OAR 584-420-0650
Mathematics Instructional Leader: PreK-8 Specialization: Program Standards

(1)

Candidates who are prepared for the Mathematics Instructional Leader: PreK-8 Specialization must demonstrate the knowledge, skills, professional dispositions and cultural competencies necessary to provide mentoring, resources, professional development, leadership and support to improve teaching and learning in Prek-8 mathematics education learning environments.

(2)

To receive state recognition, the Mathematics Instructional Leader: PreK-8 Specialization program must include:

(a)

Content: Content that will enable candidates to meet the program standards set forth in this rule and the TSPC Program Review and Standards Handbook;

(b) Underlying License: A requirement that candidates hold an active and valid non-provisional teaching license with an Elementary Multiple-Subjects, Foundational Mathematics or Legacy Foundational Mathematics endorsement from Oregon or another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(c) Teaching Experience: A requirement that candidates have three full-time, or six part-time, years of verifiable experience teaching mathematics in the preK-8 grade levels.

(d) Clinical Experience: A candidate must successfully complete a supervised mathematics leadership practicum at the preK-8 level.

(e) Cultural and Equitable Practice: The EPP must integrate principles of cultural competency and equitable practice in each competency standard through the entire Mathematics Instructions Leader: PreK-8 Specialization program.

(3) Standard 1: Content Knowledge: Candidates must demonstrate deep understanding of mathematical concepts and skills from birth to grade 10. Candidates must apply the specialized mathematical knowledge and skills to support mathematics learning of preK-8 students and teachers. Candidates must demonstrate the ability to:

(a)

Acquire the habits of mind of a mathematical thinker and to use mathematical practices such as precision in language, construction and comparison of mathematical representations, conjecturing, problem solving, reasoning, and proving, including the following domains:

(A)

Numbers and Operations;

(B)

Algebra and Functions;

(C)

Geometry and Measurements; and

(D)

Data Analysis and Probability.

(b)

Support the development of mathematical proficiency as characterized by conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition;

(c)

Create opportunities for learners to develop the Standards for Mathematical Practice (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) and to critically evaluate learners’ selection and use of these practices;

(d)

Diagnose mathematical misconceptions and errors and design appropriate interventions;

(e)

Decide whether, how, and how far to utilize specific oral or written responses from learners;

(f)

Recognize, evaluate, and respond to multiple, often non-standard solutions to problems; and

(g)

Select and/or design tasks to support the learning of new mathematical ideas or methods, or to test learners’ understanding of them.

(4)

Standard 2: Learners and Learning: Candidates must demonstrate pedagogical content knowledge. Candidates must demonstrate the ability to:

(a) Utilize and build upon learners’ existing knowledge, skills, understandings, conceptions and misconceptions to advance learning;

(b) Understand learning trajectories related to particular topics in mathematics (e.g., Common Core Standards Writing Team, 2013; Maloney & Confrey, 2013; Sarama & Clements, 2009) and use this knowledge to organize and deliver instruction that is developmentally appropriate and responsive to individual learners;

(c) Understand cultural differences among learners (e.g., algorithms or learning practices familiar to different groups of learners) and utilize this knowledge to motivate and extend learning opportunities for individuals and groups of learners; and

(d) Create social learning contexts that engage learners in discussions and mathematical explorations among peers to motivate and extend learning opportunities.

(5)

Standard 3: Teaching: Candidates must demonstrate the ability to:

(a) Design, select and/or adapt worthwhile mathematics tasks and sequences of examples that support a particular learning goal;

(b) Support students’ learning of appropriate technical language associated with mathematics, attending to both mathematical integrity and usability by learners;

(c) Construct and evaluate multiple representations of mathematical ideas or processes, establish correspondences between representations, and understand the purpose and value of doing so;

(d) Use questions to effectively probe mathematical understanding and make productive use of responses;

(e) Develop learners’ abilities to give clear and coherent public mathematical communications in a classroom setting;

(f) Model effective problem solving and mathematical practices—questioning, representing, communicating, conjecturing, making connections, reasoning and proving, self-monitoring and cultivate the development of such practices in learners;

(g) Use various instructional applications of technology, judiciously, in ways that are mathematically and pedagogically grounded;

(h) Analyze and evaluate student ideas and work, and design appropriate responses.

(i) Develop skillful and flexible use of different instructional formats—whole group, small group, partner, and individual—in support of learning goals; and

(j) Manage diversities of the classroom and school—cultural, disability, linguistic, gender, socio- economic, developmental—and use appropriate strategies to support mathematical learning of all students.

(6) Standard 4: Curriculum and Assessment: Candidates must demonstrate the ability to:

(a) Know learning trajectories related to mathematical topics and use this knowledge to sequence activities and design instructional tasks;

(b) Use multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge;

(c) Understand the importance of careful sequencing and development of mathematical ideas, concepts, and skills in the grade 4 through early college curriculum; be able to engage in discussions and decision- making to establish appropriate benchmarks for learning goals from preK to grade 8;

(d) Select, use, adapt, and determine the suitability of mathematics curricula and teaching materials (e.g., textbooks, technology, manipulatives) for particular learning goals;

(e) Evaluate the alignment of local and state curriculum standards, district textbooks and district and state assessments, and recommend appropriate adjustments to address gaps;

(f) Know the different formats, purposes, uses, and limitations of various types of assessment of student learning; be able to choose, design, and/or adapt assessment tasks for monitoring student learning;

(g) Use the formative assessment cycle (administer a formative assessment task, analyze student responses to the task, and design and reteach lessons based on this analysis) and be able to find or create appropriate resources for this purpose; and

(h) Analyze formative and summative assessment results, make appropriate interpretations and communicate results to appropriate and varied audiences.

(7) Standard 5: Leadership Knowledge and Skills: Candidate must demonstrate the ability to employ collegial non-evaluative leadership roles within their schools and districts and understand the aspects and resources required to support and facilitate effective instruction and professional growth. Candidates demonstrate the ability to:

(a) Actively participate in their professional growth by participating in professional development experiences that directly relate to the learning and teaching of mathematics and to their development as a mathematics instructional leader; this may include using professional organization networks, journals, and discussion groups to stay informed about critical issues, policy initiatives, and curriculum trends;

(b) Engage in and facilitate continuous and collaborative learning that draws upon research in mathematics education to inform practice; enhance learning opportunities for all students’ and teachers’ mathematical knowledge development; involve colleagues and other school professionals, families, and various stakeholders; and advance the development in themselves and others as reflective practitioners as they utilize group processes to collaboratively solve problems, make decisions, manage conflict, and promote meaningful change;

(c) Plan, develop, implement, and evaluate professional development programs at the school and/or district level; use and assist teachers in using resources from professional mathematics education organizations such as teacher/leader discussion groups, teacher networks, and print, digital, and virtual resources/collections; and support teachers in systematically reflecting and learning from practice;

(d) Evaluate educational structures and policies that affect students’ equitable access to high quality mathematics instruction, and act professionally to assure that all students have appropriate opportunities to learn important mathematics. e.g., evaluate the alignment of mathematics curriculum standards, textbooks, and required assessments and make recommendations for addressing learning and achievement gaps; collaborate with school-based professionals to develop evidence-based interventions for high and low-achieving students; advocate for the rights and/or needs of all students and to secure additional resources as needed;

(e) Use mathematics-focused instructional leadership skills to improve mathematics programs at the school and district levels, e.g., serve as coach/mentor/content facilitator – providing feedback to colleagues to strengthen practice and improve student learning; develop appropriate classroom- or school-level learning environments; build relationships with teachers, administrators and the community; collaborate to create a shared vision and develop an action plan for school improvement; establish and maintain learning communities; partner with school-based professionals to improve each student’s achievement; mentor new and experienced teachers to better serve students; and

(f) Select from a repertoire of methods to communicate professionally about students, curriculum, instruction, and assessment to educational constituents—parents and other caregivers, school administrators, and school boards.

(6)

Standard 6: Evidence of effectiveness: Candidates demonstrate the ability to assemble a collection of evidence that documents the candidate’s knowledge, skills, and competencies. The collection of evidence must include:

(a) Content Knowledge for Teaching Mathematics (Standard 1);

(b) Pedagogical Knowledge for Teaching Mathematics (Standards 2-4); and

Source: Rule 584-420-0650 — Mathematics Instructional Leader: PreK-8 Specialization: Program Standards, https://secure.sos.state.or.us/oard/view.action?ruleNumber=584-420-0650.

California:	Codes
Colorado:	C.R.S.
Nevada:	NRS
New York:	Laws
Oregon:	OAR, ORS
Texas:	Statutes
World:	Rome Statute, International Dictionary

OAR 584-420-0650 Mathematics Instructional Leader: PreK-8 Specialization: Program Standards

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OAR 584-420-0650
Mathematics Instructional Leader: PreK-8 Specialization: Program Standards