Wyoming Administrative Code
Agency 019 - Teaching Standards Board, Professional
Sub-Agency 0001 - Teaching Standards Board, Professional
Chapter 4 - PROGRAM APPROVAL STANDARDS FOR ENDORSEMENT AREAS
Section 4-5 - Endorsements with Professional Teaching Standards Board State Standards

Universal Citation: WY Code of Rules 4-5

Current through September 21, 2024

Program approval standards for endorsement areas that do not have a Specialized Professional Association (SPA) are listed under the specific endorsement area.

(a) Agriculture.

(i) The program shall require demonstrated competence in the biological, physical, and applied sciences as they relate to practical solutions of agricultural issues, including competencies in:
(A) agroecology and sustainable systems in animal and plant sciences;

(B) current agricultural and biotechnologies;

(C) agricultural business management, applied economics, and agriculture literacy; and

(D) agriculture mechanics science and technology.

(ii) The program shall require demonstrated competence in one or more of the following occupational areas:
(A) agricultural production and marketing;

(B) agricultural products, processing, and food safety;

(C) horticultural, landscaping, and turf management; and

(D) natural resource management.

(iii) The program shall require the knowledge and skills necessary for establishing and supervising youth organizations that prepare students for leadership, personal growth, and career success.

(iv) The program shall require the knowledge and skills necessary for planning, promoting, organizing, and administering supervised agricultural experience programs outside the classroom.

(v) The program shall require knowledge of organizing and working with a local advisory committee.

(vi) The program shall require knowledge of the history, philosophy, objectives, and trends in career and technical education.

(vii) The program shall require knowledge and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, job placement, and cooperative vocational education in agriculture.

(b) American Sign Language (ASL) as a Foreign Language.

(i) The program shall require broad and comprehensive knowledge of and demonstrated competence in language, linguistics, and comparisons including:
(A) the linguistic features of ASL including an understanding of the application of basic concepts including phonology, syntax, and morphology;

(B) culturally authentic signed messages in ASL in a variety of contexts at least at a level equivalent to the Intermediate-High level as defined by the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines;

(C) the ability to sign with a command of vocabulary, nominal behaviors, and syntax adequate for expressing thoughts to a native user of ASL; and

(D) an understanding of and proficiency in English grammar, usage, and mechanics for the purpose of making comparisons to ASL.

(ii) The program shall require broad and comprehensive knowledge of and demonstrated competence in cultures, literatures, and cross-disciplinary concepts including the cultures associated with ASL and the interrelationships among the practices, products, and perspectives of these cultures, including:
(A) knowledge of history, social structure and artistic and literary contributions of the Deaf culture;

(B) ability to interpret contemporary lifestyles, customs, and cultural patterns of the Deaf culture; and

(C) participation in opportunities for significant study of the linguistics of ASL and immersion experiences in the Deaf culture and communities.

(iii) The program shall require broad and comprehensive knowledge of and demonstrated competence in language acquisition theories and instructional practices including the nature of language and of the theories and processes of language acquisition.

(iv) The program shall require broad and comprehensive knowledge of and demonstrated competence in:
(A) the instruction and assessment strategies that foster students' competencies in the areas of communication, cultures, connections, comparisons, and communities;

(B) addressing the diverse needs of language learners at various developmental levels including knowledge of the national standards for foreign language learning;

(C) current proficiency-based objectives of the teaching of foreign language methods and techniques for attaining these objectives;

(D) the assessment models of foreign language skills;

(E) the use of media in teaching languages;

(F) current curricular developments;

(G) the relationship of language study to other areas of the curriculum; and

(H) the professional literature of foreign language teaching.

(c) Business.

(i) The program shall require knowledge and demonstrated competence in the following:
(A) economic systems, including finance or money and banking;

(B) business organizations and management;

(C) business communications, math and law;

(D) computer information systems and occupational technology used in business and other occupational areas;

(E) entrepreneurship;

(F) clerical/secretarial occupations; and

(G) accounting or bookkeeping occupations.

(ii) The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for occupational, civic, and social responsibilities and leadership.

(iii) The program shall require knowledge of the history, philosophy, objectives, and trends in career and technical education.

(iv) The program shall require demonstrated competence in planning, organizing, and administering a work study program in business.

(v) The program shall require knowledge and demonstrated competence in the principles of counseling as they pertain to career selection, vocational assessment, and job placement in business education.

(vi) The program shall require skills in organizing and working with a local advisory committee.

(d) Drama/Theatre.

(i) The program shall require knowledge of theatre as a social and aesthetic experience and as a reflection of culture, including a broad view of the history of theatre and acquaintance with representative plays of past and present.

(ii) The program shall require knowledge and competencies needed to direct a theatrical production with artistic integrity, including the following:
(A) selection, analysis, casting, and conducting rehearsals;

(B) performance supervision and all other elements of direction;

(C) basic acting skills and techniques necessary to promote, stimulate, and guide the efforts of the individual as well as the interpreting group, whether in a creative dramatic context or as a cast in a theatrical production;

(D) technical skills needed in theatrical production including effective planning and execution of scenery, lights, make-up, sound, properties, costume and special effects;

(E) evaluation of activities or productions;

(F) organization of an academic or non-academic production or program, including audience services within the context of the school time, facilities and monies, and augmentation of existing facilities and materials in an order of significant priority; and

(G) promotion and publicity of an activity or production in order to gain the attention and support of the school and community in relationship to the development of appreciation of theatre in school and community audiences.

(iii) The program shall require demonstrated competencies for serving as a resource person within a school system in the development of facilities, the preparation of classroom projects, assembly programs, or activities in which elements of theatre are found and assist in the organization of a comprehensive theatre or other fine arts curriculum including experiences in music, film literature, art, and dance.

(iv) The program shall require knowledge of a representative body of English, American, and world literature.

(v) The program shall require demonstrated competence in using practical communication skills related to academic offerings and co-curricular activities.

(e) Elementary Education

(i) The program shall require knowledge and demonstrated competence in children's developmental and learning needs by:
(A) understanding how children grow, develop and learn in order to plan and implement developmentally appropriate and challenging learning experiences in engaging environments;

(B) understanding individual differences and diverse families, cultures, and communities to plan and implement learning experiences and environments that build on children's strengths and address their individual needs; and

(C) working respectfully and collaboratively with families to gain insight into each child in order to maximize his/her development, learning and motivation.

(ii) The program shall require knowledge and demonstrated competence in content and curricular knowledge by:
(A) demonstrating an understanding of the elements of literacy critical for purposeful and appropriate oral, print, and digital communication;

(B) demonstrating an understanding of major mathematics concepts, algorithms, procedures, applications and mathematical practices in varied contexts with connections among mathematical domains;

(C) demonstrating an understanding and integration of the three dimensions of science and engineering practices, cross-cutting concepts, and core ideas, within the major content areas of science;

(D) demonstrating understandings, capabilities, and practices associated with the central concepts and tools in civics, economics, geography, and history within a framework of informed inquiry; and

(E) demonstrating an understanding of the arts, health, and physical education as avenues of creativity and productivity in mental and physical growth.

(iii) The program shall require knowledge and demonstrated competence in assessing, planning, and designing contexts for learning by:
(A) administering formative and summative assessments regularly to determine students' competencies and learning needs;

(B) using assessment results to improve instruction and monitor learning;

(C) planning instruction including goals, materials, learning activities and assessments;

(D) differentiating instructional plans to meet the needs of diverse students in the classroom;

(E) managing the classroom by establishing and maintaining social norms and behavioral expectations; and

(F) supporting motivation and engagement in learning through diverse evidence-based practices.

(iv) The program shall require knowledge and demonstrated competence in supporting learning using effective instruction by:
(A) using a variety of instructional practices that support the learning of every child;

(B) teaching a cohesive sequence of lessons to ensure sequential and appropriate learning opportunities for each child;

(C) teaching concepts, strategies, and skills to guide students as they think about and learn academic content;

(D) providing constructive feedback to guide student's learning, increase motivation, and improve student engagement;

(E) leading whole class discussions to investigate content, strategies, or skills, and ensuring the equitable participation of every student in the classroom;

(F) organizing and managing small group instruction to provide focused, intensive instruction and differentiate teaching to meet the learning needs of each student; and

(G) organizing and managing individual instruction to provide targeted, focused, intensive instruction that improves or enhances each student's learning.

(v) The program shall require knowledge and demonstrated competence in developing as a professional by participating in collaborative learning environments with a variety of school personnel, reflective self-study, and involvement in professional communities.

(f) Family and Consumer Sciences.

(i) The program shall require knowledge and application of the factors that influence personal and family relationships, including lifespan development, interpersonal interactions, and parenting practices in a context of contemporary, global, societal, and technological change.

(ii) The program shall require knowledge and demonstrated competence in consumer education to include managing individual and family resources in a socially responsible manner.

(iii) The program shall require knowledge and demonstrated competence in healthy living by selecting, planning, preparing, and serving foods based on nutritional, cultural, and socioeconomic needs of individuals, families, and groups.

(iv) The program shall require knowledge and demonstrated competence in the selection, care, and use of clothing and textiles that satisfy the needs of individuals and families.

(v) The program shall require knowledge and demonstrated competence in satisfying the needs of individuals and families relative to environmentally responsible housing, equipment, and furnishings.

(vi) The program shall require knowledge and demonstrated competence in creating practical experiences for career paths related to family and consumer sciences.

(vii) The program shall require knowledge of the history, philosophy, and objectives and trends in family and consumer sciences including career and technical pathways.

(viii) The program shall require knowledge and skills necessary for establishing youth organizations that prepare students for:
(A) family;

(B) occupational, civic, and social responsibilities; and

(C) leadership.

(ix) The program shall require knowledge of professional organizations and available community, state, and national resources, agencies, and programs and how to develop collaborative relationships for curriculum enrichment and program support.

(x) The program shall require demonstrated competence in planning, organizing, and administering an integrated curriculum in family and consumer science education.

(g) Journalism.

(i) The program shall require media literacy and knowledge of the history and development of print and non-print media as well as the role of mass media in society, including:
(A) significant historical trends, including technological advances, in print and non-print media and their impact on political, social, and cultural life;

(B) role of media and journalists in democratic and nondemocratic societies; and

(C) techniques for fostering critical thinking through analysis, evaluation, and critique of media and ways in which meaning is shaped by those media.

(ii) The program shall require knowledge of legal and ethical principles relevant to print and non-print journalistic media, including:
(A) laws, limitations, judicial decisions, and legal guidelines that affect journalism and scholastic journalism including freedom of the press, censorship, copyright, defamation, and student expression;

(B) ethical principles and professional codes of ethics that support responsible journalism; and

(C) legal and ethical use of photographic and digital images, information, and technology.

(iii) The program shall require knowledge of design techniques in multimedia production, including:
(A) proficiency in the use of industry software and design conventions, as well as the use of existing and emerging digital tools and resources; and

(B) techniques for fostering the use of principles, elements, tools, and techniques of layout and design for creating effective and aesthetically pleasing student publications and productions in various formats including but not limited to print, broadcast, photography, and digital publications.

(iv) The program shall require knowledge of information gathering skills, including:
(A) techniques for identifying, locating, and evaluating the credibility and reliability of primary and secondary sources of news and information;

(B) techniques involved in selecting and interviewing sources, including skills for listening and observing; accurate note-taking and transcription; use of technology; and methods of organizing, selecting, and synthesizing information from multiple sources; and

(C) techniques for attribution, citing sources and avoiding plagiarism.

(v) The program shall require a broad and comprehensive understanding of the processes and conventions of writing and editing for a variety of print and non-print media, including:
(A) use of appropriate editorial style manual guidelines and understanding methods of copy editing and proofreading journalistic writing for accuracy, content, and style; and

(B) critical journalistic skills including understanding audience and methods for creating effective leads, headlines, and captions, identifying and differentiating story purpose and social value.

(vi) The program shall require comprehensive knowledge of journalism instruction and assessment and the responsibilities of advisership, including:
(A) the Journalism Education Association (JEA) Standards for Journalism Educators and the discipline-appropriate International Society for Technology in Education (ISTE) standards;

(B) content-specific instruction and appropriate use of assessments;

(C) techniques for creating and sustaining an inclusive and supportive learning environment for diverse groups of students; and

(D) business management skills and procedures to produce and distribute journalistic products.

(h) School Social Worker.

(i) The program shall require knowledge of the role and function of the school social worker and the school social work program, including relationships with other professional school personnel and community agencies and organizations.

(ii) The program shall require demonstrated competence in:
(A) assessment in social, emotional, behavioral, and adaptive areas;

(B) individual counseling;

(C) group counseling;

(D) family dynamics and interaction;

(E) crisis intervention;

(F) consultation;

(G) communication skills;

(H) referral process and utilization of resources;

(I) legal issues pertaining to the welfare of children; and

(J) conflict management/resolution.

(iii) The program shall require knowledge of the school as an organization with emphasis on school curriculum and school law.

(iv) The program shall require knowledge of human growth and development particularly as it relates to the dynamics of the learner and the learning process.

(v) The program shall require demonstrated competence in the use of social work methods to facilitate the affective domain of education.

(vi) The program shall require knowledge of the cause and effect of life stresses such as educational disabilities, family disruption, health issues, abuse and neglect, race, ethnicity, socioeconomic and environmental factors on learning, behavior, and development.

(vii) The program shall require demonstrated competence in conducting and interpreting research with regard to community, family, and student problems relevant to services provided by the school social worker.

(viii) The program shall require a supervised practicum in a recognized K-12 school setting.

(i) Speech.

(i) The program shall require knowledge of communication concepts, including:
(A) various theories of communication and their application to a variety of communicative acts;

(B) function of the individual as an initiator and receiver of communication; and

(C) language acquisition and development along with fundamental sociolinguistic and psycholinguistic factors.

(ii) The program shall require knowledge of the various media of communication, including:
(A) the changing nature of speech as a result of technological and social development;

(B) the way different forms of media enable and constrain communication; and

(C) consideration of various communication genres.

(iii) The program shall require demonstrated competence in the application of the various critical stances to a variety of communicative acts.

(iv) The program shall require knowledge of philosophies of communication which assign central importance to ethical consciousness with recognition of legal ramifications.

(v) The program shall require demonstrated competence in the use of practical communication skills related to academic offerings and to co-curricular activities.

(j) Teacher of American Indian Children.

(i) The program shall require demonstrated understanding that the American Indian perspective must be presented at every opportunity, including:
(A) the role of oral tradition;

(B) relationship between spiritual and cultural matters;

(C) holistic worldview; and

(D) integrity and validity of traditional knowledge systems.

(ii) The program shall require demonstrated knowledge that tribal language and culture are inseparable.

(iii) The program shall require demonstrated knowledge of how to utilize Elders' expertise in multiple ways.

(iv) The program shall require demonstrated knowledge of the historical and contemporary existence of American Indian people.

(v) The program shall require the understanding of cultural differences as positive attributes around which to build educational experiences.

(vi) The program shall require demonstrated knowledge of Native ways of learning.

(vii) The program shall require a demonstration of culturally sensitive pedagogy for American Indian people.

(k) Trade and Technical Education.

(i) The program shall require competence in the knowledge of core concepts, characteristics, and scope of trade and technical education including the relationships and connections between trade and technical education careers and careers in other disciplines;

(ii) The program shall require competence in the identification of historical and current attributes and roles of the cultural, social, economic, political and environmental effects and influences of trade and technical education;

(iii) The program shall require competence in the analysis of the characteristics of design including troubleshooting, research and development, invention and innovation, and experimentation in problem solving/ideation;

(iv) The program shall require competence in the use, maintenance, and assessment of products and systems utilized in trade and technical education, including safety; and

(v) The program shall require competence in the knowledge of various trade and technical systems including but not limited to:
(A) medical, biotechnologies;

(B) agriculture;

(C) energy and power;

(D) information and communication;

(E) transportation;

(F) manufacturing;

(G) construction;

(H) technical and graphic design, animation; and

(I) technological systems.

(l) Virtual Educator.

(i) The applicant shall complete a program that shall require knowledge and demonstrated competence in the planning and presentation of instruction in a variety of virtual learning environments and settings covering but not limited to:
(A) theories and models of instructional design;

(B) the online learning environment;

(C) technology and learning management systems; and

(D) pedagogy of online learning; or

(ii) The applicant shall submit documentation of demonstrated competence including, but not limited to, the following:
(A) at least three (3) years of verifiable experience and instruction as a full-time virtual educator;

(B) completion of required professional development specific to virtual education of not less than twenty-one (21) contact hours; and

(C) a letter from the employing school district or virtual education vendor attesting to the applicant's employment performance as a virtual educator.

(m) Work Based Learning Coordinator

(i) A career and technical education teaching endorsement listed on a Standard Educator License or Professional, Industry, and Careers (PIC) Permit is required for eligibility.

(ii) The program shall require knowledge of the role and function of the work based learning coordinator, including relationships with other professional school personnel and community agencies, businesses, and organizations.

(iii) The program shall require demonstrated competence in:
(A) facilitating careers while including productive interactive relationships;

(B) understanding labor market and occupational information and trends using current resources;

(C) understanding and use of formal and informal career development assessments with emphasis on relating appropriate ones to the population served;

(D) recognizing special needs of various groups and adapt services to meet their needs;

(E) understanding and following professional codes of ethics and current legislative regulations;

(F) understanding career development theories and models, and techniques as they apply to lifelong development;

(G) knowing job search strategies and placement techniques, especially working with specific groups;

(H) preparing and developing materials for training programs and presentations;

(I) understanding career development programs and their implementation, and working as a liaison in collaborative relationships;

(J) marketing and promoting career development programs with staff and supervisors;

(K) using career development computer applications; and

(L) accepting suggestions for performance improvement.

Disclaimer: These regulations may not be the most recent version. Wyoming 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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