[Filed October 2, 2019, 11:54 a.m.]
Preproposal statement of inquiry was filed as WSR 19-13-070.
Title of Rule and Other Identifying Information: WAC 181-78A-232.
Hearing Location(s): On November 15, 2019, at 8:30 a.m., at the Heathman Lodge, 7801 N.E. Greenwood Drive, Vancouver, WA 98662.
Date of Intended Adoption: November 15, 2019.
Submit Written Comments to: The Professional Educator Standards Board (PESB), 600 Washington Street S.E., Room 400, Olympia, WA 98504, email firstname.lastname@example.org, by November 10, 2019.
Assistance for Persons with Disabilities: Contact PESB, phone 360-725-6275, email email@example.com, by November 10, 2019.
Purpose of the Proposal and Its Anticipated Effects, Including Any Changes in Existing Rules: Amend WAC to incorporate social and emotional learning (SEL) standards into teacher and principal preparation program standards.
Reasons Supporting Proposal: This proposal is the result of recent changes in RCW regarding educator SEL standards.
Statutory Authority for Adoption: Chapter 28A.410
Statute Being Implemented: Chapter 28A.410
Rule is not necessitated by federal law, federal or state court decision.
Name of Proponent: PESB, governmental.
Name of Agency Personnel Responsible for Drafting: Maren Johnson, 600 Washington Street S.E., Olympia, WA 98504, 360-725-6275; Implementation and Enforcement: PESB, 600 Washington Street S.E., Olympia, WA 98504, 360-725-6275.
A school district fiscal impact statement is not required under RCW 28A.305.135
October 2, 2019
AMENDATORY SECTION(Amending WSR 19-15-144, filed 7/24/19, effective 8/24/19)
WAC 181-78A-232Teacher, principal, career and technical education director, superintendent, and program administrator—Specific program approval domain standard—Candidate knowledge, skills, and cultural responsiveness.
Knowledge, skills, and cultural responsiveness. Providers prepare candidates who demonstrate the knowledge, skills and cultural responsiveness required for the particular certificate and areas of endorsement, which reflect the state's approved standards.
(1) Providers demonstrate effective, culturally responsive pedagogy using multiple instructional methods, formats, and assessments.
(a) Qualified faculty use multiple instructional strategies, pedagogies, and assessments to address students' academic language ability levels and cultural and linguistic backgrounds.
(b) Providers create opportunities for faculty members and program personnel to pursue, apply, and practice ongoing professional learning to improve their knowledge, skill, effectiveness, and cultural responsiveness.
(c) Faculty within the program and the unit collaborate among one another, with content specialists, P-12 schools, members of the broader professional community, and diverse members of local communities for continuous program improvement.
(d) Faculty members and program leaders systematically and comprehensively evaluate faculty's effectiveness in teaching and learning.
(2) Providers ensure that completers demonstrate the necessary subject matter knowledge for success as educators in schools.
(a) Candidates demonstrate knowledge and competence relative to the national standards related to the role, which were adopted by the board. Providers ensure that candidates in teacher preparation programs demonstrate most recently published InTASC Standards, candidates in principal programs demonstrate most recently published NELP - Building Level Standards, and candidates in superintendent programs demonstrate most recently published NELP - District Level Standards, and candidates in career and technical education educator preparation programs demonstrate and document the career and technical education standards approved by the professional educator standards board.
(b) Teacher candidates must take a board approved basic skills assessment prior to program admission and take an endorsement assessment prior to beginning student teaching. Endorsement assessments are not required for teacher candidates in career and technical education business and industry route programs.
(c) Teacher candidates apply content knowledge as reflected in board approved endorsement standards.
(d) Teacher candidates engage with the since time immemorial curriculum focused on history, culture, and government of American Indian peoples as prescribed in WAC 181-78A-300.
(e) Providers ensure that educator candidates complete a course on issues of abuse as required by RCW 28A.410.035
and WAC 181-79A-030.
(3) Providers ensure that candidates demonstrate pedagogical knowledge and skill relative to the national professional standards adopted by the board for the role for which candidates are being prepared.
(a) Candidates demonstrate knowledge and competence relative the national standards related to the role, which were adopted by the board. Providers ensure that candidates in teacher preparation programs demonstrate most recently published InTASC Standards, candidates in principal programs demonstrate most recently published NELP - Building Level Standards, candidates in superintendent programs demonstrate most recently published NELP - District Level Standards, and candidates in career and technical education educator preparation programs demonstrate and document the career and technical education standards approved by the professional educator standards board.
(b) Faculty and mentors provide regular and ongoing feedback to candidates regarding field based performance that is actionable and leads to improvement in candidates' practice.
(c) Providers demonstrate through structured observation, discussion, surveys, and/or artifacts that program completers effectively apply the professional knowledge, skills, and dispositions that the preparation program was designed to achieve.
(d) Providers ensure that teacher candidates achieve passing scores on the teacher performance assessment, also known as the pedagogy assessment, approved by the board. The teacher performance assessment is not required for teacher candidates in career and technical education business and industry route programs.
(e) Providers ensure that all educator candidates demonstrate knowledge of the paraeducator standards of practice, as published by the paraeducator board.
(f) Providers of career and technical educator preparation programs provide candidates all necessary guidance to document, demonstrate, and submit for approval the required hours of occupational experience.
(g) Providers ensure that teacher and principal candidates can recognize signs of emotional or behavioral distress in students and appropriately refer students for assistance and support. The guidance provided to candidates must include the social-emotional learning standards, benchmarks, and related competencies described in RCW 28A.410.270.
(4) Providers ensure that candidates are well prepared to exhibit the knowledge and skills of culturally responsive educators.
(a) Providers offer all candidates meaningful, reflective opportunities to interact with racially and culturally diverse colleagues, faculty, P-12 practitioners, and P-12 students and families.
(b) Providers prepare candidates to adapt their practices based on students' prior experiences, cultural knowledge, and frames of reference to make learning encounters more relevant and effective.
(c) Providers ensure course work explicitly focuses on cultural responsiveness and integrates components of culturally responsive education within and throughout all courses.
(d) Faculty explicitly model equity pedagogy in course work and practica in ways that enable candidates to integrate their own cultural and linguistic backgrounds into classroom activities.