Administrative Rules of the State of Montana

BEFORE THE BOARD OF PUBLIC EDUCATION

OF THE STATE OF MONTANA

In the matter of the adoption of New Rules I through XIV; the amendment of ARM 10.58.102 through 10.58.104, 10.58.501 through 10.58.503, 10.58.505, 10.58.507, 10.58.509 through 10.58.511, 10.58.513 through 10.58.524, 10.58.526, 10.58.528, 10.58.705, 10.58.707, and 10.58.802; the amendment and transfer of ARM 10.58.508 and 10.58.512; and the repeal of ARM 10.58.210, 10.58.304 through 309, 10.58.525, 10.58.527, 10.58.601 through 10.58.603, 10.58.801, and 10.58.901 all pertaining to educator preparation programs

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NOTICE OF PUBLIC HEARING ON PROPOSED ADOPTION, AMENDMENT, AMENDMENT AND TRANSFER, AND REPEAL

TO: All Concerned Persons

1. On October 31, 2014, at 10:00 a.m., the Board of Public Education will hold a public hearing in the Office of Public Instruction conference room at 1300 11th Avenue, Helena, Montana, to consider the proposed adoption, amendment, amendment and transfer, and repeal of the above-stated rules.

2. The Board of Public Education will make reasonable accommodations for persons with disabilities who wish to participate in this rulemaking process or need an alternative accessible format of this notice. If you require an accommodation, contact the Board of Public Education no later than 5:00 p.m. on October 20, 2014 to advise us of the nature of the accommodation that you need. Please contact Peter Donovan, Executive Secretary, 46 North Last Chance Gulch, P.O. Box 200601, Helena, Montana, 59620-0601; telephone (406) 444-0302; fax (406) 444-0847; or e-mail pdonovan@mt.gov.

3. The Board of Public Education proposes to adopt the following rules:

NEW RULE I CONTENT AND PEDAGOGICAL KNOWLEDGE (1) The provider ensures that candidates:

(a) demonstrate a deep understanding of the critical concepts and principles of their discipline and are able to use discipline-specific practices flexibly to advance the learning of all P-12 students toward attainment of college- and career-readiness standards;

(b) demonstrate an understanding of the 11 Montana teaching standards (ARM 10.58.501) within the categories "the learner and learning," "content," "instructional practice," and "professional responsibility";

(c) use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 studentsꞌ progress and their own professional practice;

(d) apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of professional associations and national or other accrediting bodies;

(e) demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards; and

(f) integrate technology in the design, implementation, and assessment of learning experiences to engage P-12 students, improve learning, and enrich professional practice.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE II CLINICAL PARTNERSHIPS AND PRACTICE (1) The provider:

(a) ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 studentsꞌ learning and development;

(b) ensures that partners co-construct mutually beneficial P-12 school and community arrangements, including technology-based collaborations for clinical preparation and share responsibility for continuous improvement of candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants, and functions. They establish mutually agreeable expectations for candidate entry, preparation, and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for candidate outcomes;

(c) ensures that partners co-select, prepare, evaluate, support, and retain high-quality clinical educators, both provider- and school-based, who demonstrate a positive impact on candidatesꞌ development and P-12 student learning and development. In collaboration with their partners, the provider uses multiple indicators and appropriate technology-based applications to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of clinical educators in all clinical placement settings; and

(d) works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all studentsꞌ learning and development. Clinical experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate candidatesꞌ development of the knowledge, skills, and professional dispositions, as delineated in [NEW RULE I].

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE III CANDIDATE QUALITY, RECRUITMENT, AND SELECTIVITY

(1) The provider:

(a) demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for licensure;

(b) presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish its mission and demonstrates efforts to know and address local, community, tribal, Montana, national, or regional needs for hard-to-staff schools and current shortage fields;

(c) sets admissions requirements, including the CAEP minimum GPA of 3.0 of the average grade point average of its accepted cohort of candidates, gathers data to monitor the applicants and selected pool of candidates and designs the selection to completion policy that includes multiple assessment measures to determine admission, continuation in, and completion of programs, including:

(i) data points that are reliable and valid predictors of candidate success and demonstrate that the standard for high academic achievement and ability is met through multiple evaluations and sources of evidence; and

(ii) data that is regularly and systematically compiled, summarized, and analyzed to improve the applicant pool, and candidate performance, program quality, and unit operations;

(d) establishes and monitors attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program, including selecting criteria, describing the measures used and evidence of the reliability and validity of those measures, and reporting data that show how the academic and nonacademic factors predict candidate performance in the program and effective teaching;

(e) creates criteria for program progression and monitors candidatesꞌ advancement from admissions through completion; ensures candidates demonstrate the ability to teach to college- and career-ready standards; and presents multiple forms of evidence to indicate candidatesꞌ developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains;

(f) prior to recommending any completing candidate for licensure, documents that the candidate has reached a high standard for content knowledge in the fields where licensure is sought and can teach effectively with positive impacts on P-12 student learning and development; and

(g) prior to recommending any completing candidate for licensure, documents that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE IV PROGRAM IMPACT (1) The provider:

(a) demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation;

(b) documents impact on P-12 student learning and development using state-supported P-12 data and other measures employed by the provider, including employer surveys and program completer surveys;

(c) demonstrates, through structured and validated observation instruments and surveys, which completers effectively apply the professional knowledge, skills, and dispositions as delineated in ARM 10.58.501;

(d) demonstrates, using measures that result in valid and reliable data that employers are satisfied with the completersꞌ preparation for their assigned responsibilities in working with P-12 students; and

(e) demonstrates, using measures that result in valid and reliable data, that program completers perceive their preparation as relevant to the responsibilities they confront on the job and that the preparation was effective.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE V PROVIDER QUALITY ASSURANCE AND CONTINUOUS IMPROVEMENT (1) The provider:

(a) maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidatesꞌ and completersꞌ positive impact on P-12 student learning and development; supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers; and uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completersꞌ impact on P-12 student learning and development;

(b) develops a quality assurance system comprised of multiple measures that can monitor candidate progress, completer achievements, and provider operational effectiveness;

(c) ensures that its quality assurance system relies on data that are relevant, verifiable, representative, cumulative; provides specific guidance for improvement; and produces empirical evidence that interpretations of data are valid and consistent;

(d) regularly and systematically assesses performance against its goals and relevant standards, tracks results over time, tests innovations and the effects of selection criteria on subsequent progress and completion, and uses results to improve program elements and processes;

(e) ensures that measures of completer impact on P-12 learning and development are based on established best practices, summarized, analyzed, shared widely, and acted upon in decision making related to programs, resource allocation, and future direction; and

(f) assures that appropriate stakeholders, including alumni, employers, practitioners, school and community partners, and others defined by the provider, are involved in program evaluation, improvement, and identification of models of excellence.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE VI EARLY CHILDHOOD EDUCATION (1) The program requires that successful candidates:

(a) demonstrate an understanding of young childrenꞌs (birth-age 8) characteristics and needs encompassing multiple, interrelated areas of childrenꞌs development and learning including physical, cognitive, social, emotional, language, and aesthetic domains as well as learning processes and motivation to learn;

(b) base their practice on coherent early childhood theoretical perspectives, current research about brain growth and development, and the importance of play;

(c) apply their understanding of multiple influences on young childrenꞌs development and learning including family, community, cultural, and linguistic contexts, temperament, approaches, and dispositions to learning (including initiative, self-direction, persistence, and attentiveness), motivation, attachment, economic conditions, health status, opportunities for play and learning, technology and media, and developmental variations;

(d) understand the potential influence of early childhood programs, including early intervention, on short- and long-term outcomes for children;

(e) demonstrate the ability to use developmental knowledge including strengths of families and children to create physically and psychologically safe learning environments that are healthy, respectful, supportive, and challenging for each child;

(f) know about, understand, and value the complex characteristics and importance of childrenꞌs families and communities including home language, cultural values, ethnicity, socioeconomic conditions, family structures, relationships, stresses, supports, and community resources;

(g) create respectful, reciprocal relationships with families using a range of formal and informal strategies such as home visits, parent-teacher conferences, family nights, and transition planning into and out of early childhood programs including kindergarten;

(h) promote and encourage family involvement in all aspects of childrenꞌs development and learning including assisting families to find resources concerning parenting, mental health, health care, and financial assistance;

(i) demonstrate essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines to encourage familiesꞌ participation in curriculum and program development as well as assessment of childrenꞌs learning, including identification of childrenꞌs strengths and needs;

(j) recognize the goals of assessment and summarize, analyze, and use assessment information gathered through ongoing, systematic observations and other informal and formal assessments, including play-based assessments and developmental screenings to:

(i) learn about childrenꞌs unique qualities;

(ii) guide instruction; and

(iii) evaluate effective curriculum to maximize childrenꞌs development and learning;

(k) make ethical considerations when administering and interpreting assessments including:

(i) an understanding of family context and involving families in the assessment process;

(ii) recognizing the importance of establishing positive conditions for assessment (in familiar settings with familiar people); and

(iii) avoiding bias and using culturally sensitive assessments that have established reliability and validity;

(l) create a caring community of learners that supports positive relationships; promotes the development of childrenꞌs social, emotional, and friendship skills; and assists children in the development of security, self-regulation, responsibility, and problem solving;

(m) utilize a broad repertoire of developmentally appropriate teaching skills and strategies supportive of young learners, such as integrating curricular areas; scaffolding learning; teaching through social interactions; providing meaningful child choice; implementing positive guidance strategies; and making appropriate use of technology;

(n) provide curriculum and learning experiences that reflect the languages, cultures, traditions, and individual needs of diverse families and children, with particular attention to the cultures of the children and families in the classroom and to American Indians and tribes in Montana;

(o) use a variety of learning formats and contexts to support young learners, including creating support for extended play, creating effective indoor and outdoor learning centers, teaching primarily through individual and small group contexts, and utilizing the environment, schedule, and routines as learning opportunities;

(p) design, implement, and evaluate developmentally meaningful, integrated, and challenging curriculum for each child using professional knowledge, Montanaꞌs Early Learning Standards, Montana Content Standards (K-5), and Indian Education for All;

(q) integrate and support in-depth learning using both spontaneous and planned curricula and teaching practices in each of the academic discipline content areas including language and literacy; science; mathematics; social studies; the performing and visual arts; health and well-being; and physical development, skills, and fitness by:

(i) demonstrating knowledge and understanding of theory and research and applying knowledge in the areas of language, speaking and listening, reading and writing processes, literature, print and non-print texts, which are inclusive of texts from and about American Indians and tribes in Montana, and technology; and planning, implementing, assessing, and reflecting on English/language arts and literacy instruction that promotes critical thinking and creative engagement;

(ii) demonstrating knowledge, understanding, and use of the fundamental concepts of physical, life, earth, and space sciences to design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, to convey the nature of science, the concepts in science and technology, the history and nature of science, including scientific contributions of American Indians and tribes in Montana;

(iii) demonstrating knowledge, understanding, and use of the major concepts, and procedures, and reasoning processes of mathematics that define number systems and number sense, operations, algebra, geometry, measurement, data analysis statistics and probability in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data to engage students in problem solving, reasoning and proof, communication, connections, and representation, including culturally inclusive lessons and examples relating to American Indians and tribes in Montana;

(iv) demonstrating knowledge, understanding, and use of the major concepts and modes of inquiry from the social studies, the integrated study of history, government, geography, economics including personal financial literacy, and an understanding of the social sciences and other related areas to promote studentsꞌ abilities to make informed decisions as citizens of a culturally diverse democratic society, including the cultural diversity of American Indians and tribes in Montana, and interdependent world;

(v) demonstrating knowledge, understanding, and use of the content, functions, and achievements of the performing arts (dance, music, drama) and the visual arts as primary media for communication, inquiry, perspective, and engagement among students, and culturally diverse performing and visuals arts inclusive of the works of American Indian artists and art in Montana;

(vi) demonstrating knowledge, understanding, and use of the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health for all young children; and

(vii) demonstrating knowledge, understanding, and use of human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for all students;

(r) base curriculum planning on the understanding of the particular significance of social and emotional development as the foundation for young childrenꞌs school readiness and future achievements;

(s) uphold and use state and national codes of ethical conduct for the education of young children and other applicable regulations and guidelines to analyze, resolve, and discuss implications of professional ethical dilemmas with respect to the child, family, colleagues, and community;

(t) collaborate with multiple stakeholders, including:

(i) teachers in preceding and subsequent grade levels to increase continuity and coherence across ages/grades;

(ii) families and interdisciplinary professionals to meet the developmental needs of each child; and

(iii) relevant community and state resources to build professional early learning networks that support high quality early learning experiences for young children and their families;

(u) use formal and informal assessments, early learning professional knowledge, reflection, collaborative relationships, and critical thinking to analyze and continuously improve professional practices with young children and their families;

(v) identify and involve oneself with the distinctive history, values, knowledge base, and mission of the early childhood field;

(w) engage in informed advocacy for young children and the early childhood profession; and

(x) demonstrate knowledge, skills, and dispositions during well-planned and sequenced clinical experiences working with children and families in two different age groups (3-5 and 5-8) and two types of the settings:

(i) one of which must include a Kindergarten-3rd grade experience in an accredited school setting for a formal student teaching experience; and

(ii) the second clinical site may include state-licensed child care centers or homes, Head Start, and community or school-based preschool programs.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE VII MIDDLE GRADES (4-8) (1) The program ensures that successful candidates demonstrate knowledge of young adolescent development and an understanding of the middle grades learner and learning. Candidates demonstrate:

(a) knowledge and understanding of the major concepts, principles, theories, and research related to young adolescent development (grades 4 through 8) and apply this knowledge and understanding when making curricular decisions, planning and implementing instruction, and participating in middle grades programs and practices;

(b) knowledge of young adolescents in the areas of intellectual, physical, social, emotional, and moral characteristics, individual needs, and interests, and apply this knowledge to create healthy, respectful, supportive, and challenging learning environments for all young adolescents, including those whose language and cultures are different from their own;

(c) knowledge and understanding of the implications of diversity on the development of young adolescents and apply that understanding to implement curriculum and instruction that is responsive to young adolescentsꞌ local, tribal, Montana, national, and international histories, language/dialects, and individual identities;

(d) understanding of young adolescent development and apply that understanding when planning and implementing middle grades curriculum and when selecting and using instructional strategies; and

(e) knowledge of young adolescent development when making decisions about their role in creating and maintaining developmentally responsive learning environments and when participating in effective middle grades instructional and organizational practices, including interdisciplinary team organization and advisory programs.

(2) The program ensures that successful candidates demonstrate in-depth interdisciplinary knowledge of the middle grades content, standards, and curriculum and the ability to assist all young adolescents in understanding the interdisciplinary nature of knowledge. Candidates demonstrate:

(a) knowledge and understanding of theory and research and apply knowledge in the areas of language, speaking, and listening; reading and writing processes; literature, print, and non-print texts, which are inclusive of texts from and about American Indians and tribes in Montana; and technology; and plan, implement, assess, and reflect on English/language arts and literacy instruction that promotes critical thinking and creative engagement for young adolescents;

(b) knowledge, understanding, and use of the fundamental concepts of physical, life, earth, and space sciences to design and implement age-appropriate inquiry lessons to teach science, to build middle grades student understanding for personal and social applications, to convey the nature of science, the concepts in science and technology, and the history and nature of science, including scientific contributions of American Indians and tribes in Montana;

(c) knowledge, understanding, and use of the major concepts and procedures that define number and operations, algebra, geometry, measurement, data analysis, and probability to engage young adolescent students in problem solving, reasoning and proof, communication, connections, and representation, including culturally inclusive lessons and examples relating to American Indians and tribes in Montana;

(d) knowledge, understanding, and use of the major concepts and modes of inquiry from the social studies, the integrated study of history, government, geography, economics including personal financial literacy, and an understanding of the social sciences and other related areas to promote middle grades studentsꞌ abilities to make informed decisions as citizens of a culturally diverse democratic society, including the cultural diversity of American Indians and tribes in Montana, and the interdependent world;

(e) knowledge, understanding, and use of the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, perspective, and engagement among young adolescent students, and culturally diverse performing and visuals arts inclusive of the works of American Indian artists and art in Montana;

(f) knowledge, understanding, and use of health education to create opportunities for middle grades student development and practice of skills that contribute to good health for all young adolescents; and

(g) knowledge, understanding, and use of human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for all young adolescent students.

(3) The program ensures that successful candidates demonstrate knowledge and understanding of middle grades philosophy and school organization. Candidates demonstrate:

(a) knowledge and understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle grades programs and schools and apply this knowledge and understanding to work skillfully within the middles grades organizational components;

(b) knowledge of the philosophical foundations of developmentally responsive middle grades programs and schools; and

(c) knowledge of the effective components of middle grades programs and apply this knowledge in order to function effectively within a variety of school organizational settings (e.g., grades K-8, 4-6, 6-8, 7-8).

(4) The program ensures that successful candidates demonstrate knowledge and understanding of middle grades curriculum, instruction, assessment, and learning. Candidates demonstrate:

(a) knowledge, understanding, and use of interdisciplinary connections to integrate subject matter contents, employing inclusive ideas and issues that engage middle grades students' ideas, interests, concerns, and experiences;

(b) abilities to plan and implement instructional strategies for middle grades classrooms based on knowledge of individual students, learning theory, content, cross-curricular connections, curricular goals, and an understanding of community;

(c) understanding of how middle grades students differ in their development and approaches to learning, and apply this understanding to differentiate instruction to meet the learning needs of all young adolescents;

(d) knowledge of proven instructional strategies and use this knowledge to develop middle grades students' ability to use critical thinking, problem solving, and current and emerging technologies;

(e) knowledge and understanding of individual and group motivation and behavior among students at the middle grade level to foster active engagement in learning, self-motivation, and positive interaction, and to create supportive learning environments;

(f) knowledge and understanding of effective verbal, nonverbal, and media communication techniques in middle grades learning environments to foster active inquiry, collaboration, and supportive interaction in the middle grades classroom; and

(g) knowledge and understanding of formative and summative assessment strategies and use this knowledge and understanding to evaluate and ensure the continuous intellectual, social-emotional, and physical development of middle grades students.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE VIII ADVANCED PROGRAMS (1) Advanced programs are offered at postbaccalaureate levels for:

(a) the continuing education of teachers who have previously completed initial preparation; or

(b) the preparation of other school professionals.

(2) Advanced programs commonly award graduate credit and include masterꞌs, specialist, and doctoral degree programs as well as non-degree educator preparation programs offered at the postbaccalaureate level. Examples of these programs include:

(a) teachers who are preparing for a second endorsement at the graduate level in a field different from the field in which they had their first endorsement;

(b) programs for teachers who are seeking a masterꞌs degree in the field in which they teach;

(d) programs for other school professionals such as school counselors, school psychologists, educational administrators, and curriculum directors.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE IX CONTENT AND PEDAGOGICAL KNOWLEDGE (1) The provider ensures that advanced program candidates:

(a) develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards;

(b) demonstrate an understanding of and are able to apply knowledge and skills specific to their discipline;

(c) use research and evidence to develop school environments that support and assess P-12 studentsꞌ learning and their own professional practice specific to their discipline;

(d) apply content and discipline-specific knowledge as reflected in outcome assessments in response to standards of professional associations and national or other accrediting bodies;

(e) demonstrate skills and commitment to creating supportive environments that afford all P-12 students access to rigorous college- and career-ready standards; and

(f) integrate technology standards to support the design, implementation, and assessments of learning experiences and environments to engage students, improve learning, and enrich professional practice.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE X CLINICAL PARTNERSHIPS AND PRACTICE (1) The provider:

(b) ensures that partners co-construct mutually beneficial P-12 school and community arrangements, including technology-based collaborations, for clinical preparation and share responsibility for continuous improvement of advanced program candidate preparation. Partnerships for clinical preparation can follow a range of forms, participants, and functions. They establish mutually agreeable expectations for advanced program candidate entry, preparation, and exit; ensure that theory and practice are linked; maintain coherence across clinical and academic components of preparation; and share accountability for advanced program candidate outcomes;

(c) ensures that partners co-select, prepare, evaluate, support, and retain high-quality clinical educators, both provider- and school-based, who demonstrate a positive impact on advanced program candidatesꞌ development and P-12 student learning and development. In collaboration with their partners, providers use multiple indicators and appropriate technology-based applications to establish, maintain, and refine criteria for selection, professional development, performance evaluation, continuous improvement, and retention of clinical educators in all clinical placement settings; and

(d) works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that advanced program candidates demonstrate their developing effectiveness in creating environments that support all studentsꞌ learning and development. Clinical experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate advanced program candidatesꞌ development of the knowledge, skills, and professional dispositions, as delineated in [NEW RULE IX], that are associated with creating a supportive school environment that results in a positive impact on the learning and development of all P-12 students.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE XI CANDIDATE QUALITY, RECRUITMENT, AND SELECTIVITY (1) The provider:

(a) demonstrates that the quality of advanced program candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that advanced program completers are prepared to perform effectively and are recommended for licensure where applicable, and demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program;

(b) presents plans and goals to recruit and support completion of high-quality advanced program candidates from a broad range of backgrounds and diverse populations to accomplish its mission:

(i) admitted candidates reflect the diversity of Montanaꞌs P-12 students; and

(ii) the provider demonstrates efforts to know and address local, community, tribal, Montana, regional, or national needs for school and district staff prepared in advanced fields;

(c) sets admissions requirements, including the CAEP minimum GPA of 3.0 of the average grade point average of its accepted cohort of candidates, and gathers data to monitor applicants and selected pool of candidates, and designs the selection to completion policy that includes multiple assessment measures to determine admission, continuation in, and completion of programs, providing:

(i) data points are reliable and valid predictors of candidate success and demonstrate that the standard for high academic achievement and ability is met through multiple evaluations and sources of evidence; and

(ii) these data are regularly and systematically compiled, summarized, and analyzed to improve the applicant pool, and candidate performance, program quality, and unit operations;

(d) establishes and monitors attributes and dispositions beyond academic ability that advanced program candidates must demonstrate at admissions and during the program, and selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non-academic factors predict advanced program candidate performance in the program and in service; and

(e) creates criteria for program progression and monitors candidatesꞌ advancement from admissions through completion. All advanced program candidates demonstrate the ability to create and maintain supportive environments for teaching college- and career-ready standards. Providers present multiple forms of evidence to indicate advanced program candidatesꞌ application of content knowledge and research, data-informed decision making, and the integration of technology in all of these domains.

(2) Prior to recommending any advanced program candidate for program completion, the provider documents that the advanced program candidate:

(a) has reached a high standard for content knowledge, data- and research-informed decision making, integration of technology in the discipline, and demonstrates the ability to create, maintain, and enhance supportive environments for effective P-12 learning; and

(b) understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE XII PROGRAM IMPACT (1) The provider:

(b) documents advanced program completers' impact on P-12 student learning and development using state-supported P-12 data and other measures employed by the provider, including employer surveys, and program completer surveys;

(d) demonstrates, using measures that result in valid and reliable data that employers are satisfied with the advanced program completersꞌ preparation for their assigned responsibilities in working with P-12 students; and

(e) demonstrates, using measures that result in valid and reliable data, that advanced program completers perceive their preparation as relevant to the responsibilities they confront on the job, and that the preparation was effective.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE XIII PROVIDER QUALITY ASSURANCE AND CONTINUOUS IMPROVEMENT (1) The provider:

(a) maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidatesꞌ and completersꞌ positive impact on P-12 student learning and development; supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers; and uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completersꞌ impact on P-12 student learning and development;

(b) develops a quality assurance system which is comprised of multiple measures, that can monitor candidate progress, completer achievements, and provider operational effectiveness;

(c) ensures that its quality assurance system relies on data that are relevant, verifiable, representative, cumulative, and provides specific guidance for improvement, and produces empirical evidence that interpretations of data are valid and consistent;

(d) regularly and systematically assesses performance against its goals and relevant standards, tracks results over time, tests innovations, and the effects of selection criteria on subsequent progress and completion, and uses results to improve program elements and processes;

(e) ensures that measures of advanced program completer impact on the P-12 learning environment, including available outcome data, are based on established best practices, summarized, analyzed, shared widely, and acted upon in decision making related to programs, resource allocation, and future direction; and

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

NEW RULE XIV SUPERINTENDENTS (1) The successful candidate completes the requirements of ARM 10.58.705 and the following requirements. The program requires that successful candidates:

(a) facilitate the development, articulation, implementation, and stewardship of a school and/or district vision of learning supported by the school community and:

(i) collaboratively develop, implement, and promote a commitment to a shared vision and mission integrated throughout the school system by strategic planning, aligning districtwide curriculum, and facilitating policy-making processes;

(ii) promote continuous and sustainable district improvement by using data to inform goals, assess organizational effectiveness, and promote organizational learning and designing, implementing, assessing and adjusting plans to achieve goals; and

(iii) demonstrate skill in working with school boards;

(b) promote the development of the full educational potential of each person through our public schools by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth and:

(i) advocate, nurture, and sustain a culture of collaboration, trust, learning, and high expectations to create a comprehensive, rigorous, and coherent curricular program that addresses post-secondary and life readiness through district academic standards;

(ii) develop the instructional and leadership capacity of staff in order to create a personalized and motivated learning environment for students through comprehensive professional learning opportunities with principals and leaders;

(iii) appraise, support, and supervise instruction in accordance with state standards and associated accountability systems by fostering a culture of continuous improvement which promotes growth and informs practice and promotes learning with multiple measures through district/state standards-based systems;

(iv) develop districtwide assessment and accountability systems to monitor and evaluate student progress and the impact of the instructional programs; and

(v) maximize instructional time, use appropriate and effective instructional strategies and technologies to support teaching and learning through principal supervision and evaluation and developing principal leadership skills;

(c) ensure proper management of the organization, operations, and resources for a safe, efficient, and effective learning environment to develop the full educational potential of each person and:

(i) develop the capacity for distributed leadership to ensure teacher and organizational growth to support quality instruction and student learning;

(ii) efficiently and effectively use human, fiscal, and capital resources, applying fiscal and management theory;

(iii) advocate, promote, and protect the social, emotional, and physical safety of students and staff;

(iv) demonstrate knowledge of information systems;

(v) demonstrate knowledge of student transportation laws and best practices; and

(vi) demonstrate knowledge of Montana school law, Montana school finance, and Montana collective bargaining and employment law;

(d) collaborate with families and other community members, respond to diverse community interests and needs, including American Indians and tribes in Montana families, and mobilize community resources in order to fully develop the educational potential of each person and:

(i) promote family engagement by fostering and sustaining positive relationships with parents, families, caregivers, community members and partners;

(ii) promote understanding, appreciation, and use the communityꞌs diverse cultural, social, and intellectual resources to expand the educational experience; and

(iii) collect and analyze data and information pertinent to the educational environment;

(e) act with integrity, fairness, and in an ethical manner in order to develop the full educational potential of each person through our public schools and:

(i) ensure a system of accountability for every studentꞌs academic, social, and emotional success;

(ii) model principles of self-awareness, reflective practice, transparency, and ethical behavior;

(iii) safeguard the values of democracy, equity, and diversity;

(iv) consider and evaluate the potential moral and legal consequences of decision making and promote social justice to ensure that individual student needs inform all aspects of schooling; and

(v) demonstrate knowledge of the Americans with Disabilities Act (ADA) and the Individual Disabilities Education Act (IDEA);

(f) understand, respond to, and influence the larger political, social, economic, legal, and cultural context in order to develop the full educational potential of each person through our public schools and assess, analyze, and anticipate emerging trends and initiatives in order to advocate for children, families, and caregivers by acting to influence local, district, state, and national decisions affecting student learning through systemic analysis of issues, knowledge of collective bargaining, marketing strategies, and political and economic trends; and

(g) complete an internship/field experience that provides at least 216 hours of significant opportunities to synthesize and apply the knowledge and practice and develop the skills identified in this rule through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and properly administratively endorsed school district personnel for graduate credit.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

4. The Board of Public Education proposes to amend the following rules, new matter underlined, deleted matter interlined:

10.58.102 PROCESS LEADING TO ACCREDITATION OF EDUCATOR PREPARATION PROVIDERS ~~PROFESSIONAL EDUCATION UNITS~~ (1) The Board of Public Education shall adopt procedures for ~~implementing the process of accrediting professional education units~~ the accreditation review of educator preparation providers.

(2) The ~~Office~~ Superintendent of Public Instruction shall implement the Board of Public Educationꞌs procedures by conducting accreditation site reviews.

(a) The ~~Office~~ Superintendent of Public Instruction shall establish a cadre of qualified educators to serve on review teams. Team members representing accredited K-20 education entities shall:

(i) ~~Team members shall~~ be ~~recommended from higher education and public schools~~ nominated by K-20 teachers, administrators, supervisors, and members of professional organizations, ~~and~~ educational boards, and agencies.; and

(ii) ~~Team members shall~~ have a minimum of five years of ~~teaching or~~ professional education experience.

(b) The ~~Office~~ Superintendent of Public Instruction shall ~~administer~~ conduct workshops ~~sessions to~~ that prepare educators ~~for serving on review teams~~ to serve as team members of site reviews. Work sessions shall include instruction in constitutional and statutory authority of the Board of Public Education, requirements for state and national accreditation, history and content of state standards, practical experience at applying standards, and information on the review procedures.

(c) Performance of team members shall be evaluated by the team chairperson~~, in conjunction with~~ and the Office of Public Instructionꞌs educator preparation program director ~~coordinator~~.

(d) Team chairpersons or and members shall not be assigned to serve in the review of ~~institutions~~ educator preparation providers where a conflict of interest may interfere with the integrity of the review.

(3) Members of the Board of Public Education shall be invited to ~~participate as observers at each unitꞌs program review~~ observe accreditation site reviews.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.103 ~~VISITATIONS~~ ACCREDITATION SITE REVIEWS (1) ~~All professional education units~~ Educator preparation providers (EPPs) shall ~~host~~ sponsor an accreditation site review every seven years or on an adjusted schedule based upon coordination with national accreditation or upon request of ~~an institution~~ the EPP or the Board of Public Education.

(2) Joint ~~visitations~~ accreditation site reviews and cooperation with ~~other accrediting agencies~~ the Council for the Accreditation of Educator Preparation (CAEP) will be encouraged.

(3) ~~A review by the National Council for Accreditation of Teacher Education (NCATE) of the same material covered in subchapters 2, 3, 4 and 6 may be accepted in lieu of the state review.~~

~~(4)~~ ~~Units~~ Educator preparation providers are required to engage in ~~an ongoing self-study of professional educator preparation programs~~ continuous improvement.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.104 ACCREDITED PROGRAMS (1) The ~~Office~~ Superintendent of Public Instruction shall report to the public the ~~professional education unit's~~ educator preparation providersꞌ accreditation status in meeting the Board of Public Educationꞌs standards for professional educator preparation.

(2) Pursuant to 20-4-121, MCA, the report shall include ~~professional education units~~ educator preparation providers and the corresponding regional and national accreditation agencies. The report shall include the initial and expiration dates of all accredited programs.

(a) Each ~~professional education unit~~ educator preparation provider shall annually provide information pursuant to (2) to the Office of Public Instruction.

(b) The report shall be accessible to ~~institutions, school personnel offices, counselors,~~ K-20 educators and the general public within the state, and to other state education agencies, and shall be posted ~~on the web sites of~~ to the Office of Public Instruction and Board of Public Education web sites.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.501 ~~GENERAL REQUIREMENTS~~ TEACHING STANDARDS (1) All programs require that successful candidates:

(a) demonstrate understanding of ~~and ability to integrate knowledge of the history, cultural heritage, and contemporary status of American Indians and tribes in Montana~~ how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and individualize developmentally appropriate and challenging learning experiences for learners of all cognitive abilities;

(b) demonstrate understanding of the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and creates learning experiences that make subject matter meaningful for students use understanding of individual differences and diverse cultures and communities, including American Indians and tribes in Montana and English Language Learners (ELL), to ensure inclusive environments that enable each learner to meet high standards;

(c) ~~demonstrate understanding of how students learn and develop, and provide learning opportunities that support intellectual, social, and personal development~~ work with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation;

(d) demonstrate knowledge of how students, within different populations, including Montana American Indians, differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners understanding of the central concepts, tools of inquiry, and structures of the discipline(s) the candidate teaches and create individualized learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content, and include the instruction of reading and writing literacy into all program areas;

(e) demonstrate understanding of ~~personal, cultural and socioeconomic biases and teaching style differences that affect one's teaching~~ how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues;

(f) ~~utilize a variety of instructional strategies to encourage studentsꞌ development of critical thinking, problem solving, and performance skills~~ use multiple methods of assessment, including formative and summative assessments, to engage learners in their own growth, to monitor learner progress, and to guide the teacherꞌs and learnerꞌs decision making;

(g) demonstrate understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation plan and implement individualized instruction that supports students of all cognitive abilities 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;

(h) demonstrate knowledge of effective verbal, nonverbal, media, and electronic communication techniques to teach the strategies of active inquiry, collaboration, and supportive interaction in the classroom use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and build skills to apply knowledge in meaningful ways;

(i) ~~plan instruction based on knowledge of subject matter, students, the community, curriculum goals, and appropriate use of current and emerging technologies~~ engage in ongoing professional learning and use evidence to continually evaluate candidateꞌs practice, particularly the effects of candidateꞌs choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner;

(j) ~~demonstrate assessment strategies, tools, and practices to plan and evaluate effective instruction~~ interact knowledgeably and professionally with students, families, and colleagues based on social needs and institutional roles;

(k) ~~demonstrate continued growth in knowledge related to a particular subject area and the teaching of it;~~ engage in leadership or collaborative roles, or both, in content-based professional learning communities and organizations and continue to develop as professional educators; and

(l) demonstrate ~~knowledge of strategies to build relationships with school colleagues, families, and agencies in the larger community to support studentsꞌ learning and well-being; and~~ understanding of and ability to integrate history, cultural heritage, and contemporary status of American Indians and tribes in Montana.

~~(m) demonstrate the ability to foster contextual and experiential learning and to build connections between academic learning and the skills required in the present and future workforce.~~

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.502 AGRICULTURAL EDUCATION (1) ~~Candidates for agricultural education teacher endorsement shall~~ The program requires that candidates have one year (2000 hours) of practical farm or agricultural-related experience within five years prior to completion of the program.

~~(2) The program requires~~ and that successful candidates:

(a) demonstrate essential skills and knowledge including the scientific/technical, safety, and career information in the ~~following~~ areas of:

(i) through (x) remain the same.

(b) demonstrates a philosophy of ~~vocational~~ career and technical education, which reflects the unique student/community and industry interaction and includes the biological, physical, and applied sciences, personal leadership, and school-to-career components of a comprehensive agricultural education program;

(c) demonstrate competence in the development of a comprehensive instructional program based on identified agriculture industry demographic and technological advances, including current and evolving issues and ongoing practices of Montana American Indian agricultural contributions, while recognizing the social, economic, and demographic diversity of the community in conjunction with a partnership of students, community, business, industry, tribes, families, and an appointed advisory committee;

(d) through (g) remain the same.

(h) demonstrate research-based strategies to meet the diverse learning needs of all students by applying and integrating the stateꞌs learning goals, agricultural workplace competencies, and essential academic learning requirements in program implementation and assessment, including ~~20-1-501, MCA~~ American Indians and tribes in Montana.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.503 ART K-12 (1) The program requires that successful candidates:

(a) ~~develop competence and a working vocabulary in:~~ demonstrate understanding of and engage in the processes of art making involving traditional and contemporary studio approaches, concentrating in one or more studio area;

(b) demonstrate understanding of historical and contemporary theories of art education curriculum and instruction, enabling them to reflect and refine personal art education practices;

(c) engage in inquiry into the history of art, enabling them to acquire knowledge of the cultural context in which artworks have been created, including that of American Indians and tribes in Montana, and fostering respect for all forms of art through the study of diverse traditional and contemporary artists;

(d) develop abilities to critically study, see, and respond to the qualities within artworks, both in the process of creating their own artworks and in observing the artworks of others, and teaching candidates to communicate their perceptions about artworks in verbal and written language;

~~(i)~~ (e) develop competence and a working vocabulary in art production through developing the ability to present imaginative and original ideas and feelings by creating images in a concentration of one or more of the visual art forms;

~~(ii) art history and heritage through developing the ability to understand and appreciate works of art from different cultures, places, and times, to include Montana American Indians;~~

~~(iii) art criticism through developing the ability to analyze and evaluate the structure and significance of works of art and to make reasoned interpretations and judgments about their meaning; and~~

~~(iv) aesthetics, including sensory perception, and the study of the nature and experience of the arts;~~

~~(b)~~ (f) use appropriate art technologies as tools of expression, research, and assessment;

~~(c)~~ (g) comprehend and appropriately use copyright ~~and patent~~ laws in relation to original art works and reproductions;

~~(d)~~ (h) develop sequential visual arts curricula with a mission and scope that assures student development and competence in a variety of media;.

~~(e) demonstrate an understanding of:~~

(2) The program requires that successful candidates demonstrate an understanding of:

~~(i)~~ (a) the stages of artistic development of children, adolescents, and young adults as these relate to art curriculum, and ensuring that the scope and sequence of the curriculum is age appropriate;

(ii) through (v) remain the same but are renumbered (b) through (e).

(f) ~~develop and use~~ assessment strategies for evaluating student progress and accomplishments in the visual arts as aligned to the Montana standards for visual arts, as well as other standards where the arts are integrated with technology and the content areas;

(g) ~~connect art~~ collaborative skills and practices of art in interdisciplinary curriculum and instruction with other disciplines; and

(h) ~~introduce~~ career opportunities in art and art-related fields~~, and encourage and advise~~ to provide encouragement and advice to students about ~~postsecondary~~ future options.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.505 BUSINESS ~~AND INFORMATION TECHNOLOGY~~ EDUCATION

(1) The program requires that successful candidates:

(a) demonstrate a variety of collaborative efforts to enhance the curricula including, but not limited to, advisory committees, business partnerships, tech prep, school to work, applied academics, technology integration, career planning, cooperative education, curriculum integration, and Indian Education for All (20-1-501, MCA) create, analyze, revise, and implement business education curricula that facilitates the learning of dynamic subject matter in diverse learning environments;

(b) build professional relationships with stakeholders to produce a relevant learning environment that reflects the real world and provides benefits to the student and the community, including development of career pathways and work-based learning experiences;

(c) demonstrate the development of personal and leadership competencies (e.g., citizenship, personal development, goal setting, ~~parliamentary procedure,~~ and ~~teamwork~~ collaboration);

~~(c)~~ (d) demonstrate and apply ethical professional practice based on the principles and philosophy ~~and objectives~~ of business education and career and technical education through civic engagement, advocacy, and active participation in professional development and professional growth activities;

~~(d) demonstrate effective classroom management techniques and modify the curriculum to meet a variety of student needs;~~

(e) integrate professional student organizations into the curriculum to provide an environment in which students grow professionally, personally, and socially; involve the business and professional community; and recognize the organization provides opportunities for personal growth and leadership development;

~~(e)~~ (f) identify methods for selection and application of ~~the tools of~~ technology tools relating to personal and business decision making;

(f) remains the same but is renumbered (g).

~~(g)~~ (h) demonstrate ~~basic concepts of~~ effective ~~oral and written~~ communication skills to facilitate learning, incorporate quality standards in all forms of communications, and recognize that culture impacts business communication;

(i) determine the nature and extent of the information needed, access needed information effectively and efficiently, and evaluate information and its sources critically;

~~(h)~~ (j) demonstrate ethical and social ~~responsibilities~~ responsibility related to business and the legal framework for personal, business, and social interactions;

~~(i) demonstrate the skills needed to successfully obtain and maintain employment;~~

(j) remains the same but is renumbered (k).

(l) demonstrate the importance of employment communications to career success (e.g., resume, application letter, application forms and online application system, follow-up letter, electronic database employment search engines), interview techniques, and the skills needed to successfully obtain and maintain employment;

(k) through (p) remain the same but are renumbered (m) through (r).

~~(q) conduct research activities in domestic and international business;~~

(s) demonstrate an awareness of the interrelatedness of one countryꞌs political policies and economic practices on another including interactions with sovereign tribal nations and an understanding of the global business environment, including the interconnectedness of cultural, political, legal, economic, and ethical systems;

(r) through (t) remain the same but are renumbered (t) through (v).

~~(u)~~ (w) demonstrate accounting procedures ~~to make decisions about planning, organizing, and allocating~~ and use of accounting tools, strategies, and systems to maintain, monitor, control, and plan the use of financial resources; ~~and~~

(x) demonstrate the ability to use technology as a tool for facilitating business functions, coordinate information technology instruction in business education and across the curriculum, and explain the value of information technology and the potential impact it may have on studentsꞌ lives;

(y) develop studentsꞌ ability to analyze, synthesize, evaluate, and apply technologies to solve problems, increase productivity, and improve quality of life; and

(v) remains the same but is renumbered (z).

AUTH: 20-2-114, 20-2-121, MCA

IMP: 20-1-501, 20-2-121, ~~20-4-121~~, MCA

10.58.507 THEATRE (1) The program requires that successful candidates:

(a) demonstrate the ability to create curriculum, instruction, and assessment for K-12 students in a school theatre program to make students aware of the process of artistic creation, ~~from creating and performing to responding;~~ including:

(i) generating and conceptualizing creations;

(ii) analyzing, interpreting, selecting, organizing, developing, and refining artistic techniques; conveying meaning; and completing performances; and

(iii) perceiving and analyzing, interpreting intent and meaning in, and apply criteria to evaluate responses;

(b) through (d) remain the same.

(2) ~~Candidates~~ The program requires that successful candidates demonstrate understanding and knowledge of:

(a) theatre as a social and aesthetic experience ~~and a reflection of culture~~, reflecting on authentic representation, including ~~Montana~~ cultures of American Indians and tribes in Montana and ~~cultures, a broad view of~~ the unique history of theatre and acquaintance with representative plays of past and present, and candidates will be able to synthesize and relate knowledge and personal experiences to make art;

(b) and (c) remain the same.

(3) ~~Candidates shall~~ The program requires candidates have experience with performance~~, in order to~~ and that successful candidates:

(a) direct/supervise a theatrical production~~/activity~~ with artistic integrity, including supervision of appropriate selections (being mindful of community standards), analysis, casting, rehearsal, and performance;

(b) manage/supervise the technical requirements and use current and emerging technologies of a theatrical production~~/activity~~ by effectively planning and executing scenery, lights, make-up, sound, properties, costumes, special effects, promotion and publicity; and

(4) ~~Candidates~~ The program requires candidates interact with the community, as a resource ~~person who~~ and successful candidates:

(a) contributes in the development of facilities;

(b) supervises classroom projects, assembly programs, or any activity that involves elements of theatre;

(d) advocates in their school and the larger community for theatre instruction and performances.

(5) The program requires candidates demonstrate knowledge and use of educational theatre resources and professional organizations.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.509 ENGLISH/LANGUAGE ARTS (1) The program requires that successful candidates:

(a) apply theory, research, and practice of in English/language arts ~~throughout program preparation and performance requirements~~ to plan standards-based learning experiences for all students;

(b) ~~demonstrate skills and strategies used in creating an inclusive and supportive learning environment in which all students engage in learning~~ plan, implement, assess, and reflect on instruction that increases motivation and active student engagement; builds sustained learning of English/language arts and responds to diverse studentsꞌ needs;

(c) ~~demonstrate the implementation of instruction and assessment that assist students in developing skills and habits in critical thinking~~ plan, implement, assess, and reflect on English/language arts and literacy instruction that promotes critical thinking and creative engagement with complex issues related to social justice, diversity, and democracy;

~~(d) make connections between the English/language arts curriculum and developments in culture, society, and education;~~

~~(e)~~ (d) engage ~~their~~ students in ~~activities~~ learning experiences that demonstrate the role of the arts, humanities, and other content areas in English/language arts; ~~and~~

~~(f)~~ (e) demonstrate understanding of legal and ethical issues in English/ language arts such as freedom of expression, censorship, and bias ~~in literature.~~;

~~(2)~~ (f) ~~Candidates are knowledgeable about~~ demonstrate understanding of theory and research and apply knowledge in the areas of language, oral discourse, reading processes, writing processes, literature, print and non-print ~~media~~ texts, which are inclusive of texts from and about American Indians and tribes in Montana, and technology~~, research theory and findings. Candidates demonstrate:~~;

~~(a)~~ (g) ~~knowledge of and skills in the use of the English language~~ plan, implement, assess, and reflect on standards-based instruction that incorporates knowledge of language, including structure, history, and conventions; and facilitate studentsꞌ comprehension and creation of oral and written discourse and print and non-print texts;

~~(b)~~ (h) ~~knowledge of and skills in the use of oral discourse~~ plan, implement, assess, and reflect on standards-based instruction that incorporates knowledge of oral communication and interpersonal (verbal/non-verbal) communication for various contexts, purposes, and audiences;

(c) knowledge of and skills in the use of reading processes, (e.g., phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation)

(i) plan, implement, assess, and reflect on standards-based instruction that integrates individual and collaborative approaches and that demonstrates a variety of reading comprehension strategies appropriate for reading purposes and genres;

~~(d) knowledge of and skills in writing processes~~

(j) plan, implement, assess, and reflect on standards-based instruction that integrates individual and collaborative approaches and technologies and that demonstrates an understanding of writing processes and strategies in different genres for a variety of purposes and audiences;

~~(e) knowledge of and skills in using~~

(k) plan, implement, assess, and reflect on standards-based instruction in literature, integrating an extensive range of ~~literature,~~ authors, print and non-print texts and genres, including historic and contemporary works by and about ~~Montana~~ American Indians and tribes in Montana;

~~(f) knowledge of and skills in the use of print and nonprint media and technology in contemporary culture~~

(l) plan, implement, assess, and reflect on standards-based instruction integrating technologies and/or digital media to compose multimodal discourse; and

~~(g) knowledge of research theory and findings in English/language arts; and~~

~~(h) the disposition and skills needed to integrate knowledge of English/ language arts, students, and teaching.~~

(m) prepare to interact knowledgeably and professionally with students, families, and colleagues based on social needs and institutional roles; engage in leadership and/or collaborative roles in English/language arts professional learning communities; and continue to develop as professional educators.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.510 STUDENTS WITH DISABILITIES PK-12 (1) The program requires that successful candidates:

(a) ~~demonstrate an understanding of the philosophical, historical, and legal foundations of special education~~ understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive, meaningful, and challenging learning experiences for individuals with exceptionalities;

(b) demonstrate an understanding of the similarities and differences in human development, knowledge of characteristics of learners of all ages and the educational, cultural, and environmental implications of characteristics of various exceptionalities, including implications for Montana American Indian learners understand how to create and implement personalized, safe, inclusive, and culturally responsive learning environments for all individuals with exceptionalities to become active and effective learners with positive social interactions, self-determination, and healthy well-being;

(c) demonstrate knowledge of exceptional conditions and the impact of learners' academic and social abilities, attitudes, interests, values, beliefs, and cultures on instruction and career development, including the impact on Montana American Indians use knowledge of general and specialized curricula, including curricula used in Montana schools, to implement individualized learning opportunities that align with the needs of students with exceptionalities;

(d) demonstrate the ability to effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways, and promote and advocate the learning and well-being of individuals with exceptional learning needs use multiple methods of assessment and data sources to identify individualized learning needs and make a variety of education decisions (i.e., administer and score standardized assessments, interpret and present assessment results, write Present Levels of Academic Achievement and Functional Performance (PLAAFPS) (34 CFR 300.320(a)(1)), write measurable goals and objectives, and use data to monitor progress);

(e) ~~create learning environments for individuals with exceptional learning needs that foster positive social interactions, cultural understanding, safety, emotional well-being, and active engagement~~ select, adapt, and use a repertoire of evidence-based instructional strategies and assistive technology to advance learning of individuals with exceptionalities;

(f) demonstrate knowledge and understanding of typical and atypical language development and the ways in which exceptional conditions interact with an individual's experience with and use of language, and demonstrate knowledge and use of individualized strategies to enhance language development and teach communication skills guide professional practices by using foundational knowledge of the field along with professional ethics and standards;

(g) ~~demonstrate knowledge of and apply research-based instructional strategies to individualize learning, and to plan, develop, implement, modify, and evaluate curriculum~~ collaborate and communicate in culturally responsive ways with all individuals involved in the special education process to improve programs, services, and outcomes for individuals with exceptionalities and their families (i.e., facilitating meetings, scheduling services, implementing accommodations and modifications);

(h) demonstrate knowledge of multiple types of assessment information for educational decisions; demonstrate knowledge of legal policies, ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with exceptional learning needs, and understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results an understanding of the philosophical, historical, and legal foundations of special education;

(i) demonstrate knowledge of ~~individualized decision making and instruction and develop individualized instructional plans integrating general and special education learning expectations~~ typical and atypical language development and use systematic evidence-based instruction to enhance language development and teach communicative competence;

(j) demonstrate knowledge and understanding of ~~personal, cultural, and socioeconomic biases and how teaching style differences affect one's teaching~~ special education laws and regulations, procedural safeguards, ethical concerns, evaluations/documentation, and appropriate instructional strategies and techniques to support students with social-emotional/behavioral needs (e.g., positive behavior intervention plans/supports); and

(k) demonstrate ~~understanding of ethical and professional practices; and~~ proficiency in Montana special education procedural competencies including knowledge of state and federal laws along with the 13 legally defined categories, knowledge of the Achievement in Montana (AIM) system and state forms, special education processes, identification of social and cultural movements in special education law, and court cases which shaped special education law, understand legal resources to assist decision making, and the ability to navigate federal and Montana law.

(l) demonstrate knowledge and understanding of psychological perspectives, applicable laws and regulations, procedural safeguards, ethical concerns, and appropriate instructional strategies, practices, and techniques to support students with challenging behaviors.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.511 WORLD LANGUAGES (1) The program requires that successful candidates:

(a) demonstrate knowledge of phonetics, phonology, morphology, syntax, second language acquisition, and other aspects of linguistics (applied to the specific language or applied to second language study as a whole), literature, and culture understanding of the major linguistic features of the target language (i.e., phonology, morphology, syntax, semantics) and describe the structure, function, and meaning of target language discourse;

(b) explain rules for word and sentence formation (e.g., verbal system, agreement, use of pronouns) and provide examples;

(c) identify and explain pragmatic and sociolinguistic features (e.g., politeness, formal/informal address) of the target discourse and identify features for creating coherence and discourse in extended spoken and written texts;

~~(b)~~ (d) demonstrate ~~sufficient~~ listening comprehension to understand ~~most routine social conventions, conversations on school or work requirements, and discussion on concrete topics related to particular interests and special fields of competence~~ short conventional narrative and descriptive texts, such as descriptions of persons, places, and things; and narrations about past, present, and future events;

~~(c) demonstrate oral proficiency to satisfy most work requirements, and show some ability to communicate on concrete topics relating to particular interests and special fields of competence;~~

(d) demonstrate reading comprehension for factual information in nontechnical prose and concrete topics related to special interests, read for information and description, follow a sequence of events and react to that information, and separate main ideas and details in material written for the general public;

(e) demonstrate the ability to write about most common topics with some precision and in some detail, write detailed resumes and summaries, take accurate notes, write social and informal business correspondence, describe and narrate personal experiences, explain simple points of view in prose discourse, and write about concrete topics relating to particular interests and special fields of competence in paragraph-length discourse, narrate and describe in the major time frames with some control of aspect;

(f) ~~demonstrate a working social and professional competence in cultural skills (reflecting the international character of present-day social, political, and economic ties among countries)~~ handle the linguistic challenges presented by a complication or unexpected turn of events appropriately within the context of a situation;

(g) ~~demonstrate knowledge of and strategies to build connections with native cultures~~ deliver oral presentations extemporaneously on familiar literary and cultural topics and those of personal interest, using a variety of strategies to tailor the presentation to the needs of their audience;

(h) demonstrate understanding of language as an essential element of culture, of the principal ways in which the second language culture differs from the first language culture, first-hand knowledge of literary masterpieces, and the geography, history, art, and social customs of major lands in which the language is dominant understand conventional written narrative and descriptive texts, such as descriptions of persons, places, and things and narrations about past, present, and future events;

(i) ~~demonstrate and apply an understanding of the differences between the grammatical systems of the second language and those of English~~ write narratives, descriptions, and summaries on topics of general interest in all major time frames with good control of aspect;

(j) demonstrate knowledge of the present-day objectives of second language teaching as communication, an understanding of the methods and techniques for attaining these objectives, and the ability to evaluate the professional literature of second language teaching understanding of language as an essential element of culture;

(k) demonstrate knowledge of ~~the use of special techniques, such as educational media, the internet and electronic mail, and the relation of second language study to other curricular areas; and~~ cultural perspectives as reflected in daily living patterns and societal structures, including geography, history, religious, and political systems, literature, fine arts, media, and a variety of cultural products;

(l) connect perspectives to the products and practices of a culture as a way to compare the target culture to their own or to compare a series of cultures;

(m) interpret and synthesize ideas from literary and other cultural texts that represent defining works in the target cultures;

(n) identify themes, authors, historical style, and text types in a variety of media that the cultures deem important to understanding their traditions;

(o) provide opportunities for students to connect to the target language and culture through a variety of means, including technology, as a key component of their classroom practice;

(p) exhibit ease, originality, and flexibility in applying language acquisition theories to instructional practice, using a wide variety of strategies to meet the linguistic needs of their students at various developmental levels;

(q) tailor language use to studentsꞌ developing proficiency levels and use a variety of strategies to help students understand oral and written input;

(r) use the target language to the maximum extent in the classroom at all levels of instruction;

(s) demonstrate an understanding of the national and state standards for foreign language learning to make instructional decisions;

(t) understand how to integrate interpersonal, interpretive, and presentational modes of communication in instruction;

(u) design authentic and standards-based performance assessments using the three modes of communication to measure student progress in communicative and cultural competencies;

(v) design a content-based curriculum which integrates content from other subject areas into instruction; and

(l) remains the same but is renumbered (w).

(2) through (2)(c) remain the same.

(3) ~~The Native American language requires that successful candidates demonstrate the knowledge of and competence in Native American languages as attested by the appropriate tribal authority.~~

~~(4)~~ The English as a Second Language (ESL) program requires that successful candidates:

(a) demonstrate ~~knowledge of the linguistic structure of the language and features of the culture which uses the native language~~ understanding of language as a system, including phonology, morphology, syntax, pragmatics, and semantics;

(b) use the major language acquisition theories to develop a standards-based ESL curriculum which teaches language and literacy through academic content areas;

~~(b)~~ (c) demonstrate ~~knowledge of and use of instructional strategies, methods, and skills for teaching English as a second language; and~~ understanding of how cultural groups and individual cultural identities affect language learning and school achievement;

(d) demonstrate understanding of various assessment issues as they affect English language learners (ELLs), such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations;

(e) demonstrate understanding of language proficiency instruments used for identification, placement, and reclassification of ELLs;

(f) demonstrate the ability to build partnerships with colleagues and studentsꞌ families, serve as community resources, and advocate for equal access to educational resources for ELLs; and

(4) The Native American language program and culture specialist licensure requires that successful candidates demonstrate the knowledge of and competence in languages of American Indians and tribes in Montana, as attested by the appropriate tribal authority, pursuant to ARM 10.57.436.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.513 HEALTH (1) The program requires that successful candidates:

(a) utilize health-related data about the social and cultural environments ~~inclusive of Montana Indian tribes,~~ impacting growth and development ~~factors~~, needs, and interests of students to promote healthy lifestyles and behaviors inclusive of American Indians and tribes in Montana;

(b) distinguish between behaviors and external factors (family, peers, culture, media, technology) that ~~foster~~ promote health enhancement and those that hinder well-being;

(c) conduct needs assessments that provide appropriate data to determine health education needs ~~based on observed and obtained data~~ of the learners and diverse populations;

(d) use advocacy and communication skills to recruit school and community representatives to support and assist in health education program planning;

(e) develop a logical scope and sequence plan for a health education program that includes a display of functional knowledge of health promotion and disease prevention concepts related to alcohol and other drugs, injury prevention, nutrition, physical activity, sexual health, tobacco, mental health, suicide prevention, personal and consumer health, including goal settings, interpersonal communication, and decision skills to enhance health and community and environmental health;

(f) formulate appropriate and measurable learner goals and objectives that promote healthy lifestyles and behaviors;

(g) design health educational strategies consistent with specified learner goals and objectives to encourage the practice of healthy behaviors to promote physical and cognitive health;

(h) remains the same.

(i) select resources and media best suited to implement program plans for diverse learners, including relevant resources for American Indians and tribes in Montana~~. Resources and media must meet the guidelines set for Indian Education for All (20-1-501, MCA)~~;

(j) demonstrate competence in delivering planned health education programs;

(k) evaluate health educational programs, adjusting objectives and instructional strategies as necessary;

(l) ~~plan to~~ assess student achievement of based on health education program objectives, interpret results, and determine future program needs;

~~(m) implement evaluation plans;~~

~~(n) interpret results of program evaluation and examine implications of evaluation findings of future program planning;~~

~~(o)~~ (m) design and develop a plan for coordinating health education with other components of a school health program;

~~(p)~~ (n) demonstrate the dispositions and communication skills to facilitate cooperation among health educators, other teachers, and appropriate school staff;

(q) remains the same but is renumbered (o).

~~(r) design professional development programs for teachers, other school personnel, community members, and other interested individuals;~~

(s) and (t) remain the same but are renumbered (p) and (q).

~~(u)~~ (r) synthesize valid and reliable health data and respond to requests for health information;

~~(v)~~ (s) select effective, ~~educational~~ valid, and reliable health resource materials for dissemination;

~~(w)~~ (t) interpret concepts, purposes, models, and theories of health promotion and health education;

(x) remains the same but is renumbered (u).

~~(y)~~ (v) select a variety of communication ~~methods and~~ techniques ~~in providing health information~~ and adapt health information to a specific target audience; and

~~(z)~~ (w) develop effective communication between health care providers and consumers working cooperatively as an advocate for improving personal, family, and community health.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.514 FAMILY AND CONSUMER SCIENCES (1) and (1)(a) remain the same.

(b) illustrate how each domain of human well-being including social, economic, financial, emotional, spiritual, physical, and intellectual can be enriched in every family and consumer sciences content area;

~~(b)~~ (c) ~~use~~ manage resources responsibly to address the diverse needs and goals of individuals, families, and communities in all family and consumer sciences areas, ~~such as resource management, consumer economics, financial literacy, living environments, and textiles and apparel~~ including, but not limited to, practices related to human, economic, and environmental resources;

~~(c)~~ (d) apply principles of early childhood, human development, and interpersonal relationships~~, and family~~ to strengthen relationships for individuals ~~and families across the life span in contents such as parenting, care giving, and the~~ in the family, workplace, and communities throughout the life span;

~~(d)~~ (e) apply principles of nutrition, ~~food, and wellness practices that enhance individual and family well being across the life span,~~ culinary arts, and sustainability of wellness practices and address related concerns in a global society;

~~(e)~~ (f) develop, justify, and implement curricula that address perennial and evolving family, career, and community issues, and reflect the integrative nature of family and consumer sciences~~, and integrate core~~ across all academic areas;

~~(f)~~ (g) create and implement a safe, supportive learning environment that shows sensitivity to diverse needs, values, and characteristics of students, families, and communities, including American Indians ~~(20-1-501, MCA)~~ and tribes in Montana;

(g) remains the same but is renumbered (h).

~~(h)~~ (i) assess, evaluate, and improve student learning and programs in family and consumer sciences using appropriate criteria, standards, and processes; ~~and~~ ~~(i)~~ (j) integrate leadership strategies from Family, Career, and Community Leaders of American (FCCLA) or other sources into the program to develop studentsꞌ academic growth, application of family and consumer sciences content, leadership, service learning, and career development.; and

(k) facilitate each studentꞌs critical thinking and problem solving in family and consumer sciences through varied instructional strategies and technologies and through responsible management of resources in schools, communities, and the workplace.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.515 INDUSTRIAL/ TRADES AND TECHNOLOGY EDUCATION

(1) and (1)(a) remain the same.

(i) a mission statement with stated goals and objectives that reflect the intent of industrial~~/technology~~ trades and technology education programs, as guided by the national professional organizations;

(ii) remains the same.

(iii) content orientated toward ~~technology education (TE) or~~ industrial trades and technology ~~(IT)~~ education;

(b) demonstrate ~~knowledge of content area(s) in which the candidate teaches~~ knowledge/competency in applied science, technology, engineering, mathematics, and communication, including:

(i) ~~fundamental~~ knowledge about the development of technology, its effects on people, industry, the environment, and society;

(ii) communication technology, which includes information-related technology that uses resources to transfer information and to extend human potential;

(ii) remains the same but is renumbered (iii).

~~(iii) communication technology, which includes information-related technology that uses resources to transfer information and to extend human potential;~~

(iv) through (vii) remain the same.

(d) through (j) remain the same.

(k) apply and use ~~other~~ content knowledge ~~(e.g., mathematics, science, history)~~ from other disciplines to ~~technology to~~ solve individual and social problems inclusive of gender equity and culturally sensitive opportunities;

~~(l) introduce career opportunities in industrial/technology and related fields and encourage and advise students about postsecondary options;~~

(l) know and understand the rules and requirements and how to obtain access to industry certifications (i.e., automotive, welding, machining);

~~(m) demonstrate knowledge of educational environments in the classroom and laboratory that enhance student learning;~~

~~(n) select and apply appropriate instructional strategies for individual and group instruction;~~

~~(o)~~ (m) demonstrate ~~knowledge of~~ and apply safe laboratory ~~management~~ skills ~~(e.g., maintaining inventory, filing, requisitioning equipment and materials, maintenance, and budgeting)~~ including OSHA 10 requirements, with emphasis on the facilities, personal safety equipment, and environmental concerns;

~~(p) develop and use lesson plans and organize materials to meet the learning needs of students;~~

~~(q) develop and implement classroom management consistent with school policy;~~

~~(r) demonstrate the development of personal and leadership competencies (e.g., citizenship, personal development, goal setting, parliamentary procedure, and teamwork)~~

(n) demonstrate and apply ethical professional practice based on principles and philosophy of industrial trade and technology education and career technical education (CTE) through civic engagement, advocacy, and active participation in professional development and professional growth activities;

(o) demonstrate an awareness of professional student organizations into the curriculum to provide an environment in which students grow professionally, personally, and socially; involve the business and industry community; and recognize the potential for these organizations to provide personal leadership development;

(p) demonstrate a knowledge of the value of building professional relationships with stakeholders to produce a relevant learning environment and provide benefits to the student and the community including development of career pathways and work-based learning experiences;

~~(s)~~ (q) articulate industrial~~/technology~~ trades and technology education to the school and the local community ~~publics~~;

~~(t)~~ (r) develop and coordinate ~~an external advisory committee for the program~~ partnerships, advisory boards, and work-related experiences into the curriculum; and

~~(u)~~ (s) demonstrate knowledge of and how to gain access to services and financial resources available from state and federal agencies and operate within applicable laws and regulations governing education;

~~(v) develop students' abilities to search, access, retrieve, synthesize, and apply information; and~~

~~(w) provide opportunities for students with work-related experience useful for employment entry after graduation~~.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.516 JOURNALISM (1) through (1)(b) remain the same.

(c) demonstrate knowledge of the functions of the news media in a democratic society and ensure students understand their role in preserving free and independent news media;

(d) demonstrate knowledge of the organizational structure of the news media and the value of news for todayꞌs media consumers;

(e) through (h) remain the same.

(i) demonstrate knowledge of and apply skills in using multiple drafts, conferences, and self-assessment as guides for revision and editing, matching language use and style with the intended audience;

(j) and (k) remain the same.

(l) demonstrate the values and skills needed to package multimedia products effectively using various forms of journalistic design with a range of visual, auditory, and interactive media;

(m) demonstrate the value of auditory, visual, still photography, and photojournalism to tell stories in compelling ways;

~~(l)~~ (n) ~~demonstrate knowledge of~~ develop a plan and apply strategies on how to organize staffs and demonstrate skills in leadership and group dynamics;

(m) remains the same but is renumbered (o).

~~(n) demonstrate knowledge of the purposes and characteristics of sound strategies in instructional planning and delivery;~~

(o) remains the same but is renumbered (p).

(q) communicate components of curriculum and instruction to students, parents, lay audiences, and other educators;

~~(p) create engaging learning environments by organizing students for effective whole class, small group, and individual work;~~

~~(q)~~ (r) integrate a variety of instructional strategies, materials, and technologies appropriate to the breadth of journalism content and the individual needs of students; and

~~(r) select, prepare, use, and evaluate varied assessment methods and procedures;~~

~~(s) communicate components of curriculum and instruction to students, parents, lay audiences, and other educators; and~~

(s) incorporate instruction in reading literacy and writing literacy in journalism as required by the Montana Content Standards, understanding that course organization needs to allow continuous student learning.

~~(t) create an inclusive and supportive learning environment in which all students can engage in learning.~~

AUTH: 20‑2‑114, MCA

IMP: 20-2-121, MCA

10.58.517 LIBRARY MEDIA K-12 (1) The program requires that successful candidates:

(a) demonstrate planning, implementing, teaching, and evaluating an integrated instructional program in information literacy, including working collaboratively with students and certified and support staff in the development of K-12 curriculum that promotes information literacy to prepare independent, lifelong learners, including the implementation of Indian Education for All, 20-1-501, MCA; the ability to design, implement, assess, and evaluate an information literacy program that prepares independent lifelong learners and includes the ability to demonstrate collaboration techniques with students and staff in the development and implementation of K-12 curriculum;

(b) demonstrate the ability to manage the library facility to meet school district goals and exhibit professional best practices through policy development, budgeting, needs assessment, market analysis, technical skills, and collaboration with students, faculty, and administrators. Candidates demonstrate competency in library program administration including strategic planning from which budgets, funding, facilities, equipment, and public relations are exhibited and professional standards met; by:

(i) utilizing current practices in the areas of policy development, budgeting, needs assessment, and collaboration with students and colleagues; and

(ii) demonstrating competency and professionalism in library program administration including budgeting, facilities, equipment, public relations, and program advocacy;

(i) manage library collections through evaluation, selection, acquisition, and organization of library materials ~~for staff, faculty, and diverse learners, including American Indian learners~~;

(ii) collaborate with teachers and students in the selection of reading materials in print and digital formats; and

(iii) select materials which reflect knowledge of current youth literature, support a wide range of information needs and interests, and support American Indians and tribes in Montana;

(d) demonstrate knowledge of ~~acquisitions and~~ technical services and the policies and procedures that govern these services; and

(e) ~~use emerging information technologies and explain their impact on the K-12 library media program~~ model and facilitate the effective use of current and emerging digital information tools to locate, analyze, evaluate, and efficiently and ethically use information to support research, learning, creating, and communicating in a digital society.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.518 MATHEMATICS (1) and (1)(a) remain the same.

(b) reason~~, construct, and evaluate~~ mathematically in constructing, evaluating, and communicating mathematical arguments ~~and develop appreciation for mathematical rigor and inquiry~~;

(c) ~~communicate mathematical thinking orally and in writing to peers, faculty, and others~~ demonstrate an appreciation for mathematical rigor and inquiry;

(d) ~~recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding~~ recognize, formulate, and apply connections between mathematical ideas and representations in a wide variety of contexts;

(e) ~~use varied representations of mathematical ideas to support and deepen students' mathematical understanding~~ demonstrate understanding of the mathematical modeling process by interpreting and analyzing mathematical results and models in terms of their reasonableness and usefulness;

(f) ~~appropriately use current and emerging technologies as essential tools for teaching and learning mathematics; and~~ recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding including the ability to:

(i) attend to precision in mathematical language, notation, approximations, and measurements by consistently and appropriately applying mathematical definitions and procedures; and

(ii) choose appropriate symbolic representations and labels such as specifying units of measure, calculating accurately and efficiently, and expressing numerical answers with a degree of precision appropriate for the context and the data used in calculation;

(g) ~~support a positive disposition toward mathematical processes and mathematical learning~~ appropriately use current and emerging technologies as essential tools for teaching and learning mathematics;

(h) look for and recognize repeated reasoning patterns and the mathematical structures behind those patterns to organize and generalize mathematical methods and results in mathematical problem solving and inquiry;

~~(2)~~ (i) demonstrate ~~knowledge of~~ how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning by demonstrating:;

(i) how learners develop mathematical proficiency through the interdependent processes of integrating conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition;

(ii) an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments in mathematics and ensure high standards of mathematical work for all students;

(iii) an understanding of learning environments that promote mathematical learning, including individual and collaborative learning, positive social interaction about mathematics, active engagement in mathematics learning, and promote self-motivation among mathematical learners;

(iv) an understanding of multiple methods of assessment of mathematical learner growth, progress, and decision making;

(v) an understanding of a variety of instructional strategies that encourage learners to develop deep understanding of mathematics; and

(vi) an understanding of grades 5-12 mathematics curriculum as specified by the State of Montana Content Standards and of the assessment process as specified by the Montana statewide assessment;

~~(3)~~ (j) demonstrate content knowledge in:

~~(a)~~ (i) numbers and operations ~~by demonstrating~~ ~~computational proficiency, including a conceptual understanding of numbers, ways of representing number relations among number and number systems, and meanings of operations~~ including knowledge and understanding of number systems, arithmetic algorithms, fundamental ideas of number theory, proportion and rate, quantitative reasoning, modeling, and applications;

~~(b)~~ (ii) different perspectives on algebra including ~~ways of representing mathematical relationships and algebraic structures~~ knowledge and understanding of algebraic structures, basic function classes, functional representations, algebraic models and applications, formal structures and results in abstract algebra, and linear algebra;

~~(c)~~ (iii) ~~geometries by using spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties~~ geometry and trigonometry including knowledge and understanding of Euclidean and non-Euclidean geometries, geometric transformations, axiomatic reasoning and proof, formulas and calculations related to classical geometric objects, and properties of trigonometric functions;

~~(d)~~ (iv) calculus ~~by demonstrating~~ ~~a conceptual~~ including knowledge and understanding of limit, continuity, differentiation, ~~and~~ integration involving single and multiple-variable functions, sequences and series, and a thorough background in the techniques and application of the calculus;

~~(e)~~ (v) discrete mathematics ~~by applying~~ including knowledge and understanding of basic ~~the fundamental ideas of~~ discrete ~~mathematics~~ structures, counting techniques, iteration, recursion, formal logic, and applications in the formulation and solution of problems;

~~(f)~~ (vi) data analysis, statistics, and probability ~~by demonstrating~~ including knowledge and understanding of ~~concepts and practices related to data analysis, statistics, and probability~~ descriptive statistics using numbers and graphs, survey design, sources of bias and variability, empirical and theoretical probability, simulation, and inferential statistics related to univariate and bivariate data distributions; and

~~(g) measurement by applying and using measurement concepts and tools~~

(vii) historical development and perspectives of various branches of mathematics including contributions of significant historical figures and diverse cultures, including American Indians and tribes in Montana.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.519 MUSIC K-12 (1) The program requires that successful candidates:

(a) ~~demonstrate ability to advise and encourage students about higher education and career opportunities related to the study and performance of music and music related fields~~ perform solo and small to large ensemble repertoire in candidateꞌs specialty area;

(b) demonstrate competence in the appropriate use of current and emerging technologies in contemporary music education, such as music writing programs, music theory/skills programs, keyboard/midi, and recording technology perform in both vocal and instrumental ensembles;

(d) ~~perform solo and small to large ensemble repertoire at a high artistic level~~ demonstrate a comprehensive knowledge of musical notation and terminology;

(e) ~~perform in both vocal and instrumental ensembles;~~

~~(f)~~ ~~demonstrate competence in performing and teaching voice, winds, string, and percussion instruments in order to conduct choral and instrumental ensembles;~~

~~(g)~~ arrange and/or transpose music in an age- and level-appropriate manner for ensembles and classroom situations;

~~(h)~~ (f) demonstrate basic competence in performing and teaching voice, winds, string, and percussion instruments, including a comprehensive knowledge ~~of musical notation and language~~ and skill in conducting and score reading, in order to instruct and conduct choral and instrumental ensembles;

~~(i) demonstrate a comprehensive knowledge and skill in conducting and score reading for choral and instrumental ensembles;~~

~~(j)~~ (g) demonstrate through analysis and performance an understanding of aural perception to distinguish tonal and temporal relationships;

~~(k)~~ (h) demonstrate through analysis and performance an understanding of the elements of music, including melody, harmony, rhythm, tempo, timbre, tone, dynamics, and form~~, and style~~;

(i) demonstrate through analysis and performance knowledge of acoustics and the physics of sound as it relates to instrumental sound production, timbre, and tone quality;

(j) develop an understanding of post K-12 opportunities available to students, including post-secondary, other post K-12 education, and career opportunities related to the study and performance of music and music-related fields;

~~(l) analyze music aurally and visually in terms of musical elements;~~

~~(m) demonstrate knowledge of acoustics and the physics of sound;~~

~~(n)~~ (k) identify music ~~stylistically and place it in an~~ in terms of style, historical period, and cultural significance as it relates to instruction, rehearsal, and performance;

~~(o)~~ (l) demonstrate knowledge, awareness, and appreciation of ~~past and present music of Montana's cultures, especially Montana American Indian cultures, and world~~ musical cultures, including those of American Indians and tribes in Montana;

(m) demonstrate understanding of the diversity of students with regard to culture, backgrounds, and abilities, including the cultures of American Indians and tribes in Montana;

~~(p)~~ (n) demonstrate knowledge of the relationship of music to other performing and visual arts, and other disciplines outside the arts;

~~(q)~~ (o) demonstrate an understanding of the aesthetic, philosophical, and psychological aspects of music, and musicꞌs contribution to the individual and society; ~~and~~

~~(r) demonstrate knowledge of the relationship of music to other disciplines outside the arts;~~

~~(s)~~ (p) demonstrate knowledge and understanding of how children learn and develop, both as individuals and as part of a group, with regard to music instruction;

~~(t) demonstrate understanding of the diversity of their students with regard to learning styles, backgrounds, and abilities, including American Indian cultures pursuant to 20-1-501, MCA;~~

~~(u)~~ (q) use a variety of age-appropriate instructional strategies to develop students' ~~critical thinking, problem solving, and~~ performance skills;

(r) demonstrate competency in promoting student creativity through age- and ability-appropriate instruction in interpretation, improvisation, and composition;

~~(v) structure appropriate learning environments for K-12 music instruction;~~

~~(w)~~ (s) plan instruction based on ~~their~~ candidateꞌs musical knowledge and needs of the curriculum, ~~their~~ the candidateꞌs students, school, and the community~~, and curriculum goals~~;

~~(x)~~ (t) demonstrate understanding of and use varied age-appropriate assessment strategies to evaluate and ensure continuous and consistent musical development of students;

~~(y) evaluate the effects of their choices and actions on others; and~~

(u) demonstrate continuing competence in the appropriate use of current and emerging technologies in contemporary music education, such as music writing programs, music theory/skills programs, keyboard/midi, online resources, amplification, and recording technology and their relationship to acoustics and sound;

(v) demonstrate understanding of how to structure appropriate learning environments for K-12 music instruction, including appropriate pacing, modeling, and rehearsal organization;

~~(z)~~ (w) ~~develop~~ demonstrate an understanding of the need for positive relationships with colleagues, parents, and community members to support student learning and program continuity;

(x) demonstrate an understanding of strategies for managing a music program in terms of equipment management and maintenance, instructional materials, co-curricular activities including music performance and participation, and finance management including fundraising, grants, and sponsorships; and

(y) demonstrate an understanding of the implementation of age-appropriate classroom management for the music classroom.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.520 PHYSICAL EDUCATION (1) through (1)(b) remain the same.

(c) describe performance concepts and strategies related to skillful movement and physical activity ~~(e.g.,~~ including fitness principles, game tactics, and skill improvement principles);

(d) remains the same.

(e) demonstrate knowledge and understanding of ~~approved~~ state and national content standards, current law, including ~~Indian Education for All (20-1-501, MCA)~~ those related to American Indians and tribes in Montana, and local program goals ~~as related to~~ in physical education;

(f) identify, select, and implement appropriate learning/practice opportunities of K-12 physical education students based on developmental needs, expected progression, level of readiness, understanding the student, the learning environment, and the task;

(g) ~~identify, select, and implement appropriate~~ demonstrate understanding and use of current and proven instructional strategies, services, and resources that are responsive to students' strengths and/or weaknesses, multiple needs, learning styles, and prior experiences (e.g., personal, family, community, and cultural inclusive of Montana's Indian tribes) to promote skillful movement and physical activities;

(h) use organizational and managerial skills to create efficient, active, and equitable learning experiences in physical education and development that are responsive to studentsꞌ strengths, interests, challenges, individual prior experiences, and diverse cultural heritages including the distinct cultural differences of American Indians and tribes in Montana;

(i) use a variety of developmentally and culturally appropriate practices ~~(e.g., content selection, instructional formats, use of music, and appropriate incentives/rewards)~~ to motivate ~~school age~~ K-12 students to participate in indoor and outdoor physical activity ~~inside and outside of the school~~ to promote physical and cognitive health;

(j) use strategies to help students demonstrate responsible personal and social behaviors ~~(e.g.,~~ including mutual respect, support ~~for~~ of others, safety, and cooperation) that promote positive relationships and a productive learning environment;

(k) ~~develop and apply an effective classroom management plan;~~

~~(l) describe and demonstrate effective communication skills;~~

~~(m) describe and implement~~ demonstrate knowledge and use of instructional strategies to enhance communication among students in physical activity settings;

~~(n) identify, develop, and implement appropriate program and instructional goals based on short and long term goals that are linked to student needs;~~

~~(o) design and implement learning experiences that are safe, appropriate, relevant, and based on principles of effective instruction;~~

~~(p) provide learning experiences that allow students to integrate knowledge and skills from multiple subject areas;~~

~~(q) select and implement instructional strategies for reading and writing within the content area;~~

(r) develop and apply direct and indirect instructional formats to facilitate student learning (e.g., ask questions, pose scenarios, facilitate factual recall, promote problem solving, and critical thinking);

~~(s) demonstrate knowledge of components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability, and bias;~~

~~(t) demonstrate knowledge and apply assessment techniques to assess student performance, provide feedback, and communicate student progress (i.e., for both formative and summative purposes);~~

~~(u) interpret and use performance data to make informed curricular and instructional decisions;~~

(v) evaluate personal instructional performance (e.g., description of teaching, justification of the teaching performance, critique of the teaching performance, the setting of teaching goals, and implementation of change);

~~(w) construct a plan for continued professional growth based on the assessment of personal teaching performance and school-based needs;~~

~~(x) design, develop, and implement student learning activities that integrate information~~

(l) demonstrate knowledge and use technology tools and instruments to monitor studentsꞌ motor skills, development, and performance;

~~(y) use technologies to communicate, network, locate resources, and enhance continuing professional development;~~

~~(z)~~ (m) demonstrate strategies to become an advocate in the school and community to promote a variety of health-enhancing opportunities; and

~~(aa)~~ (n) participate in the professional health education and physical education community (e.g., school, district, state, tribal, and national) and within the broader education field;.

~~(ab) identify, seek, and utilize community resources to promote health enhancing opportunities; and~~

~~(ac) establish productive relationships with parents/guardians and school colleagues to support student growth and well being.~~

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.521 READING SPECIALISTS K-12 (1) The program requires that successful candidates:

(a) ~~demonstrate knowledge of~~ understand the theoretical and evidence-based foundations of reading and writing processes and instruction as outlined in the Montana Content Standards, including:

(i) ~~knowledge of a wide range of evidence-based reading research and histories of reading~~ understanding of the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components;

(ii) ~~knowledge of a philosophy of reading instruction which recognizes the importance of teaching reading and writing as processes~~ understanding of the role of analyzing data and adjusting instruction for improving all studentsꞌ reading development and achievement in order to meet the needs of individual learners; and

(iii) demonstrating knowledge and awareness of reading components (e.g., phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation), and how these are integrated in fluent reading and the writing process;

~~(iv) an understanding and recognition~~ of the distinct and unique cultural heritage of American Indians and tribes in Montana; ~~and~~

~~(v) appropriate use of educational technology in the reading program;~~

(b) ~~demonstrate knowledge and understanding of individual, cultural, linguistic, and ethnic diversity in the teaching process;~~ create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society by:

(i) recognizing, understanding, and valuing the forms of diversity that exist in society and their importance in learning to read and write;

(ii) using a literacy curriculum and engaging in instructional practices that positively impact studentsꞌ knowledge, beliefs, and engagement with the features of diversity; and

(iii) developing and implementing strategies to advocate for equity;

(c) ~~demonstrate~~ use instructional ~~practices,~~ approaches, ~~methods, and~~ ~~curriculum~~ materials, and an integrated comprehensive, balanced curriculum to support student learning in reading and writing ~~instruction;~~ by:

(i) utilizing foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum;

(ii) utilizing appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading/writing connections, including the use of appropriate technology; and

(iii) utilizing a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources;

(d) ~~demonstrate~~ use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction~~; and~~ by:

(i) understanding types of assessments and their purposes, strengths, and limitations;

(ii) selecting, developing, administering, and interpreting assessments, both traditional print and electronic, in order to make decisions based on data; and

(iii) using assessment information to plan, evaluate, reflect on, and adjust instruction;

(e) ~~integrate foundational knowledge and use instructional practices, approaches and methods, curriculum materials, and assessments to monitor and evaluate the reading program and student learning.~~ create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments by:

(i) designing the physical environment to optimize studentsꞌ use of traditional print, digital, and online resources in reading and writing instruction;

(ii) designing a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize studentsꞌ opportunities for learning to read and write; and

(iii) utilizing routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.522 SCIENCE (1) The science program ensures that successful candidates follow the subject major and/or minor program of study or the broadfield major program of study. Subject major and/or minor teaching endorsement programs are limited to biology, earth science, chemistry, and physics. The physical science endorsement is a balanced combination of physics and chemistry. The broadfield major includes a concentration in one of the endorsable disciplines, coupled with balanced study in three other endorsable science disciplines. Science disciplines selected adhere to a scope and sequence which ensures a thorough grounding in the basic concepts, skills, and dispositions associated with Montana and national K-12 content standards.

(2) remains the same.

(a) demonstrate a thorough understanding of ~~inquiry-based learning across the sciences. This preparation includes:~~ the nature of science and essential science engineering practices, including:

(i) ~~both breadth and depth of knowledge in science, including~~ recent significant changes in the field, as reflected by ~~national standards~~ Montana Content Standards, the science framework and their impact on the content knowledge necessary for teaching K-12 students;

(ii) understanding and articulating the knowledge and practices of contemporary science and engineering;

(iii) competency in basic mathematics, statistics, and current and emerging technological applications to science teaching;

~~(iii)~~ (iv) preparation and experience in environmental science, including ~~Montana~~ American Indians and tribes in Montana and their traditional relationships to the environment; and

~~(iv)~~ (v) methods to engage in active inquiry lessons ~~in a variety of ways~~ where students ask questions, develop and use models, plan and carry out investigations, analyze and interpret data using applicable science-specific technology, mathematics, and computational thinking, in order to construct explanations and solutions and communicate concepts by engaging in argument from evidence;

(b) demonstrate knowledge and skills ~~in the methods of guided and facilitated learning in order to interpret and communicate science research~~ in obtaining, evaluating, and communicating information using multiple sources in order to communicate claims, methods, and designs to others;

(c) ~~apply instructional strategies which model learning environments with extended time, appropriate space, and resources with equipment and technology found in the contemporary secondary classroom~~ use a variety of strategies that demonstrate the candidatesꞌ knowledge of the appropriate teaching and learning activities, including laboratory or field settings and applicable instruments and technology, or both;

(d) demonstrate ~~understanding and experience of how to develop and maintain the highest levels of safety in classrooms, stockrooms, laboratories, and other areas related to instruction in science~~ safe laboratory management skills;

(e) demonstrate knowledge of formative and summative assessment techniques which model a variety of authentic and equitable assessment strategies that ensure the continuous intellectual, social, and personal development of the learner in all aspects of science practice ethical treatment of living organisms in the classroom; and

(f) ~~apply and evaluate models of interdisciplinary approaches to provide experiences in understanding science;~~ interrelate and interpret important concepts, ideas, and applications in their field of endorsement and supporting disciplines.

~~(g) articulate a well-defined rationale for instructional goals, materials, and actions in relation to state and national education standards and student achievement.~~

(3) The candidate for an endorsement in earth science ~~has the following knowledge and skills, including~~ demonstrates the following core competencies:

(a) remains the same.

~~(b) exploration and inquiry learning as tools in investigating all aspects of the natural environment, and knows how to apply and teach these methods when instructing students;~~

~~(g)~~ (f) conceptual understanding of ethical and human implications of such contemporary issues as the impact of technologies on earth systems; and

~~(h)~~ (g) ability to design~~ing~~, develop~~ing~~, and evaluate~~ing~~ field, demonstration, and laboratory instructional activities, and ~~in using~~ use special skills and techniques with equipment, technologies, and facilities which support and enhance curricula and instruction in earth science and especially techniques and strategies for using the local environment as a teaching/learning laboratory~~; and~~.

(i) facilitating classroom discourse through questioning, reflecting on, and critically analyzing ideas, leading students toward a deeper understanding of the inquiry process itself and especially using questions to define problems and potential solutions.

(4) The candidate for an endorsement in biology demonstrates the following ~~knowledge and skills, including~~ core competencies:

(a) conceptual understanding of the ~~unifying concepts of biological systems: cellular organization, order, sensitivity, growth/development/reproduction, energy utilization, evolutionary adaptation, and homeostasis~~ life processes in living systems including organization of matter and energy;

(b) ~~exploration and inquiry learning as tools in investigating all aspects of the natural environment and knows experimental design and how to apply and teach these methods~~ conceptual understanding of the similarities and differences among animals, plants, fungi, microorganisms, and viruses;

(d) ~~course work in the diversity of life including zoology, botany, and microbiology, encompassing the subdisciplines and noting the interrelationships of physiology, genetics, ecology, and evolution~~ conceptual understanding of the principles and practices of biological classification and the theory and principles of biological evolution;

(e) ~~conceptual~~ understanding of ~~mathematics including a working knowledge of probability and statistics~~ the ecological systems including the interrelationships and dependencies of organisms with each other and their environments;

(f) conceptual understanding of ~~two out of three areas of physics, chemistry, or earth science emphasizing the interrelationships among the sciences~~ population dynamics and the impact of population on its environment;

(g) ~~conceptual~~ understanding of ~~the relationships between biology and molecular genetics and the impacts of biotechnology upon humans and their environment including ethical and legal implications~~ general concepts of genetics and heredity;

(h) designing, developing, and evaluating field, demonstration, and laboratory instructional activities, and in using special skills and techniques with equipment, facilities, and specimens which support and enhance curricula and instruction in biology; and conceptual understanding of organizations and functions of cells and multi-cellular systems;

(i) facilitating classroom discourse through questioning, reflecting on, and critically analyzing ideas, leading students toward a deeper understanding of the inquiry process itself, and especially using questions to define problems and potential solutions. understanding of the regulation of biological systems including homeostatic mechanisms;

(j) conceptual understanding of the fundamental processes of modeling and investigating in the biological sciences;

(k) understanding of the applications of biology in environmental quality and in personal and community health;

(l) conceptual understanding of bioenergetics including major biochemical pathways;

(m) understanding of biochemical interactions of organisms and their environments;

(n) conceptual understanding of molecular genetics and heredity and mechanisms of genetic modification;

(o) understanding of molecular basis for evolutionary theory and classification;

(p) conceptual understanding of the causes, characteristics, and avoidance of viral, bacterial, and parasitic diseases;

(q) understanding of the issues related to living systems such as genetic modification, uses of biotechnology, cloning, and pollution from farming; and

(r) conceptual understanding of applications of biology and biotechnology in society, business, industry, and health fields.

(5) The candidate for an endorsement in chemistry demonstrates the following ~~knowledge and skills, including~~ core competencies:

(a) remains the same.

(b) understanding of exploration and inquiry as tools in investigating all aspects of the natural environment and ~~knows how to apply and teach~~ demonstrates knowledge of application and instruction using these methods when instructing students;

(c) ~~systemic and quantitative study of the fundamental topics of chemistry, interrelated and illustrated with descriptive and historical perspectives, as well as the applications of chemistry in society~~ conceptual understanding of the fundamental structures of atoms and molecules;

(d) ~~conceptual~~ understanding of ~~organic, inorganic, analytical, physical, and biochemistry, and their relationships with each other~~ the basic principles of ionic, covalent, and metallic bonding;

(e) conceptual understanding of ~~physics, biology, or earth science emphasizing the interrelationships among the sciences~~ the physical and chemical properties and classification of elements including periodicity;

(f) ~~conceptual~~ understanding of ~~mathematics including a working knowledge of calculus~~ chemical kinetics and thermodynamics;

(g) conceptual understanding of the interaction of chemistry and technology in contemporary health, ethical, legal, and human issues (e.g., the effects of synthetic molecules and food additives on life systems and the disposal of toxic chemical wastes) principles of electrochemistry;

(h) designing, developing, and evaluating field, demonstration, and laboratory instructional activities, and in using special skills and techniques with equipment, technologies, facilities, and chemicals which support and enhance curricula and instruction in chemistry; and understanding of the Mole concept, stoichiometry, and laws of composition;

(j) understanding of transition elements and coordination compounds;

(k) conceptual understanding of acids and bases, oxidation-reduction chemistry, and solutions;

(l) understanding of fundamental biochemistry;

(m) conceptual understanding of the applications of chemistry in personal and community health and environmental quality;

(n) understanding of the molecular orbital theory, aromaticity, metallic and ionic structures, and correlation to properties of matter;

(o) conceptual understanding of the advanced concepts of chemical kinetics, and thermodynamics;

(p) understanding of Lewis structures and molecular geometry;

(q) conceptual understanding of major biological compounds and natural products;

(r) understanding of solvent system concepts;

(s) conceptual understanding of chemical reactivity and molecular structure including electronic and steric effects; and

(t) understanding of organic chemistry including syntheses, reactions, mechanisms, and aromaticity.

(6) The candidate for an endorsement in physics demonstrates the following ~~knowledge and skills~~ core competencies, including:

(a) conceptual understanding ~~in the unifying concepts and processes~~ of ~~systems order and organization, evidence models and explanation, change constancy, measurement, evolution and equilibrium, form and function~~ energy, work, and power;

(b) ~~exploration and inquiry learning as tools in investigating all aspects of the natural environment, and knows how to apply and teach these methods when instructing students~~ understanding of motion, major forces, and momentum;

(c) ~~systematic and quantitative study of the fundamental topics in physics, interrelated and illustrated with descriptive and historical perspectives, as well as the applications of physics in society~~ conceptual understanding of Newtonian physics with engineering applications;

(d) ~~conceptual~~ understanding of classical mechanics, electricity and magnetism, heat and thermodynamics, waves, optics, atomic and nuclear physics, radiation and radioactivity, relativity, quantum mechanics, and other fields of modern physics, and their relationships with each other conservation, mass, momentum, energy, and charge;

(e) conceptual understanding of ~~biology, chemistry, or earth science emphasizing interrelationships among the sciences~~ the physical properties of matter;

(f) ~~conceptual~~ understanding of ~~mathematics, including an introduction to calculus~~ kinetic-molecular motion and atomic models;

(g) conceptual understanding of interaction of physics and technology in contemporary health, ethical, legal, and human issues (e.g., power plant silting and waste disposal, long-range energy policies, and the effects of radiation on living systems) radioactivity, nuclear reactors, fission, and fusion;

(h) designing, developing, and evaluating field, demonstration, and laboratory instructional activities, and in using special skills and techniques with equipment, technologies, and facilities which support and enhance curricula and instruction in physics; and understanding of wave theory, sound, light, the electromagnetic spectrum and optics;

(i) facilitating classroom discourse through questions, reflecting on, and critically analyzing ideas leading students toward a deeper understanding of the inquiry process itself, especially using questions to define problems and potential solutions. conceptual understanding of electricity and magnetism;

(j) understanding of the fundamental processes of investigating in physics;

(k) conceptual understanding of the applications of physics in environmental quality and to personal and community health;

(l) understanding of thermodynamics and energy-matter relationships;

(m) conceptual understanding of nuclear physics including matter-energy duality and reactivity;

(n) understanding of angular rotation and momentum, centripetal forces, and vector analysis;

(o) conceptual understanding of quantum mechanics, space-time relationships, and special relativity;

(p) understanding of models of nuclear and subatomic structures and behavior;

(q) conceptual understanding of light behavior, including wave-particle duality and models;

(r) understanding of electrical phenomena including electric fields, vector analysis, energy, potential, capacitance, and inductance;

(s) conceptual understanding of issues related to physics such as disposal of nuclear waste, light pollution, shielding communication systems, and weapons development;

(t) understanding of historical development and cosmological perspectives in physics including contributions of significant figures and underrepresented groups, and evolution of theories in physics; and

(u) conceptual understanding of the applications of physics and engineering in society, business, industry, and health fields.

(7) The candidate for an endorsement in broadfield science demonstrates the following ~~knowledge and skills, including~~ core competencies:

(a) remains the same.

(b) ~~exploration and inquiry learning as tools in investigating all aspects of the natural environment and knows how to apply and teach these methods when instructing students~~ ability to collect and interpret empirical data using applicable science-specific technology to develop science and engineering practices, understand the cross-cutting concepts and processes, relationships, and natural patterns;

(c) ~~systematic and quantitative~~ interdisciplinary study of the fundamental topics in biology, chemistry, physics, and earth science including descriptive and historical perspectives, as well as the applications of these sciences in society;

(d) study and experiences emphasizing interrelationships among all the sciences, as well as ~~between~~ cross-cutting concepts of the sciences ~~and~~ with other areas of study such as mathematics, technology, and engineering;

(e) ~~conceptual~~ understanding of mathematics, including a working knowledge of calculus and statistics;

(f) conceptual understanding of the relationships among science, science technologies, and the study of environmental education;

(g) designing, developing, and evaluating field experiences, demonstrations, and laboratory instructional activities, and in using special skills and techniques with equipment, technologies, facilities, and specimens which support and enhance curricula and instruction in all sciences including laboratory and field studies that promote the science and engineering practices, investigation and inquiry, and the use of experimental methods;

(h) conceptual understanding of earth sciences including ~~course work~~ content in astronomy, geology, paleontology, meteorology and oceanography, and their relationships with each other;

(i) conceptual understanding of biology including ~~course work~~ content in zoology, botany, physiology, genetics, ecology, microbiology, cell biology/biochemistry, and evolution, and their relationships with each other~~. This preparation must include study and experiences emphasizing living organisms~~;

(j) conceptual understanding of chemistry including ~~course work~~ content in organic, inorganic, analytical, ~~physical~~ and biochemistry and their relationships with each other;

(k) conceptual understanding of physics including ~~course work~~ content in classical mechanics, electricity and magnetism, heat and thermodynamics, waves, optics, atomic and nuclear physics, radiation and radioactivity, relativity, quantum mechanics, and other fields of modern physics and their relationships with each other; and

(l) facilitating classroom discourse through questioning, reflecting on, and critically analyzing ideas, leading students toward a deeper understanding of the inquiry process itself, and, especially, using questions to define problems and potential solutions.

AUTH: 20‑2‑114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.523 SOCIAL STUDIES (1) The social studies program ensures that successful candidates follow the subject-major/minor program of study or the broadfield major program of study. Subject-major/minor teaching endorsement programs are limited to history, government, economics, geography, psychology, and~~/or~~ sociology. The broadfield social studies teaching endorsement shall include a concentration in history and government and additional ~~course work~~ content chosen from economics, geography, psychology, ~~and/or~~ sociology, Native American studies, or anthropology. The social studies disciplines adhere to a thorough grounding in the basic philosophy, theory, concepts, and skills associated with Montana and national standards.

(2) remains the same.

(a) demonstrate knowledge of the purposes of social studies, how to select content appropriate to those purposes, how to use emerging technology, and how to assess student learning in terms of social studies goals;

(b) and (c) remain the same.

(d) demonstrate knowledge of and ability to plan instruction on the history, cultural heritage, and contemporary status of American Indians and tribes in Montana, including an awareness and application of the Montana 7 Essential Understandings; and

(e) demonstrate ability to use a variety of approaches to instruction that are appropriate to the nature of social studies content and goals and to use them in diverse settings with students with diverse backgrounds, interests, and range of abilities.

(3) through (3)(b) remain the same.

(c) the basic economic goals for society, including freedom of choice, personal financial literacy, ethical action, efficiency, equity, full employment, price stability, growth, and security;

(d) through (4)(c) remain the same.

(d) the use of maps and other tools of geographical investigation or presentation, including the use of emerging technology, to process information from a spatial perspective.

(5) remains the same.

(a) the nature of individual dignity, human rights, ~~(popular)~~ sovereignty (popular, tribal, and national), political power, citizenship, and political authority;

(b) through (d) remain the same.

(e) ~~the American political system compared with forms of government and politics of other countries of the world and of American Indian tribes; and~~

~~(f)~~ the nature of international relations and the principles and organizations that are used to mediate multinational conflict and achieve multinational order; and

(f) American democracy as compared and contrasted with other forms of government, political systems, and philosophies throughout history and today.

(6) through (6)(c) remain the same.

(d) the skills of chronological thinking, analysis of evidence, and interpretation of the historical record by using appropriate content standards;

(e) and (f) remain the same.

(g) the changing role of culture, ethnicity, ~~race,~~ gender, class, and identity in human affairs.

(7) through (7)(b) remain the same.

(c) the behaviors which are most effective in coping with stresses in life, understanding the effects of historical trauma upon cultures, and in improving interpersonal and cross-cultural relationships;

(d) through (8) remain the same.

(a) the basic structure and history of the world's dominant and indigenous social systems;

(b) the factors, including the effects of changing communications, which hold groups together or which change and weaken them;

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.524 COMMUNICATION (1) The program requires that successful candidates:

(a) demonstrate understanding of ~~and perform proficiently in:~~

~~(i)~~ the composing process, including research, organization, and context development to plan standards-based, coherent, and relevant learning experiences for all students;

~~(ii) theory~~

(b) demonstrate understanding of theories of human communication including:

~~(A)~~ symbolic development;,

~~(B)~~ transference of meaning, both cognitively and affectively;,

~~(C)~~ nonverbal communication;, and

~~(D)~~ language, including social and cultural factors affecting language use;

~~(iii)~~ (c) demonstrate understanding of context (practices) of human communication, including:

~~(A)~~ public speaking;

~~(B)~~ rhetoric;

~~(C)~~ argumentation;

~~(D)~~ persuasion;

~~(E)~~ oral interpretation;

~~(F)~~ interpersonal, small group, and organizational communication;

~~(G)~~ cross-cultural communication, including ~~Montana~~ American Indians and tribes in Montana;

~~(H) mass media and society; and~~

~~(I) listening~~;

~~(iv)~~ (d) demonstrate understanding of diagnostic techniques, ~~progress~~ assessment, and prescriptions for improving students' formal and informal communication skills and communicate with students about their performance in ways that actively involve them in their own learning;

~~(b) demonstrate knowledge of curriculum, lesson planning, and instructional strategies for interpersonal communication;~~

(e) design instruction that incorporates studentsꞌ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes;

~~(c)~~ (f) demonstrate positive attitudes for teaching communication and demonstrate knowledge and understanding of students' social, linguistic, and cultural backgrounds affecting symbolic cognition; and

(g) select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.526 TRAFFIC EDUCATION (1) The program requires that successful candidates:

(a) demonstrate an understanding of the state requirements for approval of a traffic education program, (i.e., school and teacher, student age, scheduling, program length, and liability);

(b) demonstrate an understanding of the state requirements to be eligible as an approved teacher of traffic education, (i.e., educator license, driver's license, driving record, ~~and~~ specific coursework, and professional development);

(c) demonstrate an understanding of the state requirements regarding vehicle usage, (i.e., required and recommended equipment, maintenance, identification, vehicle use and restrictions, licensing, and insuring);

(d) demonstrate an understanding of the general administrative procedures and policies required for conducting an approved traffic education program, (i.e., approval and reimbursement forms);

(e) remains the same.

(f) demonstrate a working knowledge and administration of the cooperative driver testing program (CDTP) leading to instructor certification to administer the CDTP driverꞌs license knowledge and road skills tests and issue the traffic education learner license;

(g) and (h) remain the same.

(i) demonstrate an understanding of the consequences resulting from violations, (i.e., driving record, loss of driving privilege, higher insurance premiums, license retesting);

(j) demonstrate the ability to effectively assist students in examining and clarifying their beliefs, attitudes, and values as they relate to ~~general~~ traffic safety;

(k) demonstrate an understanding of the importance of positive attitudes toward safe driving, (i.e., mental, social, and physical tasks performed through a decision-making process);

(l) demonstrate an understanding of the safe interaction of all elements of the highway transportation system, (i.e., pedestrians, bicyclists, passengers, motorcyclists, drivers, vehicles, and roadways);

(m) demonstrate an understanding of the responsibilities of vehicle ownership, (i.e., basic mechanical operation, maintenance, and insuring);

(n) demonstrate an understanding of vehicle dynamics and balance as they relate to operator control, vehicle safety technology, and the effects of occupant restraint systems;

(o) demonstrate an understanding of current traffic education issues, (i.e., parent involvement, zone control, reference points, distracted, drowsy, impaired, and aggressive driving, and graduated driver licensing);

(p) remains the same.

(q) design educational strategies for appropriate classroom and driving experiences for diverse learners;

(r) develop a logical scope and sequence plan for training driving skills in the repeated safe operation of a motor vehicle, (i.e., controlled but varied situations and environments);

(s) demonstrate knowledge, application, and evaluation of specific student competencies, (i.e., scanning, vehicle balance and control, roadway markings, maneuvers, intersections, and highways);

(t) demonstrate an understanding of specific competencies as defined by recognized agencies and organizations, (i.e., Office of Public Instruction and American Driver and Traffic Safety Education Association);

(u) design educational strategies for visual perceptual skill development, (i.e., scanning, zone control, limiting distractions, risk management, ~~IPDE process, Smith system,~~ and defensive driving principles);

(v) experience and demonstrate an understanding of driving skills required to operate and control a vehicle from both the driverꞌs and instructorꞌs seats to successfully handle adverse and emergency situations;

(w) demonstrate an understanding of ~~accident~~ crash facts, causation, and current crash avoidance and injury prevention strategies;

(x) remains the same.

(y) demonstrate skills and techniques using potential equipment, to assist learning for students with special needs;

(z) through (ab) remain the same.

(ac) demonstrate an understanding of current information on appropriate resources and how to establish an effective traffic education support network within the community.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.528 COMPUTER SCIENCE (1) The program requires that successful candidates:

(a) demonstrate knowledge of computer science ~~prerequisites consistent with, and substantially beyond, that which a classroom teacher may be expected to teach;~~ content, models, important principles, and concepts through:

(i) knowledge of, and proficiency in, the use of primitive data types;

(ii) understanding of data representation;

(iii) knowledge of, and proficiency in, the use of static and dynamic data structures;

(iv) knowledge of, and proficiency in, the use of common data abstraction mechanisms (e.g., abstract and generic classes such as stacks, trees, etc.); and

(v) effective use, manipulation, and explanation of external data stores – various types (text, images, sound) and various locations (local, server, cloud);

(b) demonstrate knowledge of algorithm design, analysis, and implementation in an object-oriented programming language, using data structures, and abstract data types covering:

(i) ~~problem solving techniques and strategies;~~

~~(ii)~~ algorithm problem solving techniques and strategies and design methodologies;

~~(iii)~~ (ii) algorithm verification;

~~(iv)~~ (iii) algorithm ~~analysis;~~ complexity and efficiency; and

~~(v) data structures and abstract data types;~~

~~(vi)~~ (iv) knowledge of at least ~~two~~ one of the programming languages, ~~including object-oriented programming and/or~~ C++, Java, C#, or Ada, and one other current programming language and current programming language trends; ~~and~~

~~(vii) program testing;~~

(c) demonstrate ~~knowledge of the major subject areas of the discipline of computer science, including;~~ effective design, development, and testing of programs by:

(i) using a modern high-level programming language; constructing correctly functioning programs involving simple and structured data types; using compound Boolean expressions; and sequential, conditional, iterative, and recursive control structures;

(ii) designing and testing programming solutions to problems in different contexts (i.e., textual, symbolic, numeric, graphic) using advanced data structures;

(iii) demonstrating knowledge of and skills regarding the syntax and semantics of two high-level programming languages other than those covered in (b)(iv), their control structures, and their basic data representation;

(iv) demonstrating knowledge of and skill regarding program correctness issues and practices (i.e., testing, test data design, and proofs of correctness);

(v) demonstrating knowledge of and skill regarding at least three different program development environments in widespread use;

(vi) demonstrating knowledge of and the ability to construct multi-threaded client-server applications;

(vii) demonstrating knowledge of and the ability to construct web sites that utilize complex data bases;

(viii) demonstrating knowledge of and the ability to construct artificial intelligence and robotic applications; and

(ix) demonstrating knowledge of the principles of usability and human-computer interaction and be able to apply these principles to the design and implementation of human-computer interfaces;

~~(i) algorithms and data structures;~~

~~(ii) programming languages;~~

~~(iii) architecture and machine-dependent programming;~~

~~(iv) numerical and symbolic computing;~~

~~(v) operating systems and networks;~~

~~(vi) software methodology and engineering;~~

~~(vii) database and information retrieval;~~

~~(viii) artificial intelligence and robotics; and~~

~~(ix) human-computer interaction;~~

(d) demonstrate knowledge of computer systems and networks and be able to:

(i) ~~team software development; and~~ describe the operation of a computer system, CPU and instruction cycle, peripherals, network components, and applications, indicating their purposes and interactions among them;

(ii) ~~personal written and oral communication skills~~ demonstrate an understanding of operating systems;

(iii) demonstrate an understanding of computer networks; and

(iv) demonstrate an understanding of the issues involved in building and fielding mobile services;

(e) demonstrate an understanding of software engineering and be able to demonstrate an understanding of:

(i) the difference between computer science and software engineering;

(ii) software development methodologies and the software development life cycle; and

(iii) the purpose and contents of the software engineering body of knowledge;

(f) demonstrate an understanding of the key concepts of computer/information security and be able to:

(i) demonstrate an understanding of the concept of ʺattack surfaceʺ and the various methods used to minimize an attack surface;

(ii) demonstrate an understanding of the importance of maintaining logs of all system activity related to security; and

(iii) demonstrate an understanding of the purpose and general functionality of a firewall;

(g) demonstrate an understanding of the role computer science and software engineering plays in the modern world and be able to demonstrate an understanding of:

(i) significant historical events relative to computers and information systems;

(ii) the social, ethical, and legal issues and impacts of computing and information systems;

(iii) the contributions that computer and information science and software engineering make to science, the humanities, the arts, commerce, and entertainment;

(iv) and ability to teach social issues related to the use of computers and information systems in society and the principles for making informed decisions including, but not limited to, security, privacy, intellectual property, equitable access to technology resources, gender issues, cultural diversity, differences in learner needs, limits of computing, and rapid change; and

(v) the many different careers that are closely related to the development and use of computer and information systems;

(h) demonstrate effective content pedagogical strategies that make the discipline comprehensible to students and:

(i) design projects that require students to effectively describe computing artifacts and communicate results using multiple forms of media;

(ii) identify problematic concepts and constructs in computer science and appropriate strategies to address them; and

(iii) promote and model the safe, effective, and ethical use of computer hardware, software, peripherals, and networks and develop digital citizenship.

~~(e) demonstrate knowledge of computing issues, including:~~

~~(i) the history of computing;~~

~~(ii) current trends and future directions in computing;~~

~~(iii) career opportunities in computing;~~

~~(iv) ethical and moral obligations in the use of computer hardware and software;~~

~~(v) impacts of computing on society;~~

~~(vi) practical, hands-on experience with widespread software applications, including:~~

~~(A) productivity tools;~~

~~(B) communications and networking;~~

~~(C) multimedia/authoring tools;~~

~~(D) instructional software; and~~

~~(E) operating systems software;~~

~~(f) deal with computing issues unique to the classroom, including:~~

~~(i) computer hardware and software management such as hardware setup, software installation, and user and network level hardware and software trouble-shooting and maintenance;~~

~~(ii) availability and use of resources such as journals, sources of computer hardware and software, relevant conference titles, and professional organizations;~~

~~(iii) continual study of effective pedagogical uses of computers as a means to stay updated;~~

~~(iv) hands-on use of hardware, software, and operating systems common in schools;~~

~~(v) develop online/electronic class formats; and~~

~~(vi) trends and innovations in computing curricula; and~~

~~(g) apply assessment tools and practices that range from individual and group tests, to individual and group informal classroom assessment and strategies, including technology-based assessment tools.~~

AUTH: ~~20-4-102~~ 20-2-114, MCA

IMP: ~~20-4-103~~ 20-2-121, MCA

10.58.705 SCHOOL PRINCIPALS, ~~SUPERINTENDENTS,~~ SUPERVISORS, AND CURRICULUM DIRECTORS (1) The program requires that successful candidates:

(a) facilitate the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community ~~in order to promote the success of all students;~~ and:

(i) collaboratively develop, implement, and promote a commitment to a shared vision and mission integrated throughout the school system through communication skills, including listening to multiple audiences, knowledge of school staff, and aligning decisions with organizational vision;

(ii) promote continuous and sustainable school and program improvement through the use of decision-making and problem-solving skills, an organized climate, application of change theory, and use professional leadership behaviors including self-awareness and reflective practice;

(iii) use data to inform goals, assess organizational effectiveness, and promote organizational learning through distributed leadership and data-informed decision making; and

(iv) design, implement, assess, and adjust plans to achieve goals through prioritization, flexibility, and adaption;

(b) promote a positive school culture, provide an effective instructional program, apply best practice to student learning, and design comprehensive professional growth plans for staff in order to promote the success of all students; the development of the full educational potential of each person through our public schools by advocating, nurturing, and sustaining positive school culture and instructional program conducive to student learning; staff professional growth based upon current brain-based research for effective teaching and learning; and exhibiting genuine concern for students and:

(i) advocate, nurture, and sustain a culture of collaboration, trust, learning, and high expectations to create a comprehensive, rigorous, and coherent curricular program which addresses postsecondary and life readiness through the use of a curriculum management process and learning theory;

(ii) develop the instructional and leadership capacity of staff in order to create a personalized and motivated learning environment for students through staff assessment and providing comprehensive professional learning opportunities;

(iii) appraise, support, and supervise instruction in accordance with state-adopted standards and associated accountability systems through fostering a culture of continuous improvement which promotes growth, informs practice, and promotes learning;

(iv) develop assessment and accountability systems to monitor and evaluate student progress and the impact of the instructional programs through a curriculum management process; and

(v) maximize instructional time and use appropriate and effective instructional strategies and technologies to support teaching and learning with effective instructional practices and knowledge of child development;

(c) ~~manage the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment in order to promote the success of all students;~~ ensure proper management of the organization, operations, and resources for a safe, efficient, and effective learning environment to develop the full educational potential of each person with the use of data and time management and:

(i) develop the capacity for distributed leadership to ensure teacher and organizational growth to support quality instruction and student learning through the implementation of education policy;

(ii) efficiently and effectively use human, fiscal, and capital resources, applying fiscal and management theory; and

(iii) advocate, promote, and protect the social, emotional, and physical safety of students and staff with knowledge of Montana School Law and Special Education Law;

(d) collaborate with families and other community members, respond to diverse community interests and needs, including ~~Montana~~ American Indians and tribes in Montana ~~communities,~~ and mobilize community resources in order to ~~promote the success of all students;~~ fully develop the educational potential of each person and:

(i) promote family engagement by fostering and sustaining positive relationships with parents, families, caregivers, community members, and partners by exhibiting human relations skills;

(ii) promote understanding, appreciation, and use of the communityꞌs diverse cultural, social, and intellectual resources to expand cultural proficiency; and

(iii) collect and analyze data and information pertinent to the educational environment by being an informed consumer of educational research;

(e) act with integrity, fairness, and in an ethical manner in order to ~~promote the success of all students;~~ develop the full educational potential of each person through our public schools by exhibiting open-mindedness, integrity, consistency, and ethics and:

(i) ensure a system of accountability for every studentꞌs academic, social, and emotional success;

(ii) model principles of self-awareness, reflective practice, transparency, and ethical behavior;

(iii) safeguard the values of democracy, equity, and diversity; and

(iv) consider and evaluate the potential moral and legal consequences of decision making and promote social justice to ensure that individual student needs inform all aspects of schooling;

(f) understand, respond to, and influence the larger political, social, economic, legal, and cultural context in order to ~~promote the success of all students; and~~ develop the full educational potential of each person through our public schools and assess, analyze, and anticipate emerging trends and initiatives in order to advocate for children, families, and caregivers by acting to influence local, district, state, and national decisions affecting student learning through the knowledge of community, understanding of political climate, and community relations and resources; and

(g) remains the same.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.707 SCHOOL PSYCHOLOGISTS (1) The program requires that successful candidates:

(a) demonstrate an understanding of the ~~articulated~~ integrated and comprehensive training philosophy,/mission ~~statement~~, goals, ~~and~~ objectives, program of study, and supervised practice;

(b) ~~demonstrate knowledge of the unique history of American Indians as it relates to education, social and emotional development, and academic skills;~~

~~(c)~~ demonstrate knowledge of these domains in the field of school psychology by:

(i) applying data-based decision making and accountability through varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes;

(ii) applying varied models and strategies of consultation, ~~and~~ collaboration, and communication applicable to individuals, families, groups, and systems, and methods to promote effective implementation of services;

(iii) applying effective interventions and instructional support to develop ~~and development of cognitive/~~academic skills through a thorough understanding of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies;

(iv) ~~socialization and development of~~ applying interventions and mental health services to develop social and life skills to promote social-emotional understanding of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies;

(v) ~~student diversity in development and learning~~ understanding individual differences, abilities, disabilities, and other individual student characteristics, principles, and research related to diversity factors for children, families, and schools, factors related to culture, including American Indians and tribes in Montana, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity in development and learning;

(vi) applying schoolwide practices and systems organization, policy development, and climate to promote learning;

(vii) applying principles and research related to resilience and risk factors in learning and mental health, supporting services in schools and communities, ~~prevention, crisis intervention, and mental health~~ multi-tiered prevention, and evidence-based strategies for effective crisis response;

(viii) ~~home/school/community collaboration~~ applying principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on childrenꞌs learning and mental health; and strategies to develop collaboration between families and schools;

(ix) applying research, ~~and~~ design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings;

(x) ~~school psychology~~ applying the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists legal, ethical, and professional practice ~~and development~~; and

(xi) integrating information technology into school psychologist practice;

(d) demonstrate knowledge and understanding of:

~~(i)~~ orientation to the educational process;,

~~(ii)~~ assessment for intervention;,

~~(iii)~~ direct intervention;, and

~~(iv)~~ indirect intervention.

(2) The provider shall ensure that:

(a) practica experiences ~~shall be~~ are distinct from and occur prior to the internship;

~~(a)~~ (b) practica occur at scheduled time(s), ~~are in settings, and~~ are of sufficient length, and are in settings ~~to be~~ appropriate to the specific training objectives of the program;

(b) through (g) remain the same but are renumbered (c) through (h).

~~(h)~~ (i) ~~the program shall require successful~~ candidates to demonstrate knowledge of the roles, responsibilities, and functions of other pupil service personnel, including the operation of interdisciplinary teams; and

~~(i)~~ (j) ~~the program shall require successful~~ candidates to demonstrate knowledge of available school and community resources.

(3) remains the same.

(a) demonstrate, under supervision, their ability to integrate knowledge and skills in providing a broad range of school psychological services~~. The~~ and the internship experience:

(i) through (iv) remain the same.

(v) occurs under conditions of appropriate supervision~~. Field~~ (field-based internship supervisors shall hold a valid credential as a school psychologist for that portion of the internship that is in a school setting, and~~. That~~ the portion of the internship, which appropriately may be in a nonschool setting, requires supervision by an appropriately credentialed psychologist);

(vi) is supervised~~. Field~~ (field-based internship supervisors are responsible for no more than two interns at any given time, and~~. U~~university internship supervisors are responsible for no more than 12 interns at any given time);

(vii) is based on a positive working relationship and represents a collaborative effort between the university program and field-based supervisors to provide an effective learning experience for the student and~~. U~~university internship supervisors provide at least one on-site contact per semester with each intern and supervisor;

(viii) through (x) remain the same.

(xi) occurs on a full-time basis over a period of one academic year, or on a half-time basis over a period of two consecutive academic years,~~. At~~ and at least 600 hours of the internship are completed in a school setting;

(b) through (c)(v) remain the same.

(4) ~~School~~ The provider ensures that school psychology training programs employ systematic, valid evaluation of candidates, coursework, practica, internship, faculty, supervisors, and resources and use the resulting information to monitor and improve program quality. ~~School~~ The provider ensures that school psychology graduate programs shall:

(a) through (f) remain the same.

(g) include a full-time continuous residency or an alternate planned experience for all students~~. Programs~~ and programs allowing alternate planned experiences as a substitute for full-time residency must demonstrate how those experiences are equivalent to experiences commonly associated with residency requirements.

(5) The ~~standards for~~ provider ensures that specialist-level programs ~~shall~~ follow ~~those~~ standards described by the National Association of School Psychologists (NASP), and:

(a) through (d) remain the same.

(6) The provider ensures that ~~standards for~~ doctoral programs ~~shall~~ follow ~~those~~ the standards described by ~~the National Association of School Psychologists~~ NASP. Doctoral programs provide greater depth in multiple domains of school psychology training and practice as specified in these standards;. The provider ensures that:

(a) remains the same.

(b) the program ~~shall~~ includes a minimum of 90 graduate semester hours or the equivalent, at least 78 of which are exclusive of credit for the doctoral supervised internship experience and any terminal doctoral project (e.g., dissertation) and shall culminate in institutional documentation; and

(c) the program ~~shall~~ includes a minimum of one academic year of doctoral supervised internship experience consisting of a minimum of 1500 clock hours.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.802 ~~STANDARDS FOR~~ APPROVAL OF NEW CURRICULAR PROGRAMS (1) The ~~unit shall provide a clear statement justifying the~~ provider may request ~~for~~ the approval of a new~~, innovative, or experimental~~ curricular program~~. That statement shall include the program's assumptions, rationale, and objectives.~~

~~(2) Each program shall:~~

(a) be based on a statement of the purpose and objectives of teaching in this area and upon a well-formulated statement of the nature of the public school program that is needed to accomplish these objectives. These statements shall: by describing the purpose, need, and objectives of the program and the impact on P-12 education.

(2) The provider:

~~(i) be prepared cooperatively by the agencies concerned with teacher education;~~

~~(ii) be based on analyses of current practices and trends in this field of the public school curriculum; and~~

~~(iii) be available in writing;~~

(a) ensures that the program of study is based on current research, proven practice, and emerging trends in this field of P-12 school curriculum;

(b) works cooperatively with accredited school districts, education organizations, agencies, and P-20 stakeholders to design the program;

(d) submits regular and systematic reports of the programꞌs impact on P-12 education to the state superintendent and the Board of Public Education; and

(e) updates and maintains program information on its Web page.

~~(b) include articulation of the competencies teachers need in this area. This statement of competencies shall:~~

~~(i) include attitudes, knowledge, understanding, skills, and the degrees of expertise teachers need;~~

~~(ii) be based on the program's statement of objectives outlined in (2)(a); and~~

~~(iii) be available in writing;~~

(3) The provider:

(a) articulates initial or advanced candidatesꞌ learning expectations pursuant to ARM Title 10, chapter 58, subchapters 3, 5, 6, and 7;

(b) aligns learning expectations and outcome assessments to the program objectives;

(c) ~~include a description of the process used~~ describes the professional learning process, plan, and timeline to prepare personnel;

(d) ~~develop provisions for keeping records of the students'~~ establishes assessment and evaluation systems to collect, analyze, use, and report initial or advanced candidateꞌs progress in the program;

(e) ~~make arrangements for systematic and scheduled program evaluation by both the unit and the Office of Public Instruction;~~

~~(f) be~~ ensures that the program is supported by identifiable human and physical resources ~~that will be~~ available ~~throughout the duration of~~ to the program. ~~Any~~ and resources not under the control of the institution shall be outlined and confirmed by the Board of Public Education;

~~(g)~~ (f) ~~include~~ creates a timetable ~~setting forth~~ that includes:

(i) the program's ~~beginning and ending dates~~ proposed implementation date;

(ii) the sequence of activities that will occur;

(iii) selection and schedules of regular and systematic intervals ~~for~~ of ~~competency~~ candidate and program evaluations; and

(iv) the approximate dates for submitting ~~periodic~~ the program plan, timeline, and reports for program approval to the appropriate institutional officials and to the sSuperintendent of pPublic iInstruction; and

~~(h)~~ (g) ensures that program evaluations have definite provisions for performance criteria and follow-up at specified intervals~~. T~~ and the evaluations ~~shall~~:

(i) ~~be guided by a plan that defines and specifies the kinds of evidence that will be gathered and reported~~ align to initial or advanced standards pursuant to ARM Title 10, chapter 58, subchapters 3, 5, 6, and 7; and

(ii) ~~give information that identifies areas in the program that need strengthening; and~~

~~(iii) be used to suggest new directions for~~ ensure continuous program improvement by using data to inform decisions that provide positive impact on candidatesꞌ professional growth and on program development.

~~(3)~~ (4) The ~~preparing institution~~ provider shall ~~be responsible for the administration of~~ establish and administer the program~~. Within this responsibility it shall establish~~ and designate the appropriate division, school, college, or department within the institution to act on all matters relating to such program, according to general institutional policies.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

5. The Board of Public Education proposes to amend and transfer the following rules:

10.58.508 (10.58.532) ELEMENTARY (1) The program requires that successful candidates:

(a) demonstrate knowledge and understanding of ~~and use~~ the major concepts, principles, theories, and research related to the development of children and young adolescents and apply these understandings to construct learning opportunities that support individual students' development, acquisition of knowledge, and ~~motivation~~ engagement in learning;

(b) demonstrate knowledge, ~~and~~ understanding, and use of the central concepts as outlined in Montana~~'s student~~ content ~~and performance~~ standards, tools of inquiry, and structures of content for students across grades K-8 and ~~can~~ engage students in meaningful learning experiences that develop students' competence in subject matter and skills for various developmental levels~~. Candidates:~~ ;

(i) demonstrate a high level of competence in the use of English language arts and demonstrate knowledge, understanding, and use concepts from reading, language, literature, and child development to teach reading, writing, speaking, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas;

(c) demonstrate knowledge and understanding of theory and research and apply knowledge in the areas of language, speaking and listening, reading and writing processes, literature, print and non-print texts, which are inclusive of texts from and about American Indians and tribes in Montana; and technology, and plan, implement, assess, and reflect on English/language arts and literacy instruction that promotes critical thinking and creates engagement;

~~(ii)~~ (d) demonstrate knowledge, ~~and~~ understanding, of and use of the fundamental concepts ~~in the subject matter of science, including~~ of physical, life, earth, and space sciences~~, as well as~~ to design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, to convey the nature of science, the concepts in science and technology, ~~science in personal and social perspectives,~~ the history and nature of science, including ~~American Indian~~ scientific contributions of American Indians and tribes in Montana ~~the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific literacy~~;

~~(iii)~~ (e) demonstrate knowledge, ~~and~~ understanding, of and use of the major concepts, and procedures~~, and reasoning processes of mathematics~~ that define number ~~systems and number sense~~ operations, algebra, geometry, measurement, data analysis ~~statistics~~ and probability~~, and algebra, in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data~~ to engage elementary students in problem solving, reasoning, constructing arguments, communication, connections, and representation, including culturally inclusive lessons and examples relating to American Indians and tribes in Montana;

~~(iv)~~ (f) demonstrate knowledge, ~~and~~ understanding, of and use of the major concepts and modes of inquiry from the social studies, the integrated study of history, government, geography, economics, including personal financial literacy, and an understanding of the social sciences ~~(e.g., anthropology, archaeology, psychology, and sociology),~~ and other related areas ~~(e.g., humanities, law, philosophy, religion, mathematics, science, and technology),~~ to promote elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society, including the cultural diversity of American Indians and tribes in Montana, and interdependent world~~, including meeting the requirements of 20-1-501, MCA~~;

~~(v)~~ (g) demonstrate knowledge, ~~and~~ understanding, of and use of the content, functions, and achievements of dance, music, theater, and the ~~several~~ visual arts as primary media for communication, inquiry, perspective, and ~~insight~~ engagement among elementary students, and culturally diverse performing and visuals arts inclusive of the works of American Indian artists and art in Montana;

~~(vi)~~ (h) demonstrate knowledge, ~~and~~ understanding, of and use of the ~~comprehensive nature of students' physical, mental, and social well-being to create opportunities for student development and practice of skills that contribute to health enhancement; and~~ major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health for all elementary students;

(i) demonstrate knowledge, understanding, and use of human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for all elementary students;

~~(vii)~~ (j) demonstrate knowledge, ~~and~~ understanding, of and use of interdisciplinary connections to integrate subject matter contents, employing inclusive ideas and issues that engage students' ideas, interests, concerns, and experiences;

~~(c)~~ (k) plan and implement instructional strategies based on knowledge of individual students, learning theory, ~~subject matter~~ content, connections across the curriculum, curricular goals, and community~~. Candidates:~~;

~~(i)~~ (l) demonstrate understanding of how elementary students, within different populations, including ~~Montana~~ American Indians and tribes in Montana, differ in ~~their~~ development and approaches to learning and ~~create~~ demonstrate the ability to differentiate instruction~~al opportunities that are adapted to diverse learners~~ for learners of all cognitive abilities;

~~(ii)~~ (m) demonstrate ~~understanding~~ knowledge of proven instructional ~~and use a variety of teaching routines and~~ strategies ~~that encourage~~ and use this knowledge to develop elementary students' ~~development of~~ ability to use critical thinking, problem solving, and ~~performance skills, including the appropriate use of~~ current and emerging technologies;

~~(iii)~~ (n) ~~apply~~ demonstrate knowledge and understanding of individual and group motivation and behavior ~~among students~~ and apply this knowledge and understanding to ~~develop~~ foster active engagement in learning, self-motivation, and positive interaction and to create supportive learning environments; ~~and~~

~~(iv)~~ (o) ~~apply~~ use knowledge and understanding of effective verbal, nonverbal, and ~~electronic~~ media communication techniques ~~to develop~~ in elementary learning environments to foster active inquiry, collaboration, and supportive interaction among students; and

~~(d)~~ (p) demonstrate knowledge and understanding of ~~and use formal and informal~~ formative and summative assessment strategies and use this knowledge and understanding to evaluate and ensure the continuous intellectual, social-emotional, and physical development of ~~each~~ elementary students.

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.512 (10.58.610) SCHOOL COUNSELING K-12 (1) The program requires that successful candidates:

(a) demonstrate knowledge of school counseling program models, the history, development, ~~current~~ trends, philosophy, ~~current and emerging computer technology~~ leadership, advocacy, qualities and styles of effective leadership in schools, and professional activities related to the practice of professional school counseling K-12;

(b) demonstrate understanding of models of school-based collaboration and consultation, as well as competence in developing relationships with ~~service agencies~~ community resources such as ~~community,~~ public, private, medical, employment, and educational agencies for referral and collaborative service delivery to promote student success;

(d) demonstrate knowledge of educational philosophies, curriculum development, school organization, and management to facilitate student success in the areas of academic, career, and personal/social development, as well as the school counselorꞌs role in student support and school leadership teams;

(e) demonstrate knowledge of the role of ethnic and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling, including ~~Montana~~ American Indians and tribes in Montana;

(f) demonstrate competence in the coordination of school counseling program components and understand how they are integrated within the school community in collaboration with the efforts of other educators and agencies, as well as the roles of leaders, advocates, and systems change agents in schools;

(g) remains the same.

(i) planning, designing, implementing, and evaluating a comprehensive and developmental school counseling program that includes mission statements and objectives;

(ii) appraising and interpreting interviews, observations, and formal assessments (e.g., aptitude, interest, achievement, and personality tests) and other assessments relevant to K-12 education;

(iii) promoting student success using developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options) strategies and interventions that address academic development, career counseling, school and life transitions, promotion and graduation rates, college and career readiness, equity in academic achievement, as well as skills to critically examine the connections between social, familial, emotional, and behavioral issues and academic achievement;

(iv) utilizing a variety of developmentally appropriate intervention strategies in individual, family, and group ~~counseling~~ contexts such as personal/social counseling, parent conferences, teaching guidance curriculum lessons using lesson planning and classroom management strategies, training and overseeing peer intervention programs, and other strategies that foster collaboration and teamwork in schools;

(v) consulting with ~~educators,~~ family members, school personnel, community agencies, and other professionals regarding assessment and intervention to enhance the physical, academic, psychological, cognitive, and social development of all students;

(vi) utilizing prevention and intervention programs that address issues such as drugs and alcohol, wellness, conflict/anger/violence management, eating disorders, child abuse and neglect, teenage pregnancy, family relations, childhood depression and suicide, school drop-outs, grief/separation/loss issues, and ~~crisis management~~ programs related to emergency management plans, crises, disasters, and other trauma-causing events;

(vii) managing, school counseling programs by using, accountability data to inform decision making to advocate for students and programs, analyzing, and presenting educational research, performance, and evaluation data (e.g., standardized test scores, grades, retention, and placement) that advocate for students and programs;

(viii) ~~acquiring~~ demonstrating new knowledge and skills, and refining existing skills through professional renewal (~~i.e.~~ e.g., self-reflection, continuing education, and professional development); ~~and~~

(ix) ~~acquiring~~ demonstrating knowledge of special education laws, rules, and regulations and ~~demonstrated~~ competence in the knowledge of developmental and educational issues of exceptional students and their families;

(x) demonstrating knowledge of the characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders including the signs and symptoms of substance abuse in children and adolescents as well as the signs and symptoms of living in a home where substance use occurs;

(xi) demonstrating knowledge of common medications that affect learning, behavior, and mood in children and adolescents; and

(xii) demonstrating knowledge of professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling;

(h) demonstrate knowledge of, and apply the laws (state and federal), policies, and legislation that affect student placement, follow-up and program planning, as well as the ethical issues related to the school counseling field, specifically the ethical standards of the American School Counselor Association (ASCA); and

(i) demonstrate knowledge of the ASCA national standards for student development (academic, career, and personal/social developmental domains) and demonstrate competence integrating the national standards throughout the school counseling program;.

~~(j)~~ (2) The candidate will successfully complete a supervised counseling practicum and internship experience, which includes observation and practice of counseling and other professional skills related to professional school counseling. The counseling practicum and internship experience shall include ~~with~~ the following requirements:

~~(i)~~ (a) ~~The counseling~~ a practicum ~~must total~~ with a minimum of 100 hours, which includes 40 hours of supervised direct service to K-12 students providing individual counseling and group work.;

~~(ii)~~ (b) ~~The counseling~~ a practicum ~~must be~~ supervised by a program faculty member or a supervisor under the supervision of a program faculty member, a minimum of one hour per week in an individual supervision session and one and one-half hours per week in a group supervision session; ~~by a program faculty member or a supervisor under the supervision of a program faculty member.~~

~~(iii)~~ (c) ~~The~~ an internship ~~is begun~~ that begins after the successful completion of a counseling practicum and ~~must consist of~~ a minimum of 600 hours in a school setting.;

~~(iv)~~ (d) ~~The~~ an internship ~~must include~~ of 240 hours of supervised direct service to K-12 students performing a variety of school counseling activities related to a school counseling program that may include delivering guidance curriculum (classroom teaching), student planning (academic, career, or personal/social), responsive services (counseling and referral), and system support (management and consultation). ;

~~(v)~~ (e) ~~The~~ an internship ~~must be~~ that is supervised at a minimum of one hour per week in an individual supervision session (provided by a site supervisor) and one and one-half hours per week in a group supervision session (provided by a program faculty member). ;

~~(vi)~~ (f) ~~Each~~ regular or and adjunct program faculty ~~member~~ who provides individual or group practicum and/or internship supervision ~~must~~ have a doctoral degree and/or appropriate clinical preparation~~, preferably~~ from an accredited school counselor education program, relevant professional experience and demonstrated competence in counseling, and relevant training and supervision experience.; and

~~(vii)~~ (g) Ssite supervisors ~~must~~ who have a minimum of a masterꞌs degree in counseling or a related profession with equivalent qualifications, including appropriate certification~~s and/or licenses~~ or licensure, a minimum of two years of experience as a school counselor, and knowledge of the program's expectations, requirements, and evaluation procedures for trainees.

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

6. The Board of Public Education proposes to repeal the following rules:

10.58.210 CONCEPTUAL FRAMEWORK(S)

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.304 CANDIDATE KNOWLEDGE, SKILLS, AND DISPOSITIONS

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.305 ASSESSMENT SYSTEM AND UNIT EVALUATION

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.306 FIELD EXPERIENCES AND CLINICAL PRACTICES

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.307 DIVERSITY

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.308 FACULTY QUALIFICATIONS, PERFORMANCE, AND DEVELOPMENT

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.309 UNIT GOVERNANCE AND RESOURCES

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.525 TRADES AND INDUSTRY

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.527 AREAS OF PERMISSIVE SPECIAL COMPETENCY

AUTH: 20-2-114, MCA

IMP: 20-1-501, 20-2-121, MCA

10.58.601 PROGRAM PLANNING AND DEVELOPMENT

AUTH: 20‑2‑114, MCA

IMP: 20-2-121, MCA

10.58.602 TEACHING AREAS: ADVANCED PROGRAMS

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.603 ASSESSMENT OF ADVANCED PROGRAMS

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.801 TYPES OF PROGRAMS

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

10.58.901 STANDARDS FOR APPROVING COMPETENCY-BASED OR PERFORMANCE-BASED PROGRAMS

AUTH: 20-2-114, MCA

IMP: 20-2-121, MCA

7. The effective date of these rules is July 1, 2015.

8. Statement of Reasonable Necessity: The Office of Public Instruction staff facilitated a comprehensive process to review and revise Title 10, chapter 58 with involvement from Montana P-20 education stakeholders, including Montana Council of Deans of Education, Certification Standards and Practices Advisory Council, professional education organizations and associations, and content-specific professionals.

The proposed new and amended rules are necessary to provide clear guidance to Montana educator preparation providers regarding program requirements to prepare educator candidates to meet the teaching, learning, and leading expectations in Montanaꞌs P-12 accredited schools. National accrediting standards have been modified to reflect research-based practice and improvements in instructional strategies. Montana must incorporate necessary changes to ensure that our educator preparation providers will continue to be in compliance. Rules were amended for clarity, consistency, and currency. Content areas were updated to address evidence-based instructional practice.

Revisions required the repeal of some rules with standards no longer necessary. ARM 10.58.508 and 10.58.512 were transferred to more appropriate locations.

9. Concerned persons may submit their data, views, or arguments either orally or in writing at the hearing. Written data, views, or arguments may also be submitted to: Peter Donovan, Executive Secretary, 46 North Last Chance Gulch, P.O. Box 200601, Helena, Montana, 59620-0601; telephone (406) 444-0302; fax (406) 444-0847; or e-mail pdonovan@mt.gov and must be received no later than 5:00 p.m., November 6, 2014.

10. Peter Donovan has been designated to preside over and conduct this hearing.

11. The board maintains a list of interested persons who wish to receive notices of rulemaking actions proposed by the board. Persons who wish to have their name added to the list shall make a written request that includes the name, e-mail, and mailing address of the person to receive notices and specifies for which program the person wishes to receive notices. Notices will be sent by e-mail unless a mailing preference is noted in the request. Such written request may be mailed or delivered to the contact person in 9 above or may be made by completing a request form at any rules hearing held by the board.

12. An electronic copy of this proposal notice is available through the Secretary of State's web site at http://sos.mt.gov/ARM/Register. The Secretary of State strives to make the electronic copy of the notice conform to the official version of the notice, as printed in the Montana Administrative Register, but advises all concerned persons that in the event of a discrepancy between the official printed text of the notice and the electronic version of the notice, only the official printed text will be considered. In addition, although the Secretary of State works to keep its web site accessible at all times, concerned persons should be aware that the web site may be unavailable during some periods, due to system maintenance or technical problems.

13. The bill sponsor contact requirements of 2-4-302, MCA, do not apply.

14. With regard to the requirements of 2-4-111, MCA, the board has determined that the adoption, amendment, amendment and transfer, and repeal of the above-referenced rules will not significantly and directly impact small businesses.

/s/ Peter Donovan /s/ Sharon Carroll

Peter Donovan Sharon Carroll

Rule Reviewer Board Chair

Board of Public Education

Certified to the Secretary of State September 29, 2014.