Residency Certification Competencies

The program goals for the initial teacher certification program articulate competence expectations for beginning teachers. These goals are expressed as categories of competence because they provide category headings for groupings of the state residency certification standards (WAC 180 78a 270). The state standards have been carefully aligned with the NCATE-INTASC standards. Additionally, School of Education faculty involved in Residency Certification have identified competencies distinctive to our program these distinctive competencies have also been listed within the eight categories of competence. Thus these eight categories of competence reflect the conjunction of the state competencies for teacher education, national standards for teachers, AND the unique mission of the School of Education , in the interest of "positive impact on student learning" in the schools and communities where our graduates serve.

The tables below link the fours commitments of the School of Education Mission Statement, the eight residency categories of competence, and the state competencies identified for Residency Certification through the Washington Administrative Code (WAC180 78A 270). Because the categories are broad, they may be represented in more than one commitment. In addition, WAC competencies, represented by the letter used in 180 78a 270, may appear in more than one commitment.

Program Standards: Initial Certification Programs

Following are the eight categories of competence related to Residency Certification. The eight WAC competencies associated with Residency Certification can be found in Appendix A.

Category I: Establish and maintain a positive student-focused learning environment. Demonstrate sensitivity to human diversity in teaching and relationships with students, parents, and the community.

Category II: Design and adapt challenging curriculum that is developmentally appropriate.

Category III: Use of effective teaching practices

Category IV: Use of appropriate assessments to monitor and improve instruction

Category V: Integrate technology into instruction and assessment.

Category VI: Use information on student performance to advise and involve students and families. Inform, involve, and collaborate with families to support student success.

Category VII: Evaluate effects of his/her teaching through feedback and reflection.  Establish goals for professional improvement.

Category VIII: Professional Knowledge.