Date of Adoption: January 16, 2002.

     Purpose: These are editorial amendments that primarily update vocational education references to career and technical education. Other amendments correct references to other WACs, correct grammar and clarify language.

     BACKGROUND: The proposed amendments are editorial and clarifying amendments. The primary purpose is to change all references to vocational education to career and technical education. Other amendments include correcting references to other WACs, correcting grammar and clarifying language.

     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: None.

     Citation of Existing Rules Affected by this Order: Amending various sections of chapter 180-77 WAC, Standards for vocational certification; chapter 180-77A WAC, Approval standards for vocational-technical teacher preparation programs based on business and industry work experience; chapter 180-78A WAC, Approval standards for performance-based preparation programs for teachers and administrators, and educational staff associates; chapter 180-79A WAC, Standards for teacher, administrator, and educational staff associate certification; and chapter 180-82 WAC, Certificate endorsements and assignment of certificated personnel.

     Statutory Authority for Adoption: RCW 28A.410.010 and 28A.305.130 (1) through (4).

      Adopted under notice filed as WSR 01-24-007 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     Number of Sections Adopted in Order to Comply with Federal Statute: New 0, Amended 0, Repealed 0; Federal Rules or Standards: New 0, Amended 0, Repealed 0; or Recently Enacted State Statutes: New 0, Amended 0, Repealed 0.

     Number of Sections Adopted at Request of a Nongovernmental Entity: New 0, Amended 0, Repealed 0.

     Number of Sections Adopted on the Agency's Own Initiative: New 0, Amended 39, Repealed 0.

     Number of Sections Adopted in Order to Clarify, Streamline, or Reform Agency Procedures: New 0, Amended 0, Repealed 0.

     Number of Sections Adopted Using Negotiated Rule Making: New 0, Amended 0, Repealed 0;      Pilot Rule Making: New 0, Amended 0, Repealed 0; or Other Alternative Rule Making: New 0, Amended 39, Repealed 0.
     Effective Date of Rule: Thirty-one days after filing.

January 23, 2002

Larry Davis

Executive Director

OTS-5282.2

[Statutory Authority: RCW 28A.410.010. 95-12-056, § 180-77-002, filed 6/2/95, effective 7/3/95.]

     (1) "Approved program for training ((vocational)) career and technical education teachers and ((vocational)) career and technical education counselors" shall be defined as any program approved by the state board of education which complies with chapter 180-77A WAC.

     (2) "((Vocational)) Career and technical education educator training" shall mean those ((vocational)) career and technical education programs, courses, seminars and workshops offered for the purpose of ((vocational)) career and technical education certification in compliance with chapter 180-85 WAC.

     (3) "General safety" shall mean course work approved by the state board of education and/or its designee that is designed to provide skill and knowledge common to all ((vocational)) career and technical education instructors in safety.

     (4) "Specific safety requirements" shall mean completion of course work approved by the state board of education and/or its designee which is designed to provide the ((vocational)) career and technical education instructor with the specific skill and knowledge of safety for the occupation he or she is to teach.

     (5) "Learning period" shall mean the amount of time required prior to becoming gainfully employed at the journeyman or equivalent level in the occupation being taught. In any case, this shall be no less than one year.

     (6) "Management experience" shall mean work as a supervisor, foreman or manager in the occupational area in which the person will instruct.

     (7) "Occupational experience" shall mean paid or unpaid work experience in the career field to be taught.

     (8) "One year of occupational experience" shall equal two thousand hours of employment.

     (9) "Professional education" shall mean those programs, courses, seminars and workshops that are designed to improve teaching ability.

     (10) "Professional experience" shall mean employment in ((vocational)) career and technical education in the discipline and/or specialty for which the application has been submitted.

     (11) "Quarter hours or the equivalent" shall mean one quarter credit, two-thirds semester credit, ten clock hours or one hundred hours of occupational experience.

     (12) "Technical education/upgrading" shall mean those ((vocational)) career and technical education programs, courses, seminars and workshops which are designed to improve the skills and/or knowledge in the discipline in which the application is being made.

[Statutory Authority: RCW 28A.410.010. 98-01-026, § 180-77-003, filed 12/8/97, effective 1/8/98; 97-04-085, § 180-77-003, filed 2/5/97, effective 3/8/97; 95-12-056, § 180-77-003, filed 6/2/95, effective 7/3/95. Statutory Authority: RCW 28A.70.005. 78-10-003 (Order 11-78), § 180-77-003, filed 9/7/78.]

     (1) Teacher. The teacher certificate authorizes service as a teacher in the school district(s) or skills center(s) and shall be issued in one of the following categories and/or in a specific subcategory of the major category as approved by the state board of education and/or its designee:

     (a) Agriculture education;

     (b) Business education;

     (c) Marketing education;

     (d) Family and consumer sciences education;

     (e) Technology education;

     (f) Trade and industrial;

     (g) Health occupations;

     (h) Diversified occupations;

     (i) Coordinator for work-based learning; or

     (j) New and emerging fields;

     (2) Director. The director certificate authorizes service as a ((vocational)) career and technical education director, as an assistant director, or as a ((vocational)) career and technical education supervisor in the school district(s) or skills center(s);

     (3) Counselor. The ((vocational)) career and technical education counselor certificate authorizes service in the role of ((vocational)) career and technical education guidance and counseling;

     (4) Occupational information specialist. The occupational information specialist certificate authorizes service in the role as an occupational information specialist.

[Statutory Authority: RCW 28A.410.010. 95-12-056, § 180-77-005, filed 6/2/95, effective 7/3/95. Statutory Authority: RCW 28A.70.005. 78-10-003 (Order 11-78), § 180-77-005, filed 9/7/78.]

     (1) Initial. The initial certificate allows the holder to assume independent responsibility for working with students in ((vocational)) career and technical education programs;

     (2) Initial renewal. The initial renewal certificate allows the holder to assume independent responsibility for working with students in ((vocational)) career and technical education programs;

     (3) Continuing. The continuing certificate allows the holder to assume independent responsibility for working with students in ((vocational)) career and technical education programs;

     (4) Continuing renewal. The continuing renewal certificate allows the holder to assume independent responsibility for working with students in ((vocational)) career and technical education programs.

[Statutory Authority: RCW 28A.410.010. 95-12-056, § 180-77-012, filed 6/2/95, effective 7/3/95.]

     The candidate for a probationary certificate must have substantially completed requirements for the initial ((vocational)) career and technical education certificate as set forth in WAC 180-77-031 or 180-77-041.

     (a) Such a certificate may be issued upon recommendation by the employing school district.

     (b) The candidate shall have developed a professional growth plan in cooperation with the ((vocational)) career and technical education administrator. The plan must be approved by the local school district ((vocational)) career and technical education program advisory committee, to which the candidate is assigned. The plan shall provide for orientation, prior to the commencement of the teaching assignment, in the following:

     (i) Issues related to legal liability;

     (ii) The responsibilities of professional ((vocational)) career and technical education educators; and

     (iii) The lines of authority in the employing school district and/or building.

     Within the first sixty working days, the plan shall establish procedures for the ((vocational)) career and technical education instructor to develop competencies in the following:

     (iv) ((Vocational)) Career and technical education methods; and

     (v) General and specific safety.

     If the candidate does not have access to the required course work within the first ninety working days, the local school district ((vocational)) career and technical education advisory committee responsible may authorize the completion of the course work at a later date. The required course work shall be completed prior to the second year of employment.

     (vi) The plan shall develop procedures and timelines for the ((vocational)) career and technical education instructor to meet the requirements for the initial ((vocational)) career and technical education certificate.

     (vii) Provided, That candidates for probationary certificates as a coordinator of work-based learning shall have completed a course in coordination techniques and either:

     (A) Possess a valid initial or continuing ((vocational)) career and technical education teacher certificate; or

     (B) Have completed five hundred hours of occupational experience within the past six years.

     (2) Conditional ((vocational)) career and technical education certificate. Notwithstanding other requirements prescribed in this chapter for eligibility for ((vocational)) career and technical education certification in the state of Washington, the one-year conditional ((vocational)) career and technical education certificate may be issued under specific circumstances set forth below for limited service:

     (a) The issuance of the conditional ((vocational)) career and technical education certificate may be issued only under unique and special circumstances where no regularly certificated ((vocational)) career and technical education instructor is available and is limited to:

     (i) Persons highly qualified and experienced in the knowledge and occupational skills of the ((vocational)) career and technical education program to be certified; or

     (ii) Persons who meet the occupational experience requirements for ((vocational)) career and technical education certification; or

     (iii) Persons who will be employed in new and emerging occupations as identified by the state board of education and/or its designee.

     (b) The certificate is issued to individuals who are screened by the local ((vocational)) career and technical education administrator and school district superintendent or designee. The local ((vocational)) career and technical education administrator or superintendent will verify that the following criteria have been met when requesting the conditional ((vocational)) career and technical education certificate:

     (i) No person with ((vocational)) career and technical education certification in the field is available as verified by the local ((vocational)) career and technical education administrator or superintendent;

     (ii) The individual is being certified for a limited assignment and responsibility in a specified ((vocational)) career and technical education program area;

     (iii) Personnel so certificated will be oriented and prepared for the specific assignment and will be apprised of any legal liability, the lines of authority and the duration of the assignment;

     (iv) The ((vocational)) career and technical education administrator and local program advisory committee will indicate the basis on which he/she has determined that the individual is competent for the assignment;

     (v) A written work and/or educational experience training plan as specified in WAC 180-77-014 (1)(b) is on file with the employing district.

     (c) The certificate is valid for one year and only for the teaching area specified on the certificate. The certificate may be reissued on application and evidence that requirements continue to be met.

     (3) Substitute ((vocational)) career and technical education certificates. Substitute ((vocational)) career and technical education certificates may be issued to candidates who meet the requirements in WAC 180-79A-231 (2) or (4).

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77-014, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010. 98-01-026, § 180-77-014, filed 12/8/97, effective 1/8/98; 95-12-056, § 180-77-014, filed 6/2/95, effective 7/3/95.]

[Statutory Authority: RCW 28A.410.010. 95-12-056, § 180-77-020, filed 6/2/95, effective 7/3/95. Statutory Authority: RCW 28A.70.005. 78-10-003 (Order 11-78), § 180-77-020, filed 9/7/78.]

[Statutory Authority: RCW 28A.410.010. 98-01-026, § 180-77-025, filed 12/8/97, effective 1/8/98. Statutory Authority: RCW 28A.70.005. 78-10-003 (Order 11-78), § 180-77-025, filed 9/7/78.]

     (1) Initial.

     (a) Candidates for the initial certificate shall hold a baccalaureate degree from a regionally accredited college or university which includes a minimum of forty-five quarter hours of study in the specific ((vocational)) career and technical education subject area for which certification is sought.

     (b) Candidates for the initial certificate shall demonstrate competency in one or more of the specific endorsement areas of WAC 180-82-322.

     (c) Candidates for the initial certificate shall complete a state approved ((vocational)) career and technical education teacher training program through a regionally accredited college or university which shall include completion of student teaching in the relevant ((vocational)) career and technical education subject area.

     (d) Candidates for the initial certificate shall provide documentation of one year of paid occupational experience (two thousand hours) in the specific ((vocational)) career and technical education field for which certification is sought. If all or part of the two thousand hours is more than six years old, candidates must complete an additional three hundred hours of recent (occurring in the last two years) occupational experience.

     (e) In addition, candidates for initial certification in diversified occupations or coordinator of work based learning shall demonstrate competency in knowledge and skills described in WAC 180-77A-180.

     (2) Initial renewal. Candidates for renewal of the initial certificate must complete three quarter hours of credit or thirty clock hours of ((vocational)) career and technical education educator training in the subject area certified to teach since the initial certificate was issued or renewed.

     (3) Continuing.

     (a) Candidates for the continuing certificate shall have in addition to the requirements for the initial certificate at least nine quarter hours or ninety clock hours of ((vocational)) career and technical education educator training in the ((vocational)) career and technical education subject area to be certified completed subsequent to the conferral of the baccalaureate degree.

     (b) Candidates for the continuing certificate shall provide as a condition for the issuance of a continuing certificate documentation of two years of teaching/coordination in the ((vocational)) career and technical education subject area certified to teach with an authorized employer -- i.e., school district(s) or skills center(s).

     (4) Continuing certificate renewal.

     (a) Candidates for renewal of the continuing certificate shall complete since the previous continuing certificate was issued one of the following:

     (i) Six quarter hours or sixty clock hours of ((vocational)) career and technical education educator training;

     (ii) Three quarter hours or thirty clock hours of ((vocational)) career and technical education educator training and three quarter hours or thirty clock hours of technical education/upgrading;

     (iii) Three quarter hours or thirty clock hours of ((vocational)) career and technical education educator training and three hundred hours of occupational experience.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77-031, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010. 98-01-026, § 180-77-031, filed 12/8/97, effective 1/8/98; 97-04-085, § 180-77-031, filed 2/5/97, effective 3/8/97; 95-12-056, § 180-77-031, filed 6/2/95, effective 7/3/95.]

     (1) Initial.

     (a) Candidates for the initial certificate shall provide documentation of three years (six thousand hours) of paid occupational experience in the specific ((vocational)) career and technical education subcategory for which certification is sought. One year (two thousand hours) must be within the past six years. If all or part of the two thousand hours is more than six years old, candidates must complete an additional three hundred hours of recent (occurring in the last two years) occupational experience.

     (b) Candidates for the initial certificate shall demonstrate competence in the general standards for all ((vocational-)) career and technical education teacher certificate candidates pursuant to WAC 180-77A-165, which include but are not limited to knowledge and skills in the following areas:

     (i) General and specific safety;

     (ii) ((Vocational)) Career and technical education teaching methods;

     (iii) Occupational analysis;

     (iv) Course organization and curriculum design;

     (v) Philosophy of vocational education;

     (vi) Personal student development and leadership techniques.

     (c) Provided, until such time as two or more programs are approved by the SBE under WAC 180-77A-029, candidates shall complete a minimum of twenty-five quarter hours or two hundred fifty hours of ((vocational)) career and technical education educator training and/or technical education/upgrading of which a minimum of ten quarter hours or one hundred clock hours of competency-based course work must be in the above areas.

     (d) Candidates for the initial certificate shall also demonstrate knowledge and skills in the following areas:

     (i) School law;

     (ii) Issues related to abuse as specified in WAC ((180-78A-165 (1)(t))) 180-77A-165(7).

     (e) In addition, candidates for initial certification in diversified occupations or coordinator of work based learning shall demonstrate competency in knowledge and skills described in WAC 180-77A-180.

     (2) Initial renewal. Candidates for renewal of the initial certificate must complete three quarter hours of credit or thirty clock hours of ((vocational)) career and technical education educator training in the subject matter certified to teach since the initial certificate was issued or renewed.

     (3) Continuing.

     (a) Candidates for the continuing certificate shall have in addition to the requirements for the initial certificate at least nine quarter hours or ninety clock hours of ((vocational)) career and technical education educator training in the ((vocational)) career and technical education subject matter to be certified completed subsequent to the issuance of the initial certificate.

     (b) Candidates for the continuing certificate shall provide as a condition for the issuance of a continuing certificate documentation of two years of teaching/coordination in the ((vocational)) career and technical education subject matter certified to teach with an authorized employer -- i.e., school district(s) or skills center(s).

     (4) Continuing certificate renewal.

     (a) Candidates for renewal of the continuing certificate shall complete since the previous continuing certificate was issued one of the following:

     (i) Six quarter hours or sixty clock hours of ((vocational)) career and technical education educator training;

     (ii) Three quarter hours or thirty clock hours of ((vocational)) career and technical education educator training and three quarter hours or thirty clock hours of technical education/upgrading;

     (iii) Three quarter hours or thirty clock hours of ((vocational)) career and technical education educator training and three hundred hours of occupational experience.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77-041, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010. 98-01-026, § 180-77-041, filed 12/8/97, effective 1/8/98; 97-04-085, § 180-77-041, filed 2/5/97, effective 3/8/97; 95-12-056, § 180-77-041, filed 6/2/95, effective 7/3/95.]

     (1) Possess a valid initial or continuing ((vocational)) career and technical education teaching certificate; and

     (2) Have completed five hundred hours of occupational experience within the past six years; and

     (3) Have completed an approved course in coordination techniques.

[Statutory Authority: RCW 28A.410.010. 95-12-056, § 180-77-068, filed 6/2/95, effective 7/3/95.]

     (a) The director must have educational requirements which are satisfactory to the local board of education;

     (b) The director must have thirty quarter credits or the equivalent of ((vocational)) career and technical education educator training including a course in supervision and administration of ((vocational)) career and technical education, or equivalent experience;

     (c) The director must have had three years of experience as a certificated ((vocational)) career and technical education supervisor, ((vocational)) career and technical education instructor, ((vocational)) career and technical education counselor or occupational information specialist.

     (2) In order to renew the local director of ((vocational)) career and technical education certificate, six quarter credits or the equivalent of professional education or course work in ((vocational)) career and technical education supervisory or managerial subjects, or equivalent professional experience, is required.

[Statutory Authority: RCW 28A.410.010. 95-12-056, § 180-77-070, filed 6/2/95, effective 7/3/95. Statutory Authority: RCW 28A.70.005. 78-10-003 (Order 11-78), § 180-77-070, filed 9/7/78.]

     (1) Counselors are required to possess a valid educational staff associate -- counselor certificate as provided in WAC 180-79A-221(1), in counseling and/or graduated from an institution of higher education in a counselor education program which includes study in such subjects as economics, sociology, psychology, political science and sources of occupational information in order to obtain a one-year certificate. All vocational counselors must have completed courses in the following or equivalent experiences:

     (a) Techniques of counseling or counseling theory to include individual and/or group;

     (b) Tests and measurements and/or individual mental measurement and/or psychological evaluation;

     (c) Counseling practice;

     (d) Philosophy of vocational education;

     (e) Counselors must have had two years of varied work experience in the last ten years other than teaching or counseling experience;

     (f) Experience is suggested in dealing with employment and personnel problems and with placement and evaluation of workers in business, industry, agriculture, education and/or government service.

     (2) The requirements for a three-year certificate are as follows:

     (a) The counselor must have possessed a one-year certificate in the past two years;

     (b) Counselors must have had one year of ((vocational)) career and technical education counseling;

     (c) Counselors must have three quarter credits or the equivalent of approved professional education since the previous certificate.

     (3) The requirements for a five-year certificate are as follows:

     (a) Counselors must have had two years of ((vocational)) career and technical education counseling during the previous three-year certificate;

     (b) Counselors are required to have had six quarter credits or the equivalent of approved training in ((vocational)) career and technical education counseling and/or ((vocational)) career and technical education since the previous certificate.

     (4) To renew a counselor certificate the following is required:

     (a) The one-year certificate may be renewed two times;

     (b) The three-year certificate may be renewed one time provided:

     (i) The counselor has had one year of ((vocational)) career and technical education counseling during the life of the previous certificate; and

     (ii) The counselor has had three quarter credits or the equivalent training in ((vocational)) career and technical education counseling and/or ((vocational)) career and technical education since the previous certificate.

     (c) The five-year certificate may be renewed every five years provided:

     (i) The counselor has had two years of ((vocational)) career and technical education counseling during the previous five-year ((vocational)) career and technical education certificate; and

     (ii) The counselor has had six quarter credits or the equivalent of ((vocational)) career and technical education training and/or equivalent experience.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77-075, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010. 95-12-056, § 180-77-075, filed 6/2/95, effective 7/3/95. Statutory Authority: RCW 28A.70.005. 78-10-003 (Order 11-78), § 180-77-075, filed 9/7/78.]

     (1) Requirements for a one-year certificate for occupational information specialist are three years of full-time paid occupational experience of which two years shall have been in the last six years, dealing with employment or personnel problems and with placement and evaluation of workers; or two years of ((vocational)) career and technical education teaching experience in an approved ((vocational)) career and technical education program under the state plan for ((vocational)) career and technical education;

     (2) Requirements for a three-year certificate are as follows:

     (a) The occupational information specialist must possess a one-year certificate within the preceding two years and must have one hundred twenty hours of professional experience during the life of the previous certificate;

     (b) The occupational information specialist must have a total of nine quarter credits or the equivalent approved professional education;

     (c) The occupational information specialist is required to have three quarter credits or the equivalent approved professional education since the last certificate.

     (3) Requirements for a five-year certificate are as follows:

     (a) Possession of a three-year ((vocational)) career and technical education certificate within the preceding two years;

     (b) ((Vocational)) Career and technical education occupational information specialist experience of two years during the life of the previous certificate;

     (c) A total of eighteen quarter credits or the equivalent of professional education.

     (4) To renew an occupational information specialist certificate the following are required:

     (a) The one-year certificate may be renewed two times;

     (b) The three-year certificate may be renewed one time when the following are met:

     (i) Professional experience of one hundred twenty hours as an occupational information specialist during the life of the previous certificate; and

     (ii) Three quarter credits or the equivalent of professional education and/or equivalent experience since the previous certificate.

[Statutory Authority: RCW 28A.410.010. 95-12-056, § 180-77-080, filed 6/2/95, effective 7/3/95. Statutory Authority: RCW 28A.70.005. 78-10-003 (Order 11-78), § 180-77-080, filed 9/7/78.]

     (1) Documentation of completion of the issues of abuse requirement pursuant to RCW 28A.410.035; and

     (2) A background check as defined in WAC 180-79A-150(2) and RCW 28A.410.010; and

     (3) Evidence of good moral character as required in WAC 180-79A-155.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77-110, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010. 95-12-056, § 180-77-110, filed 6/2/95, effective 7/3/95. Statutory Authority: RCW 28A.410.050(2). 92-05-039, § 180-77-110, filed 2/12/92, effective 3/14/92.]

     (1) Initial certificate. The initial certificate shall be issued by the superintendent of public instruction to a candidate who has two thousand hours of paid occupational experience and who meets one of the following:

     (a) Qualifies under provisions of the interstate compact;

     (b) Holds the appropriate degree and, if applicable, credit hours and/or licensing as set forth in this chapter and has completed a state-approved preparation program at a regionally accredited college or university in the professional field for which the certificate is to be issued and such additional professional fields as required by WAC 180-79A-150(4).

     (2) Continuing certificate. The continuing certificate shall be issued on verification that the candidate has met all requirements for initial and continuing certification in the state of Washington.

[Statutory Authority: RCW 28A.410.010. 01-18-043, § 180-77-120, filed 8/29/01, effective 9/29/01; 98-01-026, § 180-77-120, filed 12/8/97, effective 1/8/98; 97-04-085, § 180-77-120, filed 2/5/97, effective 3/8/97; 95-12-056, § 180-77-120, filed 6/2/95, effective 7/3/95.]

[Statutory Authority: RCW 28A.410.010. 99-01-172, § 180-77-122, filed 12/23/98, effective 1/23/99; 95-12-056, § 180-77-122, filed 6/2/95, effective 7/3/95.]

OTS-5283.1

     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)) career and technical education teacher certification based on business and industry work experience. 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.

     Finally, this chapter identifies the general standards which must be demonstrated by all successful applicants for ((vocational-technical)) career and technical education teacher certification based on business and industry work experience and the specific standards which will be demonstrated by those applying for certification in specialty areas.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-004, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-004, filed 2/5/97, effective 3/8/97.]

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-006, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-006, filed 2/5/97, effective 3/8/97.]

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-025, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-025, filed 2/5/97, effective 3/8/97.]

     (1) Advise the state board of education of the desire to establish the ((vocational-technical)) career and technical education teacher preparation program, identifying the agencies involved and the administrator of the program.

     (2) Establish and maintain a representative program advisory committee including ((vocational)) career and technical education teachers from the discipline, at least one first-year teacher (if applicable) who has completed the respective program, ((vocational)) career and technical education administrators, and industry and/or community representatives.

     The purpose of the program advisory committee is to advise, validate, and review the integrity of the respective ((vocational-technical)) career and technical education teacher education program.

     (3) Describe the planned process that the approved ((vocational-technical)) career and technical education teacher preparation program will use to assess, in multiple ways, over time, its ((vocational-technical)) career and technical education teacher candidates knowledge and skills as required by WAC 180-77A-165, including, where appropriate, evidence related to positive impact on student learning.

     (4) 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.

     (5) Present the plan to the state board of education.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-029, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-12-014, § 180-77A-029, filed 5/21/99, effective 6/21/99. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-029, filed 2/5/97, effective 3/8/97.]

     (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 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 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 program shall be placed on probationary status and the probationary status provision of WAC 180-77A-033 shall apply.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-030, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-030, filed 2/5/97, effective 3/8/97.]

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-033, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-033, filed 2/5/97, effective 3/8/97.]

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-037, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-037, filed 2/5/97, effective 3/8/97.]

     (1) Submit to the state board of education 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.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-040, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-040, filed 2/5/97, effective 3/8/97.]

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-057, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-057, filed 2/5/97, effective 3/8/97.]

     (1) State learning goals -- The teacher is able to apply and integrate the state's learning goals and essential academic learning requirements in program implementation and assessment.

     (2) Learning environments -- The teacher is able to create and sustain safe learning environments which prepare diverse students for the workplace, advanced training, and continued education.

     (3) Student characteristics and related instructional strategies -- The teacher is able to identify the diverse needs of students and implement programs and strategies which promote student competency development and success.

     (4) Personal and professional attributes -- The teacher models personal and professional attributes and leadership skills which reflect productive life and work roles.

     (5) Partnerships -- The teacher implements and maintains collaborative partnerships with students, colleagues, community, business, industry, and families, which maximize resources and promote student self-sufficiency.

     (6) Law -- The teacher understands school law and educational policy.

     (7) Issues of abuse -- The teacher understands issues related to abuse including the identification of physical, emotional, sexual, and substance abuse, information on the impact of abuse on the behavior and learning abilities of students, discussion of the responsibilities of a teacher to report abuse or provide assistance to students who are the victims of abuse, and methods for teaching students about abuse of all types and their prevention.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-165, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-165, filed 2/5/97, effective 3/8/97.]

     (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)) career and technical education 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.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-180, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-180, filed 2/5/97, effective 3/8/97.]

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-77A-195, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-087, § 180-77A-195, filed 2/5/97, effective 3/8/97.]

OTS-5288.1

AMENDATORY SECTION(Amending WSR 01-03-151, filed 1/24/01, effective 2/24/01)

WAC 180-78A-209   Professional education advisory boards -- Membership.   The professional education advisory boards shall at a minimum consist of the following:

     (1) TEACHER.

     (a) One-half or more of the voting members shall be classroom teachers. All, but one, will be appointed by the president of the Washington Education Association. One of these teachers shall be employed in a private school and appointed by the Washington Federation of Independent Schools.

     (b) At least one principal appointed by the president of the Association of Washington School Principals.

     (c) At least one school administrator appointed by the Washington Association of School Administrators.

     (d) At least one college or university representative who may serve in a voting or nonvoting role.

     (e) At colleges or universities where ((vocational)) career and technical education programs are offered, one ((vocational)) career and technical education director or ((vocational)) career and technical education teacher, with expertise in one of the approved ((vocational)) career and technical education programs at the college or university, appointed by the Washington Association of Vocational Administrators in cooperation with the college or university.

     (2) ADMINISTRATOR.

     (a) One-half or more of the voting members shall be administrators. One-half of these administrators (at least one-fourth of the total voting membership) shall be appointed by the president of the Washington Association of School Administrators. All but one of the remaining administrators shall be appointed by the president of the Association of Washington School Principals. The remaining administrator shall be employed in an approved private school and appointed by the Washington Federation of Independent Schools.

     (b) At least one or more classroom teachers appointed by the president of the Washington Education Association.

     (c) At least one college or university representative who may serve in a voting or nonvoting role.

     (3) SCHOOL COUNSELOR.

     (a) At least one-half of the voting members shall be school counselors appointed by the president of the Washington School Counselors Association.

     (b) At least one teacher appointed by the president of the Washington Education Association.

     (c) At least one principal appointed by the Association of Washington School Principals.

     (d) At least one administrator appointed by the Washington Association of School Administrators.

     (e) At least one college or university representative who may serve in a voting or nonvoting role.

     (4) SCHOOL PSYCHOLOGIST.

     (a) At least one-half of the voting members shall be school psychologists appointed by the president of the Washington State Association of School Psychologists.

     (b) At least one teacher appointed by the president of the Washington Education Association.

     (c) At least one principal appointed by the Association of Washington School Principals.

     (d) At least one administrator appointed by the Washington Association of School Administrators.

     (e) At least one college or university representative who may serve in a voting or nonvoting role.

     (5) SCHOOL SOCIAL WORKER.

     (a) At least one-half of the voting members shall be school social workers appointed by the president of the Washington Association of School Social Workers.

     (b) At least one teacher appointed by the president of the Washington Education Association.

     (c) At least one principal appointed by the Association of Washington School Principals.

     (d) At least one administrator appointed by the Washington Association of School Administrators.

     (e) At least one college or university representative who may serve in a voting or nonvoting role.

[Statutory Authority: RCW 28A.305.130 (1) and (2). 01-03-151, § 180-78A-209, filed 1/24/01, effective 2/24/01; 00-09-046, § 180-78A-209, filed 4/14/00, effective 5/15/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-78A-209, filed 12/23/98, effective 1/23/99.]

     (1) TEACHER. Teacher candidates will complete a well-planned sequence of courses and/or experiences in which they acquire and apply knowledge about:

     Foundational knowledge

     (a) The state learning goals and essential academic learning requirements.

     (b) The subject matter content for the area(s) they teach, including relevant methods course work and the knowledge and skills for each endorsement area for which the candidate is applying (chapter 180-82 WAC).

     (c) The social, historical, and philosophical foundations of education, including an understanding of the moral, social, and political dimensions of classrooms, teaching, and schools.

     (d) The impact of technological and societal changes on schools.

     (e) Theories of human development and learning.

     (f) Inquiry and research.

     (g) School law and educational policy.

     (h) Professional ethics.

     (i) The responsibilities, structure, and activities of the profession.

     (j) Issues related to abuse including the identification of physical, emotional, sexual, and substance abuse, information on the impact of abuse on the behavior and learning abilities of students, discussion of the responsibilities of a teacher to report abuse or provide assistance to students who are the victims of abuse, and methods for teaching students about abuse of all types and their prevention.

     (k) The standards, criteria and other requirements for obtaining the professional certificate.

     Effective teaching

     (l) Research and experience-based principles of effective practice for encouraging the intellectual, social, and personal development of students.

     (m) Different student approaches to learning for creating instructional opportunities adapted to learners from diverse cultural or linguistic backgrounds.

     (n) Areas of exceptionality and learning -- including, but not limited to, learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.

     (o) Effective instructional strategies for students at all levels of academic abilities and talents.

     (p) Instructional strategies for developing reading, writing, critical thinking, and problem solving skills.

     (q) The prevention and diagnosis of reading difficulties and research-based intervention strategies.

     (r) Classroom management and discipline, including:

     (i) Individual and group motivation for encouraging positive social interaction, active engagement in learning, and self-motivation.

     (ii) Effective verbal, nonverbal, and media communication for fostering active inquiry, collaboration, and supportive interactions in the classroom.

     (s) Planning and management of instruction based on knowledge of the content area, the community, and curriculum goals.

     (t) Formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social, and physical development of the learner.

     (u) Collaboration with school colleagues, parents, and agencies in the larger community for supporting students' learning and well-being.

     (v) Effective interactions with parents to support students' learning and well-being.

     Professional development

     (w) The opportunity for candidates to reflect on their teaching and its effects on student growth and learning.

     (x) Educational technology including the use of computer and other technologies in instruction, assessment and professional productivity.

     (y) Strategies for effective participation in group decision making.

     (2) PRINCIPAL AND PROGRAM ADMINISTRATOR. Effective August 31, 1997, principal and program administrator candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in an approved preparation program which shall include:

     (a) Specific performance domains. An approved preparation program shall require the candidate to demonstrate in course work and the internship the following:

     (i) Leadership: Formulating goals with individuals or groups; initiating and maintaining direction with groups and guiding them to the accomplishment of tasks; setting priorities for one's school in the context of community and district priorities and student and staff needs; integrating own and others' ideas for task accomplishment; initiating and planning organizational change.

     (ii) Information collection: Gathering data, facts, and impressions from a variety of sources about students, parents, staff members, administrators, and community members; seeking knowledge about policies, rules, laws, precedents, or practices; managing the data flow; classifying and organizing information for use in decision making and monitoring.

     (iii) Problem analysis: Identifying the important elements of a problem situation by analyzing relevant information; framing problems; identifying possible causes; identifying additional needed information; framing and reframing possible solutions; exhibiting conceptual flexibility; assisting others to form reasoned opinions about problems and issues.

     (iv) Judgment: Reaching logical conclusions and making high quality, timely decisions given the best available information.

     (v) Organizational oversight: Planning and scheduling one's own and others' work so that resources are used appropriately, and short-term and long-term priorities and goals are met; monitoring projects to meet deadlines.

     (vi) Implementation: Making things happen; putting programs and plans into action; applying management technologies; applying methods of organizational change including collaborative processes; facilitating tasks; establishing progress checkpoints; considering alternative approaches; providing "mid-course" corrections when actual outcomes start to diverge from intended outcomes; adapting to new conditions.

     (vii) Delegation: Assigning projects or tasks together with clear authority to accomplish them and responsibility for their timely and acceptable completion.

     (viii) Instructional program: Envisioning and enabling instructional and auxiliary programs for the improvement of teaching and learning; recognizing the developmental needs of students; insuring appropriate instructional methods; designing positive learning experiences; accommodating differences in cognition and achievement; mobilizing the participation of appropriate people or groups to develop these programs and to establish a positive learning environment.

     (ix) Curriculum design: Interpreting school district curricula; planning and implementing with staff a framework for instruction that shall include the implementation of the state learning goals and essential academic learning requirements; initiating needs analyses and monitoring social and technological developments as they affect curriculum; responding to international content levels; adjusting content as needs and conditions change.

     (x) Student guidance and development: Providing for student guidance, counseling, and auxiliary services; utilizing community organizations; responding to family needs; enlisting the participation of appropriate people and groups to design and conduct these programs and to connect schooling with plans for adult life; planning for a comprehensive program of student activities.

     (xi) Staff development: Identifying with participants the professional needs of individuals and groups; planning and organizing programs to improve staff effectiveness; supervising individuals and groups; engaging staff and others to plan and participate in recruitment and development; initiating self-development.

     (xii) Measurement and evaluation: Determining what diagnostic information is needed about students, staff, and the school environment; examining the extent to which outcomes meet or exceed previously defined standards, goals, or priorities for individuals or groups; drawing inferences for program revisions; interpreting measurements or evaluations for others; relating programs to desired outcomes; developing equivalent measures of competence.

     (xiii) Resource allocation: Planning and developing the budget with appropriate staff; seeking, allocating, and adjusting fiscal, human, and material resources; utilizing the physical plant; monitoring resource use and reporting results.

     (xiv) Motivating others: Building commitment to a course of action; creating and channeling the energy of self and others; planning and encouraging participation; supporting innovation; recognizing and rewarding effective performance; providing coaching, guidance, or correction for performance that needs improvement; serving as a role model.

     (xv) Sensitivity: Perceiving the needs and concerns of others; dealing with others tactfully; working with others in emotionally stressful situations or in conflict; managing conflict; obtaining feedback; recognizing multicultural sensibilities.

     (xvi) Oral expression: Making oral presentations that are clear and easy to understand; clarifying and restating questions; responding, reviewing, and summarizing for groups; utilizing appropriate communicative aids; adapting for audiences.

     (xvii) Written expression: Expressing ideas clearly in writing; writing appropriately for different audiences such as students, teachers, and parents; preparing brief memoranda.

     (xviii) Philosophical and cultural values: Acting with a reasoned understanding of the role of education in a democratic society and in accord with accepted ethical standards; recognizing philosophical and historical influences in education; reflecting an understanding of American culture, including current social and economic issues related to education; recognizing global influences on students and society.

     (xix) Legal and regulatory applications: Acting in accordance with relevant federal and Washington state laws, rules, and policies; recognizing governmental influences on education; working within local rules, procedures, and directives; administering contracts.

     (xx) Policy and political influences: Identifying relationships between public policy and education; recognizing policy issues; examining and affecting policies individually and through professional and public groups; relating policy initiatives to the welfare of students; addressing ethical issues.

     (xxi) Public and media relationships: Developing common perceptions about school issues; interacting with parental and community opinion leaders; understanding and responding skillfully to the electronic and printed news media; initiating and reporting news through appropriate channels; enlisting public participation; recognizing and providing for market segments.

     (b) Performance assessment. An approved preparation program for principals shall require that prior to the internship each candidate shall engage in a performance assessment through a process determined by each preparation program. The results of this assessment shall be utilized by the college/university supervisor, the cooperating principal, and the principal candidate to cooperatively design the internship plan.

     (3) SUPERINTENDENT. Superintendent candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in an approved preparation program for superintendents which shall include specific performance domains for superintendents. An approved preparation program for superintendents shall require the candidate to demonstrate in course work and the internship the following:

     (a) Strategic leadership: The knowledge, skills and attributes to identify contexts, develop with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals, and act ethically for educational communities. This includes:

     (i) Professional and ethical leadership.

     (ii) Information management and evaluation.

     (b) Instructional leadership: The knowledge, skills and attributes to design with others appropriate curricula and instructional programs which implement the state learning goals and essential academic learning requirements, to develop learner centered school cultures, to assess outcomes, to provide student personnel services, and to plan with faculty professional development activities aimed at improving instruction. This includes:

     (i) Curriculum, instruction, supervision, and learning environment.

     (ii) Professional development and human resources.

     (iii) Student personnel services.

     (c) Organizational leadership: The knowledge, skills and attributes to understand and improve the organization, implement operational plans, manage financial resources, and apply decentralized management processes and procedures. This includes:

     (i) Organizational management.

     (ii) Interpersonal relationships.

     (iii) Financial management and resource allocation.

     (iv) Technology and information system.

     (d) Political and community leadership: The knowledge, skills and attributes to act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to be conscious of ethical implications of policy initiatives and political actions, to relate public policy initiatives to student welfare, to understand schools as political systems, to involve citizens and service agencies, and to develop effective staff communications and public relations programs. This includes:

     (i) Community and media relations.

     (ii) Federal and Washington state educational law, public policy and political systems.

     (4) SCHOOL COUNSELOR. School counselor candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in which they acquire and apply knowledge about:

     (a) Human growth and development (studies that provide an understanding of the nature and needs of individuals at all developmental levels).

     (b) Social and cultural foundations (studies that provide an understanding of issues and trends in a multicultural and diverse society).

     (c) Helping relationships (studies that provide an understanding of counseling and consultation processes).

     (d) Group work (studies that provide an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches).

     (e) Career and lifestyle development (studies that provide an understanding of career development and related life factors).

     (f) Appraisal (studies that provide an understanding of individual and group approaches to assessment and evaluation), including assessment of the state learning goals and essential academic learning requirements.

     (g) Research and program evaluation (studies that provide an understanding of types of research methods, basic statistics, and ethical and legal considerations in research).

     (h) Professional orientation (studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing).

     (i) Foundations of school counseling including:

     (i) History, philosophy, and trends in school counseling;

     (ii) Role and function of the school counselor in conjunction with the roles of the professional and support personnel in the school;

     (iii) Knowledge of the school setting and curriculum including the state learning goals and essential academic learning requirements;

     (iv) Ethical standards and guidelines of the American School Counselor Association (ASCA);

     (v) State and federal policies, laws, and legislation relevant to school counseling; and

     (vi) Implications of sociocultural, demographic, and lifestyle diversity relevant to school counseling.

     (j) Studies that provide an understanding of the coordination of counseling program components as they relate to the total school community including:

     (i) Referral of children and adolescents for specialized help;

     (ii) Coordination efforts with resource persons, specialists, businesses, and agencies outside the school to promote program objectives;

     (iii) Methods of integration of guidance curriculum in the total school curriculum;

     (iv) Promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate; and

     (v) Methods of planning and presenting guidance-related educational programs for school personnel and parents.

     (k) Theory, knowledge and skills for the practice of school counseling including:

     (i) Program development, implementation and evaluation. Studies in this area include:

     (A) Use of surveys, interviews, and needs assessments;

     (B) Design, implementation and evaluation of a comprehensive, developmental school program;

     (C) Implementation and evaluation of specific strategies designed to meet program goals and objectives;

     (D) Preparation of a counseling schedule reflecting appropriate time commitments and priorities in a developmental school counseling program; and

     (E) Use of appropriate technology and information systems.

     (ii) Counseling and guidance. Studies in this area include:

     (A) Individual and group counseling and guidance approaches appropriate for the developmental stage and needs of children and adolescents;

     (B) Group guidance approaches that are systematically designed to assist children and adolescents with developmental tasks;

     (C) Approaches to peer helper programs;

     (D) Issues which may affect the development and function of children and adolescents (e.g., abuse, eating disorders, attention deficit hyperactivity disorder, exceptionality, substance abuse, violence, suicide, dropout);

     (E) Developmental approaches to assist students and parents at points of educational transition (e.g., postsecondary education, ((vocational)) career and technical education, and career options);

     (F) Crisis intervention and referral; and

     (G) System dynamics, including family, school, community, etc.

     (iii) Consultation. Studies in this area shall include:

     (A) Methods of enhancing teamwork within the school community; and

     (B) Methods of involving parents, teachers, administrators, support staff and community agency personnel.

     (5) SCHOOL PSYCHOLOGIST. School psychologist candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in which they acquire and apply knowledge about:

     (a) Knowledge of the field. The candidate has knowledge and skill in relevant fields of study, including:

     (i) Learning theory.

     (ii) Personality theory and development.

     (iii) Individual and group testing and assessment.

     (iv) Individual and group counseling and interviewing theory and techniques.

     (v) Basic statistics.

     (vi) Child development.

     (vii) Exceptional children.

     (viii) Social and cultural factors.

     (ix) Deviant personality.

     (x) Curriculum, including the state learning goals and essential academic learning requirements.

     (xi) Research design.

     (xii) Physiological and biological factors.

     (b) Assessment and diagnosis. The candidate has knowledge and skill necessary to select, administer, score, and interpret instruments and techniques in the following areas:

     (i) Intellectual and cognitive assessment.

     (ii) Individual and group academic skills: Standardized norm-referenced and criteria-referenced measurements and curriculum-based measurements.

     (iii) Personality assessment.

     (iv) Assessment of perceptual skills.

     (v) Assessment of adaptive behavior; assessment of language skills.

     (c) Behavioral observation and analysis. The candidate has knowledge and skill in behavior observation, including:

     (i) Data taking.

     (ii) Frequency measures.

     (iii) Qualitative and quantitative analysis of classroom behavior.

     (iv) Developmental and personality analysis, including perceptual, cognitive, social, and affective and language development in children.

     (d) Counseling and interviewing. The candidate has the knowledge and skill necessary to:

     (i) Provide individual and group counseling to students and parents.

     (ii) Conduct interviews essential to information collecting from parents, teachers, and other professionals.

     (e) Program development. The candidate has the knowledge and skill to make educational prescriptions, including specification of remedial environmental changes, both curricular and behavioral, for a particular student.

     (f) Consultation. The candidate has the knowledge and skill to:

     (i) Function on multidisciplinary teams in evaluating and placing students.

     (ii) Confer with and make recommendations to parents, specialists, teachers, referral personnel, and others relative to student's characteristics and needs in the educational and home environments.

     (g) Program evaluation and recordkeeping. The candidate has the knowledge and skill necessary to develop and implement program evaluation and maintain required records.

     (h) Professionalism. The candidate has knowledge of professional standards regarding ethical and legal practices relevant to the practice of school psychology. The candidate demonstrates knowledge and skill in written and oral reporting of assessment and remedial recommendations which will meet ethical and legal standards.

     (i) Research. The candidate has knowledge and skill to:

     (i) Evaluate and perform research.

     (ii) Apply school-oriented research.

     (iii) Construct criterion-referenced instruments with reference to such educational decisions as:

     (A) Retention in grade.

     (B) Acceleration and early entrance.

     (C) Early entrance.

     (6) SCHOOL SOCIAL WORKER. School social worker candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete a well-planned sequence of courses and/or experiences in which they acquire and apply knowledge about:

     (a) Knowledge for social work practice. The candidate has knowledge and skills in relevant fields of study including:

     (i) Values.

     (A) Knowledge of profession including values, skills, and ethics; and

     (B) National Association of Social Workers (NASW) Code of Ethics and school social work guidelines for practice.

     (ii) Human behavior and the social environment.

     (A) Community theory and community change (e.g., community organization and development, social planning, networking, and case management);

     (B) Systems and organizational theory (e.g., school as a bureaucracy);

     (C) Social disorganization (e.g., poverty, family and community violence, unemployment, addictions, multiple losses), and context of family in a changing society;

     (D) Family dynamics and theories of family therapy;

     (E) Human/child growth and development;

     (F) Diverse populations of: Race, culture, social class, life style, age, gender and the disabled;

     (G) Theories of personality; and

     (H) Use of computer technology for social work practice.

     (b) Service delivery and program development. The candidate will have knowledge and skills in the following activities:

     (i) Direct practice.

     (A) Referring, developing, and coordinating resources and services in the local education agency and community;

     (B) Knowledge and skills related to families;

     (C) Case management;

     (D) Working with vulnerable and "hard to reach" individuals and families, including those from diverse populations;

     (E) Crisis intervention, conflict resolution, stress management and decision-making skills;

     (F) Individual and group counseling to improve students' self-knowledge and interactional skills for personal empowerment;

     (G) Interviewing and counseling students in relation to social-personal problems adjudged to be impairing student's ability to learn;

     (H) Family interventions including parent education; referral to resources; family counseling;

     (I) Teaching children communication and interpersonal relationship skills through individual/group/classroom interventions;

     (J) Collaborating and consulting with parents and community to assure readiness to learn for all students;

     (K) Multidimensional assessment of student's social-emotional adjustment, adaptive behaviors, individual strengths, and environmental assets;

     (L) Intervention case planning processes; and

     (M) Career and academic guidance to students in their school to work transitions.

     (ii) Indirect practice.

     (A) Liaison and facilitator between and among home, school and community;

     (B) Collaborate and consult with other educational staff to assure student progress;

     (C) Use computer technology for practice and efficiency;

     (D) Develop strategies for increased parental and community involvement with the school;

     (E) Develop programs of remediation for students and their families;

     (F) Design, coordinate and facilitate programs such as suicide prevention, truancy and drop-out prevention, and prevention of teenage pregnancy;

     (G) Provide staff development programs;

     (H) Work collaboratively with educational staff to develop programs to address school-community identified needs; and

     (I) Function as change agents.

     (c) Research and evaluation. The candidate will have necessary skills and knowledge to:

     (i) Collect and interpret data in order to evaluate student, school, and community needs;

     (ii) Evaluate own practice;

     (iii) Become consumer of research findings;

     (iv) Understand use of program evaluation methods; and

     (v) Utilize computer technology for research and evaluation.

     (d) Context for educational system. The candidate will have necessary knowledge and skills to apply the following:

     (i) State learning goals and essential academic learning requirements;

     (ii) Theories of learning;

     (iii) School law and professional ethics;

     (iv) Computer technology in the workplace; and

     (v) Understanding of policies, laws, and procedures.

[Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-78A-270, 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-270, filed 12/23/98, effective 1/23/99.]

OTS-5290.1

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

WAC 180-79A-117   Uniform expiration date.   (1) All certificates issued for one or more stated years shall expire on June 30 of the stated year and shall be calculated as follows:

     (a) Certificates issued prior to June 30 of a calendar year, other than limited certificates issued pursuant to WAC ((180-79A-230)) 180-79A-231, shall have the expiration date of the certificate calculated on the basis such certificate was issued on June 30 of the same calendar year regardless of the date of issuance.

     (b) Certificates issued July 1 or later in the calendar year, other than limited certificates issued pursuant to WAC ((180-79A-230)) 180-79A-231, shall have the expiration date of the certificate calculated on the basis such certificate was issued on June 30 of the next calendar year regardless of the date of issuance.

     (c) All valid existing certificates scheduled to expire on August 31 of a given year shall be valid until June 30 of the following year.

     (2) An applicant who holds a valid certificate, who submits an application for further certification prior to the expiration date of that certificate, and who meets all the requirements of WAC 180-79A-128, shall be granted a one hundred eighty-day permit as provided in chapter 180-79A WAC.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-01-174, § 180-79A-117, filed 12/23/98, effective 1/23/99. Statutory Authority: RCW 28A.410.010. 98-05-024, § 180-79A-117, filed 2/6/98, effective 3/9/98; 97-04-088, § 180-79A-117, filed 2/5/97, effective 3/8/97.]

OTS-5291.2

AMENDATORY SECTION(Amending WSR 01-09-005, filed 4/5/01, effective 5/6/01)

WAC 180-79A-130   Fee for certification.   (1) In accordance with provisions of RCW 28A.410.060 and 28A.415.010, the fee for certificates which are valid for more than one year, issued by authority of the state of Washington and authorizing the holder to serve in the common schools of the state, shall be as follows:

     (a) The continuing certificate, seventy dollars;

     (b) The reinstatement, additional endorsement on the teaching certificate, duplicate certificates, substitute certificates, and certificates issued for the purpose of showing a name change, fifteen dollars; and

     (c) Any other certificate or credential or any renewal thereof, five dollars for each year of validity:

     (d) Provided, That the fee for all ((vocational)) career and technical education certificates shall be one dollar.

     (2) The fee for any other certificate/credential, or for any renewal thereof, issued by the authority of the state of Washington and authorizing the holder to serve in the common schools of the state, shall be five dollars.

     (3) Officials authorized to collect certification fees are educational service district superintendents, local school district superintendents, deans and directors of education at colleges and universities, or their designees. The fee must accompany the application for a certificate and shall be transmitted by the receiving district, college or university, or program unit designee at least quarterly to the educational service district within which the application is filed for disposition in accordance with provisions of RCW 28A.410.060. The fee shall not be refunded unless the application is withdrawn before it is finally considered (i.e., the issuance of a certificate or a written communication denying such issuance) by the superintendent of public instruction or his or her designee. Fees not refunded shall apply as credit toward certificate fees if such applicant reapplies within twenty-four months of the date of denial. Moneys accrued from certification fees within the boundaries of an educational service district shall be divided in the following manner:

     (a) Local school districts employing more than one hundred teachers and other professional staff and collecting certification fees may retain one dollar of each fee in order to hold a professional training institute. If such district does not hold an institute, all such moneys shall be placed to the credit of the educational service district.

     (b) No less than fifty percent of the funds accruing within the boundaries of an educational service district shall be used to support program activities related to statewide precertification professional preparation and evaluation.

     (c) The remaining funds shall be used to support professional in-service training programs and evaluations thereof.

[Statutory Authority: RCW 28A.410.010. 01-09-005, § 180-79A-130, filed 4/5/01, effective 5/6/01; 00-03-048, § 180-79A-130, filed 1/14/00, effective 2/14/00; 97-04-088, § 180-79A-130, filed 2/5/97, effective 3/8/97.]

     (1) Teacher. The teacher certificate, including teacher exchange permits as provided in WAC 180-79A-220, authorizes service as a classroom teacher.

     (2) Vocational. The ((vocational)) career and technical education certificate authorizes service in ((vocational)) career and technical education programs in accordance with the provisions of chapter 180-77 WAC.

     (3) Administrator.

     (a) The administrator certificate for principal authorizes services as a building administrator or vice-principal. The initial principal certificate shall indicate one of the following grade levels, preschool-9, 4-12, or preschool-12, based on recommendations from the college or university in which the candidate completed an approved preparation program.

     (b) The administrator certificates for superintendent or program administrator will be issued to persons who meet state board of education certification standards for service in the roles of superintendent or program administrator.

     (4) Educational staff associate. The educational staff associate certificate authorizes service in the roles of school speech pathologists or audiologists, school counselors, school nurses, school occupational therapists, school physical therapists, school psychologists, and school social workers: Provided, That nothing within chapter 180-79A WAC authorizes professional practice by an educational staff associate which is otherwise prohibited or restricted by any other law, including licensure statutes and rules and regulations promulgated by the appropriate licensure board or agency.

     (5) Limited certificates. The following limited certificates are issued to individuals under specific circumstances set forth in WAC 180-79A-231:

     (a) Conditional certificate.

     (b) Substitute certificate.

     (c) Emergency certificate.

     (d) Emergency substitute certificate.

     (e) Intern substitute teacher certificate.

[Statutory Authority: RCW 28A.410.010. 00-13-063, § 180-79A-140, filed 6/16/00, effective 7/17/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-79A-140, 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, § 180-79A-140, filed 12/23/98, effective 1/23/99. Statutory Authority: RCW 28A.410.010. 97-04-088, § 180-79A-140, filed 2/5/97, effective 3/8/97.]

     (1) Age. No person who is less than eighteen years of age shall receive a certificate to serve in the public or nonpublic schools of Washington state.

     (2) Character. Applicants for certificates in Washington state who are not holders of a valid Washington state teacher's, administrator's, educational staff associate's, or ((vocational)) career and technical education certificate must give evidence of good moral character and personal fitness as specified in WAC 180-79A-155 and must complete a record check through the Washington state patrol criminal identification system and through the Federal Bureau of Investigation at the applicant's expense as required by RCW 28A.410.010; such record check shall include a fingerprint check using a Washington state patrol approved fingerprint card: Provided, That the superintendent of public instruction may waive the record check for an applicant who has had a record check within the two years prior to application.

     (3) Degrees and course work. A candidate for certification shall hold appropriate degrees, licenses, and additional course work as prescribed in chapters 180-79A and 180-77 WAC or have qualified under WAC 180-79A-257.

     (4) Approved preparation program. Applicants for certification as teachers, administrators, school counselors, school psychologists and school social workers, except as otherwise provided in WAC 180-79A-257, and 180-79A-231, ((and 180-79A-241)) and in chapter 180-77 WAC, in order to be certified within the state of Washington shall have completed a state approved college/university preparation program in the professional field for which certification is to be issued. In addition, candidates for principal's certificates must hold a valid teacher's certificate, excluding certificates issued under WAC 180-79A-231 ((or 180-79A-241)), or comparable out-of-state certificates. Candidates for superintendent's certificates must hold a valid teacher, educational staff associate, ((or)) program administrator, or principal certificate; excluding certificates issued under WAC 180-79A-231 ((or 180-79A-241)), or comparable out-of-state certificates.

[Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-79A-150, 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, § 180-79A-150, filed 12/23/98, effective 1/23/99. Statutory Authority: RCW 28A.410.010. 98-01-030, § 180-79A-150, filed 12/8/97, effective 1/8/98; 97-04-088, § 180-79A-150, filed 2/5/97, effective 3/8/97.]

OTS-5289.1

AMENDATORY SECTION(Amending WSR 01-03-152, filed 1/24/01, effective 2/24/01)

WAC 180-79A-211   Academic and experience requirements for certification -- Administrators.   Candidates for the respective administrative certificate shall complete the following requirements in addition to those set forth in WAC 180-79A-150 and 180-79A-213.

     (1) Superintendent.

     (a) Initial.

     (i) The candidate shall hold an approved master's degree and have completed subsequent to the baccalaureate degree at least forty-five quarter credit hours (thirty semester credit hours) of graduate level course work in education.

     (ii) The candidate must meet requirements for a superintendent's certificate pursuant to WAC 180-79A-150(4).

     (b) Continuing.

     (i) The candidate shall hold an approved master's degree and have completed subsequent to the baccalaureate degree at least sixty quarter credit hours (forty semester credit hours) of graduate level course work in education or shall hold a doctorate in education.

     (ii) The candidate must meet requirements for a superintendent's certificate pursuant to WAC 180-79A-150(4).

     (iii) Candidates applying for continuing superintendent's certificate shall provide documentation of one hundred eighty days or full-time equivalent or more employment in the respective role with an authorized employer -- i.e., school district, educational service district, state agency, college or university, private school, or private school system -- and at least thirty days of such employment with the same employer.

     (2) Principal.

     (a) Initial.

     (i) The candidate shall hold an approved master's degree and have completed an approved program for the preparation of principals.

     (ii) Candidates applying for initial principal's certificates who were admitted to a principal preparation program prior to August 31, 1998, shall present documentation of one hundred eighty days or full-time equivalent or more teaching experience with an authorized employer -- i.e., school district, state agency, college or university, private school system -- and at least thirty days of such employment with the same employer. Candidates applying for the initial principal's certificate who were admitted to a principal preparation program on or after August 31, 1998, shall present documentation of five hundred forty days (three school years) of full-time or more P-12 teaching in a public or private school system. No more than sixty days substitute or equivalent teaching experience may be included for this requirement.

     (b) Continuing.

     (i) The candidate who applies prior to August 31, 1998, shall hold an approved master's degree and completed subsequent to the baccalaureate degree at least forty-five hours (thirty semester hours) of graduate level course work in education or shall hold a doctorate in education.

     (ii) The candidate who applies on or after August 31, 1998, shall hold an approved master's degree and shall have completed at least fifteen quarter (ten semester) credit hours of graduate course work offered by a college or university with a state approved principal program or one hundred fifty clock hours of study, which meet the state continuing education clock hour criteria pursuant to chapter 180-85 WAC, or a combination of credits and clock hours equivalent to the above. Such study shall:

     (A) Be based on the principal performance domains included in WAC 180-78A-270(2);

     (B) Be taken subsequent to the issuance of the initial principal's certificate; and

     (C) Be determined in consultation with and approved by the candidate's employer or the administrator of a state approved principal preparation program.

     (iii) Provided, That a candidate who held a valid initial principal's certificate on August 31, 1998, may meet the academic requirement for the continuing certificate described in WAC 180-79A-211 (2)(b)(((ii))) (i), if the candidate meets requirements for and applies for the continuing certificate by the expiration date on that initial certificate.

     (iv) The candidate must meet requirements for a principal's certificate pursuant to WAC 180-79A-150(4).

     (v) Candidates applying for continuing principal's certificate shall provide documentation of one hundred eighty days or full-time equivalent or more employment in the respective role with an authorized employer -- i.e., school district, educational service district, state agency, college or university, private school, or private school system -- and at least thirty days of such employment with the same employer. Candidates applying for the continuing principal's certificate on or after August 31, 1998, shall provide documentation of three contracted school years of full-time employment as a principal or assistant principal.

     (vi) Provided, That a candidate who held a valid initial principal's certificate on August 31, 1998, may meet the one hundred-eighty day experience requirement described in WAC 180-79A-211 (2)(b)(v), if that candidate meets requirements and applies for the continuing certificate by the expiration date on that initial certificate.

     (3) Program administrator.

     (a) Initial.

     The candidate shall hold an approved master's degree and have completed subsequent to the baccalaureate degree at least twenty-four quarter credit hours (sixteen semester credit hours) of graduate level course work in education.

     (b) Continuing.

     (i) The candidate shall hold an approved master's degree and have completed subsequent to the baccalaureate degree at least thirty quarter credit hours (twenty semester credit hours) of graduate level course work in education or shall hold a doctorate in education.

     (ii) Candidates applying for continuing program administrator's certificate shall provide documentation of one hundred eighty days or full-time equivalent or more employment in the respective role with an authorized employer -- i.e., school district, educational service district, state agency, college or university, private school, or private school system -- and at least thirty days of such employment with the same employer.

[Statutory Authority: RCW 28A.410.010. 01-03-152, § 180-79A-211, filed 1/24/01, effective 2/24/01. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-79A-211, 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, § 180-79A-211, filed 12/23/98, effective 1/23/99.]

OTS-5292.1

AMENDATORY SECTION(Amending WSR 99-04-008, filed 1/21/99, effective 2/21/99)

WAC 180-82-105   Assignment of classroom teachers within districts.   In addition to holding teaching permits or certificates as required by WAC 180-16-220(2), the assignment of classroom teachers in the basic program of education shall comply with the following:

     (1) Classroom teachers with standard or unendorsed continuing teacher certificates may be assigned to any grade or subject areas for which certification is required.

     (2) Classroom teachers with initial, residency, endorsed continuing, or professional teacher certificates may be assigned only to the specified grades and specified subject areas stated as endorsements upon their respective certificates or permits.

     (3) Classroom teachers with initial, residency, endorsed continuing, or professional teacher certificates who have an elementary education endorsement may be assigned to teach any subject in grades K-8.

     (4) Any certificated teacher who has completed twenty-four quarter hours (sixteen semester hours) of academic study in a content area that will be offered in grades four through nine may be assigned to that course even if the teacher does not hold an endorsement in that area.

     (5) Any certificated teacher may be assigned to a middle school or junior high school block program, which for the purpose of this section shall be defined as the same teacher assigned to teach two or more subject areas to the same group of students, if the teacher has an endorsement in one of the subject areas and has completed or will complete within one year nine quarter hours in each of the other subject areas.

     (6) Upon determination by school districts that teachers have the competencies to be effective teachers in alternative settings, individuals with initial, residency, endorsed continuing, or professional teacher certificates who have completed provisional status with a school district under RCW 28A.405.220 may be assigned to teach in alternative schools.

     (7) Any certificated teacher may be assigned to courses offered in basic education subject areas not included with the list of endorsements specified in WAC 180-79A-302.

     (8) Any certificated teacher may be assigned to serve as a substitute classroom teacher at any grade level or in any subject area for a period not to exceed thirty consecutive school days in any one assignment.

     (9) Any certificated person holding a limited certificate as specified in WAC 180-79A-230 or a ((vocational)) career and technical education certificate as specified in chapter 180-77 WAC may be assigned as per the provisions of such section or chapter.

     (10) If a teacher is assigned to provide special education, then the district must also comply with WAC 392-172-200 and 392-172-202.

     (11) For the purpose of this section, the term "specified subject areas" shall mean courses or classes with the same subject area title as specified by the classroom teachers endorsement and courses or classes which the board of directors of the district determines to substantially include the same subject area as the endorsement--e.g., a classroom teacher with a health endorsement may be assigned to any course, regardless of course title, which substantially includes health as the subject area.

     (12) Exceptions to the assignment requirements of subsection (1) of this section must comply with WAC 180-82-110.

     (13) School district compliance with this section shall be subject to the state staff review process specified in WAC 180-16-195(2).

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-04-008, § 180-82-105, filed 1/21/99, effective 2/21/99.]

OTS-5293.1

AMENDATORY SECTION(Amending WSR 01-13-108, filed 6/20/01, effective 7/21/01)

WAC 180-82-202   Certificate endorsements.   Teacher certificates shall be endorsed as follows, except as otherwise provided in WAC 180-79A-257 (1)(d):

     (1) All levels:

     (a) Bilingual education, (supporting).

     (b) Designated arts: Dance, (primary and supporting).

     (c) Designated arts: Drama, (primary and supporting).

     (d) Designated arts: Music: Choral, instrumental or general, (primary and supporting).

     (e) Designated arts: Visual arts, (primary and supporting).

     (f) Designated world languages, (primary and supporting).

     (g) English as a second language, (primary and supporting).

     (h) Health/fitness, (primary and supporting).

     (i) Library media, (primary and supporting).

     (j) Reading, (primary and supporting).

     (k) Special education, (primary).

     (2) Early childhood:

     (a) Early childhood education, (primary and supporting).

     (b) Early childhood special education, (primary).

     (3) Elementary education, (primary).

     (4) Middle level, (primary).

     (5) Secondary level:

     (a) Designated science: Biology, (primary and supporting).

     (b) Designated science: Chemistry, (primary and supporting).

     (c) Designated science: Earth science, (primary and supporting).

     (d) Designated science: Physics, (primary and supporting).

     (e) Designated ((vocational/technical)) career and technical education: Agriculture education, business education, family and consumer sciences education, marketing education, and technology education, (primary).

     (f) English, (primary and supporting).

     (g) English/language arts, (primary).

     (h) History, (primary and supporting).

     (i) Mathematics, (primary and supporting).

     (j) Science, (primary).

     (k) Social studies, (primary).

     (6) Traffic safety endorsements may be noted on certificates issued under chapter 180-79A WAC if the candidate meets the requirements of the regulations promulgated by the superintendent of public instruction pursuant to RCW 28A.220.020(3).

[Statutory Authority: RCW 28A.410.010. 01-13-108, § 180-82-202, filed 6/20/01, effective 7/21/01; 00-18-061, § 180-82-202, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). 99-23-023, § 180-82-202, 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). 99-04-008, § 180-82-202, filed 1/21/99, effective 2/21/99.]

     (1) General areas.

     (a) General and specific safety.

     (b) Occupational analysis.

     (c) Philosophy of vocational education.

     (d) Partnerships - The ((vocational-technical)) career and technical education teacher implements and maintains collaborative partnerships with students, colleagues, community, business, industry and families, which maximize resources and promote student self-sufficiency.

     (e) Personal and professional attributes - The ((vocational-technical)) career and technical education teacher models personal and professional attributes and leadership skills which reflect productive life and work roles.

     (2) Specific endorsement areas.

     (a) Agriculture education.

     (i) 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.

     (ii) 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.

     (iii) 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.

     (iv) The agriculture education teacher demonstrates personal and professional leadership skills as an integral part of agriculture programs and applies these competencies through the agriculture education student organization, FFA.

     (v) 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.

     (vi) 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.

     (vii) 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.

     (b) Business education.

     (i) 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.

     (ii) The business education teacher demonstrates the ability to apply the principles of business management and entrepreneurship, leadership, economics, international business, business law, and computation.

     (iii) 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.

     (c) Family and consumer sciences education.

     (i) 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.

     (ii) 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.

     (iii) The family and consumer sciences teacher creates environments and utilizes strategies which enhance student ability to value diverse populations and their contributions to society.

     (iv) The family and consumer sciences teacher demonstrates the ability to advocate for technological and societal change that benefits the family system.

     (v) 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)) career and technical education student organization for family and consumer sciences.

     (d) Marketing education.

     (i) The marketing education teacher models effective leadership traits and demonstrates the ability to facilitate, supervise, and evaluate DECA student leadership activities.

     (ii) 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.

     (iii) The marketing education teacher demonstrates a commitment to professional development.

     (iv) The marketing education teacher applies understanding of the foundations and functions of marketing, management, and entrepreneurial competencies.

     (v) The marketing education teacher is able to successfully implement and provide leadership for a school-based enterprise as an instructional strategy.

     (vi) The marketing education teacher demonstrates the ability to plan and implement a marketing education program following national and state curriculum guidelines.

     (e) Technology education.

     (i) 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.

     (ii) The technology education teacher demonstrates knowledge and understanding of the relationship of mathematics, science, computer science, and communications to the technological process.

     (iii) 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.

     (iv) The technology education teacher demonstrates ability to manage a traditional shop; as well as convert a traditional shop to an exemplary technology education laboratory.

     (v) 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.

     (vi) 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.

     (vii) 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.

     (viii) 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.

     (ix) The technology education teacher demonstrates knowledge and understanding of biological systems in areas such as botany, environmental biology, medical, and biotechnology and zoology.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010. 00-18-064, § 180-82-322, filed 9/1/00, effective 10/2/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-04-008, § 180-82-322, filed 1/21/99, effective 2/21/99.]

     (1) A primary area comprised of thirty quarter credit hours (twenty semester credit hours) in either:

     (a) Humanities, including a minimum of ten quarter credit hours (six semester credit hours) from language arts and ten quarter credit hours (six semester credit hours) from social studies with the remaining credit hours taken from language arts and/or social studies to total thirty quarter credit hours (twenty semester credit hours); or

     (b) Math-science, including a minimum of ten quarter credit hours (six semester credit hours) from math and ten quarter credit hours (six semester credit hours) from science with the remaining credit hours taken from math and/or science to total thirty quarter credit hours (twenty semester credit hours); and

     (2) A supporting area comprised of fifteen quarter credit hours (ten semester credit hours) from one of the following:

     (a) Humanities (available only to candidates whose primary area is math-science); or

     (b) Math-science (available only to candidates whose primary area is humanities); or

     (c) Designated arts; or

     (d) ((Vocational-technical)) Career and technical education; or

     (e) Designated world languages; or

     (f) Health/fitness.

[Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). 99-04-008, § 180-82-350, filed 1/21/99, effective 2/21/99.]

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