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This rule has been repealed.

(1) The Board of Public Education shall adopt procedures for the accreditation review of educator preparation providers.

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

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

(i) be nominated by P-20 teachers, administrators, supervisors, and members of professional organizations, educational boards, and agencies; and

(ii) have a minimum of five years of professional education experience.

(b) The Superintendent of Public Instruction shall conduct workshops that prepare educators to serve as team members of site reviews.

(c) Performance of team members shall be evaluated by the team chairperson and the Office of Public Instructionꞌs educator preparation program director.

(d) Team chairpersons and members shall not be assigned to serve in the review of 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 observe accreditation site reviews.

(1) Educator preparation providers (EPPs) shall sponsor an accreditation site review every seven years or on an adjusted schedule based upon coordination with national accreditation or upon request of the EPP or the Board of Public Education.

(2) Joint accreditation site reviews and cooperation with the national accreditation agencies will be encouraged.

(3) Educator preparation providers are required to engage in continuous improvement.

(1) The Superintendent of Public Instruction shall report to the public the 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 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 educator preparation provider shall annually provide information pursuant to (2) to the Office of Public Instruction.

(b) The report shall be accessible to P-20 educators and the general public within the state, and to other state education agencies, and shall be posted to the Office of Public Instruction and Board of Public Education web sites.

This rule has been repealed.

(1) The provider ensures that candidates:

(a) develop an 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) that apply to critical concepts and principles of learner development and learning differences and that create safe and supportive learning environments in order to work effectively with all P-12 students and their families;

(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) demonstrate knowledge and concepts of their content area and are able to apply the content in developing learning experiences for all P-12 students;

(e) assess, plan for instruction, and utilize a variety of instructional strategies to provide learning experiences for all P-12 students;

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

(g) engage in professional learning, take responsibility for student learning, and collaborate with others to work effectively with all P-12 students and their families; and

(h) select and utilize appropriate technology in the design, delivery, and assessment of learning experiences to engage P-12 students and families, improve learning, and enrich professional practice.

(1) The provider:

(a) ensures that effective partnerships and high-quality clinical practice in different settings and modalities 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) co-constructs mutually beneficial P-12 school and community arrangements for clinical preparation and share responsibility for continuous improvement of candidate preparation by:

(i) ensuring partnerships for clinical preparation follow a range of forms, participants, and functions;

(ii) establishing mutually agreeable expectations for candidate entry, preparation, and exit;

(iii) ensuring that theory and practice are linked by maintaining coherence across clinical and academic components of preparation;

(iv) sharing accountability for candidate outcomes; and

(v) to the extent possible, providing opportunities for candidates to student teach in the district and school of their choice, including through recruitment and retention programs adopted by school districts, in accordance with statewide agreements among providers;

(c) ensures that partners co-select, prepare, evaluate, and support high-quality clinical educators, both provider and school-based, who demonstrate a positive impact on candidatesꞌ development and P-12 student learning and development; and

(d) works with partners to design and implement clinical experiences, utilizing various modalities 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 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 ARM 10.58.311.

(1) The provider:

(a) demonstrates that the development of candidate quality is the goal of educator preparation and provides support services in all phases of the program;

(b) develops and implements plans and efforts to know and address local, state, regional, and national needs for hard-to-staff schools and shortage fields. The goals and evidence show progress toward a high-quality candidate pool that reflects the diversity of Montana's P-12 students;

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

(d) monitors dispositions beyond academic ability that candidates must demonstrate at admissions and during the program using valid and reliable measures;

(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 understands the expectations of the profession, including ethical conduct, professional standards of practice, and relevant laws and policies; and

(g) implements a system for effectively maintaining records of candidate formal complaints and resolution documentation.

(1) The provider:

(a) demonstrates the effectiveness of its completers' instruction on P-12 student learning and development and completer and employer satisfaction with the relevance and effectiveness of preparation;

(b) demonstrates that program completers effectively contribute to P-12 student learning using valid and reliable data, including employer and program completer surveys;

(c) demonstrates, through structured and validated instruments, including, but not limited to, surveys, interviews, and observations, that program completers effectively apply the professional knowledge, skills, and dispositions as described in ARM 10.58.501;

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

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

(1) The provider:

(a) develops a quality assurance system that consists of valid and reliable data from multiple measures of candidatesꞌ and completersꞌ positive impact on P-12 students and supports continuous improvement that is sustained and evidence-based. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and highlight innovations;

(b) implements and maintains a quality assurance system comprised of multiple measures that can monitor candidate progress, completer impacts, and provider operational effectiveness. The provider documents the process of data entry and how data are reported and used in decision making to make programmatic improvement;

(c) ensures that the quality assurance system relies on relevant, verifiable, representative, cumulative, and actionable measures to ensure interpretations of data are valid and consistent;

(d) regularly and systematically assesses program performance against its goals and relevant standards, monitors results over time, tests innovations, and uses results to improve program elements and processes;

(e) ensures that data from the quality assurance system 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 internal and external stakeholders, including, but not limited to, faculty staff, candidates, completers, employers, practitioners, and school and community partners are engaged in program design, evaluation, and continuous innovative improvement processes.

This rule has been repealed.

(1) All programs require that successful candidates:

(a) demonstrate understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, behavioral health continuums, and physical areas, and differentiate developmentally appropriate instruction for learners of all abilities based on evidence-based practices;

(b) use understanding of individual differences and diverse cultures, languages, 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) 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 understanding of the central concepts, tools of inquiry, and structures of the discipline(s) the candidate teaches and create personalized 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 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) 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) plan and implement evidence-based practices that support the social, emotional, well-being, behavioral, and academic needs of all students;

(h) 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) engage in ongoing professional learning and use evidence to continually evaluate candidateꞌs practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner;

(j) interact knowledgeably and professionally with students, families, and colleagues based on social needs and institutional roles;

(k) 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 understanding of and ability to integrate history, cultural heritage, language, and contemporary status of American Indians and tribes in Montana.

(1) The program requires that candidates have one year (minimum 500 hours) of practical farm or agricultural-related experience within five years prior to completion of the program and that successful candidates:

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

(i) agricultural, natural, and environmental resource science;

(ii) agricultural business management and entrepreneurship;

(iii) horticultural science;

(iv) animal science;

(v) crop science;

(vi) soil science;

(vii) food science;

(viii) agriculture mechanical technology;

(ix) biotechnology; and

(x) technology applications in agriculture;

(b) demonstrate a philosophy of 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) demonstrate the development of personal and leadership competencies including, but not limited to, citizenship, personal development, goal setting, parliamentary procedure, and teamwork;

(e) demonstrate the skills and abilities to implement and manage student supervised agricultural experience programs including:

(i) accounting practices;

(ii) career experiences;

(iii) entrepreneurial activities;

(iv) student portfolio development;

(v) on-site instruction; and

(vi) job-related skills;

(f) demonstrates the skills and abilities to develop, utilize, and manage dedicated educational facilities with current and emerging equipment, resources, library, media, and electronic technology; maintain a safe environment; and create a culture of safety during classroom, laboratory, leadership, and supervised agricultural experiences;

(g) demonstrate the scientific process of critical thinking and problem-solving in the preparation of research experiences in the classroom, laboratory, greenhouse, leadership, and supervised agricultural experiences; and

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

(1) The program requires that successful candidates:

(a) demonstrate proficiency in and engage in the processes of art making involving traditional and contemporary studio approaches, concentrating in one or more studio area;

(b) demonstrate understanding and application of global, historical, and contemporary theories of art education curriculum and instruction, visual culture, and cross-curricular and interdisciplinary skills enabling learners to reflect and refine personal art education practices;

(c) engage in inquiry into the diverse histories of art, enabling learners to be exposed to the cultural contexts in which artworks are 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 diverse qualities within artworks, including the process of creating their own artworks and curating the artworks of others, and teaching candidates to communicate their perceptions about artworks in verbal and written languages;

(e) demonstrate a working vocabulary in art production through developing the ability to create and present imaginative and original artworks with a concentration of one or more of the visual art forms;

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

(g) demonstrate an awareness of copyright purposes and practices, reproduction, and diverse methods of appropriation, including cultural appropriation.

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

(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 developmentally appropriate;

(b) the necessity of creating an environment of empathy, tolerance, and emotional safety in the art classroom;

(c) the health and safety aspects of studio work, including materials, tools, equipment, classroom design, and procedures;

(d) budgeting and purchasing;

(e) censorship issues and their complexity;

(f) appropriate assessment strategies for evaluating student progress and accomplishments in the visual and media 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) collaborative skills and practices of art in interdisciplinary curriculum and instruction with other disciplines; and

(h) diverse career opportunities in art and art related fields to provide encouragement and advice to students about future options.

This rule has been repealed.

(1) The program requires that successful candidates:

(a) create, analyze, revise, and implement business education curricula that communicates the challenges and opportunities for students in a global economy and the impact of evolving demographic trends, international competition, and technological innovation within subject matter in diverse learning environments;

(b) develop partnerships with members of the educational, business, and other communities to improve programs, develop new programs, ensure a curriculum based on real world experience, and provides students access to advanced learning opportunities including development of career pathways and work-based learning experiences;

(c) demonstrate the development of personal and leadership competencies (including, but not limited to, citizenship, personal development, goal setting, and collaboration);

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

(e) integrate professional student-directed 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;

(f) identify and demonstrate appropriate technology tools to enhance academic, business, and personal decision making, including, but not limited to, current and emerging devices, input technologies, operating systems, applications, digital media, and web development and design;

(g) demonstrate effective communication skills to facilitate learning, incorporate quality standards in all forms of communications, and recognize that business communication is founded on respect, fairness, and honesty;

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

(i) demonstrate ethical and social responsibility related to all elements of business and the legal framework for personal, business, and social interactions;

(j) promote student access and use a variety of resources to gather information, present personal data, and explore educational and career opportunities in business and related occupational fields;

(k) demonstrate the importance of employment communications to career success including, but not limited to, 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;

(l) assess students' personal skills, abilities, and aptitude for a career; use career resources to explore opportunities in business, develop workplace expectations, assist students in transitioning from school to work, and other information necessary for students to make informed career choices;

(m) demonstrate effective techniques for managing employees, personnel relations, and the budgeting of time and resources;

(n) apply marketing concepts through responsible marketing practices, including usage of marketing technologies and management fundamentals;

(o) organize, manage, and synthesize information to make wise business decisions;

(p) demonstrate techniques for business problem solving and critical thinking skills needed to function as citizens, consumers, workers, managers, business owners, and directors of their own economic futures;

(q) apply interpersonal, teamwork, and leadership skills necessary to function with professionalism in multicultural business and social settings;

(r) develop an understanding of legal principles and systems, and how law impacts commerce, society, regulations, and participation in the global business environment;

(s) demonstrate an awareness of the interrelatedness of policies and economic practices on other nations, including interactions with sovereign tribal nations, and an understanding of the global business environment, including the connection among social, cultural, political, legal, economic, ethical, and technological systems;

(t) demonstrate and apply principles of economics, free enterprise, and global economies;

(u) demonstrate and apply the basic concepts of personal finance skills, social and government responsibility, and business practices;

(v) demonstrate the role of entrepreneurship in economies and the process of starting and maintaining a business;

(w) demonstrate accounting procedures and application of generally accepted accounting principles, accounting tools, strategies, and systems to maintain, monitor, control, and plan the use of financial resources;

(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) demonstrate understanding of professional behavior by respecting intellectual property, personal privacy, and information security;

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

(aa) demonstrate the different functional areas of business as interrelated parts rather than distinct and separate entities.

This rule has been repealed.

(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, 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) demonstrate knowledge of program goals, procedures, and rationales for a school theatre program;

(c) integrate activities with outside performances utilizing the latest methods of theatre practice and appreciation; and

(d) model pedagogy and attitudes which reflect current research on the theory and practice of teaching theatre.

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

(a) theatre as a social and aesthetic experience, reflecting on authentic representation, including cultures of American Indians and tribes in Montana and 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) the relationship among the practitioner, the literature, and the audience, including the practitioner's ability to assess personal growth; and

(c) the educational function of theatre in the school setting, helping students develop life skills and better understand themselves, others, and the world.

(3) The program requires candidates have experience with performance and that successful candidates:

(a) direct/supervise a theatrical production 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 by effectively planning and executing scenery, lights, make-up, sound, properties, costumes, special effects, promotion and publicity; and

(c) use production as a measurement/evaluation of current and future goals and objectives.

(4) The program requires candidates interact with the community as a resource and successful candidates:

(a) contribute in the development of facilities;

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

(c) assist planning comprehensive theatre and/or other fine arts curriculum including video/film; and

(d) advocate 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.

This rule has been transferred.

(1) The program requires that successful candidates:

(a) apply theory, research, and practice in English/language arts to plan standards-based learning experiences for all students;

(b) 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) plan, implement, assess, and reflect on English/language arts and literacy instruction that promotes critical thinking and creative engagement with complex issues;

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

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

(f) 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 texts, which are inclusive of texts from and about American Indians and tribes in Montana, and technology;

(g) 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;

(h) 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;

(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;

(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;

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

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

(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.

(1) The program requires that successful candidates:

(a) 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 the ability to create and implement personalized, safe, respectful, inclusive, and culturally responsive learning that:

(i) is based on ongoing analysis of student learning, self-reflection, and professional standards, research, and contemporary practices;

(ii) allows all individuals with exceptionalities to become active, effective learners with positive social interactions, self-determination, and healthy well-being;

(c) demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities;

(d) use multiple methods of assessment and data sources to evaluate and identify individualized learning needs and make a variety of education decisions, including:

(i) ability to identify, collect, and understand quantitative and qualitative data;

(ii) ability to accurately prepare Present Level of Academic Achievement and Functional Performance;

(iii) ability to accurately prepare Measurable Annual Goals,

(iv) ability to accurately administer, score, and analyze the results of formative, summative, and standardized assessments; and

(v) ability to accurately interpret and present the assessment results and make ongoing adjustments to instruction;

(e) select, adapt, and use a repertoire of evidence-based instructional strategies including explicit, systematic instruction, assistive technology, whole group instruction, small group instruction, and individual instruction to support and self-regulate learning;

(f) use foundational knowledge of the field along with professional ethics and standards;

(g) collaborate, communicate, and advocate 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, including, but not limited to, facilitating meetings, scheduling services, working with paraeducators and related providers, and implementing accommodations and modifications;

(h) demonstrate an understanding of the philosophical, historical, and legal foundations of special education including:

(i) identification of social and cultural movements in special education law;

(ii) knowledge of court cases which shaped special education law; and

(iii) understanding of legal resources to assist decision making;

(i) demonstrate knowledge of 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 special education laws and regulations, procedural safeguards, ethical concerns, evaluations/documentation, and appropriate instructional strategies and techniques to support students with social, emotional, and/or behavioral needs through the use of preventative and responsive practices; and

(k) demonstrate proficiency in special education procedural competencies including knowledge of state and federal regulations, rules, and processes and knowledge of the state data collection system and state forms;

(l) demonstrate an understanding of disability categories and characteristics to the extent necessary to use eligibility criteria to make informed decisions concerning learner identification; and

(m) demonstrate the ability to determine service and transitional needs and placement in a least restrictive environment (LRE) in order to ensure a free and appropriate public education (FAPE) once a student has been identified and qualified for services.

(1) The program requires that successful candidates:

(a) demonstrate understanding of the major linguistic features of the target language (i.e., phonology, morphology, syntax, semantics) and explain the rules that govern the structure, function, and meaning of target language discourse;

(b) identify and explain pragmatic and sociolinguistic features including, but not limited to, politeness and formal/informal address of the target discourse and identify features for creating coherence and discourse in extended spoken and written texts;

(c) demonstrate listening comprehension to understand short conventional narrative and descriptive texts, such as descriptions of persons, places, and things; and narrations about past, present, and future events;

(d) narrate in oral and/or written form and describe in past, present, and future tenses using connected discourse;

(e) 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;

(f) understand conventional written narrative and descriptive texts;

(g) write narratives, descriptions, and summaries on topics of general interest in all major time frames with appropriate control of aspect;

(h) demonstrate understanding of language as an essential element of culture;

(i) demonstrate knowledge of 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;

(j) 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;

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

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

(m) 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;

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

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

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

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

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

(s) design a content-based curriculum that integrates content from other subject areas into instruction.

(2) The classical language program requires that successful candidates:

(a) demonstrate knowledge and understanding of the specific classical language;

(b) demonstrate knowledge and application of the specific classical language's sounds, structure, and vocabulary;

(c) understand conventional written narrative and descriptive texts;

(d) demonstrate understanding of language as an essential element of culture;

(e) demonstrate knowledge of 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;

(f) 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;

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

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

(3) 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.

(4) The American Sign Language program requires that successful candidates:

(a) demonstrate understanding of first and second language acquisition;

(b) demonstrate knowledge and application of linguistics of American Sign Language;

(c) demonstrate understanding of aspects of the deaf culture and community;

(d) demonstrate understanding of methods of teaching American Sign Language;

(e) demonstrate knowledge and application of American Sign Language IV or higher; and

(f) demonstrate understanding of American Sign Language literature.

This rule has been transferred.

(1) The program requires that successful candidates:

(a) utilize health-related data about the social and cultural environments impacting growth and development, 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 promote health enhancement and those that hinder well-being;

(c) conduct needs assessments that provide appropriate data to determine health education needs 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 education strategies consistent with specified learner goals and objectives to encourage the practice of healthy behaviors to promote physical and cognitive health;

(h) analyze factors affecting the successful implementation of health education and coordinated school health programs;

(i) select resources and media best suited to implement program plans for diverse learners, including relevant resources for American Indians and tribes in Montana;

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

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

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

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

(n) demonstrate the dispositions and communication skills to facilitate cooperation among educators, families, and other appropriate professionals;

(o) formulate strategies of collaboration among health educators in all settings;

(p) utilize health information retrieval systems effectively, i.e., current and emerging technologies;

(q) establish effective and appropriate consultative relationships with those requesting assistance in solving health-related problems;

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

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

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

(u) predict the impact of societal value systems on health education programs;

(v) select a variety of communication techniques and adapt health information to a specific target audience; and

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

(1) The program requires that successful candidates:

(a) analyze family, community, and work interrelationships; investigate career paths through work-based learning activities; examine family and consumer sciences careers in education and human services, hospitality and food production, and visual arts design; apply career decision making and transitional processes; and implement service learning;

(b) illustrate how each domain of human well-being can be enriched in every family and consumer sciences content area;

(c) use local and global resources responsibly to address the diverse needs and goals of individuals, families, and communities worldwide in all family and consumer sciences areas, including, but not limited to, resource management, consumer economics, financial literacy, living environments, and textiles and apparel;

(d) apply culturally responsive principles of human development and interpersonal and family relationships to strengthen individuals and families across the lifespan in contexts such as parenting, caregiving, and the workplace;

(e) promote nutrition, science, and food literacy practices; develop food preparation and production skills in personal and professional settings that enhance individual and family well-being across the lifespan, and address related concerns in a global society;

(f) develop, justify, and implement course curricula that address perennial and evolving family, career, and community issues; reflect the integrative nature of family and consumer sciences; integrate core academic areas; and reflect high quality career and technical education practices;

(g) create and implement a safe, supportive, and culturally responsive learning environment that shows sensitivity to diverse needs, values, and characteristics of students, families, and communities, including American Indians and tribes in Montana;

(h) engage in ethical professional practice based on the history and philosophy of family and consumer sciences; relationship to career and technical education through civic engagement, advocacy, and collaboration with other professionals; recruitment and mentoring of prospective and new professionals; and ongoing professional development;

(i) collect student and program data to assess, evaluate, and improve student learning and programs in family and consumer sciences using evidence-based criteria, standards, and processes;

(j) integrate leadership strategies into the program to develop students' academic growth, application of family and consumer sciences content, leadership, service learning, and career development;

(k) facilitate students' critical literacy and problem solving in family and consumer sciences through varied instructional strategies and technologies by experience of modeling responsible management of resources in schools, communities, and the workplace; and

(l) develop, implement, and demonstrate laboratory policies and procedures based on current industry standards specific to the focus of the course to ensure a culture of safety for students and clients.

(1) The program requires that successful candidates:

(a) demonstrate knowledge of a curriculum and curriculum design consistent with current national and Montana standards, including:

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

(ii) an organized set of concepts, processes, and systems that are technological in nature;

(iii) content orientated toward industrial trades and technology education; and

(iv) classroom and laboratory instruction; experiential, project, and work-based learning; and leadership and personal development;

(b) demonstrate knowledge/competency in applied science, technology, engineering, mathematics, and communication, including:

(i) 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;

(iii) information about industry's organization, personnel systems, techniques, resources, products, and social impacts;

(iv) construction technology, which includes physical-related technology that uses resources to build structures or construct work on site;

(v) manufacturing technology, which includes physical-related technology using resources to extract and convert raw/recycled materials into industrial and consumer goods;

(vi) transportation technology, which includes physical-related technology using transportation technologies to maintain contact and exchange between individuals and societal units through the movement of material, goods, and people;

(vii) identification of a level and scope of entry level skills in the use of tools, instruments, and machines necessary for successful teaching; and

(viii) energy and engineering technology, including information related to engineering and robotics;

(c) demonstrate knowledge of quality workmanship and work ethics;

(d) develop insight and understanding in the application of technological concepts, processes, and systems;

(e) develop and demonstrate skills in utilizing tools, materials, machines, processes, and technical concepts relative to content organizers, safely and efficiently;

(f) demonstrate skills, creative abilities, positive self-concepts, and individual potentials relating to technology;

(g) demonstrate problem-solving and decision-making abilities involving human and material resources and technological processes and systems;

(h) demonstrate activity-oriented laboratory instruction that reinforces abstract concepts with concrete experiences;

(i) demonstrate knowledge and skills regarding how technological systems function and the attitudes to evaluate those systems;

(j) demonstrate knowledge of past, present, and future technological systems by applying knowledge and skills developed in the study of other systems;

(k) apply and use content knowledge from other disciplines to address individual and social problems;

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

(m) demonstrate the skills and abilities to develop, utilize, and manage dedicated educational facilities with current and emerging equipment, resources, library media, and electronic technology, and maintain a safe environment, and create a culture of safety during classroom, laboratory, and supervised industrial technical experiences;

(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 knowledge of experiential, project, and work-based learning by enhancing student learning through continuous experiential, project, and work-based learning experiences with community stakeholders;

(q) demonstrate knowledge of program marketing by engaging key stakeholders through involvement, recognition, and the sharing of information about all components of the program;

(r) develop and coordinate partnerships, advisory boards, and work-related experiences into the curriculum; and

(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.

(1) The program requires that successful candidates:

(a) demonstrate knowledge of and apply press law, particularly as it affects the rights and responsibilities of student journalists;

(b) demonstrate knowledge of and apply the history, technological development, and impacts of the mass media;

(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) demonstrate knowledge of styles and purposes of journalistic forms, including news, features, columns, and editorials;

(f) demonstrate knowledge of and apply the concepts of accuracy, fairness, objectivity, and comprehensiveness in news reporting;

(g) demonstrate knowledge of and apply journalism ethics;

(h) demonstrate knowledge of precomposition strategies, including generating sources, determining angle, interviewing, and researching;

(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) demonstrate a variety of publishing/production methods;

(k) demonstrate knowledge of and apply methods of effective evaluation of journalistic forms, including advertisements;

(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;

(n) develop a plan and apply strategies on how to recruit and develop a student journalism staff and demonstrate skills in leadership and group dynamics;

(o) demonstrate knowledge of and apply sound business practices for advertising, sales, consumer relations, bookkeeping, and circulation;

(p) create effective journalism programs by demonstrating sound practices in selecting, designing, organizing, and employing objectives, strategies, and materials;

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

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

(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; and

(t) design a variety of assessment tools that guide students in assessing their learning.

(1) The program requires that successful candidates:

(a) demonstrate the ability to collaboratively design, implement, and assess information literacy efforts that engage diverse learners in critical thinking and inquiry processes;

(b) demonstrate the ability to manage the library facility to meet school district goals 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;

(c) promote reading for learning and enjoyment by demonstrating the ability to:

(i) curate library collections through evaluation, selection, acquisition, and organization of all formats of library materials;

(ii) collaborate with teachers and students to ensure that the collection meets the interest of all learners and is aligned to state standards; 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; and

(d) model and facilitate the effective and ethical use of information and use varying instructional strategies and technologies to support research, learning, creating, and communicating in a digital society.

(1) The program requires that successful candidates:

(a) demonstrate knowledge and understanding of and apply the process of mathematical problem solving;

(b) reason mathematically in constructing, evaluating, and communicating mathematical arguments;

(c) promote mathematical rigor and inquiry;

(d) recognize, formulate, and apply connections between mathematical ideas and representations in a wide variety of contexts;

(e) demonstrate understanding of the mathematical modeling process by interpreting, analyzing, and explaining mathematical results and models in terms of their reasonableness and usefulness;

(f) 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) 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;

(i) demonstrate how students learn mathematics and 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;

(j) demonstrate content knowledge in:

(i) numbers and operations including knowledge and understanding of number systems, arithmetic algorithms, fundamental ideas of number theory, proportion and rate, quantitative reasoning, modeling, and applications;

(ii) different perspectives on algebra including knowledge and understanding of algebraic structures, basic function classes, functional representations, algebraic models and applications, formal structures and linear algebra;

(iii) 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;

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

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

(vi) data analysis, statistics, and probability including knowledge and understanding of 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

(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.

(1) The program requires that successful candidates:

(a) perform solo and small to large ensemble repertoire in candidateꞌs specialty area;

(b) perform in both vocal and instrumental ensembles;

(c) demonstrate proficiency on keyboard and fretted instruments in order to use the instruments for demonstration and rehearsal;

(d) demonstrate a comprehensive knowledge of musical notation and terminology;

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

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

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

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

(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;

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

(l) demonstrate knowledge, awareness, and appreciation of 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;

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

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

(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;

(q) use a variety of age-appropriate instructional strategies to develop students' performance skills;

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

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

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

(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;

(w) 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.

(1) The program requires that successful candidates:

(a) identify critical elements of motor skill performance and combine motor skills into appropriate sequences for the purpose of improving learning;

(b) demonstrate competent motor skill performance in a variety of physical activities;

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

(d) describe and apply bioscience (anatomical, physiological, biomechanical) and psychological concepts to skillful movement, physical activity, and fitness;

(e) demonstrate knowledge and understanding of state and national content standards, current law, including those related to American Indians and tribes in Montana, and local program goals 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) demonstrate understanding and use of current and proven instructional strategies, services, and resources 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 to motivate K-12 students to participate in indoor and outdoor physical activity to promote physical and cognitive health;

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

(k) demonstrate knowledge and use of instructional strategies to enhance communication among students in physical activity settings;

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

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

(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.

(1) The program requires that successful candidates:

(a) demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, their correlation to the Montana Content Standards, and the role of the reading/literacy specialist in schools. Successful candidates demonstrate knowledge of the following:

(i) components of reading development, including, but not limited to, concepts of print, phonological awareness, phonics, word recognition, fluency, vocabulary, and comprehension throughout the grades and their relationship with other aspects of literacy;

(ii) aspects of writing development and writing processes, including, but not limited to, revising and audience, and writing foundational skills, including, but not limited to, spelling sentence construction and word processing and their relationship with other aspects of literacy;

(iii) components of language, including, but not limited to, language acquisition, structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, viewing, and visually representing and their relationship with other aspects of literacy; and

(iv) knowledge and awareness of the distinct and unique cultural heritage of American Indians and tribes in Montana;

(b) 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 equality of educational opportunity and to develop the full educational potential of each student;

(c) use foundational knowledge to design literacy curricula to meet the unique needs of learners by:

(i) designing, selecting, critiquing, adapting, and evaluating evidence-based literacy curricula that meet the needs of all learners;

(ii) designing, selecting, adapting, teaching, and evaluating evidence-based instructional approaches, using both informational and narrative texts to meet the literacy needs of whole class and groups of students in the academic disciplines and other subject areas, and when learning to read, write, listen, speak, view, or visually represent;

(iii) selecting, adapting, teaching, and evaluating evidence-based, supplemental, and intervention approaches and programs while using instruction that is explicit, intense, and provides adequate scaffolding to meet the literacy needs of individual and small groups of students, especially those who experience difficulty with reading and writing; and

(iv) demonstrating the ability to collaborate with school-based educators in developing, implementing, and evaluating literacy instructional practices and curriculum;

(d) understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; and advocate for appropriate literacy practices to relevant stakeholders by:

(i) understanding the purposes, attributes, formats, strengths/limitations (including, but not limited to, validity, reliability, inherent language and culture, and dialect), and influences of various types of tools in a comprehensive literacy and language assessment system and applying that knowledge when using assessment tools;

(ii) collaborating with colleagues to administer, interpret, and use for decision making student assessment, instruction, intervention, and evaluation for individuals and groups of students;

(iii) participating in and leading professional learning experiences to assist teachers in selecting, administering, analyzing, interpreting assessments, and using results for instructional decision making in classrooms and schools; and

(iv) using both written and oral communication to explain assessment results and advocate for appropriate literacy and language practices to a variety of stakeholders, including students, administrators, teachers, other educators, and parents/guardians;

(e) meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; and foster a positive climate that supports a literacy-rich learning environment by:

(i) consulting with families and colleagues to meet the developmental needs of all learners;

(ii) collaborating with school personnel and providing opportunities for student choice and engagement with a variety of print and digital materials to engage and motivate all learners;

(iii) integrating digital technologies into their literacy instruction in appropriate, safe, and effective ways and assisting colleagues in these efforts; and

(iv) facilitating efforts to foster a positive climate that supports the physical and social dimensions of a literacy-rich learning environment, including knowledge of routines, grouping structures, student voice, and social interactions;

(f) demonstrate ability to be reflective literacy professionals who critically analyze and synthesize research, policy, and promising practices; work collaboratively with individuals and groups of colleagues; demonstrate their coaching skills; and advocate on behalf of students and families by:

(i) reflecting on their work, belonging to professional organizations, and as critical consumers of research, policy, and practices, sharing findings with colleagues and other stakeholders;

(ii) designing, facilitating, and leading professional learning experiences for groups including, but not limited to, data team meetings, professional learning communities, grade-level teams, academic department teams, and workshops while using collaborative data collection, analysis, and decision-making processes;

(iii) using their knowledge of adult learning to support teacher inquiry and reflectivity through coaching tools and processes including, but not limited to, modeling, problem solving, observation feedback cycles, and coteaching in their work with teachers; and

(iv) facilitating and working with teachers and other school leaders to advocate on behalf of students and families, for effective literacy programs, practices, and policies.

(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) The science endorsement requires that successful candidates:

(a) demonstrate a thorough understanding of the nature of science and essential science engineering practices, including:

(i) recent significant changes in the field, as reflected by Montana Science 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;

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

(v) methods to engage in active inquiry lessons 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 obtaining, evaluating, and communicating information using multiple sources in order to communicate claims, methods, and designs to others;

(c) 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 safe laboratory management skills;

(e) practice ethical treatment of living organisms in the classroom; and

(f) interrelate and interpret important concepts, ideas, and applications in their field of endorsement and supporting disciplines.

(3) The candidate for an endorsement in earth science demonstrates the following core competencies:

(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;

(b) systematic and quantitative study of the fundamental topics in earth science interrelated and illustrated with descriptive and historical perspectives, as well as the applications of earth science in society;

(c) conceptual understanding of astronomy, geology, paleontology, meteorology, and oceanography, and their relations with each other;

(d) conceptual understanding of biology, chemistry, or physics, emphasizing the interrelationships among the sciences and their relations to earth science;

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

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

(g) ability to design, develop, and evaluate field, demonstration, and laboratory instructional activities, and 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.

(4) The candidate for an endorsement in biology demonstrates the following core competencies:

(a) conceptual understanding of the life processes in living systems including organization of matter and energy;

(b) conceptual understanding of the similarities and differences among animals, plants, fungi, microorganisms, and viruses;

(c) conceptual understanding of living organisms, ethical laboratory and field studies promoting scientific inquiry, applications of biology in social and historical perspectives;

(d) conceptual understanding of the principles and practices of biological classification and the theory and principles of biological evolution;

(e) understanding of the ecological systems including the interrelationships and dependencies of organisms with each other and their environments;

(f) conceptual understanding of population dynamics and the impact of population on its environment;

(g) understanding of general concepts of genetics and heredity;

(h) conceptual understanding of organizations and functions of cells and multi-cellular systems;

(i) 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 core competencies:

(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;

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

(c) conceptual understanding of the fundamental structures of atoms and molecules;

(d) understanding of the basic principles of ionic, covalent, and metallic bonding;

(e) conceptual understanding of the physical and chemical properties and classification of elements including periodicity;

(f) understanding of chemical kinetics and thermodynamics;

(g) conceptual understanding of the principles of electrochemistry;

(h) understanding of the Mole concept, stoichiometry, and laws of composition;

(i) conceptual understanding of solutions, colloids, and colligative properties;

(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 core competencies, including:

(a) conceptual understanding of energy, work, and power;

(b) understanding of motion, major forces, and momentum;

(c) conceptual understanding of Newtonian physics with engineering applications;

(d) understanding of conservation, mass, momentum, energy, and charge;

(e) conceptual understanding of the physical properties of matter;

(f) understanding of kinetic-molecular motion and atomic models;

(g) conceptual understanding of radioactivity, nuclear reactors, fission, and fusion;

(h) understanding of wave theory, sound, light, the electromagnetic spectrum and optics;

(i) 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 core competencies:

(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;

(b) 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) 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 cross-cutting concepts of the sciences with other areas of study such as mathematics, technology, and engineering;

(e) 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 content in astronomy, geology, paleontology, meteorology and oceanography, and their relationships with each other;

(i) conceptual understanding of biology including content in zoology, botany, physiology, genetics, ecology, microbiology, cell biology/biochemistry, and evolution, and their relationships with each other;

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

(k) conceptual understanding of physics including 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.

(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 sociology. The broadfield social studies teaching endorsement shall include a concentration in history and government and additional content chosen from economics, geography, psychology, 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 standards.

(2) The social studies endorsement requires that successful candidates:

(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) demonstrate knowledge of and ability to plan instruction based on state and national social studies curriculum standards for civic competence;

(c) demonstrate ability to select and integrate the content and methods of investigation of history and the social science disciplines, including the use of original historic documents and sources for use in social studies instruction;

(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 Regarding Montana Indians;

(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; and

(f) plan and implement a variety of pedagogical practices that engage students and promote understanding of contemporary events.

(3) The economics endorsement program requires that successful candidates demonstrate knowledge of content and pedagogy related to:

(a) economic theory;

(b) the basic economic problems confronting societies and the examination of the ways in which economic systems seek to resolve the three basic economic problems of choice (i.e., determining what, how, and for whom to produce) that are created by scarcity and environmental impact;

(c) the basic economic goals for society, through a free market economy, including freedom of choice, personal financial literacy, ethical action, efficiency, equality of opportunity, full employment, price stability, growth, and security;

(d) the nature of comparative economic systems, including:

(i) the organization and importance of the international economic system;

(ii) the distribution of wealth and resources on a global scale;

(iii) the struggle of developing nations to attain economic independence and a better standard of living for their citizens;

(iv) the role of the transnational corporation in changing rules of exchange; and

(v) the influence of political events on state, national, and international economic conditions.

(4) The geography endorsement program requires that successful candidates demonstrate knowledge of content and pedagogy related to:

(a) the geographic themes of location (absolute and relative), place (physical and human characteristics), human-environment interaction (relationships within places), movement (of people, goods, and ideas), and regions (how they form and change);

(b) physical geography including solid earth, atmosphere, oceans, landforms, soils, and biogeography;

(c) human geography, including cultural, social, historical, political, and economic concerns; and

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

(5) The government endorsement program requires that successful candidates demonstrate knowledge of:

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

(b) American democracy as a form of government based on federalism, separation of powers, checks and balances, civil rights and liberties, elected representation, and popular participation;

(c) the organization, powers, and politics of the national, state, tribal, and local units of American government;

(d) the role of public opinion, the press, elections, interest groups, and political leaders in building compromise and policy making;

(e) 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) The history endorsement program requires that successful candidates demonstrate knowledge of:

(a) U.S. history, including the history of the many peoples who have contributed to the development of North America;

(b) the history of diverse civilizations throughout the world;

(c) the origin, development, and ramifications of present local, tribal, national, and world affairs;

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

(e) the cultural, economic, political, scientific/technological, and social activity of humans in the analysis of contemporary issues and problems;

(f) the history, cultural heritage, political development, and contemporary status of American Indians and tribes in Montana; and

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

(7) The psychology endorsement program requires that successful candidates demonstrate knowledge of:

(a) the basic psychological theories including developmental, personality, learning, motivation, cognition, biological/physiological, social behavior, and psychological disorders;

(b) the application of the processes of scientific inquiry and descriptive statistics to questions concerning human behavior;

(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) human development in terms of physiological, social, and environmental influences throughout the lifespan; and

(e) the theories and factors which contribute to psychological dysfunction of individuals and families.

(8) The sociology endorsement program requires that successful candidates demonstrate knowledge of:

(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;

(c) the application of knowledge and techniques to practical problems in the everyday world of individuals, groups, organizations, and government; and

(d) the importance of diversity in society.

(1) The program requires that successful candidates:

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

(b) demonstrate understanding of theories of human communication including symbolic development, transference of meaning, both cognitively and affectively, nonverbal communication, and language, including social and cultural factors affecting language use;

(c) demonstrate understanding of context (practices) of human communication, including public speaking, rhetoric, argumentation, persuasion; oral interpretation, interpersonal, small group, and organizational communication; cross-cultural communication, including American Indians and tribes in Montana;

(d) demonstrate understanding of diagnostic techniques, assessment, designing, and prescriptions applying formative and summative assessments for improving students' formal and informal communication skills and communicate with students providing appropriate and targeted feedback about their performance in ways that actively involve them in their own learning by encouraging them to analyze their own communication skills;

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

(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.

This rule has been repealed.

(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, specific coursework, and professional development);

(c) demonstrate an understanding of the state requirements regarding vehicle usage including, but not limited to, required and recommended equipment, maintenance, identification, vehicle use and restrictions, licensing, course completion certificates, and insuring;

(d) demonstrate an understanding of the general administrative procedures and policies required for conducting an approved traffic education program including, but not limited to, approval and reimbursement forms;

(e) demonstrate knowledge of the driver licensing process and the responsibilities associated with having that license;

(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) demonstrate a working knowledge of perceptual and physical screening techniques;

(h) demonstrate an understanding of the Uniform Vehicle Code, motor vehicle laws of Montana, and due process;

(i) demonstrate an understanding of the consequences resulting from violations including, but not limited to, driving record, loss of driving privilege, higher insurance premiums, and license retesting;

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

(k) demonstrate an understanding of the importance of positive attitudes toward safe driving including, but not limited to, 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 including, but not limited to, pedestrians, bicyclists, passengers, motorcyclists, drivers, vehicles, and roadways;

(m) demonstrate an understanding of the responsibilities of vehicle ownership including, but not limited to, 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 including, but not limited to, parent involvement, zone control, reference points, distracted, drowsy, impaired, and aggressive driving, and graduated driver licensing;

(p) acquire opportunities for student teaching experiences in classroom and behind-the-wheel situations with novice driving students under the direct supervision of a qualified teacher;

(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 including, but not limited to, controlled but varied situations and environments;

(s) demonstrate knowledge, application, and evaluation of specific student competencies including, but not limited to, 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 including, but not limited to, the Office of Public Instruction and the American Driver and Traffic Safety Education Association;

(u) design educational strategies for visual perceptual skill development including, but not limited to, scanning, zone control, limiting distractions, risk management, 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 crash facts, causation, and current crash avoidance and injury prevention strategies;

(x) develop a logical scope and sequence plan for a traffic education program that includes the physiological and psychological influences of alcohol and drug abuse and current legislation as they relate to use of the highway transportation system;

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

(z) demonstrate an understanding of techniques and strategies to integrate traffic education into the K-12 curriculum;

(aa) identify and implement teaching trends and materials which will help assure continued program enhancement;

(ab) demonstrate an understanding of, and provide tools for, student and program assessment; and

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

This rule has been repealed.

(1) The program requires that successful candidates:

(a) demonstrate knowledge of computer science 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) algorithm problem solving techniques and strategies and design methodologies;

(ii) algorithm verification;

(iii) algorithm complexity and efficiency; and

(iv) knowledge of current programming language and current programming language trends;

(c) demonstrate 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;

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

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

(ii) 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, 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.

(1) The program requires that successful candidates:

(a) identify, apply, and reflect on their knowledge of child development by:

(i) demonstrating an understanding of early childhood (birth-age 8) characteristics and needs across multiple, interrelated areas of childrenꞌs development and learning including physical, cognitive, social, emotional, language, and aesthetic domains as well as learning processes, bilingual/multilingual development, and motivation to learn; and

(ii) understanding and valuing developmental variations, experiences, strengths, interests, abilities, challenges, and approaches to learning for all children;

(b) base their practice on coherent early childhood theoretical perspectives, current understanding of the influence of theory and research about brain growth and development, executive function, motivation, the importance of play, and dispositions toward learning on development;

(c) apply their understanding of the multiple influences on the contexts of 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; and

(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 children, with full family engagement in establishing the most effective environment for their child.

(2) The program ensures that successful candidates identify, apply, and reflect on their knowledge of family and community partnerships by:

(a) knowing about, understanding, and valuing the complex characteristics and importance of childrenꞌs families and communities including home language, cultural values, ethnicity, socioeconomic conditions, family structures, relationships, stresses, childhood trauma and adverse childhood experiences, supports, and community resources;

(i) understanding the effects of childhood trauma on social, emotional, physical, and behavioral development and be able to demonstrate trauma-informed classroom management strategies; and

(ii) demonstrating a knowledge of the implications of secondary trauma on whole-child well-being;

(b) collaborating with families as equal partners in creating respectful, reciprocal relationships;

(c) promoting and encouraging family engagement in all aspects of childrenꞌs development and learning including assisting families to find curriculum and refer resources concerning parenting, mental health, health care, and financial assistance; and

(d) demonstrating essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines to encourage and value familiesꞌ participation in curriculum and program development as well as assessment of childrenꞌs learning.

(3) The program ensures that successful candidates identify, apply, and reflect on their knowledge of observation, documentation, and assessment by:

(a) understanding the importance of different types of developmentally appropriate assessments, including, but not limited to, observation, portfolio assessment, and work samples, as well as the importance of providing play-based experiences for children to demonstrate their skills and abilities;

(b) understanding the goals of assessment to summarize, analyze, and use assessment information gathered to:

(i) learn about children's characteristics, including the unique qualities of American Indians;

(ii) document all children's growth in all developmental domains and promote positive outcomes for each child;

(iii) make data-driven decisions to guide curriculum planning and instruction; and

(iv) evaluate effective curriculum to maximize children's development and learning;

(c) understanding assessments that have established reliability and validity that consider children's development, ability, culture, and language.

(4) The program ensures that successful candidates identify, apply, and reflect on their knowledge of teaching and engagement by:

(a) utilizing the environment, schedule, and routine as learning opportunities, including:

(i) designing learning centers and interest areas for indoor and outdoor spaces;

(ii) scheduling extended time for play; and

(iii) teaching through individual and small group contexts that personalize the learning for the child;

(b) creating a caring community of learners that:

(i) supports positive relationships among educators, families, and children;

(ii) promotes the development of childrenꞌs friendship skills; and

(iii) assists children in the development of security, self-regulation, responsibility, and problem solving;

(c) utilizing a broad repertoire of developmentally appropriate teaching skills and strategies supportive of young learners, such as:

(i) incorporating play, project based and experiential learning as core teaching practices;

(ii) integrating curricular areas;

(iii) scaffolding learning;

(iv) personalization of learning;

(v) teaching through social interactions;

(vi) providing meaningful child choice;

(vii) implementing positive guidance strategies; and

(viii) making appropriate use of technology;

(d) providing curriculum and learning experiences that reflect the principles of universal design for learning, 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.

(5) The program ensures that successful candidates identify, apply, and reflect on their knowledge of curriculum by:

(a) designing, implementing, and evaluating 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; and

(b) integrating and supporting 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, including health nutrition, and enhanced quality of life for all students;

(c) basing curriculum planning on the understanding of the particular significance of social, emotional, and behavioral development as the foundation for young children's school readiness and future achievements.

(6) The program ensures that successful candidates identify, apply, and reflect on their knowledge of professionalism by:

(a) identifying and involving oneself with the distinctive history, values, knowledge base, and mission of the early childhood field to become an informed advocate for all young children and their families.

(b) upholding and using state and national codes of ethical conduct for the education of young children and other applicable regulations and guidelines;

(c) collaborating 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;

(d) using 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;

(e) engaging in continuous, collaborative learning to inform practice; and

(f) developing and sustaining the habit of reflective and intentional practice in their daily work with young children.

(7) The program ensures successful completion of clinical and student teaching experiences that:

(a) are well-planned and sequenced in a variety of settings (i.e., state-licensed child care, Head Start, or community programs);

(b) provide the opportunity to connect early childhood classroom experiences to home and community settings;

(c) include experience in two different age groups (grades 3-6 and grades 5-8); and

(d) include a K-3 student teaching experience in a P-12 school setting.

(1) The program requires that successful candidates:

(a) demonstrate knowledge and understanding of 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 student development, acquisition of knowledge, and engagement in learning;

(b) demonstrate knowledge, understanding, and application of central concepts as outlined in the Montana Content Standards for students across grades K-8 and engage students in meaningful learning experiences that support students in meeting standards;

(c) demonstrate and apply understandings of the elements of literacy that are critical for purposeful oral, print, and digital communication; apply knowledge in the areas of language, speaking and listening, reading and writing processes, literature, new literacies, and technology; include texts from and about American Indians and tribes in Montana; plan, implement, assess, and reflect on English/language arts and literacy instruction that promotes critical thinking and creates engagement; teach children how to read; recognize that there are major theories of reading, writing, and communication processes and development, including first and second literacy acquisition; and recognize the role of a heritage language in learning to listen, speak, read, and write in a new language;

(d) demonstrate knowledge, understanding, and application of the fundamental concepts of physical science, life science, earth and space sciences, and engineering design to design and implement developmentally appropriate inquiry lessons based in the history and nature of science, including tribal ways of knowing and scientific contributions related to tribes in Montana, to build student understanding for personal and social applications;

(e) demonstrate knowledge, understanding, and utilization/application of the major concepts and procedures that define number and operations in base ten, fractions, operations, algebraic thinking, geometry, measurement, data, ratios and proportional relationships, the number system, expressions and equations, statistics, data science, probability, and functions to engage elementary students in problem solving, reasoning, constructing arguments, communication, connections, and representation through culturally inclusive instruction, including tribal ways of knowing and lessons and examples relating to American Indians and tribes in Montana;

(f) demonstrate knowledge, understanding, and application of the major concepts and modes of inquiry from the social studies, including the use of original historic documents and sources, which include the integrated study of history, civics and government, geography, and economics, including personal financial literacy, to promote elementary students' abilities to make informed decisions as citizens of an interdependent and culturally diverse world that includes American Indians and tribes in Montana;

(g) demonstrate knowledge, understanding, and application of the content, functions, and achievements of dance, music, theater, media arts, and visual arts as an essential part of communication, inquiry, perspective, and engagement among elementary students, and culturally diverse performing and visual arts inclusive of the works of American Indian artists and art in Montana;

(h) demonstrate knowledge, understanding, and application of the major concepts in health education to create opportunities for students to develop and practice skills that contribute to good physical and mental health;

(i) demonstrate knowledge, understanding, and application of human movement and physical activity as central elements to foster students' active, healthy habits in order to promote mental well-being and enhanced quality of life;

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

(k) plan and implement instructional strategies based on knowledge of individual students, families, learning theory, content, connections across the curriculum, curricular goals, and community;

(l) demonstrate understanding of how elementary students, within different populations, including American Indians and tribes in Montana, differ in development and approaches to learning and demonstrate the ability to differentiate instruction to meet the needs of individual students;

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

(n) demonstrate knowledge and application of relationship building and developmentally appropriate behavior responses to create learning communities that foster active engagement in learning, self-motivation, self-discipline, and positive, healthy interactions;

(o) demonstrate knowledge and application of effective verbal, nonverbal, and media communication techniques in elementary learning environments to foster active inquiry, collaboration, and supportive interactions among students and transparency with students' families; and

(p) demonstrate knowledge and understanding of formative and summative assessments to support data-driven decision making to monitor student growth and ensure the continuous intellectual, social, emotional, and physical development of elementary students.

(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 professional development activities;

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

(i) understand the effects of childhood trauma on social, emotional, physical, and behavioral development and be able to demonstrate trauma-informed classroom management strategies; and

(ii) demonstrate knowledge of the implications of secondary trauma;

(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 effective technology integration; and plan, implement, assess, and reflect on English/language arts and literacy instruction that promotes critical thinking, critical analysis, 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, including the use of original historic documents and sources, 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 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 enhancement 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 habits, including health nutrition 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 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 development of middle grades students.

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

(a) demonstrate 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;

(c) apply knowledge of the functions and registers of language to develop and modify instructional materials, deliver instruction, and promote English learner (EL) students' academic English language proficiency;

(d) facilitate students' use of their first language as a resource to promote academic learning and further development of the second language;

(e) implement a repertoire of research and evidence-based strategies that promote students' critical thinking and problem solving at all stages of language development;

(f) demonstrate understanding of Montana's major language and cultural groups and how cultural histories and identities affect language learning and achievement;

(g) establish goals, design curricula and instruction, and facilitate student learning in a manner that builds on students' linguistic and cultural diversity, promotes respect for linguistic differences, and creates a culturally responsive classroom environment;

(h) demonstrate understanding of language proficiency assessment tools used for identification, placement, and reclassification of ELs;

(i) demonstrate the ability to use a combination of assessments that measure language proficiency and content knowledge respectively to determine how level of language proficiency may affect the demonstration of academic performance;

(j) demonstrate the ability to build partnerships with colleagues and studentsꞌ families, serve as community resources, and advocate for EL students;

(k) apply knowledge of historical, theoretical, and policy factors in EL education to the planning, implementation, evaluation, and improvement of instructional programs; and

(l) demonstrate successful completion of a two-year program, or the equivalent experience, in learning a second language.

This rule has been repealed.

(1) Advanced-level preparation is provided through programs at the graduate level leading to licensure, certification, or endorsement. Advanced-level programs are designed to develop P-12 teachers who have already completed initial licensure, currently licensed administrators, and other licensed school professionals for employment in P-12 districts. Advanced programs reviewed include the following:

(a) programs for the preparation of school counselors and school psychologists, if the program is not currently accredited through another national approved accreditor; or

(b) educational leadership programs leading to the preparation of principals, curriculum directors, supervisors, and superintendents.

(2) Advanced-level programs not reviewed include the following:

(a) any advanced-level program not specific to the preparation of teachers or other school professionals for P-12 districts;

(b) any advanced-level non-licensure programs, including those specific to content areas, including, but not limited to, M.A., M.S., and Ph.D.; and

(c) educational leadership programs not specific to the preparation of teachers or other school professionals for P-12 districts.

(1) The provider ensures that advanced program candidates:

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

(b) demonstrate an understanding of and are able to apply knowledge and skills specific to their discipline to effectively work with all P-12 students and their families;

(c) demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 students are enhanced by:

(i) utilizing data literacy;

(ii) using research and understanding of qualitative, quantitative, and mixed methods research methodologies;

(iii) employing data analysis and/or evidence to develop a supportive learning environment;

(iv) leading and participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents; and

(v) supporting appropriate applications of technology for their field of specialization; and

(vi) applying laws, policies, and professional standards appropriate to their field of specialization;

(d) have opportunities to learn and apply specialized content and discipline knowledge contained in approved state and/or national discipline-specific standards; and

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

(1) The provider:

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

(b) co-constructs mutually beneficial P-12 school and community arrangements for clinical preparation and share responsibility for continuous improvement of advanced program candidate preparation by:

(i) ensuring partnerships for clinical preparation follow a range of forms, participants, and functions;

(ii) establishing mutually agreeable expectations for advanced program candidate entry, preparation, and exit;

(iii) ensuring that theory and practice are linked by maintaining coherence across clinical and academic components of preparation;

(iv) sharing accountability for advanced program candidate outcomes; and

(v) to the extent possible, providing opportunities for advanced candidates to complete clinical experiences in the district and school of their choice, including through recruitment and retention programs adopted by school districts, in accordance with statewide agreements among providers;

(c) ensures that partners co-select, prepare, evaluate, and support 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; and

(d) works with partners to design and implement 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 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 ARM 10.58.605, 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.

(1) The provider:

(a) demonstrates that the quality of advanced program candidates is an ongoing and intentional focus so that completers are prepared to perform effectively and can be recommended for certification where applicable;

(b) develops and implements plans and efforts to know and address local, state, regional, and national needs for hard-to-staff schools and shortage fields. The goals and evidence show progress toward a high-quality advanced candidate pool, which reflects the diversity of Montana's P-12 students;

(c) sets admissions requirements, including a 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, using data points that are valid and reliable predictors of advanced candidate success and demonstrate that the standard for high academic achievement and ability is met through multiple evaluations and sources of evidence;

(d) monitors dispositions beyond academic ability that advanced program candidates must demonstrate at admissions and during the program using valid and reliable measures;

(e) creates criteria for program progression and uses data to monitor advanced candidates from admissions through completion. The provider ensures that knowledge of and progression through transition points are transparent to candidates. The provider documents the need for candidate support, so advanced candidates meet milestones; and

(f) implements a system for effectively maintaining records of advanced candidate formal complaints and resolution documentation.

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

(a) possesses academic competency to help facilitate learning with positive impacts on all P-12 student learning and development through application of content knowledge, data literacy and research-driven decision making, effective use of collaborative skills, and application of technology in the field(s) where certification is sought; and

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

(1) The provider:

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

(b) demonstrates, using valid and reliable data, that advanced program completers perceive their preparation as relevant to the responsibilities they encounter on the job, and that the preparation was effective.

(1) The provider:

(a) develops a quality assurance system that consists of valid and reliable data from multiple measures that documents the advanced program's operational effectiveness and supports continuous improvement that is sustained and evidence-based. The provider uses the results of inquiry and data collection to establish priorities, enhance advanced program elements and capacity, and highlight innovations;

(b) implements and maintains a quality assurance system comprised of multiple measures that can monitor advanced program candidate progress and provider operational effectiveness. The provider documents the process of data entry and how data are reported and used in decision making to make advanced programmatic improvement;

(c) ensures that the quality assurance system relies on relevant, verifiable, representative, cumulative, and actionable measures to ensure interpretations of data are valid and consistent;

(d) regularly and systematically assesses advanced program performance against its goals and relevant standards, monitors results over time, tests innovations, and uses results to improve program elements and processes;

(e) ensures that data from the quality assurance system are based on established best practices, summarized, analyzed, shared widely, and acted upon in decision making related to advanced programs, resource allocation, and future direction; and

(f) assures that internal and external stakeholders, including, but not limited to, faculty, staff, candidates, completers, employers, practitioners, and school and community partners are engaged in advanced program design, evaluation, and continuous innovative improvement processes.

(1) The program requires that successful candidates:

(a) demonstrate knowledge of school counseling program models, the history, development, trends, philosophy, 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 community resources such as public, private, medical, employment, and educational agencies for referral and collaborative service delivery to promote student success;

(c) demonstrate competence in the use of theories of individual and family development and transitions across the life span, theories of learning and personality development, and human behavior including developmental crises, exceptionality, addictive behavior, psychopathology, and environmental factors that affect both normal and abnormal behavior;

(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 in school counseling of ethnic and cultural heritage, including American Indians and tribes in Montana, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status;

(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) demonstrate competence in elementary, middle, and high school counseling in:

(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 including, but not limited to, aptitude, interest, achievement, and personality tests and other assessments relevant to K-12 education;

(iii) promoting student success using strategies and interventions that address academic development, career counseling, school and life transitions, promotion and graduation rates, college and career readiness, gaps in student 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 contexts such as personal/social counseling, parent conferences, teaching 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 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 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 including, but not limited to, standardized test scores, grades, retention, and placement that advocate for students and programs;

(viii) demonstrating new knowledge and skills, and refining existing skills through professional renewal including, but not limited to, self-reflection, continuing education, and professional development;

(ix) demonstrating knowledge of special education laws, rules, and regulations and 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; and

(i) demonstrate knowledge of the American School Counselor Association national standards related to mindsets and behaviors for student success (academic, career, and personal/social developmental domains) and demonstrate competence integrating these national standards throughout the school counseling program.

(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 the following requirements:

(a) a practicum with a minimum of 100 hours, which includes 40 hours of supervised direct service to K-12 students providing individual counseling and group work;

(b) a practicum 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;

(c) an internship that begins after the successful completion of a counseling practicum and a minimum of 600 hours in a school setting;

(d) an internship 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 designing and implementing developmentally appropriate classroom lessons, individual student planning (assisting students in the development of educational, career, and personal plans), responsive services (groups, individual counseling, and crisis response), indirect student services (referrals, consultation, and collaboration), and program planning and school support;

(e) an internship 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);

(f) regular and adjunct program faculty who provide individual or group practicum and/or internship supervision have a doctoral degree and/or appropriate clinical preparation from an accredited school counselor education program, relevant professional experience and demonstrated competence in counseling, and relevant training and supervision experience; and

(g) site supervisors who have a minimum of a masterꞌs degree in counseling or a related profession with equivalent qualifications, including appropriate certification 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.

This rule has been repealed.

(1) The program requires that a candidate who completes a school principal, supervisor, and curriculum director educational leadership preparation program understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to:

(a) collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, supports for each student's learning needs, diversity, digital citizenship, and community. Successful candidates understand and demonstrate the capacity to:

(i) collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect the core set of values and priorities, and have knowledge of:

(A) research on the role and importance of school mission and vision;

(B) processes for collaboratively developing a mission and vision;

(C) processes for developing an actionable mission and vision attentive to the core set of values and priorities; and

(D) the characteristics of well-written mission and vision statements;

(ii) lead improvement processes that include data use, design, implementation, and evaluation, and have knowledge of:

(A) research on school improvement;

(B) formal processes of iterative, evidence-informed improvement;

(C) data collection, analysis, and use; and

(D) implementation theory and research;

(b) understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms. Successful candidates understand and demonstrate the capacity to:

(i) reflect on, communicate about, cultivate, and model professional dispositions and norms, including fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, and lifelong learning, that support the educational success and well-being of each student and adult, and have knowledge of:

(A) professional norms, including integrity, competency, fairness, transparency, trust, supports for each student's learning needs, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn, which support student success and well-being;

(B) practices that reflect professional norms;

(C) approaches to cultivating professional norms in others; and

(D) reflective practice;

(ii) evaluate, communicate about, and advocate for ethical and legal decisions, and have knowledge of research on decision making; decision-making processes; and guidelines for ethical and legal decision making; and

(iii) model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others, and have knowledge of ethical practice and approaches to cultivating ethical behavior in others;

(c) develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. Successful candidates understand and demonstrate the capacity to:

(i) use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture, and have knowledge of:

(A) dimensions of positive school culture (e.g., safe, healthy, caring, responsive, inclusive, and respectful);

(B) research on inclusive school culture;

(C) processes for evaluating school culture;

(D) processes for effecting changes to school culture; and

(E) engaging in advocacy for all students, including American Indians and tribes of Montana;

(ii) evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student, and have knowledge of:

(A) research on the importance to student success of equitable use of educational resources and opportunities;

(B) equitable allocation of educational resources, procedures, and opportunities (e.g., materials, technologies, media, teachers, social and behavioral supports, interventions, and adult relationships); and

(C) broader social, cultural, and political context for the equitable access to and use of educational resources, procedures, and opportunities to develop the full educational potential and well-being of each person through our public schools;

(iii) evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavioral support practices among teachers and staff, and have knowledge of:

(A) leadership strategies related to Montana Indian Education for All, including the Essential Understandings Regarding Montana Indians;

(B) culturally responsive instructional and behavior support practices that recognize the distinct and unique cultural heritage of the American Indians and tribes in Montana;

(C) characteristics and foundations of equitable educational practice, especially among teachers and staff;

(D) research on implications for students of equitable, culturally responsive, and inclusive practices; and

(E) broader social, cultural, and political context and concerns, including those unique to American Indians and tribes of Montana;

(d) evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. Successful candidates understand and demonstrate the capacity to:

(i) evaluate, develop, and implement high-quality, technologically rich curricula, programs, and other supports for academic and non-academic student programs, and have knowledge of:

(A) research on the leadership of academic and non-academic programs;

(B) approaches to coordinating curricula, instructional technologies, and other supports with academic and non-academic systems;

(C) evidence-based curricula, use of technology, and other supports for academic and non-academic programs; and

(D) infrastructures for the ongoing support of academic and non-academic programs;

(ii) evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support student learning, digital literacy, and the school's academic and non-academic systems, and have knowledge of:

(A) evidence-based instructional practices for different student populations, including American Indians and tribes of Montana;

(B) curricula, educational technologies, and other educational resources that support digital literacy among students and adults;

(C) educational service providers; and

(D) approaches to coordinating resources and services in support of the school's academic and non-academic services;

(iii) evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being, and have knowledge of:

(A) research on effective assessment of student learning and well-being;

(B) research on assessment practices that are culturally responsive and accessible for each student;

(C) formative and summative measures of student learning and well-being; and

(D) approaches to coordinating among assessments, instructional improvement, and educational service delivery;

(iv) collaboratively evaluate, develop, and implement the school's curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner, and have knowledge of:

(A) appropriate and ethical use of data to monitor and continuously improve the school's curriculum, instruction technology, and assessment practices;

(B) research on the coordination of academic and non-academic services and its impact on student learning and well-being;

(C) approaches and strategies for building a coherent and equitable system of academic and non-academic services; and

(D) approaches and strategies for supporting faculty collaboration;

(e) engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community. Successful candidates understand and demonstrate the capacity to:

(i) collaboratively engage diverse families in strengthening student learning in and out of school, and have knowledge of:

(A) research on the role of families in supporting student learning in and out of school;

(B) research on student and family diversity; and

(C) strategies for understanding and cultivating relationships with families and engaging them in their children's education;

(ii) collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development, and have knowledge of:

(A) school organizational cultures that promote community engagement, including American Indians and tribes of Montana;

(B) research on how community members, partners, and other constituencies can support school improvement and student success;

(C) collaboration methods to develop and sustain productive relationships with diverse community partners; and

(D) practices for accessing and integrating external resources into the school;

(iii) communicate through oral, written, and digital means with the larger organizational, community, and political context when advocating for the needs of their school and community, and have knowledge of:

(A) research on the importance and implications of social, cultural, economic, legal, and political contexts;

(B) strategies for effective oral, written, and digital communication with members of the organization, community, and policy communities; and

(C) educational policy and advocacy for all students, including American Indians and tribes of Montana;

(f) improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations. Successful candidates understand and demonstrate the capacity to:

(i) evaluate, develop, and implement systems that support each student's learning needs and promote the mission and vision of the school, and have knowledge of:

(A) research on school management, operations, use of technologies, communication, and governance systems;

(B) principles of systems management and continuous improvement;

(C) management theories on the effective use of school resources and structures (e.g., school time and schedules) to achieve equitable outcomes for diverse student populations;

(D) processes for developing and implementing management, communication, technology, school-level governance, and operation systems; and

(E) use of technology to enhance learning and program management;

(ii) evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development, and have knowledge of:

(A) school-based budgeting;

(B) strategies for acquiring resources;

(C) processes for gathering, synthesizing, and evaluating data to develop and implement management, communication, school-level governance, and operation systems;

(D) strategies for aligning and allocating resources according to school priorities and student needs;

(E) methods and procedures for managing school resources; and

(F) Montana school finance;

(iii) reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being, and have knowledge of:

(A) laws, rights, policies, and regulations enacted by state, local, and federal authorities that affect schools, students, and adults, including Montana school law and special education law;

(B) implications of laws, rights, policies, and regulations for diverse student populations, subgroups, and communities, including tribal laws and regulations;

(C) research on emerging challenges such as privacy, social media, cyber-bullying, and safety; and

(D) the role of collective bargaining agreements;

(g) build the school's professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning. Successful candidates understand and demonstrate the capacity to:

(i) collaboratively develop the school's professional capacity through engagement in recruiting, selecting, and hiring staff, and have knowledge of:

(A) research on teacher recruitment, hiring, and selection;

(B) best practices for recruiting, selecting, and hiring school staff; and

(C) strategic staffing based on student, school, and staff needs;

(ii) develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school, and have knowledge of:

(A) research-based strategies for developing a collaborative professional culture designed to support improvement, retention, learning, and well-being;

(B) effective communication; and

(C) the role of relationships, trust, and well-being in the development of a healthy and effective professional culture;

(iii) personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success, and have knowledge of:

(A) research on teacher professional learning;

(B) practices for supporting and developing school staff;

(C) practices for cultivating and distributing leadership among staff;

(D) providing professional learning that promotes reflection, cultural responsiveness, digital literacy, school improvement, and student success; and

(E) how to use digital technology in ethical and appropriate ways to foster professional learning for self and others;

(iv) evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success, and have knowledge of:

(A) research-based strategies for personnel supervision and evaluation;

(B) importance of, and the ability to access, specific personnel evaluation procedures for a given context;

(C) multiple approaches for providing actionable feedback and support systems for teachers; and

(D) the role of collective bargaining agreements in the supervision process.

(2) The program requires successful candidates to participate in clinical/field experiences, which may be completed for graduate credit, that provide 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 endorsed school administrators.

(1) The program requires that a candidate who completes a superintendent educational leadership preparation program understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to:

(a) collaboratively design, communicate, and evaluate a district mission and vision that reflects a core set of values and priorities that include data use, technology, support for each student's learning needs, diversity, digital citizenship, and community. Successful candidates understand and demonstrate the capacity to:

(i) collaboratively evaluate, develop, and communicate a district mission and vision designed to reflect the core set of values and priorities, and have knowledge of:

(A) research on the role and importance of district mission and vision;

(B) processes for collaboratively developing a mission and vision;

(C) processes for developing an actionable mission and vision attentive to the core set of values; and

(D) the characteristics of well-written mission and vision statements;

(ii) lead district strategic planning and continuous improvement processes that engage diverse stakeholders in data collection, diagnosis, design, implementation, and evaluation, and have knowledge of:

(A) research on district improvement;

(B) formal processes of system-wide, iterative, evidence-informed improvement;

(C) research-based strategic planning processes;

(D) data collection, diagnosis, and use; and

(E) implementation theory and research;

(b) advocate for ethical decisions and cultivate professional norms and culture. Successful candidates understand and demonstrate the capacity to:

(i) reflect on, communicate about, and cultivate professional dispositions and norms, including support for each student's learning needs, fairness, integrity, transparency, trust, collaboration, perseverance, reflection, lifelong learning, and digital citizenship, and professional district and school cultures, and have knowledge of:

(A) professional norms, including integrity, fairness, transparency, trust, support for each student's learning needs, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn, that promote a productive, equitable, and effective district;

(B) approaches to cultivating professional norms in others;

(C) approaches to building organizational culture; and

(D) reflective practice;

(ii) evaluate, and advocate for ethical and legal decisions, and have knowledge of:

(A) research on and practices for decision making;

(B) knowledge of law and ethics, including special education law, Montana school law, and Montana collective bargaining and employment law; and

(C) guidelines for ethical and legal decision making;

(iii) model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others and have knowledge of ethical practice and approaches to cultivating ethical behavior in others;

(c) develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture. Successful candidates understand and demonstrate the capacity to:

(i) evaluate, cultivate, and advocate for a supportive and inclusive district culture, and have knowledge of:

(A) research on inclusive district cultures;

(B) dimensions of positive and inclusive district culture (e.g., fair, safe, healthy, caring, responsive, inclusive, and respectful);

(C) processes for evaluating district culture;

(D) processes for fostering cultural change; and

(E) strategies for advocacy for all students, including American Indians and tribes of Montana.

(ii) evaluate, cultivate, and advocate for equitable access to safe and nurturing schools and the opportunities and resources, including instructional materials, technologies, classrooms, teachers, interventions, and adult relationships, necessary to support the success and well-being of each student, and demonstrate knowledge of:

(A) research on the importance to student success of equitable use of educational resources and opportunities;

(B) equitable allocation of educational opportunities and resources, including instructional materials, technologies, classrooms, teachers, interventions, and adult relationships; and

(C) broader social, cultural, and political context for equitable access to and use of educational resources and opportunities;

(iii) evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instructional and behavior support practices among teachers and staff, and have knowledge of:

(A) leadership strategies related to Montana Indian Education for All including the Essential Understandings Regarding Montana Indians;

(B) culturally responsive instructional and behavior support practices, with special consideration for American Indians and tribes of Montana;

(C) characteristics and foundations of equitable educational practice;

(D) research on implications for students of equitable, culturally responsive, and inclusive practice; and

(E) broader social, cultural, and political concerns with strategies to support students' learning needs in district schools, including those unique to American Indians and tribes of Montana;

(d) evaluate, design, cultivate, and implement coherent systems of curriculum, instruction, data systems, supports, assessment, and instructional leadership. Successful candidates understand and demonstrate the capacity to:

(i) evaluate, design and implement high-quality curricula, the use of technology, and other services and supports for academic and non-academic student programs, and have knowledge of:

(A) research on the leadership of academic and non-academic programs;

(B) research-based curricula, technologies, and other supports for academic and non-academic programs;

(C) approaches to coordinating among curricula, the use of technology, and academic and non-academic systems of support; and

(D) infrastructures for the ongoing support of academic and non-academic programs;

(ii) collaboratively evaluate, design, and cultivate systems of support, coaching, and professional development for educators, educational professionals, and school and district leaders, including themselves, that promote reflection, digital literacy, distributed leadership, data literacy, improvement, and student success, and have knowledge of:

(A) research on instructional leadership at the school and district level;

(B) research-based approaches on using data to design, implement, and evaluate professional development for teachers and other educational professionals that promotes reflection, digital literacy, distributed leadership, data literacy, school improvement, and student success;

(C) research-based approaches to leadership development focused on improving instructional practice (e.g., leadership evaluation, coaching, development of professional learning communities); and

(D) approaches and strategies for supporting district and school collaboration;

(iii) design, implement, and evaluate a developmentally appropriate, accessible, and culturally responsive system of assessments and data collection, management, and analysis that support instructional improvement, student learning and well-being, and instructional leadership, and have knowledge of:

(A) research, theory, and best practice regarding effective and ineffective assessments of academic and non-academic factors;

(B) research on assessment practices that are culturally responsive and accessible; and

(C) research and best practices regarding systems for collecting, analyzing, managing, and utilizing assessment results and other sources of data;

(iv) design, implement, and evaluate district-wide use of coherent systems of curriculum, instruction, assessment, student services, technology, and instructional resources that support the needs of each student in the district, and have knowledge of:

(A) research on the coordination within and among academic and non-academic services and its impact on student learning and well-being;

(B) appropriate and ethical use of data to monitor and continuously improve the district's curriculum, instruction, and assessment practices; and

(C) approaches and strategies for developing and implementing coherent and equitable systems of curriculum, instruction, assessment, student services, technology, and instructional resources;

(e) understand and engage families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs. Successful candidates:

(i) understand and demonstrate the capacity to represent and support district schools in engaging diverse families in strengthening student learning in and out of school, and have knowledge of:

(A) research on the role of families in supporting student learning in and out of school; and

(B) strategies for supporting schools in cultivating relationships with and engaging families in strengthening student learning in and out of school, with special consideration of American Indians and tribes of Montana;

(ii) engage, and effectively collaborate and communicate with, through oral, written, and digital means, diverse families, community members, partners, and other constituencies to benefit learners, schools, and the district as a whole, and have knowledge of:

(A) research on student, family, and community diversity;

(B) research on how community members, partners, and other constituencies effectively engage in and support district and school improvement and student success;

(C) effective practice for communicating through oral, written, and digital means;

(D) strategies for understanding and engaging district constituents, including American Indians and tribes of Montana; and

(E) governance and decision-making processes that support family-school communications and engagement;

(iii) communicate through oral, written, and digital means within the larger organizational, community, and political contexts and cultivate relationships with members of the business, civic, and policy community in support of their advocacy for district, school, student, and community needs, and have knowledge of:

(A) research on the importance and implications of social, cultural, economic, legal, and political contexts;

(B) strategies for effective oral, written, and digital communication with members of the business, civic, and policy community;

(C) strategies for cultivating relationships with members of the business, civic, and policy community;

(D) public relations; and

(E) educational advocacy for all students, including American Indians and tribes of Montana;

(f) develop, monitor, evaluate, and manage data-informed and equitable district systems for operations, resources, technology, and human capital management. Successful candidates:

(i) understand and demonstrate the capacity to develop, communicate, implement, and evaluate data-informed and equitable management, communication, technology, governance, and operation systems at the district level to support schools in realizing the district's mission and vision, and have knowledge of:

(A) research, theories, and best practices concerning continuous improvement and the use of data to achieve equitable outcomes for diverse student populations;

(B) research, theories, and best practices concerning the management of operations, technology, communications, and governance systems;

(C) methods for analyzing the design and effectiveness of management, communication, technology, district-level governance, and operation systems in supporting learning for all students; and

(D) use of technology to enhance learning and the management of systems;

(ii) develop, communicate, implement, and evaluate a data-based district resourcing plan and support schools in developing their school-level resourcing plans, and have knowledge of:

(A) school and district-based budgeting;

(B) processes for gathering, synthesizing, and evaluating data to develop resourcing plans;

(C) research and best practices for allocating district- and school-level resources to support student learning and excellence;

(D) methods for accessing and integrating external resources into the district and schools; and

(E) Montana school finance;

(iii) develop, implement, and evaluate coordinated, data-informed systems for hiring, retaining, supervising, and developing school and district staff to support the district's collective instructional and leadership capacity, and have knowledge of:

(A) research-based practices for recruiting, hiring, supporting, supervising, developing, and retaining school and district staff;

(B) strategies for engaging school and district staff in the recruitment and selection process;

(C) strategic data-informed staffing based on student, school, and district needs;

(D) research on and strategies for developing a collaborative professional culture designed to support improvement, retention, learning, and well-being; and

(E) strategies for cultivating leadership among school and district staff;

(g) cultivate relationships, lead collaborative decision making and governance, and represent and advocate for district needs in broader policy conversations. Successful candidates understand and demonstrate the capacity to:

(i) represent the district, advocate for district needs, and cultivate a respectful and responsive relationship with the district's board of trustees focused on achieving the district's shared mission and vision, and have knowledge of:

(A) research and best practice focused on school board governance and relations;

(B) management theory;

(C) communication strategies;

(D) negotiation strategies; and

(E) Montana collective bargaining and employment law;

(ii) design, implement, cultivate, and evaluate effective and collaborative systems for district governance that engage multiple and diverse stakeholder groups, including school and district personnel, families, community stakeholders, and board members, and have knowledge of:

(A) research and best practice concerning effective systems for district governance;

(B) processes for engaging multiple and diverse community stakeholders; and

(C) developing and sustaining effective board relations;

(iii) evaluate and engage in decision making around the implementation and communication of district, state, tribal, and national policy, laws, rules, and regulations, and have knowledge of:

(A) educational policy, laws, rules, and regulations, including tribal governance of education, Montana school law, Individuals with Disabilities Education Act (IDEA), and Americans with Disabilities Act (ADA);

(B) educational policy systems, formulation, adoption, and actors;

(C) strategies for accessing information about policy; local, state, tribal, and federal contexts; and the policy implications for various contexts;

(D) strategies for collaborating with and/or influencing local, state, and federal policy and policy leaders; and

(E) the role of the collective bargaining agreement;

(iv) understand the implications of larger cultural, social, economic, legal, and political interests, changes, and expectations and demonstrate the capacity to evaluate and represent district needs and priorities within larger policy conversations and advocate for district needs and priorities at the local, state, and national level, and have knowledge of:

(A) the use of evidence to evaluate district needs and priorities vis-à-vis education policy conversations and emerging challenges;

(B) how to best represent district priorities and needs at the local, state, and national level; and

(C) how to best advocate for district priorities and needs at the local, state, and national level.

(2) The program requires successful candidates to participate in clinical/field experiences, which may be completed for graduate credit, that provide 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 endorsed school administrators.

(1) The program requires that successful candidates:

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

(b) 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 interventions, services, and programs, and measuring progress and outcomes within a multi-tiered system of supports;

(ii) using a problem-solving framework as the basis for all professional activities;

(iii) collecting data systematically from multiple sources as a foundation for decision making at the individual, group, and system levels, and considering ecological factors including, but not limited, to classroom, family, and community characteristics as a context for assessment and intervention;

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

(v) applying effective interventions and instructional support to develop 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;

(vi) applying interventions, as well as mental and behavioral health services to develop social and life skills to promote 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;

(vii) 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; evidence-based strategies and adaptive skills to enhance services and address potential influences related to diversity in development, learning, and behavioral health;

(viii) applying evidence-based schoolwide practices, implementation science, systems' structures, organization and theory, policy development, and climate to promote learning, positive behavior, and mental health;

(ix) applying principles and research related to well-being, resilience, and risk factors in learning and mental and behavioral health, supporting services in schools and communities, multi-tiered prevention, and evidence-based strategies to respond to crises and to create and maintain safe, effective, and supportive learning environments for students and school staff;

(x) 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;

(xi) applying evidence-based strategies to enhance services in both general and special education and to address potential influences by providing professional services that promote effective functioning for individuals, families, and schools;

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

(xiii) 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 of school psychologists' legal, ethical, and professional practice; and

(xiv) integrating information technology into school psychologist practice and utilizing various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and system levels.

(2) The provider shall ensure candidates complete supervised and sequenced practica experiences that:

(a) are distinct from and occur prior to the internship;

(b) occur at scheduled time(s), are of sufficient length, and are in settings appropriate and relevant to the specific training program objectives and student competency development;

(c) have a direct and obvious relationship to the objectives for which the practica are intended; are designed collaboratively between the school psychology program and placement agencies; demonstrate a commitment to candidate learning; are consistent with program goals; and ensure the development of professional competencies;

(d) occur under conditions of supervision appropriate to the specific training objectives of the program;

(e) provide appropriate recognition through the awarding of academic credit;

(f) occur with university involvement appropriate to the specific training objectives of the program and have program oversight to ensure appropriate placement, and diverse activities to address national practice model and program objectives, adequate supervision, and collaboration between the practicum site and practicum site supervisors;

(g) are systematically evaluated in a manner consistent with the specific training objectives of the program and use performance-based evaluations that are systematic and designed to ensure that candidates demonstrate professional work characteristics and competencies; and

(h) are conducted in accordance with current legal-ethical standards for the profession.

(3) The comprehensive internship is the culminating experience in school psychology graduate preparation. The successful school psychologist candidates:

(a) demonstrate, under supervision, their ability to integrate knowledge and skills in providing a broad range of school psychological services and the internship experience:

(i) is provided at or near the end of the formal training period;

(ii) is designed according to a written plan that provides the student opportunities to gain experience in the delivery of a broad range of school psychological services;

(iii) occurs in a setting appropriate to the specific training objectives of the program;

(iv) is provided appropriate recognition through the awarding of academic credit;

(v) occurs under conditions of appropriate supervision (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 the portion of the internship, which appropriately may be in a nonschool setting, requires supervision by an appropriately credentialed psychologist);

(vi) is supervised (field-based internship supervisors are responsible for no more than two interns at any given time, and 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 university internship supervisors provide at least one on-site contact per semester with each intern and supervisor;

(viii) is a provision for participation in continuing professional development activities;

(ix) is systematically evaluated for quality in a manner consistent with the specific training objectives of the program;

(x) is conducted in a manner consistent with the current legal-ethical standards of the profession;

(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, and at least 600 hours of the internship are completed in a school setting;

(xii) is a diversified learning experience that includes a variety of professional roles and functions for the intern to attain professional competencies through carefully supervised activities;

(xiii) addresses all National Association of School Psychologists (NASP) domains of practice;

(xiv) has a written agreement that specifies the term of appointment terms of compensation;

(xv) supports services for the intern commensurate as to what is provided the agency's school psychologist;

(xvi) provides access to continuing educational activities;

(xvii) has appropriately and regularly scheduled supervision; and

(xviii) is provided appropriate recognition through the awarding of academic credit;

(b) accept an internship placement that provides appropriate support for the internship experience including:

(i) a written agreement specifying the period of appointment and any terms of compensation;

(ii) a schedule of appointments, expense reimbursement, a safe and secure work environment, adequate office space, and support services consistent with that afforded agency school psychologists;

(iii) provision for participation in continuing professional development activities;

(iv) release time for internship supervision; and

(v) a commitment to the internship as a diversified training experience.

(4) The provider ensures that a school psychology program employs systematic, comprehensive assessment of candidate knowledge, skills, and professional work characteristics needed for effective practice as early-practitioner, independent school psychologists. A key aspect of program accountability is the assessment of candidate ability to provide, and evaluate the impact of, direct and indirect services to children and youth, families, and schools. Faculty must be involved in the evaluation of candidate skill application including, but not limited to, products such as individual, group, or system-wide case studies, program evaluations, and psychoeducational evaluations, and use assessment results to evaluate and improve the program. The provider ensures that school psychology graduate programs:

(a) establish and maintain an accountability program that employs a variety of methods to assess the candidate knowledge, skills, and professional work characteristics consistent with the national practice model, including results on licensing exams, course-embedded methods, practicum and capabilities of school psychology candidates intern evaluations, and performance-based products that include assessment of the impact that interns and graduates have on services to children, youth, families, and other consumers;

(b) incorporate different sources of process and performance information including, but not limited to, instructional evaluation, performance portfolios, field supervisor evaluations, systematic valid procedures are used to evaluate and improve the quality of the program, candidate/graduate performance on licensing/certification examinations, and alumni follow-ups, as appropriate, to evaluate and improve components of the program. The assessment of practicum outcomes must include a formal evaluation process of all candidates conducted by field supervisors and/or program faculty. The assessment is expected to focus on specific competencies and professional work characteristics and be based on observations or other evaluation methods. The evaluation criteria or benchmark is expected to be relevant to the professional developmental stage of the candidate at the particular level of the practica;

(c) apply specific published criteria, both objective and qualitative, for the assessment and admission of candidates to the program at each level and for candidate retention and progression in the program. The internship outcomes include formative and summative performance-based evaluations completed by faculty and field-based supervisors that are systematic, address the academic and professional competencies, and ensure that interns attain the competencies, as well as demonstrate the professional work characteristics needed for effective practice as an early-career, independent school psychologist;

(d) employ a systematic process that ensures that all students possess the knowledge and professional expertise to collaborate with families and school and community based professionals in designing, implementing, and evaluating interventions that effectively respond to the educational and mental health needs of children and youth where the candidate must:

(i) demonstrate evidence of the ability to provide and evaluate the impact of direct and indirect intervention-based services for children and youth, families, and schools; and

(ii) provide evidence of services in the form of two performance-based products, one of which can be completed during practica and one product must have a primary focus on academic/cognitive skills and another with a primary focus on mental and behavioral health. Faculty must evaluate candidates' products;

(e) utilize systematic procedures to evaluate and improve the quality of the program. Different sources of process and performance information including, but not limited to, instructional evaluation, performance portfolios, field supervisor evaluations, and candidate/graduate performance on licensing/certification examinations are used, as appropriate, to evaluate and improve the program;

(f) is comprehensive, sequential, and experiential, and it fosters the number of development credit hours acquired for candidates' professional identity as school psychologists, as reflected in the following:

(i) clear identification as a "school psychology program" and communication of a program framework or model, in which its philosophy/mission is represented in explicit goals and objectives for school psychology competencies that candidates are expected to attain;

(ii) an integrated, sequential program of study and supervised field experiences that are based on the program's philosophy/mission, goals, and objectives and are consistent across candidates;

(iii) full-time, part-time, or alternative types of enrollment that provide multiple and systematic opportunities through courses, seminars, coursework, supervised practices, and other comprehensive program activities for candidates to develop and encourage an affiliation with peers, faculty, and the profession;

(iv) multiple instructional delivery methods including, but not limited to, online, face to face, or hybrid may be utilized, the program documents that it provides supervision and evaluates candidate learning outcomes relevant to particular courses and field experiences not open exclusively to graduate students in a systematic manner;

(v) use of a systematic process to ensure that candidates demonstrate the student's knowledge and skills needed for effective school psychology service delivery; the ability to integrate competencies across NASP domains of school psychology practice; and direct, measurable effects on children and youth, families, schools, and other consumers; and

(vi) use of data from multiple measures, including performance-based evaluation regarding candidates and program; graduates (including, but not limited to, employment, licensure/certification, satisfaction) to improve the quality of the program;

(g) exclude credit requirements for undergraduate study, study that is remedial, or study which is designed to remove deficiencies in meeting requirements for program admission; and

(h) include a full-time continuous residency or an alternate planned experience for all students 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 provider ensures that specialist-level programs follow the standards described by a national accrediting entity, and:

(a) specialist-level programs consist of a minimum of three years of full-time study or the equivalent at the graduate level;

(b) the program shall include at least 60 graduate semester hours or the equivalent, at least 54 hours of which are exclusive of credit for the supervised internship experience;

(c) institutional documentation of program completion shall be provided; and

(d) specialist level programs include a minimum of one academic year of supervised internship experience consisting of a minimum of 1200 clock hours, including a minimum of 600 hours in a school meeting.

(6) The provider ensures that doctoral programs follow the standards described by 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) doctoral programs consist of a minimum of four years of full-time study or the equivalent at the graduate level;

(b) the program 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 includes a minimum of one academic year of doctoral supervised internship experience consisting of a minimum of 1500 clock hours, including a minimum of 600 hours in a school setting, as part of a doctoral program or prior specialist degree, or 600 hours of advanced practicum experience.

This rule has been repealed.

(1) The provider may request the approval of a new curricular program by describing the purpose, need, and objectives of the program and the impact on P-12 education.

(2) The provider:

(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;

(c) implements, assesses, and evaluates the programꞌs impact on the identified P-12 needs;

(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.

(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) describes the professional learning process, plan, and timeline to prepare personnel;

(d) establishes assessment and evaluation systems to collect, analyze, use, and report initial or advanced candidateꞌs progress in the program;

(e) ensures that the program is supported by identifiable human and physical resources available to the program and resources not under the control of the institution shall be outlined and confirmed by the Board of Public Education;

(f) creates a timetable that includes:

(i) the program's proposed implementation date;

(ii) the sequence of activities that will occur;

(iii) selection and schedules of regular and systematic intervals of candidate and program evaluations; and

(iv) the approximate date for submitting the program plan, timeline, and reports for program approval to the appropriate institutional officials and to the Superintendent of Public Instruction; and

(g) ensures that program evaluations have definite provisions for performance criteria and follow-up at specified intervals and the evaluations:

(i) align to initial or advanced standards pursuant to ARM Title 10, chapter 58, subchapters 3, 5, 6, and 7; and

(ii) ensure continuous program improvement by using data to inform decisions that provide positive impact on candidatesꞌ professional growth and on program development.

(4) The provider shall establish and administer the program 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.

This rule has been repealed.