Current through Register Vol. 63, No. 3, March 1, 2024
(1) Across curriculum, experiences, and
assessments, the EPP embeds and models the social and emotional competencies
outlined below to promote equity-focused personal and professional
growth.
(2)
Self-Awareness- Using a lens of examining personal identity, the
EPP will ensure that faculty, staff, and candidates:
(a) Recognize and examine personal, cultural,
and linguistic assets and other social markers that may influence identity
development and emotion regulation as it relates to one's culture, family of
origin and historical experiences;
(b) Identify, recognize, and examine
prejudices and biases through personal reflection by linking feelings, values,
and thoughts of one's identity as an educator including their influence as an
educator on larger systems (e.g., classroom, school, community); and
(c) Examine self-efficacy to develop
professional identity and dispositions which enhance one's capacity to execute
behaviors that demonstrate respect for different people, places and
contexts.
(3)
Self-Management - Using a lens of fostering agency, the EPP will
ensure that faculty, staff, and candidates:
(a) Demonstrate competence in self-regulation
strategies including identifying personal and professional stressors, and
having the discipline to recognize and express emotions appropriately in a
professional setting; and
(b)
Continuously examine their own practice, sense of agency, initiative, and
utilization of a growth mindset to explore areas of professional development;
and
(c) Utilize planning and
organizational skills to set and achieve personal, professional, and collective
goals and proactively seek help from key partners to achieve those
goals.
(4)
Social-Awareness - Using a lens of cultivating belonging, the EPP
will ensure that faculty, staff, and candidates:
(a) Acknowledge the value in others'
perspectives including their assets and strengths;
(b) Identify opportunities to express
gratitude and model empathy in situationally appropriate ways that promote a
healthy understanding of emotions and feelings within shared environments;
and
(c) Understand the influence
that organizations, systems, and social norms, including those that are
historically oppressive or unjust, have on attitudes, beliefs and
behavior.
(5)
Relationship Skills - Using a lens of collaborative
problem-solving, the EPP will ensure that faculty, staff, and candidates:
(a) Develop and foster positive professional
relationships while recognizing the importance of work-life harmony and the
impact of compassion fatigue on burnout and support-seeking
behaviors;
(b) Communicate
effectively, resolve conflicts constructively and demonstrate group leadership
when appropriate; and
(c) Use
available power and privilege to elevate and amplify the voices of those who
have been historically underserved by the education system by acknowledging and
recognizing multiple ways of being and knowing.
(6)
Responsible Decision-Making
- Using a lens of stimulating curiosity, the EPP will ensure that
faculty, staff, and candidates:
(a) Analyze
available information, data, and facts to find reasonable and feasible
solutions to personal and social problems;
(b) Utilize critical thinking skills to
anticipate and evaluate the consequences of actions and attitudes, including
implications for school and community outcomes; and
(c) Identify their scope of influence and
impact by reflecting on their own role as an agent of change to promote
personal and community well-being.
Statutory/Other Authority: ORS
342.165 & ORS
342.147
