state recognition of a Professional Administrator License Program, the program must include:

(c) Content and clinical practices that will enable candidates to meet administrator literacy standards as provided in OAR 584-430-0300; and a minimum of 27 quarter or 18 semester hours.

(3) Standard 1: Mission, Vision, and Core Values. Leadership candidates who successfully complete a Professional Administrator License preparation program understand and demonstrate the capability to promote the success and wellbeing of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for: (1) an inclusive, shared mission and vision; (2) a set of core values of high-quality education, equity, and inclusion; (3) continuous and sustainable district and school improvement process designed to prioritize addressing race and other group-based inequities; and (4) The development of partnerships between schools, preschool and early childhood education programs, and postsecondary education, which recognize their importance to successful student learning. Program completers must understand and demonstrate the ability to:

(a) (MISSION AND VISION) Analyze and communicate a data-informed shared mission and vision for the school district rooted in the values of equity and inclusion and focused on the academic success and overall well-being of each student and district and school personnel;

(b) (VALUES) Promote core democratic values that define the district’s culture and stress the imperative of child-centered education including high expectations and student support, equity, inclusiveness, social justice, openness, caring, and trust; and

(c) (IMPROVEMENT) Program completers understand and demonstrate the capability to analyze, plan for, and promote comprehensive, continuous, sustainable, and evidence-based school and district improvement.

(4) Standard 2: Ethics and Professionalism Leadership candidates who successfully complete a Professional Administrator License program understand and demonstrate the capability to promote the success and wellbeing of each student, teacher, and leader by applying the knowledge, skills, and commitments, and equity lens necessary for: (1) professional norms; (2) modeling of ethical behavior; (3) responsibility; and (4) values. Program completers must understand and demonstrate the ability to:

(a) (PROFESSIONAL NORMS) Enact the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement in their actions, decision-making, and relationships with others school personnel and students, as provided in 584-020-0035, the Ethical Educator;

(b) (MODEL) Model ethical behavior in their personal conduct, relationships with others, decision-making, and stewardship of the district’s resources;

(c) (RESPONSIBILITY) Ensure that unethical and unprofessional actions are addressed promptly and appropriately throughout the organization through proper training and supervision of their school personnel, including the proper investigation and resolution of misconduct complaints; and

(d) (VALUES) Promote essential educational values of democracy, community, individual freedom and responsibility, equity, social justice, and diversity.

(5) Standard 3: Equity and Cultural Leadership. Leadership candidates who successfully complete a Professional Administrator License preparation program promote the success and wellbeing of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for: (1) equitable treatment; (2) equitable opportunity and access; (3) culturally and individually responsive practice; (4) a healthy district culture; and (5) equitable systems. Program completers must understand and demonstrate the ability to:

(a) (EQUITABLE TREATMENT) Develop, implement, train and evaluate equitable district policies and systems that ensure that each student and stakeholder is treated fairly, respectfully, and with an understanding of culture and context, including teacher and administrator practices, procedures and decisions related to disciplinary referral, discipline, suspension and expulsion of students and the effects and potential for disproportionality of the discipline practices on marginalized populations;

(b) (EQUITABLE OPPORTUNITY AND ACCESS) Ensure that each student has equitable access to resources and support such as effective teachers, learning opportunities, academic, social and behavioral support;

(c) (CULTURALLY AND INDIVIDUALLY RESPONSIVE PRACTICE) Support the development of culturally responsive practices among teachers and staff so they are able to recognize, confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status; and

(d) (DISTRICT CULTURE) Build and maintain an inclusive, responsive, safe, caring, and healthy district culture that provides coherent systems of academic and social supports, discipline, services, extracurricular activities, and accommodations to meet the full range of needs of each student.

(e) (EQUITABLE SYSTEMS) Name and address the ways in which power, privilege, whiteness, racism, ableism, sexism, ageism, heterosexism, xenophobia and other forms of “othering” operate to sustain inequities for marginalized students and families;

(6) Standard 4: Instructional Leadership. Leadership candidates who successfully complete a Professional Administrator License preparation program understand and demonstrate the capability to promote the success and wellbeing of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary through: (1) inclusive and culturally responsive systems of learning and instruction; (2) instructional capacity; (3) professional development of principals and other licensed personnel; and (4) principal and other licensed personnel effectiveness. Program completers must understand and demonstrate the ability to:

(a) (SYSTEMS OF LEARNING AND INSTRUCTION) Analyze and manage district-wide use of coherent, inclusive, culturally responsive, and technologically appropriate systems of curriculum, instruction, assessment, student services, and instructional resources that embody high expectations for student learning and align with academic standards across grade levels;

(b) (INSTRUCTIONAL CAPACITY) Plan for the support of principals and other school leaders to develop collective and individual instructional capacity of teachers and other staff members;

(c) (PROFESSIONAL DEVELOPMENT OF PRINCIPALS AND OTHER LICENSED PERSONNEL) Promote systems of support, coaching, and professional development for individual principal or other licensed school professional to help them grow as culturally responsive instructional leaders.

(d) (PRINCIPAL AND OTHER LICENSED SCHOOL PERSONNEL EFFECTIVENESS) Analyze and use research-anchored, equity-focused systems of principal and other licensed educator supervision, evaluation, and feedback to improve practice, including mentorship and support of newly-assigned principals and other licensed school personnel.

(7) Standard 5: Community and External Leadership. Leadership candidates who successfully complete a Professional Administrator License program understand and demonstrate the capability to promote the success and wellbeing of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for meaningful, reciprocal, inclusive, and mutually beneficial: (1) community engagement; (2) productive partnerships, including, but not limited to early childhood and postsecondary education providers; (3) two-way communication; and (4) representation. Program completers must understand and demonstrate the ability to:

(a) (COMMUNICATION) Engage and develop a welcoming environment for families, early learning partners, community, public, private, and non-profit sectors in meaningful ways;

(b) (PARTNERSHIPS) Sustain productive partnerships with communities and public, private, and non-profit sectors to recognize and celebrate school and community improvement;

(c) (TWO-WAY COMMUNICATION) Maintain ongoing, two-way communication with families and the community to develop an understanding of the diverse interests, needs, and resources of the district community in the service of student development and educational improvement; and

(d) (REPRESENTATION) Represent the district and engage various stakeholders in building an appreciation of the overall context in which decisions are made in the service of student learning and development.

(8) Standard 6: Management of People, Data, and Processes. Leadership candidates who successfully complete a Professional Administrator License program understand and demonstrate the capability to promote the success and wellbeing of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary for effectively managed and equitable: (1) district systems; (2) resources and resources distribution; (3) human resources; and (4) policies and procedures. Program completers must understand and demonstrate the ability to:

(a) (MANAGING SYSTEMS) Equitably manage the district's systems, including administration, management, governance, finance, and operations;

(b) (RESOURCES AND EQUITABLE DISTRIBUTION) Plan for, seek, acquire, and manage fiscal resources, including the planning and responsibility for school budgeting; physical resources; technological resources; data; and other resources to support student learning, collective professional capability and community, and family engagement with attention to equitably distributing resources to students who have been historically marginalized due to their race, class, culture and language, gender and sexual orientation, and disability or special status; and

(c) (HUMAN RESOURCES) Manage the growth of individual and collective capability through systems of hiring, retention, development, supervision of school and district personnel, and pathways for effective, culturally responsive, and diverse leadership succession, including the mentorship, appropriate assignment and support of newly-educators.

(d) (POLICIES AND PROCEDURES) Promote effective and equitable policies and procedures that protect the welfare and safety of students and staff across the district.

(9) Standard 7: Policy, Governance, Advocacy, and Sociopolitical Leadership. Leadership candidates who successfully complete a Professional Administrator License program understand and demonstrate the capability to promote the success and wellbeing of each student, teacher, and leader by applying the knowledge, skills, commitments, and equity lens necessary to: (1) understand and foster Board relations; (2) understand and manage effective systems for district governance; (3) understand and ensure compliance with policy, laws, rules and regulations; (4) understand and respond to local, state and national decisions; and (5) advocate for the needs and priorities of the district. Program completers must understand and demonstrate the ability to:

(a) (BOARD RELATIONS) Foster a respectful and responsive relationship with the District’s Board of education;

(b) (DISTRICT GOVERNANCE) Manage effective systems for district governance;

(d) (POLICY AND SOCIOPOLITICAL ENGAGEMENT) Understands, values, and employs to the larger political, social, economic, legal, and cultural context including the state of Oregon’s and the local community’s cultural, social, intellectual, and political resources to promote student learning and school improvement; and

(e) (ADVOCACY) Advocate for the needs and priorities of the district, with a focus on prioritizing groups whose needs have historically gone unmet due to their race, class, culture and language, gender and sexual orientation, and disability or special status.

(10) Standard 8: Clinical Practice Program completers engaged in a substantial and sustained educational leadership clinical practices experience that developed their capability to promote the success and well-being of each student, teacher, and leader through field experiences and clinical practice within a district setting, monitored and evaluated by a qualified, on-site mentor.

(a) (FIELD EXPERIENCES) Candidates are provided a coherent, authentic, district-based individualized plan for clinical practices of a minimum of 200 hours in consideration of the administrator previous experience and capabilities and that provide opportunities to synthesize and apply the content knowledge, develop and refine the professional skills, and demonstrate their capabilities as articulated in each of the elements included in Professional Administrator License program standards (1) through (7).

(b) (MENTOR) Candidates are provided a mentor who has demonstrated effectiveness as an educational leader within a district setting; understands the specific district context; is present for a significant portion of the clinical practice; is selected collaboratively by the candidate, a representative of the district, and program faculty; and is provided with training by the supervising institution.

(c) (OBSERVATIONS AND EVALUATIONS) Candidates are provided a minimum number of observations and evaluations, as provided:

(A) Faculty Supervisor: The faculty supervisor must conduct evaluations and observations of the administrator candidate during their clinical practice, including:

(i) At least one formal observations of the candidate, conducted at approximately the middle of the clinical experience; and

(ii) At least one formal evaluation of the candidate, conducted at the completion of the clinical experience and includes the candidate’s successful completion of the clinical experience plan and their ability to meet the standards of the Professional Administrator License.

(B) Mentor: The mentor must conduct evaluations and observations of the administrator candidate during the clinical practice, including:

(i) At least two formal observations of the candidate; and

(ii) At least one formal evaluation of the candidate.

History

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & ORS 342.455 - 342.495; 342.553
TSPC 7-2026, amend filed 09/08/2026, effective 09/08/2026
TSPC 9-2023, renumbered from 584-420-0070, filed 02/07/2023, effective 03/01/2023
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

Or. Admin. R. 584-430-0300 Administrator Literacy: Program Standards

(1) Purpose: These standards are designed to guide the preparation of administrators in evidence-based literacy leadership practices. Aligned with Oregon law (ORS 342.147), these standards ensure that educator preparation programs equip administrators with the knowledge and skills to support high-quality literacy instruction, promote reading proficiency in the early grades and beyond, and lead school and district-wide efforts to improve literacy outcomes. Teacher candidates must demonstrate instructional competencies, administrators are expected to develop, within their context, the capacity to recognize effective literacy instruction, provide coaching and feedback, and foster a culture of literacy.

(2) Scope: The requirements for instruction on Administrator Literacy: Program Standards apply to Oregon EPPs preparing candidates for:

(a) Principal License

(b) Professional Administrator License

(3) Standard 1: Foundational Knowledge of Evidence-Based Literacy Instruction: The Educator Preparation Provider (EPP) will ensure that candidates understand and demonstrate the capacity to support evidence-based literacy instruction, including the cognitive, linguistic, cultural, and social foundations of language and literacy, and apply this knowledge to improve outcomes for all learners including:

(a) Understand foundational literacy skills (e.g., phonological and phonemic awareness, phonics, vocabulary, fluency, and comprehension) and their application in diverse school contexts.

(b) Examine and learn to promote explicit, systematic, and culturally responsive instruction in oral language development and writing.

(c) Analyze major theoretical models or evidence-based practices including, but not limited to, those referenced in the Oregon Early Literacy Framework and apply them to literacy decision-making.

(4) Standard 2: Curriculum, Instruction, Assessment, and Evaluation: The Educator Preparation Provider (EPP) will ensure that candidates understand and demonstrate the capacity to lead the development, implementation, and evaluation of evidence-based, culturally and linguistically responsive literacy instruction aligned with state and federal policy, including the ability to:

(a) Demonstrate the knowledge and understanding of core, supplemental, and intervention literacy materials and the process for selecting materials that align with state standards and reflect the diversity of Oregon learners.

(b) Recognize reading difficulties across a continuum of severity and understand how to align instruction, resources, and interventions accordingly.

(c) Coach and effectively evaluate educators in their literacy instruction including the appropriate use of disaggregated data to monitor instructional impact and promote continuous improvement.

(d) Facilitate equitable assessment practices, including the use of valid, reliable, and bias-free literacy assessments.

(e) Prepare candidates to understand and apply relevant policies, laws, and operational systems that impact literacy programming.

(5) Standard 3: Literacy Leadership and Professional Learning: The Educator Preparation Provider (EPP) will ensure that candidates understand and demonstrate the capacity to foster a culture of literacy, support ongoing professional learning, and implement policies that promote equitable opportunities to learn and literacy outcomes, including:

(a) Design, coordinate, and/or organize job-embedded professional learning aligned with evidence-based literacy instruction.

(b) Lead collaborative data cycle review, coaching, and reflective practices that strengthen literacy instruction.

History

Statutory/Other Authority: Executive Order 23-12 & House Bill 3198 (2023)
Statutes/Other Implemented: Executive Order 23-12 & House Bill 3198 (2023)
TSPC 1-2026, adopt filed 02/06/2026, effective 02/06/2026

Division 435 STATE STANDARDS FOR PERSONNEL SERVICE PREPARATION PROGRAMS

Or. Admin. R. 584-435-0010 Effective Date and Supersedure

Effective August 1, 2022, programs for personnel service will be issued under the rules set forth in this division, which supersedes preceding divisions OAR 584-018 & 584-400 in case of conflict.

History

Statutory/Other Authority: ORS 342.138, ORS 342.147 & ORS 342.165
Statutes/Other Implemented: ORS 342.138 & ORS 342.147
TSPC 1-2022, minor correction filed 01/25/2022, effective 01/25/2022
TSPC 21-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-435-0100 School Counselor Program Standards

(1) Purpose of the Program: To prepare candidates for the School Counselor License. Candidates who are preparing to work as school counselors will demonstrate the professional knowledge, skills, cultural competencies and professional dispositions necessary to promote the academic, career, and social and emotional development of all pre-K–12 students.

(2) Candidate requirements: Candidates seeking the School Counseling License shall:

(a) Obtain a master's or higher degree in counseling, education, or related behavior sciences from an Approved institution in the United States, or the foreign equivalent of such degree approved by the Commission and a bachelor’s degree. A master's degree or a doctoral degree from an Approved institution in the United States validates a non- accredited bachelor's degree. Candidates must submit official transcripts showing degree conferral.

(b) Successfully complete 700 total hours of field experience (practicum + internship), including:

(A) 100 hours of counseling practicum experience in a setting serving children, adolescents, or families and

(B) 600 hours of counseling internship in a school setting.

(C) 50 total hours of field experience must come from classroom-based counseling interventions in a school setting, including curriculum, instruction, and assessment. These hours may be direct or indirect, or from practicum or internship, or a combination.

(c) Demonstrate competence in all eight core areas of the Counseling Candidate Core Knowledge Standards, as evidenced by:

(A) University and site supervisor final evaluations that reflect that the candidate has met standards in all eight core areas;

(B) Satisfactory levels in all key program assessments;

(D) Meeting standards in all evaluations of professional dispositions for school counseling; and

(E) A professional portfolio curated and assembled by the candidate, providing work samples and other evidence of having met expectations in each of the eight core areas of the School Counseling Professional Standards.

(3) School Counseling Program Professional Standards

(a) Faculty and Staff

(A) W. Core counselor education program faculty have earned doctoral degrees in counselor education, preferably from a CACREP-accredited program, or have related doctoral degrees.

(B) X. Core counselor education program faculty identify with the counseling profession:

(i) Through sustained memberships in professional counseling organizations;

(ii) Through the maintenance of certifications and/or licenses related to their counseling specialty area(s); and

(iii) By showing evidence of sustained:

(I) Professional development and renewal activities related to counseling;

(II) Professional service and advocacy in counseling; and

(III) Research and scholarly activity in counseling commensurate with their faculty role.

(C) Y. Within the structure of the institution’s policies, the core counselor education program faculty have the authority to determine program curricula and to establish operational policies and procedures for the program.

(D) Z. Non-core faculty may be employed who support the mission, goals, and curriculum of the counselor education program. They must have graduate or professional degrees in a field that supports the mission of the program.

(E) AA. The core counselor education program faculty orient non-core faculty to program and accreditation requirements relevant to the courses they teach.

(F) BB. All core and non-core counselor education program faculty have relevant preparation and experience in relation to the courses they teach.

(G) CC. A core counselor education program faculty member is clearly designated as the academic unit leader for counselor education. This individual must have a written job description that includes:

(i) Having responsibility for the coordination of the counseling program(s);

(ii) Responding to inquiries regarding the overall academic unit;

(iii) Providing input and making recommendations regarding the development of and expenditures from the budget;

(iv) Providing or delegating year-round leadership to the operation of the program(s); and

(v) Receiving release time from faculty member responsibilities to administer the academic unit.

(H) DD. A program faculty member or administrator is identified as the practicum and internship coordinator for the academic unit and/or program; this individual must have a written job description that includes (1) having responsibility for the coordination of practicum and internship experiences in designated counselor education program(s), and (2) responding to inquiries regarding practicum and internship.

(b) Foundation

(A) 1. The counselor education program has a publicly available mission statement and program objectives.

(B) 2. The program objectives:

(i) Reflect current knowledge and projected needs concerning counseling practice in a multicultural and pluralistic society;

(ii) Reflect input from all persons involved in the conduct of the program, including counselor education program faculty, current and former students, and personnel in cooperating agencies;

(iii) Address student learning; and

(iv) Are written so they can be evaluated.

(C) 3. Students actively identify with the counseling profession by participating in professional counseling organizations and by participating in seminars, workshops, or other activities that contribute to personal and professional growth.

(4) Counseling Candidate Core Knowledge Standards : The eight common core areas represent the foundational knowledge required of all entry-level counselor education graduates.

(a) 1. PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE

(A) 1. History and philosophy of the counseling profession and its specialty areas.

(B) 2. The multiple professional roles and functions of counselors across specialty areas, and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation.

(C) 3. Counselors’ roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams.

(D) 4. The role and process of the professional counselor advocating on behalf of the profession.

(E) 5. Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.

(F) 6. Professional counseling organizations, including membership benefits, activities, services to members, and current issues.

(G) 7. Professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

(H ) 8. Current labor market information relevant to opportunities for practice within the counseling profession.

(I) 9. Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

(J) 10 . Technology’s impact on the counseling profession.

(K) 11. Strategies for personal and professional self-evaluation and implications for practice.

(L) 12. Self-care strategies appropriate to the counselor role.

(M) 13. The role of counseling supervision in the profession.

(b) 2. SOCIAL AND CULTURAL DIVERSITY

(A) 1. Multicultural and pluralistic characteristics within and among diverse groups nationally and internationally.

(B) 2. Theories and models of multicultural counseling, cultural identity development, and social justice and advocacy.

(D) 4. The impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others.

(E) 5. The effects of power and privilege for counselors and clients.

(F) 6. Help-seeking behaviors of diverse clients.

(G) 7. The impact of spiritual beliefs on clients’ and counselors’ worldviews.

(H) 8. Strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

(A) 1. Theories of individual and family development across the lifespan.

(B) 2. Theories of learning.

(D) 4. Theories and etiology of addictions and addictive behaviors.

(E) 5. Biological, neurological, and physiological factors that affect human development, functioning, and behavior.

(F) 6. Systemic and environmental factors that affect human development, functioning, and behavior.

(G) 7. Effects of crisis, disasters, and trauma on diverse individuals across the lifespan.

(H) 8. A general framework for understanding differing abilities and strategies for differentiated interventions.

(I) 9. Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.

(d) 4. CAREER DEVELOPMENT

(A) 1. Theories and models of career development, counseling, and decision making.

(B) 2. Approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors.

(C) 3. Processes for identifying and using career, avocational, educational, occupational and labor market information resources, technology, and information systems.

(D) 4. Approaches for assessing the conditions of the work environment on clients’ life experiences.

(E) 5. Strategies for assessing abilities, interests, values, personality and other factors that contribute to career development.

(F) 6. Strategies for career development program planning, organization, implementation, administration, and evaluation.

(G) 7. Strategies for advocating for diverse clients’ career and educational. development and employment opportunities in a global economy.

(H) 8. Strategies for facilitating client skill development for career, educational, and life-work planning and management.

(I) 9. Methods of identifying and using assessment tools and techniques relevant to career planning and decision making.

(J) 10. Ethical and culturally relevant strategies for addressing career development.

(e) 5. COUNSELING AND HELPING RELATIONSHIPS

(A) 1. Theories and models of counseling.

(B) 2 . A systems approach to conceptualizing clients.

(D) 4. Ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships.

(E) 5. The impact of technology on the counseling process.

(F) 6. Counselor characteristics and behaviors that influence the counseling process.

(G) 7. Essential interviewing, counseling, and case conceptualization skills.

(H) 8. Developmentally relevant counseling treatment or intervention plans.

(I) 9. Development of measurable outcomes for clients.

(J) 10. Evidence-based counseling strategies and techniques for prevention and intervention.

(L) 11. Strategies to promote client understanding of and access to a variety of community-based resources.

(M) 12. Suicide prevention models and strategies.

(N) 13. Crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid.

(O) 14. Processes for aiding students in developing a personal model of counseling.

(f) 6. GROUP COUNSELING AND GROUP WORK

(A) 1. Theoretical foundations of group counseling and group work.

(B) 2. Dynamics associated with group process and development.

(D) 4. Characteristics and functions of effective group leaders.

(E) 5. Approaches to group formation, including recruiting, screening, and selecting members.

(F) 6. Types of groups and other considerations that affect conducting groups in varied settings.

(G) 7 . Ethical and culturally relevant strategies for designing and facilitating groups.

(H) 8. Direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term.

(g) 7. ASSESSMENT AND TESTING

(A) 1. Historical perspectives concerning the nature and meaning of assessment and testing in counseling.

(B) 2. Methods of effectively preparing for and conducting initial assessment meetings.

(D) 4. Procedures for identifying trauma and abuse and for reporting abuse.

(E) 5. Use of assessments for diagnostic and intervention planning purposes.

(F) 6. Basic concepts of standardized and non-standardized testing, norm-referenced and criterion-referenced assessments, and group and individual assessments.

(G) 7. Statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations.

(H) 8. Reliability and validity in the use of assessments.

(I) 9. Use of assessments relevant to academic/educational, career, personal, and social development.

(J) 10. Use of environmental assessments and systematic behavioral observations.

(K) 11. Use of symptom checklists, and personality and psychological testing.

(L) 12. Use of assessment results to diagnose developmental, behavioral, and mental disorders.

(M) 13. Ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results.

(h) 8. RESEARCH AND PROGRAM EVALUATION

(A) 1. The importance of research in advancing the counseling profession, including how to critique research to inform counseling practice.

(B) 2. Identification of evidence-based counseling practices.

(D) 4. Development of outcome measures for counseling programs.

(E) 5. Evaluation of counseling interventions and programs.

(F) 6. Qualitative, quantitative, and mixed research methods.

(G) 7. Designs used in research and program evaluation.

(H) 8. Statistical methods used in conducting research and program evaluation.

(I) 9. Analysis and use of data in counseling.

(J) 10. Ethical and culturally relevant strategies for conducting, interpreting, and reporting the results of research and/or program evaluation.

(5) G. School Counseling Program Curriculum Standards

Students who are preparing to specialize as school counselors will demonstrate the professional knowledge and skills necessary to promote the academic, career, and social and emotional development of all PreK–12 students through data-informed school counseling programs. Counselor education programs with a specialty area in school counseling must document where each of the lettered standards listed below is covered in the curriculum.

(a) 1. Foundations

(A) 1. History and development of school counseling.

(B) 2. Models of school counseling programs.

(D) 4. Models of school-based collaboration and consultation.

(E) 5. Assessments specific to P-12 education.

(b) 2. Contextual Dimensions

(A) 1. School counselor roles as leaders, advocates, and systems change agents in P-12 schools.

(B) 2. School counselor roles in consultation with families, P-12 and postsecondary school personnel, and community agencies.

(D) 4. School counselor roles in school leadership and multidisciplinary teams.

(E) 5. School counselor roles and responsibilities in relation to the school emergency management plans, and crises, disasters, and trauma.

(F) 6. Competencies to advocate for school counseling roles.

(G) 7. Characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders.

(H) 8. Common medications that affect learning, behavior, and mood in children and adolescents.

(I) 9. Signs and symptoms of substance abuse in children and adolescents as well as the signs and symptoms of living in a home where substance use occurs.

(J) 10. Qualities and styles of effective leadership in schools.

(K) 11. Community resources and referral sources.

(L) 12. Professional organizations, preparation standards, and credentials relevant to the practice of school counseling.

(M) 13. Legislation and government policy relevant to school counseling.

(N) 14. Legal and ethical considerations specific to school counseling.

(A) 1. Development of school counseling program mission statements and objectives.

(B) 2. Design and evaluation of school counseling programs.

(C) 3. Core curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies.

(D) 4. Interventions to promote academic development.

(E) 5. Use of developmentally appropriate career counseling interventions and assessments.

(F) 6. Techniques of personal/social counseling in school settings.

(G) 7. Strategies to facilitate school and postsecondary transitions.

(H) 8. Skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement.

(I) 9. Approaches to increase promotion and graduation rates.

(J) 10. Interventions to promote college and career readiness.

(K) 11. Strategies to promote equity in student achievement and college access.

(L) 12. Techniques to foster collaboration and teamwork within schools.

(M) 13. Strategies for implementing and coordinating peer intervention programs.

(N) 14. Use of accountability data to inform decision making.

(O) 15. Use of data to advocate for programs and students.

(6) School Counseling Clinical Practice Standards

(a) Counseling Practicum

(A) F. Students complete supervised counseling practicum experiences that total a minimum of 100 clock hours over a full academic term that is a minimum of 10 weeks.

(B) G. Practicum students complete at least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills.

(C) H. Practicum students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the practicum by:

(i) A counselor education program faculty member;

(ii) A student supervisor who is under the supervision of a counselor education program faculty member; or

(iii) A site supervisor who is working in consultation on a regular schedule with a counselor education program faculty member in accordance with the supervision agreement.

(D) I. Practicum students participate in an average of 1½ hours per week of group supervision on a regular schedule throughout the practicum. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member.

(b) Internship

(A) J. After successful completion of the practicum, students complete 600 clock hours of supervised counseling internship in roles and settings with clients in schools.

(B) K. Internship students complete at least 240 clock hours of direct service.

(C) L. Internship students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the internship, provided by:

(i) The site supervisor;

(ii) Counselor education program faculty; or

(iii) A student supervisor who is under the supervision of a counselor education program faculty member.

(D) M. Internship students participate in an average of 1½ hours per week of group supervision on a regular schedule throughout the internship. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member.

(A) N. Counselor education program faculty members serving as individual/triadic or group practicum/internship supervisors for students in entry-level programs have

(i) Relevant experience;

(ii) Professional credentials; and

(iii) Counseling supervision training and experience.

(B) O. Students serving as individual/triadic or group practicum/internship supervisors for students in entry-level programs must

(i) Have completed CACREP entry-level counseling degree requirements;

(ii) Have completed or are receiving preparation in counseling supervision; and

(iii) Be under supervision from counselor education program faculty.

(i) A minimum of a master’s degree, preferably in counseling, or a related profession;

(ii) Relevant certifications and/or licenses;

(iii) A minimum of two years of pertinent professional experience in the specialty area in which the student is enrolled;

(iv) Knowledge of the program’s expectations, requirements, and evaluation procedures for students; and

(v) Relevant training in counseling supervision.

(D) Q. Orientation, consultation, and professional development opportunities are provided by counselor education program faculty to site supervisors.

(E) R. Written supervision agreements define the roles and responsibilities of the faculty supervisor, site supervisor, and student during practicum and internship. When individual/triadic practicum supervision is conducted by a site supervisor in consultation with counselor education program faculty, the supervision agreement must detail the format and frequency of consultation to monitor student learning.

(7) Evaluation of the Program

(a) A. Counselor education programs have a documented, empirically based plan for systematically evaluating the program objectives, including student learning. For each of the types of data listed in paragraph (B) of this section below, the plan outlines

(A) The data that will be collected;

(B) A procedure for how and when data will be collected;

(D) An explanation for how data will be used for curriculum and program improvement.

(b) B. The counselor education program faculty demonstrate the use of the following to evaluate the program objectives:

(A) Aggregate student assessment data that address student knowledge, skills, and professional dispositions;

(B) Demographic and other characteristics of applicants, students, and graduates; and

(c) C. Counselor education program faculty provide evidence of the use of program evaluation data to inform program modifications.

(d) D. Counselor education program faculty disseminate an annual report that includes, by program level:

(A) A summary of the program evaluation results;

(B) Subsequent program modifications; and

(D) The report is published on the program website in an easily accessible location, and students currently in the program, program faculty, institutional administrators, and personnel in cooperating agencies (e.g., employers, site supervisors) are notified that the report is available.

(e) E. Counselor education program faculty must annually post on the program’s website in an easily accessible location the following specific information for each entry-level specialty area and doctoral program:

(A) The number of graduates for the past academic year;

(B) Completion rates; and

(8) Assessment of Students

(a) F. The counselor education program faculty systematically assesses each student’s progress throughout the program by examining student learning in relation to a combination of knowledge and skills. The assessment process includes the following:

(A) Identification of key performance indicators of student learning in each of the eight core areas and in each student’s respective specialty area(s) (for doctoral programs, each of the five doctoral core areas);

(B) Measurement of student learning conducted via multiple measures and over multiple points in time; and

(b) G. The counselor education program faculty systematically assesses each student’s professional dispositions throughout the program. The assessment process includes the following:

(A) Identification of key professional dispositions;

(B) Measurement of student professional dispositions over multiple points in time; and

(c) H. The counselor education program faculty has a systematic process in place for the use of individual student assessment data in relation to retention, remediation, and dismissal.

9. Evaluation of Faculty and Supervisors

(a) I. Written procedures for administering the process for student evaluations of faculty are available to the counselor education program faculty.

(b) J. Students have regular, systematic opportunities to formally evaluate counselor education program faculty.

History

Statutory/Other Authority: ORS 342.138 & ORS 342.147
Statutes/Other Implemented: ORS 342.138, ORS 342.147 & ORS 342.165
TSPC 21-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-435-0200 School Psychologist License: Program Standards

(1) Purpose of the Program: To prepare candidates for the School Psychologist 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.

(2) Candidate Requirements:

(a)Obtain a master's or higher degree in counseling, education, or related behavior sciences from an Approved institution in the United States, or the foreign equivalent of such degree approved by the Commission and a bachelor’s degree. A master's degree or a doctoral degree from an Approved institution in the United States validates a non-accredited bachelor's degree. Candidates must submit official transcripts showing degree conferral; or

(b) Complete a Commission-approved specialist-level program or equivalent of study in school psychology (e.g., EdS, SSP, CAS, CAGS, PsyS) consisting of the following:

(A) A minimum of 3 years of full-time student at the graduate level, or the equivalent inclusive of structured field experiences;

(B) At least 60 graduate semester hours or the equivalent, with at least 54 hours exclusive of credit for the supervised specialist-level internship experience; and

(C) A supervised internship experience taken for academic credit with a minimum of 1,200 clock hours, including a minimum of 600 hours in a school setting and completed across 1 academic year on a full-time basis or 2 consecutive academic years on a half-time basis.

(3) Standard 1: Data-based Decision Making . School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multi-tiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.

(4) Standard 2: Consultation and Collaboration. School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.

(5) Standard 3: Academic Interventions and Instructional Supports. School psychologists understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, use assessment and data collection methods to implement and evaluate services that support academic skill development in children.

(6) Standard 4: Mental and Behavioral Health Services and Interventions. School psychologists understand the biological, cultural, developmental, and social influences on mental and behavioral health, behavioral and emotional impacts on learning, and evidence-based strategies to promote social–emotional functioning. School psychologists, in collaboration with others, design, implement, and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health.

(7) Standard 5: School-Wide Practices to Promote Learning . School psychologists understand systems structures, organization, and theory; general and special education programming; implementation science; and evidence-based, school-wide practices that promote learning, positive behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff.

(8) Standard 6: Services to Promote Safe and Supportive Schools . School psychologists understand principles and research related to social–emotional well-being, resilience and risk factors in learning, mental and behavioral health, services in schools and communities to support multi-tiered prevention and health promotion, and evidence-based strategies for creating safe and supportive schools. School psychologists, in collaboration with others, promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery.

(9) Standard 7: Family, School, and Community Collaboration. School psychologists understand principles and research related to family systems, strengths, needs, and cultures; evidence-based strategies to support positive family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools. School psychologists, in collaboration with others, design, implement, and evaluate services that respond to culture and context. They facilitate family and school partnerships and interactions with community agencies to enhance academic and social–behavioral outcomes for children.

(10) Standard 8: Equitable Practices for Diverse Student Populations . School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics and the impact they have on development and learning. They also understand principles and research related to diversity in children, families, schools, and communities, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables. School psychologists implement evidence-based strategies to enhance services in both general and special education and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds through an ecological lens across multiple contexts. School psychologists recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery. While equality ensures that all children have the same access to general and special educational opportunities, equity ensures that each student receives what they need to benefit from these opportunities.

(11) Standard 9: Research and Evidence-Based Practice . School psychologists have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings. As scientist practitioners, school psychologists evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.

(12) Standard 10: Legal, Ethical, and Professional Practice. School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.

(13) Standard 11: Supervised Field Experiences in School Psychology. The program assures that all candidates complete the following practica and internship experiences:

(a) Practicum Experience. The school psychology program requires supervised practica based on program goals and NASP Graduate Preparation Standards.

(A) At a minimum, activities must include opportunities to build professional competencies in

(i) Data-based decision making, including psychoeducational assessment with recommendations;

(ii) The design, implementation, and evaluation of services that support cognitive and academic skills; and

(iii) The design, implementation, and evaluation of services that support socialization, behavioral and mental health, and emotional well-being (e.g., counseling, behavior analysis and intervention, social–emotional learning). The services can be implemented at the individual, class-wide and/or systems level. Practica opportunities may include other professional competency development based on graduate program goals.

(B) The assessment of practicum outcomes must include a formal evaluation process of all candidates conducted by field supervisors and/or program faculty. Such assessment is expected to focus on specific competencies and professional work characteristics and be based on observations and/or other evaluation methods Practica experiences do not need to comprehensively address all TSPC program standards. The evaluation criteria or benchmark is expected to be relevant to the professional developmental stage of the candidate at the particular level of the practica.

(b) Internship Experience. The school psychology program includes clinical field experiences that allow candidates to develop, practice, demonstrate, and reflect upon evidence-based practices in a graduated manner that increases in complexity.

(A) The clinical experience must be a comprehensive, supervised, and carefully evaluated internship in school psychology.

(B) The program must provide field-based supervision from a school psychologist holding the appropriate state school psychologist credential for practice in a school setting (If a portion of the internship is conducted in another setting, there must be provision of field supervision from a psychologist holding the appropriate state psychology credential for practice in the internship setting).

(C) There must be at least weekly, individual, face-to-face basis field-based supervision with structured mentoring focused on the intern’s attainment of competencies.

(D) Field-based internship supervision must additionally meet the following minimum criteria: an average of at least 2 hours of supervision per full-time week or the equivalent for part-time placement. Each intern is required to receive appropriate and regularly scheduled field-supervision.

(E) The supervised internship experience must be taken for academic credit with a minimum of 1,200 clock hours, including a minimum of 600 hours in a school setting and completed across one academic year on a full-time basis or two consecutive academic years on a half-time basis.

(F) The assessment of internship outcomes includes formative and summative performance-based evaluations of interns completed by program faculty and field-based supervisors that are systematic and comprehensive and ensure that interns attain the competencies and demonstrate the professional work characteristics needed for effective practice as early career, independent school psychologists. It is expected that the intern evaluation covers all TSPC standards of School Psychology Practice.

(14) The unit assures that candidates for the School Psychologist License demonstrate knowledge, skills and competencies by completing preparation in psychological foundations and methods appropriate for prekindergarten through grade 12 (pre K–12) grade authorization levels.

History

Statutory/Other Authority: ORS 342.147 & ORS 342.165
Statutes/Other Implemented: ORS 342.138 & ORS 342.147
TSPC 21-2021, adopt filed 11/15/2021, effective 01/03/2022

Or. Admin. R. 584-435-0300 School Social Worker License: Program Standards

(1) Purpose of the Program: To prepare candidates for the School Social Worker License. Candidates who complete the program are interdisciplinary leaders who have the knowledge, skill, ability, and cultural competence to develop and deliver school social worker services that demonstrate continuous improvement, and advance the mission of the school.

(2) Program Requirements: To receive state recognition of a School Social Worker License Program, the program shall ensure program completers have obtained:

(a) A master's degree in social work. Candidates must submit official transcripts showing degree conferral.

(b) Successful completion of 800 hours of field experience, including:

(A) 400 hours of practicum experience in a school setting; and

(B) 400 hours of counseling practicum experience in a setting serving children, adolescents, or families.

(A) School Social Work practice;

(B) Oregon and U.S. school law; and

(d) Demonstrated competence in the nine core competencies of Social Work practices, as evidenced by:

(A) A completed final field evaluation completed by university and field instructor indicating that the candidate has met standards in all nine core competencies delineated in the 2015 Educational Policy and Accreditation Standards published by the Council on Social Work Education. Each competency describes the knowledge, values, skills, and cognitive and affective processes that comprise the competency at the generalist level of practice, followed by a set of behaviors that integrate these components;

(B) Candidate has completed and passed all key program assessments;

(D) A candidate-curated and assembled professional portfolio, providing work samples and other evidence of having met expectations in each of the 11 Social Work Program Standards.

(3) Social Work Program Standards: Candidates will demonstrate competency in the following 11 standards:

(a) Standard 1. Ethics and Values.School social workers shall adhere to the ethics and values of the social work profession and shall use a nationally accepted code of ethics as a guide to ethical decision making, while understanding the unique aspects of school social work practice and the needs of the students, parents, and the communities they serve.

(A) School social workers shall demonstrate core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence.

(B) In addition, school social workers shall adhere to the professional ethical responsibilities as delineated in a national code of ethics.

(C) School social workers shall have knowledge of and comply with local, state, and federal mandates related to informed consent, privacy and confidentiality, and access to records within the context of legal and ethical rights of minors and parents, including limits of confidentiality when services are initiated.

(b) Standard 2: Qualifications and Program Standards.School social workers shall meet the provisions for professional practice set by TSPCand possess knowledge and understanding basic to the social work profession.

(A) School social workers shall have a graduate degree in social work from a nationally accredited program approved by the Council on Social Work Education (CSWE).

(B) A MSW degree is the recommended entry-level qualification for a school social worker position. As a distinct specialty within the social work profession, school social work requires specialized knowledge and understanding of education systems, which should be provided by social work education programs.

(C) School social workers shall have specialized knowledge and an understanding of historical and current perspectives of public-school education at the local, state, and national levels, including educational reform and legislation.

(D) School social workers shall also be knowledgeable about evidence-informed approaches to teaching and learning that promote positive academic outcomes for all students.

(c) Standard 3: Assessment Abilities.School social workers shall conduct assessments of individuals, families and systems/organizations (namely, classroom, school, neighborhood, district, state) with the goal of improving student social, emotional, behavioral, and academic outcomes.

(A) School social workers shall possess skills in systematic assessment, data gathering, and interpretation at multiple levels using a variety of methods (for example, interview, direct observation, standardized instruments, surveys, focus groups) to assess the needs, characteristics, and interactions of students, families, and school personnel.

(B) School social workers must demonstrate ability to conduct reliable and valid assessments of students and organizations to inform the design of interventions to remove barriers to learning.

(C) Assessments shall use ecological perspectives and functional approaches to enhance understanding of barriers to learning and the interventions that foster improvement of student well-being and academic progress.

(d) Standard 4: Intervention.School social workers shall understand and use evidence-informed practices in theirinterventions.

(A) School social workers shall remain current with school-based intervention research and use evidence-informed practices in service delivery.

(B) Interventions shall be designed to enhance positive educational experiences and involve the student, the family, other team members, school personnel, and community resources as appropriate.

(C) Interventions shall be based on assessments relevant to the concerns in the referral and include goals, objectives, methods of evaluation, and outcome criteria. Interventions shall be applied within the multitier framework and address the ecologies (for example, home, school, community) most relevant to the problem addressed.

(e) Standard 5: Decision Making and Practice Evaluation.School social workers shall use data to guide service delivery and to evaluate their practice regularly to improve and expand services.

(A) School social workers shall collect, analyze, synthesize, and disseminate data related to their practice.

(B) School social workers shall conduct ongoing evaluation to determine the level of effectiveness of all interventions.

(C) Methods used to evaluate social work practice shall be assessed periodically to ensure that objectives, activities, and measured outcomes are aligned with the local education agency’s goals and social work ethical practice.

(f) Standard 6: Record Keeping.School social workers shall maintain accurate data and records that are relevant to planning, implementation, and evaluation of school social work services.

(A) School social workers shall maintain timely, accurate, and confidential records that document school social work services, demonstrate outcomes, and promote accountability to the local education agency and community.

(B) Records shall be maintained according to federal, state, and local laws.

(g) Standard 7: Workload Management.School social workers shall organize their workloads to fulfill their responsibilities andclarify their critical roles within the educational mission of the school or district in which they work.

(A) School social workers shall manage their work in an efficient and effective manner.

(B) Priorities for practice shall be developed collaboratively between the school social worker and the supervisor.

(C) Priorities shall be established on the basis of student needs, school social worker skills, program needs, research, and availability of other resources.

(D) School social workers shall perform roles and responsibilities across a multitier framework for service delivery and use technology to enhance communication, obtain and organize information, demonstrate accountability, and complete workload assignments.

(h) Standard 8: Professional Development.School social workers shall pursue continuous enhancement of knowledge and skills to provide the most current, beneficial, and culturally appropriate services to students and their families.

(A) School social workers shall follow state professional guidelines regarding continuing education and professional growth requirements.

(B) School social workers shall access ongoing supervision and consultation to increase their professional proficiency and competence.

(C) School social workers shall participate in professional development activities that enhance their knowledge and skills. School social workers shall also contribute to the development of the profession by educating and supervising school social work interns when possible.

(i) Standard 9: Cultural Humility and Inclusion.School social workers shall ensure that students and their families are provided services within the context of cultural humility and equitable practice.

(A) School social workers shall continue to develop specialized knowledge and understanding about client groups they serve and culturally appropriate resources. This understanding shall be applied in a manner that results in a positive school climate that respects and values differences.

(B) School social workers shall use evidence-informed practices, skills, and techniques that reflect the worker’s understanding of the role of culture in the helping process.

(C) School social workers shall recognize barriers to academic progress relating to cultural issues within the local education agency, while supporting an environment that honors and celebrates the cultures of the population within the school and promotes the success of all students.

(j) Standard 10: Interdisciplinary Leadership and Collaboration.School social workers shall provide leadership in developing a positive school climate and work collaboratively with school administration, school personnel, family members, and community professionals as appropriate to increase accessibility and effectiveness of services.

(A) School social workers shall serve as leaders and consultants in promoting positive school climate.

(B) School social workers shall also serve as leaders and consultants to facilitate an understanding of factors in the home, school and community that affect students’ educational experiences.

(C) School social workers shall provide training and engage parents, school personnel, other professionals and community members in the removal of barriers to learning.

(D) School social workers shall also provide leadership and collaboration in the implementation of comprehensive school-based and school-linked programs that promote student well-being and positive academic outcomes.

(k) Standard 11: Advocacy.School social workers shall engage in advocacy that seeks to ensure that all students have equal access to education and services to enhance their academic progress.

(A) School social workers shall advocate for students and their families. This advocacy includes helping them gain access to and effectively use formal and informal community resources that enable families to self-advocate.

(B) School social workers, as systems’ change agents, shall identify areas of need that are not being addressed by the local education agency and community and shall work to create services that address these needs.

(C) School social workers shall be informed about court decisions, legislation, rules and regulations, and policies and procedures that affect school social work practice, to effectively advocate for students.

History

Statutory/Other Authority: ORS 342.138, ORS 342.147 & ORS 342.165
Statutes/Other Implemented: ORS 342.138 & ORS 342.147
TSPC 21-2021, adopt filed 11/15/2021, effective 01/03/2022