Current through Register Vol. 63, No. 3, March 1, 2024
(1) Completers of the Professional
Administrator License program will demonstrate the knowledge, skills,
professional dispositions and cultural competencies necessary to promote the
academic, career, personal and social development of pre-kindergarten to grade
12 students.
(2) To receive state
recognition of a Professional Administrator License Program, the program must
include:
(a) Clinical practices as the
foundation of the program, with coursework as a support to the practical
learning experience. In addition, the EPP must meet the minimum Commission
standards for clinical practices, as provided in subsection (10) of this
rule;
(b) Practical experience and
content that will enable candidates to gain the knowledge, skills, abilities,
professional dispositions, and cultural competencies to meet the standards set
forth in this rule and the TSPC Program Review and Standards Handbook;
and
(c) A minimum of 27 quarter or
18 semester hours.
(3)
Standard 1: Mission, Vision, and Core Values. Leadership
candidates who successfully complete a Professional Administrator License
preparation program understand and demonstrate the capability to promote the
success and wellbeing of each student, teacher, and leader by applying the
knowledge, skills, commitments, and equity lens necessary for:
(1) an inclusive, shared mission and vision;
(2) a set of core values of
high-quality education, equity, and inclusion;
(3) continuous and sustainable district and
school improvement process designed to prioritize addressing race and other
group-based inequities; and
(4) The
development of partnerships between schools, preschool and early childhood
education programs, and postsecondary education, which recognize their
importance to successful student learning. Program completers must understand
and demonstrate the ability to:
(a) (MISSION
AND VISION) Analyze and communicate a data-informed shared mission and vision
for the school district rooted in the values of equity and inclusion and
focused on the academic success and overall well-being of each student and
district and school personnel;
(b)
(VALUES) Promote core democratic values that define the district's culture and
stress the imperative of child-centered education including high expectations
and student support, equity, inclusiveness, social justice, openness, caring,
and trust; and
(c) (IMPROVEMENT)
Program completers understand and demonstrate the capability to analyze, plan
for, and promote comprehensive, continuous, sustainable, and evidence-based
school and district improvement.
(4)
Standard 2: Ethics and
Professionalism Leadership candidates who successfully complete a Professional
Administrator License program understand and demonstrate the capability to
promote the success and wellbeing of each student, teacher, and leader by
applying the knowledge, skills, and commitments, and equity lens necessary for:
(1) professional norms;
(2) modeling of ethical behavior;
(3) responsibility; and
(4) values. Program completers must
understand and demonstrate the ability to:
(a)
(PROFESSIONAL NORMS) Enact the professional norms of integrity, fairness,
transparency, trust, collaboration, perseverance, learning, and continuous
improvement in their actions, decision-making, and relationships with others
school personnel and students, as provided in 584-020-0035, the Ethical
Educator;
(b) (MODEL)
Model ethical behavior in their personal conduct, relationships with others,
decision-making, and stewardship of the district's resources;
(c) (RESPONSIBILITY) Ensure that unethical
and unprofessional actions are addressed promptly and appropriately throughout
the organization through proper training and supervision of their school
personnel, including the proper investigation and resolution of misconduct
complaints; and
(d) (VALUES)
Promote essential educational values of democracy, community, individual
freedom and responsibility, equity, social justice, and diversity.
(5)
Standard
3: Equity and Cultural Leadership. Leadership candidates who
successfully complete a Professional Administrator License preparation program
promote the success and wellbeing of each student, teacher, and leader by
applying the knowledge, skills, commitments, and equity lens necessary for:
(1) equitable treatment;
(2) equitable opportunity and access;
(3) culturally and individually
responsive practice;
(4) a healthy
district culture; and
(5) equitable
systems. Program completers must understand and demonstrate the ability to:
(a) (EQUITABLE TREATMENT) Develop, implement,
train and evaluate equitable district policies and systems that ensure that
each student and stakeholder is treated fairly, respectfully, and with an
understanding of culture and context, including teacher and administrator
practices, procedures and decisions related to disciplinary referral,
discipline, suspension and expulsion of students and the effects and potential
for disproportionality of the discipline practices on marginalized
populations;
(b) (EQUITABLE
OPPORTUNITY AND ACCESS) Ensure that each student has equitable access to
resources and support such as effective teachers, learning opportunities,
academic, social and behavioral support;
(c) (CULTURALLY AND INDIVIDUALLY RESPONSIVE
PRACTICE) Support the development of culturally responsive practices among
teachers and staff so they are able to recognize, confront and alter
institutional biases of student marginalization, deficit-based schooling, and
low expectations associated with race, class, culture and language, gender and
sexual orientation, and disability or special status; and
(d) (DISTRICT CULTURE) Build and maintain an
inclusive, responsive, safe, caring, and healthy district culture that provides
coherent systems of academic and social supports, discipline, services,
extracurricular activities, and accommodations to meet the full range of needs
of each student.
(e) (EQUITABLE
SYSTEMS) Name and address the ways in which power, privilege, whiteness,
racism, ableism, sexism, ageism, heterosexism, xenophobia and other forms of
"othering" operate to sustain inequities for marginalized students and
families;
(6)
Standard 4: Instructional Leadership. Leadership candidates who
successfully complete a Professional Administrator License preparation program
understand and demonstrate the capability to promote the success and wellbeing
of each student, teacher, and leader by applying the knowledge, skills,
commitments, and equity lens necessary through:
(1) inclusive and culturally responsive
systems of learning and instruction;
(2) instructional capacity;
(3) professional development of principals
and other licensed personnel; and
(4) principal and other licensed personnel
effectiveness. Program completers must understand and demonstrate the ability
to:
(a) (SYSTEMS OF LEARNING AND INSTRUCTION)
Analyze and manage district-wide use of coherent, inclusive, culturally
responsive, and technologically appropriate systems of curriculum, instruction,
assessment, student services, and instructional resources that embody high
expectations for student learning and align with academic standards across
grade levels;
(b) (INSTRUCTIONAL
CAPACITY) Plan for the support of principals and other school leaders to
develop collective and individual instructional capacity of teachers and other
staff members;
(c) (PROFESSIONAL
DEVELOPMENT OF PRINCIPALS AND OTHER LICENSED PERSONNEL) Promote systems of
support, coaching, and professional development for individual principal or
other licensed school professional to help them grow as culturally responsive
instructional leaders.
(d)
(PRINCIPAL AND OTHER LICENSED SCHOOL PERSONNEL EFFECTIVENESS) Analyze and use
research-anchored, equity-focused systems of principal and other licensed
educator supervision, evaluation, and feedback to improve practice, including
mentorship and support of newly-assigned principals and other licensed school
personnel.
(7)
Standard 5: Community and External Leadership. Leadership
candidates who successfully complete a Professional Administrator License
program understand and demonstrate the capability to promote the success and
wellbeing of each student, teacher, and leader by applying the knowledge,
skills, commitments, and equity lens necessary for meaningful, reciprocal,
inclusive, and mutually beneficial:
(1)
community engagement;
(2)
productive partnerships, including, but not limited to early childhood and
postsecondary education providers;
(3) two-way communication; and
(4) representation. Program completers must
understand and demonstrate the ability to:
(a) (COMMUNICATION) Engage and develop a
welcoming environment for families, early learning partners, community, public,
private, and non-profit sectors in meaningful ways;
(b) (PARTNERSHIPS) Sustain productive
partnerships with communities and public, private, and non-profit sectors to
recognize and celebrate school and community improvement;
(c) (TWO-WAY COMMUNICATION) Maintain ongoing,
two-way communication with families and the community to develop an
understanding of the diverse interests, needs, and resources of the district
community in the service of student development and educational improvement;
and
(d) (REPRESENTATION) Represent
the district and engage various stakeholders in building an appreciation of the
overall context in which decisions are made in the service of student learning
and development.
(8)
Standard 6: Management of
People, Data, and Processes. Leadership candidates who successfully complete a
Professional Administrator License program understand and demonstrate the
capability to promote the success and wellbeing of each student, teacher, and
leader by applying the knowledge, skills, commitments, and equity lens
necessary for effectively managed and equitable:
(1) district systems;
(2) resources and resources distribution;
(3) human resources; and
(4) policies and procedures. Program
completers must understand and demonstrate the ability to:
(a) (MANAGING SYSTEMS) Equitably manage the
district's systems, including administration, management, governance, finance,
and operations;
(b) (RESOURCES AND
EQUITABLE DISTRIBUTION) Plan for, seek, acquire, and manage fiscal resources,
including the planning and responsibility for school budgeting; physical
resources; technological resources; data; and other resources to support
student learning, collective professional capability and community, and family
engagement with attention to equitably distributing resources to students who
have been historically marginalized due to their race, class, culture and
language, gender and sexual orientation, and disability or special status;
and
(c) (HUMAN RESOURCES) Manage
the growth of individual and collective capability through systems of hiring,
retention, development, supervision of school and district personnel, and
pathways for effective, culturally responsive, and diverse leadership
succession, including the mentorship, appropriate assignment and support of
newly-educators.
(d) (POLICIES AND
PROCEDURES) Promote effective and equitable policies and procedures that
protect the welfare and safety of students and staff across the
district.
(9)
Standard 7: Policy, Governance, Advocacy, and
Sociopolitical Leadership. Leadership candidates who successfully complete a
Professional Administrator License program understand and demonstrate the
capability to promote the success and wellbeing of each student, teacher, and
leader by applying the knowledge, skills, commitments, and equity lens
necessary to:
(1) understand and foster Board
relations;
(2) understand and manage
effective systems for district governance;
(3) understand and ensure compliance with
policy, laws, rules and regulations;
(4) understand and respond to local, state
and national decisions; and
(5)
advocate for the needs and priorities of the district. Program completers must
understand and demonstrate the ability to:
(a)
(BOARD RELATIONS) Foster a respectful and responsive relationship with the
District's Board of education;
(b)
(DISTRICT GOVERNANCE) Manage effective systems for district
governance;
(c) (LEGAL) Ensure
compliance with applicable policy, laws, rules, and regulations from a
district-wide perspective;
(d)
(POLICY AND SOCIOPOLITICAL ENGAGEMENT) Understands, values, and employs to the
larger political, social, economic, legal, and cultural context including the
state of Oregon's and the local community's cultural, social, intellectual, and
political resources to promote student learning and school improvement;
and
(e) (ADVOCACY) Advocate for the
needs and priorities of the district, with a focus on prioritizing groups whose
needs have historically gone unmet due to their race, class, culture and
language, gender and sexual orientation, and disability or special
status.
(10)
Standard 8: Clinical Practice Program completers engaged in a
substantial and sustained educational leadership clinical practices experience
that developed their capability to promote the success and well-being of each
student, teacher, and leader through field experiences and clinical practice
within a district setting, monitored and evaluated by a qualified, on-site
mentor.
(a) (FIELD EXPERIENCES) Candidates are
provided a coherent, authentic, district-based individualized plan for clinical
practices of a minimum of 200 hours in consideration of the administrator
previous experience and capabilities and that provide opportunities to
synthesize and apply the content knowledge, develop and refine the professional
skills, and demonstrate their capabilities as articulated in each of the
elements included in Professional Administrator License program standards (1)
through (7).
(b) (MENTOR)
Candidates are provided a mentor who has demonstrated effectiveness as an
educational leader within a district setting; understands the specific district
context; is present for a significant portion of the clinical practice; is
selected collaboratively by the candidate, a representative of the district,
and program faculty; and is provided with training by the supervising
institution.
(c) (OBSERVATIONS AND
EVALUATIONS) Candidates are provided a minimum number of observations and
evaluations, as provided:
(A)
Faculty
Supervisor: The faculty supervisor must conduct evaluations and
observations of the administrator candidate during their clinical practice,
including:
(i) At least one formal
observations of the candidate, conducted at approximately the
middle of the clinical experience; and
(ii) At least one formal
evaluation of the candidate, conducted at the completion of
the clinical experience and includes the candidate's successful completion of
the clinical experience plan and their ability to meet the standards of the
Professional Administrator License.
(B)
Mentor: The mentor must
conduct evaluations and observations of the administrator candidate during the
clinical practice, including:
(i) At least two
formal observations of the candidate; and
(ii) At least one formal
evaluation of the candidate.
(11)
Implementation of
Standards: The Commission may not deny approval of a Professional
Administrator License program for failure to comply with the standards until
August 1, 2022 if the (EPP):
(a) Develops a
plan to comply with the standards; and
(b) Submits the plan to the Commission prior
to August 1, 2021.
(12) A
plan submitted under this section may phase in implementation of the
requirements if implementation is completed by August 1, 2022, which is the
beginning of the fourth academic year following the date the Commission first
adopts the Professional Administrator License standards.
Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS
342.120 - 342.430 & ORS
342.455 - 342.495;
342.553