No. 40673 (Amendment): Rule R277-530. Utah Effective Teaching and Educational Leadership Standards

(Amendment)

DAR File No.: 40673
Filed: 08/15/2016 07:46:22 PM

RULE ANALYSIS

Purpose of the rule or reason for the change:

Rule R277-530 is amended to include the recently approved Utah Effective School Counselor Performance Standards.

Summary of the rule or change:

The amendments to Rule R277-530 provide updated definitions, a new section on educational school counselor standards, and technical and conforming changes.

Statutory or constitutional authorization for this rule:

• Subsections 53A-1-402(1)(a)(i) and (ii)
• Art X, Sec 3
• Section 53A-1-401

Anticipated cost or savings to:

the state budget:

The amendments to Rule R277-530 provide updated definitions, a new section on educational school counselor standards, and technical and conforming changes, which likely will not result in a cost or savings to the state budget.

local governments:

The amendments to Rule R277-530 provide updated definitions, a new section on educational school counselor standards, and technical and conforming changes, which likely will not result in a cost or savings to local government.

small businesses:

The amendments to Rule R277-530 provide updated definitions, a new section on educational school counselor standards, and technical and conforming changes, which likely will not result in a cost or savings to small businesses.

persons other than small businesses, businesses, or local governmental entities:

The amendments to Rule R277-530 provide updated definitions, a new section on educational school counselor standards, and technical and conforming changes, which likely will not result in a cost or savings to persons other than small businesses, businesses, or local government entities.

Compliance costs for affected persons:

The amendments to Rule R277-530 provide updated definitions, a new section on educational school counselor standards, and technical and conforming changes, which likely will not result in any compliance costs for affected persons.

Comments by the department head on the fiscal impact the rule may have on businesses:

To the best of my knowledge, there should be no fiscal impact on businesses resulting from the amendments to this rule.

Sydnee Dickson, State Superintendent

The full text of this rule may be inspected, during regular business hours, at the Office of Administrative Rules, or at:

Education
Administration
250 E 500 S
SALT LAKE CITY, UT 84111-3272

Direct questions regarding this rule to:

• Angela Stallings at the above address, by phone at 801-538-7656, by FAX at 801-538-7768, or by Internet E-mail at [e-mail]

Interested persons may present their views on this rule by submitting written comments to the address above no later than 5:00 p.m. on:

10/03/2016

This rule may become effective on:

10/10/2016

Authorized by:

Angela Stallings, Associate Superintendent, Policy and Communication

RULE TEXT

R277. Education, Administration.

R277-530. Utah Effective [ Teaching and Educational Leadership ] Educator Standards.

R277-530-[2]1 . Authority and Purpose.

[A.](1) This rule is authorized [under]by:

(a) Utah Constitution Article X, Section 3 , which vests general control and supervision over public education in the Board[, by];

(b) Section 53A-1-401, which allows the Board to make rules to execute the Board's duties and responsibilities under the Utah Constitution and state law; and

(c) Subsections 53A-1-402(1)(a)(i) and (ii) , which require the Board to establish rules and minimum standards for the qualification and certification of educators and for required school administrative and supervisory services[, and Section 53A-1-401(3) which allows the Board to make rules in accordance with its responsibilities].

[B.](2) The purpose of this rule is to establish :

(a) statewide effective teaching standards for Utah public education teachers[and to establish];

(b) statewide educational leadership standards for Utah public education administrators[consistent with the Board's supervision of the public education system under Utah Constitution Article X, Section 3 and supports one pillar of the Board's Promises to Keep - high quality instruction for all Utah children]; and

(c) statewide educational school counselor standards for Utah public education school counselors.

 

R277-530-[1]2 . Definitions.

[A. "Board" means the Utah State Board of Education.

B. "Local education agency (LEA)" means a Utah school district or charter school.

C. "Promises to Keep" is the Board's statement of vision and mission for Utah's system of public education. Utah's public education system keeps its constitutional promise by ensuring literacy and numeracy for all Utah children, providing high quality instruction for all Utah children, establishing curriculum with high standards and relevance for all Utah children, and requiring effective assessment to inform high quality instruction and accountability.]

[E.](1) "[Teacher" for purposes of this rule]Educator" means an individual licensed by the Board under Section 53A-6-10 3[4 and who meets the requirements of R277-501].

[D.](2) "School administrator" means an educator serving in a position that requires a Utah Educator License with an [Administrative]Educator Leadership license area of concentration and who supervises Level 2 educators.

(3) "The Utah Effective Educator Standards" means:

(a) the Effective Teaching Standards described in R277-530-5;

(b) the Educational Leadership Standards described in R277-530-6; and

(c) the Educational School Counselor Standards described in R277-530-7.

[F. "USOE" means the Utah State Office of Education.]

 

R277-530-3. [USOE]Board [Responsibilities]Expectations for Effective Teaching[and], Educational Leadership , and Educational School Counselor Standards.

[A.](1) The Board [shall use]hereby establishes the Effective [Teaching Standards and Educational Leadership]Educator Standards as the foundation of educator development, [that]which includes:

(a) alignment of teacher and school administrator preparation programs[,];

(b) expectations for licensure[,]; and

(c) the screening, hiring, induction, and mentoring of beginning teachers , [and ]school administrators , and other licensed educators.

[B.](3) The Board[shall] use s the Effective [Teaching Standards and Educational Leadership]Educator Standards to direct and ensure the implementation of[the] Utah 's [Common ]Core Standards.

[C.](4) The Board [shall rely]relies on the Effective [Teaching Standards and Educational Leadership]Educator Standards as the basis for an evaluation system and tiered-licensing system.

[D.](5) The Board 's [shall develop a ]model educator assessment system , for use by LEAs , is based on the Effective [Teaching Standards and Educational Leadership]Educator Standards.

[E.](6) The Board[shall] provides resources, including professional [development, that]learning, which assist LEAs in integrating the Effective [Teaching Standards and Educational Leadership]Educator Standards into educator practices.

 

R277-530-4. LEA Responsibilities for Effective [Teaching Standards and Educational Leadership]Educator Standards.

[A.](1) An LEA[s] shall develop policies to support [teachers and]educators, school administrators , and school counselors in implementation of the Effective [Teaching and Educational Leadership]Educator Standards.

[B.](2) An LEA[s] shall develop professional learning experiences and professional learning plans for relicensure using the Effective [Teaching and Educational Leadership]Educator Standards to assess educator progress toward implementation of the standards.

[C.](3) An LEA[s] shall adopt formative and summative educator assessment systems based on the Effective [Teaching and Educational Leadership]Educator Standards to facilitate educator growth toward expert practice.

[D.](4) An LEA[s] shall use the Effective [Teaching and Educational Leadership]Educator Standards as a basis for the development of a collaborative professional culture to facilitate student learning.

[E.](5) An LEA[s] shall implement induction and mentoring activities for beginning teachers and school administrators that support implementation of the Effective [Teaching Standards and Educational Leadership]Educator Standards.

 

R277-530-5. Effective Teaching Standards.

[A.](1) [The Board document, Promises to Keep, identifies the development and retention of teachers who have the skills and knowledge to provide effective, high quality instruction to all of Utah's students as one of four essential promises between the Board and the public education community. The Utah Effective Teaching Standards describe what effective teachers must know and be able to do to fulfill the Board's constitutional promise. ]The Effective Teaching Standards focus on the high-leverage concepts of:

(a) personalized learning for diverse learners[,];

(b) a strong[er] focus on application of knowledge and skills[,];

(c) improved assessment literacy[,];

(d) a collaborative professional culture[,]; and

(e) [new ]leadership roles for teachers.

[B.](2) [Effective Teaching Standards - ]Utah [teachers]educators shall demonstrate the following skills and work functions designated in the following ten standards:

([1]a) Learner Development - An [teacher]educator understands cognitive, linguistic, social, emotional, and physical areas of student development[.];

([2]b) Learning Differences - An [teacher]educator understands individual learner differences and cultural and linguistic diversity[.];

([3]c) Learning Environments - An [teacher]educator works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation[.];

([4]d) Content Knowledge - An [teacher]educator understands the central concepts, tools of inquiry, and structures of the discipline[.];

([5]e) Assessment - An [teacher]educator uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met[.];

([6]f) Instructional Planning - An [teacher]educator plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, core curriculum standards, instructional best practices, and the community context[.];

([7]g) Instructional Strategies - An [teacher]educator uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways[.];

([8]h) Reflection and Continuous Growth - An [teacher]educator is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner[.];

([9]i) Leadership and Collaboration - An [teacher]educator is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success[.]; and

([10]j) Professional and Ethical Behavior - An [teacher]educator demonstrates the highest standards of legal, moral, and ethical conduct as [specified]required in the Utah Educator Professional Standards described in Rule R277-515.

 

R277-530-6. Educational Leadership Standards.

[A.](1)(a) The Board[document, Promises to Keep,] expects that school administrators shall meet the standards of effective teaching and have the knowledge and skills to guide and supervise the work of [teachers]educators, lead the school learning community, and manage the school's learning environment in order to provide effective, high quality instruction to all of Utah's students.

(b) The Educational Leadership Standards focus on :

(i) visionary leadership[,];

(ii) advocacy for high levels of student learning[,];

(iii) leading professional learning communities[,]; and

(iv) the facilitation of school and community collaboration.

[B.](2) In addition to meeting the standards of an effective teacher, school administrators shall demonstrate the following traits, skills, and work functions designated in the following six standards:

([1]a) Visionary Leadership - A school administrator promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is largely shared and supported by[all] stakeholders[.];

([2]b) Teaching and Learning - A school administrator promotes the success of every student by advocating, nurturing and sustaining a school focused on teaching and learning conducive to student, faculty, and staff growth[.];

([3]c) Management for Learning - A school administrator promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment[.];

([4]d) Community Collaboration - A school administrator promotes the success of every student by collaborating with faculty, staff, parents, and community members, responding to diverse community interests and needs and mobilizing community resources[.];

([5]e) Ethical Leadership - A school administrator promotes the success of every student by acting with, and ensuring a system of, integrity, fairness, equity, and ethical behavior[.]; and

([6]f) Systems Leadership - A school administrator promotes the success of every student by understanding, responding to, and influencing the interrelated systems of political, social, economic, legal, policy, and cultural contexts affecting education.

 

R277-530-7. Educational School Counselor Standards.

In addition to meeting the Effective Teaching Standards described in Section R277-530-5 and the Educational Leadership Standards described in Section R277-530-6, an educational school counselor shall demonstrate the following traits, skills, and work functions designated in the following seven standards:

(1) Collaboration, Leadership and Advocacy - An educational school counselor is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success;

(2) Collaborative Classroom Instruction - An educational school counselor delivers a developmental and sequential guidance curriculum prioritized according to the results of the school needs assessment;

(3) The Plan for College and Career Readiness Process - An educational school counselor implements the individual planning component by guiding individuals and groups of students and their parents or guardians through the development of educational and career plans;

(4) Systemic Approach to Dropout Prevention with Social and Emotional Supports - An educational school counselor provides responsive services through the effective use of individual and small-group counseling, consultation and referral skills and implements programs for student support in dropout prevention;

(5) Data-Driven Accountability and Program Evaluation - An educational school counselor collects and analyzes data to guide program direction and emphasis;

(6) Systemic School Counseling Program Management - An educational school counselor is involved in management activities that establish, maintain and enhance the total school counseling program; and

(7) Professional and Ethical Behavior - An educational school counselor demonstrates the highest standard of legal, moral and ethical conduct, as required in the Utah Educator Professional Standards described in R277-515.

 

KEY: educators, effectiveness, leadership, standards

Date of Enactment or Last Substantive Amendment: [October 11, 2011]2016

Authorizing, and Implemented or Interpreted Law: Art X Sec 3; 53A-1-402(1)(a)(i) and (ii) ; 53A-1-401[(3)]

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