WSR 14-07-063 PERMANENT RULES PROFESSIONAL EDUCATOR STANDARDS BOARD [Filed March 17, 2014, 10:28 a.m., effective April 17, 2014] Effective Date of Rule: Thirty-one days after filing.
Purpose: Amends WAC 181-78A-535 on the requirements for completion of a professional certification program. Removes panel requirements.
Citation of Existing Rules Affected by this Order: Amending WAC 181-78A-535.
Statutory Authority for Adoption: RCW 28A.410.210.
Adopted under notice filed as WSR 14-04-062 on January 28, 2014.
A final cost-benefit analysis is available by contacting David Brenna, 600 Washington Street South, Room 400, Olympia, WA 98504-7236, phone (360) 725-6238, fax (360) 586-4548, e-mail david.brenna@k12.wa.us.
Number of Sections Adopted in Order to Comply with Federal Statute: New 0, Amended 0, Repealed 0; Federal Rules or Standards: New 0, Amended 0, Repealed 0; or Recently Enacted State Statutes: New 0, Amended 0, Repealed 0.
Number of Sections Adopted at Request of a Nongovernmental Entity: New 0, Amended 0, Repealed 0.
Number of Sections Adopted on the Agency's Own Initiative: New 0, Amended 1, Repealed 0.
Number of Sections Adopted in Order to Clarify, Streamline, or Reform Agency Procedures: New 0, Amended 1, Repealed 0.
Number of Sections Adopted Using Negotiated Rule Making: New 0, Amended 1, Repealed 0; Pilot Rule Making: New 0, Amended 0, Repealed 0; or Other Alternative Rule Making: New 0, Amended 0, Repealed 0.
Date Adopted: March 14, 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 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 a 360-type assessment aligned to the interstate school leaders licensure consortium standards.
(b) Professional growth plan implementation. The program includes the development of a draft professional growth plan focused on the career level standards.
(c) ((Panel presentation.
(i))) Culminating project. 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)) job-embedded culminating project designed to improve student achievement or school climate, during which the candidate provides evidence of professional certificate level knowledge, skill, and performance.
(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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