{"data":{"id":"us-ok/okla.-stat.-tit.-70-70-6-185","jurisdiction":"us-ok","citation":"Okla. Stat. tit. 70, § 70-6-185","heading":"Competencies and methods to be incorporated into teacher","body":"preparation system.\n\nA. The following competencies and methods shall be incorporated\n\ninto the programs approved by the Commission for Educational Quality\n\nand Accountability for the competency-based teacher preparation\n\nsystem provided for in the Oklahoma Teacher Preparation Act:\n\n1. The teacher preparation system shall include, but not be\n\nlimited to, the following competencies:\n\na. excellence in the arts and sciences,\n\nb. an in-depth knowledge of the subject matter to be\n\ntaught,\n\nc. the ability to identify and cultivate talent and\n\npotential in students,\n\nd. an understanding of child and human development,\n\ne. teaching skills developed through a variety of\n\nlearning experiences,\n\nf. the ability to interact effectively with all students,\n\ng. skills necessary for working with parents, guardians\n\nand custodians of students in the education process,\n\nh. skills necessary to involve the community in\n\neducation,\n\ni. skills to foster teamwork within and among schools,\n\nj. for administrators, skills necessary to be an\n\neffective leader of a school or school district, and\n\nk. skills in effective classroom management and student\n\ndiscipline;\n\n2. The preservice program shall include the following methods\n\nto achieve the competencies listed in paragraph 1 of this\n\nsubsection:\n\na. require teacher candidates to study arts and sciences\n\nat the undergraduate level,\n\nb. require secondary and elementary/secondary teacher\n\ncandidates to have undergraduate majors, or their\n\nequivalents, in a subject area, and require teacher\n\ncandidates in early childhood, elementary, and special\n\neducation to have subject area concentrations which\n\nallow qualification as a generalist,\n\nc. require teacher candidates in early childhood,\n\nelementary, secondary, and special education to study\n\nthe philosophy, overarching framework, components, and\n\nimplementation of multi-tiered systems of support\n\n(MTSS) designed to address the core academic and\n\nnonacademic needs of all students. The program shall\n\nprovide for training that utilizes evidence-based\n\nassessment, intervention, and data-based decision-\n\nmaking procedures within a tiered system of support to\n\nidentify students at risk for negative academic or\n\nnonacademic outcomes. This training shall include,\n\nbut not be limited to, the following areas as\n\nappropriate by grade band:\n\n(1) a structured literacy approach that includes\n\nphonological awareness, phonemic awareness,\n\ndecoding letters into sound and its relationship\n\nto printed material, rapid-naming skills, oral\n\nfluency, vocabulary and comprehension,\n\n(2) an evidence-based approach to mathematics\n\ninstruction that includes understanding key\n\nmathematical concepts, fluency of basic facts,\n\nfluent and flexible use of standard and\n\nnonstandard algorithms, and application of these\n\nmathematical principles to solving problems,\n\n(3) the application of the behavioral sciences to\n\nclassroom management that includes instruction on\n\nprevention of problematic behaviors, teaching\n\nappropriate behaviors, reinforcing appropriate\n\nbehaviors, responding to problematic behaviors,\n\nand evaluating the effect of classroom management\n\non student outcomes, and\n\ninciples to solving problems,\n\n(3) the application of the behavioral sciences to\n\nclassroom management that includes instruction on\n\nprevention of problematic behaviors, teaching\n\nappropriate behaviors, reinforcing appropriate\n\nbehaviors, responding to problematic behaviors,\n\nand evaluating the effect of classroom management\n\non student outcomes, and\n\n(4) the identification and impact of trauma on\n\nstudent learning and trauma-informed responsive\n\ninstruction,\n\nd. require teacher candidates to study the individuality\n\nof students, the capacity of students to learn and the\n\nprocess of learning,\n\ne. integrate curriculum from other disciplines with the\n\neducation curriculum,\n\nf. require teacher candidates to have training\n\nexperiences and personal contact with parents,\n\nguardians or custodians of school-age children,\n\ng. require teacher candidates to have community\n\ninvolvement experience,\n\nh. structure courses so as to require teamwork\n\nactivities, and\n\ni. require teacher candidates to study, in existing\n\ncoursework, substance abuse symptoms identification\n\nand prevention, mental illness symptoms identification\n\nand mental health issues, and classroom safety and\n\ndiscipline techniques; and\n\n3. The Commission for Educational Quality and Accountability\n\nshall not require more than a four-year program of one hundred\n\ntwenty-four (124) semester hours to complete a teacher education\n\ndegree.\n\nB. It is the intent of the Legislature that institutions of\n\nhigher education which offer teacher education programs hold such\n\nprograms accountable for meeting the certification competencies\n\napproved by the State Board of Education. It is the intent of the\n\nLegislature that the teacher education programs incorporate a\n\ncurriculum to achieve the competency-based system and include\n\nintegration of the teacher preparation curricula with the arts and\n\nsciences departments curricula. Each institution of higher\n\neducation which seeks accreditation or approval for its teacher\n\neducation program shall develop an institution plan which follows\n\nthe State Board of Education competencies for certification. In\n\ndeveloping such institution plans, the higher education institution\n\nshall establish a process which seeks information and input from\n\nteacher preparation faculty, faculty from arts and sciences and\n\nother programs and disciplines which are appropriate, students\n\nwithin the teacher education program, teachers, administrators,\n\nparents, guardians or custodians of students and business and\n\ncommunity leaders. Each institution shall report annually to the\n\nCommission for Educational Quality and Accountability the procedures\n\nused to inform the public regarding the institution's teacher\n\neducation program and the manner through which public input is\n\nsolicited and received. The institution's plan shall be accessible\n\nto any interested party under the Oklahoma Open Records Act. No\n\ninstitution of higher education's teacher education program shall be\n\napproved by the Commission unless the institution plan has been\n\napproved by that institution's governing board. The Oklahoma State\n\nRegents for Higher Education may facilitate the development of\n\ninstitution plans to assist institutions of higher education.","path":["OK Code","Title 70"],"source_url":"https://www.oklegislature.gov/OK_Statutes/CompleteTitles/os70.pdf","current_through":"2026-08-14","vintage":"open-us-law v2026.08, retrieved 2026-09-14","retrieved_at":"2026-09-14T18:32:36Z","sha256":"09e0e4f6034d0aae49b424128d640880267a1d697b01aa5002777fd15ab03f4c","source_id":"us-ok","stale":false,"prev":"us-ok/okla.-stat.-tit.-70-70-6-184","next":"us-ok/okla.-stat.-tit.-70-70-6-186"},"notice":"GroundRules: Original legal text. Not legal advice."}