DAR File No. 40673
This rule was published in the September 1, 2016, issue (Vol. 2016, No. 17) of the Utah State Bulletin.
Education, Administration
Rule R277-530
Utah Effective Teaching and Educational Leadership Standards
Notice of Proposed Rule
(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:
EducationAdministration
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 angie.stallings@schools.utah.gov
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)]
Additional Information
More information about a Notice of Proposed Rule is available online.
The Portable Document Format (PDF) version of the Bulletin is the official version. The PDF version of this issue is available at https://rules.utah.gov/publicat/bull-pdf/2016/b20160901.pdf. The HTML edition of the Bulletin is a convenience copy. Any discrepancy between the PDF version and HTML version is resolved in favor of the PDF version.
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For questions regarding the content or application of this rule, please contact Angela Stallings at the above address, by phone at 801-538-7656, by FAX at 801-538-7768, or by Internet E-mail at angie.stallings@schools.utah.gov. For questions about the rulemaking process, please contact the Office of Administrative Rules.