The following instructional topics are required in educator preparation programs. More information about each instructional topic, along with helpful resources, is included below.
Issues of abuse
It is the responsibility of preparation program providers to ensure their educator candidates complete a course on issues of abuse and suicide prevention.
The course content must include:
- knowledge and skill standards relating to recognition, initial screening, and response to emotional or behavioral distress in students
- This includes indicators of possible substance abuse, violence, and youth suicide.
- the identification of physical, emotional, sexual, and substance abuse
- commercial sexual abuse of a minor
- sexual exploitation of a minor
- information on the impact of abuse on the behavior and learning abilities of students
- discussion of the responsibilities of an educator to report abuse or provide assistance to students who are victims of abuse
- methods for teaching students about abuse of all types and their prevention
Paraeducator supervision and support
Programs must prepare teacher and administrator candidates for their role in directing, supervising, and evaluating paraeducators.
- Providers ensure that all educator candidates demonstrate knowledge of the paraeducator standards of practice (document).
- Providers prepare teacher candidates to direct paraeducators working with students in the classroom.
- Providers prepare administrator candidates to supervise and evaluate paraeducators in schools.
- Paraeducator standards of practice (document)
- PESB offers two online courses for inservice educators, which can be useful to programs in considering what to include in their program curriculum:
- Teachers working with paraeducators
- Principals and administrators working with paraeducators
- Information about the paraeducator certificate program
- WAC 181-78A-220
- RCW 28A.410.294
Since Time Immemorial (STI)
Programs must ensure teacher candidates engage with the since time immemorial curriculum focused on history, culture, and government of American Indian peoples, and complete a Pacific Northwest history or Washington State history course.
Required curriculum integration:
- All teacher preparation programs must include a one quarter or semester course in either Washington state history and government, or Pacific Northwest history and government.
- All teacher candidates must complete this course, unless otherwise determined by the Professional Educator Standards Board.
- Any course in Washington state or Pacific Northwest history and government used to fulfill this requirement must include information on the culture, history, and government of the American Indian peoples who were the first human inhabitants of the state and the region.
- Teacher preparation program providers must integrate the curriculum developed and made available free of charge by OSPI into existing programs or courses and may modify that curriculum in order to incorporate elements that have a regionally specific focus.
Social Emotional Learning (SEL)
Providers ensure that teacher and principal candidates can recognize signs of emotional or behavioral distress in students and appropriately refer students for assistance and support.
The guidance provided to candidates must include:
- social-emotional learning standards and benchmarks
- related competencies such as trauma-informed practices, consideration of adverse childhood experiences, mental health literacy, anti bullying strategies, and culturally sustaining practices
- OSPI’s social and emotional learning in Washington State schools: building foundations and strategies modules for in-service educators can be adapted for pre-service educators.
- OSPI social emotional learning resources
- WAC 181-78A-232
- RCW 28A.410.270
Teacher and Principal Evaluation Program (TPEP)
Programs ensure teacher and administrator candidates demonstrate knowledge of:
- teacher evaluation research
- Washington’s evaluation requirements
- evaluation criteria
- four-tiered performance rating system
- student growth goals
- preferred instructional frameworks used to describe the evaluation criteria
- self-assessment, goal setting, and reflective practice
Programs must also ensure administrator candidates demonstrate knowledge of:
- classroom observations
- the use of student growth data and multiple measures of performance
- evaluation conferencing
- development of classroom teacher and principal support plans resulting from an evaluation
- use of an online tool to manage the collection of observation notes, teacher and principal-submitted materials, and other information related to the conduct of the evaluation
- successfully complete opportunities to practice teacher evaluation skills, limit bias, and promote rater agreement
Additionally, programs need to ensure administrator candidates successfully complete opportunities to practice classroom observation skills that limit bias and promote rater agreement on the four-tiered system.