Utah Administrative Code (Current through November 1, 2019) |
R277. Education, Administration |
R277-304. Teacher Preparation Programs |
R277-304-3. General Teacher Preparation
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Prior to approval by the Board, a teacher preparation program shall:
(1) prepare candidates to meet the Utah Effective Teaching Standards in Rule R277-530;
(2) prepare candidates to teach:
(a) the Utah Core Standards; and
(b) the Essential Elements, as appropriate to a candidate's prospective area of licensure as established by the Board;
(3) include school-based clinical experiences for a candidate to observe, practice skills, and reflect on teaching that:
(a) are significant in number, depth, breadth, and duration;
(b) are progressively more complex;
(c) occur in multiple schools and classrooms;
(d) include working with all types of students; and
(e) include creating and consistently implementing beginning of semester or school year classroom procedures and practices;
(4) require the demonstration of competency in:
(a) content and content-specific pedagogy appropriate for the area of licensure;
(b) knowledge of the Utah Educator Professional Standards contained in Rule R277-515;
(c) creating effective learning environments by establishing and implementing routines and procedures with consistent expectations;
(d) skills in providing tier one and tier two instruction and intervention on the Utah Core Standards and positive behavior supports to each student within a multi-tiered system of supports;
(e) integrating technology to support and meaningfully supplement the learning of students, including the effective use of software for personalized learning;
(f) designing, administering, and reviewing educational assessments in a meaningful and ethical manner;
(g) analyzing formative and summative assessments results to inform and modify instruction;
(h) assessing students for competency for the purpose of personalized learning;
(i) skills in implementing personalized learning practices that consider the whole child including:
(i) trauma-informed instructional practices; and
(ii) restorative instructional practices;
(j) knowledge and skills designed to assist in the identification of students with disabilities to meet the needs of students with disabilities in the general classroom, including:
(i) knowledge of the IDEA and Section 504 of the Rehabilitation Act;
(ii) knowledge of the role of non-special-education teachers in the education of students with disabilities;
(iii) knowledge and skills in implementing least restrictive behavior interventions;
(iv) skills in implementing and assessing the results of interventions; and
(v) skills in the implementation of an educational program with accommodations, modifications, services, and supports established by an IEP or a 504 plan for students with disabilities in the general education classroom;
(k) knowledge and skills designed to meet the needs of diverse student populations in the general education classroom, including:
(i) allowing students multiple ways to demonstrate learning that are sensitive to student diversity;
(ii) creating an environment using a teaching model that is sensitive to multiple experiences and diversity;
(iii) designing, adapting, and delivering instruction to address each student's diverse learning strengths and needs; and
(iv) incorporating tools of language development into planning, instruction, and intervention for students learning English and supporting development of English proficiency; and
(l) knowledge and skills in collaborating with parents and guardians.
(5) for a program applicant accepted on or after January 1, 2020, require multiple opportunities for a program applicant to successfully demonstrate application of knowledge and skills gained through the program in one or more clinical experiences in each of the following competencies:
(a) implementing the planning and design, delivery, facilitation, assessment, evaluation, and reflection of a unit of instruction, including:
(i) systematic and explicit instructional design and implementation;
(ii) varied evidence-based instructional strategies;
(iii) developmentally appropriate and authentic learning experiences;
(iv) scaffolded instruction;
(v) differentiated instruction;
(vi) instruction targeting higher order thinking and metacognitive skills;
(vii) project-based or competency-based learning opportunities;
(viii) designing and selecting pre-assessments, formative, and summative assessments that align to student learning objectives; and
(ix) revising instructional plans for future implementation or reteaching concepts as appropriate;
(b) integrating cross-disciplinary skills, such as literacy or numeracy, into instruction;
(c) engaging students in the learning process;
(d) utilizing technology to enhance and personalize instruction;
(e) implementing the accommodations, modifications, services, and supports as outlined in a student's IEP or 504 plan;
(f) evaluating student artifacts and assessments for the purposes of:
(i) measuring student understanding;
(ii) modifying instruction;
(iii) targeting tier two instruction and intervention in a multi-tiered system of support;
(iv) providing feedback to students; and
(v) documenting student progress, i.e., assigning an academic grade;
(g) establishing and maintaining classroom procedures and routines that include positive behavior interventions and supports;
(h) establishing and maintaining a positive learning climate;
(i) reflecting on the teaching process and justifying instructional decisions;
(j) collaborating with grade level, subject, or cross-curricular teams to:
(i) analyze student data; and
(ii) inform, plan, and modify instruction;
(k) participating in at least one IEP meeting or parental consultation regarding a student that the program applicant has instructed;
(l) effectively communicating with parents, colleagues, and administration; and
(m) consulting with a school counselor regarding the emotional well-being of students and referring the students to a school counselor when necessary;
(6) include consideration of a candidate's dispositions and suitability for teaching; and
(7) include plans for candidate remediation and exit counseling if applicable.