W. Va. Code R. § 126-114-5

Current through Register Vol. XLI, No. 45, November 8, 2024

Section 126-114-5 - Definitions

5.1. Accredited Institution of Higher Education (IHE). A college or university accredited-;- by one of the regional accrediting agencies to award degrees at a stipulated level, i.e., bachelor's degree, master's degree, and/or doctorate and recognized by the Council for Higher Education Accreditation (CHEA), by one of the National Faith-Related Accrediting Organizations recognized by CHEA and the United States Department of Education (ED), or by the Accrediting Council for Independent Colleges and Schools.

5.2. Admission to an Approved Program. The filing of an application by a prospective teacher declaring the prospective teacher as a candidate to complete an approved EPP and the institution's formal acceptance of the student based on the prospective teacher satisfying the admission criteria. The criteria for full program admission are:

1) minimum of 2.5 individual grade point average (GPA) calculated using institutional policy;

2) successful completion of a disposition screening assessment chosen by the EPP; and

3) the required performance as per the West Virginia Licensure Testing Directory on the WVDE website on the Core Academic Skills for Educators (CASE), as well as any other institutionally established performance assessments in speaking, listening, and educational technology.

5.3. Alternative EPP. A WVBE-approved program for teacher education that is offered as an alternative to the standard college or university programs for the education of teachers and provides an alternative means for a qualified person to earn a provisional professional teaching certificate, as described in W. Va. Code §§18A-3-la through 18A-3-1J and W. Va. 126CSR161, Policy 5901, Regulations for Alternative Certification Programs for the Education of Teachers (Policy 5901).

5.4. Alternative EPP Provider. A WVBE-approved program for teacher education that is offered as an alternative to the standard college or university programs for the education of teachers provided by entities as identified within W. Va. Code §18A-3-la through §18A-3-lj and Policy 5901.

5.5. Association for Advancing Quality in Educator Preparation (AAQEP). A national organization that reviews and accredits an EPP based on a peer review with a holistic approach to meeting national standards related to the functioning of the EPP. EPPs must have national accreditation or be seeking candidacy for its graduates to be licensed to teach in West Virginia.

5.6. Authorized Agency. The state agency designated by the WVBE to administer EPP approval standards and procedures approved by the WVBE. Currently, the WVDE serves as the WVBE's authorized agency.

5.7. Career Technical Education (CTE) Preparation Programs of Study. A WVBE-approved EPP of study delivered by an EPP provider located in an IHE that holds accreditation as defined in section 5.1, based upon WVDE-adopted CTE program objectives and other requirements, and which has been approved by the WVBE.

5.8. Clinical Teacher of Record (CTR). A program involving a partnership between a county board of education and an IHE so that the pre-service teacher or pre-service school counselor, during the last semester of the clinical experience, is hired by a county to fill a vacant position that has been posted for which no other fully certified professional has been employed. The CTR is the teacher of record who will receive no less than 65 percent of the state aid formula. CTR programs require authorization of the WVBE pursuant to W. Va. Code §18A-3-l(e).

5.9. Cohort. A group of education candidates admitted to an EPP of study at the same time, e.g., a class entering in a fall semester.

5.10. Cohort GPA. The GPA averaged for all members of a cohort or class of admitted candidates. Averaging does not require that every candidate meet the specified GPA.

5.11. Collaborative Program. An approved EPP that is delivered as the result of a formal written agreement between two or more WVBE-approved EPP providers to enable prospective teachers to receive licensure in a content specialization that is not available at the home IHE and that is approved for the cooperating IHE.

5.12. Cooperating Teacher (For Resident or Student Teacher). An experienced and effective teacher engaged in the purpose of affirming to a beginning teacher the potential for professional growth through continuous improvement. The cooperating teacher is proficient when interacting in different interpersonal contexts and is adept in both mentoring and coaching the beginning teacher in a genuine manner that engenders trust. The cooperating teacher is willing to provide instructional support and coach beginning teachers to improve skill and performance no matter what level beginning teachers are performing. Instructional coaching by cooperating teachers is structured around fulfilling standards and performance targets and consists of discussions where the cooperating teachers provides objective feedback on the beginning teacher's strengths and weaknesses as aligned to both the content standards and West Virginia Professional Teaching Standards.

5.12.a. Effective July 1, 2018, cooperating teachers for clinical experience shall, at a minimum:

1) hold a valid West Virginia five-year teaching credential in the content area of the candidate placed in their classrooms with a minimum of three years of teaching experience;

2) hold Accomplished or higher as a summative performance rating on the West Virginia Educator Evaluation during the last two years of employment; and

3) have successfully completed a WVBE-approved cooperating teacher course, at no cost to the teacher, or hold certification through the National Board for Professional Teaching Standards (NBPTS).

5.13. Cooperating Teacher (Out-of-State). Shall:

1) hold a valid teaching credential beyond the initial license and in the content area of the candidate placed in the candidate's classroom and in the state of the placement;

2) have a minimum of five years of teaching experience or 3-4 years of teaching experience accompanied by a letter of recommendation from the pre-k-12 building administrator; and

3) provide evidence of successful performance (such as educator evaluations) during the last two-years of employment or hold certification through the NBPTS. A cooperating teacher who meets all requirements except the experience requirement may submit an exception request to the WVDE.

5.14. Cooperating School Counselor. Shall, at a minimum:

1) hold a valid West Virginia five-year professional student support certificate with a minimum of five years of school counseling experience or 3-4 years of school counseling experience accompanied by a letter of recommendation from the pre-k-12 building administrator;

2) hold Accomplished or higher as a summative performance rating on the West Virginia Educator Evaluation during the last two years of employment; and

3) have successfully completed a WVBE-approved cooperating teaching training course, at no cost to the counselor, or must be a Licensed Professional Counselor issued through the West Virginia Board of Examiners in Counseling.

5.15. Co-teaching. An educational method that involves two teachers working together to plan, instruct, assess, and reflect on provided instruction for a single group of students allowing for more one-on-one interaction and differentiated instruction.

5.16. Council for the Accreditation of Educator Preparation (CAEP). The organization that reviews and accredits an EPP based on compliance with CAEP national standards related to the functioning of the EPP. EPPs must have national accreditation or be seeking national accreditation candidacy for its graduates to be licensed to teach in the public schools of West Virginia.

5.17. Diversity. Demonstrated through the variety of personal experiences, values, and world views that arise from differences of culture and circumstance as represented within our state and region and not limited to ethnicity. Each IHE will bring together a full range of backgrounds and perspectives to its teaching, research, service responsibilities, as well as field and clinical placements.

5.18. Educator Preparation Program (EPP). A college, department, or school of education located in an accredited IHE and that delivers WVBE-approved programsof study leading to licensure to work in the public schools of West Virginia.

5.19. Educator Preparation Provider Advisory Committee (EPPAC). Comprised of public school and higher education teachers and administrators who advise the chief teacher education officer of the EPP on educator preparation matters. All EPPs offering WVBE-approved EPPs of study leading to licensure to work in the public schools of West Virginia are required to have an EPPAC.

5.20. Educator Preparation Program Review Board (EPPRB). Makes recommendations to the WVBE regarding the approval of EPPs and content/specialization programs of study leading to licensure to work in the public schools of West Virginia.

5.21. Endorsement. The specialization(s) and grade levels appearing on any license authorized by the WVBE which govern the legal assignment within the public schools of West Virginia (W. Va. Code § 18A-3-2).

5.22. EPP of Study. A WVBE-approved EPP of study delivered by an EPP provider located in an accredited IHE; has been reviewed by the Educator Preparation Programs Review Board (EPPRB) as required in section 14; and approved by the WVBE and is based upon state-adopted and national program objective standards that include preprofessional skills, content specialization, and professional education components. Upon successful completion, candidates will be eligible for a license or certificate recognized for employment in the public schools of West Virginia.

5.23. Exemptions. Available to candidates who meet the identified criteria as defined in section 6.5.c or who are admitted to a WVBE-approved, five-year program that will culminate with a conferred master's degree.

5.24. Extraordinary Circumstances. Factors which are often external, unanticipated, and beyond one's control that normal experience could not foresee or provide for (i.e., unavailability of coursework, illness/death, hardship).

5.25. Field-based and Clinical Experiences. Field-based experiences as described in section 6.7.b.3 and section G.7.b.4, organized by EPPs to occur across the preparation program. They provide opportunities for candidates to apply knowledge, skill, and dispositions in a variety of settings appropriate to the content and level of each program of study. Both field-based and clinical experiences as described in section 6.7.b.3-5 are structured to ensure significant opportunities to engage with diverse multicultural, at-risk, and special needs} learners. Clinical experiences are completed under the direction of the IHE and cooperating teacher(s). The experiences are arranged by the EPP with the cooperating teachers such that they have a thorough understanding of the EPP's expectations for the candidates during the experiences. During both field-based and clinical experiences, teacher candidates should observe the instruction of other teachers and gain experience working directly with students (i.e., plan and teach lessons). Clinical experiences should link theory and coursework to practice and provide candidates with extensive, scaffolded experiences with increasing responsibilities to further develop their content knowledge and pedagogical skills in authentic practice. Formative feedback sessions should occur within the clinical experience as well as evaluative performance assessments that demonstrate and measure the proficiencies in the professional roles and in the programmatic levels for which candidates are preparing.

5.26. Governing Boards/Bodies. Entities authorizing the delivery of EPP programs of study. Publicly supported EPPs are governed by the WVHEPC while privately supported EPPs are governed by their designated entity.

5.27. License. Any or all the documents issued by the State Superintendent of Schools under state law and regulations of the WVBE that empowers the holder to perform designated services within the public schools.

5.28. Performance-based Assessment. An assessment of a prospective teacher's ability to integrate content, basic professional knowledge, and pedagogical skills in an appropriate educational setting in which the prospective teacher anticipates licensure. Teacher candidates graduating from West Virginia EPPs are required to achieve acceptable performance levels on a WVBE-approved teacher performance assessment (TPA).

5.29. Regionally Accredited Institution of Higher Education (IHE). A college or university accredited by one of the regional accrediting agencies recognized by the Council for Higher Education Accreditation (CHEA); or by one of the National Faith-Related Accrediting Organizations recognized by CHEA and the ED; or by the Accrediting Council for Independent Colleges and Schools to award degrees at a stipulated level, i.e., bachelor's degree, master's degree, and/or doctorate.

5.30. Residency. Component of an EPP that provides teacher candidates with both the underlying theory of effective teaching and a year-long, in-school residency in which they practice and hone their skills and knowledge alongside an effective cooperating teacher. Unlike other teaching certification models, residents do not serve as the teacher of record in the classroom.

5.30.a. Residency 1. The first semester of the yearlong clinical experience.

5.30.b. Residency 2. The second semester of the yearlong clinical experience contingent on successful completion of Residency 1.

5.31. Residency Hub. A school site which hosts two or more residents who receive collaborative support from the cooperating teacher, pre-k-12 staff, county leadership, and the EPP.

5.32. Resident Teacher. Pre-service teacher enrolled in a residency model teacher preparation program that culminates in a yearlong residency clinical working with a cooperating teacher. The resident teacher participates in an intensively supervised and mentored clinical experience and residency program for prospective teachers that culminates in a yearlong residency clinical that refines their professional practice skills and helps them gain the teaching experience needed to demonstrate competence as a prerequisite to certification to teach in the West Virginia public schools.

5.33. Specialization. The specific teaching, administrative, or student support area listed on the teacher's license to which an employee may be legally assigned within the public schools.

5.34. Specialized Professional Association (SPA). Recognized by the ED or the Council for Higher Education. Examples include, but are not limited to, the National Council of Teachers of English (NCTE) and the National Council of Teachers of Mathematics (NCTM).

5.35. Step 7d Funds. Public School Support Plan (PSSP) funding step, effective 2019-2020, to support county-level implementation of comprehensive systems for teacher and leader induction and professional growth. Step 7d funds are allocated among the county boards of education based on needs identified in the strategic plans for continuous improvement of schools and school systems.

5.36. Subject Area Major. Minimum of 30 credit hours in a specific content area.

5.37. Subject Area Minor. Minimum of 15 credit hours in a specific content area.

5.38. West Virginia Content Area Program Approval (WV CAPA). State specific approval model that has been developed for the approval of content-specific EPP degree offerings through IHEs.

5.39. West Virginia Licensure Testing Directory. A listing of all WVBE-required licensure exams for teacher certification and for completion of WVBE-approved programs leading to West Virginia licensure. This directory is maintained on the WVDE website. When tests or scores listed in the directory are changed, the validity period for the previously listed tests and/or score shall be one-year from the effective date of the new test and/or score. Exception: tests and/or scores shall remain valid for 12 months after completion of an approved program for licensure where the applicant was continuously enrolled even if the test and/or score has changed.

5.40. Yearlong Resident Clinical. A full academic year, two consecutive semesters, spent in a pre-k-12 school, partnering with an experienced cooperating teacher to develop the professional dispositions of effective teaching. Over the course of the year, teacher residents transition from a collaborative, co-teaching role into the lead-teaching role receiving targeted support and feedback designed to prepare novice teachers to be successful upon entering the classroom.

W. Va. Code R. § 126-114-5