584-235-0010
Scope and Responsibilities of School Administrators

(1) Scope: An Oregon school administrator license or registration is required to perform any one of the following duties in public schools, school district or education service districts:

(a) Supervise TSPC-licensed school personnel;

(b) Evaluate TSPC-licensed school personnel;

(c) Discipline TSPC-licensed school personnel;

(d) Authorize the assignment of TSPC-licensed school personnel to teaching, administrator or other licensed school personnel positions; or

(e) Authorize out-of-school suspension or expulsion of preK-12 students.

(2) Responsibilities: The licensed or registered school administrator is recognized as an educational leader and has responsibility to:

(a) Supervise TSPC-licensed personnel under their authority;

(b) Approve evaluations of TSPC-licensed personnel under their authority;

(c) Properly assign TSPC-licensed personnel to teaching, administrator or other licensed school personnel positions;

(d) Supervise the conduct of all school personnel, including school volunteers, who have direct contact with students and who work in the school, education service district or school district under their authority. Direct contact includes in-person, electronic or virtual contact or communication;

(e) Properly authorize out-of-school suspension and expulsions of the students under their authority;

(f) Properly authorize the expenditure of public funds under their authority;

(g) Support the continuous improvement and capacity of the school administrator profession;

(h) Authorize the initiation and closing of investigations of complaints of abuse and misconduct in accordance with their applicable state, district or school policies; 

(i) Provide notification of an open investigation related to a report of suspected sexual conduct or abuse involving a TSPC-licensed school personnel to the principal of the school to which the TSPC-licensed school personnel is transferred, if the TSPC-licensed school personnel is transferred to another school in the school district, in accordance with their applicable state, district or school policies;  

(j) Provide notification of an open investigation related to a report of suspected sexual conduct or abuse involving the TSPC-licensed school personnel to the superintendent of the employing school district, if the school administrator had direct supervision of the TSPC-licensed school personnel and knowledge of their employment in another school district, in accordance with their applicable state, district or school policies; and

(k) Make best efforts to meet the performance standards, as provided in subsections (3) through (11).  

NOTE: The performance standards are established as the Oregon School Leadership Standards and are rooted in the state’s commitment to student success and equity, and have been further supplemented and informed by the 2015 Professional Standards for Educational Leaders (Council of Chief State School Officers).

(3) Standard 1: Mission, Vision and Core Values.  Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education, equity and inclusion, and academic success and well-being of each student. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for mission, vision and core values in the context of equity and culturally responsive practices, as provided in section (5) of this rule.

(b) Develop an educational mission for the school to promote the academic success and well-being of each student;

(c) In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success;

(d) Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement;

(e) Strategically develop, implement, and evaluate actions to achieve the vision for the school;

(f) Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school, and changing needs and situations of students;

(g) Develop shared understanding of and commitment to mission, vision, and core values within the school and the community; and

(h) Model and pursue the school’s mission, vision, and core values in all aspects of leadership.

(4) Standard 2: Ethics and Professional Norms. Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for ethics and professional norms in the context of equity and culturally responsive practices, as provided in section (5) of this rule. 

(b) Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship of the school’s resources, and all aspects of school leadership;

(c) Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement;

(d) Place children at the center of education and accept responsibility for each student’s academic success and well-being;

(e) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity;

(f) Lead with interpersonal and communication skill, social-emotional insight, and understanding of all students’ and staff members’ backgrounds and cultures; and

(g) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.

(5) Standard 3: Equity and Cultural Responsiveness. Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.  Oregon school administrators demonstrate the ability to:

(a) Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context;

(b) Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning;

(c) Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success;

(d) Develop student policies and address student misconduct in a positive, fair, and unbiased manner;

(e) Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status;

(f) Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society;

(g) Act with cultural competence and responsiveness in their interactions, decision making, and practice; and

(h) Address matters of equity and cultural responsiveness in all aspects of leadership.

(6) Standard 4: Curriculum, Instruction, and Assessment Effective educational leaders develop and support intellectually rigorous, culturally responsive, and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.  Oregon school administrators demonstrate the ability to:

(a) Execute the standard for curriculum, instruction and assessment in the context of equity and culturally responsive practices, as provided in section (5) of this rule;  

(b) Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive;

(c) Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self;

(d) Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student;

(e) Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized;

(f) Promote the effective use of technology in the service of teaching and learning;

(g) Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement; and

(h) Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction.

(7) Standard 5: Community of Care and Support for Students. Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for community of care and support for students in the context of equity and culturally responsive practices, as provided in section (5) of this rule; 

(b) Build and maintain a safe, caring, and healthy school environment that meets that the academic, social, emotional, and physical needs of each student;

(c) Create and sustain a school environment in which each student is known, accepted and valued, trusted and respected, cared for, and encouraged to be an active and responsible member of the school community;

(d) Provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student;

(e) Promote adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development;

(f) Cultivate and reinforce student engagement in school and positive student conduct; and

(g) Infuse the school’s learning environment with the cultures and languages of the school’s community.

(8) Standard 6: Professional Capacity of School Personnel.  Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being. Oregon school administrators are responsible to:

(a) Execute the standard for professional capacity of school personnel in the context of equity and culturally responsive practices, as provided in section (5) of this rule; 

(b) Recruit, hire, support, develop, and retain effective, culturally responsive, and caring teachers and other professional staff and form them into an educationally effective faculty;

(c) Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel;

(d) Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development and culturally responsive methods;

(e) Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student;

(f) Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice;

(g) Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement;

(h) Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community;

(i) Promote the personal and professional health, well-being, and work-life balance of faculty and staff; and

(j) Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance.

(9) Standard 7: Professional Community for Teachers and Staff.  Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for professional community for teachers and staff in the context of equity and culturally responsive practices, as provided in section (5) of this rule; 

(b) Develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning;

(c) Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school;

(d) Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement;

(e) Promote mutual accountability among teachers and other professional staff for each student’s success and the effectiveness of the school as a whole;

(f) Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice;

(g) Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff;

(h) Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning; and

(i) Encourage faculty-initiated improvement of programs and practices.

(10) Standard 8: Meaningful Engagement of Families and Community. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for professional community for teachers and staff in the context of equity and culturally responsive practices, as provided in section (5) of this rule; 

(b) Be approachable, accessible, and welcoming to families and members of the community;

(c) Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students;

(d) Engage in regular and open two-way communication with families and the community about the school, students, needs, problems, and accomplishments;

(e) Maintain a presence in the community to understand its strengths and needs, develop productive relationships, and engage its resources for the school;

(f) Create means for the school community to partner with families to support student learning in and out of school;

(g) Understand, value, and employ the state of Oregon’s and the local community’s culturally, social, intellectual, and political resources to promote student learning and school improvement;

(h) Develop and provide the school as a resource for families and the community;

(i) Advocate for the school and district, and for the importance of education and student needs and priorities to families and the community;

(j) Advocate publicly for the needs and priorities of students, families, and the community;

(k) Build and sustain productive partnerships with public and private sectors to promote school improvement and student learning;

(l) Partners with early learning community providers and families as children’s first teachers in order to support a seamless early learning to kindergarten transition, including alignment of instruction, and meet elementary learning benchmarks; and

(k) Understands, responds to, and influences the larger political, social, economic, legal, and cultural context by

(A) Advocating for children, families and caregivers;

(B) Acting to influence local, district, state and national decisions affecting student learning; and

(C) Assessing, analyzing and anticipating emerging trends and initiatives in order to adapt leadership strategies.

(11) Standard 9: Operations and Management. Effective educational leaders manage school operations and equitably distribute resources to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Equitably distribute resources to students who have been historically marginalized due to their race, class, culture and language, gender and sexual orientation, and disability or special status. 

(b) Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school;

(c) Strategically manage staff resources, assigning and scheduling teachers and staff to roles and responsibilities that optimize their professional capacity to address each student’s learning needs;

(d) Seek, acquire, and manage fiscal, physical, and other resources to support curriculum, instruction, and assessment; student learning community; professional capacity and community; and family and community engagement;

(e) Be responsible, ethical, and accountable stewards of the school’s monetary and non-monetary resources, engaging in effective budgeting and accounting practices;

(f) Protect teachers’ and other staff members’ work and learning from disruption;

(g) Employ technology to improve the quality and efficiency of operations and management;

(h) Develop and maintain data and communication systems to deliver actionable information for classroom and school improvement;

(i) Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success;

(j) Develop and manage relationships with feeder and connecting schools for enrollment management and curricular and instructional articulation;

(k) Develop and manage productive relationships with the central office and school board;

(l) Develop and administer systems for fair and equitable management of conflict among students, faculty and staff, leaders, families, and community; and

(m) Manage governance processes and internal and external politics toward achieving the school’s mission and vision.

(12) Standard 10: School Improvement. Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being. Oregon school administrators demonstrate the ability to:

(a) Execute the standard for school improvement in the context of equity and culturally responsive practices, as provided in section (5) of this rule; 

(b) Seek to make school more effective for each student, teachers and staff, families, and the community;

(c) Use methods of continuous improvement to achieve the vision, fulfill the mission, and promote the core values of the school;

(d) Prepare the school and the community for improvement, promoting readiness, an imperative for improvement, instilling mutual commitment and accountability, and developing the knowledge, skills, and motivation to succeed in improvement;

(e) Engage others in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation for continuous school and classroom improvement;

(f) Employ situationally-appropriate strategies for improvement, including transformational and incremental, adaptive approaches and attention to different phases of implementation;

(g) Assess and develop the capacity of staff to assess the value and applicability of emerging educational trends and the findings of research for the school and its improvement;

(h) Develop technically appropriate systems of data collection, management, analysis, and use, connecting as needed to the district office and external partners for support in planning, implementation, monitoring, feedback, and evaluation;

(i) Adopt a systems perspective and promote coherence among improvement efforts and all aspects of school organization, programs, and services;

(j) Manage uncertainty, risk, competing initiatives, and politics of change with courage and perseverance, providing support and encouragement, and openly communicating the need for, process for, and outcomes of improvement efforts; and

(k) Develop and promote leadership among teachers and staff for inquiry, experimentation and innovation, and initiating and implementing improvement.

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & 342.455 - 342.495; 342.553
History:
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

584-235-0020
Principal License

(1) Purpose of the License: The Principal License qualifies its holder to serve as a principal, vice-principal, associate principal, or an equivalent position that serves as the administrator of a public school in a prekindergarten through grade 12 Oregon public school district or education service district. The Principal License is the preliminary administrative license for the state of Oregon and signifies that the holder is prepared for leadership in the school-level context.

(2) Scope and Responsibilities of the License: A Principal License is required to perform school administrator duties at a building-level, as provided in 584-235-0010, Scope and Responsibilities of Oregon Administrator Licenses.

(3) Term of Licensure: The Principal License is valid for three years and is renewable as provided in subsection (9) of this rule. The date of the first expiration of the license is three years from the date of issue plus time until the applicant’s birthday.

(4) Assignments: The Principal License qualifies the holder to accept in an Oregon public school district, education service district or charter school:

(a) Any principal assignment;

(b) Any other school administrator assignment that does not require a Professional Administrator License; and

(c) Any substitute teaching assignment.

NOTE: An active and valid Oregon teaching license is required for a teaching assignment that is not for the purpose of substituting.

(5) Licensed Experience: To qualify for the Principal License, an applicant must complete:

(a) Three (3) full years of qualifying licensed experience in a 1.0 FTE assignment; or

(b) Six (6) full years of qualifying licensed experience in a .50 FTE or more assignment.

(6) The years of licensed school experience do not have to be earned consecutively.

(7) Qualifying Experience: To qualify as a year of licensed experience, the experience must:

(a) Include working directly with preK-12 students while holding any license, charter school registration or school nurse certificate appropriate for the assignment;

(b) Equal a minimum of 135 days within an academic year (July 1 to June 30); and

(c) Be completed in one, or a combination of, the following employment settings:

(A) A public prekindergarten through grade 12 school, including public charter schools;

(B) A regionally accredited private school in any state or other U.S. jurisdiction; or

(C) An education service district school;

(D) A state-operated or state-supported school;

(E) A federal school;

(F) A private elementary or secondary school registered by the state Department of Education;

(G) A private proprietary career school licensed by the superintendent of public instruction; or

(H) Alternative education, post-secondary or other similar settings closely-related to prekindergarten through grade 12 education, as approved by the Director of Licensure.

NOTE: Experience while holding licenses other than TSPC licenses may be considered as qualifying experience if all requirements are met in subsections (5) through (7).

(8) Applying for License: To be eligible to apply for a Principal License, an applicant must:

(a) Possess the personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an administrator;

(b) Hold a master’s degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission;

(c)(A) Completers of Oregon Programs: Provide evidence of admission to and completion of a Commission-approved Principal License preparation program; or

(B) Completers of Out-of-State Programs: Provide evidence of:

(i) Completion of an out-of-state principal, or acceptable equivalent, administrator program;

(ii) An active and valid non-provisional school administrator license from a NASDTEC jurisdiction; and

(iii) Meeting the requirements for Oregon school law and finance;

(d) Meet the license experience requirements, as provided subsections (5) through (7);

(e) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics;

(f) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(g) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(9) Renewing: To be eligible to apply for renewal of the Principal License, an applicant must:

(a) Complete 90 professional development units or 6 graduate level semester credits (or graduate level quarter credit equivalent) as provided in 584-255-0010 Professional Development Requirements; and

(b) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

NOTE: If a holder of a principal license is employed in a district-level position, as defined in 584-235-0030(2), the administrator must obtain an LCA for Professional Administrator License in accordance with 584-235-0100.

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & ORS 342.455 - 342.495; 342.553
History:
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

584-235-0030
Professional Administrator License

(1) Purpose of the License: The Professional Administrator License is a license that qualifies its holder to serve in a principal or a school district position in a prekindergarten through grade 12 Oregon public school district, education service district, or charter school. The Professional Administrator License is the professional administrative license for the State of Oregon and signifies that the holder is prepared for leadership in the district-level context.

(2) Scope and Responsibilities of the License: A Professional Administrator License is required to perform school administrator duties at the district-level, as provided in OAR 584-235-0010, Scope and Responsibilities of Oregon Administrator Licenses. District-level positions are administrative positions that have responsibilities across schools or programs within a district, including director of programs and superintendency positions.

(3) Term of Licensure: The Professional Administrator License is valid for five years and is renewable as provided in subsection (11) of this rule. The date of the first expiration of the license is five years from the date of issue plus time until the applicant’s birthday.

(4) Assignments: The Professional Administrator License qualifies the administrator to accept:

(a) Any superintendent position;

(b) Any school administrator assignment at the building or district-level; and

(c) Any substitute teaching assignments.

NOTE: An active and valid Oregon teaching license is required for a teaching assignment that is not a substitute teaching assignment.

(5) Advanced Professional Education Program: Pursuant to ORS 342.138, the Commission has approved the Professional Administrator License program, or out-of-state equivalent, as the advanced professional education program required for the Professional Administrator License. The Professional Administrator License program, or out-of-state equivalent, must be:

(a) Equal to at least 27 quarter or 18 semester degree-applicable, graduate credit hours in school administration or educational leadership; and

(b) Completed after the date of issuance of their first non-provisional administrator license in Oregon or another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction.

(6) Waiver of Professional Administrator License Program: The Executive Director or Director of Licensure may waive the requirement of the Professional Administrator Program. To receive a waiver, an applicant must submit:

(a) Evidence of completing advanced coursework or degrees which demonstrate competency in standards and responsibilities of the Professional Administrator License, as determined by the Executive Director or Director of Licensure; and

(b) A waiver request, as provided in OAR 584-200-0100, Waiver of Licensure Requirements by the Commission.

(7) School Administrator Experience: To qualify for the Professional Administrator License, an educator must complete:

(a) Three (3) full years of licensed school administrator experience in a 1.0 FTE assignment; or

(b) Six (6) full years of licensed school administrator experience in a .50 FTE or more assignment.

(c) The years of school administrator experience do not have to be earned consecutively.

(8) Qualifying Experience: To qualify as a year of school administrator experience, the experience must:

(a) Include duties that require school administrator licensure, in accordance with 584-235-0010, Scope and Responsibilities of Oregon Administrator Licenses.

(b) Occur while holding an Initial, Reciprocal, Preliminary, or Principal or equivalent non-provisional administrator license from a National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(c) Equal a minimum of 135 days within an academic year (July 1 to June 30); and

(d) Be completed in one, or a combination of, the following employment settings:

(A) A public prekindergarten through grade 12 school, including public charter schools;

(B) A regionally accredited private school in any state or other U.S. jurisdiction; or

(C) An education service district school;

(D) A state-operated or state-supported school;

(E) A federal school;

(F) A private elementary or secondary school registered by the state Department of Education;

(G) A private proprietary career school licensed by the superintendent of public instruction; or

(H) Alternative education, post-secondary or other similar settings closely-related to prekindergarten through grade 12 education, as approved by the Director of Licensure.

(9) Applying for License: To be eligible to apply for a Professional Administrator License, an applicant must:

(a) Possess the personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator;

(b) Hold a master’s degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission.

(c) Meet or complete all requirements of the Preliminary, Principal, Initial, Legacy, Basic, Continuing, Standard, or an equivalent administrator license issued previously by the Commission or issued by another National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction;

(d) Complete an advanced professional education program, as provided in subsections (5) or (6);

(e) Complete the school administrator experience requirements, as provided in subsections (7) through (9);

(f) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(g) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(10) Renewing: To be eligible to apply for renewal of the Professional Administrator License, the applicant must:

(a) Complete 120 professional development units or 8 graduate level semester credits (or graduate level quarter credit equivalent) as provided in 584-255-0010 Professional Development Requirements; and

(b) Submit a complete and correct renewal application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & ORS 342.455 - 342.495; 342.553
History:
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

584-235-0050
Reciprocal Administrator License

(1) Purpose of the License: The Reciprocal Administrator License is a license that qualifies its holder to serve as a school administrator in a prekindergarten through grade 12 Oregon public school district or education service district. The purpose of the Reciprocal Administrator License is to allow an out-of-state or out-of-country licensed administrator to transition into the Oregon licensure system based on the credentials they earned in the other jurisdiction.

(2) Out of State or Out-of-Country License Reciprocity: An out of state or out-of-country school administrator license alone does not authorize the applicant to work as an administrator in Oregon public schools.

(a) The out-of-state or out-of-country license is used only as a basis for qualifying for the Reciprocal Administrator License.

(b) The out-of-state or out-of-country licensed applicant must apply for and receive the Reciprocal Administrator License, or another Oregon non-provisional school administrator license for which the applicant qualifies, prior to employment in any Oregon public school, school district or education service district as a school administrator.

(3) Out-of-State License Holders:

(a) An applicant must hold a valid and active out-of-state non-provisional license for school administration from a NASDTEC jurisdiction prior to qualifying for an Oregon non-provisional school administrator license.

(b) If an applicant only holds an expired out-of-state school administrator license, the applicant must first reinstate their school administrator license from a NASTDEC jurisdiction prior to qualifying for the Reciprocal Administrator License or any other non-provisional Oregon school administrator license.

(c) Fully-qualified Out-of-State License Holders: If an applicant with a valid and active non-provisional out-of-state license fully qualifies for a Principal or Professional Administrator licenses, the applicant may bypass the Reciprocal Administrator License and apply immediately for the other license. To qualify for a non-provisional Oregon administrator license upon first application, the applicant must meet all of the requirements in subsections (8) and (9) of this rule.

(4) Scope of License: An administrator license is required to perform school administrator duties, as provided in 584-235-0010 Scope of Oregon Administrator Licenses.

(5) Term of Licensure: The Reciprocal Administrator License is valid for 18 months and expires 18 months from the date of issue. It is not renewable. Prior to the expiration of the Reciprocal Administrator License, an applicant must meet the next license requirements in subsection (9) of this rule.

(6) Assignments: The Reciprocal Administrator License qualifies the holder to accept in an Oregon public school district or education service district:

(a) Any building-level administrator assignment;

(b) Any district-level administrator assignment. Some applicants may be required to hold an LCA for Professional Administrator License on their Reciprocal Administrator License, as provided in subsection (7); and

(c) Any substitute teaching assignment.

(7) District-Level Assignments: If an applicant or holder of a Reciprocal Administrator License is employed in a district-level position and the applicant held a building-level or principal license in the other state, the applicant may be required to hold an LCA for the Professional Administrator License on their Reciprocal Administrator License.

NOTE: An active and valid Oregon teaching license is required for a teaching assignment that is not for purposes of substituting.

(8) Applying for License: To be eligible to apply for a Reciprocal Administrator License, an out-of-state or out-of-country applicant must:

(a) Have never held an Oregon non-provisional school administrator license or completed an Oregon school administrator preparation program;

NOTE: The applicant may have held an Oregon provisional administrator license or registration, including the Restricted Administrator License, Emergency Administrator License, and Charter school registration.

(b) Possess the personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator;

(c) Hold a master's or higher degree in the arts and sciences or an advanced degree in the professions from an Approved Institution in the United States or approved foreign equivalent;

(d) Submit official transcripts to verify the completion of the administrator preparation program from a National Association of State Directors of Teacher Education and Certification (NASDTEC) jurisdiction or a foreign program evaluated as satisfactory by the Commission. Completion of alternative route school administrator programs resulting in licensure through school districts or other alternative routes are subject to the approval of the Director of Licensure;

(e) Hold one of the following:

(A) A valid and active non-provisional school administrator license from another NASDTEC jurisdiction, valid for unrestricted full-time school administrator assignments; or

(B) Meet the requirements for preparation, as provided in 584-200-0090, Preparation in Another Country;

(f) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(g) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in 584-200-0050.

(9) Next License: Prior to the expiration of the Reciprocal Administrator License, an applicant must:

(a) Apply for and meet the requirements for a Principal or Professional Administrator License;

(b) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics; and

(c) Meet the requirements for Oregon school law and Oregon school finance.

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & ORS 342.455 - 342.495; 342.553
History:
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

584-235-0060
Emergency Administrator License

(1) Purpose of the License: An Emergency Administrator License qualifies its holder to carry out the responsibilities of an administrator in an Oregon school district. The Emergency Administrator License is issued to persons who demonstrated adequate qualifications to receive an administrator license on an emergency basis. The purpose of the Emergency Administrator License is to provide a school district with a licensed administrator, on an emergency basis, if the school district demonstrates urgent circumstances that merit the issuance of the license to protect the district’s programs or students. The Emergency Administrator License is designed for short-term licensure only and may not continue once the emergency has been remedied.

(2) District Sponsorship: The Emergency Administrator License requires district sponsorship. The sponsoring district must submit a statement:

(a) Explaining the urgent circumstances that constitute the emergency and how the qualifications of the applicant will resolve the emergency;

(b) Verifying the urgent circumstances that prevents hiring of a suitable administrator who holds an unrestricted administrator license appropriate for the assignment to be filled;

(c) Assuring the Commission that the district will obtain the license prior to assignment within the district; and

(d) Requesting and identifying the least amount of time necessary to meet the emergency needs of the district.

(3) Assignment Authorization: The Emergency Administrator License qualifies the administrator to accept within the sponsoring district any administrative assignment within the scope and responsibilities of School Administrators under OAR 584-235-0010.

(4) Granting of License:  The Emergency Administrator License shall be issued solely at the discretion of the Executive Director, or the Director of Licensure, for any length of time deemed necessary to protect the district’s programs or students.

(a) In most cases, an Emergency Administrator License will not exceed one year unless the educator or the district has presented unusual extenuating circumstances.

(b) The Executive Director, or the Director of Licensure, may consider efforts the educator has made in meeting licensure requirements. Additionally, the Executive Director, or the Director of Licensure, will consider academic preparation or experience the proposed educator has had in the area in which the district is requesting the license.

(c) Generally, failure to meet renewal requirements does not constitute an emergency or extenuating circumstances.

(d) In most cases, an Emergency Administrator License will expire on June 30 of the academic year in which the license was granted regardless of the term for licensure. Extending the license beyond the June 30 expiration date is at the discretion of the Executive Director or Director of Licensure after considering all extenuating circumstances.

(e) The Emergency Administrator License is not renewable and not subject to the 120-day grace period.

(f) It is the applicant’s responsibility to apply for the subsequent license in a timely manner to ensure that the applicant remains properly licensed. The applicant must submit a new application, including all required fees, for the subsequent license.

(g) The following situations are not eligible for an Emergency Administrator License:

(A) Renewal applications within the 120 days grace period; or

(B) Applications that include requests for Emergency Administrator Licenses due to the applicant’s failure to meet renewal or upgrade requirements such as required coursework or professional development.

(5) To be eligible for the Emergency Administrator License, an applicant must provide the following:

(a) Provide a statement from the sponsoring district in accordance with subsection (2) of this rule;

(b) Complete a background clearance that includes:

(A) Furnishing fingerprints (if necessary);

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(c) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(d) An applicant may be asked to provide a resume, official transcripts or other evidence of qualifications if requested by the Executive Director or Director of Licensure.

Statutory/Other Authority: ORS 342.165
Statutes/Other Implemented: ORS 342.121, ORS 342.125 & ORS 342.143
History:
TSPC 6-2023, adopt filed 02/07/2023, effective 03/01/2023

584-235-0090
Restricted Administrator License

(1) Purpose: The purpose of the Restricted Administrator License is to allow a teacher, school counselor, school social worker or school psychologist to serve as a building-level administrator while they complete the requirements for the Principal License. The Restricted Administrator License requires school district sponsorship.

(2) Definitions:

(a) “Building-level administrator position:” An administrator position within a prekindergarten through grade 12 Oregon public school or charter school, including principal, vice, associate or assistant principal, and such other building-level position, regardless of title, that is within the scope of school administrator licensure, as provided in 584-235-0010 Scope and Responsibilities of a School Administrator.

(b) “District-level administrator position:” An administrator position within a prekindergarten through grade 12 Oregon public school or education service district that has responsibilities across schools or programs, including a director of program, a superintendent, an assistant, deputy or associate superintendent, and such other district-level position, regardless of title, that is within the scope of school administrator licensure, as provided in 584-235-0010 Scope and Responsibilities of a School Administrator.

(3) District Sponsorship: The Restricted Administrator License requires district sponsorship. The sponsoring district must submit a statement:

(a) Describing the extenuating circumstances preventing the district from hiring a building-level administrator holding a non-provisional Oregon Principal license and how the issuance of the restricted license will protect the district's programs or students that;

(b) Explains how the qualifications of the applicant will resolve the extenuating circumstances;

(c) Assures the Commission that the district will obtain the license for the applicant prior to school administrator assignment within the district or prior to the 91st day after the date of application for licensure;

(d) Describes the district’s plan to provide a mentor for the administrator. The plan must specifically identify the mentor; and

(e) Describes the plan for how the educator will make progress toward qualifying for Principal License within the first term of the Restricted Administrator License.

(4) Renewal of District Sponsorship: Upon application for a reissue of the Restricted Administrator License, the sponsoring district must provide a new statement confirming that:

(a) The extenuating circumstances necessitating the Restricted Administrator License still exists;

(b) The applicant is still qualified and needed to remedy the situation;

(c) The plan for mentoring remains in place. The statement must update the name of the mentor, if appropriate; and

(d) The educator is on track to meet the qualifications for the Principal License by the end of the final term (after second reissue) of the Restricted Administrator License.

(5) Transfer of District Sponsorship: To transfer sponsorship of the Restricted Administrator License to another district, the new sponsoring district must:

(a) Submit a statement as provided in subsection (3);

(b) Submit a statement that the original sponsoring district has been informed of the transfer; and

(c) Require the applicant to submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(6) The new sponsoring district and applicant will only be issued a license for any time remaining in the original terms, starting from the issue date of the first Restricted Administrator License.

(7) Terms of Licensure: The Restricted Administrator License may be reissued up to two times, and is valid for a length of term, as provided:

(a) For applications received from July 1 through December 31, the first Restricted Administrator License is valid through June 30 of the school year for which it is issued.

(b) For applications received from January 1 through June 30, the first Restricted Administrator License is valid through June 30 of the following school year unless otherwise requested by the sponsoring district;

(c) The second and third (final) term will only be issued for up to one year and with an expiration date of the next June 30.

(d) Upon expiration of the final term of the Restricted Administrator License, the educator must qualify for the Principal License.

(e) If the applicant held an Emergency Administrator License prior to being issued the Restricted Administrator License, the applicant’s time holding the Emergency Administrator License will be subtracted from the eligible terms of the Restricted Administrator License.

EXAMPLE: If an applicant held an Emergency Administrator License for one year, the applicant may only hold a Restricted Administrator License for two years.

(f) If the educator does not meet the qualifications for the Principal License prior to the expiration of the final term of the Restricted Administrator License, the educator may apply for an Emergency Administrator License, as provided in 584-080-0171.

(8) Assignments: The Restricted Administrator License qualifies the holder to accept within the sponsoring district:

(a) Any principal assignment;

(b) Any other school administrator assignment that does not require a Professional Administrator License; and

(c) Any substitute teaching assignment, only as required as part of the administrative assignment.

NOTE: An active and valid Oregon teaching license is required for a teaching assignment that is not for the purpose of substituting.

(9) Applying for License: To be eligible to apply for a Restricted Administrator License, the applicant must:

(a) Provide a statement from the sponsoring district in accordance with subsection (3) of this rule;

(b) Have never held the Restricted Administrator License;

NOTE: The applicant may have previously held an emergency or a charter school registration.

(c) Possess the personal qualifications for licensure including attainment of at least eighteen years of age and possessing good moral character and mental and physical health necessary for employment as an educator;

(d) Hold a bachelor's degree or higher from an Approved Institution in the United States, or the foreign equivalent of such degree approved by the Commission. A master's degree or a doctoral degree from an Approved Institution in the United States validates a non-regionally accredited bachelor's degree for licensure purposes;

(e) Meet the requirements for knowledge of U.S. and Oregon civil rights laws and professional ethics;

(f) Submit official transcripts, and any other evidence required by the Commission as proof of substantial completion of academic preparation or substantial administrative work experience;

(g) Provide evidence of admission and enrollment, or pending enrollment, into a Commission-approved Principal preparation program. The evidence of admission and enrollment must be verified by the educator preparation program to which the educator is admitted;

(h) Complete a background clearance that includes:

(A) Furnishing fingerprints, if required;

(B) Providing satisfactory responses to character questions in the form and manner prescribed by the Commission; and

(i) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(10) First Reissue: To be eligible to apply for the first reissue of a Restricted Administrator License, an applicant must submit:

(a) A statement from the sponsoring district in accordance with subsection (4) of this rule;

(b) Evidence of progress toward completion of the Principal License program. The evidence of progress toward completion must be verified by the educator preparation program to which the educator is enrolled;

(c) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(11) Second Reissue: To be eligible to apply for the second reissue a Restricted Administrator License, an applicant must submit:

(a) A statement from the sponsoring district in accordance with subsection (4) of this rule;

(b) Evidence the educator has completed more than 50 percent of a Commission-approved Principal Administrator License program. The completion of more than 50 percent of the program must be verified by the educator preparation provider in which the educator is enrolled; and

(c) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(12) Non-reissuance: The Director of Licensure may not approve the application for reissue of the Restricted Administrator License upon failure to show progress in the licensure program.

(13) Next License: Upon expiration of the final term of the Restricted Administrator License, recipients of this license must meet all the requirements of the Principal License or Reciprocal Administrator License.

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & ORS 342.455 - 342.495; 342.553
History:
TSPC 8-2020, amend filed 11/23/2020, effective 01/01/2021
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019

584-235-0100
License for Conditional Assignment – Professional Administrator License

(1) Purpose: The purpose of a License for Conditional Assignment (LCA) for Professional Administrator License is to allow a holder of a Principal License, a Restricted Administrator License, or a Reciprocal Administrator License to serve in a district-level administrator position in their sponsoring school district while they complete the requirements for the Professional Administrator License.  The LCA for Professional Administrator License is a conditional assignment on an underlying school administrator license. An LCA is not a stand-alone or independent license. The LCA requires school district sponsorship.

(2) Definitions:

(a) “Building-level administrator position:” An administrator position within a prekindergarten through grade 12 Oregon public school or charter school, including principal, vice, associate or assistant principal, and such other building-level position, regardless of title, that is within the scope of school administrator licensure, as provided in 584-235-0010 Scope and Responsibilities of a School Administrator.

(b) “District-level administrator position:” An administrator position within a prekindergarten through grade 12 Oregon public school or education service district that has responsibilities across schools or programs, including a director of program, a superintendent, an assistant, deputy or associate superintendent, and such other district-level position, regardless of title, that is within the scope of school administrator licensure, as provided in 584-235-0010 Scope and Responsibilities of a School Administrator.

(3) Term of LCA for Administrator: The LCA for Professional Administrator License may be reauthorized up to two times per the underlying license type and is valid for a length of term, as provided:

(a) For applications received from July 1 through December 31, the first LCA for Professional Administrator License is valid through June 30 of the school year for which it is issued. 

(b) For applications received from January 1 through June 30, the first LCA for Professional Administrator License is valid through June 30 of the following school year, unless otherwise requested by the sponsoring district;

(c) The second and third (final) term of the LCA for Professional Administrator License will only be authorized for up to one year and with an expiration date of the next June 30.

(d) The LCA for Professional Administrator License will not be “back dated.” Time spent on assignments where the district failed to request the LCA will be deducted from the allowable LCA total (either one year or three years).

(4) Assignments: The LCA for Professional Administrator License qualifies the holder to accept within the sponsoring district:

(a) Any superintendent or district-level administrator positions;

(b) Any school administrator assignment at the building or district-level; and

NOTE: An active and valid Oregon teaching license is required for a teaching assignment that is not for the purpose of substituting.

(5) District Sponsorship: The LCA for the Professional Administrator License requires district sponsorship. The sponsoring district must:

(a) Submit a request to sponsor the applicant for the LCA for the Professional Administrator License; and

(b) Assure the educator applies for an LCA for Professional Administrator License:

(A) By October 31st if school administrator position begins in the fall term; or

(B) Within two weeks of start date if district-level school administrator position begins after October 31st.

(6) Transfer of District Sponsorship:  To transfer sponsorship of the LCA for Professional Administrator License to another district, the new sponsoring district must:

(a) Meet the requirements of subsection (5);

(b) Inform the original sponsoring district about the transfer;

(c) Require the applicant to submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(7) The new sponsoring district and applicant will only be issued the LCA for any time remaining in the original terms, starting from the authorization date of the first LCA for Professional Administrator License. 

 (8) Eligible Licenses: The LCA for Professional Administrator License may be added to:

(a) Principal License;

(b) Reciprocal Administrator License; and

(c) Legacy Administrator License.

(9) Underlying License: The underlying license must be kept current in order for the LCA to remain active.

(a) The LCA will not be issued for a duration that exceeds the expiration date of the underlying license.

(b) If the underlying license lapses, the LCA may be re-activated for a time as determined by the Executive Director or Licensure Director upon reinstatement of the underlying license.

(10) Applying for the LCA: To be eligible to apply for LCA for Professional Administrator License, the applicant must:

(a) Hold an active and valid qualifying non-provisional Oregon Principal, Reciprocal, Restricted, or Legacy Administrator license;

(b) Have sponsorship from their employing district;

(c) Have never held the LCA for Professional Administrator License;

(e) Submit a complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(11) First Reauthorization: To be eligible to apply for the first reauthorization of an LCA for Professional Administrator License, an applicant must submit:

(a) Have sponsorship from their employing district;

(b) Evidence of admission and enrollment into a Commission-approved Professional Administrator License program.  The evidence of admission and enrollment must be verified by the educator preparation program to which the educator is admitted;

(c) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(12) Second Reauthorization: To be eligible to apply for the second reauthorization of an LCA for Administrator, an applicant must submit:

(a) A request to sponsor the LCA from the employing district;

(b) Evidence the educator has completed more than 50 percent of a Commission-approved Professional Administrator License. The completion of more than 50 percent of the program must be verified by the educator preparation provider in which the educator is enrolled; and

(c) A complete and correct application in the form and manner required by the Commission, including payment of all required fees as provided in OAR 584-200-0050.

(13)  Non-Reauthorization: The Director of Licensure may not approve the application for reauthorization of the LCA for Professional Administrator License upon failure to show progress in the administrator licensure or endorsement program.

(14) Next License: Upon expiration of the final term of the LCA for Professional Administrator License, recipients of this LCA must meet all the requirements for the Professional Administrator License.

(a) The educator may apply for the Professional Administrator License prior to the expiration of the final term of the LCA for Administrator.

(b) If the educator does not meet the qualifications for the Professional Administrator License prior to the expiration of the final term of the LCA for Professional Administrator License, the educator may apply for an Emergency Administrator License, as provided in 584-080-0171.

(c) Continuing to serve as a school administrator on an expired LCA is a violation of licensure law. In these cases, the license holder or the assigning administrator or both may be subject to sanctions for gross neglect of duty by the Commission pursuant to OAR 584-020-0040(4).

Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS 342.120 - 342.430 & 342.455 - 342.495; 342.553
History:
TSPC 2-2019, adopt filed 02/25/2019, effective 02/25/2019