Oregon Administrative Rules
584 - Teacher Standards and Practices Commission
Division 210 - TEACHING LICENSES
584-210-0020 - Scope and Responsibilities of Teachers of Record
Scope and Responsibilities of Teachers of Record
(1) A teacher of record performs one or more of the following tasks: plans instruction, establishes a classroom climate conducive to learning, implements plans for instruction, evaluates student achievement, and appropriately directs instructional assistants.
(2) Plans for Instruction. Examples of planning include, but are not limited to:
(a) Selects or writes learning goals that are based upon district objectives, Oregon Board of Education directives, and the physical, mental and emotional maturity of the students;
(b) Determines the current achievement level of each student with respect to the learning goals;
(c) Establishes objectives for a unit of instruction, formulates daily lessons and evaluates students' attainment of learning goals;
(d) Adapts appropriate unit and lesson plans for exceptional learners and for students from varying cultural, social, and linguistic backgrounds;
(e) Selects and organizes instructional materials and equipment for the units of instruction;
(f) Designs culturally responsive instructional activities for all students to achieve unit and lesson objectives; and
(g) Estimates the time required for direct instruction, students' practice and application, and evaluation of student learning.
(3) Establishes a classroom climate conducive to learning by all students. Examples of establishing conducive climate include, but are not limited to:
(a) Communicates classroom rules and behavioral expectations based upon the level of development of students and laws governing student rights and responsibilities;
(b) Applies principles of inclusivity, equity, racial justice, and least restrictive environment as appropriate for students;
(c) Recognizes the effects of the physical, social, and emotional climate of the students' homes, living arrangements and community on student motivation and behavior;
(d) Encourages appropriate behavior and provides meaningful reinforcement when it occurs;
(e) Monitors student conduct and takes appropriate action when misbehavior occurs, ensuring student safety and emotional well-being;
(f) Interacts thoughtfully, professionally and courteously with students, colleagues, and parents and resolves conflicts in an unbiased and equitable manner;
(g) Uses classroom time effectively to provide maximum time on learning tasks;
(h) Manages instructional transitions; and
(i) Coordinates the use of parent volunteers, student assistants, and other support personnel to achieve instructional objectives.
(4) Implements Plans for Instruction. Examples of instruction include, but are not limited to:
(a) Organizes students to engage in planned learning activities;
(b) Communicates learning outcomes to be achieved and focuses student interest on tasks to be accomplished;
(c) Provides instruction using a variety of instructional techniques to achieve planned objectives;
(d) Monitors the effectiveness of learning activities and modifies the pace and content of instruction as needed to achieve unit and lesson objectives; and
(e) Uses techniques that promote critical thinking and problem-solving and that encourage divergent as well as convergent thinking.
(5) Evaluates Student Achievement. Examples of evaluation include, but are not limited to:
(a) Selects and uses tests, observation, student interviews, and other formal and informal assessments to determine the extent to which each student has achieved the objectives of the lesson and unit of instruction;
(b) Grades and records students' progress, prepares anecdotal records, and reports achievement to students and parents;
(c) Summarizes the data on student achievement in relationship to instructional objectives;
(d) Uses data on student achievement to refine curriculum objectives and plan further instruction; and
(e) Documents teaching effectiveness through assembling and analyzing samples of students' work.
(6) Directs Instructional Assistants. Examples of directing instructional assistants include, but are not limited to:
(a) Delegates specific instructional tasks to be performed for individual students or groups of students, in accordance with the skills and abilities of each instructional assistant;
(b) Trains the assistant in the instructional tasks to be performed under the teacher's supervision;
(c) Supervises and assesses the performance of delegated instructional tasks and adjusts delegated tasks as necessary; and
(d) Assumes full accountability for effectiveness and safety of tasks delegated to instructional assistants.
Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553
TSPC 12-2015, f. 11-13-15, cert. ef. 1-1-16