PERMANENT RULES
Date of Adoption: September 4, 2003.
Purpose: The purpose of the amendments to this rule is to require that all teacher candidates be assessed on the pedagogy assessment instrument during the 2003-2004 school year, and that at such time the State Board of Education determines the pedagogy assessment instrument has sufficient credibility, successful performance on the instrument by the teacher candidate shall be required in order for an institution to verify completion of the state board approved teacher preparation program.
Citation of Existing Rules Affected by this Order: Amending WAC 180-78A-264(10).
Statutory Authority for Adoption: RCW 28A.410.010.
Adopted under notice filed as WSR 03-14-111 on June 30, 2003.
Number of Sections Adopted in Order to Comply with Federal Statute: New 0, Amended 0, Repealed 0; Federal Rules or Standards: New 0, Amended 0, Repealed 0; or Recently Enacted State Statutes: New 0, Amended 0, Repealed 0.
Number of Sections Adopted at Request of a Nongovernmental Entity: New 0, Amended 0, Repealed 0.
Number of Sections Adopted on the Agency's Own Initiative: New 0, Amended 1, Repealed 0.
Number of Sections Adopted in Order to Clarify, Streamline, or Reform Agency Procedures: New 0, Amended 1, Repealed 0.
Number of Sections Adopted Using Negotiated Rule Making:
New 0,
Amended 1,
Repealed 0;
Pilot Rule Making:
New 0,
Amended 0,
Repealed 0;
or Other Alternative Rule Making:
New 0,
Amended 0,
Repealed 0.
Effective Date of Rule:
Thirty-one days after filing.
September 5, 2003
Larry Davis
Executive Director
OTS-6339.2
AMENDATORY SECTION(Amending WSR 02-04-014, filed 1/24/02,
effective 2/24/02)
WAC 180-78A-264
Approval standard -- Program design.
Building on the mission to prepare educators who demonstrate a
positive impact on student learning, the following evidence
shall be evaluated to determine whether each preparation
program is in compliance with the program design standard of
WAC 180-78A-220(4):
(1) The conceptual framework establishes the shared vision for the unit's efforts in preparing educators to work effectively in P-12 schools. It provides the basis for coherence among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation. The conceptual framework is based on current research and best practice, is cohesive and integrated, supports the state's student learning goals and for teacher preparation programs, and reflects the essential academic learning requirements. The conceptual framework reflects the unit's commitment to preparing candidates to support learning for all students and the unit's commitment to preparing candidates who are able to use educational technology to help all students learn.
(2) Candidates who demonstrate potential for acquiring the content and pedagogical knowledge and skills for success as educators in schools are recruited, admitted, and retained (see WAC 180-78A-200 Candidate admission policies). These candidates include members from under represented groups.
(3) Programs shall assure that candidates are provided with opportunities to learn the pedagogical and professional knowledge and skills required for the particular certificate, and for teacher preparation programs, the competencies for endorsement areas.
(4) A set of learner expectations for program completion are identified and published.
(5)(a) The unit and its school partners design, implement, and evaluate field experiences and clinical practices so that candidates develop and demonstrate the knowledge and skills necessary to help all students learn. Provided, That candidates for an administrator certificate shall complete an internship pursuant to WAC 180-78A-325, candidates for a school psychologist certificate shall complete an internship pursuant to WAC 180-78A-317, and candidates for a school counselor certificate shall complete an internship pursuant to WAC 180-78A-315.
(b) Field experiences are integrated throughout the preparation program and occur in settings with students representing diverse populations.
(c) Clinical practice is sufficiently extensive and intensive for candidates to demonstrate competence in the professional roles for which they are preparing.
(6) The preparing institution shall assure that candidates are provided with appropriate course work and experiences in teaching methods for each endorsement area. The methods should include:
(a) Instructional strategies.
(b) Curriculum frameworks (essential academic learning requirements).
(c) Assessment strategies, including performance-based measurements of student work.
(d) Unit/lesson planning.
(7) Entry and exit criteria exist for candidates in clinical practice.
(8) Programs reflect ongoing collaboration with P-12 schools.
(9) Candidates for a teacher certificate shall hold/obtain a baccalaureate degree from a regionally accredited college or university pursuant to WAC 180-79A-030(5).
(10)(a) Beginning fall 2003, approved programs shall administer the pedagogy assessment adopted by the state board of education and published by the superintendent of public instruction to all candidates in a residency certificate program.
(b) At such time that the state board of education determines the pedagogy assessment has sufficient credibility evidence (i.e., interrater reliability and validity), successful performance on the pedagogy assessment by the candidate shall be required in order for the institution to verify completion of the state board approved residency teacher preparation program.
[Statutory Authority: RCW 28A.305.130 (1) through (4). 02-04-014, § 180-78A-264, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.410.010, 28A.305.130 (1) and (2). 01-03-153, § 180-78A-264, filed 1/24/01, effective 2/24/01; 99-23-023, § 180-78A-264, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-264, filed 12/23/98, effective 1/23/99.]