Chapter 181-78A WAC

Last Update: 8/14/18

APPROVAL STANDARDS FOR PERFORMANCE-BASED PREPARATION PROGRAMS FOR TEACHERS, ADMINISTRATORS, AND EDUCATIONAL STAFF ASSOCIATES

WAC Sections

GENERAL
181-78A-003Authority.
181-78A-005Purpose.
181-78A-007Minimum state standards.
181-78A-010Definition of terms.
181-78A-025Program approval.
GENERAL APPROVAL PROVISIONS
181-78A-100Existing approved programs.
181-78A-105Procedures for initial approval of an educator preparation program.
181-78A-110Approval status for existing programs.
181-78A-112Programs voluntarily rescinding state approval.
181-78A-115Disapproved programs.
181-78A-120Procedures for reestablishment of approval status for an educator preparation program.
181-78A-125Field placement agreements.
181-78A-130Approval of preparation program offered by an out-of-state institution or organization within the state applicable to certification.
181-78A-132Programs approved in other states operating field experiences in Washington state.
181-78A-136Responsibilities of deans, directors, or other designated administrators.
PROFESSIONAL EDUCATION ADVISORY BOARDSGENERAL PROVISIONS
181-78A-205Required professional education advisory board.
181-78A-207Qualification to be appointed to an institution or organization professional education advisory board.
181-78A-209Professional education advisory boards—Membership.
181-78A-210Joint professional education advisory board.
181-78A-215Substitute pay for members of professional education advisory boards.
RESIDENCY CERTIFICATE PROGRAMSPROGRAM APPROVAL STANDARDSGENERAL
181-78A-220Program approval standards for approved preparation programs.
181-78A-225Acceptance of alternative standards.
RESIDENCY CERTIFICATE PROGRAMSSPECIFIC PROGRAM APPROVAL STANDARDPROFESSIONAL EDUCATION ADVISORY BOARD
181-78A-250Approval standards professional education advisory board.
RESIDENCY CERTIFICATE PROGRAMSSPECIFIC PROGRAM APPROVAL STANDARDACCOUNTABILITY
181-78A-255Approval standard—Accountability.
RESIDENCY CERTIFICATE PROGRAMSSPECIFIC PROGRAM APPROVAL STANDARDRESOURCES
181-78A-261Approval standard—Program resources and governance.
RESIDENCY CERTIFICATE PROGRAMSSPECIFIC PROGRAM APPROVAL STANDARDPROGRAM DESIGN
181-78A-264Approval standard—Program design.
RESIDENCY CERTIFICATE PROGRAMSSPECIFIC PROGRAM APPROVAL STANDARDKNOWLEDGE AND SKILLS
181-78A-270Approval standard—Knowledge and skills.
OTHER PROGRAM APPROVAL REQUIREMENTS
181-78A-300Program requirements for teacher candidates.
181-78A-307Course work/internship waiver.
181-78A-308Special consideration for certain former paraeducators.
181-78A-330Demographic information.
ADMINISTRATOR INTERNSHIPS
181-78A-400Internship standards—State-funded administrator interns.
PROFESSIONAL CERTIFICATE PROGRAMSPROGRAM APPROVAL STANDARDSPECIFICKNOWLEDGE AND SKILLS
181-78A-700First peoples' language, culture, and oral tribal traditions certification program—Findings, purposes and intent—Definitions—Program established—Tribal eligibility to participate—Program requirements—Assignment of teachers—Reports.
DISPOSITION OF SECTIONS FORMERLY CODIFIED IN THIS TITLE
181-78A-151Preparation of superintendents. [WSR 06-02-051, recodified as § 181-78A-151, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-151, filed 12/23/98, effective 1/23/99.] Repealed by WSR 11-01-047, filed 12/7/10, effective 1/7/11. Statutory Authority: RCW 28A.410.210.
181-78A-200Basic skills. [WSR 06-02-051, recodified as § 181-78A-200, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-200, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-200, filed 12/23/98, effective 1/23/99.] Repealed by WSR 11-01-047, filed 12/7/10, effective 1/7/11. Statutory Authority: RCW 28A.410.210.
181-78A-272Approval of residency certificate preparation programs for principals/program administrators, school psychologists, school counselors and school social workers. [Statutory Authority: RCW 28A.410.210. WSR 11-01-047, § 181-78A-272, filed 12/7/10, effective 1/7/11; WSR 07-04-002, § 181-78A-272, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-272, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-272, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010. WSR 04-20-089, § 180-78A-272, filed 10/5/04, effective 11/5/04.] Repealed by WSR 15-06-028, filed 2/25/15, effective 3/28/15. Statutory Authority: RCW 28A.410.210.
181-78A-310Program approval—Teachers, collaboration with K-12 schools. [Statutory Authority: RCW 28A.410.210. WSR 06-14-010, § 181-78A-310, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-310, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 99-23-023, § 180-78A-310, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-310, filed 12/23/98, effective 1/23/99.] Repealed by WSR 13-20-032, filed 9/24/13, effective 10/25/13. Statutory Authority: RCW 28A.410.210.
181-78A-315Program approval requirement—Field experience for school counselors. [WSR 06-02-051, recodified as § 181-78A-315, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-315, filed 12/23/98, effective 1/23/99.] Repealed by WSR 10-17-029, filed 8/9/10, effective 9/9/10. Statutory Authority: RCW 28A.410.210 and 2009 c 548, 2010 c 235, 2009 c 128 [2009 c 468].
181-78A-317Program approval requirement—Field experience for school psychologists. [WSR 06-02-051, recodified as § 181-78A-317, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-317, filed 12/23/98, effective 1/23/99.] Repealed by WSR 10-17-029, filed 8/9/10, effective 9/9/10. Statutory Authority: RCW 28A.410.210 and 2009 c 548, 2010 c 235, 2009 c 128 [2009 c 468].
181-78A-319Program approval requirement—Field experience for school social workers. [Statutory Authority: RCW 28A.410.210. WSR 07-19-059, § 181-78A-319, filed 9/14/07, effective 10/15/07. WSR 06-02-051, recodified as § 181-78A-319, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010. WSR 05-15-022, § 180-78A-319, filed 7/7/05, effective 8/7/05; WSR 04-21-038, § 180-78A-319, filed 10/15/04, effective 11/15/04.] Repealed by WSR 10-17-029, filed 8/9/10, effective 9/9/10. Statutory Authority: RCW 28A.410.210 and 2009 c 548, 2010 c 235, 2009 c 128 [2009 c 468].
181-78A-325Program approval requirement—Field experience for all administrators. [Statutory Authority: RCW 28A.410.210 and 2009 legislative budget reductions. WSR 09-20-093, § 181-78A-325, filed 10/6/09, effective 11/6/09. Statutory Authority: RCW 28A.410.210. WSR 06-14-010, § 181-78A-325, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-325, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-325, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-325, filed 12/23/98, effective 1/23/99.] Repealed by WSR 10-17-029, filed 8/9/10, effective 9/9/10. Statutory Authority: RCW 28A.410.210 and 2009 c 548, 2010 c 235, 2009 c 128 [2009 c 468].
181-78A-500Professional certificate program approval. [Statutory Authority: RCW 28A.410.210. WSR 13-14-026, § 181-78A-500, filed 6/25/13, effective 7/26/13; WSR 09-22-023, § 181-78A-500, filed 10/26/09, effective 12/1/11; WSR 09-16-053, § 181-78A-500, filed 7/29/09, effective 8/29/09; WSR 07-04-004, § 181-78A-500, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-500, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-500, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.401.010 [28A.410.010]. WSR 04-21-038, § 180-78A-500, filed 10/15/04, effective 11/15/04. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-500, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.305 [28A.305.130] (1) and (2). WSR 00-13-064, § 180-78A-500, filed 6/16/00, effective 7/17/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-500, filed 12/23/98, effective 1/23/99.] Repealed by WSR 17-15-136, filed 7/19/17, effective 8/19/17. Statutory Authority: RCW 28A.410.210.
181-78A-505Overview—Teacher professional certificate program. [Statutory Authority: RCW 28A.410.210. WSR 07-04-004, § 181-78A-505, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-505, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-505, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28 410.010 [28A.410.010]. WSR 05-15-054, § 180-78A-505, filed 7/12/05, effective 8/12/05. Statutory Authority: RCW 28A.210.160. WSR 03-23-037, § 180-78A-505, filed 11/12/03, effective 12/13/03. Statutory Authority: RCW 28A.410.010. WSR 03-04-025, § 180-78A-505, filed 1/27/03, effective 2/27/03. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-505, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.410.010. WSR 02-14-111, § 180-78A-505, filed 7/2/02, effective 8/2/02. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 00-03-049, § 180-78A-505, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-505, filed 12/23/98, effective 1/23/99.] Repealed by WSR 09-22-023, filed 10/26/09, effective 12/1/11. Statutory Authority: RCW 28A.410.210.
181-78A-507Overview—Principal/program administrator professional certificate programs. [Statutory Authority: RCW 28A.410.210. WSR 12-18-004, § 181-78A-507, filed 8/23/12, effective 9/23/12; WSR 09-16-053, § 181-78A-507, filed 7/29/09, effective 8/29/09; WSR 07-08-050, § 181-78A-507, filed 3/28/07, effective 4/28/07; WSR 06-14-010, § 181-78A-507, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-507, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010. WSR 05-23-042, § 180-78A-507, filed 11/9/05, effective 12/10/05; WSR 04-21-039, § 180-78A-507, filed 10/15/04, effective 11/15/04; WSR 04-04-010, § 180-78A-507, filed 1/23/04, effective 2/23/04. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-507, filed 8/26/02, effective 9/26/02.] Repealed by WSR 17-11-141, filed 5/24/17, effective 6/24/17. Statutory Authority: RCW 28A.410.210.
181-78A-509Overview—Educational staff associate—School counselor/school psychologist professional certificate programs. [Statutory Authority: RCW 28A.410.210. WSR 12-18-004, § 181-78A-509, filed 8/23/12, effective 9/23/12; WSR 07-19-056, § 181-78A-509, filed 9/14/07, effective 10/15/07; WSR 07-04-005, § 181-78A-509, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-509, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-509, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.401.010 [28A.410.010]. WSR 04-21-038, § 180-78A-509, filed 10/15/04, effective 11/15/04.] Repealed by WSR 17-11-141, filed 5/24/17, effective 6/24/17. Statutory Authority: RCW 28A.410.210.
181-78A-510Responsibilities of the professional certificate administrator. [Statutory Authority: RCW 28A.410.210. WSR 09-16-053, § 181-78A-510, filed 7/29/09, effective 8/29/09. WSR 06-02-051, recodified as § 181-78A-510, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 00-03-049, § 180-78A-510, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-510, filed 12/23/98, effective 1/23/99.] Repealed by WSR 17-11-141, filed 5/24/17, effective 6/24/17. Statutory Authority: RCW 28A.410.210.
181-78A-515Program approval standards for professional certificate approved programs. [Statutory Authority: RCW 28A.410.210. WSR 09-22-023, § 181-78A-515, filed 10/26/09, effective 12/1/11; WSR 07-04-004, § 181-78A-515, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-515, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-515, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 00-03-049, § 180-78A-515, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-515, filed 12/23/98, effective 1/23/99.] Repealed by WSR 17-15-136, filed 7/19/17, effective 8/19/17. Statutory Authority: RCW 28A.410.210.
181-78A-520Approval standard—Professional education advisory board. [Statutory Authority: RCW 28A.410.210. WSR 12-18-003, § 181-78A-520, filed 8/23/12, effective 9/23/12; WSR 09-22-023, § 181-78A-520, filed 10/26/09, effective 12/1/11; WSR 09-16-053, § 181-78A-520, filed 7/29/09, effective 8/29/09; WSR 07-04-004, § 181-78A-520, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-520, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-520, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 00-03-049, § 180-78A-520, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-520, filed 12/23/98, effective 1/23/99.] Repealed by WSR 17-15-136, filed 7/19/17, effective 8/19/17. Statutory Authority: RCW 28A.410.210.
181-78A-525Approval standard—Accountability. [Statutory Authority: RCW 28A.410.210. WSR 12-18-003, § 181-78A-525, filed 8/23/12, effective 9/23/12; WSR 09-22-023, § 181-78A-525, filed 10/26/09, effective 12/1/11; WSR 09-16-053, § 181-78A-525, filed 7/29/09, effective 8/29/09; WSR 07-15-053, § 181-78A-525, filed 7/13/07, effective 8/13/07; WSR 07-04-004, § 181-78A-525, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-525, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-525, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 00-03-049, § 180-78A-525, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-525, filed 12/23/98, effective 1/23/99.] Repealed by WSR 17-15-136, filed 7/19/17, effective 8/19/17. Statutory Authority: RCW 28A.410.210.
181-78A-530Approval standard—Governance and resources. [Statutory Authority: RCW 28A.410.210. WSR 12-18-003, § 181-78A-530, filed 8/23/12, effective 9/23/12; WSR 09-22-023, § 181-78A-530, filed 10/26/09, effective 12/1/11; WSR 07-04-004, § 181-78A-530, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-530, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-530, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 00-03-049, § 180-78A-530, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-530, filed 12/23/98, effective 1/23/99.] Repealed by WSR 17-15-136, filed 7/19/17, effective 8/19/17. Statutory Authority: RCW 28A.410.210.
181-78A-535Approval standard—Program design. [Statutory Authority: RCW 28A.410.210. WSR 14-10-060 and WSR 14-07-063, § 181-78A-535, filed 5/5/14 and 3/17/14, effective 6/5/14 and 4/17/14; WSR 12-18-003, § 181-78A-535, filed 8/23/12, effective 9/23/12; WSR 09-22-023, § 181-78A-535, filed 10/26/09, effective 12/1/11; WSR 09-16-053, § 181-78A-535, filed 7/29/09, effective 8/29/09; WSR 07-19-056, § 181-78A-535, filed 9/14/07, effective 10/15/07; WSR 07-08-050, § 181-78A-535, filed 3/28/07, effective 4/28/07; WSR 07-04-004, § 181-78A-535, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-535, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-535, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010. WSR 05-15-051, § 180-78A-535, filed 7/12/05, effective 8/12/05; WSR 04-21-038, § 180-78A-535, filed 10/15/04, effective 11/15/04. Statutory Authority: RCW 28A.210.160. WSR 03-23-037, § 180-78A-535, filed 11/12/03, effective 12/13/03. Statutory Authority: RCW 28A.410.010. WSR 03-04-024, § 180-78A-535, filed 1/27/03, effective 2/27/03. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-535, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.410.010. WSR 01-09-004, § 180-78A-535, filed 4/5/01, effective 5/6/01. Statutory Authority: RCW 28A.410.010, 28A.305.130 (1) and (2). WSR 00-18-062, § 180-78A-535, filed 9/1/00, effective 10/2/00; WSR 00-03-049, § 180-78A-535, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-535, filed 12/23/98, effective 1/23/99.] Repealed by WSR 17-15-136, filed 7/19/17, effective 8/19/17. Statutory Authority: RCW 28A.410.210.
181-78A-540Approval standard—Knowledge and skills. [Statutory Authority: RCW 28A.410.210. WSR 13-14-026, § 181-78A-540, filed 6/25/13, effective 7/26/13; WSR 09-22-023, § 181-78A-540, filed 10/26/09, effective 12/1/11; WSR 06-14-010, § 181-78A-540, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-540, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010. WSR 04-24-074, § 180-78A-540, filed 11/30/04, effective 12/31/04. Statutory Authority: RCW 28A.401.010 [28A.410.010]. WSR 04-21-038, § 180-78A-540, filed 10/15/04, effective 11/15/04. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-540, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 00-03-049, § 180-78A-540, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-540, filed 12/23/98, effective 1/23/99.] Repealed by WSR 17-11-141, filed 5/24/17, effective 6/24/17. Statutory Authority: RCW 28A.410.210.


181-78A-003
Authority.

The authority for this chapter is RCW 28A.410.210 (1) through (4) which authorizes the professional educator standards board to approve and disapprove educator preparation programs in institutions of higher education in Washington state.
[Statutory Authority: RCW 28A.410.210. WSR 06-14-010, § 181-78A-003, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-003, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-003, filed 12/23/98, effective 1/23/99. Statutory Authority: RCW 28A.305.130. WSR 97-04-084, § 180-78A-003, filed 2/5/97, effective 3/8/97.]



181-78A-005
Purpose.

This chapter establishes the procedures, standards, and criteria to be used in the development and approval of preparation programs offered by preparation program providers in Washington state leading to teacher, administrator, and educational staff associates certification. These rules establish a performance-based preparation system for educators that supports the Improvement of Student Achievement Act of 1993 (ESHB 1209) which will enable educators to implement the Washington state student learning standards and requirements.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-005, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 11-01-047, § 181-78A-005, filed 12/7/10, effective 1/7/11; WSR 06-14-010, § 181-78A-005, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-005, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 99-23-023, § 180-78A-005, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-005, filed 12/23/98, effective 1/23/99. Statutory Authority: RCW 28A.305.130. WSR 97-04-084, § 180-78A-005, filed 2/5/97, effective 3/8/97.]



181-78A-007
Minimum state standards.

All state standards prescribed in this chapter for the approval of professional preparation programs are minimal standards for state approval. Where allowed programs may and are encouraged to develop program standards which exceed the minimums herein prescribed.
[Statutory Authority: RCW 28A.410.210. WSR 11-01-047, § 181-78A-007, filed 12/7/10, effective 1/7/11. WSR 06-02-051, recodified as § 181-78A-007, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130. WSR 97-04-084, § 180-78A-007, filed 2/5/97, effective 3/8/97.]



181-78A-010
Definition of terms.

The following definitions shall be used in this chapter:
(1) "Endorsement" means a specification placed on a certificate to indicate the subject area, grade level, and/or specialization for which the individual is prepared to teach.
(2) "Interstate compact" means the contractual agreement among several states authorized by RCW 28A.690.010 and 28A.690.020 which facilitates interstate reciprocity.
(3) "Program approval" means the approval by the professional educator standards board of an educator preparation program offered by an educator preparation program provider within Washington state.
(4) "Field experience" means learning experiences in school, clinical, or laboratory settings. These learning experiences must be related to specific program outcomes and designed to integrate educational theory, knowledge, and skills in actual practice under the direction of a qualified supervisor.
(5) "A positive impact on student learning" means students' documented increased knowledge and/or demonstration of a skill or skills related to the state approved standards; or for candidates employed by private schools, students' documented increased knowledge or demonstration of a skill or skills related to either:
(a) The state goals or essential academic learning requirements; or
(b) Alternative learning goals established by the private school.
(6) "Collaboration" means ongoing communication among the professional growth team members to reach consensus regarding the content of the candidate's professional growth plan.
(7) "Professional growth plan" means the document which identifies the formalized learning opportunities and professional development activities that relate to the specific competencies, knowledge, skills and experiences needed to meet the standards set forth in WAC 181-79A-207.
(8) "Board" means the professional educator standards board.
(9) "Clinical practice" means a specific, prolonged field experience where the candidate practices or serves in the role for which he or she is being prepared. Clinical practice must take place in an education setting and under the general supervision of a certificated practitioner, with three years' experience in the role for which the candidate is seeking certification.
(10) "Components" means the design features of the program and actions of the provider.
(11) "Domains" means broad categories of educator preparation program providers' performance expectations and outcomes established by the board.
(12) "Educator preparation program" or "program" means all courses, requirements, and other activities leading to a specific educator certification including teaching, administrator, school counselor, or school psychologist certificate and/or teaching certificate endorsement.
(13) "Educator preparation program provider" or "program provider" or "provider" means the entity approved to provide one or more educator preparation programs and responsible for operating the programs in compliance with the board's standards and policies.
(14) "Indicator" means performance data determined by the board that identifies the need for further inquiry into the functioning of a program.
(15) "Internship" means the period of clinical practice for candidates enrolled in approved administrator, school counselor, and school psychologist preparation programs.
(16) "Review period" means the period between annual submissions of indicator performance data when the board may require sponsoring organizations to participate in graduated levels of intervention and reporting.
(17) "Review team" means a group of people with experience, expertise, and training to assess the adequacy of program components and domains.
(18) "Student teaching" means the period of clinical practice for individuals enrolled in teacher preparation programs. This period must include at least four hundred fifty hours of supervised planning, instruction, and reflection.
(19) "Thresholds" means the target level of overall performance, or maximum acceptable variance for indicators approved and published by the board.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-010, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 16-12-026, § 181-78A-010, filed 5/23/16, effective 6/23/16; WSR 12-18-004, § 181-78A-010, filed 8/23/12, effective 9/23/12; WSR 10-08-030, § 181-78A-010, filed 3/31/10, effective 12/1/11; WSR 09-22-023, § 181-78A-010, filed 10/26/09, effective 12/1/11; WSR 07-19-056, § 181-78A-010, filed 9/14/07, effective 10/15/07; WSR 06-14-010, § 181-78A-010, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-010, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.401.010 [28A.410.010]. WSR 04-21-038, § 180-78A-010, filed 10/15/04, effective 11/15/04. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-010, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 01-19-080, § 180-78A-010, filed 9/19/01, effective 10/20/01; WSR 00-03-049, § 180-78A-010, filed 1/14/00, effective 2/14/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-010, filed 12/23/98, effective 1/23/99. Statutory Authority: RCW 28A.410.010 and 28A.305.130. WSR 98-01-025, § 180-78A-010, filed 12/8/97, effective 1/8/98. Statutory Authority: RCW 28A.305.130. WSR 97-04-084, § 180-78A-010, filed 2/5/97, effective 3/8/97.]



181-78A-025
Program approval.

All programs leading to certification offered in Washington state to prepare teachers, principals, program administrators, superintendents, school counselors, school psychologists, and school social workers shall be approved pursuant to the requirements of this chapter.
[WSR 06-02-051, recodified as § 181-78A-025, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130. WSR 97-04-084, § 180-78A-025, filed 2/5/97, effective 3/8/97.]



181-78A-100
Existing approved programs.

Providers of programs approved by the board shall comply with the review process established in this chapter and published by the board.
(1) Teacher and principal preparation programs: The board will annually review performance data of all educator preparation programs based on components and indicators established in this chapter and published by the board. The professional educator standards board will provide annual updated written guidance to providers regarding the submission of annual program data.
(a) Notification: If annual preparation program data analysis indicates that program performance falls below thresholds during any given review period, the board staff will provide written notification to the educator preparation program provider. The educator preparation program provider may choose to submit a response to the board staff. The response must be received by board staff within four weeks following receipt of the notification by the provider. The response should offer evidence of factors and circumstances that explain why program performance is below board approved thresholds on the indicators identified in the notice. The board staff will offer providers guidance on content and timelines for submission of this optional response. The board will review responses concurrently with annual data analysis reports.
(b) Interventions: Providers with program performance below indicator thresholds are subject to graduated levels of intervention as follows:
(i) Intervention 1 – Required self-study report: If a provider that received written notification of performance below threshold on one or more indicators during the previous review period has performance below thresholds on the same indicator(s) during the subsequent review period, the board will send the provider a second notification. The provider must complete a self-study report related to the components and domain(s) identified in both notifications and submit it to the board. The board will give providers written timelines and guidance for the submission of these materials. In the self-study report, the provider may also submit evidence and a description of the provider's performance related to the indicator(s), components, and domains identified in the notifications. If the board is satisfied with the self-study report, the board will approve it on the consent agenda of the board meeting following submission. If the board is not satisfied with the self-study report, staff will give providers additional written timelines and guidance to address the board's concerns.
(ii) Intervention 2 - Formal review: If a provider demonstrates performance below thresholds for a third successive review period or more, the professional educator standards board will provide a third notification. Based on its discretion and authorized by a vote, the board also may require a formal review related to the provider's performance in the domains of practice identified in the notifications. Prior to commencing a formal review, the board will consider the notifications, responses, and self-study report to determine whether to proceed with or postpone a formal review.
(A) The formal review will incorporate the following elements:
(I) The board shall determine the schedule for formal reviews and whether an on-site visit or other forms of documentation and validation will be used to evaluate programs under program approval standards.
(II) The provider will submit requested evidence to the board staff.
(III) A review team, including at least one member of the board, will review the evidence. The review team may request additional information including information provided through interviews with provider staff or affiliates as needed.
(IV) The review team will provide a report to the board identifying areas of practice associated with the previous notifications where the provider is out of compliance with educator preparation program requirements established in WAC 181-78A-300 and the educator preparation program expectations and outcomes established in WAC 181-78A-220. The review team may also identify areas of practice where the provider is out of compliance with educator preparation program requirements that were not associated with previous notifications but were noticed by the review team during the process of review. The report may also identify whether the approved indicators or thresholds are functioning as intended.
(V) Board staff serving on the review team will provide assistance to the review team during the review process but will not serve in an evaluative role.
(VI) The review team will submit its report and other appropriate documentation to the provider and the board within one year of the board designating the program for formal review.
(VII) The board may extend the length of the one-year period for submission of the review team's report up to two years at its discretion.
(B) Providers may submit a reply to the review team report within two weeks following receipt of the report. The reply is to focus on the evidence, conclusions, and recommendations in the report but also may include additional evidence of factors and circumstances that explain why program performance is persistently below board approved thresholds on the indicators identified in the notice and self-study report. The board shall publish the process for submitting and reviewing the reply.
(C) In considering the review team's report, the board may request additional information or review, or take action to extend, or change the program's approval status per the provisions of WAC 181-78A-110.
(c) A provider may request a hearing in instances where it disagrees with the board's decision to extend or change the program's approval status. This request must be made within twenty days from the decision date. The hearing will be conducted through the office of administrative hearings by an administrative law judge per chapter 34.05 RCW. The provider seeking a hearing will provide a written request to the professional educator standards board in accordance with WAC 10-08-035.
(d) The board will publish a schedule for its review of the domains, components, indicators and thresholds. This review will occur at least every five years and not more frequently than every two years.
(2) Superintendent programs: The board will annually review data related to the performance of all superintendent programs according to data reporting guidance published by the board.
(a) Annual data analysis: After each annual review period, the board will give superintendent program providers written analysis of annual data submission.
(b) Superintendent program review: The professional educator standards board shall determine the schedule for formal reviews and whether an on-site visit or other forms of documentation and validation shall be used for evaluation.
(i) Superintendent program reviews will be conducted at least every five years and not more frequently than every three years.
(ii) Superintendent program providers will submit requested evidence to the staff of the professional educator standards board.
(iii) A review team, including at least one member of the professional educator standards board, will review the evidence and request additional information including information provided through interviews with provider staff or affiliates as needed. One board staff member will serve on the review team to provide assistance to the review team during the review process but will not serve in an evaluative role. Additional members of the review team shall include at least one K-12 practitioner with expertise related to the program scheduled for review and two individuals with expertise related to the domains of practice identified in annual written analyses.
(iv) The two providers with peer representatives on the review team will be scheduled for annual review during the subsequent review period.
(v) At least three months in advance of scheduled review, superintendent program providers must complete a self-study report related to the components and domain(s) identified in the written analyses of annual data submissions. The board will give providers written timelines and guidance for the submission of these materials. In the self-study report, the provider may also provide evidence and a description of the provider's performance related to the indicator(s), components, and domains identified in the notifications. Evidence shall include such data and information from the annual data submissions required per WAC 181-78A-255(2) as have been designated by the board as evidence pertinent to the program approval process.
(c) Following the review, the review team will provide a report identifying any areas where the program is out of compliance with requirements established in WAC 181-78A-300 and the program expectations and outcomes established in WAC 181-78A-220.
(i) The report may also verify or contradict that the approved indicators or thresholds are functioning as intended.
(ii) The board may extend the length of the one-year report period up to two years at its discretion. The review team's report and other appropriate documentation will be submitted to the provider and the board within one year of the board designating the program for formal review.
(iii) Providers may submit a reply to the review team report within two weeks following receipt of the report. The reply is limited to evidence that the review disregarded state standards, failed to follow state procedures for review, or failed to consider evidence that was available at the time of the review. The board shall publish the process for submitting and reviewing the reply.
(iv) In considering the review team's report, the board may request additional information or review, or take action to extend or change the educator preparation program's approval status per the provisions of WAC 181-78A-110.
(d) A provider may request a hearing in instances where it disagrees with the professional educator standards board's decision. This request must be made within twenty days from the decision date. The hearing will be conducted through the office of administrative hearings by an administrative law judge per chapter 34.05 RCW. The provider seeking a hearing will provide a written request to the board in accordance with WAC 10-08-035.
(3) Program administrator programs: The board will annually review data related to the performance of all program administrator programs according to data and reporting guidelines published by the board.
(a) Program administrator programs implemented in conjunction with principal preparation programs will be reviewed concurrently with that provider's principal preparation program.
(b) Program administrator programs implemented in conjunction with superintendent preparation programs will be reviewed concurrently with that provider's superintendent preparation program.
(4) School counseling programs. The board will approve school counseling programs upon receiving notification of the program's approval from the council for the accreditation for counseling and related education programs. School counseling program providers shall comply with accrediting procedures for council for the accreditation for counseling and related education programs.
(a) A provider of residency school counseling programs without approval from council for the accreditation for counseling and related education programs shall provide proof to the professional educator standards board before November 1, 2018, that it will seek such accreditation. The board will place any existing school counseling program that does not receive council for the accreditation for counseling and related education programs accreditation before November 1, 2022, into disapproval status.
(b) The board will place any existing approved residency school counseling program not accredited from the council for the accreditation for counseling and related education programs into disapproval status on November 1, 2022.
(c) Providers of existing residency school counseling programs without accreditation from the council for the accreditation for counseling and related education programs may continue providing courses and field experience that lead to the residency school counselor certificate if the candidates in their programs pass a licensure exam and complete a Master's degree in any area of counseling from a CACREP-accredited program with at least forty-eight semester or seventy-two quarter hours of graduate-level academic credit covering at the minimum the following six content areas:
(i) Appraisal of individuals;
(ii) Group counseling;
(iii) Cultural diversity in counseling;
(iv) Career development;
(v) Fundamentals of school counseling;
(vi) Practicum/internship: Candidates complete a supervised internship in a school based setting that includes a minimum of four hundred hours of on-the-job professional service and one hour per week of individual supervision provided by a mentor.
(5) School psychology programs. Providers of school psychology programs shall comply with accrediting procedures for the National Association for School Psychology. Approval from the professional educator standards board will be based upon the program receiving approval from the National Association for School Psychology.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-100, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 15-12-123, § 181-78A-100, filed 6/3/15, effective 7/4/15; WSR 14-24-004, § 181-78A-100, filed 11/19/14, effective 12/20/14; WSR 14-12-018, § 181-78A-100, filed 5/23/14, effective 6/23/14; WSR 13-20-028, § 181-78A-100, filed 9/23/13, effective 10/24/13; WSR 12-23-023, § 181-78A-100, filed 11/13/12, effective 12/14/12; WSR 12-12-033, § 181-78A-100, filed 5/29/12, effective 6/29/12; WSR 12-02-028, § 181-78A-100, filed 12/28/11, effective 1/28/12; WSR 10-08-017, § 181-78A-100, filed 3/29/10, effective 4/29/10; WSR 08-16-005, § 181-78A-100, filed 7/23/08, effective 8/23/08; WSR 06-24-082, § 181-78A-100, filed 12/5/06, effective 1/5/07; WSR 06-14-010, § 181-78A-100, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-100, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010. WSR 05-15-052, § 180-78A-100, filed 7/12/05, effective 8/12/05; WSR 05-04-056, § 180-78A-100, filed 1/28/05, effective 2/28/05; WSR 04-21-038, § 180-78A-100, filed 10/15/04, effective 11/15/04. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 04-04-090, § 180-78A-100, filed 2/3/04, effective 3/5/04; WSR 02-18-037, § 180-78A-100, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.305.130 (1) and (2). WSR 00-09-049, § 180-78A-100, filed 4/14/00, effective 5/15/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-100, filed 12/23/98, effective 1/23/99.]



181-78A-105
Procedures for initial approval of an educator preparation program.

A prospective provider desiring to establish a preparation program shall comply with the following:
(1) Notification of intent. Prospective providers must submit the appropriate form, published by the professional educator standards board, declaring an intent to apply for approval to offer an educator preparation program or a new educator certification program.
(a) The notification of intent will be posted on the board web site as public notice.
(b) The board will contact the prospective provider to begin the preproposal process.
(2) Preproposal. The prospective provider will develop and submit a preproposal that addresses all requirements approved and published by the board including evidence of necessary capacity, resources, and projected sustainability of the program. After board staff verify the preproposal is complete, the preproposal will be brought to the board.
(3) Final proposal. The prospective provider may be approved to develop a final proposal or the preproposal may be denied.
(a) If denied, the provider may resubmit its preproposal informed by suggestions of the board.
(b) If the preproposal is approved by the board, the prospective provider must develop and submit a written plan which addresses all final proposal elements including domains, components, and other program approval requirements contained in WAC 181-78A-220 and 181-78A-300 as established in this chapter and published by the board, including letters of support from partner districts and/or community agencies as evidence of how the program will meet Washington educator workforce needs.
(c) Final proposals submitted by prospective providers of school counselor preparation programs shall include verification of program approval by the council for the accreditation for counseling and related education programs.
(d) Final proposals submitted by prospective providers of school psychologist programs shall include verification of program approval by the National Association for School Psychology.
(4) After reviewing a prospective provider's final program proposal, the board may approve or deny the program approval:
(a) The program may be approved in a specific location(s) for an initial approval period of up to twenty-seven months following the beginning of instruction. The prospective provider must notify the board when instruction has begun. If initial approval is denied, the prospective provider may resubmit a revised plan informed by suggestions given by the board and its staff.
(b) School counselor and school psychologist programs: Approve the program for a time period to align with their respective national association approvals.
(5) Prior to the expiration of initial approval, staff of the board shall conduct a site visit to determine if the program is in full compliance and performance aligned with the state approval requirements. This includes a review of all applicable indicators and domain components for the type of program.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-105, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 12-20-030, § 181-78A-105, filed 9/27/12, effective 10/28/12; WSR 11-15-049, § 181-78A-105, filed 7/15/11, effective 8/15/11; WSR 11-01-047, § 181-78A-105, filed 12/7/10, effective 1/7/11; WSR 10-08-015, § 181-78A-105, filed 3/29/10, effective 4/29/10; WSR 09-20-109, § 181-78A-105, filed 10/7/09, effective 11/7/09; WSR 06-24-082, § 181-78A-105, filed 12/5/06, effective 1/5/07; WSR 06-14-010, § 181-78A-105, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-105, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-105, filed 12/23/98, effective 1/23/99.]



181-78A-110
Approval status for existing programs.

Providers will be notified of their current program approval status after each annual review period. Approval status for all programs will be published on the board web site.
(1) Based upon performance thresholds, formal program review reports, and national accreditation status, as applicable, the board shall take one of the following actions:
(a) Full approval.
(i) Teacher and principal preparation programs: The board shall approve programs that maintain overall performance at or above thresholds on program performance indicators.
(ii) School counseling and school psychology: The board shall approve programs that maintain accreditation from their national accrediting organizations.
(iii) Superintendent programs: The board shall approve programs that meet or exceed the program approval standards and requirements established in this chapter and published by the board.
(iv) Program administrator programs: The board shall approve programs that meet or exceed the program approval standards and requirements established in this chapter and published by the board.
(b) Limited approval.
(i) Teacher and principal: The board may grant limited approval to educator preparation programs with performance below thresholds established by the professional educator standards board for more than three consecutive review periods. Based on the report of the site-based review team, the board may elect to consider these programs "at-risk" for purposes of federal reporting. Programs deemed "at-risk" after subsequent review periods of low performance on established thresholds, and with board consideration of the outcome of the formal review and report submitted per WAC 181-78A-100, may be granted continued limited approval with the designation of "low-performing" for purposes of federal reporting.
(ii) School counseling and school psychology: The board shall give limited approval to programs with limited approval from their national accrediting organizations.
(iii) Superintendent and program administrator: The board shall give limited approval to programs that do not meet approval criteria or national standards after being reviewed and reported on by a review team per WAC 181-78A-100(2).
(iv) The board's staff may provide technical assistance to providers of low-performing preparation programs to help them improve their performance. Technical assistance may include, but is not limited to:
(A) Detailed information on the programs performance relative indicators.
(B) Assistance to address the performance and rigor of programs.
(C) Assistance to identify resources to assist program improvement.
(D) Sharing practices found effective in exemplary programs.
(c) Disapproval.
(i) A teacher, principal, superintendent or program administrator program must be in limited approval status for at least one full review period before being considered by the board for disapproval. A provider whose program has been disapproved may request a hearing to be conducted through the office of administrative hearings under WAC 10-08-035.
(ii) Providers of school counseling programs must notify the board if the program loses approval from the council for the accreditation for counseling and related education programs. The board may rescind approval of the program upon receipt of this notification.
(iii) Providers of school psychology programs must notify the board if the program loses approval from the National Association of School Psychologists. The board may rescind approval of the program upon receipt of this notification.
(2) The board, upon receipt of a serious complaint from any source or upon its own initiative prompted by indications of the need for response, may at any time review all or any part of a preparation program for compliance with the provisions of this chapter. If deviations from standards or requirements are found, the board is authorized to change the program's current approval status, including full disapproval.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-110, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 13-20-028, § 181-78A-110, filed 9/23/13, effective 10/24/13; WSR 10-23-078, § 181-78A-110, filed 11/15/10, effective 12/16/10; WSR 06-24-082, § 181-78A-110, filed 12/5/06, effective 1/5/07; WSR 06-14-010, § 181-78A-110, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-110, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 99-23-023, § 180-78A-110, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-110, filed 12/23/98, effective 1/23/99.]



181-78A-112
Programs voluntarily rescinding state approval.

Approved preparation programs that voluntarily rescind their approval shall be permitted to continue to prepare and recommend for certification candidates who have been previously admitted to the program, provided that no recommendations for certifications will be accepted later than thirty months following receipt of the formal letter to rescind program approval. The program shall notify all currently enrolled candidates of the program's change in status and notify candidates of the thirty-month timeline to apply for certification.
[Statutory Authority: RCW 28A.410.210. WSR 15-08-023, § 181-78A-112, filed 3/24/15, effective 4/24/15.]



181-78A-115
Disapproved programs.

Approved educator preparation programs shall not lose official approval status until the board has taken final action to disapprove the preparation program pending the provisions under WAC 181-78A-110 (1)(c). Providers shall be permitted to continue to prepare and recommend for certification candidates who have been previously admitted to the program, provided that no recommendations for certifications will be accepted later than thirty months following receipt of the formal notice of disapproval. Following the receipt of formal notice of disapproval, the provider shall notify all currently enrolled candidates of the program's disapproval status.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-115, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 10-23-078, § 181-78A-115, filed 11/15/10, effective 12/16/10; WSR 06-14-010, § 181-78A-115, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-115, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-115, filed 12/23/98, effective 1/23/99.]



181-78A-120
Procedures for reestablishment of approval status for an educator preparation program.

The procedures for the reestablishment of board approval of a preparation program shall be the same as the procedure for initial approval as provided in WAC 181-78A-105.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-120, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 10-23-078, § 181-78A-120, filed 11/15/10, effective 12/16/10; WSR 06-14-010, § 181-78A-120, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-120, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-120, filed 12/23/98, effective 1/23/99.]



181-78A-125
Field placement agreements.

Beginning September 1, 2010, all educator preparation programs approved or authorized by the professional educator standards board or programs approved in other states operating field experiences in Washington state shall establish and maintain field placement agreements with all Washington school districts in which candidates are placed for field experiences leading to certification or endorsement.
Each field placement agreement shall include, but not be limited to:
(1) Assurances that:
(a) Fingerprint and character clearance under RCW 28A.410.010 must be current at all times during the field experience for candidates who do not hold a valid Washington certificate; and
(b) Programs shall ensure candidates are placed in settings where they can be objectively evaluated.
(2) Qualifications of the proposed site supervisor for each site and qualifications of each school's cooperating educator/administrator;
(3) Clear description by institution of duties and responsibilities of site supervisor and cooperating educator/administrator;
(4) Anticipated length and nature of field experience;
(5) Signatures from district representative.
[Statutory Authority: RCW 28A.410.210. WSR 14-16-023, § 181-78A-125, filed 7/25/14, effective 8/25/14; WSR 11-23-073, § 181-78A-125, filed 11/15/11, effective 12/16/11; WSR 09-24-047, § 181-78A-125, filed 11/24/09, effective 12/25/09.]



181-78A-130
Approval of preparation program offered by an out-of-state institution or organization within the state applicable to certification.

No out-of-state institution or organization shall offer a program of courses within Washington state for purposes of Washington state certification without meeting all program approval requirements set forth in this chapter and those set forth in the Degree Authorization Act, chapter 28B.85 RCW where applicable.
[Statutory Authority: RCW 28A.410.210. WSR 11-01-047, § 181-78A-130, filed 12/7/10, effective 1/7/11. WSR 06-02-051, recodified as § 181-78A-130, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-130, filed 12/23/98, effective 1/23/99.]



181-78A-132
Programs approved in other states operating field experiences in Washington state.

State approved preparation programs at a regionally accredited college or university in the professional field for which certification is issued that wish to enroll candidates for certification or endorsement in a supervised field experience under WAC 181-78A-125 within Washington state shall comply with the following:
(1) Application for authorization. Each institution must submit a proposal that addresses components adopted and published by the professional educator standards board, including:
(a) Verification of regional accreditation;
(b) Verification of state approval;
(c) Verification of higher education coordinating board approval (if offering degree program);
(d) Planned certification or endorsement program;
(e) Proposed start date;
(f) Projected enrollment;
(g) Data indicating need for program related to geographic location or nature of program offered;
(h) Explanation of means by which program will ensure candidates have formalized learning opportunities rooted in Washington state standards.
(2) Field placement agreements. Institutions shall comply with requirements of WAC 181-78A-125.
(3) Institutions shall comply with applicable annual reporting requirements requested by the professional educator standards board. Failure to report any change in status as submitted under subsection (1)(a) through (h) of this section may result in a loss of authorization to operate field placements in Washington state.
(4) The professional educator standards board shall publish on its web site a list of those out-of-state programs approved to offer field experiences within Washington state.
(5) The professional educator standards board shall publish on its web site relevant program approval status information on the out-of-state program from the state in which the program is approved.
(6) Out-of-state institutions with candidates needing to arrange a supervised field experience within Washington state on an infrequent basis for a limited number of candidates may work with a professional educator standards board approved program to arrange a placement or may seek a waiver for the requirements of this section, except for subsection (2) of this section, from the professional educator standards board. Washington state approved programs facilitating field experience for out-of-state institutions will report annually to the professional educator standards board the name of the institution(s) and number of placements.
[Statutory Authority: RCW 28A.410.210. WSR 09-24-047, § 181-78A-132, filed 11/24/09, effective 12/25/09.]



181-78A-136
Responsibilities of deans, directors, or other designated administrators.

Each institution or organization operating an approved preparation program shall require the dean, director, or other designee of the administrative unit required by WAC 181-78A-261(2) to coordinate the following responsibilities:
(1) Formation of professional education advisory boards.
(2) Management of operations and resources for each preparation program.
(3) Filing of affidavits and reports required by this chapter and chapter 181-79A WAC.
(4) Dissemination of information relative to initial and continuing certification procedures and requirements.
(5) The application process for certification.
(6) Establishing and administering a process to counsel and assist applicants in the processing of applications for certificates and endorsements thereon: Provided, That colleges and universities need not provide such assistance to applicants who have completed less than 15 quarter (10 semester) hours of coursework at the respective college or university.
[Statutory Authority: RCW 28A.410.210. WSR 11-01-047, § 181-78A-136, filed 12/7/10, effective 1/7/11; WSR 06-14-010, § 181-78A-136, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-136, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-136, filed 12/23/98, effective 1/23/99.]



181-78A-205
Required professional education advisory board.

Institutions and organizations seeking approval by the professional educator standards board as an approved preparation program, and in order to maintain such approval status, shall establish a professional education advisory board (PEAB) in accordance with the following:
(1) The program areas for which an institution or organization may seek approval and maintain an approved preparation program are:
(a) Teacher.
(b) Administrator.
(c) Educational staff associate (ESA), school counselor.
(d) Educational staff associate, school psychologist.
(2) An institution or organization may combine educational staff associate professional education advisory boards as long as one-half or more of the voting members are appointed by the associations representing the ESA roles involved and are divided equally among those roles.
(3) An institution or organization may have separate administrator professional education advisory boards for each administrator role as long as one-half or more of the voting members are appointed by the association representing the administrator role involved: Provided, That each administrator PEAB shall include at least one member appointed by the Association of Washington School Principals (AWSP), one appointed by the Washington Association of School Administrators (WASA), and one appointed by the Washington Federation of Independent Schools (WFIS).
(4) The failure of a designated organization, as specified in WAC 181-78A-209, to make appointments to the designated board, or to make such appointments in a timely manner, shall not cause the preparation program to lose its approval status.
[Statutory Authority: RCW 28A.410.210. WSR 12-02-028, § 181-78A-205, filed 12/28/11, effective 1/28/12; WSR 11-01-047, § 181-78A-205, filed 12/7/10, effective 1/7/11; WSR 09-20-110, § 181-78A-205, filed 10/7/09, effective 11/7/09; WSR 06-14-010, § 181-78A-205, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-205, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-205, filed 12/23/98, effective 1/23/99.]



181-78A-207
Qualification to be appointed to an institution or organization professional education advisory board.

(1) Professional education advisory boards may authorize the appointment of additional representatives from other school districts or other public and private agencies as long as one-half or more of the members of the professional education advisory board consist of representatives who meet the qualifications of this subsection and who are from the role for which the professional education advisory board has responsibility.
(2) If any professional education advisory board receives a written request from other school districts or other public or private agencies for representation on such professional education advisory board, the current members of such professional education advisory board shall vote on such request at the next regular meeting of such board: Provided, That a program may elect to add private school representatives to a professional education advisory board without adding to the representation from the role for which the professional education advisory board has responsibility if the professional education advisory board authorizes such action by a majority vote.
[Statutory Authority: RCW 28A.410.210. WSR 11-01-047, § 181-78A-207, filed 12/7/10, effective 1/7/11; WSR 09-20-110, § 181-78A-207, filed 10/7/09, effective 11/7/09; WSR 07-04-004, § 181-78A-207, filed 1/24/07, effective 2/24/07. WSR 06-02-051, recodified as § 181-78A-207, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-207, filed 12/23/98, effective 1/23/99.]



181-78A-209
Professional education advisory boards—Membership.

The professional education advisory boards shall at a minimum consist of the following:
(1) teacher.
(a) One-half or more of the voting members shall be classroom teachers. All, but one, will be appointed by the president of the Washington Education Association. The remaining teacher shall be employed in a state-approved private school and appointed by the Washington Federation of Independent Schools.
(b) At least one principal appointed by the president of the Association of Washington School Principals.
(c) At least one school administrator appointed by the Washington Association of School Administrators.
(d) At least one educational staff associate (school counselor, school psychologist, school social worker, school nurse, school occupational therapist, school physical therapist, or school speech language pathologist or audiologist) appointed by the president of the individual's professional association.
(e) At least one institution or organization representative who may serve in a voting or nonvoting role.
(f) At programs where career and technical education programs are offered, one career and technical education director or career and technical education teacher, with expertise in one of the approved career and technical education programs at the institution or organization, appointed by the Washington Association of Vocational Administrators in cooperation with the institution or organization.
(2) administrator.
(a) One-half or more of the voting members shall be administrators. One-half of these administrators shall be appointed by the president of the Washington Association of School Administrators. The remaining administrators shall be appointed by the president of the Association of Washington School Principals except one who shall be employed in an approved private school and appointed by the Washington Federation of Independent Schools.
(b) At least one or more classroom teachers appointed by the president of the Washington Education Association.
(c) At least one educational staff associate (school counselor, school psychologist, school social worker, school nurse, school occupational therapist, school physical therapist, or school speech language pathologist or audiologist) appointed by the president of the individual's professional association.
(d) At least one institution or organization representative who may serve in a voting or nonvoting role.
(3) school counselor.
(a) At least one-half of the voting members shall be school counselors appointed by the president of the Washington School Counselors Association.
(b) At least one teacher appointed by the president of the Washington Education Association.
(c) At least one principal appointed by the Association of Washington School Principals.
(d) At least one administrator appointed by the Washington Association of School Administrators.
(e) At least one institution or organization representative who may serve in a voting or nonvoting role.
(4) school psychologist.
(a) At least one-half of the voting members shall be school psychologists appointed by the president of the Washington State Association of School Psychologists.
(b) At least one teacher appointed by the president of the Washington Education Association.
(c) At least one principal appointed by the Association of Washington School Principals.
(d) At least one administrator appointed by the Washington Association of School Administrators.
(e) At least one institution or organization representative who may serve in a voting or nonvoting role.
(5) membership appointments. Applicable to all professional association appointments, if the professional association does not respond to the program's request for an appointment of a representative within sixty days of the receipt of the request, a program may appoint the representative of its choice in the role for which an appointment is being sought. If the program makes an appointment, it must notify the appropriate professional association within one week that the appointment has been made. If an association is unable to appoint a representative due to the geographic restriction of possible candidates, the PEAB will appoint an alternate to represent that association with their consent.
[Statutory Authority: RCW 28A.410.210. WSR 12-02-028, § 181-78A-209, filed 12/28/11, effective 1/28/12; WSR 11-01-047, § 181-78A-209, filed 12/7/10, effective 1/7/11; WSR 09-20-110, § 181-78A-209, filed 10/7/09, effective 11/7/09; WSR 07-04-004, § 181-78A-209, filed 1/24/07, effective 2/24/07. WSR 06-02-051, recodified as § 181-78A-209, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) through (4). WSR 02-04-018, § 180-78A-209, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.305.130 (1) and (2). WSR 01-03-151, § 180-78A-209, filed 1/24/01, effective 2/24/01; WSR 00-09-046, § 180-78A-209, filed 4/14/00, effective 5/15/00. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-209, filed 12/23/98, effective 1/23/99.]



181-78A-210
Joint professional education advisory board.

Any two or more institutions and/or organizations may agree to have the same professional education advisory board for their respective preparation program at such institution or organization.
[Statutory Authority: RCW 28A.410.210. WSR 11-01-047, § 181-78A-210, filed 12/7/10, effective 1/7/11. WSR 06-02-051, recodified as § 181-78A-210, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-210, filed 12/23/98, effective 1/23/99.]



181-78A-215
Substitute pay for members of professional education advisory boards.

Service on professional education advisory boards by certificated employees is deemed by the professional educator standards board as a committee formed for the purpose of furthering education within the state. Accordingly, the superintendent of public instruction, in conformance with the provisions of RCW 28A.300.035, shall make payments to school districts for needed substitutes.
[Statutory Authority: RCW 28A.410.210. WSR 06-14-010, § 181-78A-215, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-215, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-215, filed 12/23/98, effective 1/23/99.]



181-78A-220
Program approval standards for approved preparation programs.

The board shall adopt and revise program standards that describe domains of practice, program components, and other expectations for teacher and principal preparation programs to align and maintain currency with recognized national association standards for the specific certificate role. The board will use national standards as guidance for determining domains, components, and indicators used for program review.
(1) General domain outcome expectations for teacher, principal, superintendent, and program administrator preparation programs are as follows:
(a) Candidates and cohorts. Providers of educator preparation programs recruit, select, and prepare diverse cohorts of candidates with potential to be outstanding educators.
(i) Providers conduct strategic and ongoing outreach to identify, recruit, admit, support, and transition promising educator candidates.
(ii) Providers of preparation programs use strategies to recruit and prepare a greater number of candidates from underrepresented groups including, but not limited to, candidates of color in effort to prepare an educator workforce that mirrors the characteristics of the student population in Washington state public schools.
(iii) Providers set, publish and uphold admission standards to ensure that candidates and cohorts are academically capable and prepared to succeed in educator preparation programs.
(b) Knowledge, skills and cultural responsiveness. Providers prepare candidates who demonstrate the knowledge, skills and cultural responsiveness required for the particular certificate and areas of endorsement, which reflect the state's approved standards.
(i) Providers demonstrate effective, culturally responsive pedagogy using multiple instructional methods, formats, and assessments.
(ii) Providers ensure that completers demonstrate the necessary subject matter knowledge for success as educators in schools.
(iii) Providers ensure that candidates demonstrate pedagogical knowledge and skill relative to the national professional standards adopted by the board for the role for which candidates are being prepared.
(iv) Providers ensure that candidates are well prepared to exhibit the knowledge and skills of culturally responsive educators.
(v) Providers require candidates to demonstrate knowledge of teacher evaluation research and Washington's evaluation requirements.
(c) Novice practitioners. Providers prepare candidates who are role ready.
(i) Providers prepare candidates who are ready to engage effectively in their role and context upon completion of educator preparation programs.
(ii) Providers prepare candidates to develop reflective, collaborative, and professional growth-centered practices through regular evaluation of the effects of their teaching through feedback and reflection.
(iii) Providers prepare candidates for their role in directing, supervising, and evaluating paraeducators.
(d) State and local workforce needs. Providers contribute positively to state and local educator workforce needs.
(i) Providers partner with local schools to assess and respond to educator workforce, student learning, and educator professional learning needs.
(ii) Providers use preparation program and workforce data in cooperation with professional educator advisory boards to assess and respond to local and state workforce needs.
(iii) Providers of teacher educator preparation programs prepare and recommend increasing numbers of candidates in endorsement areas identified by the professional educator standards board workforce priorities.
(e) Data systems. Providers maintain data systems that are sufficient to direct program decision making, inform state-level priorities, and report to the professional educator standards board.
(i) Providers develop and maintain effective data systems that are sufficient for program growth, evaluation, and mandated reporting.
(ii) Providers utilize secure data practices for storing, monitoring, reporting, and using data for program improvement.
(iii) Providers produce and utilize data reports in accordance with data and reporting guidance published by the professional educator standards board.
(f) Field experience and clinical practice. Providers offer field-based learning experiences and formalized clinical practice experiences for candidates to develop and demonstrate the knowledge and skills needed for their role.
(i) Providers establish and maintain field placement practices, relationships, and agreements with all school districts in which candidates are placed for field experiences leading to certification or endorsement per WAC 181-78A-125.
(ii) Providers ensure that candidates integrate knowledge and skills developed through field experiences with the content of programs' course work.
(iii) Providers offer field experiences that are in accordance with WAC 181-78A-300 and the board approved candidate assessment requirements.
(iv) Providers ensure that candidates participate in field experiences in school settings with students and teachers who differ from themselves in race, ethnicity, home language, socio-economic status, or local population density.
(g) Program resources and governance. Providers ensure that programs have adequate resources, facilities, and governance structures to enable effective administration and fiscal sustainability.
(i) Providers ensure that programs utilize a separate administrate unit responsible for the composition and organization of the preparation program.
(ii) Providers ensure the program has adequate personnel to promote teaching and learning.
(iii) Providers ensure the program has adequate facilities and resources to promote teaching and learning.
(2) General knowledge and skills standards are as follows:
(a) Teacher: The board adopts the national knowledge and skills competencies most recently published by the Council of Chief State School Officers known as the Interstate Teacher Assessment and Support Consortium Model Core Teaching Standards and Learning Progressions for Teachers.
Endorsement competencies will be aligned with the national standards of each content area/specialized professional organization, when such a national standard is available. Currently approved endorsement standards and competencies will be published on the board web site.
(b) Principal: The board adopts the national knowledge and skills competencies most recently published by the National Policy Board for Educational Administration known as the National Educational Leadership Preparation (NELP) Standards - Building Level published in 2018, or as subsequently revised. Until the publication of the National Educational Leadership Preparation (NELP) Standards – Building Level published in 2018, providers of principal preparation programs will use Standard 5 as published by the professional educator standards board.
(c) Superintendent and program administrator: The board adopts the national knowledge and skills competencies published by the University Council of Educational Administration known as the National Educational Leadership Preparation (NELP) Standards – District Level published in 2018, or as subsequently revised. Until the publication of the National Educational Leadership Preparation (NELP) Standards – District Level published in 2018, providers of superintendent and program administrator programs will use Standard 5 as published by the professional educator standards board.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-220, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 13-03-155, § 181-78A-220, filed 1/23/13, effective 2/23/13; WSR 11-01-047, § 181-78A-220, filed 12/7/10, effective 1/7/11; WSR 06-14-010, § 181-78A-220, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-220, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) through (4). WSR 02-04-014, § 180-78A-220, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 99-23-023, § 180-78A-220, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-220, filed 12/23/98, effective 1/23/99.]



181-78A-225
Acceptance of alternative standards.

(1) For a given program, the professional educator standards board may allow the substitution of the Council for Accreditation of Counseling and Related Education Program's (CACREP) or the National Association of School Psychologist's (NASP) standards for program approval standards for school counselor and school psychologist program approval (WAC 181-78A-220 (2) through (5)).
(2) The professional educator standards board may allow the substitution of national standards (e.g., the National Council for Accreditation of Teacher Education (NCATE) teacher education standards) for program approval with any additions deemed necessary by the professional educator standards board. National standards may also be approved for programs in specific endorsement areas if they are deemed to be equivalent to state standards.
[Statutory Authority: RCW 28A.410.210. WSR 06-14-010, § 181-78A-225, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-225, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-225, filed 12/23/98, effective 1/23/99.]



181-78A-250
Approval standards professional education advisory board.

Building on the mission to prepare educators who demonstrate a positive impact on student learning, the following evidence shall be evaluated to determine whether each preparation program is in compliance with the program approval standards of WAC 181-78A-220(1):
(1) The professional education advisory board has been established in accordance with WAC 181-78A-209.
(2) The professional education advisory board has adopted operating procedures and has met at least three times a year.
(3) The professional education advisory board has reviewed all program approval standards at least once every five years.
(4) The professional education advisory board annually has reviewed and analyzed data for the purposes of determining whether candidates have a positive impact on student learning and providing the institution with recommendations for programmatic change. This data may include, but not be limited to: Student surveys, follow-up studies, employment placement records, student performance portfolios, course evaluations, and summaries of performance on the pedagogy assessment for teacher candidates.
(5) The professional education advisory board has made recommendations when appropriate for program changes to the institution which must in turn consider and respond to the recommendations in writing in a timely fashion.
[Statutory Authority: RCW 28A.410.210. WSR 13-11-080, § 181-78A-250, filed 5/17/13, effective 6/17/13; WSR 09-20-110, § 181-78A-250, filed 10/7/09, effective 11/7/09; WSR 07-04-004, § 181-78A-250, filed 1/24/07, effective 2/24/07; WSR 06-14-010, § 181-78A-250, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-250, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010. WSR 03-19-020, § 180-78A-250, filed 9/5/03, effective 10/6/03. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-250, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.305.130 (1) through (4). WSR 01-13-106, § 180-78A-250, filed 6/20/01, effective 7/21/01. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-250, filed 12/23/98, effective 1/23/99.]



181-78A-255
Approval standardAccountability.

Building on the mission to prepare educators who demonstrate a positive impact on student learning, the following evidence shall be evaluated to determine whether each preparation program is in compliance with the program approval standards of WAC 181-78A-220(2).
(1) Each approved program shall maintain a data system that exhibits:
(a) Data structure;
(b) Standards for security and access; and
(c) Guidelines for data governance.
(2) Each approved education preparation program shall collect and report data in accordance with the data manuals adopted by the professional educator standards board.
[Statutory Authority: RCW 28A.410.210. WSR 14-23-082, § 181-78A-255, filed 11/19/14, effective 12/20/14; WSR 14-07-064, § 181-78A-255, filed 3/17/14, effective 4/17/14. Statutory Authority: RCW 28A.410.210 and 2009 c 548, 2010 c 235, 2009 c 128 [2009 c 468]. WSR 10-17-029, § 181-78A-255, filed 8/9/10, effective 9/9/10. Statutory Authority: RCW 28A.410.210. WSR 06-14-010, § 181-78A-255, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-255, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) through (4). WSR 02-04-014, § 180-78A-255, filed 1/24/02, effective 2/24/02; WSR 01-13-106, § 180-78A-255, filed 6/20/01, effective 7/21/01. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-255, filed 12/23/98, effective 1/23/99.]



181-78A-261
Approval standard—Program resources and governance.

Building on the mission to prepare educators who demonstrate a positive impact on student learning, the unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet state standards. The following evidence shall be evaluated to determine whether each preparation program is in compliance with the resources program approval standard of WAC 181-78A-220(3):
Program leadership, authority and budget
(1) A separate administrative unit is responsible for the composition and organization of the preparation program.
(a) An officially designated administrator is responsible for the management of operations and resources for the preparation program.
(b) Budgetary allocations are sufficient for the program to assure that candidates meet state standards.
Personnel
(2) The program has adequate personnel to promote teaching and learning.
(a) Workload policies allow program personnel to effectively perform their assigned responsibilities within the program.
(b) Specific program personnel are assigned the responsibility of advising applicants for certification and endorsements and for maintaining certification records.
(c) The program has adequate field supervisors and other support personnel.
Faculty qualifications and professional practices
(3) Faculty are qualified and exemplify professional practices.
(a) Faculty are qualified for their assignments by virtue of education, experience and current understanding of research and best practices.
(b) Faculty exemplify professional practices in teaching.
Faculty performance and professional development
(4) The program systematically and comprehensively evaluates faculty performance and supports professional development.
(a) The faculty evaluate their own effectiveness in achieving program goals.
(b) The program evaluates faculty effectiveness in teaching and learning.
(c) The program provides opportunity for faculty to engage in professional development.
Program facilities and resources
(5) The program has adequate facilities and resources to promote teaching and learning.
(a) The program has the necessary classrooms, lab space, office space, and/or other facilities.
(b) The program has technology, library, curricular, and electronic information resources.
(c) The facilities support faculty and candidate use of technology.
[Statutory Authority: RCW 28A.410.210. WSR 10-23-028, § 181-78A-261, filed 11/8/10, effective 12/9/10; WSR 09-20-100, § 181-78A-261, filed 10/7/09, effective 11/7/09; WSR 06-14-010, § 181-78A-261, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-261, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) through (4). WSR 02-04-014, § 180-78A-261, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-261, filed 12/23/98, effective 1/23/99.]



181-78A-264
Approval standardProgram design.

(1) Conceptual framework.
(a) The conceptual framework establishes the shared vision for the unit's efforts in preparing educators to work effectively in P-12 schools.
(b) The conceptual framework:
(i) Provides coherence among curriculum, instruction, field experiences, clinical practice, candidate assessment, and program evaluation;
(ii) Establishes the philosophy, purpose, goals, and standards of the program or unit;
(iii) Reflects renewing commitment to current research and best practices; and
(iv) Supports the state's goals for P-12 student learning and program approval Standard V.
(2) Transition elements.
(a) Programs recruit, admit, retain, and transition candidates to the field who meet program goals and state standards.
(b) Learner expectations for program requirements, progression, and completion are identified, published, and accessible.
(c) Faculty regularly review recruitment and retention data for effectiveness of program.
(i) Programs create, implement and communicate a recruitment and retention plan in response to data.
(ii) Programs annually report the data, the plan, and proposed modifications to the professional educator advisory board and other stakeholder groups supporting the program's efforts.
(iii) Program completers meet the state and partner districts' goals for increasing underrepresented populations in the workplace.
(iv) Program completers hold endorsements in shortage content areas identified by workforce data of the state and region.
(3) Field experiences and clinical practice.
(a) The program(s) and its school partners design, implement, and evaluate field experiences and clinical practices.
(b) Field experiences are integrated throughout the preparation program.
(i) Field experiences provide opportunity to plan, practice and reflect on methods of instruction and differentiation;
(ii) Field experiences provide opportunities to work with diverse communities and populations, e.g., racial and ethnic, low socioeconomic, and English language learners;
(iii) Faculty supervision, including on-site visits, will be provided on an on-going basis.
(c) Mentors are instructional leaders identified collaboratively with the partner school of district.
(i) Mentors and principals are provided with a set of internship expectations;
(ii) Mentors receive or provide evidence of training on mentoring of adult learners;
(iii) Mentors must be fully certificated school personnel and have a minimum of three years of professional experience in the role they are supervising;
(iv) Effectiveness of mentor preparation and communication are reviewed annually by faculty.
(d) All Washington educator preparation programs operating field experiences in Washington state shall establish and maintain field placement agreements with all Washington school districts in which candidates are placed for field experiences leading to certification or endorsement under WAC 181-78A-125.
(e) Entry and exit criteria and a process for mitigating concerns during clinical practice are provided for candidates and the mentor.
(f) Requirements for specific educator preparation programs.
(i) Teacher programs.
(A) Programs shall administer the teacher performance assessment adopted by the professional educator standards board to all candidates in a residency certificate program.
(B) Clinical practice (defined as supervised planning, instruction, and reflection) for teacher candidates should consist of no less than four hundred fifty hours in classroom settings.
(ii) School counselor programs.
(A) Candidates complete a supervised internship in the schools that includes a minimum of four hundred hours of on the job professional service and one hour per week of individual supervision provided by the mentor.
(B) Prior to the internship, the candidate will complete a faculty supervised practicum (a distinctly defined clinical experience intended to enable the candidate to develop basic counseling skills and integrate professional knowledge).
(iii) School psychology programs.
(A) Candidates complete a supervised internship in the schools that includes a minimum of one thousand two hundred hours of on the job professional service and one hour per week of individual supervision provided by the mentor.
(B) Prior to the internship, the candidate will complete a faculty supervised practicum (a distinctly defined clinical experience intended to enable the candidate to develop basic school psychology skills and integrate professional knowledge).
(iv) Administrator programs.
(A) The internship for administrators shall take place in an education setting serving under the general supervision of a certificated practitioner who is performing in the role for which certification is sought.
(B) Components of the required internship shall include demonstration by the candidate that he or she has the appropriate, specific relevant skills pursuant to WAC 181-78A-270.
(C) An approved preparation program for superintendents shall require an internship of at least three hundred sixty hours.
(D) An approved preparation program for principals shall require for those persons beginning their internship August 1, 2016, and after, an internship which requires practice as an intern for five hundred forty hours of which at least one-half shall be during school hours, when students and/or staff are present, and for the duration of a full school year. A "full school year" shall mean at least the academic year: Provided further, That an approved preparation program for principals shall require an internship that shall include demonstration by the candidate that she or he has the appropriate, specific skills pursuant to the standards identified in WAC 181-78A-270(2) and meets, at minimum, the standards-based benchmarks approved and published by the professional educator standards board. The benchmarks may not be changed without prior professional educator standards board approval.
(4) Collaboration.
(a) Faculty within the program and unit collaborate for continuous program improvement.
(b) Faculty collaborate with content area specialists.
(c) Programs collaborate with P-12 schools to assess and respond to work force, student learning, and professional development needs.
(d) Faculty collaborate with members of the broader professional community.
(e) Faculty collaborate with members of under-represented populations for program improvement.
(5) Diversity in learning experiences.
(a) Candidates have significant interaction with diverse populations including colleagues, faculty, P-12 practitioners, and P-12 students and families.
(i) Candidates reflect on interactions with diverse populations in order to integrate professional growth in cultural competency as a habit of practice.
(ii) Candidates integrate their cultural and linguistic backgrounds into classroom activities in order to build the multicultural capacity of the preparation program cohort.
(b) Faculty model equity pedagogy through:
(i) Interaction with diverse populations;
(ii) Reflective practice on their own professional growth in cultural competency;
(iii) Culturally relevant communication and problem solving; and
(iv) Personalized instruction that addresses cultural and linguistic backgrounds.
[Statutory Authority: RCW 28A.410.210. WSR 16-04-129, § 181-78A-264, filed 2/3/16, effective 3/5/16; WSR 14-23-068, § 181-78A-264, filed 11/18/14, effective 12/19/14; WSR 14-07-067, § 181-78A-264, filed 3/17/14, effective 4/17/14; WSR 12-02-028, § 181-78A-264, filed 12/28/11, effective 1/28/12. Statutory Authority: RCW 28A.410.210 and 2009 c 548, 2010 c 235, 2009 c 128 [2009 c 468]. WSR 10-17-029, § 181-78A-264, filed 8/9/10, effective 9/9/10. Statutory Authority: RCW 28A.410.210. WSR 10-07-077, § 181-78A-264, filed 3/17/10, effective 4/17/10; WSR 06-14-010, § 181-78A-264, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-264, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.410.010. WSR 05-23-040, § 180-78A-264, filed 11/9/05, effective 12/10/05; WSR 04-21-038, § 180-78A-264, filed 10/15/04, effective 11/15/04. Statutory Authority: RCW 28A.410.010. WSR 03-19-021, § 180-78A-264, filed 9/5/03, effective 10/6/03. Statutory Authority: RCW 28A.305.130 (1) through (4). WSR 02-04-014, § 180-78A-264, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.410.010, 28A.305.130 (1) and (2). WSR 01-03-153, § 180-78A-264, filed 1/24/01, effective 2/24/01; WSR 99-23-023, § 180-78A-264, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-264, filed 12/23/98, effective 1/23/99.]



181-78A-270
Approval standard—Knowledge and skills.

Each preparation program must be in compliance with the program approval standards of WAC 181-78A-220(5):
(1) TEACHER RESIDENCY CERTIFICATION.
(a) EFFECTIVE TEACHING.
(i) Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds;
(ii) Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning;
(iii) Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction;
(iv) Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with other;
(v) Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student;
(vi) Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them;
(vii) Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology;
(viii) Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society;
(ix) Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies;
(x) Using technology that is effectively integrated to create technologically proficient learners; and
(xi) Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance.
(b) PROFESSIONAL DEVELOPMENT. Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.
Teacher evaluation. After August 31, 2013, an approved preparation program for teachers shall require candidates for a residency certificate to demonstrate knowledge of teacher evaluation research and Washington's evaluation requirements. At a minimum, teacher preparation programs must address the following knowledge and skills related to evaluations:
(i) Examination of Washington's evaluation requirements, criteria, four-tiered performance rating system, and the preferred instructional frameworks used to describe the evaluation criteria;
(ii) Self-assessment, goal setting, and reflective practices;
(iii) Evidence gathering over time;
(iv) Use of student growth data and multiple measures of performance;
(v) Evaluation conferencing; and
(vi) Use of an online tool to review observation notes and submit materials to be included in evaluation.
(c) TEACHING AS A PROFESSION.
(i) Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.
(ii) Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.
(d) PERFORMANCE ASSESSMENT. An approved preparation program for teachers shall require that each candidate engage in an assessment process approved by the professional educator standards board. The assessment will verify that the candidate for a residency teacher certificate can meet the teacher standards in (a), (b) and (c) of this subsection and understands teacher impact on student learning. Beginning January 1, 2014, all candidates will complete and pass the teacher performance assessment per WAC 181-78A-264 as authorized by the professional educator standards board: Provided, that candidates who participated in the teacher performance assessment field trials or took the pedagogy assessment prior to January 1, 2014, may be recommended for certification by the preparation program. All candidates shall exit the residency certificate program with a draft professional growth plan oriented toward the expectations for the professional certificate.
(2) PRINCIPAL AND PROGRAM ADMINISTRATOR.
(a) Principal and program administrator candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete formalized learning opportunities, including an internship, in an approved program that includes:
Successful demonstration of standards.
(i) A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school/program and community stakeholders;
(ii) A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading through advocating, nurturing, and sustaining district/school/program cultures and coherent instructional programs that are conducive to student learning and staff professional growth;
(iii) A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment;
(iv) A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources;
(v) A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by acting with integrity, fairness, and in an ethical manner; and
(vi) A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.
(b) Performance assessment. An approved preparation program for principals shall require that each candidate engage in an assessment process using the standards-based benchmarks approved by the professional educator standards board. The benchmarks may not be changed without prior professional educator standards board approval. All candidates shall exit the residency certificate program with a draft professional growth plan oriented toward the expectations for the professional certificate.
(c) Teacher and principal evaluation. After August 31, 2013, an approved preparation program for principals shall require candidates for a residency principal certificate to demonstrate knowledge of teacher evaluation research, Washington's evaluation requirements, and successfully complete opportunities to practice teacher evaluation skills. At a minimum, principal preparation programs must address the following knowledge and skills related to evaluations:
(i) Examination of Washington teacher and principal evaluation criteria, four-tiered performance rating system, and the preferred instructional and leadership frameworks used to describe the evaluation criteria;
(ii) Self-assessment, goal setting, and reflective practices;
(iii) Evidence gathering over time;
(iv) Classroom observation skills;
(v) Bias training;
(vi) Rater agreement on the four-tiered system;
(vii) Use of student growth data and multiple measures of performance;
(viii) Evaluation conferencing;
(ix) Development of classroom teacher and principal support plans resulting from an evaluation; and
(x) Use of an online tool to manage the collection of observation notes, teacher- and principal-submitted materials, and other information related to the conduct of the evaluation.
(3) SUPERINTENDENT. An approved preparation program for superintendents shall require the candidate to demonstrate in course work and the internship the following standards:
(a) A superintendent is the community's educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by district and community stakeholders;
(b) A superintendent is the community's educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading through advocating, nurturing, and sustaining district culture and coherent instructional programs that are conducive to student learning and staff professional growth;
(c) A superintendent is the community's educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment;
(d) A superintendent is the community's educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources;
(e) A superintendent is the community's educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by acting with integrity, fairness, and in an ethical manner;
(f) A superintendent is the community's educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context; and
(g) Principal evaluation. After August 31, 2013, an approved preparation program for superintendents shall require candidates for an initial superintendent certificate to demonstrate knowledge of principal evaluation research, Washington's evaluation requirements, and successfully complete opportunities to practice principal evaluation skills. At a minimum, superintendent preparation programs must address the following knowledge and skills related to evaluations:
(i) Examination of Washington principal evaluation criteria, four-tiered performance rating system, and the preferred leadership frameworks used to describe the evaluation criteria;
(ii) Self-assessment, goal setting, and reflective practices;
(iii) Evidence gathering over time;
(iv) Observation skills;
(v) Bias training;
(vi) Rater agreement on the four-tiered system;
(vii) Use of student growth data and multiple measures of performance;
(viii) Evaluation conferencing;
(ix) Development of principal support plans resulting from an evaluation; and
(x) Use of an online tool to manage the collection of observation notes, superintendent- and principal-submitted materials, and other information related to the conduct of the evaluation.
(4) SCHOOL COUNSELOR. School counselor candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, will complete formalized learning opportunities, including an internship, in an approved program that includes:
(a) Successful demonstration of standards:
(i) School counseling program: Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school.
(ii) Student learning and assessments: Certified school counselors use their knowledge of pedagogy, child development, individual differences, learning barriers, and Washington state learning requirements to support student learning. They work effectively with other educators to monitor and improve student success.
(iii) Counseling theories and technique: Certified school counselors use a variety of research-based counseling approaches to provide prevention, intervention, and responsive services to meet the academic, personal/social and career needs of all students.
(iv) Equity, fairness, and diversity: Certified school counselors understand cultural contexts in a multicultural society, demonstrate fairness, equity, and sensitivity to every student, and advocate for equitable access to instructional programs and activities.
(v) School climate and collaboration: Certified school counselors collaborate with colleagues, families, and community members to establish and foster a safe, inclusive, and nurturing learning environment for students, staff, and families.
(vi) Professional identity and ethical practice: Certified school counselors engage in continuous professional growth and development and advocate for appropriate school counselor identity and roles. They adhere to ethical practices and to the Washington state and federal policies, laws, and legislation relevant to school counseling.
(b) Performance assessment. An approved preparation program for school counselors shall require that each candidate engage in an assessment process using the standards-based benchmarks approved by the professional educator standards board. The benchmarks may not be changed without prior professional educator standards board approval. All candidates shall exit the residency certificate program with a draft professional growth plan oriented to the expectations for the professional certificate.
(5) SCHOOL PSYCHOLOGIST. School psychologist candidates will complete formalized learning opportunities, including an internship, in an approved program that includes:
(a) Successful demonstration of standards:
(i) Data-based decision making and accountability: Certified school psychologists have knowledge of varied models and methods of assessment as part of a systematic process of data-based decision making that permeates every aspect of professional practice.
(ii) Consultation and collaboration: Certified school psychologists have knowledge of behavioral, mental health, collaborative, and other consultation models and methods and of their application to individual and contextual situations; collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.
(iii) Interventions and instructional support to develop academic skills: Certified school psychologists have knowledge of the influence of biological, cultural, linguistic, and early life experiences on academic development and collaborate with others to access, implement, and evaluate services at universal, targeted, and intensive levels using a variety of culturally and developmentally appropriate assessments.
(iv) Interventions and mental health services to develop social and life skills: Certified school psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; collaborate with others, to develop, implement, and evaluate services that support socialization, cultural competence, learning, and mental health for positive impact on student learning.
(v) Schoolwide practices to promote learning: Certified school psychologists have knowledge of general and special education, evidence-based practices, and equity pedagogy that responds to the needs of the learners; demonstrate skills to manage time effectively, respond to the learning needs of the individual students, and plan and measure positive impact on student learning.
(vi) Prevention and responsive services: Certified school psychologists have knowledge of principles of resilience and risk factors and demonstrate skills in multitiered delivery of services that respond to crisis and promote learning and mental health across cultures.
(vii) School collaboration services: Certified school psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery; facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social-behavior outcomes for children.
(viii) Diversity in development and learning: Certified school psychologists have knowledge of the principles and research related to culture, linguistic development, context, individual and role differences; work collaboratively to provide professional services that respond to the diverse needs of individuals and families; advocate for social justice and equity pedagogy.
(ix) Research and program evaluation: Certified school psychologists have knowledge of research, statistics, and evaluation methods; evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services at individual, group, and systems levels.
(x) Legal, ethical, and professional practice: Certified school psychologists have knowledge of the history and foundations of their profession; of multiple service models and methods; of ethical, professional, and legal standards, including the Washington Administrative Code and federal and state accountability legislation; practice in ways that are consistent with applicable standards; engage in responsive ethical and professional decision-making; and apply professional work characteristics.
(xi) Emerging and assistive technologies: Certified school psychologists have knowledge of and access, implement, and evaluate technology relevant to their work and to the instructional needs of individuals with disabilities.
(b) Performance assessment. An approved preparation program for school psychologists shall require that each candidate engage in an assessment process using the standards-based benchmarks approved by the professional educator standards board. The benchmarks may not be changed without prior professional educator standards board approval. All candidates shall exit the residency certificate program with a draft professional growth plan oriented to the expectations for the professional certificate.
[Statutory Authority: RCW 28A.410.210. WSR 14-07-067, § 181-78A-270, filed 3/17/14, effective 4/17/14; WSR 13-16-076, § 181-78A-270, filed 8/6/13, effective 9/6/13; WSR 12-18-004, § 181-78A-270, filed 8/23/12, effective 9/23/12; WSR 12-04-036, § 181-78A-270, filed 1/27/12, effective 2/27/12; WSR 11-15-049, § 181-78A-270, filed 7/15/11, effective 8/15/11. Statutory Authority: RCW 28A.410.210 and 2009 c 548, 2010 c 235, 2009 c 128 [2009 c 468]. WSR 10-17-029, § 181-78A-270, filed 8/9/10, effective 9/9/10. Statutory Authority: RCW 28A.410.210. WSR 07-23-046, § 181-78A-270, filed 11/14/07, effective 12/15/07; WSR 06-14-010, § 181-78A-270, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-270, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.401.010 [28A.410.010]. WSR 04-21-038, § 180-78A-270, filed 10/15/04, effective 11/15/04. Statutory Authority: RCW 28A.410.010. WSR 04-04-089, § 180-78A-270, filed 2/3/04, effective 3/5/04. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-270, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) through (4). WSR 02-04-018, § 180-78A-270, filed 1/24/02, effective 2/24/02. Statutory Authority: RCW 28A.410.010 and 28A.305.130 (1) and (2). WSR 99-23-023, § 180-78A-270, filed 11/9/99, effective 12/10/99. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-270, filed 12/23/98, effective 1/23/99.]



181-78A-300
Program requirements for teacher candidates.

In addition to the general program standards and expectations established in WAC 181-78A-220, providers shall comply with the following:
(1) Field placement. The board will publish minimum field placement and clinical experience requirements for all roles. Providers must establish and maintain field placement agreements with all Washington school districts in which candidates are placed for field experiences leading to certification or endorsement. Each field placement agreement shall require, but not be limited to:
(a) Fingerprint and character clearance under RCW 28A.410.010 is current at all times during the field experience for candidates who do not hold a valid Washington certificate;
(b) Assurance that programs shall ensure candidates are placed in settings where they can be objectively evaluated;
(c) Specified qualifications of the proposed site supervisor for each site and qualifications of each school's cooperating educator/administrator;
(d) Assurances related to the provision of mentors, including:
(i) Mentors are instructional leaders identified collaboratively with the partner school or district;
(ii) Mentors and principals are provided with a set of internship expectations;
(iii) Mentors receive or provide evidence of training on mentoring of adult learners;
(iv) Mentors must be fully certificated school personnel and have a minimum of three years of professional experience in the role they are supervising.
(e) Providers must describe in writing the duties and responsibilities of site supervisors and mentors and the anticipated length and nature of the field experience;
(f) Teacher preparation programs.
(i) A provider of a teacher education program must administer the teacher performance assessment adopted by the board to all candidates in a residency certificate program.
(ii) Clinical practice for teacher candidates should consist of no less than four hundred fifty hours in classrooms settings.
(g) Administrator preparation programs.
(i) The internship for administrators shall take place in an education setting serving under the general supervision of a certificated practitioner who is performing in the role for which certification is sought.
(ii) A provider of a principal preparation program shall require for those persons beginning their internship August 1, 2016, and after, an internship which requires practice as an intern for five hundred forty hours, of which at least one-half shall be during school hours, when students and/or staff are present, and for the duration of a full school year. A "full school year" shall mean at least the majority of an academic year: Provided further, that a provider of a principal preparation program shall include demonstration by the candidate that she or he has the appropriate, specific skills pursuant to the standards identified in WAC 181-78A-220.
(iii) A provider of a superintendent preparation program shall require an internship of at least three hundred sixty hours.
(2) Assessment requirements for providers of teacher preparation programs.
(a) A provider of a teacher preparation program must assure that all candidates entering the program have successfully passed the WEST B or its alternative or exemptions per chapter 181-01 WAC at the time of admission. The candidate must take and pass the WEST B, or provide evidence of meeting an alternative or exception at the time of admissions. Candidates admitted to a residency teacher preparation program prior to passage of the WEST B or its approved alternative or exemptions must pass the WEST B prior to student teaching. The provider must collect and hold evidence of candidates meeting this requirement.
(b) A provider of a teacher preparation program shall assure that the candidate has successfully attempted at least one WEST E or equivalent content assessment test per chapter 181-02 WAC prior to placing a teacher candidate in a student teaching role with a district. The provider must collect and hold evidence of candidates meeting this requirement.
(c) Teacher evaluation. Teacher preparation program providers shall require candidates for a residency certificate to demonstrate knowledge of teacher evaluation research and Washington's evaluation requirements.
(d) Performance assessment. Teacher preparation program providers shall require that each candidate engage in a performance assessment process approved by the board. All candidates shall exit the residency certificate program with a professional growth plan.
(3) Required since time immemorial curriculum integration.
(a) There shall be a one quarter or semester course in either Washington state history and government, or Pacific Northwest history and government in the curriculum of all teacher preparation programs.
(b) No person shall be completed from any of said programs without completing said course of study, unless otherwise determined by the Washington professional educator standards board.
(c) Any course in Washington state or Pacific Northwest history and government used to fulfill the requirement of this section shall include information on the culture, history, and government of the American Indian peoples who were the first human inhabitants of the state and the region.
(d) Teacher preparation program providers shall ensure that programs meet the requirements of this section by integrating the curriculum developed and made available free of charge by the office of the superintendent of curriculum developed and made available free of charge by the office of the superintendent of public instruction into existing programs or courses and may modify that curriculum in order to incorporate elements that have a regionally specific focus.
(4) Principal preparation programs.
(a) A provider of a principal preparation program must require candidates to demonstrate knowledge of teacher evaluation research, Washington's evaluation requirements, and successfully complete opportunities to practice teacher evaluation skills.
(b) Performance assessment. All candidates shall exit the preparation program with a professional growth plan.
(5) Professional education advisory board.
(a) All educator preparation program providers shall establish and maintain a professional education advisory board to participate in and cooperate with the organization on decisions related to the development, implementation, and revision of preparation program(s).
(b) The professional education advisory board has adopted operating procedures and has met at least three times a year.
(c) The professional education advisory board annually shall review and analyze data for the purposes of determining whether candidates have a positive impact on student learning and providing the institution with recommendations for programmatic change. This data may include, but not be limited to: Student surveys, follow-up studies, employment placement records, student performance portfolios, course evaluations, program review indicators, and summaries of performance on the pedagogy assessment for teacher candidates.
(d) The professional education advisory board shall make recommendations when appropriate for program changes to the institution which must in turn consider and respond to the recommendations in writing in a timely fashion.
(6) This section shall be in effect beginning September 1, 2017.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-300, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 15-08-054, § 181-78A-300, filed 3/27/15, effective 4/27/15.]



181-78A-307
Course work/internship waiver.

Educator preparation program providers may waive required course work or waive or reduce in length the required internship for any candidate, if the provider determines based on individual review that previous course work, work experiences, or alternative learning experiences have or will provide the candidate knowledge and skills to be otherwise gained from the required course work or internship.
[Statutory Authority: Chapter 28A.410 RCW. WSR 18-17-089, § 181-78A-307, filed 8/14/18, effective 9/14/18. Statutory Authority: RCW 28A.410.210. WSR 11-01-047, § 181-78A-307, filed 12/7/10, effective 1/7/11. WSR 06-02-051, recodified as § 181-78A-307, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-307, filed 12/23/98, effective 1/23/99.]



181-78A-308
Special consideration for certain former paraeducators.

An approved teacher preparation program may determine that a candidate who has work experience as a noncertificated paraeducator may substitute his or her work experience for some teacher preparation program requirements if the candidate presents evidence that he or she has served as a paraeducator within the previous seven years and that at least fifty percent of the candidate's work as a paraeducator was involved in instructional activities with children under the supervision of a certificated teacher and that the candidate worked a minimum of six hundred thirty hours in any one school year.
[WSR 06-02-051, recodified as § 181-78A-308, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-308, filed 12/23/98, effective 1/23/99.]



181-78A-330
Demographic information.

Building on the mission to prepare educators who demonstrate a positive impact on student learning, approved preparation programs annually shall provide the professional educator standards board the following information:
(1) Demographic characteristics, including gender and ethnicity, of students completing approved programs during the period from July 1 of the previous year to June 30 of the reporting year;
(2) The number of full-time and part-time faculty and graduate teaching assistants teaching in approved programs during each term from summer through spring of the reporting year; and
(3) Demographic characteristics of faculty teaching in approved programs including ethnicity and gender.
[Statutory Authority: RCW 28A.410.210. WSR 06-14-010, § 181-78A-330, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-330, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-330, filed 12/23/98, effective 1/23/99.]



181-78A-400
Internship standards—State-funded administrator interns.

(1) Principal, superintendent, and program administrator interns participating in the state-funded administrator internship program shall meet the following standards:
(a) Enrollment in a principal, superintendent or program administrator preparation program approved by the professional educator standards board, pursuant to WAC 181-78A-105.
(b) Completion of all administrator field experience, knowledge and skill certification requirements, pursuant to chapters 181-78A and 181-79A WAC.
(c) Completion of up to forty-five internship days for school employees selected for a principal, superintendent or program administrator certification internship when K-12 students and/or staff are present; provided the internship shall meet the following criteria:
(i) The intern, mentor administrator and college/university intern supervisor shall cooperatively plan the internship, provided that the school district is encouraged to include teachers and other individuals in the internship planning process.
(ii) Superintendent interns shall demonstrate competency in the standards identified as needing development by the mentor administrator, college/university supervisor, and the intern, pursuant to WAC 181-78A-270(3). Principal and program administrator interns admitted to programs before September 1, 2004, shall demonstrate competency in the performance domains identified as needing development by the mentor administrator, college/university, and the intern, pursuant to either WAC 181-78A-270 (2)(a) or (b) pursuant to WAC 181-78A-100. Principal and program administrator interns admitted to programs on or after September 1, 2004, shall demonstrate competency in the standards identified as needing development by the mentor administrator, college/university supervisor, and the intern, pursuant to WAC 181-78A-270 (2)(b).
(iii) The activities to be undertaken to implement the internship shall be outlined in writing.
(d) The intern, institution/organization supervisor and mentor administrator shall determine whether the intern days and the selected performance domains or competencies were demonstrated.
(2) Participating institution/organization and school districts may establish additional internship standards and shall report such standards to the professional educator standards board.
(3) Each institution/organization shall submit a summary report of the internships to the professional educator standards board.
[Statutory Authority: RCW 28A.410.210. WSR 11-01-047, § 181-78A-400, filed 12/7/10, effective 1/7/11; WSR 06-14-010, § 181-78A-400, filed 6/22/06, effective 7/23/06. WSR 06-02-051, recodified as § 181-78A-400, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 02-18-037, § 180-78A-400, filed 8/26/02, effective 9/26/02. Statutory Authority: RCW 28A.305.130 (1) and (2), 28A.410.010 and 28A.150.220(4). WSR 99-01-174, § 180-78A-400, filed 12/23/98, effective 1/23/99.]



181-78A-700
First peoples' language, culture, and oral tribal traditions certification program—Findings, purposes and intent—Definitions—Program established—Tribal eligibility to participate—Program requirements—Assignment of teachers—Reports.

(1) findings. The professional educator standards board endorses the following:
(a) Teaching first peoples' languages can be a critical factor in successful educational experiences and promoting cultural sensitivity for all students. The effect is particularly strong for native American students;
(b) First peoples' languages are falling silent. Despite tribal efforts, first peoples' languages are not fully incorporated into the school systems. This is a loss to the cultural heritage of the affected tribes and to the cultural resources of Washington state;
(c) Recognition of native American languages under RCW 28A.230.090(3) and 28B.80.350(2), as satisfying state or local graduation requirements and minimum college admission requirements, while concentrating on promoting a positive impact on student learning through state policies, is insufficient to meet the educational needs of native American students;
(d) The potential to have a positive impact on student learning is in part dependent on the willingness of the local education agency to collaborate with the sovereign tribal government's language/culture program;
(e) It is within the statutory authority of the professional educator standards board to enhance the learning opportunities for all students by helping prevent the loss of first peoples' languages through assisting the state's sovereign neighbors to sustain, maintain or recover their linguistic heritage, history and culture;
(f) From the Multi-Ethnic Think Tank position statement, June 2001:
(i) "…A culturally inclusive pedagogy will ensure the success of all students, who will develop greater appreciation of other cultures and worldviews;"
(ii) "All students have prior experiences that frame their worldview; learn from childbirth and are lifelong learners; can academically achieve at high levels when they are appropriately taught; and are entitled to learn in a multicultural context;"
(g) Research has shown that students who study another language may benefit in the following ways: Greater academic success in other areas of study, including reading, social studies, and mathematics; a clearer understanding of the English language including function, vocabulary and syntax; and an increase on standardized test scores, especially in verbal areas;
(h) From the Native American Languages Act, Public Law 101-477, Section 102, 1990:
(i) "The traditional languages of Native Americans are an integral part of their cultures and identities and form the basic medium for the transmission, and thus survival, of Native American cultures, literatures, histories, religions, political institutions, and values;"
(ii) "Languages are the means of communication for the full range of human experiences and are critical to the survival of cultural and political integrity of any people"; and
(i) There are many sovereign tribal nations in the state of Washington and they serve the needs of many groups of first peoples, each possessing unique languages, cultures and worldviews.
(2) purposes. The purpose of this section of the established first peoples' language, culture, and oral tribal traditions program is to accomplish the following goals:
(a) To honor the sovereign status of tribal governments in their sole expertise in the transmission of their indigenous languages, heritage, cultural knowledge, customs, traditions and best practices for the training of first peoples' language, culture, and oral tribal traditions teachers;
(b) Contribute to a positive impact on student learning by promoting continuous improvement of student achievement of the sovereign tribal government's language/culture learning goals, as established by each sovereign tribal government's language/culture program, and by supporting the goals for multicultural education included in the 2001 position statement developed by the Washington state Multi-Ethnic Think Tank;
(c) Contribute to the preservation, recovery, revitalization, and promotion of first peoples' languages and cultures;
(d) Meaningfully acknowledge that language is inherently integral to native American culture and ways of life;
(e) Implement in a tangible way the spirit of the 1989 Centennial Accord and the 2000 Millennium Accord between Washington state and the sovereign tribal governments in the state of Washington;
(f) Provide a mechanism for the professional educator standards board to recognize tribally qualified language/culture teachers as eligible to receive a Washington state first peoples' language/culture teaching certificate; and
(g) Provide the opportunity for native American students to learn first peoples' languages and cultures while at school and provide another avenue for students to learn core curricula through first peoples' worldviews.
(3) intent. It is the intent of the professional educator standards board to work in collaboration with the sovereign tribal governments of Washington state to establish a Washington state first peoples' language, culture, and oral tribal traditions teacher certification program in order to:
(a) Act in a manner consistent with the policy as specified in the Native American Languages Act, P.L. 101-477 Sec. 104(1) "preserve, protect, and promote the rights and freedom of Native Americans to use, practice, and develop Native American languages";
(b) Act in a manner consistent with Washington state's government-to-government relationship with Washington state sovereign tribal governments and use the Washington state first peoples' language, culture, and oral tribal traditions certification programs to model effective government-to-government relationships;
(c) Act in a manner consistent with the goal of the state Basic Education Act under RCW 28A.150.210;
(d) Act in a manner consistent with the following purposes of Public Law 107-110, "No Child Left Behind Act":
(i) "Holding schools, local education agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education," [Sec. 1002(4)];
(ii) "Providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time," [Sec. 1002(8)];
(iii) "Promoting schoolwide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content," [Sec. 1002(9)];
(iv) "…Supporting local education agencies, Indian tribes, organizations, postsecondary institutions and other entities to meet the unique education, culturally related academic needs of American Indian and Alaskan native Students" [Sec. 7102(a)];
(e) Act on its involvement with and adoption of the 1991 joint policy statement on Indian education:
"K-12 American Indian dropout prevention is a priority of schools. Effective education needs to be implemented throughout the K-12 school system if the American Indian student is to achieve academic and personal success";
(f) Acknowledge that there is a public responsibility to make available to all students in the state of Washington an accurate and balanced study of the American Indian experiences with and contributions to life on this continent;
(g) Act on the following professional educator standards board beliefs:
(i) In order to meet the needs of all students, highly qualified teachers are required;
(ii) All professional educator standards board policies and activities should meet the needs of the state's diverse student population;
(iii) In order for all students to achieve at high levels, multiple learning styles and needs must be supported; and
(h) Act on the following goals from the professional educator standards board's 2002-05 work plan:
(i) Professional education and certification requirements are aligned with education reform and support a positive impact on student learning;
(ii) All students shall be provided equitable educational opportunities.
(4) definitions.
(a) "Positive impact on student learning" shall mean:
(i) The same as under WAC 181-78A-010(8) and 180-16-220 (2)(b); and
(ii)(A) Supporting the goal of basic education under RCW 28A.150.210, "…to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives…";
(B) Promoting continuous improvement of student achievement of the state learning goals and the sovereign tribal government's language/culture learning goals as established by each sovereign tribal government's language/culture program;
(C) Recognizing nonacademic student learning and growth related, but not limited, to: Oral traditions, community involvement, leadership, interpersonal relationship skills, teamwork, self-confidence, resiliency, and strengthened unique cultural identities;
(iii) Developing greater appreciation of other cultures and worldviews;
(b) A "culturally sensitive environment" honors the unique history, culture, values, learning styles, and community of the student. For example, to demonstrate the value of the language and culture, the homeroom teacher participates in the language/culture classroom. A "culturally sensitive environment" also includes those provisions as outlined in the Washington state joint policy on equity in education, revised in May 2000.
(c) For the purpose of this section, "highly qualified teachers" shall mean those teachers who meet the standards of the sovereign tribal government's language/culture program.
(5) program established. A Washington state first peoples' language, culture, and oral tribal traditions teacher certification program is established in January 2007. First peoples' language, culture, and oral tribal traditions teacher certificates issued prior and subsequent to June 30, 2006, shall be kept valid per subsection (8)(d)(iv) of this section.
(6) tribal eligibility to participate. Any sovereign tribal government in the state of Washington shall be eligible to participate individually on a government-to-government basis in the program.
(7) certifying authority.
(a) Only a participating sovereign tribal government may certify individuals who meet the tribe's criteria for certification as a teacher in the Washington state first peoples' language, culture, and oral tribal traditions teacher certification program.
(b) The office of the superintendent of public instruction shall not authorize or accept a certification or endorsement in Washington state first peoples' language, culture, and oral tribal traditions without certification from a participating sovereign tribal government.
(8) program requirements.
(a) Each sovereign tribal government will certify individuals who meet the tribe's criteria for certification as instructors in the Washington state first peoples' language, culture, and oral tribal traditions program.
(b) Each sovereign tribal government's language/culture program shall submit to the superintendent of public instruction the following information for each eligible language/culture teacher desiring to participate in the program:
(i) Written documentation that each designated teacher has completed the sovereign tribal government's language/culture teacher certification program;
(ii) Written documentation that each designated teacher has completed the background check required under RCW 28A.410.010 and WAC 181-79A-150 (1) and (2);
(iii) Written documentation that each designated teacher has completed a course on issues of abuse as required by RCW 28A.410.035 and WAC 181-79A-030(6);
(iv) Designation of which language(s), or dialects thereof, shall be listed on the Washington state first peoples' language, culture, and oral tribal traditions certificate;
(c) After meeting the requirements of (b) of this subsection, the office of the superintendent of public instruction shall issue each teacher a Washington state first peoples' language, culture, and oral tribal traditions teaching certificate;
(d) Tribes will individually determine the continuing education and first peoples' language, culture, and oral tribal traditions certificate renewal requirements for their tribal language endorsement. As such, each tribe will do the following. Notify the certification division of the office of superintendent of public instruction when:
(i) A teacher has met the requirements for renewal/continuing education; or
(ii) A teacher has not met the requirements for renewal/continuing to hold a first peoples' language, culture, and oral tribal traditions certificate; or
(iii) A tribe, at any time, withdraws a teacher certification for any reason.
(iv) Every five years, the tribes will provide documentation that the certificate holder continues to meet the requirements of (a) of this subsection;
(e) To support a positive impact on student learning, the local education agencyin consultation with the sovereign tribal government's language/culture program is strongly encouraged to provide:
(i) A minimum of one contact hour per day, five days a week;
(ii) Access to the same students from year to year, to the extent possible, so that students who receive instruction during the first year of the program can continue to receive instruction throughout the first year of the program;
(iii) A culturally sensitive environment as defined in subsection (4)(b) of this section; or
(iv) Some combination of (e)(i), (ii), and (iii) of this subsection which will allow a positive impact on student learning;
(f) To document a positive impact on student learning, the sovereign tribal government's language/culture program is encouraged to provide written documentation of how teaching the first peoples' language/culture has supported the promotion of continuous improvement of student achievement of the program learning goals as established by each sovereign tribal government's language/culture program;
(g) To support a greater understanding of the government-to-government relationship, the professional educator standards board is strongly encouraged to make site visits and attend meetings with the local education agency and the sovereign tribal government's language/culture program;
(h) Nothing in this section shall be interpreted as precluding any eligible tribe in consultation with the state or in consultation with any local education agency from entering into an inter-governmental agreement or compact related to the teaching of first peoples' languages and cultures in order to address unique issues related to individual sovereign tribal governments.
(9) assignment of teachers.
(a) The holder of a Washington state first peoples' language, culture, and oral tribal traditions teacher certificate shall be deemed qualified to be a teacher of first peoples' language, culture, and oral tribal traditions with the ability to meet individual tribal competency criteria for language/culture, history, and English.
(b) A Washington state first peoples' language, culture, and oral tribal traditions teacher certificate qualifies the holder to accept a teaching position in a public school district.
(c) The holder of a Washington state first peoples' language, culture, and oral tribal traditions teacher certificate who does not also hold an initial, residency, continuing or professional certificate shall be assigned to teach only the language(s)/culture(s) designated on the certificate, and no other subject.
(d) The Washington state first peoples' language, culture, and oral tribal traditions teacher certificate is recognized by the state of Washington for as long as the teacher holds a valid language/culture certificate from a participating sovereign tribal government.
(e) A Washington state first peoples' language, culture, and oral tribal traditions teacher certificate will serve as the sole endorsement in first peoples' language, culture, and oral tribal traditions for anyone holding an initial, residency, continuing or professional certificate.
(10) tribal preparation program review.
(a) Every five years, the joint committee of the professional educator standards board and the first peoples' language/culture committee shall prepare a report that includes:
(i) Reports from each participating tribe related to progress in meeting program objectives, with particular emphasis on positive impact on students;
(ii) Appraisal of the government-to-government relationship; and
(iii) Any relevant recommendations for continued program success.
(b) In order to promote understanding and collaboration, beginning with the second year of the program, the professional educator standards board may accept invitations from participating tribes to visit at least two tribal programs per year as identified and invited by the individual tribal programs.
(c) Annually, the professional educator standards board will commit to ensuring a professional educator standards board member(s) and staff attends the first peoples' language/culture committee meeting. The professional educator standards board will proactively identify opportunities to share information about the first peoples' language/culture program in order to support its growth and development.
[Statutory Authority: RCW 28A.410.210. WSR 08-04-013, § 181-78A-700, filed 1/24/08, effective 2/24/08; WSR 07-12-005, § 181-78A-700, filed 5/24/07, effective 6/24/07; WSR 07-04-015, § 181-78A-700, filed 1/25/07, effective 2/25/07. Statutory Authority: RCW 28A.410.210 and 28A.410.010. WSR 06-11-161, § 181-78A-700, filed 5/24/06, effective 6/24/06. WSR 06-02-051, recodified as § 181-78A-700, filed 12/29/05, effective 1/1/06. Statutory Authority: RCW 28A.305.130 and 28A.410.010. WSR 03-04-026, § 180-78A-700, filed 1/27/03, effective 2/27/03.]
Reviser's note: The brackets and enclosed material in the text of the above section occurred in the copy filed by the agency.