Date of Adoption: January 16, 2002.

     Purpose: These amendments update the program approval standards and align them with current standards of the National Council for Accreditation of Teacher Education (NCATE).

     BACKGROUND: The program approval standards approved by the State Board of Education in 1997 were aligned with the National Council for Accreditation of Teacher Education (NCATE) standards, which were in place at that time. Since that time the NCATE standards have been revised. These proposed language changes better articulate and update the state program approval standards with the NCATE 2000 standards.

     STATE BOARD ACTION:

•	Agency reason(s) for adopting the rule: See background.
•	Difference between the text of the proposed rule as published in the Register and the text of the rule as adopted (other than editing changes) stating the reasons for differences: None.
•	Summary of all comments received regarding the proposed rule, and responding to the comments by category or subject matter, indicating how the final rule reflects agency consideration of the comments, or why it fails to do so. [No further information supplied by agency.]

     Citation of Existing Rules Affected by this Order: Amending WAC 180-78A-220, 180-78A-255, 180-78A-261, and 180-78A-264.

     Statutory Authority for Adoption: RCW 28A.305.130 (1) through (4).

      Adopted under notice filed as WSR 01-24-012 on November 26, 2001.

     Number of Sections Adopted in Order to Comply with Federal Statute: New 0, Amended 0, Repealed 0; Federal Rules or Standards: New 0, Amended 0, Repealed 0; or Recently Enacted State Statutes: New 0, Amended 0, Repealed 0.

     Number of Sections Adopted at Request of a Nongovernmental Entity: New 0, Amended 0, Repealed 0.

     Number of Sections Adopted on the Agency's Own Initiative: New 0, Amended 4, Repealed 0.

     Number of Sections Adopted in Order to Clarify, Streamline, or Reform Agency Procedures: New 0, Amended 0, Repealed 0.

     Number of Sections Adopted Using Negotiated Rule Making: New 0, Amended 0, Repealed 0;      Pilot Rule Making: New 0, Amended 0, Repealed 0; or Other Alternative Rule Making: New 0, Amended 4, Repealed 0.
     Effective Date of Rule: Thirty-one days after filing.

January 23, 2002

Larry Davis

Executive Director

OTS-5089.1

AMENDATORY SECTION(Amending WSR 99-23-023, filed 11/9/99, effective 12/10/99)

WAC 180-78A-220   Program approval standards for approved preparation programs.   The program approval standards for approved preparation programs for teachers, administrators, and educational staff associates are as follows:

     (1) Professional education advisory boards: The college or university, in compliance with the provisions of WAC 180-78A-250, has established and maintained a professional education advisory board to participate in and cooperate with the college or university on decisions related to the development, implementation, and revision of each preparation program -- i.e., teacher, administrator, school counselor, school psychologist, and school social workers.

     (2) Accountability: Each college or university, in compliance with the provision of WAC 180-78A-255, has established a performance-based preparation program.

     (3) Unit governance and resources: A separate college, school, department, or other administrative unit within the college or university, in compliance with the provision of WAC 180-78A-261, is responsible for providing the resources needed to develop and maintain quality preparation programs.

     (4) Program design: Each college or university, in compliance with the provision of WAC 180-78A-264, is responsible for establishing a collaboratively developed approved preparation program that is based on a conceptual framework, current research and best practice that reflects the state's learning goals and essential academic learning requirements.

     (5) Knowledge and skills: Each college or university, in compliance with the provision of WAC 180-78A-270, has established policies requiring all candidates for certification to know and demonstrate the content, pedagogical, and professional knowledge and skills required for the particular certificate and areas of endorsement ((and)), which reflect the state's learning goals and essential academic learning requirements, and are necessary to help all students learn.

[Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-78A-220, 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-220, filed 12/23/98, effective 1/23/99.]

OTS-5090.1

AMENDATORY SECTION(Amending WSR 01-13-106, filed 6/20/01, effective 7/21/01)

WAC 180-78A-255   Approval standard -- Accountability.   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 approval standards of WAC 180-78A-220(2). Each college and university shall:

     (1) Submit for ((initial)) approval to the state board of education a performance-based program for the preparation of teachers, administrators, and educational staff associates that identifies:

     (a) A comprehensive set of learner expectations for each preparation program;

     (b) An assessment system that reflects the conceptual framework(s) and state standards, and collects and analyzes data on applicant qualifications, candidate and graduate performance, unit operations and program quality;

     (c) Explicit connections between professional, state, and institutional standards, and candidate assessments.

     (2) During the first year following program completion, solicit feedback from program completers employed in education, and their supervisors, regarding the program's effectiveness.

     (3) Maintain placement records for all program completers during the first year following program completion.

     (4) Submit an annual report to the state board of education for each approved program to include:

     (a) An executive summary of the activities of each professional education advisory board, including membership, meeting attendance, meeting expenditure information, PEAB recommendations, and program responses to the recommendations.

     (b) The number of students completing each approved program during the period from September 1 - August 31 of the previous year.

     (c) Other information related to the preparation programs requested by the state board of education.

     (5) Collect and maintain exemplar candidate work samples that document a positive impact on student learning.

[Statutory Authority: RCW 28A.305.130 (1) through (4). 01-13-106, § 180-78A-255, filed 6/20/01, effective 7/21/01. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-255, filed 12/23/98, effective 1/23/99.]

OTS-5091.2

AMENDATORY SECTION(Amending WSR 99-01-174, filed 12/23/98, effective 1/23/99)

WAC 180-78A-261   Approval standard -- Unit governance and resources.   Building on the mission to prepare educators who demonstrate a positive impact on student learning, the unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet state standards. The following evidence shall be evaluated to determine whether each preparation program is in compliance with the resources program approval standard of WAC 180-78A-220(3):

     (1) A separate administrative unit supports the preparation program whose composition and organization are clearly described in writing.

     (2) An officially designated administrator is responsible for the management of operations and resources for the preparation program.

     (3) ((Administrators and faculty in the preparation program have appropriate qualifications (including masters' or doctoral degrees) and have experience for the roles to which they are assigned.

     (4) The institution has and implements an explicit plan with adequate resources to ensure hiring and retaining of a diverse faculty.

     (5) Specific staff and/or faculty members in the unit are assigned the responsibility of advising applicants for certification and endorsements and for maintaining certification records.

     (6) Financial resources are provided to support the preparation program.

     (7) Facilities are provided to support the needs of the preparation program.

     (8) Library, technology, and other informational resources must be sufficient in scope, breadth, and recency to support the preparation program.)) Faculty are qualified and model best professional practices in scholarship, service, and teaching including the assessment of their own effectiveness as related to candidate performance.

     (4) The institution has and implements an explicit plan to ensure that candidates interact with higher education faculty, school faculty, other candidates and P-12 students representing diverse populations.

     (5) The unit provides a mechanism and facilitates collaboration between unit faculty and faculty in other units of the institution involved in the preparation of educators.

     (6) The unit receives sufficient budgetary allocations at least proportional to other institutional units.

     (7) Workload policies allow faculty members to be actively engaged in teaching, scholarship, assessment, advisement, collaborative work with P-12 schools, and service.

     (8) Specific staff and/or faculty members in the unit are assigned the responsibility of advising applicants for certification and endorsements and for maintaining certification records.

     (9) The unit has adequate facilities to support candidates in meeting standards.

     (10) The unit has adequate information technology resources, library, and curricular resources, and electronic information to support faculty and candidates.

     (11) The unit systematically evaluates faculty performance and facilitates professional development.

     (12) Faculty regularly and systematically collaborate with colleagues in P-12 settings, faculty in other college or university units, and members of the broader professional community to improve teaching, candidate learning, and the preparation of educators.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-261, filed 12/23/98, effective 1/23/99.]

OTS-5092.3

AMENDATORY SECTION(Amending WSR 01-03-153, filed 1/24/01, effective 2/24/01)

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 ((curriculum is guided by a)) conceptual framework ((and)) is based on current research and best practice, is cohesive and integrated, ((is performance-based, and)) 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) ((Candidates attain/demonstrate academic competence in the educator role for which they are being prepared.

     (4) A set of criteria/performances for program completion are established and published.

     (5) 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.

     (6) Field experiences are integrated throughout the preparation program and include experience with diverse populations in a variety of settings.

     (7) Candidates complete an internship in which they demonstrate the required knowledge and skills: 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.)) 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).

[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.]

© Washington State Code Reviser's Office