Code of Colorado Regulations
300 - DEPARTMENT OF EDUCATION
301 - COLORADO STATE BOARD OF EDUCATION
1 CCR 301-101 - RULES FOR THE ADMINISTRATION OF EDUCATOR LICENSE ENDORSEMENTS
Section 1 CCR 301-101-4.0 - Teaching Endorsements

Universal Citation: 1 CO Code Regs 301-101, § 4.0

Current through Register Vol. 48, No. 6, March 25, 2025

The following shall serve as standards for endorsements on initial and professional teacher licenses:

4.1 Early Childhood Education (Ages Birth-8)

To be endorsed in early childhood education (ECE), an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in early childhood education; have demonstrated competency in research-based literacy instruction as outlined in rule 4.02(5) - 4.02(13) and evidence-informed practices in mathematics as outlined in rule 4.02(14) - 4.02(16); and have demonstrated the competencies specified below:

4.01(1) Child growth and development: Understanding a child's growth, development and learning is paramount in providing experiences that foster each child's predictable steps and sequences of development. Knowing how children typically grow, develop and learn allows early childhood educators to plan, guide and monitor learning experiences that address the integration of developmental domains for each and every child. Developmentally appropriate learning experiences consider a child's developmental abilities, temperament, language and cultural background, needs and learning styles while recognizing factors such as family characteristics and community influences. Fully understanding the importance of child growth, development and learning means all children are valued individually and inclusivity is expected and respected, including:

4.01(1)(a) Knowledge of developmental domains, changes and milestones: ECE professionals are expected to understand, analyze and implement strategies that reflect current child-development pedagogy, theory and research. Primarily, ECE professionals use this knowledge to plan and implement developmentally appropriate environments and experiences to meet the diverse needs of children and families. The diverse needs include but are not limited to culture, language, economic and ability. In order for ECE professionals to provide pedagogically sound experiences for children and families, they need to identify and address children's diverse developmental abilities and collaborate with community partners to assess children's strengths and challenges;

4.01(1)(b) Individual needs and differences: ECE professionals identify children's and families' risk and protective factors and accordingly plan interventions to support children's growth and development. ECE professionals use evidence-based practices to assess and address children's individual needs with respect to culturally responsive curricula and environments;

4.01(1)(c) Special needs: ECE professionals understand and apply inclusive practices for children with diverse developmental abilities. ECE professionals create inclusive environments that respect the individual abilities of children and incorporate individual goals/outcomes into daily routines and practices; and

4.01(1)(d) Fostering healthy attachment and relationships: ECE professionals apply knowledge of healthy caregiver/parent/child attachments to support individual child growth, development and learning. ECE professionals understand the importance of positive relationships and their foundation in social-emotional development and learning.

4.01(2) Child observation and assessment: Child observation and assessment enables ECE professionals to use reliable and valid procedures and practices to gather information on an individual child's growth and development. Through gathering information on growth, achievement, learning styles, interests, experiences, challenges and understandings of individual children, the curriculum can be enriched to support children through the developmental stages. Observation and assessment policies, procedures and practices should be sensitive to individual children's needs, culture, language and abilities. Policies, procedures and practices must incorporate ethical standards around confidentiality and unbiased documentation. Allocated time to share results with families and others involved with the child is a critical component to child observation and assessment, including:

4.01(2)(a) Principles: ECE professionals use a continuous authentic assessment process to ask questions, collect information (i.e., data), interpret the information and then make instructional decisions that are individualized and culturally responsive;

4.01(2)(b) Gathering and documenting: ECE professionals use a body of evidence from a variety of sources to systematically collect authentic assessment data. ECE professionals collaborate with specialized teams to use the assessment data to recognize and respond to children's developmental concerns through a multi-tiered system of supports;

4.01(2)(c) Summarizing and interpreting: ECE professionals link assessment data to the instructional needs of individual children, recognizing many influential factors; and

4.01(2)(d) Data sharing and reporting: ECE professionals share assessment information to families and other professionals in a culturally sensitive, strength-based manner, using the families' home language.

4.01(3) Family and community partnerships: Recognizing that families are their child's first teachers and caregivers is the cornerstone of developing strong partnerships between families and early childhood educators. Children's lives are rooted in their families and communities, so valuing families in the context of their culture, language, home and community is paramount in building strong connections with children and their families. Celebrating and respecting diversity in terms of ability, language, values, customs, traditions, expectations and attitudes is essential for ECE professionals to understand in order to offer developmentally and culturally appropriate learning opportunities that will help children grow, develop and learn. Understanding that children develop in the context of different family structures and dynamics helps ECE professionals to honor the interests, needs, strengths and challenges of developing children as well. When ECE professionals work collaboratively with community organizations and agencies to meet children's needs and to encourage community involvement, children's development is enhanced. Collaborative, reciprocal family and community partnerships help to optimize a child's growth, development and learning, including:

4.01(3)(a) Valuing families: ECE professionals recognize, value and include families' preferences and perspectives when planning and implementing curricular decisions;

4.01(3)(b) Respect for diversity: ECE professionals implement culturally responsive practices and acknowledge diversity including cultural, language, economic, religious, family structure and ability level;

4.01(3)(c) Effective communication: ECE professionals communicate effectively with families using a variety of effective strategies that respect families' home language and individual communicative needs and preferences;

4.01(3)(d) Building reciprocal relationships with families: ECE professionals support families by building meaningful relationships with them so that families have the ability to engage in their children's development and learning experiences; and

4.01(3)(e) Resources that support children and families: ECE professionals support and provide opportunities to families to engage with their children in meaningful ways. Resources are embedded within the community and reflect the diversity of the families.

4.01(4) Guidance: Incorporating responsive guidance strategies into an early childhood program provides opportunities for establishing secure, interpersonal peer-to-peer, adult-to-child and adult-to adult relationships. Developmentally appropriate guidance strategies help children to better understand themselves as individuals and as members of a group. A warm and caring, culturally and linguistically responsive environment in which staff consistently use a variety of evidence-based guidance strategies helps children and families feel respected, valued and accepted. Creating an inclusive and supportive culture is fostered through providing both individual and group guidance strategies, including:

4.01(4)(a) Positive interactions and relationships with individual children: ECE professionals provide responsive, caring environments for children and implement positive guidance strategies based on individualized needs and developmental characteristics;

4.01(4)(b) Child guidance and discipline - promoting social and emotional: ECE professionals implement evidence-based social-emotional practices that promote children's development of self-regulation that contributes to the foundation for future learning and emotional health;

4.01(4)(c) Communication: ECE professionals work collaboratively with families and specialists to assess and support children with challenging behaviors. Communication between families and professionals will be responsive and strength-based; and

4.01(4)(d) Guidance and the role of staff and other adults: ECE Professionals will maintain a supportive environment for staff and families so that they can engage in effective communication, problem-solving and teaming.

4.01(5) Health, safety and nutrition: Optimal child development is enhanced if young children are safe from physical and emotional harm. In designing learning environments and experiences for young children, meeting the health, safety and nutritional needs are critical to child growth, development and learning. Environments for young children should be safe from hazards and potential injuries to enable them to explore and learn. Programs should ensure that children are protected from infectious diseases through the implementation of appropriate health, safety and sanitation policies, procedures and daily practices. ECE professionals should work in partnership with families and communities to create healthy, safe and nutritionally sound environments, while honoring family preferences for their children. ECE professionals establish a foundation for future healthy lifestyles and a pathway for lifelong health and well-being, including:

4.01(6) Professional development and leadership: ECE professionals who identify and conduct themselves as professionals play an important role in the growth, development and learning of children. ECE professionals see themselves as members of the larger community of specialized care and education professionals and have a full understanding of the context in which the early childhood profession originated. Those working in the field adopt professional responsibilities, which include adherence to ethical codes of conduct, advocacy and the effective communication of the importance of high-quality early childhood programming. The knowledge achieved in the profession is based on a foundation of research-based practices that is then implemented in all aspects of child, family, colleagues and community involvement. ECE professionals equipped with specialized education, training and coaching/mentoring are better able to provide environments and experiences that support every aspect of a child's growth, development and learning, including aspects related to a child's and family's diverse needs. Participation in advocacy efforts on behalf of children, families and the profession are critical to advancing the knowledge regarding the importance of high-quality early childhood education.

4.01(7) Program planning and development is vital to high-quality early childhood programs. Sustaining a philosophical base that utilizes research-driven practices with clear goals and objectives while striving for continuous quality improvement helps to ensure high-quality programming for children and their families. An important responsibility of an early childhood professional is to know and uphold rules, regulations and high-quality standards within the daily operations of the program. Professionals implementing best practices and upholding high-quality standards helps to create high-quality early care and learning environments. Participation in a strong strategic planning process that includes colleagues, community resources, and specialists and takes into account various aspects of organizational, personnel, and financial management is essential.

4.01(8) Teaching practices: ECE educators are responsible for planning, implementing and supporting intentional experiences that promote children's growth, development and learning in all developmental and academic domains as defined by the Colorado academic standards. Understanding that children learn from a supportive physical, social and temporal environment, it is important that ECE professionals create opportunities where all children can play interactively, communicate, create, explore and construct knowledge and skills to better understand their world. Establishing a learning environment with regard for student perspectives and that honors all children's individual cultures, strengths, languages, needs and interests and reflects diversity also helps to build a responsive early childhood setting. Planning and implementing a curriculum that responds to the developmental needs of each child and allows children to construct knowledge, skills, concepts, attitudes and dispositions through intentional experiences enhances the learning environment. Teaching practices reflect Colorado Teacher Quality Standards for effective teaching, including:

4.01(8)(a) Planning framework for curricula and learning environment: ECE professionals will plan, implement and evaluate intentional and differentiated instruction that supports the holistic development of all children while adhering to children's strengths, challenges, learning preferences and diversity. Curricula and learning will be embedded within the daily routines and natural environments so that learning is authentic, functional and meaningful to the child and family;

4.01(8)(b) Physical health development: ECE professionals plan, implement and adapt activities that promote physical development that is appropriate for children of all ability levels and include indoor and outdoor play experiences that are embedded within the daily routines and developmentally appropriate curriculum;

4.01(8)(c) Physical proximity and engagement: ECE professionals plan, implement and adapt activities that promote social engagement that is culturally appropriate for the children and families in their care.;

4.01(8)(d) Language and research-based literacy development: ECE professionals plan, implement and adapt research-driven curricula through meaningful interactions and daily routines to encourage children of all ability levels to use their home language to understand language, various forms of literacy, interact with others and express themselves through verbal, nonverbal and written forms of communication;

4.01(8)(e) Cognitive development: ECE professionals plan, implement and adapt developmentally appropriate curricula throughout daily routines so that children of all ability levels are engaged in learning new concepts, completing tasks and adapting information through meaningful experiences and materials;

4.01(8)(f) Social-emotional development: ECE professionals plan, implement and adapt meaningful activities that focus on the promotion of self-regulation, pro-social interactions and emotional expression. Children who are socially and emotionally ready for learning and engagement understand and effectively express their feelings, cooperate with adults and peers and resolve conflicts with support;

4.01(8)(g) Fostering creativity: ECE professionals plan, implement and adapt curricula that provide children an opportunity to express themselves through a variety of creative means regardless of their individual abilities, language or culture;

4.01(8)(h) Knowledge of productivity: ECE professionals plan and implement a balance of experiences for children that address various levels of play, interactions and activity levels, in addition to responding to the diverse needs of the children in their care; and

4.01(8)(i) How children learn and approaches to learning: ECE professionals plan, implement and adapt activities that promote all children's creativity, innovation, curiosity, exploration and problem-solving in learning environments and daily routines.

4.2 Elementary Education (Grades K-6)

To be endorsed in elementary education, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program in elementary education including prescribed field experience and student teaching requirements; and have demonstrated the competencies specified below:

4.02(1) The elementary educator is knowledgeable about curriculum development and instruction and is able to:

4.02(1)(a) design and implement an integrated curriculum based upon adopted content standards including, but not limited to, language arts (e.g., reading, writing, speaking and listening), science, mathematics, social studies, the arts, health, physical education and technology;

4.02(1)(b) select and use equipment, materials and technology which support a wide variety of instructional strategies to be implemented based on adopted content standards and on both informal and formal assessments of student learning needs;

4.02(1)(c) implement appropriate strategies and activities to increase student achievement; and

4.02(1)(d) understand and adhere to strict data privacy and security practices.

4.02(2) The elementary educator is knowledgeable about child development as it applies to learning and is able to:

4.02(2)(a) incorporate documented and proven theories of child development and learning as appropriate for all learners including, but not limited to, exceptional and linguistically diverse learners;

4.02(2)(b) plan and implement differentiated instructional strategies that address stages of individual development, personal traits and interests, language diversity and exceptionality;

4.02(2)(c) recognize and display respect for family, culture, economic and societal influences that affect students' learning and academic progress and draw upon their strengths and experiences in planning for instruction; and

4.02(2)(d) effectively articulate the elements of and rationale for the instructional program to students, parents and other professionals.

4.02(3) The elementary educator is knowledgeable about classroom environment and is able to:

4.02(3)(a) provide a safe and engaging learning environment responsive to individual learner needs and student choices and interests;

4.02(3)(b) effectively utilize developmentally appropriate, learner-responsive time-management techniques; and

4.02(3)(c) implement positive and effective classroom management strategies that encourage behaviors that will enhance learning for all students.

4.02(4) The elementary educator is knowledgeable about assessment and is able to:

4.02(4)(a) effectively administer a wide variety of ongoing formal and informal assessments that are developmentally appropriate, responsive to the needs of diverse learners and inclusive of adopted content standards;

4.02(4)(b) effectively utilize assessment results and related data to plan for appropriate student instruction;

4.02(4)(c) actively involve students in understanding the importance of assessment and its relationship to meeting learning objectives; and

4.02(4)(d) effectively communicate with students, parents and other professionals concerning assessments and student performance.

4.02(5) The elementary educator is highly knowledgeable about research-based literacy development, is able to develop oral and written learning, as well as:

4.02(5)(a) understand and explain the language processing requirements of proficient reading and writing including phonological (speech sound) processing; orthographic (print) processing; semantic (meaning) processing; syntactic (sentence level) processing; discourse (connected text level) processing;

4.02(5)(b) understand and explain other aspects of cognition and behavior that affect reading and writing including attention, executive function, memory, processing speed and graphomotor control;

4.02(5)(c) define and identify environmental, cultural and social factors that contribute to literacy development (e.g., language spoken at home, language and literacy experiences, cultural values);

4.02(5)(d) know and identify phases in the typical developmental progression of oral language (semantic, syntactic, pragmatic); phonological skill; printed word recognition; spelling; reading fluency; reading comprehension; and written expression;

4.02(5)(e) understand and explain the known causal relationship among phonological skill, phonic decoding, spelling, accurate and automatic word recognition, text reading fluency, background knowledge, verbal reasoning skill, vocabulary, reading comprehension and writing;

4.02(5)(f) know and explain how the relationships among the major components of research-based literacy development change with reading development (i.e., changes in oral language, including phonological awareness; phonics and word recognition; spelling; reading and writing fluency; vocabulary; reading comprehension skills and strategies; written expression); and

4.02(5)(g) know reasonable goals and expectations for learners at various stages of reading and writing development.

4.02(6) The elementary educator is knowledgeable about the structure of language including:

4.02(6)(a) phonology (the speech sound system), and is able to:

4.02(6)(a)(i) identify, pronounce, classify and compare the consonant and vowel phonemes of English;

4.02(6)(b) orthography (the spelling system), and is able to:

4.02(6)(b)(i) understand the broad outline of historical influences on English spelling patterns, especially Anglo-Saxon, Latin (romance) and Greek;

4.02(6)(b)(ii) define grapheme as a functional correspondence unit or representation of a phoneme;

4.02(6)(b)(iii) recognize and explain common orthographic rules and patterns in English;

4.02(6)(b)(iv) know the difference between "high frequency" and "irregular" words; and

4.02(6)(b)(v) identify, explain and categorize six basic syllable types in English spelling.

4.02(6)(c) morphology, and is able to:

4.02(6)(c)(i) identify and categorize common morphemes in English, including Anglo-Saxon compounds, inflectional suffixes, and derivational suffixes; Latin-based prefixes, roots, and derivational suffixes; and Greek-based combining forms.

4.02(6)(d) semantics, and is able to:

4.02(6)(d)(i) understand and identify examples of meaningful word relationships or semantic organization.

4.02(6)(e) syntax, and is able to:

4.02(6)(e)(i) define and distinguish among phrases, dependent clauses, and independent clauses in sentence structure; and

4.02(6)(e)(ii) identify the parts of speech and the grammatical role of a word in a sentence.

4.02(6)(f) discourse organization, and is able to:

4.02(6)(f)(i) explain the major differences between narrative and expository discourse;

4.02(6)(f)(ii) identify and construct expository paragraphs of varying logical structures (e.g., classification, reason, sequence); and

4.02(6)(f)(iii) identify cohesive devices in text and inferential gaps in the surface language of text.

4.02(7) The elementary educator is knowledgeable about the administration and interpretation of assessments for planning instruction, including:

4.02(7)(a) understanding the differences among screening, diagnostic, outcome and progress monitoring assessments;

4.02(7)(b) understanding basic principles of test construction including reliability, validity, norm-referencing and criterion-referencing;

4.02(7)(c) understanding the principles of progress monitoring and the use of graphs to indicate progress;

4.02(7)(d) knowing the range of skills typically assessed in terms of phonological skills, decoding skills, oral reading skills, spelling and writing;

4.02(7)(e) recognizing the content and purposes of the most common diagnostic tests used by psychologists and educational evaluators; and

4.02(7)(f) interpreting measures of reading comprehension and written expression to make appropriate instructional recommendations.

4.02(8) The elementary educator is able to develop phonology, and is able to:

4.02(8)(a) identify the general goal of phonological skill instruction and be able to explicitly state the goal of any phonological teaching activity;

4.02(8)(b) know the progression of phonological skill development (i.e., rhyme, syllable, onset-rime, phoneme differentiation);

4.02(8)(c) identify the differences among various phonological manipulations, including identifying, matching, blending, segmenting, substituting and deleting sounds;

4.02(8)(d) understand the principles of phonological skill instruction: brief, multisensory, conceptual and auditory-verbal;

4.02(8)(e) understand the reciprocal relationship among phonological processing, reading, spelling and vocabulary; and

4.02(8)(f) understand the phonological features of a second language, such as Spanish, and how they interfere with English pronunciation and phonics.

4.02(9) The elementary educator is able to develop phonics and word-recognition knowledge related to reading including:

4.02(9)(a) knowing or recognizing the appropriate sequence of phonics concepts from basic to advanced;

4.02(9)(b) understanding principles of explicit and direct teaching; model, lead, give guided practice and review;

4.02(9)(c) stating the rationale for multisensory and multimodal techniques;

4.02(9)(d) knowing the routines of a complete lesson format, from the introduction of a word-recognition concept to fluent application in meaningful reading and writing; and

4.02(9)(e) understanding research-based adaptations of instruction for students with weaknesses in working memory, attention, executive function or processing speed.

4.02(10) The elementary educator is able to develop fluent, automatic reading of text:

4.02(10)(a) understanding the role of fluency in word recognition, oral reading, silent reading, comprehension of written discourse and motivation to read;

4.02(10)(b) understanding reading fluency as a stage of normal reading development, as the primary symptom of some reading disorders and as a consequence of practice and instruction;

4.02(10)(c) defining and identifying examples of text at a student's frustration, instructional and independent reading level;

4.02(10)(d) knowing sources of activities for building fluency in component reading skills;

4.02(10)(e) knowing which instructional activities and approaches are most likely to improve fluency outcomes;

4.02(10)(f) understanding techniques to enhance a student's motivation to read;

4.02(10)(g) understanding appropriate uses of assistive technology for students with serious limitations in reading fluency; and

4.02(10)(h) understand the relationship between accuracy and reading fluency.

4.02(11) The elementary educator is knowledgeable about vocabulary development related to reading instruction including:

4.02(11)(a) understanding the role of vocabulary development and vocabulary knowledge in comprehension;

4.02(11)(b) understanding the role and characteristics of direct and indirect (contextual) methods of vocabulary instruction;

4.02(11)(c) knowing varied techniques for vocabulary instruction before, during and after reading;

4.02(11)(d) understanding that word knowledge is multifaceted; and

4.02(11)(e) understanding the sources of wide differences in students' vocabularies.

4.02(12) The elementary educator is able to develop text comprehension including:

4.02(12)(a) being familiar with teaching strategies that are appropriate before, during and after reading and that promote reflective reading;

4.02(12)(b) contrasting the characteristics of major text genres, including narration, exposition and argumentation;

4.02(12)(c) understanding the similarities and differences between written composition and text comprehension, and the usefulness of writing in building comprehension;

4.02(12)(d) identifying in any text the phrases, clauses, sentences, paragraphs and "academic language" that could be a source of miscomprehension;

4.02(12)(e) understanding levels of comprehension including the surface code, text base and mental model (situation model); and

4.02(12)(f) understanding factors that contribute to deep comprehension, including background knowledge, vocabulary, verbal reasoning ability, knowledge of literary structures and conventions, and use of skills and strategies for close reading of text.

4.02(13) The elementary educator is able to develop handwriting, spelling and written expression:

4.02(13)(a) handwriting:

4.02(13)(a)(i) knowing research-based principles for teaching letter naming and letter formation, both manuscript and cursive; and

4.02(13)(a)(ii) knowing techniques for teaching handwriting fluency.

4.02(13)(b) spelling:

4.02(13)(b)(i) recognizing and explaining the relationship between transcription skills and written expression;

4.02(13)(b)(ii) identifying students' level of spelling development and orthographic knowledge; and

4.02(13)(b)(iii) recognizing and explaining the influences of phonological, orthographic, and morphemic knowledge on spelling.

4.02(13)(c) written expression:

4.02(13)(c)(i) understanding the major components and processes of written expression and how they interact (e.g., basic writing/transcription skills versus text generation);

4.02(13)(c)(ii) knowing grade and developmental expectation for students' writing in the following areas: mechanics and conventions of writing, composition, revision and editing processes; and

4.02(13)(c)(iii) understanding appropriate uses of assistive technology in written expression.

4.02(14) The elementary educator is knowledgeable about mathematics concepts and able to articulate these concepts as well as concepts that precede and that follow the content they teach, regarding:

4.02(14)(a) counting and cardinality, including:

4.02(14)(a)(i) perceptual and conceptual subitizing, counting and matching, and how these skills are related and developed.

4.02(14)(b) numbers and operations in base ten, including:

4.02(14)(b)(i) the comparison of quantities and less-than and greater-than relationships as an early step toward decomposing and composing numbers in ways that are necessary in common arithmetic procedures;

4.02(14)(b)(ii) the importance of the benchmarks of 5 and 10 as support for seeing numbers as combinations of other numbers;

4.02(14)(b)(iii) that computation includes mental computation, estimation strategies, invented and standard algorithms;

4.02(14)(b)(iv) how efficient base-ten computation methods rely on decomposing numbers and applying properties of operations to decompose the calculation into parts;

4.02(14)(b)(v) how to interpret multiple meanings of fractions, including part-whole relationships, measures, locations on a number line, quotients, ratios and operators; and

4.02(14)(b)(vi) the unit as a foundational concept, especially as it is fundamental to the interpretation of rational numbers.

4.02(14)(c) operations and algebraic thinking, including:

4.02(14)(c)(i) the varied arithmetic problem types such as joining, separating and comparing problems with different parts of a problem situation unknown;

4.02(14)(c)(ii) that the equal sign denotes that two expressions have the same value, avoiding the common misconception of the equal sign as an indication that the answer comes next;

4.02(14)(c)(iii) the rationale behind equivalent fractions and operations with fractions, and how the concept of equivalence supports early algebraic thinking; and

4.02(14)(c)(iv) how to translate and contextualize symbolic representations of phenomena as well as notice mathematical relations and patterns within real-life and problem contexts.

4.02(14)(d) geometry and measurement, including:

4.02(14)(d)(i) how the relationships between parts of two-dimensional shapes define and describe circles, triangles, rectangles, squares, rhombuses, trapezoids, hexagons and other polygons;

4.02(14)(d)(ii) how the relationships between three-dimensional shapes define and describe cubes, prisms, cylinders, pyramids, cones and spheres;

4.02(14)(d)(iii) how the composition and decomposition of shapes underlies the understanding of fractions, coordinate geometry, area measurement and volume; and

4.02(14)(d)(iv) how determining an object's size relates to both the object's measurable geometric attributes and the choice of unit needed to quantify that attribute.

4.02(14)(e) data analysis, including:

4.02(14)(e)(i) that the foundations of statistical reasoning begin with collecting and organizing data to answer a question about our world and then examining the variability of that situation;

4.02(14)(e)(ii) that number and measurement are central to categorizing and understanding data, and data analysis provides a context in which number and measurement are used; and

4.02(14)(e)(iii) how to use data displays to ask and answer questions about data, including the mean, median, interquartile range, and mean absolute deviation, and use these measures to compare data sets.

4.02(15) The elementary educator is knowledgeable of the eight common standards for mathematical practice, including:

4.02(15)(a) engaging in appropriate mathematical processes and practices and supporting students in doing the same; and

4.02(15)(b) exhibiting productive mathematical dispositions toward the teaching and learning of mathematics to support students' sense making, understanding and reasoning.

4.02(16) The elementary educator is knowledgeable about mathematics-specific pedagogy and practices, including:

4.02(16)(a) analyzing the mathematical content of curriculum, including the learning trajectories for key mathematical topics and how they connect to foundational frameworks related to standards, curriculum, and assessment;

4.02(16)(b) using research evidenced core set of pedagogical practices that are effective for developing students' meaningful learning of mathematics;

4.02(16)(c) using mathematical tools and technology, such as physical models and mathematical representations, that are designed to support mathematical reasoning and sensemaking;

4.02(16)(d) understanding students as learners of mathematics, including students' mathematical knowledge, skills and dispositions; and

4.02(16)(e) identifying and utilizing acceleration and intervention strategies to help students who are below grade level or struggling in mathematics, children with disabilities, gifted students and students who are English language learners.

4.02(17) The elementary educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.3 Agriculture, Food and Natural Resources (Grades 6-12)

To be endorsed in agriculture, food and renewable natural resources, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in agriculture, food and renewable natural resources; and have demonstrated the competencies listed below:

4.03(1) The agriculture, food and renewable natural resources educator must have extensive preparation in agriculture, food and renewable natural resources and demonstrate knowledge in related content including, but not limited to, animal sciences; power, structural and technical systems; plant sciences; agribusiness systems; environmental science and natural resource systems; and food products and processing.

4.03(1)(a) The agriculture, food and renewable natural resources educator must be knowledgeable and able to effectively instruct students about one or more of the following content areas:

4.03(1)(a)(i) animal sciences to include, but not be limited to: trends in the animal industry, best practices for animal welfare, nutrition, reproduction, environmental management and performance;

4.03(1)(a)(ii) agricultural power, structural and technical systems to include, but not be limited to: physical science applications in agriculture PST systems; equipment operation, repair and maintenance; planning, building and maintaining agriculture structures; agricultural metal fabrication; and operation and utilization of geospatial technologies in agriculture;

4.03(1)(a)(iii) plant systems to include, but not be limited to: crop management planning; plant anatomy, classification and philosophy; propagation, culture and harvest of plant products; and principles of design in plant systems for environmental enhancement;

4.03(1)(a)(iv) agricultural business systems to include, but not be limited to: business management principles; financial and production data collection and recording; credit and cash management; business planning; and sales and marketing;

4.03(1)(a)(v) environmental science and natural resources to include, but not be limited to: natural resources use planning; interrelationships between natural resources and humans; sustainable production and use of natural resources; environmental analytical procedures; tools and equipment; environmental policies and regulations; and environmental service systems; and

4.03(1)(a)(vi) food products and processing to include, but not be limited to: food safety, sanitation and practices; food nutrition; biology, microbiology and chemistry; food processes, storage, distribution and consumption; and food industry scope and development.

4.03(1)(b) The agriculture, food and renewable natural resources educator is knowledgeable about and able to:

4.03(1)(b)(i) ensure that students' work reflects industry standards and that students remain aware of current issues in the field;

4.03(1)(b)(ii) maintain an active advisory committee(s) composed of local business/industry representatives to assure that implementation of the curriculum accurately reflects current industry conditions and standards, and to serve as a resource for the placement of students;

4.03(1)(b)(iii) acquire and allocate supplementary fiscal and human resources, as needed, from and within the school, community and industry;

4.03(1)(b)(iv) provide experiences in simulated or real workplace environments that can provide students with appropriate and applicable firsthand experience to enable them to make career decisions based on a knowledgeable perspective;

4.03(1)(b)(v) provide students with a wide variety of opportunities to gain experience with and be able to exercise initiative in applying the skills and abilities of organizational management and leadership, public speaking and parliamentary procedure, and to earn awards and recognition through participation in student vocational and community service organizations;

4.03(1)(b)(vi) provide students with the ability to evaluate, select, adapt and apply technology as needed;

4.03(1)(b)(vii) incorporate and reinforce practical applications of core content knowledge, skills and abilities in simulated or real-world situations and by coordinating instruction with other educational staff;

4.03(1)(b)(viii) present and discuss controversial issues related to agriculture and renewable resources in the instructional setting with clarity and without bias; and

4.03(1)(b)(ix) maintain a safe, well-equipped and well-maintained learning environment and instruct students in the safe and appropriate use, care and maintenance of tools, equipment and applicable substances and materials.

4.03(2) The agriculture, food and renewable resources educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.4 Visual Arts (Grades K-12)

To be endorsed in visual arts, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in the content of art; and have demonstrated the competencies listed below:

4.04(1) The visual arts educator is knowledgeable about and able to instruct students in:

4.04(1)(a) determining and interpreting meaning in works of art;

4.04(1)(b) creating personal meaning in art; and

4.04(1)(c) identifying the variety of viewpoints and philosophies behind works of art.

4.04(2) The visual arts educator is able to effectively inform students about the terminology and facets of art inherent in their own and other works of art including, but not limited to:

4.04(2)(a) the vocabulary and critical language of arts discourse around relevant art processes;

4.04(2)(b) the expressive features and characteristics of art; and

4.04(2)(c) the ability to create multiple solutions to visual arts problems.

4.04(3) The visual arts educator is able to effectively instruct students regarding:

4.04(3)(a) the preparation, research, safety, interrelationships, processes and materials applicable to areas of specialization in art including, but not limited to:

4.04(3)(a)(i) drawing, painting, sculpture, photography, printmaking, fibers, ceramics, jewelry, crafts and media arts; and

4.04(3)(a)(ii) appropriate hands-on art experiences taught in a curriculum designed around the state standards and focused on developing cognitive and manipulative skills.

4.04(4) The visual arts educator is able to teach students about the history of art including that in contemporary and past cultures, with an emphasis on:

4.04(4)(a) the contributions of the arts to the development of civilization and culture;

4.04(4)(b) the relationship of the arts to the culture/society in which they originated;

4.04(4)(c) the influence of the arts on subsequent and current culture(s); and

4.04(4)(d) how the arts are an academic discipline that can relate, connect and transfer to a multitude of life experiences, subjects and disciplines such as math; science; reading, writing and communicating; and social studies.

4.04(5) The visual arts educator is able to instruct students on the objective and subjective evaluation and critique of art, and how to:

4.04(5)(a) formulate and articulate judgments about works of art based on objective and subjective rationale; and

4.04(5)(b) engage in knowledgeable discourse about aesthetics, including the purpose and value of art to the individual and society, from a variety of philosophical stances.

4.04(6) The visual arts educator shall provide students with motivation and encouragement to pursue appropriate forms of self-expression in the visual and other arts.

4.04(7) The visual arts educator shall promote more advanced instruction where appropriate.

4.04(8) The visual arts educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.5 Business and Marketing (Grades 6-12)

To be endorsed in business and marketing an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved preparation program in business/marketing; and have demonstrated the competencies listed below:

4.05(1) The business/marketing educator must have extensive preparation in business and marketing and be knowledgeable about and able to effectively instruct students in the following content areas:

4.05(1)(a) economics, labor market conditions and micro- and macro-economic factors of a domestic and global economy;

4.05(1)(b) technology and its appropriate applications.;

4.05(1)(c) information management;

4.05(1)(d) accounting and finance including the basic functions of auditing, banking, investments, taxation, insurance and risk taking;

4.05(1)(e) personnel policies and human resource management including hiring, staff development, compensation and employee relations;

4.05(1)(f) business communications including the use of technology, written communication and presentation skills;

4.05(1)(g) business law, sales contracts, consumer law, employment (including personnel policies and practices), business organization and related matters;

4.05(1)(h) legislation as it affects business and/or marketing fields and issues;

4.05(1)(i) business and marketing ethics'

4.05(1)(j) new and traditional business and/or marketing options, as related to career skills and abilities and career development; and

4.05(1)(k) marketing principles and practices of buyer analysis including, but not limited to, development and distribution of products and services.

4.05(2) The business/marketing educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.6 (Rule Number Reserved.)

4.7 Drama Theatre Arts (Grades K-12)

To be endorsed in drama theatre arts, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in drama theatre arts; be knowledgeable about the Colorado Academic Standards in drama and theatre arts and have demonstrated the competencies specified below:

4.07(1) The drama theatre arts educator is knowledgeable about the content and creative processes of drama theatre arts and is able to instruct students about:

4.07(1)(a) historical and cultural context including, but not limited to, global theatrical styles, techniques and traditions over time and acknowledging drama theatre arts in society as creative, expressive, communicable and social;

4.07(1)(b) a variety of approaches to critically analyze, observe and critique a variety of styles, genres, aesthetics and technical design, and uses of drama and theatre arts;

4.07(1)(c) skillful use of drama theatre arts literacy in students, demonstrating ways to read, write and communicate using the language of drama theatre arts;

4.07(1)(d) informed demonstration and identification of a variety of techniques and styles of drama theatre arts with confidence, expression, accuracy and intent; and

4.07(1)(e) approaches to design, write, problem-solve and innovate to find their own unique dramatic voice.

4.07(2) The drama theatre arts educator is able to instruct, effectively demonstrate and provide experiences for students in various areas of drama theatre arts pedagogical theory and practice including, but not limited to:

4.07(2)(a) determining and interpreting meaning in dramatic works;

4.07(2)(b) methods of teaching drama theatre arts to students, as age and grade appropriate, and to other educators, as related but not limited to direction and selection of dramatic or theatrical subject matter; communication of ideas through drama and/or theatre; distinguishing theatrical forms and styles; creation of a variety of dramatic and/or theatrical works, employing skills related to dramatic and/or theatrical performances; evaluation of dramatic and/or theatrical works; and relating drama theatre arts to diverse cultures;

4.07(2)(c) knowledge and method of how drama theatre arts relates, informs, connects and transfers to other subjects and disciplines; and

4.07(2)(d) knowledge and the ability to envision and implement the creative cyclical process, including critically responding to dramatic and/or theatrical works, the ability to create dramatic and/or theatrical works; and the ability to perform in a variety of dramatic and/or theatrical works.

4.07(3) The drama theatre arts educator shall facilitate students' learning in order to develop critical-thinking and reasoning skills, information literacy, collaboration, self-direction and invention skills for lifelong learning about drama theatre arts, including the personal pursuit of further experience in drama theatre arts.

4.07(4) The drama theatre arts educator shall self-assess and act upon feedback regarding the effectiveness of instruction, based on the achievement of students, and pursue continuous professional development through appropriate activities and coursework and through participation in relevant professional organizations.

4.8 Computer Science (Grades K-12)

To be endorsed in computer science, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program, including prescribed field experience and student teaching requirements; have completed an approved program in computer science with a concentration in one or more of the content areas outlined in section 4.08(3) of these rules; and have demonstrated the competencies below:

4.08(1) The computer science teacher is knowledgeable about and able to demonstrate:

4.08(1)(a) computational thinking and concepts of programming, including:

4.08(1)(a)(i) problem-solving skills, variables and control structures, abstraction and algorithms;

4.08(1)(a)(ii) code comments, pseudocode, flowcharts and other documentation; and

4.08(1)(a)(iii) testing and debugging;

4.08(1)(b) hardware and software systems, including:

4.08(1)(b)(i) inputs and outputs;

4.08(1)(b)(ii) storage and the process of the transformation of data;

4.08(1)(b)(iii) specific functions and use of hardware; and

4.08(1)(b)(iv) troubleshooting problems;

4.08(1)(c) internet and network systems, including:

4.08(1)(c)(i) the internet's role as facilitator of the transfer of information;

4.08(1)(c)(ii) a network as a series of interconnected devices and the internet as a series of interconnected networks; and

4.08(1)(c)(iii) basic internet safety;

4.08(1)(d) how to collect, store, transform, analyze, evaluate and secure data; and

4.08(1)(e) the impacts of computing, including:

4.08(1)(e)(i) the interaction between human and computing systems;

4.08(1)(e)(ii) the history of computer science;

4.08(1)(e)(iii) equity and access considerations;

4.08(1)(e)(iv) laws and ethics associated with the field of computer science and the ramifications of the misuse of technology; and

4.08(1)(e)(v) tradeoffs between usability and security in hardware, networks and the internet.

4.08(2) The computer science educator is able to:

4.08(2)(a) create and foster an engaging environment in which all students develop the requisite computer science skills to participate more fully in a technologically based collaborative society;

4.08(2)(b) analyze and evaluate computer science curricula to ensure age- and grade-appropriate content;

4.08(2)(c) effectively integrate technology into instructional and assessment strategies, as appropriate to computer science education and the learner;

4.08(2)(d) perform laboratory-based, hands-on activities, including unplugged activities, block-based programming and third-generation programming language, that demonstrate grade-appropriate programming concepts and proficiency; and

4.08(2)(e) implement instructional practices and grade-appropriate applications on the interrelationships between the field of computer science and disparate content areas to:

4.08(2)(e)(i) make concrete and abstract representations; and

4.08(2)(e)(ii) connect computer science with real-world situations.

4.08(3) The computer science educator is knowledgeable and able to effectively instruct students about:

4.08(3)(a) artificial intelligence;

4.08(3)(b) computational sciences;

4.08(3)(c) computer programming;

4.08(3)(d) cybersecurity;

4.08(3)(e) data science;

4.08(3)(f) hardware and network systems;

4.08(3)(g) machine learning; and

4.08(3)(h) robotics.

4.08(4) The computer science educator is knowledgeable about the specific shifts in general instruction practices required for computer science education and is able to help students:

4.08(4)(a) develop resilience and perseverance with regard to computer science and computational learning experiences;

4.08(4)(b) attain a level of comfort with ambiguity and open-ended problems;

4.08(4)(c) see failure as an opportunity to learn and innovate;

4.08(4)(d) understand that computational thinking is a fundamental human ability and does not require a computer, and how that understanding can leverage the power of computers to solve a problem;

4.08(4)(e) recognize that not all problems can be solved computationally; and

4.08(4)(f) understand the role and importance of cybersecurity.

4.08(5) The computer science educator shall self-assess and act upon feedback regarding the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations to keep abreast of the ever-changing developments in technology.

4.9 English Language Arts (Grades 6-12)

To be endorsed in English language arts, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in English language arts; be knowledgeable about the Colorado Academic Standards in reading, writing and communicating; and have demonstrated the competencies specified below:

4.09(1) The English language arts educator is knowledgeable about the content of the English language arts and is able to develop English language arts skills in students based on an applicable understanding of the history and structure of the English language including, but not limited to, the impact of literary and psycholinguistic, sociolinguistic, cultural, familial and other relevant factors, and is able to:

4.09(1)(a) articulate to students an understanding of the relationships between the English language arts and their applications including, but not limited to, reading, writing, speaking, listening and viewing.

4.09(1)(b) select, adapt and create resources, instructional materials and coursework which provide students at all academic levels with:

4.09(1)(b)(i) multiple and varied ways of reinforcing and adding to English language skills development;

4.09(1)(b)(ii) opportunities to gain an understanding and appreciation of the history, structure and evolving nature of the English language;

4.09(1)(b)(iii) the ability to use appropriate variations in language depending on purpose and audience; and

4.09(1)(b)(iv) the ability to use standard English language (e.g., usage, grammar, spelling and syntax) when communicating with and understanding others in a variety of formal and informal situations.

4.09(2) The English language arts educator is knowledgeable about literature written for adolescents and adults and is able to strategically and with intention present to students an age-appropriate selection of a wide and balanced variety of literary works, authors and genres including, but not limited to:

4.09(2)(a) traditional and contemporary literature, including young adult literature, representing a range of cultures and viewpoints from the United States and other countries; and

4.09(2)(b) works of literary theory and literary criticism.

4.09(3) The English language arts educator is knowledgeable about appropriate, varied and high-quality literature which can demonstrate to students that literature is central to the humanities and provides a shared reference point from which questions of values, attitudes and beliefs can be explored, and is able to present opportunities for students to:

4.09(3)(a) learn to enjoy and appreciate literature;

4.09(3)(b) gain a critical understanding of a wide variety of literary types, styles and themes - both fiction and non-fiction;

4.09(3)(c) explore, analyze, interpret and evaluate literature;

4.09(3)(d) demonstrate their comprehension of texts in a variety of forms of literature and writings;

4.09(3)(e) use a range of written and oral, formal and informal means of responding to literature; and

4.09(3)(f) gain an appreciation of literature that reflects the breadth and diversity of the human experience which serves as a mirror of their own experiences as well as a window into the experiences and perspectives of others.

4.09(4) The English language arts educator is knowledgeable about developing students' abilities to read strategically and is able to instruct them about skills related, but not limited to:

4.09(4)(a) analyzing, identifying and clarifying the meaning of texts;

4.09(4)(b) comprehending, interpreting and evaluating texts;

4.09(4)(c) choosing reading materials with increasing sophistication and complexity; and

4.09(4)(d) understanding the synergistic relationship between reading and writing.

4.09(5) The English language arts educator is knowledgeable about a wide range of readings, from fiction and non-fiction print literature to non-print texts; classical literary genres to those in popular culture; and traditional to contemporary works, and is able to teach students the skills and abilities to:

4.09(5)(a) make sound choices for individual reading;

4.09(5)(b) read independently for pleasure, learning and research;

4.09(5)(c) develop individual strategies for reading and comprehending texts;

4.09(5)(e) ask strategic questions, predict, infer, paraphrase and summarize what is read;

4.09(5)(f) use a range of strategies to read with a critical eye to discern the craft of the written piece, rhetorical strategies, authorial intent and literary technique; and

4.09(5)(g) compare the development of themes, concepts and authors' writing styles by analyzing a variety of literary works.

4.09(6) The English language arts educator is knowledgeable about written communication and able to develop skills and abilities including, but not limited to:

4.09(6)(a) effective composition for different purposes and audiences, in a variety of ways and through a variety of genres;

4.09(6)(b) effective writing processes (e.g., planning, drafting, revising, proofreading, editing and publishing);

4.09(6)(c) effective use of the rules of written language; and

4.09(6)(d) appropriate and effective thinking skills (e.g., problem-solving, analysis, synthesis, evaluation, etc.) to craft written work.

4.09(7) The English language arts educator is knowledgeable about oral communication and is able to develop appropriate student usage thereof including, but not limited to:

4.09(7)(a) employing communication strategies for different purposes and audiences in a variety of formats;

4.09(7)(b) utilizing appropriate oral communication processes (e.g., research, organization, presentation and incorporation of feedback);

4.09(7)(c) applying elements of effective communication (e.g., clarity of thought and speech, appropriateness of language, effective use of voice and articulation, and listening skills); and

4.09(7)(d) employing listening and speaking as complementary processes.

4.09(8) The English language arts educator is knowledgeable about instructional strategies and is able to instruct so that students develop an appropriate vocabulary consisting of academic language as well as real-world language, and so that students are able to use written and oral language for a variety of communication purposes, by providing them with opportunities to:

4.09(8)(a) practice and gain proficiency in the art of written and oral communication for a variety of purposes and audiences;

4.09(8)(b) reinforce writing and speaking skills to underscore their importance in learning and communicating;

4.09(8)(c) experience thoughtful guided discourse that allows the practice of a variety of communication strategies; and

4.09(8)(d) be evaluated on oral presentations and written work based upon a prearranged, clearly defined set of criteria that provides fair, consistent and constructive feedback for improvement.

4.09(9) The English language arts educator is knowledgeable about visual communication and information processes and is able to instruct students about:

4.09(9)(a) active and constructive viewing and the visual representation of ideas to assure clear understanding of what is intended;

4.09(9)(b) critically evaluating information, media and technology;

4.09(9)(c) utilizing technological resources for the access, selection and application of relevant information;

4.09(9)(d) identifying the influence of mode and style on representation of content; and

4.09(9)(e) identifying relevant research for various purposes and materials.

4.09(10) The English language arts educator is knowledgeable about technology and media and is able to incorporate them into classroom use and instruction so that students become familiar with visual communication and information processes and are able to:

4.09(10)(a) acquire knowledge through the use of a variety of strategies, resources, processes and technologies;

4.09(10)(b) judge the quality, usefulness and appropriateness of media and technology presentations;

4.09(10)(c) use multi-media technology to communicate their own ideas in a variety of ways; and

4.09(10)(d) identify visual and electronic texts as significant components of the English language arts and be able to select, analyze and evaluate them based on need or usefulness.

4.09(11) The English language arts educator is knowledgeable about student assessments and is able to:

4.09(11)(a) develop a variety of ways students may demonstrate mastery appropriate to the English language arts classroom;

4.09(11)(b) articulate the relationship between standards, assessments, curricula and classroom instructional strategies;

4.09(11)(c) analyze and incorporate assessment data:

4.09(11)(c)(i) into the planning for individual and group instruction; and

4.09(11)(c)(ii) into the diagnosis of individual student and group needs to increase and/or enhance achievement including, but not limited to, remediation or acceleration; and

4.09(11)(d) incorporate a range of clearly identified, useful, appropriate, fair and equitable assessment methods to provide students:

4.09(11)(d)(i) feedback, guidance and instruction to increase their proficiency in reading, writing, speaking and listening;

4.09(11)(d)(ii) multiple opportunities to create products which demonstrate competence in communication through a variety of means including, but not limited to, audio/visual, written and oral presentation; and

4.09(11)(d)(iii) instruction based on assessments of students' needs and on approved standards for English language arts.

4.09(12) The English language arts educator is knowledgeable about literacy and is able to:

4.09(12)(a) provide students with extensive opportunities to acquire and use language and to evaluate literature and texts through reading, writing, speaking, listening and viewing;

4.09(12)(b) demonstrate and promote a commitment to the development of literacy and its applications;

4.09(12)(c) assist students whose first language is one other than English in developing fluency and competence in English language arts;

4.09(12)(d) develop materials and activities that promote student understanding of the synergistic interrelationship between all of the English language arts as defined in 4.09(1)(a);

4.09(12)(e) assist students in identifying and defining questions related to literature and other texts;

4.09(12)(f) effectively model to students the mastery of English oral and written language;

4.09(12)(g) select, adapt and create resources based on an assessment of student academic needs and relevant to required curricula, age grade-level expectations and levels of English-language proficiency;

4.09(12)(h) refine instruction and instructional materials based on student progress;

4.09(12)(i) create an inclusive, challenging, engaging classroom environment in which individual ideas are encouraged, acknowledged, respected and valued;

4.09(12)(j) incorporate student content standards into ongoing lesson plans; and

4.09(12)(k) use assessment results to evaluate and improve teaching effectiveness and to plan for professional growth.

4.09(13) The English language arts educator is able to effectively communicate to students, parents, staff and other interested audiences about curriculum, assessment, class requirements, methods of instructional delivery and high standards and expectations for all students.

4.09(14) The English language arts educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.10 World Languages (Grades K-12)

To be endorsed in a world language, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program for the preparation of world language teachers; be knowledgeable about the Colorado Academic Standards for world languages; and have demonstrated the competencies specified below:

4.10(1) Language proficiency: A competent world languages teacher is proficient in the language(s) taught, according to the proficiency guidelines outlined by the American Council of the Teaching of Foreign Languages; is able to communicate effectively in interpersonal, interpretive and presentational contexts at a minimum proficiency level, equivalent to the advanced low level defined by the council's proficiency guidelines; and is able to:

4.10(1)(a) speak in the interpersonal mode of communication (except classical languages such as Latin, as there is no requirement for them to be spoken in interpersonal mode);

4.10(1)(b) interpret oral, printed and video texts and visual images by demonstrating both literal and figurative or symbolic comprehension; and

4.10(1)(c) present oral and written information to audiences of listeners or readers.

4.10(2) Cultures, linguistics, literatures and concepts from other disciplines: A competent world languages teacher demonstrates understanding of the multiple content areas that comprise the field of world language learning, recognizes the changing nature of language and is able to:

4.10(2)(a) demonstrate understanding of the interrelatedness of perspectives, products and practices in the target cultures;

4.10(2)(b) demonstrate target cultural understandings and compare cultures through perspectives, products and practices of those cultures;

4.10(2)(c) identify the linguistic elements of the target language system needed to communicate in a variety of settings;

4.10(2)(d) demonstrate an understanding of linguistics and the changing nature of language, and compare language systems;

4.10(2)(e) identify distinctive viewpoints in the literary texts, films, art works and documents from a range of disciplines available only through the target language; and

4.10(2)(f) demonstrate an understanding of texts on literary and cultural themes as well as interdisciplinary topics.

4.10(3) Language acquisition: A competent world languages teacher understands second language acquisition theories and their applications to teaching methodologies, and is able to:

4.10(3)(a) apply second language acquisition theories which can be used to help students develop proficiency, increase knowledge and strengthen cognitive skills;

4.10(3)(b) articulate curriculum and instruction to ensure a sequence of age-appropriate learning experiences, progressing from a simple to a more advanced use of the language; and

4.10(3)(c) understand the proficiency range levels as defined by the American Council on the Teaching of Foreign Languages.

4.10(4) Diversity of learners: A competent world languages teacher understands how learners differ in their knowledge, experiences, abilities and approaches to language learning; creates interactive, engaging and supportive learning environments that encourage student self-motivation and promote their language learning and understanding; and is able to:

4.10(4)(a) demonstrate an understanding of child and adolescent development to create a supportive learning environment for each student;

4.10(4)(b) create an inclusive, caring, challenging and stimulating differentiated classroom environment in which meaningful communication in the target language occurs and in which all students learn through active participation;

4.10(4)(c) promote a learning environment that encourages lifelong learning and that goes beyond the classroom to include families and communities;

4.10(4)(d) provide learning experiences that reflect learner diversity; and

4.10(4)(e) use a variety of language-appropriate resources, available technologies and current state world language standards which meet the instructional and linguistic needs of all students and foster critical and creative thinking.

4.10(5) Colorado Academic Standards in world languages in planning and instruction: A competent world languages teacher understands and uses the current Colorado Academic Standards in world languages to make instructional decisions and integrate them into curricular planning, and is able to:

4.10(5)(a) demonstrate an understanding of the Colorado Academic Standards in world languages and use them as a basis for instructional planning;

4.10(5)(b) align K-12 world language curriculum and instruction with the Colorado Academic Standards in world languages and local school district policies;

4.10(5)(c) integrate the Colorado Academic Standards in world languages into their classroom practice; and

4.10(5)(d) use the Colorado Academic Standards in world languages to select and integrate texts including authentic texts, use technology, and adapt and create instructional materials for use in communication.

4.10(6) Assessment of languages and cultures and impact on student learning: A competent world languages teacher designs ongoing assessments using a variety of assessment models to show evidence of K-12 students' ability to communicate in the instructed language in interpersonal, interpretive and presentational modes; expresses understanding of cultural and literary products, practices and perspectives of the instructed language; and is able to:

4.10(6)(a) design ongoing, authentic performance assessments using a variety of assessment models for all learners;

4.10(6)(b) reflect on and analyze the results of student assessments and adjust instruction accordingly;

4.10(6)(c) use data to inform and strengthen instruction;

4.10(6)(d) interpret the results of student performances to all stakeholders in the community; and

4.10(6)(e) build student responsibility for his/her own learning.

4.10(7) Professional learning and reflection: A competent teacher of world languages engages in ongoing professional learning opportunities to strengthen personal linguistic, cultural and pedagogical competence and promote reflection on practice, and in so doing is able to:

4.10(7)(a) demonstrate an understanding of the value of professional learning and reflection on instructional practice and professional growth;

4.10(7)(b) continually evaluate the effects of personal choices and their impact on student learning;

4.10(7)(c) reflectively evaluate the effect and impact of professional learning choices on instructional practice and student achievement;

4.10(7)(d) demonstrate an understanding of their professional responsibility to keep current with events relevant to the cultures of the target language; and

4.10(7)(e) demonstrate an understanding of professional growth opportunities such as membership in professional organizations, accessing professional journals, attending conferences and study and/or travel abroad.

4.10(8) Advocacy: A competent teacher of world languages articulates the role and value of languages and cultures to interact successfully in the global community and is able to:

4.10(8)(a) articulate the role and value of languages and cultures in preparing students to interact in the global community; and

4.10(8)(b) foster relationships with school colleagues, families and agencies in the larger community to support students' language learning and student achievement.

4.10(9) American Sign Language (ASL). To be endorsed in American Sign Language, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program; have completed an approved program for the preparation of American Sign Language teachers including prescribe field experience and student teaching requirements; and have demonstrated the competencies for American Sign Language.

4.10(10) The world language educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.11 Health (Grades K-12)

To be endorsed in health, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in health; be knowledgeable about the Colorado Academic Standards in comprehensive health and physical education and have demonstrated the competencies specified below:

4.11(1) The health educator is knowledgeable about the content of physical and mental health and is able to incorporate the following into the various aspects of health instruction and delivery, with recognition of the cultural, societal and familial sensitivity necessary to handle often controversial subject matter with students of differing personal characteristics and circumstances, backgrounds and developmental stages:

4.11(1)(a) information about ecology and its interaction with society as related, but not limited to, studies in such fields as the biological and behavioral sciences;

4.11(1)(b) bases for students to make informed and healthy life choices about current and continuing health issues of individuals in a society including, but not limited to: physical, emotional and social health; alcohol, tobacco and other controlled substances; prescription medication; wellness, nutrition and exercise; disease prevention and control; and communicable and non-communicable diseases;

4.11(1)(c) information on individual rights, options and responsibilities with regard to health care; and

4.11(1)(d) information about physical and psychological human growth and development, as well as the status of and matters related to individual, self-monitored and family health, as relevant and appropriate to a health curriculum and program and the age and/or grade level of students.

4.11(2) The health educator is knowledgeable about evaluation and identification of criteria for evaluation and is able to articulate effectively to students regarding the use of valid and reliable health information and resources including, but not limited to:

4.11(2)(a) consumer health; public and school health care programs; informed selection of health products and services; consumer protection agencies and other related resources; health fallacies and superstitions; health insurance and plans; health care systems; health care-related technology; and accurate information-technology and other informational sources; and

4.11(2)(b) identification of emerging health problems and issues in general, and specifics related to urban, suburban and rural areas.

4.11(3) The health educator is knowledgeable about and is able to effectively articulate to students the dynamics of accidents and how to create conditions conducive to safe living.

4.11(4) The health educator is knowledgeable about and able to effectively promote health and health care careers to students.

4.11(5) The health educator must be able to effectively integrate into instruction the following skills: collaboration, critical thinking and reasoning, information literacy, self-direction and invention.

4.11(6) The health educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.12 Family and Consumer Sciences (Grades 6-12)

To be endorsed in family and consumer sciences, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements, which must include but not be limited to general career/technical knowledge about the world of work and the skill and processes that cut across industries, as well as industry-specific knowledge and demonstrations of proficiency in the use of a variety of technological applications in a lab and/or natural setting; have completed an approved program in family and consumer sciences; and have demonstrated the competencies listed below:

4.12(1) The family and consumer sciences educator must have extensive preparation in family and consumer sciences and be knowledgeable about and able to effectively instruct students regarding the following content areas:

4.12(1)(a) human development and parenting including, but not limited to:

4.12(1)(a)(i) theories, principles and sequences of human development - prenatal through late adulthood - and family structures and functions, as they influence, support and/or inhibit human development;

4.12(1)(a)(ii) the family as the basis of a strong society including, but not limited to, the historical and cultural elements of family structures; what is essential for a healthy marriage (i.e., commitment and determination to build a long-lasting relationship); role expectations; nuclear and extended family interactions; and universal core values (e.g., caring, responsibility, respect, trust, relationships, et.al.);

4.12(1)(a)(iii) cultural and individual community differences; social issues; ethical conduct; and legal rights, obligations and responsibilities;

4.12(1)(a)(iv) selection of a spouse and development of a parenting partnership;

4.12(1)(a)(v) developmentally appropriate parenting skills including, but not limited to nurturing, intellectual and creative stimulation; health, nutrition and exercise; safety and constructive discipline of children; and

4.12(1)(a)(vi) strategies for balancing work and family life including, but not limited to time and financial management and criteria for evaluating family support services (e.g., child and elder care).

4.12(1)(b) nutrition and foods including, but not limited to:

4.12(1)(b)(i) food chemistry, preparation, packaging, food allergies, the global market and biotechnology;

4.12(1)(b)(ii) dietary elements and determination of adequacy; sources and functions of nutrients; criteria for making appropriate nutritional, fitness/exercise and wellness choices -- with recognition given to cultural considerations and style of life - and health and nutrition-related issues, conditions and diseases;

4.12(1)(b)(iii) food safety, personal hygiene and safety practices/standards according to industry standards, including official and/or accepted industry hygiene standards; and

4.12(1)(b)(iv) use of cooking tools and equipment; methods and terminology; use and conversion of recipes; incorporation of research, preparation, product and general technology; evaluation, use and preparation of convenience foods; and the basic skills of food preparation, balance, portion control and presentation.

4.12(1)(c) resource management including, but not limited to:

4.12(1)(c)(i) personal finance management principles and skills of the various life stages, such as budgeting, banking, saving and investment, credit (its use and misuse), insurance, taxes, estate planning and consideration of the effect of legislation, public policy and economic conditions on personal financial choices;

4.12(1)(c)(ii) consumer market skills such as rights and responsibilities, laws and public policy, comparative shopping, evaluation of advertising claims and consumer complaints, resources and options;

4.12(1)(c)(iii) consumer resource management skills such as values and goals, community resources, sound criteria for decision-making and information, technology and human resources;

4.12(1)(c)(iv) the active role consumers can play in business and public decision-making and policy-formation with regard to housing, clothing, transportation, energy conservation, environmental issues, etc.;

4.12(1)(c)(v) the principles and elements of design as applied to clothing and the housing environment and the consideration and selection of clothing and housing, as based on historical, psychological, physical, social and cultural needs in accordance with personal preference; and

4.12(1)(c)(vi) selection, use, care and disposal of fibers, fabrics and finishes as specifically applied to clothing and to the housing environment.

4.12(1)(d) interpersonal relationships including, but not limited to:

4.12(1)(d)(i) individual self-concept, wellness and responsible decision-making related to personal choices throughout various life stages in areas such as substance abuse, sexuality, violence and conflict resolution;

4.12(1)(d)(ii) personal goal-setting and decision-making; work ethic; communication, leadership, teamwork and negotiations skills; and coping strategies to handle and manage peer pressure, change and crisis situations; and

4.12(1)(d)(iii) cultural and style of life choices, social issues, and legal and ethical rights and responsibilities in a variety of life-affecting situations.

4.12(2) The family and consumer sciences educator is able to:

4.12(2)(a) use a variety of applicable assessment strategies to determine the learning needs, comprehension and levels of experience of participating students;

4.12(2)(b) design programs and activities for students that incorporate core and other academic skills and abilities with career/technical content to provide students relevant and current information about the key issues, concepts, competencies and skills necessary for personal application by the student and/or for work/employment in a specific industry;

4.12(2)(c) instruct students about employment basics and employability skills, family and consumer studies career pathways and qualities necessary to function in the work place;

4.12(2)(d) inform students about careers in family and consumer sciences professions and related fields, such as service-oriented industries, and about the role professional organizations play in the field;

4.12(2)(e) evaluate, purchase and maintain an inventory of appropriate equipment, technology, materials and products;

4.12(2)(f) demonstrate for and instruct students about necessary safety practices and procedures;

4.12(2)(g) demonstrate for and instruct students in the proper identification, storage, handling, use and disposal of food;

4.12(2)(h) articulate to students a well-founded philosophy regarding career and technical education to keep students aware of current issues in the field and present relevant and appropriate issues with clarity and without bias; and

4.12(2)(i) arrange for and supervise relevant and appropriate experiences and opportunities in simulated or real-world environments to help students base their decision-making on first-hand knowledge and sound criteria, by providing:

4.12(2)(i)(i) coordination for cooperative/internship programs and off-site experiences for students by maintaining business/industry/inter-and intra-school partnerships and/or other community and school district contacts;

4.12(2)(i)(ii) students with a wide variety of opportunities to gain experience with and be able to exercise initiative in applying the skills and abilities required in family and consumer sciences, and to earn awards and recognition, through participation in student vocational and/or community service organizations; and

4.12(2)(i)(iii) supervision of students during community service, travel, conferences and related instructional family and consumer sciences activities.

4.12(3) The family and consumer sciences educator is able to demonstrate the value of family and consumer sciences professions by seeking professional development and by remaining current in the field and participating in appropriate professional organizations.

4.12(4) The family and consumer sciences educator is able to develop additional resources, as appropriate and necessary, from and within the community and the school itself.

4.12(5) The family and consumer sciences educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.13 Technology Education (Grades 6-12)

To be endorsed in technology education, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in technology education; and have demonstrated the competencies specified below:

4.13(1) Knowledge: The beginning technology educator must have:

4.13(1)(a) a basic understanding of the history of technology education and the historical development and trends of technology and technology education;

4.13(1)(b) extensive preparation in technology systems and processes and demonstrate applied knowledge with respect to the following areas:

4.13(1)(b)(i) communication/information including verbal, written, graphic and electronic components;

4.13(1)(b)(ii) transportation including power, energy and mechanical systems; and

4.13(1)(b)(iii) production including construction, manufacturing, authoring, design and Prototyping;

4.13(1)(c) additional preparation and demonstrated applied knowledge in the natural physical sciences, including environmental science, as used in technological systems and processes;

4.13(1)(d) additional preparation and demonstrated applied knowledge in mathematics as used in technological systems and processes;

4.13(1)(e) extensive preparation in the principles of contextual learning methodology;

4.13(1)(f) a knowledge and understanding of workforce preparation documents and employability skills and standards;

4.13(1)(g) a basic understanding of the principles of high-productivity organizations from business and industry;

4.13(1)(h) a basic understanding of the economic, political and legal consequences inherent within the application of technological systems and processes to our society;

4.13(1)(i) extensive preparation in application of the various tools accessible by students to facilitate improved self-learning;

4.13(1)(j) a basic understanding of the methodologies of research into projected developments and applications of emerging technologies;

4.13(1)(k) an understanding of good questioning skills and techniques to be used with students and peers to collect, organize and interpret information; and

4.13(1)(l) the knowledge and understanding to organize and manage a student organization.

4.13(2) Performance: The beginning technology educator is able to:

4.13(2)(a) manage all student work areas in a safe and prudent manner and guide students in the safe use of tools, systems and processes in school-based and work-based learning sites;

4.13(2)(b) guide students to become knowledgeable in:

4.13(2)(b)(i) the application of academic concepts from math, science and communications as they apply to technological systems and processes;

4.13(2)(b)(ii) the allocation of resources such as time, money, materials, facilities and human resources;

4.13(2)(b)(iii) the acquisition, evaluation, organization, interpretation and communication of information related to technological systems and processes:

4.13(2)(b)(iv) the selection and application of technology appropriate to tasks;

4.13(2)(b)(v) the maintenance of systems of information, technology and records; and

4.13(2)(b)(vi) the application of relevant conflict resolution techniques as applied to the Workplace;

4.13(2)(c) work as a team member in conjunction with academic and other occupational educators to develop systems that support learning across curricular disciplines;

4.13(2)(d) demonstrate competency in the management of equipment, materials, supplies and people;

4.13(2)(e) demonstrate good questioning skills and techniques to be used with students and peers to collect, organize and interpret information;

4.13(2)(f) employ interpersonal and organizational skills to develop an ongoing working relationship with community business and industry partners;

4.13(2)(g) communicate the possible career pathways for students entering an occupation in the communications, transportation, architecture, construction, manufacturing and environmental areas;

4.13(2)(h) guide students in the use of communication technologies to research occupational clusters occupational opportunities;

4.13(2)(i) guide students to develop problem-solving techniques or adopt problem-solving techniques from other sources;

4.13(2)(j) demonstrate the proper use of tools, systems and processes appropriate to the course content with respect to the acceptable standards of business and industry;

4.13(2)(k) construct individual and cooperative learning experiences which integrate school-based and work-based learning for students utilizing student-centered approaches; and

4.13(2)(l) reinforce the academic concepts by demonstrating their practical applications.

4.13(3) The technology educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.14 Secondary Mathematics (Grades 6-12)

To be endorsed in secondary mathematics, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program, including prescribed field experience and student teaching requirements; have completed an approved program in mathematics; be knowledgeable about the Colorado Academic Standards in mathematics in grades 6 through 12; and have demonstrated the competencies specified below:

4.14(1) Develop in students an understanding and use of:

4.14(1)(a) number sense, properties and operations;

4.14(1)(b) patterns, functions and algebraic structures;

4.14(1)(c) measurement;

4.14(1)(d) data analysis, statistics and probability;

4.14(1)(e) functions and use of variables; and

4.14(1)(f) shape, dimension and geometric relationships.

4.14(2) The mathematics educator is able to effectively demonstrate to students and instruct:

4.14(2)(a) approaches to problem-solving that utilize mathematical content in identifying, analyzing, formulating and solving problems that occur in mathematical processes and everyday situations;

4.14(2)(b) the utilization of mathematical ideas, both verbally and in writing, using both everyday language and mathematical terminology;

4.14(2)(c) the utilization of verbal and written discourse, between teacher and students and among students, to develop and extend students' mathematical understanding;

4.14(2)(d) the construction and evaluation of mathematical conjectures and arguments to validate one's own mathematical thinking;

4.14(2)(e) independent study in mathematics;

4.14(2)(f) the use of mathematics in studying patterns and relationships; and

4.14(2)(g) the interrelationships within mathematics; how to connect concrete, pictorial and abstract representations; and the connections between mathematics and other disciplines and real-world situations through the selection of appropriate applications from such fields as natural sciences, social sciences, business and engineering, and is able to:

4.14(2)(g)(i) utilize a wide variety of resource materials, including, but not limited to, manipulative materials, graphing calculators, computers and other technologies as tools in learning and for the application(s) of mathematics;

4.14(2)(g)(ii) utilize assessment data to monitor students' acquisition of mathematical skills and abilities and in the process of determining appropriate delivery of instruction based on identified student need and to select appropriate mathematical tasks to reinforce and promote students' development of mathematical concepts and skills;

4.14(2)(g)(iii) create an engaging and effective environment in which all students develop mathematically in order to participate more fully in a technologically based society;

4.14(2)(g)(iv) create an environment in which reflection, uncertainty and inquiry are incorporated in the learning of mathematical skills, abilities and concepts; and

4.14(2)(g)(v) apply appropriate knowledge of current research in the teaching and learning of mathematics and incorporate national, state and local guidelines related to mathematics instruction.

4.14(3) The secondary mathematics teacher is knowledgeable about curriculum and planning and trained in evidence-informed practices in mathematics, including identifying and utilizing acceleration and intervention strategies to help students who are below grade level or struggling in mathematics, children with disabilities, gifted students and students who are English language learners.

4.14(4) The mathematics educator shall consistently seek out professional development in the field of mathematics, which can provide enhanced knowledge, skills and abilities in the content area and participate in professional organizations appropriate and relevant to the field.

4.15 Music (Grades K-12)

To be endorsed in music, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in music; be knowledgeable about the Colorado Academic Standards in music; and have demonstrated the competencies specified below:

4.15(1) The music educator is knowledgeable about the content and creative processes of music and is able to:

4.15(1)(a) teach the historical and cultural context of music including, but not limited to, global musical styles, techniques and traditions over time and acknowledging music in society as creative, expressive, communicable and social;

4.15(1)(b) use a variety of approaches to critically analyze, observe and critique a variety of styles, genres, aesthetics and technical aspects of music;

4.15(1)(c) develop music literacy in students, demonstrating ways to read, write and communicate using the language of music;

4.15(1)(d) provide informed demonstration and identification of a variety of techniques and styles of music with confidence, expression, accuracy and intent; and

4.15(1)(e) use a variety of approaches to teach students to design, write, problem-solve and innovate to find their own unique musical voice.

4.15(2) The music educator is able to instruct about, effectively demonstrate and provide experiences for students in various areas of music pedagogical theory and practice including, but not limited to:

4.15(2)(a) determining and interpreting meaning in musical works;

4.15(2)(b) methods of teaching music to students, as age and grade appropriate, and to other educators, regarding the direction and selection of musical repertoire; communication of ideas through music; distinguishing musical forms and styles; creation of a variety of musical works; employing skills related to musical performances; evaluation of musical works and relating music to diverse cultures;

4.15(2)(c) knowledge and method of how music relates, informs, connects and transfers to other subjects and disciplines; and

4.15(2)(d) knowledge and the ability to envision and implement the creative cyclical process, including applying and demonstrating a variety of music theory skills, creating musical works; expressing music in a performance setting; and critiquing, evaluating and refining musical works.

4.15(3) The music educator shall facilitate students' learning in order to develop critical-thinking and reasoning skills, information literacy, collaboration, self-direction and invention skills for lifelong learning about music including the personal pursuit of further experience in music.

4.15(4) The music educator shall self-assess and act upon feedback regarding the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.16 Physical Education (Grades K-12)

To be endorsed in physical education, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in physical education; be knowledgeable about the Colorado Academic Standards in comprehensive health and physical education; and have demonstrated the competencies specified below:

4.16(1) The physical education educator is knowledgeable about physical education and is able to effectively:

4.16(1)(a) articulate to students, other educators and interested stakeholders the socio-cultural, philosophical and psychological foundations of physical education, including the history of physical education, and the benefits of physical education and physical activity;

4.16(1)(b) describe and apply the physical and biological science foundations of physical education including, but not limited to, such areas as human anatomy, exercise physiology, kinesiology, nutrition and health; and

4.16(1)(c) instruct students about the fundamentals of physical movement including movement concepts, individual and team activities, physical fitness and perceptual motor activities.

4.16(2) The physical education educator is knowledgeable about and able to demonstrate and effectively instruct K-12 students at appropriate age, grade, and ability levels using developmentally appropriate tasks and progressions, including but not limited to teaching rules and techniques about:

4.16(2)(a) locomotor, non-locomotor, manipulative skills and movements (e.g., jumping and landing, striking, kicking) in non-dynamic and dynamic practice, tasks and environments;

4.16(2)(b) movement sequences in a variety of practice tasks and small-sided games; activity-specific movement skills in lifetime, individual, dual, and team sports/activities (e.g., soccer, basketball, tennis, golf), recreational games, outdoor pursuits, dance, fitness training, skill-related fitness and health-related fitness; and

4.16(2)(c) student wellness through a whole child approach that supports physical, social and emotional wellness.

4.16(3) The physical education educator is knowledgeable about and able to demonstrate the organization, planning, administering, teaching and evaluating of a program of health and physical education including, but not limited to:

4.16(3)(a) the ability to adjust activities that build physical skills and knowledge for students with disabilities, ensuring inclusivity and equal participation through tailored instruction, and a supportive atmosphere;

4.16(3)(a)(i) collaborating with other professionals and utilizing appropriate resources to facilitate the integration of students with disabilities into physical education programs.

4.16(3)(b) the use of effective health education pedagogy to plan and implement age appropriate, culturally relevant, inclusive and effective skills-based health education lessons integrated into a physical education setting and in a classroom setting;

4.16(3)(c) the ability to assess students holistically, including aspects of cognitive, affective and psychomotor domains through effective student assessments to ensure a comprehensive evaluation that promotes lifelong habits and skill development; and

4.16(3)(d) knowledge of emergency protocols and procedures such as what to do in the event of an accident or injury and how to effectively notify and work with other school staff, such as school nurses.

4.16(4) The physical education educator provides students with motivation and encouragement through best practices to establish attitudes and behaviors and to pursue activities which will result in lifetime fitness.

4.16(5) The physical education educator is able to effectively integrate into instruction the following essential skills: collaboration, critical thinking and reasoning, information literacy, self-direction and invention.

4.16(6) The physical education educator shall self-assess and engage in a reflective teaching and learning practice to foster student learning and engagement (e.g., self-assessment, professional development, workshops, and professional organizations).

4.17 Science (Grades 6-12)

To be endorsed in science, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in science; be knowledgeable about the Colorado Academic Standards in science; and have demonstrated the competencies specified below:

4.17(1) The science educator is knowledgeable about the content, concepts and skills of the sciences and is able to effectively facilitate student learning regarding physical, life and earth sciences and applicable mathematics.

4.17(2) The science educator must have completed an area or areas of concentration in, demonstrate knowledge of, and effectively instruct students about one or more areas selected from:

4.17(2)(a) general science, general chemistry, physics, biology, earth and space science, environmental science and applicable mathematics; and

4.17(2)(b) physics including, but not limited to, general and experimental physics, mechanics, electricity, magnetism, quantum and atomic physics, sound, and optics;

4.17(2)(c) chemistry including, but not limited to, general chemistry, organic chemistry, inorganic chemistry, analytical chemistry and physical chemistry;

4.17(2)(d) biology including, but not limited to, general biology, environmental biology, biotechnology, genetics, evolution, human anatomy, ecology, molecular biology, and matter and energy in living systems; or

4.17(2)(e) earth and space science including, but not limited to, historical and physical geology, astronomy, environmental science, meteorology, oceanography, geomorphology, stratigraphy, mineralogy and earth systems.

4.17(3) The science educator is knowledgeable about pedagogy and is able to effectively:

4.17(3)(a) model for and instruct students about the basic elements of the nature of science including, but not limited to, inquiry, curiosity, discovery, openness to new ideas and skepticism;

4.17(3)(b) engage students in discourse and discussion around current issues and events affecting or affected by science; age-/grade-appropriate topics from multiple science perspectives, including historical, dynamic and philosophical bases; and an analytical approach to students with clarity and without bias;

4.17(3)(c) model and instruct students on the use of a wide variety of science tools, including primary and secondary source materials (graphics, tables, digital resources), deciphering credible digital information, guiding responsible use of technology and artificial intelligence;

4.17(3)(d) instruct and engage students in core scientific practices which include, but are not limited to, asking questions and defining problems; analyzing and interpreting data; engaging in argument from evidence; constructing explanations and designing solutions; developing and using models; planning and carrying out investigations; obtaining, evaluating, and communicating information; and using mathematics and computational thinking;

4.17(3)(e) purposely select technology to assess student learning, obtain and analyze student data, and adapt instruction based on learning needs;

4.17(3)(f) instruct students about the interconnected nature of science as it is practiced and experienced in the real world, including the connections between and among the science domains/disciplinary core ideas and within other content areas (social studies, math, English language arts, visual arts, etc.);

4.17(3)(g) demonstrate for and instruct students in the linkage(s) between curriculum, instruction and assessment, including the connection between an inquiry-based lesson and a large conceptual-based module and how they relate to state-approved student science academic standards;

4.17(3)(h) model for and instruct students about safety considerations in science instruction and in the science classroom including, but not limited to, proper use, storage and disposal or maintenance of biological, chemical and scientific equipment and specimens;

4.17(3)(i) instruct and supervise students in the proper preparation and use of laboratory equipment and materials;

4.17(3)(j) identify and manage the resolution of potential safety hazards in laboratory settings, equipment, materials and procedures;

4.17(3)(k)provide solutions to equipment problems and be able to make minor adjustments in the operation of equipment; and

4.17(3)(l) maintain awareness of and preparedness to advocate for current state and federal regulations, legal issues and guidelines pertaining to scientific materials and specimens.

4.17(4) The science educator shall self-assess the effectiveness of instruction based on the achievement of students to align ongoing professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.18 Social Studies (Grades 6-12)

To be endorsed in social studies, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in social studies; be knowledgeable about and able to instruct students in the Colorado Academic Standards in social studies; and have demonstrated the competencies specified below:

4.18(1) The social studies educator is knowledgeable about social studies including history, geography, political science and economics, and is able to effectively instruct students about:

4.18(1)(a) history including, but not limited to, Colorado, the United States and world history;

4.18(1)(b) geography including, but not limited to, cultural and physical geography, human geography and globalization;

4.18(1)(c) political science including, but not limited to, that of the United States and comparative state, local and other national governments;

4.18(1)(d) economics including, but not limited to, that of comparative economic theories, applications and institutions, past and present; micro-, macro-and global economics; and personal financial literacy; and

4.18(1)(e) the behavioral and social sciences including, but not limited to, psychology, sociology, anthropology and concepts related and integral to the historical and current organization of culture and society.

4.18(2) The social studies educator is knowledgeable about and is able to:

4.18(2)(a) effectively demonstrate and instruct students about civil discourse in the classroom, including the utilization of oral and written communication and presentation;

4.18(2)(b) effectively analyze social and historical events from multiple perspectives for students and articulate an appropriate analytical approach with clarity and balance and without bias;

4.18(2)(c) effectively integrate discussion of and address with students grade level/age-appropriate current events and issues, including controversial issues, with clarity and balance and without bias;

4.18(2)(d) effectively instruct students about the use of primary and secondary source documents acquired through appropriate use of technology and other relevant means as part of informed research, and in the acquisition and enhancement of knowledge and skills;

4.18(2)(e) effectively teach students the skills of data analysis and interpretation;

4.18(2)(f) promote to students appropriate, relevant, positive and productive community service and experiences;

4.18(2)(g) provide students with identifiable connections between the various social science disciplines and other disciplines;

4.18(2)(h) implement informal and formal assessment tools relevant and appropriate to the social studies classroom, and apply assessment data to planning for student instruction;

4.18(2)(i) effectively demonstrate and instruct students about elements of social studies applications including, but not limited to, inquiry, an openness to new ideas, skepticism, analysis, problem-solving, decision-making and active citizenship, and provide opportunities for students to utilize these skills; and

4.18(2)(j) integrate into instruction and provide opportunities for students to develop the skills of collaboration, critical-thinking and reasoning, information literacy, self-direction and invention.

4.18(3) The social studies educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.19 Reserved

4.20 Dance (Grades K-12)

To be endorsed in dance, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program including prescribed field experience and student teaching requirements; have completed an approved program in dance; be knowledgeable about and able to instruct students in the Colorado Academic Standards in dance; and have demonstrated the competencies specified below:

4.20(1) The dance educator is knowledgeable about the art of dance and is able to:

4.20(1)(a) teach the historical and cultural context including, but not limited to, global dance styles and traditions over time, acknowledging dance in society as creative, expressive, communicable and social;

4.20(1)(b) instruct students to use criticism and analysis to reflect upon and understand new works, reconstructions and masterpieces;

4.20(1)(c) apply the skillful use of dance literacy and the use of traditional and/or non-traditional notation systems via words, symbols and/or media technology;

4.20(1)(d) implement the choreographic process as the art of making dance using form, intent, dynamics and principles of time, space and energy, structure and design; and

4.20(1)(e) help students develop the skills and technique that produce competence and confidence during performance, and the ability to communicate choreographic intent.

4.20(2) The dance educator is able to instruct, effectively demonstrate and provide experiences for students in various areas of dance pedagogical theory and practice including, but not limited to:

4.20(2)(a) dance theory aligned with safe and developmentally appropriate pedagogical approaches;

4.20(2)(b) methods of teaching dance to students, as age and grade appropriate, and to other educators as related, but not limited to, the creative process; direction and selection of all performance repertoire and productions in the school setting; and performance, evaluation, choreography, and cultural and historical context;

4.20(2)(c) knowledge and method of how dance relates, informs, connects and transfers to other subjects and disciplines; and

4.20(2)(d) knowledge and the ability to envision and implement the creative cyclical process, including the skills of movement, technique and performance; the ability to create, compose, and choreograph; an understanding of historical and cultural context, and the ability to reflect, connect and respond.

4.20(3) The dance educator shall facilitate students' learning in order to develop critical-thinking and reasoning skills, information literacy, collaboration, self-direction and invention skills for lifelong learning about dance including the physical benefits and personal pursuit of further experience in dance.

4.20(4) The dance educator shall self-assess and act upon feedback regarding the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.21 Culturally and Linguistically Diverse Education (Grades K-12)

To be endorsed in culturally and linguistically diverse (CLD) education, an applicant must hold an earned bachelor's degree or higher from an accepted institution of higher education; must hold a Colorado initial or professional teacher or special services license; and must have demonstrated competencies specified below by completion of a Colorado State Board of Education-approved program for the preparation of an educator of culturally and linguistically diverse student populations in accordance with 3.02(1) or by verification of 24 semester hours of specific coursework from an accepted institution of higher education as determined by the Department of Education through a transcript review in accordance with 3.02(2)(a).

4.21(1) The educator of CLD student populations must be knowledgeable about, understand and be able to use the major theories, concepts and research related to language acquisition and language development for CLD students. In support of student learning, the candidate must demonstrate understanding and ability to implement research-based knowledge about:

4.21(1)(a) linguistics that include orthography, phonology, morphology, vocabulary, syntax, semantics and pragmatics applied to English language development for culturally and linguistically diverse students;

4.21(1)(b) instructional practices that support acquisition of English language as an additional language for CLD students;

4.21(1)(c) written and oral discourse that includes intention and functions of speech, genres and organizational features and patterns; and

4.21(1)(d) sociolinguistics that include cultural references, register, varieties of dialects and accents, and nonverbal communication.

4.21(2) The educator of CLD student populations must be knowledgeable about, understand and be able to apply the major theories, concepts and research related to research-based literacy development for CLD students. In support of student learning, the CLD educator must demonstrate understanding and ability to implement research-based knowledge about:

4.21(2)(a) research-based literacy instruction including the identification and use of linguistic interdependence to support development of the components of language development (listening, speaking, reading, writing and critical-thinking) in English for CLD students;

4.21(2)(b) the basic elements of research-based literacy and the ability to provide effective instruction that is systematic, explicit, comprehensive and effective in support of the English language developmental needs of CLD students;

4.21(2)(c) language and literacy development for CLD students for social and instructional purposes in the school setting, with an emphasis on communication of information, ideas and concepts necessary for academic success, particularly in language arts, mathematics, science and social studies;

4.21(2)(d) the contribution of native language to acquisition of English as an additional language; and

4.21(2)(e) the distinction between language differences and learning disabilities.

4.21(3) The educator of CLD student populations must understand and implement strategies and select materials to aid English language and content learning. In support of student learning, the CLD educator must demonstrate understanding of and the ability to implement research-based knowledge about:

4.21(3)(a) the functions of the English language to second language learners to support their development of both social and academic language skills;

4.21(3)(b) effective instructional techniques, methodologies and strategies to develop English language literacy and to meet the diverse needs of second language learners, including those students with learning disorders;

4.21(3)(c) effective instruction and instructional planning that is systemic, sequential, well-articulated and delivered in an engaging environment;

4.21(3)(d) selection and utilization of instructional materials and resources that are age-, grade level- and language proficiency-appropriate, that are aligned with the curriculum, English language proficiency standards and English language arts content standards, and that maintain and/or improve student achievement;

4.21(3)(e) maintenance and support of high academic performance standards and expectations for CLD student populations; and

4.21(3)(f) providing instructional strategies that integrate the development of English language literacy and content literacy to improve student access to content curricula, particularly in language arts, mathematics, science and social studies.

4.21(4) The educator of CLD student populations must be knowledgeable about, understand and be able to apply the major theories, concepts and research related to culture, diversity and equity in order to support academic access and opportunity for CLD student populations. In support of student learning, the CLD educator must be able to demonstrate knowledge and understanding of:

4.21(4)(a) Colorado state law and federal law, history and socio-political context related to CLD student populations, education, multicultural education and bilingual education;

4.21(4)(b) the role of culture in language development and academic success;

4.21(4)(c) the relation of cultural identity and heritage language to English language learning and academic success;

4.21(4)(d) the contribution of heritage language maintenance to the development of English language literacy; and

4.21(4)(e) the relationship of culture to family and community involvement in schools in order to communicate, collaborate and enhance parental involvement.

4.21(5) The educator of CLD student populations must be knowledgeable about, understand and be able to use progress monitoring in conjunction with formative and summative assessments to support student learning. In support of student learning, the candidate must demonstrate knowledge and ability to:

4.21(5)(a) assist content teachers in the interpretation of summative assessments of content knowledge, including national content assessments and Colorado-approved content assessments, for the purpose of guiding instruction and learning for CLD students;

4.21(5)(b) administer and interpret the results of summative assessments of English language proficiency, including national and Colorado-approved content assessments for the purpose of assessing English proficiency and guiding instruction;

4.21(5)(c) develop, administer and interpret the results of formative assessments and progress monitoring of English language proficiency that are appropriate for the language proficiency level of the student for the purpose of guiding instruction; and

4.21(5)(d) communicate and collaborate with other educators, special services providers and student population family members to identify and assist in the implementation of a comprehensive instructional plan that responds to the socio-economic, academic and linguistic needs of CLD students.

4.21(6) The culturally and linguistically diverse education educator shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.22 Culturally and Linguistically Diverse (CLD) Bilingual Education Specialist (Grades K-12)

To be endorsed as a CLD bilingual education specialist, an applicant must hold an earned bachelor's degree or higher from an accepted institution of higher education; must hold a Colorado initial or professional teacher license; must have completed an approved program for the preparation of an educator of bilingual education; and must have demonstrated the competencies specified below:

4.22(1) The CLD bilingual education specialist must be knowledgeable about and able to demonstrate:

4.22(1)(a) a high level of proficiency in the standards noted in rule 4.22(1)-(5);

4.22(1)(b) ability to implement research-based knowledge to effectively deliver literacy and content instruction in a heritage language of a current Colorado student population;

4.22(1)(c) research-based knowledge and ability to utilize students' heritage language to help them transition skills and strategies learned in the heritage language to literacy and content areas in English;

4.22(1)(d) demonstrate the research-based knowledge and ability to plan and implement lessons to help students make cross-language connections;

4.22(1)(e) a high level of biliteracy and academic language proficiency in English and in one other heritage language used by Colorado students - as determined by the Department -- including, but not limited to, reading, writing, listening, oral communication and critical thinking;

4.22(1)(f) understanding and ability to implement research-based knowledge to discriminate between effective and ineffective bilingual programs in order to develop and deliver effective research-informed structures and programs that support bilingual development;

4.22(1)(g) proficiency and ability to teach in a non-English language; and

4.22(1)(h) understanding of research-based knowledge of the culture and history of a heritage language community of Colorado students.

4.22(2) The culturally and linguistically diverse education bilingual specialist shall self-assess the effectiveness of instruction based on the achievement of students and pursue continuous professional development through appropriate activities, coursework and participation in relevant professional organizations.

4.23 Middle School Mathematics (Grades 6-8)

To be endorsed in middle school mathematics, an applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education; have completed an approved teacher preparation program, including prescribed field experience and student teaching requirements; have completed an approved program in middle school mathematics; be knowledgeable about the Colorado Academic Standards in mathematics grades 6 through 8; and have demonstrated the competencies specified below:

4.23(1) Develop in students an understanding and use of:

4.23(1)(a) number and quantity;

4.23(1)(b) algebra and functions;

4.23(1)(c) measurement;

4.23(1)(d) data, statistics, and probability; and

4.23(1)(e) geometry.

4.23(2) The mathematics educator is able to effectively demonstrate to students and instruct:

4.23(2)(a) approaches to problem-solving that utilize mathematical content in identifying, analyzing, formulating and solving problems that occur in mathematical processes and everyday situations;

4.23(2)(b) the utilization of mathematical ideas, both verbally and in writing, using both everyday language and mathematical terminology;

4.23(2)(c) the utilization of verbal and written discourse, between teacher and students and among students, to develop and extend students' mathematical understanding;

4.23(2)(d) the construction and evaluation of mathematical conjectures and arguments to validate one's own mathematical thinking;

4.23(2)(e) independent study in mathematics;

4.23(2)(f) the use of mathematics in studying patterns and relationships; and

4.23(2)(g) the interrelationships within mathematics; how to connect concrete, pictorial and abstract representations; and the connections between mathematics and other disciplines and real-world situations through the selection of appropriate applications from such fields as natural sciences, social sciences, business and engineering, and is able to:

4.23(2)(g)(i) utilize a wide variety of resource materials, including, but not limited to, manipulative materials, graphing calculators, computers and other technologies as tools in learning and for the application(s) of mathematics;

4.23(2)(g)(ii) utilize assessment data to monitor students' acquisition of mathematical skills and abilities and in the process of determining appropriate delivery of instruction based on identified student need and to select appropriate mathematical tasks to reinforce and promote students' development of mathematical concepts and skills;

4.23(2)(g)(iii) create an engaging and effective environment in which all students develop mathematically in order to participate more fully in a technologically based society;

4.23(2)(g)(iv) create an environment in which reflection, uncertainty and inquiry are incorporated in the learning of mathematics skills, abilities and concepts; and

4.23(2)(g)(v) apply appropriate knowledge of current research in the teaching and learning of mathematics and incorporate national, state and local guidelines related to mathematics instruction.

4.23(3) The middle school mathematics teacher is knowledgeable about curriculum and planning and trained in evidence-informed practices in mathematics, including identifying and utilizing acceleration and intervention strategies to help students who are below grade level or struggling in mathematics, children with disabilities, gifted students and students who are English language learners.

4.23(4) The mathematics educator shall consistently seek out professional development in the field of mathematics, which can provide enhanced knowledge, skills and abilities in the content area, and participate in professional organizations appropriate and relevant to the field.

4.24 Mentor Teacher (Grades K-12)

To be endorsed as a mentor teacher, an applicant must hold a valid Colorado professional teacher license, have completed an approved mentor teacher training program provided by an educator preparation program and have demonstrated the competencies below. Upon completion of an approved mentor teacher training program, the candidate must also have completed at least one full school year of successful experience serving as a mentor teacher for a teacher candidate who is participating in clinical practice or for a novice teacher.

4.24(1) The mentor teacher develops instructional leadership skills to advance mentoring, the teaching profession and equitable outcomes for every student, and:

4.24(1)(a) Develops and continuously pursues professional growth goals and short-term goal setting that are informed by mentor and beginning teacher data of practice and student learning data;

4.24(1)(b) Collects and analyzes mentor and beginning teacher data of practice to inform instructional mentoring decisions that are based on short-term goals and will improve beginning teacher practice and the academic, social, and emotional learning of every student;

4.24(1)(c) Supports the work of collaborative partnerships with school and district instructional leaders, teacher leaders, and school communities to advance the teaching profession and advocate for equitable outcomes for every student; and

4.24(1)(d) Participates in and contributes to beginning teacher professional learning that is aligned with professional teaching standards, school and district instructional goals, and promotes development of optimal learning environments and rigorous content learning for every student.

4.24(2) The mentor teacher deepens and maintains expertise around the practices that maximize student achievement including deep content knowledge, social and emotional learning, learner variability, culturally responsive pedagogy and professional ethics, and:

4.24(2)(a) Deepens and maintains own knowledge of Colorado Academic Standards and evidence outcomes, lessons, and curriculum to ensure that every student has instruction that supports maximum achievement;

4.24(2)(b) Deepens and maintains own knowledge of research-based practices that create emotionally, intellectually, and physically safe classroom environments for every student;

4.24(2)(c) Engages in district and school-offered professional learning opportunities to deepen and maintain knowledge of strategies and research-based frameworks designed to support the beginning teacher to expect, plan for, and meet the variable learning needs of every student; and

4.24(2)(d) Deepens and maintains own knowledge of best practices for coaching the beginning teacher in the use of equity principles and culturally responsive pedagogy to identify and address inequitable practices and reflecting on their own practice through an equity lens.

4.24(3) The mentor teacher creates and maintains collaborative, respectful, instructionally focused mentoring partnerships to foster beginning teacher ownership of continuous improvement of practice and advance the learning of every student, and:

4.24(3)(a) Cultivates relational trust, caring, mutual respect, and honesty with the beginning teacher to build ownership, solve problems, and foster beginning teacher agency, resilience, and commitment to the success of every student;

4.24(3)(b) Uses purposeful language and instructionally focused tools and protocols to efficiently and effectively engage the beginning teacher in collaborative, instructionally focused, problem-solving conversations and reflective analysis to promote beginning teacher agency and improved student academic, social, and emotional growth'

4.24(3)(c) Creates strategic, flexible, and individualized mentoring outcomes and plans for meetings with the beginning teacher to address the needs of diverse beginning teacher contexts and advance beginning teacher practice and the learning of every student;

4.24(3)(d) Facilitates reflective conversations about race, culture, and the diversity of the school and community to improve instruction and ensure that every student has what they need to be successful academically, socially, and emotionally; and

4.24(3)(e) Utilizes reflective conversations to build the beginning teacher's capacity to create effective partnerships with families and local communities to improve instruction and learning for students of all backgrounds.

4.24(4) The mentor teacher builds beginning teacher capacity to advance equitable learning by providing rigorous, standards-aligned instruction that meets the needs of every student, and:

4.24(4)(a) Advances standards-aligned instruction and student learning of rigorous content by engaging the beginning teacher in ongoing, data-driven teaching-coaching cycles to advance equitable learning for every student;

4.24(4)(b) Builds beginning teacher capacity to advance the learning of every student through use of appropriate assessments of student academic, social, and emotional skills;

4.24(4)(c) Builds beginning teacher capacity to analyze student learning data to guide the planning and delivery of standards-aligned instruction that meets the variable learning needs of every student; and

4.24(4)(d) Builds beginning teacher capacity for continuous improvement through meaningful, ongoing, and actionable feedback that is aligned to the professional growth plan that will be used to inform the beginning teacher's annual evaluation.

4.24(5) The mentor teacher builds beginning teacher capacity to advance equitable and inclusive learning by providing an environment that is culturally responsive and meets the diverse academic, social and emotional needs of every student, and:

4.24(5)(a) Engages beginning teacher in developing and applying research-based knowledge, skills, and strategies to create emotionally, intellectually, and physically safe learning environments for every student;

4.24(5)(b) Builds beginning teacher capacity to advance equitable and inclusive instruction for every student based on applying principles of equity, culturally responsive pedagogy, and professional ethics;

4.24(5)(c) Builds beginning teacher capacity to establish and maintain an inclusive classroom environment that fosters self-regulation and learner agency; and

4.24(5)(d) Builds beginning teacher capacity to equitably meet the diverse learning needs of every student through the instructional use of technology, including the ability to adapt to contexts in which access to technology is limited.

Disclaimer: These regulations may not be the most recent version. Colorado may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.

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Code of Colorado Regulations300 - DEPARTMENT OF EDUCATION301 - COLORADO STATE BOARD OF EDUCATION1 CCR 301-101 - RULES FOR THE ADMINISTRATION OF EDUCATOR LICENSE ENDORSEMENTSSection 1 CCR 301-101-4.0 - Teaching Endorsements

Code of Colorado Regulations
300 - DEPARTMENT OF EDUCATION
301 - COLORADO STATE BOARD OF EDUCATION
1 CCR 301-101 - RULES FOR THE ADMINISTRATION OF EDUCATOR LICENSE ENDORSEMENTS
Section 1 CCR 301-101-4.0 - Teaching Endorsements