1 Colo. Code Regs. § 301-37-5.00
Current through Register Vol. 47, No. 22, November 25, 2024
Section 1 CCR 301-37-5.00 - Teacher and Special Services Licensure StandardsTeacher Quality Standards
In addition to a demonstrated understanding of the Colorado Academic Standards; the Colorado Reading To Ensure Academic Development Act (Colorado READ Act); strict data privacy and security practices; special education regulations as specified in 11.02 of these rules; and professional practices to address multiple pathways for students to be postsecondary and workforce ready as outlined in sections 22-2-106, 22-2-136, 22-7-1003(15), and 22-32-109, C.R.S., the following serve as standards for authorization of programming and content for educator preparation programs and licensing of all teacher candidates in Colorado.
5.01Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, the arts, physical education or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in the content area(s) in which the teacher is endorsed.5.01(1) Element A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district's organized plan of instruction.5.01(2) Element B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics.5.01(3) Element C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices and specialized characteristics of the disciplines they teach.5.02Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.5.02(1) Element A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time, in which each student has a positive, nurturing relationship with caring adults and peers.5.02(2) Element B: Teachers demonstrate an awareness of, a commitment to and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.5.02(3) Element C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.5.02(4) Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.5.03Quality Standard III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.5.03(1) Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social and emotional development of their students.5.03(2) Element B: Teachers use formal and informal methods to assess student learning and provide feedback, and they use results to inform planning and instruction.5.03(3) Element C: Teachers utilize appropriate, available technology to engage students in authentic learning experiences.5.03(4) Element D: Teachers establish and communicate high expectations and support the development of critical-thinking and problem-solving skills.5.03(5) Element E: Teachers provide students with opportunities to work in teams and develop leadership.5.03(6) Element F: Teachers model and promote effective communication.5.04Quality Standard IV: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.5.04(1) Element A: Teachers demonstrate high standards for professional conduct.5.04(2) Element B: Teachers link professional growth to their professional goals.5.04(3) Element C: Teachers respond to a complex, dynamic environment.5.04(4) Element D: Teachers demonstrate leadership in their school, the community and the teaching profession. Special Services Provider Quality Standards
The following must serve as standards for authorization of program content for educator preparation programs and licensing of all special services candidates. Colorado has identified nine categories of special services providers, referred to as "other licensed personnel" in law and State Board rules. 1 CCR 301-101 further outlines the quality standards and elements applicable to the following respective categories of special services providers :
* School Audiologist
* School Occupational Therapist
* School Physical Therapist
* School Counselor
* School Nurse
* School Orientation and Mobility Specialist
* School Psychologist
* School Social Worker
* School Speech-Language Pathologist
5.05Quality Standard I: Special services providers demonstrate mastery of and expertise in the domain for which they are responsible.5.05(1) Element A: Special services providers provide services aligned with state and federal laws, local policies and procedures, Colorado Academic Standards, their district's organized plans of instruction and the individual needs of their students.5.05(2) Element B: Special services providers demonstrate knowledge of effective services that support learning.5.05(3) Element C: Special services providers demonstrate knowledge of their professions and integrate evidence-based practices and research findings into their services.5.06Quality Standard II: Special services providers support or establish safe, inclusive and respectful learning environments for a diverse population of students.5.06(1) Element A: Special services providers foster a safe and accessible learning environment characterized by acceptable student behavior and efficient use of time, in which each student has a positive, nurturing relationship with caring adults and peers.5.06(2) Element B: Special services providers understand and respond to diversity within the home, school and community.5.06(3) Element C: Special services providers engage students as individuals with diverse needs and interests, across a range of ability levels, by adapting services for the benefit of students.5.06(4) Element D: Special services providers work collaboratively with the families and/or significant adults for the benefit of students.5.07Quality Standard III: Special services providers plan and deliver effective services in an environment that facilitates student learning.5.07(1) Element A: Special services providers apply knowledge of the ways in which learning takes place, including the appropriate levels of intellectual, physical, social and emotional development of their students.5.07(2) Element B: Special services providers utilize formal and informal assessments to inform service delivery.5.07(3) Element C: Special services providers utilize appropriate, available technology to engage students in authentic learning experiences.5.07(4) Element D: Special services providers establish and communicate high expectations and support the development of critical-thinking, problem-solving and self-advocacy skills.5.07(5) Element E: Special services providers develop and implement services related to student needs, learning, and progress towards goals.5.07(6) Element F: Special services providers model and promote effective communication.5.08Quality Standard IV: Special services providers demonstrate professionalism through ethical conduct, reflection, and leadership.5.08(1) Element A: Special services providers demonstrate high standards for ethical and professional conduct.5.08(2) Element B: Special services providers link professional growth to their professional goals.5.08(3) Element C: Special services providers respond to a complex, dynamic environment.5.08(4) Element D: Special services providers demonstrate leadership and advocacy in the school, the community and their profession. English Language Learner Quality Standards for Teachers and Special Services Providers
In order to ensure that all Colorado educators are well-equipped and able to teach Colorado's diverse student population, all educator pre-service programs, including approved programs of preparation at institutions of higher education and designated agencies providing alternative teacher programs, must ensure the following standards are fully taught and practiced in their programs. The following standards equate to approximately six (6) semester hours or the equivalent of 90 clock-hours.
Note: The following standards are to supplement, not supplant, the culturally and linguistically diverse (CLD) endorsement. These standards can and should be aligned to the CLD endorsement standards as noted in 1 CCR 301-101 if the educator preparation entity is seeking to graduate students with dual endorsements in a content area and in CLD.
5.09Quality Standard I: Educators are knowledgeable about CLD populations.5.09(1) Element A: Educators are knowledgeable in and can apply the major theories, concepts and research related to culture, diversity and equity in order to support academic access and opportunity for CLD student populations.5.09(2) Element B: Educators are knowledgeable in and can use progress monitoring, in conjunction with formative and summative assessments, to support student learning.5.10Quality Standard II: Educators should be knowledgeable in first and second language acquisition.5.10(1) Element A: Educators understand and can implement strategies and select materials to aid in English language and content learning.5.10(2) Element B: Educators are knowledgeable in and can apply the major theories, concepts and research related to culture, diversity and equity in order to support academic access and opportunity for CLD student populations.5.11Quality Standard III: Educators should understand literacy development for CLD students.5.11(1) Element A: Educators are knowledgeable in and can apply the major theories, concepts and research related to literacy development for CLD students.5.11(2) Element B: Educators understand and can implement strategies and select materials to aid in English language and content learning.5.12Quality Standard IV: Educators are knowledgeable in the teaching strategies, including methods, materials and assessment for CLD students.5.12(1) Element A: Educators are knowledgeable in, understand and able to use the major theories, concepts, and research related to language acquisition and language development for CLD students.5.12(2) Element B: Educators are knowledgeable in and can use progress monitoring, in conjunction with formative and summative assessments, to support student learning.41 CR 14, July 25, 2018, effective 8/14/201842 CR 09, May 10, 2019, effective 5/30/201943 CR 13, July 10, 2020, effective 7/30/202044 CR 07, April 10, 2021, effective 4/30/202144 CR 23, December 10, 2021, effective 12/30/202145 CR 21, November 10, 2022, effective 11/30/202246 CR 11, June 10, 2023, effective 6/30/202347 CR 09, May 10, 2024, effective 5/30/202447 CR 21, November 10, 2024, effective 11/30/2024