|
As a result of the 2021 legislative session, PESB was tasked with developing two new specialty endorsements in elementary and secondary computer science, as well as convening a workgroup to establish the essential learnings. Essential learnings are the required knowledge and skills an educator must demonstrate in order to earn a specialty endorsement.
At the September meeting, the Board approved the essential learnings which emphasize equity and diversity in computer science education through a culturally responsive and relevant curriculum.
Learn more about the essential learnings.
Educators can receive a specialty endorsement after demonstrating specific skills and knowledge in a highly specialized area of instruction. Specialty endorsements can appear on an educator’s certificate and provides visibility and evidence of their professional preparation and learning accomplishments.
At the September meeting, the Board approved the following policy changes to specialty endorsements:
- Expanding the scope of providers who can offer specialty endorsements to now include all organizations who are eligible to become clock hour providers, including community organizations.
- Expanding the pool of educators who can earn specialty endorsements to now include educational staff associates, principals, and administrators.
The Board also clarified:
- A process for community organizations to propose adding a new specialty endorsement to the Washington State system.
- A process for providers to offer a specific specialty endorsement that already exists in the Washington State system.
View tab 7 meeting materials to learn more.
(WAC 181-82A)
An educational interpreter for the Deaf provides sign language translation, transliteration, and helps explain concepts introduced by the teacher for students who are Deaf, DeafBlind, or hearing impaired.
In spring 2021, a focus group convened to review state policy on educational interpreters for the Deaf, and make recommendations to the Board and to the Legislature. At the September meeting, board members reviewed workgroup recommendations and approved the following changes.
EIPA minimum score
PESB sets performance standards for educational interpreters for the Deaf. One option to meet performance standards is with a minimum passing score on the Educational Interpreter Performance Assessment (EIPA). At the September meeting, the Board approved increasing the minimum EIPA performance assessment passing score from 3.5 to 4.0, beginning July 1, 2023.
Currently, if an educational interpreter does not meet the performance standard requirements, they can continue to serve in their role as long as the interpreter continues to attempt the assessment every 18 months, and demonstrate to their district’s satisfaction their ongoing efforts to achieve the standards.
View tab 8 meeting materials to learn more.
(WAC 181-82-127)
In Washington, PESB sets policy for educator discipline and the OSPI Office of Professional Practice (OPP) implements the policy. When OPP issues an order, the educator has the opportunity to appeal. There are two levels of appeal: informal and formal.
In September, the Board adopted language clarifying that in both informal and formal appeals, the level of discipline may be changed. For example, a suspension could be changed to a reprimand or a revocation, or there could be a modification within the level of discipline, such as a modification to the length of a suspension.
View tab 10 meeting materials to learn more.
(WAC 181-86)
Program standards
To maintain board approval, school counselor and school psychologist programs must be in the process of obtaining, or have obtained, accreditation from the relevant national accrediting organizations. Each of these national organizations has a set of standards.
In spring 2021, PESB convened two focus groups of school counselor and school psychologist preparation program leaders to identify which PESB program standards did not appear in the related national standards. At the September meeting, the Board approved WAC amendments clarifying that school counselor and school psychologist programs must align with national standards and relevant PESB program standards.
View tab 11 meeting materials to learn more.
(WAC 181-78A)
Program review
The Board also approved initial consideration to adopt a review model for school counselor and school psychologist preparation programs. The proposed model would focus on applicable program standards through a structure that’s consistent with PESB’s current review practices. The review model is based on focus group recommendations.
View tab 9 meeting materials to learn more.
(WAC 181-78A)
On September 15 and 16 the Paraeducator Board heard presentations, including:
- Removing the general certificate’s three-year requirement (tab 2)
- Update on the district reimbursement process (tab 3)
- Supporting paraeducators to become teachers (tab 4)
- Extending the emergency rule to help districts meet in-person training requirements (tab 7)
For a complete review of the board meeting and the retreat, including summaries for each agenda item, please visit the meeting material folder.
|
