WSR 14-04-062 PROPOSED RULES PROFESSIONAL EDUCATOR STANDARDS BOARD [Filed January 28, 2014, 11:37 a.m.]
Original Notice.
Preproposal statement of inquiry was filed as WSR 13-14-054.
Title of Rule and Other Identifying Information: Amends WAC 181-78A-535 on the requirements for completion of a professional certification program. Removes panel requirements.
Hearing Location(s): Holiday Inn, Downtown Everett, 3105 Pine Street, Everett, WA 98201, on March 13, 2014, at 8:30.
Date of Intended Adoption: March 13, 2014.
Submit Written Comments to: David Brenna, 600 Washington Street, Room 400, Olympia, WA 98504, e-mail david.brenna@k12.wa.us, fax (360) 586-4548, by March 6, 2014.
Assistance for Persons with Disabilities: Contact David Brenna by March 6, 2014, (360) 725-6238.
Purpose of the Proposal and Its Anticipated Effects, Including Any Changes in Existing Rules: Clarifies the requirements of professional certification for certain classes of educators. Removes the professional panel requirement. Amends WAC 181-78A-535.
Reasons Supporting Proposal: Streamlines the requirements and increases the rigor.
Statutory Authority for Adoption: Chapter 28A.410 RCW.
Rule is not necessitated by federal law, federal or state court decision.
Name of Agency Personnel Responsible for Drafting, Implementation, and Enforcement: David Brenna, P.O. Box 42736 [47236], Olympia, WA 98504, (360) 725-6238.
No small business economic impact statement has been prepared under chapter 19.85 RCW. The proposed amendment does not have an impact on small business and therefore does not meet the requirements for a statement under RCW 19.85.030 (1) or (2).
A cost-benefit analysis is required under RCW 34.05.328. A preliminary cost-benefit analysis may be obtained by contacting David Brenna, 600 Washington Street, Olympia, WA 98504, phone (360) 725-6238, fax (360) 586-4548, e-mail david.brenna@k12.wa.us.
January 27, 2014
David Brenna
Senior Policy Analyst
AMENDATORY SECTION (Amending WSR 12-18-003, filed 8/23/12, effective 9/23/12)
WAC 181-78A-535 Approval standard—Program design.
The following requirements shall govern the professional certificate program:
(1) Recruitment and admission.
(a) Programs will, at a minimum, recruit and admit any candidates in their service region who hold a residency certificate and at least two years of experience in the role.
(b) ((Learner)) Candidate expectations for program requirements, progression, and completion are identified, published, and accessible.
(2) Program design.
(a) Entry seminar.
(i) The program provides an orientation to the process and to the benchmarks/strands.
(ii) ((The program includes formalized learning opportunities and other activities directed at developing and verifying that the candidate has achieved acceptable knowledge, skill, and performance at the professional certificate benchmark level, or above, on all standards as defined in WAC 181-78A-270.
(iii) Administrator)) Candidates will ((complete)) begin a 360-type assessment aligned to the ((interstate school leaders licensure consortium standards)) professional educator standards board approved standards for the certification role, to be finalized prior to program completion.
(b) Action research project. The program includes a job-embedded, evidence-based project designed to improve student achievement, within which the candidate provides evidence of professional certificate level knowledge, skill, and performance. The project will be evaluated and scored on the basis of a common rubric appropriate for the certification role. The common rubrics shall be developed in collaboration with programs and published by the professional educator standards board.
(((b))) (c) Professional performance growth ((plan implementation)) and verification.
(i) The program includes formalized learning opportunities and other activities directed at developing and verifying that the candidate has achieved acceptable knowledge, skill, and performance at the professional certification benchmark level, or above, on all standards as defined in WAC 181-78A-270.
(ii) The program includes the development of a draft professional growth plan focused on the career level standards.
(((c) Panel presentation.
(i) The program includes a final presentation to a panel that includes experienced P-12 educators in the role, during which the candidate provides evidence of professional certificate level knowledge, skill, and performance.
(ii) Candidates who do not successfully complete a final presentation receive an individualized analysis of strengths and weaknesses and a plan for assistance, and shall be allowed additional opportunities to present evidence pertaining to strands/benchmarks not previously met.))
(3) School-based experiences.
(a) Candidate work produced in the program is responsive to, and integrated with, the job responsibilities of candidates.
(b) Entry and exit criteria and a process for mitigating concerns are provided for candidates.
(4) Collaboration. Program personnel collaborate for continuous program improvement with P-12 partners, PEAB members, and candidates.
(5) Diversity in learning experiences.
(a) Candidates reflect on interactions with diverse populations in order to integrate professional growth in cultural competency as a habit of practice.
(b) Program personnel model equity pedagogy through:
(i) Interactions with diverse populations;
(ii) Reflective practice on their own professional growth in cultural competency;
(iii) Culturally relevant communication and problem solving; and
(iv) Personalized instruction that addresses cultural and linguistic backgrounds.
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