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GCAA-AR - Standards for Competent and Ethical Performance of Oregon Educators

Code: GCAA-AR
Adopted: 11/13/72
Re-adopted: 8/13/97
Original Codes: 5800 - 5820
 

Application of Rules

  1.  Oregon Administrative Rules were adopted by the Teacher Standards and Practices Commission in accordance with Oregon Revised Statutes.
  2.  Oregon Administrative Rules may be used as criteria by the Teacher Standards and Practices Commission in matters pertaining to the revocation or suspension of licenses issued by the commission under Oregon Revised Statutes or the discipline of any license holder or any person who has held a license at any time within five years prior to issuance of the notice of charges under Oregon Revised Statutes.
  3.  The commission determines whether an educator’s performance is ethical or competent in light of all the facts and circumstances surrounding the educator’s performance as a whole.
  4.  The commission will promptly investigate complaints:
    1.  The commission may at its discretion defer action to charge an educator against whom a complaint has been filed under Oregon Revised Statutes when the investigation report indicates that disciplinary action against the educator is pending at the local district level or when criminal charges are pending or are likely to be filed against the educator.  In considering whether to defer action to charge an educator, the commission shall consider all relevant circumstances including the nature and seriousness of the allegations and whether the educator is currently employed as a teacher or school administrator;
    2.  The executive secretary shall regularly inform the commission of the status of any complaints on which the commission has deferred action.

Definitions

The following definitions apply to Oregon Administrative Rules unless otherwise indicated by context:

  1.  Administrator - Any person who holds a valid Oregon administrative license;
  2.  Competent - Discharging required duties as set forth in these rules;
  3.  Educator - Any licensed person who is authorized to be engaged in the instructional program including teaching, counseling, administering and supervising;
  4.  Ethical - Conforming to the professional standards of conduct set forth in these rules;
  5.  Sexual contact - Includes:
    1.  The intentional touching of the breast or sexual or other intimate parts of a student;
    2.  Causing, encouraging or permitting a student to touch the breast or sexual or other intimate parts of the educator; or
    3.  Sexual advances and verbal or physical conduct of a sexual nature and directed towards a student.
  6. Sexual harassment - Any unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature when:
    1.  Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment;
    2.  Submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individual; or
    3.  Such unreasonably interfering with an individual’s work performance or creating an intimidating, hostile or offensive working environment.
  7.  Teacher - Any person who holds a teacher’s license as provided in Oregon Revised Statutes.

The Competent Educator

The teacher or administrator demonstrates a commitment to:

  1.  Recognize the worth and dignity of all persons;
  2.  Encourage scholarship;
  3.  Promote democratic citizenship;
  4.  Raise educational standards;
  5.  Use professional judgment.

Curriculum and Instruction

The competent educator measures success by the progress of each student toward realization of personal potential as a worthy and effective citizen.  The competent educator stimulates the spirit of inquiry, the acquisition of knowledge and understanding and the thoughtful formulation of goals as they are appropriate for each individual.

The competent teacher demonstrates:

  1.  Use of state and district adopted curriculum and goals;
  2.  Skill in setting instructional goals and objectives expressed as learning outcomes;
  3.  Use of current subject matter appropriate to the individual needs of students;
  4.  Use of students’ growth and development patterns to adjust instruction to individual needs consistent with number of students and amount of time available;
  5.  Skill in the selection and use of teaching techniques conducive to student learning.

The competent administrator demonstrates:

  1.  Skill in assisting individual staff members to become more competent teachers by complying with state law, rules and lawful and reasonable district policy and contracts;
  2.  Knowledge of curriculum and instruction appropriate to assignment;
  3.  Skill in implementing instructional programs through adequate communication with staff;
  4.  Skill in identifying and initiating any needed change which helps each student toward realization of personal learning potential.

Supervision and Evaluation

The competent educator is a student of human behavior and uses this knowledge to provide a climate that is conducive to learning and that respects the rights of all persons without discrimination.  The competent educator assumes responsibility for the activities planned and conducted through the district’s program and assists colleagues to do the same.  The competent educator gathers relevant information and uses it in the planning and evaluation of instructional activities.

The competent teacher demonstrates:

  1.  Ways to assess progress of individual students;
  2.  Skill in the use of assessment data to assist individual student growth;
  3.  Procedures for evaluating curriculum and instructional goals and practices;
  4.  Skill in the supervision of students.

The competent administrator demonstrates:

  1.  Skill in the use of assessment data to provide effective instructional programs;
  2.  Skill in the implementation of the district’s student evaluation program;
  3.  Skill in providing equal opportunity for all students and staff;
  4.  Skill in the use of employee techniques appropriate to the assignment and according to well-established standards which insure due process for the staff being evaluated.

Management Skills

The competent educator is a person who understands students and is able to relate to them in constructive ways.  The competent educator establishes and maintains good rapport.  The competent educator maintains and uses records as required and as needed to assist the growth of students.

The competent teacher demonstrates skills in:

  1.  Establishing and maintaining classroom management that is conducive to learning;
  2.  Using and maintaining district property, equipment and materials appropriately;
  3.  Using and maintaining student records as required by district policies and procedures;
  4.  Using district lawful and reasonable rules and regulations.

The competent administrator demonstrates:

  1.  Skills in managing the school, its students, staff and programs as required by lawful and reasonable district policies, rules and regulations, state and federal laws and regulations and other programs as assigned and assures that staff is informed of these requirements;
  2.  Skills in planning and staff utilization.

Human Relations and Communications

The competent educator works effectively with others--students, staff, parents and patrons.  The competent educator is aware of the ways the community identifies with the school, as well as community needs and ways the school program is designed to meet these needs.  The competent educator can communicate with knowledge, clarity and judgment about educational matters, the school and the needs of students.

The competent teacher demonstrates:

  1.  Willingness to be flexible in cooperatively working with others;
  2.  Skill in communicating with students, staff, parents and other patrons.

The competent administrator demonstrates:

  1.  Skill in helping students, staff, parents and other patrons to learn about the school and its program;
  2.  Skills in communicating district and school goals to staff and public;
  3.  Willingness to be flexible in cooperatively working with others;
  4.  Skill in reconciling conflict.

The Ethical Educator

The ethical educator is a person who accepts the requirements of membership in the teaching profession and acts at all times in ethical ways.  In so doing the ethical educator considers the needs of the students, the district and the profession.

The ethical educator, in fulfilling obligations to the student, will:

  1.  Keep the confidence entrusted in the profession as it relates to confidential information concerning a student and family;
  2.  Refrain from exploiting professional relationships with any student for personal gain or in support of persons or issues.

The ethical educator, in fulfilling obligations to the district, will:

  1.  Apply for, accept, offer or assign a position of responsibility only on the basis of profession qualifications and will adhere to the conditions of a contract or the terms of the appointment;
  2.  Conduct professional business, including grievances, through established lawful and reasonable procedures;
  3.  Strive for continued improvement and professional growth;
  4.  Accept no gratuities or gifts of significance that could influence judgment in the exercise of professional duties;
  5.  Not use the district’s or school’s name, property or resources for non-educational benefit without approval of the educator’s supervisor or the appointing authority.

The ethical educator, in fulfilling obligations to the profession, will:

  1.  Maintain the dignity of the profession by respecting and obeying the law, exemplifying personal integrity and honesty;
  2.  Extend equal treatment to all members of the profession in the exercise of their professional rights and responsibilities;
  3.  Respond to requests for evaluation of colleagues and to keep such information confidential as appropriate.