Okla. Stat. tit. 70, § 70-6-185

preparation system.

A. The following competencies and methods shall be incorporated

into the programs approved by the Commission for Educational Quality

and Accountability for the competency-based teacher preparation

system provided for in the Oklahoma Teacher Preparation Act:

1. The teacher preparation system shall include, but not be

limited to, the following competencies:

a. excellence in the arts and sciences,

b. an in-depth knowledge of the subject matter to be

taught,

c. the ability to identify and cultivate talent and

potential in students,

d. an understanding of child and human development,

e. teaching skills developed through a variety of

learning experiences,

f. the ability to interact effectively with all students,

g. skills necessary for working with parents, guardians

and custodians of students in the education process,

h. skills necessary to involve the community in

education,

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i. skills to foster teamwork within and among schools,

j. for administrators, skills necessary to be an

effective leader of a school or school district, and

k. skills in effective classroom management and student

discipline;

2. The preservice program shall include the following methods

to achieve the competencies listed in paragraph 1 of this

subsection:

a. require teacher candidates to study arts and sciences

at the undergraduate level,

b. require secondary and elementary/secondary teacher

candidates to have undergraduate majors, or their

equivalents, in a subject area, and require teacher

candidates in early childhood, elementary, and special

education to have subject area concentrations which

allow qualification as a generalist,

c. require teacher candidates in early childhood,

elementary, secondary, and special education to study

the philosophy, overarching framework, components, and

implementation of multi-tiered systems of support

(MTSS) designed to address the core academic and

nonacademic needs of all students. The program shall

provide for training that utilizes evidence-based

assessment, intervention, and data-based decision-

making procedures within a tiered system of support to

identify students at risk for negative academic or

nonacademic outcomes. This training shall include,

but not be limited to, the following areas as

appropriate by grade band:

(1) a structured literacy approach that includes

phonological awareness, phonemic awareness,

decoding letters into sound and its relationship

to printed material, rapid-naming skills, oral

fluency, vocabulary and comprehension,

(2) an evidence-based approach to mathematics

instruction that includes understanding key

mathematical concepts, fluency of basic facts,

fluent and flexible use of standard and

nonstandard algorithms, and application of these

mathematical principles to solving problems,

(3) the application of the behavioral sciences to

classroom management that includes instruction on

prevention of problematic behaviors, teaching

appropriate behaviors, reinforcing appropriate

behaviors, responding to problematic behaviors,

and evaluating the effect of classroom management

on student outcomes, and

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inciples to solving problems,

(3) the application of the behavioral sciences to

classroom management that includes instruction on

prevention of problematic behaviors, teaching

appropriate behaviors, reinforcing appropriate

behaviors, responding to problematic behaviors,

and evaluating the effect of classroom management

on student outcomes, and

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(4) the identification and impact of trauma on

student learning and trauma-informed responsive

instruction,

d. require teacher candidates to study the individuality

of students, the capacity of students to learn and the

process of learning,

e. integrate curriculum from other disciplines with the

education curriculum,

f. require teacher candidates to have training

experiences and personal contact with parents,

guardians or custodians of school-age children,

g. require teacher candidates to have community

involvement experience,

h. structure courses so as to require teamwork

activities, and

i. require teacher candidates to study, in existing

coursework, substance abuse symptoms identification

and prevention, mental illness symptoms identification

and mental health issues, and classroom safety and

discipline techniques; and

3. The Commission for Educational Quality and Accountability

shall not require more than a four-year program of one hundred

twenty-four (124) semester hours to complete a teacher education

degree.

B. It is the intent of the Legislature that institutions of

higher education which offer teacher education programs hold such

programs accountable for meeting the certification competencies

approved by the State Board of Education. It is the intent of the

Legislature that the teacher education programs incorporate a

curriculum to achieve the competency-based system and include

integration of the teacher preparation curricula with the arts and

sciences departments curricula. Each institution of higher

education which seeks accreditation or approval for its teacher

education program shall develop an institution plan which follows

the State Board of Education competencies for certification. In

developing such institution plans, the higher education institution

shall establish a process which seeks information and input from

teacher preparation faculty, faculty from arts and sciences and

other programs and disciplines which are appropriate, students

within the teacher education program, teachers, administrators,

parents, guardians or custodians of students and business and

community leaders. Each institution shall report annually to the

Commission for Educational Quality and Accountability the procedures

used to inform the public regarding the institution's teacher

education program and the manner through which public input is

solicited and received. The institution's plan shall be accessible

to any interested party under the Oklahoma Open Records Act. No

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institution of higher education's teacher education program shall be

approved by the Commission unless the institution plan has been

approved by that institution's governing board. The Oklahoma State

Regents for Higher Education may facilitate the development of

institution plans to assist institutions of higher education.