Oklahoma
Teaching Standards and Leadership Standards
Teaching Standards
Is working with students with disabilities and meeting the needs of students with disabilities addressed in state teaching standards?
The state replaced the prior Oklahoma General Competencies for Teacher Licensure and Certification (often called 15 Competencies) with the new InTASC Model Core Teaching Standards in January 2014. These standards strongly emphasize “Personalized Learning for Diverse Learners”. For Oklahoma teacher certification, teacher candidates must document their knowledge of these standards in their educational portfolio.
Numerous elements of the InTASC Standards address the learning needs of students with disabilities. They include:
Standard 2 – Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Essential Knowledge:
- The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
Standard 6 – Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Performances:
- The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.
Essential Knowledge:
- The teacher understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
Critical Dispositions:
- The teacher is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
Standard 7 – Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Performances:
- The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs.
Essential Knowledge:
- The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators).
Standard 9—Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Essential Knowledge:
- The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., appropriate education for learners with disabilities).
Sources:
CCSSO, InTASC Model Core Teaching Standards and Learning Progressions
Email correspondence with Oklahoma State Department of Education, October 6, 2014
School Leadership Standards
Is knowledge of working with students with disabilities included in leader standards?
The Competencies for Licensure and Certification of Administrative Personnel apply to both principals and superintendents. Competency IV requires school principals and district superintendents to apply knowledge of developmental levels and needs of students to meet educational needs of students.
In order for schools to most effectively educate students, administrators must have in-depth knowledge of the developmental levels and needs of the student populations that they will serve. To this end, administrators must:
- Exhibit an appreciation of the diversity students bring to the classroom, thus increasing mutual understanding and better meeting the educational needs of children.
- Demonstrate a theoretical and practical understanding of the role that their own attitudes, biases, and preconceptions play in their interactions with students, colleagues, and the larger community.
Candidates must demonstrate knowledge that includes:
- Developmental levels of children, in order to facilitate the preparation of curriculum, programs, and school organization which are appropriate to the individual needs of students.
- How to interpret and use testing/assessment results to improve education.
- Alternative methods of monitoring and evaluating student achievement based on objectives and learner outcomes.
- Classroom management theories and techniques.
- How to recognize the needs of students and staff in preparing and/or utilizing the physical facilities.
- The needs and rights of students with disabilities.
- Principles of student growth and development.
Candidates must demonstrate skills that include:
- Implementing and maintaining special education programs that communicate and fulfill the laws, policies, and regulations that govern these programs.
- Mediating conflict among regular educators, special educators, and parents to make ethical decisions that benefit the student.
- Fostering a supportive school climate for students with disabilities, students of diverse cultural backgrounds, and students of varying developmental or socioeconomic levels through awareness, sensitivity, behavior, and active involvement in all aspects of the education process while assisting teachers in modifying instruction to facilitate the academic achievement of all students.
- Facilitating the development, implementation and monitoring of change processes to improve student learning.
- Promoting instructional approaches that attend to learning differences, language differences, and diversity in the classroom and reflect acceptance and respect for all students.
- Developing and facilitating student assistance programs for addressing the needs of at-risk children.
Source: O.A.C., Section 201:20-9, Competencies for Licensure and Certification of Administrative Personnel
Teacher and Principal Preparation
Teacher Preparation – Program Approval/Accreditation
Required course work in teaching students with disabilities/diverse learners
Oklahoma state law empowers the Oklahoma State Regents for Higher Education to adopt policies and procedures for coursework, grade point average or credit hours for teacher preparation at institutions in the Oklahoma State System of Higher Education.
The Professional Education sequence shall include course work that helps candidates develop and demonstrate knowledge in:
- Individual differences among students such as interests, values, cultural and socioeconomic background;
- The development of instructional goals and objectives appropriate to student needs and learning modes;
- Behavior patterns of students;
- Classroom conditions which are varied and appropriate;
- Legal and ethical considerations of school personnel including the rights and responsibilities of teachers, students, administrators, and staff;
- Democratic principles, free public education, and equal educational opportunity;
- A variety of appropriate instruction strategies (programmed instruction, games, simulations, etc.);
- Individualization of instruction when appropriate;
- Organize and implement a variety of activities to facilitate learning;
- Identify and become sensitive to individual differences among students; and
- Plan, implement, and evaluate appropriate educational goals and related experiences for students.
Sources:
70 Oklahoma Statutes (O.S.) § 6-189
O.A.C. 210:20-11-3 (b.5-9)
Clinical time in diverse settings/teaching special populations
Each teacher preparation unit in Oklahoma is evaluated for accreditation purposes based on the Standards for Oklahoma Teacher Education Programs and the National Council for Accreditation of Teacher Education (NCATE) standards. NCATE Standard 4 specifically addresses diversity, including diverse field experience, experiences include working with diverse P12 populations (including special populations), opportunities to work with diverse higher education faculty, P12 faculty, and candidates. Oklahoma State Standard 9 requires teacher candidates to have a minimum of 60 hours of diverse field experiences prior to their student teaching experience special student populations.
Sources:
O.A.C., Teacher Preparation Program Accreditation, 712-10.5
Email correspondence with Oklahoma State Department of Education, October 6, 2014
Teacher Preparation – Accountability
Quality of teacher preparation programs
The Oklahoma Commission for Teacher Preparation (OCTP) – working with the National Council for Accreditation of Teacher Education (NCATE), the Oklahoma State Regents for Higher Education (OSRHE) and representatives from teacher education programs – has developed a system for the approval and accreditation of teacher education institutions and programs. This approach emphasizes performance-based criteria and assessments, focusing on what candidates can do in the classroom. The accreditation process includes a site visit by a team of individuals trained in the state standards/requirements. The team completes a final report that evaluates the institution’s field experiences and clinical practices, curriculum and experiences related to diversity, faculty qualifications, performance and development, and unit governance and resources.
The OCTP has administered a survey to first-year teachers and administrators annually since 2010. First-year teachers are asked to rate their preparedness to teach based on the Oklahoma General Competencies for Teacher Licensure and Certification. Administrators are also asked to rate their first-year teachers on their preparedness for the classroom. Results of these surveys are provided to educator preparation programs for use in program development.
Source: Oklahoma Commission for Teacher Preparation, Accreditation/Accountability
Principal Preparation – Program Approval/Accreditation
Require course work in leading a school/district that serves students with disabilities/diverse learners
The certification requirements for school principals include the completion of a program in education administration approved by the OCTP with an emphasis on curriculum, instruction and building-level leadership skills. Specific coursework in leading a school that serves students with disabilities is not required.
Source: 70 Oklahoma Statutes (O.S.) § 6-189 (B)
Principal Preparation – Accountability
Are programs reviewed based on outcomes of graduates’ success? Can school principals be linked back to institutions of higher education and preparation programs?
Our policy analysis did not identify a state accountability system for administrator preparation programs.
Teacher and Principal Certification/Licensure
Teacher Certification/Licensure – Structure
Is a specific certificate, license or endorsement related to special education required?
Oklahoma does not distinguish between elementary and secondary special education teachers. The state offers only a K-12 special education certification. It offers specialization in four certificate areas: blind/visual impairment; deaf/hard of hearing; mild-moderate disabilities; and severe-profound/multiple disabilities. The state’s Full (Subject Matter) Competencies for Licensure and Certification articulates specific competencies for special education teachers.
Sources:
National Council on Teacher Quality, 2012 State Teacher Policy Yearbook: Improving Teacher Preparation in Oklahoma
O.A.C., Competency-based teacher licensure and certification system, 210:20-9-10.1 and 210:20-9-172, Full (subject matter) competencies for licensure and certification
Teacher Certification – Examination
Does the state require teachers to pass a basic skills exam for initial certification? What are the pass rates on the exams? Does the state require Praxis II or more pedagogical assessment for licensure? Does it include anything about teaching diverse learners or special populations?
The Praxis I may be taken by candidates who do not meet the GPA requirement. All candidates must take the state assessments: Oklahoma General Education Test, Oklahoma Professional Teaching Examination, Oklahoma Subject Area Tests.
Source: Certification Examination for Oklahoma Educators
Teacher Certification/Licensure – Requirements
Is professional development around working with special populations required to move from initial to a professional license?
All certified and licensed teachers must accrue at least 75 professional development points within a 5-year period, with at least some points completed each year. Professional development in working with special student populations to move from an initial to a professional license is not required.
Source: O.A.C., General Teaching Certificate Requirements, 210:20-9 and Professional Development Program Management, 210:20-19-3
Principal Certification/Licensure – Requirements
Is prior teaching experience required to become a principal and/or a superintendent? Is specific coursework or other evidence required around working with special populations?
The state of Oklahoma requires school leaders to obtain a master’s degree, have prior teaching experience, complete a state-approved preparation program, and pass a test.
Principals: Candidates must hold a masters degree and complete a building-level leadership skills program in education administration that is Oklahoma approved. Candidates must also pass the Principal Oklahoma Subject Area Tests and complete two years of successful teaching experience in an Oklahoma public or private school accredited by the Oklahoma State Board of Education.
Superintendents: Candidates must hold principal certification or complete a building-level leadership skills program in education administration that is Oklahoma approved and includes a standard master’s degree. Candidates must also pass the Superintendent Oklahoma Subject Area Test, complete a district-level leadership skills program in education administration that is Oklahoma approved and practice two years of administrative experience in an Oklahoma public or private school accredited by the Oklahoma State Board of Education.
Sources:
Operating in the Dark, George W. Bush Institute
DOE Traditional Administrator Certification Requirements
Oklahoma Statutes 70 O.S.§6-189 (B)
Administrator License Requirements, Portability, Waivers and Alternative Certification, ECS
Teacher and Principal Induction
Teacher Induction
Is mentoring required for all new teachers (special education) and for how many years? If so, do program guidelines/requirements specifically address teaching diverse learners?
A 2014 state law (HB 2885) restored the state’s prior new teacher residency program. The new law requires the provision of mentoring support to all resident teachers, beginning in the 2015-16 school year.
Sources:
New Teacher Center, Review of State Policies on Teacher Induction
Email communication from Oklahoma State Department of Education, October 7, 2014
Principal Induction
Is coaching/mentoring required for all new principals/administrators/ superintendents and for how many years? If so, do program guidelines/requirements specifically serving diverse learners?
Oklahoma does not require new school administrators to receive induction support. The state requires first-year school superintendents to attend professional development workshops or training seminars equal to eleven days (66 hours) of training in subjects including the Individuals With Disabilities Education Act.
Sources:
New Teacher Center, Review of State Policies on Teacher Induction
O.A.C., Requirements for First-Year Superintendents, 210:20-21-1
Teacher and Principal Professional Development Standards
Teacher Professional Development Standards
Does the state have professional development standards for teacher PD?
State policy around professional development does not include professional development standards. While state policy dictates the number of professional development hours teachers are required to complete, it does not specifically require professional development in working with students with disabilities.
Source: O.A.C., Local Professional Development Programs, 210:20-19
Principal Professional Development Standards
Does the state have professional development standards for leadership PD?
State policy around professional development does not include professional development standards. While state policy dictates the number of professional development hours school administrators are required to complete, it does not specifically require professional development in working with students with disabilities.
Source: O.A.C., Local Professional Development Programs, 210:20-19