WSR 97-01-099
PROPOSED RULES
STATE BOARD OF EDUCATION
[Filed December 18, 1996, 12:02 p.m.]
Original Notice.
Preproposal statement of inquiry was filed as WSR 96-16-047.
Title of Rule: New chapter 180-77A WAC, Program approval standards for vocational-technical certification.
Purpose: This proposed new chapter establishes approval standards for programs leading to vocational-technical certification.
Statutory Authority for Adoption: RCW 28A.410.010, 28A.305.120.
Summary: The proposed new chapter establishes approval standards for programs leading to vocational-technical certification.
Reasons Supporting Proposal: The approval standards will assure the recipients of vocational-technical certification can demonstrate basic competencies for teaching.
Name of Agency Personnel Responsible for Drafting, Implementation and Enforcement: Larry Davis, State Board of Education, Olympia, (360) 753-6715.
Name of Proponent: State Board of Education, governmental.
Rule is not necessitated by federal law, federal or state court decision.
Explanation of Rule, its Purpose, and Anticipated Effects: See above.
Proposal does not change existing rules.
No small business economic impact statement has been prepared under chapter 19.85 RCW. Not applicable.
Section 201, chapter 403, Laws of 1995, does not apply to this rule adoption. Not applicable.
Hearing Location: New Market Vocational Skills Center, 7299 New Market Street, Tumwater, WA 98501, on January 23, 1997, at 8:30 a.m.
Assistance for Persons with Disabilities: Contact Judy Rus by January 13, 1997, TDD (360) 664-3631, or (360) 753-6715.
Submit Written Comments to: Rules Coordinator, State Board of Education, P.O. Box 47206, Olympia, WA 98504-7206, FAX (360) 586-2357.
Date of Intended Adoption: January 24, 1997.
December 18, 1996
Larry Davis
Executive Director
APPROVAL STANDARDS FOR VOCATIONAL-TECHNICAL TEACHER PREPARATION
PROGRAMS
NEW SECTION
WAC 180-77A-003 Authority. The authority for this chapter is RCW
28A.410.010 which authorizes the state board of education to establish,
publish, and enforce rules and regulations determining eligibility and
certification of personnel employed in the common schools of this state.
This authority is supplemented by RCW 28A.305.130 (1) and (2) which
authorizes the state board of education to approve educator preparation
programs in institutions of higher education.
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NEW SECTION
WAC 180-77A-004 Overview. These rules establish a performance-based preparation system for educators that supports the Improvement of Student Achievement Act of 1993 (1209) which will enable educators to implement the Washington state student learning goals and essential academic learning requirements. These rules also provide a framework for consistency and quality preparation of vocational-technical teacher certification candidates completing baccalaureate degrees or using industry or business and experience.
Specifically, this chapter describes the procedures and standards for colleges/universities and other agencies or institutions to be approved as providers of preparation programs for vocational-technical teacher certification. In addition to colleges and universities, programs may be provided by community and technical colleges, school districts, educational service districts, or any combination of the above.
In addition, this chapter authorizes the establishment of a state-wide vocational-technical professional education council which will make recommendations to the state board of education regarding approval of the vocational-technical teacher preparation programs and will advise the programs on an ongoing basis. The council will consist of practicing vocational-technical teachers and administrators, representatives from business, industry, labor and the community, and representatives from colleges and universities and other program providers.
Finally, this chapter identifies the general standards which must
be demonstrated by all successful applicants for vocational-technical
teacher certification and the specific standards which will be
demonstrated by those applying for certification in particular subject
areas.
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NEW SECTION
WAC 180-77A-006 Purpose. This chapter establishes, pursuant to WAC
180-77-004, procedures, standards, and criteria to be used in the
development and approval of vocational-technical teacher preparation
programs and identifies the knowledge and skill expected of all
vocational-technical teacher certificate candidates.
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NEW SECTION
WAC 180-77A-012 Required vocational-technical professional
education council. In order to maintain quality and consistency in
vocational-technical teacher preparation programs state-wide, the state
board of education will establish a vocational-technical professional
education council.
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NEW SECTION
WAC 180-77A-014 Qualifications to be appointed to the vocational-technical professional education council. Each individual selected by an association, institution or the state board of education to membership as prescribed in WAC 180-77A-016 shall:
(1) Be a resident of the state of Washington or be employed by a school district of the state; and
(2) Have demonstrated commitment to the improvement of vocational-technical education within the context of WAC 180-77A-004.
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NEW SECTION
WAC 180-77A-016 Vocational-technical professional education council--Membership. Appointments to the vocational-technical professional education council shall be made by the state board of education. The vocational-technical professional education council shall at a minimum consist of:
(1) Eight classroom vocational-technical teachers, one representing each vocational-technical major category identified in WAC 180-77-005 (agriculture education, business education, marketing education, family and consumer sciences education, technology education, trade and industrial, health occupations, and diversified occupations), recommended by the professional association of the major category. At least twenty-five percent of the above appointees shall have earned their vocational-technical teacher certificates through business and industry experience.
(2) Two vocational administrators recommended by the Washington Association of Vocational Administrators.
(3) Two representatives from business, industry, labor and community appointed by the state board of education.
(4) One representative from each college and university with an approved program for vocational-technical teacher preparation, recommended by the institution.
(5) One representative of nonbaccalaureate vocational-technical teacher preparation providers, appointed by the state board of education.
(6) One representative of the community and technical colleges appointed by the state board of education.
(7) One representative, at large, recommended by the Washington
Vocational Association.
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NEW SECTION
WAC 180-77A-018 Substitute pay for members of the vocational-technical professional education council. Service on the vocational-technical professional education council by certificated employees is
deemed by the state board of education as a committee formed for the
purpose of furthering education within the state; and, the superintendent
of public instruction, in conformance with the provisions of RCW
28A.300.035, shall make payments to school districts for needed
substitutes.
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NEW SECTION
WAC 180-77A-020 Vocational-technical professional education council--Duties. The vocational-technical professional education council shall:
(1) Adopt operation procedures and meet on a regular basis.
(2) Make a recommendation to the state board of education regarding approval of all vocational-technical teacher preparation programs submitted for approval pursuant to the standards and criteria of this chapter.
(3) Establish the criteria that shall be used to determine acceptable basic skills for vocational-technical teacher certification candidates.
(4) Make recommendations for program changes to the colleges/university institutions or providers which must in turn consider and respond to the recommendations in writing in a timely fashion.
(5) Submit to the state board of education annually an executive summary of the activities of the council for the preceding year's meetings, including a report of all vocational-technical teacher preparation programs reviewed and approved, and other material related to the vocational-technical teacher preparation programs requested by the state board of education.
(6) Explore the role of the council as an appeals board in
vocational-technical certification matters.
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NEW SECTION
WAC 180-77A-025 Program approval. All programs leading to
certification offered in Washington state to prepare vocational-technical
teachers shall be approved pursuant to the requirements of this chapter.
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NEW SECTION
WAC 180-77A-026 Existing approved programs. All existing approved
vocational-technical teacher preparation programs shall be reviewed for
approval under the approval standards of chapter 180-77A WAC prior to
August 31, 2000, unless granted a waiver by the state board of education.
The state board of education shall determine the schedule for such
approval reviews and whether an on-site visit or other forms of
documentation and validation shall be used for the purposes of granting
approval. In submitting a request for approval under these standards,
the approved program shall provide a description of the criteria that the
approved vocational-technical teacher preparation program will use to
assess, in multiple ways, over time, its certification candidates'
knowledge and skills, including, where appropriate, evidence related to
positive impact on student learning. Based on the documentation
submitted and/or an on-site visit, the state board of education shall
grant approval or request specific revisions that need to be made in
order to obtain state board of education approval.
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NEW SECTION
WAC 180-77A-028 Procedures for initial approval of a vocational-technical teacher preparation program for candidates applying under WAC 180-77-031. Each college or university desiring to establish a vocational-technical teacher preparation program shall comply with the following in addition to all approval standards in chapter 180-78A WAC:
(1) Advise the vocational-technical professional education council of the desire to establish the vocational-technical teacher preparation program.
(2) Describe the planned process that the approved vocational-technical teacher preparation program will use to assess, in multiple ways, over time, its vocational-technical teacher candidates knowledge and skills as required by WAC 180-77A-165 and relevant subsections of WAC 180-77A-170, including, where appropriate, evidence related to positive impact on student learning.
(3) Describe the plan for assuring that adequate resources will be provided to support the program and that faculty will have the appropriate qualifications and work experience for the roles assigned.
(4) Present the plan to the vocational-technical professional
education council which shall review such plan and shall make a
recommendation regarding program approval to the state board of
education.
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NEW SECTION
WAC 180-77A-029 Procedures for initial approval of a vocational-technical teacher preparation program for candidates applying under WAC 180-77-041. Each program provider, which shall be a college or university, community or technical college, school district, educational service district, or any combination of the above, desiring to establish a vocational-technical teacher preparation program for candidates applying under WAC 180-77-041 shall comply with the following:
(1) Advise the vocational-technical professional education council of the desire to establish the vocational-technical teacher preparation program, identifying the agencies involved and the administrator of the program.
(2) Describe the planned process that the approved vocational-technical teacher preparation program will use to assess, in multiple ways, over time, its vocational-technical teacher candidates knowledge and skills as required by WAC 180-77A-165, including, where appropriate, evidence related to positive impact on student learning.
(3) Describe the plan for assuring that adequate resources will be provided to support the program and that faculty will have the appropriate qualifications and work experience for the roles assigned.
(4) Present the plan to the vocational-technical professional
education council which shall review such plan and shall make a
recommendation regarding approval to the state board of education.
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NEW SECTION
WAC 180-77A-030 Length of time for which vocational-technical teacher program approval status shall be granted. (1) The state board of education shall approve all vocational-technical teacher preparation programs under these program approval standards for five years unless the state board of education approves a variation.
(2) The state board of education, upon receipt of a complaint from any source or upon its initiative, may review all or any part of a vocational-technical teacher preparation program for compliance with the provisions of this chapter. If deviations are found, the state board of education is authorized to rescind program approval until the program provider submits an acceptable compliance agreement which will bring the vocational-technical teacher preparation program into compliance as soon as reasonably practicable but no later than the commencement of the succeeding academic year or six calendar months, whichever is later.
(3) If an acceptable compliance agreement is not developed and
approved by the state board of education, the vocational-technical
teacher preparation program shall be placed on probationary status and
the probationary status provision of WAC 180-77A-033 shall apply.
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NEW SECTION
WAC 180-77A-033 Probationary status. Program providers with
approved vocational-technical teacher preparation programs shall not lose
official approval status until the state board of education has taken
final action to disapprove the vocational-technical teacher preparation
program: Provided, That programs shall be permitted for the current and
one additional academic year following receipt of the formal notice of
disapproval to continue as an approved preparation program on
probationary status for the purpose of completing the vocational-technical teacher preparation program for those candidates for
certification currently enrolled in the vocational-technical teacher
preparation program and who are scheduled to complete such vocational-technical teacher preparation program within such academic years and for
the purpose of regaining state board of education approval.
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NEW SECTION
WAC 180-77A-037 Procedures for reestablishment of approval status
for a vocational-technical teacher preparation program. The procedures
for the reestablishment of state board of education approval of a
vocational-technical teacher preparation program shall be the same as the
procedure for initial approval as provided in WAC 180-77A-028 and 180-77A-029.
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NEW SECTION
WAC 180-77A-040 Responsibilities of the designated program administrator. Each provider of an approved vocational-technical teacher preparation program pursuant to WAC 180-77A-029 shall require the administrator to coordinate the following responsibilities:
(1) Submit to the vocational-technical professional education council information required for obtaining and maintaining program approval.
(2) Coordinate the process established for the candidate's demonstration of required knowledge and skills.
(3) Establish procedures for providing the candidate with documentation of the successful demonstration of the required knowledge and skills.
(4) Establish a process to counsel the candidate's application process for certification.
(5) Coordinate management of operations and resources for the
preparation program.
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NEW SECTION
WAC 180-77A-057 Approval of vocational-technical teacher
preparation program offered by an out-of-state provider within the state
applicable to certification. No out-of-state provider shall offer a
program of courses within Washington state for purposes of Washington
state vocational-technical teacher certification without meeting all
program approval requirements set forth in this chapter.
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NEW SECTION
WAC 180-77A-165 General standards for all vocational-technical teacher certificate candidates. All candidates for initial vocational-technical teacher certification shall demonstrate competence in the following standards:
(1) Learning environments--The vocational-technical teacher is able to create and sustain safe learning environments which prepare diverse students for the workplace, advanced training, and continued education.
(2) Student characteristics and related instructional strategies--The vocational-technical teacher is able to identify the diverse needs of students and implement programs and strategies which promote student competency development and success.
(3) Personal and professional attributes--The vocational-technical teacher models personal and professional attributes and leadership skills which reflect productive life and work roles.
(4) Partnerships--The vocational-technical teacher implements and
maintains collaborative partnerships with students, colleagues,
community, business, industry, and families, which maximize resources and
promote student self-sufficiency.
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NEW SECTION
WAC 180-77A-170 Program area standards. In addition to the standards identified in WAC 180-77A-165, individuals completing baccalaureate programs from an approved college or university will demonstrate competency in the following standards in one or more of the following major categories of WAC 180-77-005.
(1) Agriculture education.
(a) The agriculture education teacher demonstrates essential skills and knowledge including the scientific/technical, safety and career information in the areas of: Natural resource science, agricultural economics, horticultural science, animal science, crop science, soil science, and agricultural technology and management.
(b) The agriculture education teacher demonstrates a philosophy of education which reflects the unique student/community and industry interaction and includes the technical, personal leadership, and school to work components which comprise a comprehensive agricultural education program.
(c) The agriculture education teacher develops a comprehensive instructional program based on identified agriculture industry needs while recognizing the social economic, demographic, diversity of the community in consultation with an appropriate advisory committee.
(d) The agriculture education teacher demonstrates personal and professional leadership skills as an integral part of agriculture programs and apply these competencies through the agriculture education student organization, FFA.
(e) The agriculture education teacher demonstrates the necessary skills and abilities to implement and manage a supervised agriculture experience including: Accounting practices, career experiences, entrepreneurial, and job-related skills.
(f) The agriculture education teacher develops and maintains a safe environment while dealing with agricultural chemicals, scientific apparatus and solvents during classroom, laboratory, and supervised agricultural experiences.
(g) The agriculture education teacher is able to develop and demonstrate the scientific process through the preparation of mechanical and research experiences in the classroom, laboratory, leadership, and supervised agriculture experiences.
(2) Business education.
(a) The business education teacher demonstrates workplace competencies in keyboarding and information processing, computer technology and applications, information systems and management, accounting principles and applications, business communications, and business systems, and procedures.
(b) The business education teacher demonstrates the ability to apply the principles of business management and entrepreneurship, leadership, economics, international business, business law, and computation.
(c) The business education teacher demonstrates teaching competence in keyboarding, information processing, and microcomputer applications; accounting and computation; specific business content areas of business management and procedures, business law, economics, business communications, career development, and work-based coordination; and integration of leadership development into the curriculum and management of Future Business Leaders of America (FBLA) activities.
(3) Family and consumer sciences education.
(a) The family and consumer sciences teacher demonstrates the ability to prepare students for family life and responsible participation and leadership in work and community roles.
(b) The family and consumer sciences teacher demonstrates knowledge and skills in individual and family wellness; resource creation, access maintenance and management; and individual and family development across the life span.
(c) The family and consumer sciences teacher creates environments and utilizes strategies which enhance student ability to value diverse populations and their contributions to society.
(d) The family and consumer sciences teacher demonstrates the ability to advocate for technological and societal change that benefits the family system.
(e) The family and consumer sciences teacher encourages the use of thinking skills and the planning process for problem solving and decision making through the designated vocational student organization for family and consumer sciences.
(4) Marketing education.
(a) The marketing education teacher models effective leadership traits and demonstrates the ability facilitate, supervise, and evaluate DECA student leadership activities.
(b) The marketing education teacher demonstrates the ability to link classroom learning of work and work-based learning to prepare students for the world of marketing.
(c) The marketing education teacher demonstrates a commitment to professional development.
(d) The marketing education teacher applies understanding of the foundations and functions of marketing, management, and entrepreneurial competencies.
(e) The marketing education teacher is able to successfully implement and provide leadership for a school-based enterprise as an instructional strategy.
(5) Technology education.
(a) The technology education teacher demonstrates knowledge and understanding of systems and concepts related to all areas of technological study referred to as core technologies including: Power and energy, controls, materials science, problem solving, and technology in society.
(b) The technology education teacher demonstrates knowledge and understanding of the relationship of mathematics, science, computer science, and communications to the technological process.
(c) The technology education teacher demonstrates competency in the areas of communications, manufacturing, construction, transportation, and bio-related with a concentration in at least one of the areas.
(d) The technology education teacher demonstrates ability to manage a traditional shop; as well as convert a traditional shop to an exemplary technology education laboratory.
(e) The technology education teacher demonstrates knowledge and understanding of communications and technological concepts related to technical systems created for encoding, transmitting, receiving, decoding, storing, retrieving, and using information.
(f) The technology education teacher demonstrates the fundamental knowledge of manufacturing and manufacturing systems and technological concepts related to technical systems associated with research, extraction, processing, recycling, and conversion of materials for consumer and industrial goods.
(g) The technology education teacher demonstrates fundamental knowledge of construction and construction systems, including the technological concepts related to technical systems associated with the design, creation, and maintenance associated with construction of residential, commercial, industrial, and civil structures; as well as consideration of economics, management, power, and energy.
(h) The technology education teacher demonstrates knowledge and understanding of transportation systems, including technological concepts related to technical systems associated with the design, development, evaluation, and operation of subsystems, and components of terrestrial, marine, atmospheric, and space vehicles.
(i) The technology education teacher demonstrates knowledge and
understanding of biological systems in areas such as botany,
environmental biology, medical, and biotechnology and zoology.
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NEW SECTION
WAC 180-77A-175 Work experience program standards. Individuals
obtaining certification on the basis of business and industry work
experience in the major categories of trade and industrial, health
occupation, or any of the subcategories approved by the state board of
education for WAC 180-77-005 shall be assessed on the basis of the
requirements pursuant to WAC 180-77-041 and 180-77A-165.
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NEW SECTION
WAC 180-77A-180 Vocational-technical teacher preparation specialty standards. In addition to the standards identified in WAC 180-77A-170 or 180-77A-175, individuals obtaining certification in the areas of coordinator of work-based learning or diversified occupations must demonstrate competency in the following standards.
(1) Coordinator of work-based learning.
(a) The work-based learning coordinator demonstrates the knowledge and ability to develop, implement, manage, and evaluate a diversified work-based learning program that utilizes local resources.
(b) The work-based learning coordinator models ethical behavior and demonstrates the ability to facilitate, supervise, and evaluate student leadership activities.
(c) The work-based learning coordinator demonstrates the ability to team with vocational-technical teachers and prospective employers to relate work-based learning with school-based learning and to measure student performance.
(d) The work-based learning coordinator demonstrates a commitment to professional development.
(e) The work-based learning coordinator demonstrates a current knowledge of the essential academic learning requirements and skills for entry level workers and uses a variety of methods to insure that students master the essential academic learning requirements.
(2) Diversified occupations.
(a) The diversified occupations teacher demonstrates competency in the areas of career exploration, employment acquisition, job retention, resource management (personal, community, workplace technology, consumerism), economic systems (entrepreneurship, economics), basis skills development, and leadership development.
(b) The diversified occupations teacher demonstrates the ability to
link classroom learning with the world of work and coordinate work-based
learning which prepares students for the world of work.
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NEW SECTION
WAC 180-77A-195 Course work/internship waiver. The provider of
approved vocational-technical teacher programs may waive required course
work and/or waive or reduce in length the required internship for any
candidate, based on an individual review if the college or university or
approved provider determines that previous course work, work experiences,
or alternative learning experiences have or will provide the candidate
knowledge and skills to be otherwise gained from the required course work
or internship.
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