PROPOSED RULES
Original Notice.
Preproposal statement of inquiry was filed as WSR 99-04-087.
Title of Rule: WAC 180-78-155 Evidence of compliance with adequate resources program standard, 180-78-207 General knowledge required of all teacher, administrator, school counselor, school psychologist, and school social worker, and 180-78-210 Program approval requirement--General skills demonstration by all candidates for certification as teacher, administrator, school counselor, school psychologist, and school social worker.
Purpose: To do one or more of the following, as deemed appropriate: Make technical adjustments, clarify existing provisions, repeal unnecessary working [wording], repeal provisions unsupported by rule-making authority, or provide greater flexibility or discretion to persons or entities subject to the rules.
Statutory Authority for Adoption: RCW 28A.70.005.
Summary: See Purpose above.
Reasons Supporting Proposal: See Purpose above.
Name of Agency Personnel Responsible for Drafting, Implementation and Enforcement: Larry Davis, State Board of Education, Olympia, (360) 753-6715.
Name of Proponent: State Board of Education
Rule is not necessitated by federal law, federal or state court decision.
Explanation of Rule, its Purpose, and Anticipated Effects: WAC 180-78-155, 180-78-207, and 180-78-210, provides more appropriate language.
Proposal Changes the Following Existing Rules: See sections below.
No small business economic impact statement has been prepared under chapter 19.85 RCW.
RCW 34.05.328 does not apply to this rule adoption.
Hearing Location: Chautauqua Lodge, 304 14th Street North, Longbeach, WA, on May 5, 1999, at 2:00 p.m.
Assistance for Persons with Disabilities: Contact Carolyn Berger by April 20, 1999, TDD (360) 664-3631, or (360) 753-6715.
Submit Written Comments to: Rules Coordinator, State Board of Education, P.O. Box 47206, Olympia, WA 98504-7206, fax (360) 586-2357, by April 20, 1999.
Date of Intended Adoption: May 5, 1999.
March 16, 1999
Larry Davis
Executive Director
OTS-2783.1
AMENDATORY SECTION(Amending Order 7-88, filed 3/3/88)
WAC 180-78-155
Evidence of compliance with adequate
resources program standard.
The following evidence shall be evaluated to determine whether each professional preparation program is in compliance with the adequate resources program approval standard of WAC 180-78-140(3):
(1) Personnel assigned teaching and administrative responsibilities have masters or doctoral degrees. With the exception of school occupational therapist and school physical therapist programs, teacher, administrator, and ESA programs have at least one FTE faculty member with a doctoral degree whose primary responsibility is to that specific professional preparation program.
(2) The composition of the faculty shall evidence compliance with affirmative action policies or the college or university must allocate sufficient resources to implement an effective affirmative action program.
(3) Written policies respecting faculty loads in the professional preparation department, division, or school have been established and provide recognition for various types of assignments--e.g., teaching undergraduate or graduate classes, advising, directing seminars, supervising clinical experiences, and directing theses and dissertations. Policies shall exist defining workload equivalents for special faculty assignments, including field experiences.
(4) Financial resources are available for faculty members to support their teaching, advising, writing, research, and other responsibilities. Supporting resources shall include, but not be limited to:
(a) Direct financial assistance for research and professional travel.
(b) Allocated annual budgeted funds for library resources to support course offerings.
(c) Secretarial help and resources such as copying machines, computers, etc.
(5) All faculty who are not full time shall meet the college and university requirements for appointment to the full-time faculty and, upon initial appointment, shall be given a specially designed orientation to the professional preparation program.
(6) At least seventy-five percent of the required courses offered annually in each professional preparation program must be taught by full-time faculty or by adjunct faculty who are or will be involved annually in offering specific courses in the professional preparation program and who are invited to participate with the full-time faculty in all regular meetings related to the professional preparation program.
(7) The budget for the college and university professional preparation program's administrative unit is available for review. Information pertinent to each of the professional preparation programs is provided, including:
(a) Expenditures for administration, faculty, and support services.
(b) Income derived from tuition and fee charges.
(8) For each professional education program offered, all faculty, including adjunct faculty, have assigned space necessary to prepare for classes, conduct research and write, and meet privately with students.
(9) Facilities are accessible ((or alternative arrangements
have been made)) for individuals with disabilities ((or
handicaps)).
(10) Centralized curriculum materials and media collections containing current examples of school and/or professional texts and supporting curriculum materials are available for student use.
(11) The library budget contains specific allotments for annual purchases to support the professional preparation program.
(12) Library holdings and those holdings readily accessible from other sources are reviewed at least once every five years using, where available, model listings and guidelines of professional organizations in order to maintain an adequate collection of the scope, breadth, and currency to support each professional preparation program.
[Statutory Authority: RCW 28A.70.005. 88-07-002 (Order 7-88), § 180-78-155, filed 3/3/88.]
General knowledge required of all candidates for certification as teachers, administrators, school counselors, school psychologists, and school social workers includes the following: Provided, That effective August 31, 1997, candidates for certification as principals shall be exempted from this section:
(1) Schools and society. Topics to be included consist of the following:
(a) Development of education in public and private schools in the United States.
(b) The nature and foundation of the educational system, including the evolution of school curriculum in grades P-12.
(c) Public policy issues related to the role of schools in a democratic society, with particular emphasis on:
(i) Equity issues related to various populations--e.g.,
race, sex, ((handicapping)) disabling conditions, gifted,
migrant, poverty, aliens, etc.
(ii) Study of values in public schools.
(iii) Issues related to the funding of public and private schools.
(iv) Compulsory attendance, compulsory education, and parental rights and responsibilities.
(v) Federal, state, and community control of schools.
(vi) Resource personnel and public and private agencies, including professional associations, which offer services to teachers, children, parents, and schools.
(2) Human growth, development, and learning. Topics included consist of the following:
(a) Physical, psychomotor, cognitive, social, and emotional
development of the normal and exceptional child, including those
who are victims of abuse, children with ((handicapping))
disabling conditions and the highly capable from birth to age
twenty-one.
(b) Theories of learning, including:
(i) Behavioralism.
(ii) Social learning.
(iii) Information processing.
(iv) Cognitive development.
(c) Educational processes appropriate to normal and
exceptional children, including those with ((handicapping))
disabling conditions and the highly capable from birth through
age twenty-one as to:
(i) Collection and interpretation of data.
(ii) Identification and assessment of individual students.
(iii) Impact of teaching and learning techniques on behavior.
(3) American school law. Topics include legal matters common to all education systems within the United States and consist of the following:
(a) Educational structure and governance, including the role of the courts.
(b) Students and the law, including First Amendment and due process rights, corporal punishment, grading, expulsion, suspension, discipline, and search and seizure and privacy rights.
(c) School professionals and the law, including nonrenewal, discharge, revocation, academic freedom, collective bargaining, professional ethics and legal responsibilities, and child abuse and other reporting requirements.
(d) Professional and school district liability, including negligence and tort liability.
(e) Federal law respecting the rights of the ((handicapped))
disabled.
[Statutory Authority: RCW 28A.410.010 and 28A.305.130. 97-04-081, recodified as § 180-78-207, filed 2/5/97, effective 3/8/97. Statutory Authority: RCW 28A.410.010, 28A.305.130 (1), (2) and (3). 94-24-038, § 180-79-131, filed 12/2/94, effective 1/2/95. Statutory Authority: RCW 28A.410.010. 92-04-044, § 180-79-131, filed 1/31/92, effective 3/2/92. Statutory Authority: RCW 28A.70.005. 88-05-047 (Order 3-88), § 180-79-131, filed 2/17/88.]
An approved preparation program shall require all candidates for certification as teacher, administrator, school counselor, school psychologist, and school social worker to demonstrate in their field experience their skills in the following areas: Provided, That effective August 31, 1997, an approved program for principals shall be exempted from this section and shall require candidates for principal certification to demonstrate the performance domains required by WAC 180-78-257:
(1) Diverse populations. Candidate must demonstrate their ability to work effectively with students of various backgrounds, including:
(a) Students with exceptional needs, including those with
((handicapping)) disabling conditions and the highly capable.
(b) Students from racial and/or ethnic population other than the candidates.
(2) School, home, and community. Candidates must demonstrate their ability to integrate education policies with the school, home, and community by:
(a) Participating in the designing of activities that involve parents in the learning process of their children.
(b) Using home and community resources to enhance the school program.
(c) Working cooperatively with students, parents, colleagues, and community members in a professional manner.
(d) Applying knowledge of school law to practices involving the school, home, and community.
[Statutory Authority: RCW 28A.410.010. 94-24-041, § 180-78-210, filed 12/2/94, effective 1/2/95. Statutory Authority: RCW 28A.70.005. 88-07-002 (Order 7-88), § 180-78-210, filed 3/3/88.]