Colorado Revised Statutes Title 23. Postsecondary Education § 23-1-121. Commission directive--approval of educator preparation programs--review--report--legislative declaration

(a) “Approved educator preparation program” means an educator preparation program that has been reviewed pursuant to the provisions of this section and has been determined by the commission to meet the performance-based standards established by the commission pursuant to this section and the requirements of section 23-1-108.

(a.5) “Candidate” means a person who is participating in an initial, advanced, or other preparation program for education professionals in order to enter the education profession.

(b) “Institution of higher education” means a public, private, or proprietary postsecondary institution authorized by the commission to offer educator preparation programs.

(c) Deleted by Laws 2011, Ch. 201, § 2, eff. Aug. 10, 2011.

(d) “Program” means a planned sequence of undergraduate, post-baccalaureate, or graduate courses and experiences for the purpose of preparing teachers and other school professionals to be effective educators in prekindergarten through twelfth grade settings. A program may lead to a degree, a recommendation for a state license by the department of education, both, or neither.

(e) “Unit” means the college, school, department, or other administrative body in a college, university, or other organization with the responsibility for managing or coordinating all programs offered for the initial and advanced preparation of educators, regardless of where the programs are administratively housed in an institution.

(a) Program design around a shared vision of candidate proficiency and professionalism that supports decision-making about partnerships and the integration of curricula, learners, and course work and clinical experiences;

(b) Mapping, planning, development, assessment, and support of candidate proficiencies, including candidates' deep understanding of content knowledge, pedagogical knowledge, the content knowledge required for educating, and the dispositions and professional qualities necessary to be successful;

(c) With regard to teacher and principal preparation programs, courses that provide content knowledge as described in part 10 of article 7 of title 22, specifically in teaching to the state preschool through elementary and secondary education standards adopted pursuant to section 22-7-1005;

(c.5) Course work that teaches teacher candidates the science of reading, including the foundational reading skills of phonemic awareness, phonics, vocabulary development, reading fluency including oral skills, and reading comprehension, and the skills and strategies to apply to ensure that every student learns to read. Reading course work and field practice opportunities must be a significant focus for teachers preparing for endorsement in elementary, early childhood, or special education.

(c.7) Course work that provides educator candidates with an overview of Title II of the federal “Americans with Disabilities Act of 1990”, 42 U.S.C. sec. 12101 et seq., as amended, and its implementing regulations;  section 504 of the federal “Rehabilitation Act of 1973”, 29 U.S.C. sec. 701 et seq., as amended, and its implementing regulations;  the “Individuals with Disabilities Education Act”, 20 U.S.C. sec. 1400 et seq., as amended, and its implementing regulations;  individualized education programs;  and child find and that teaches educators effective special education classroom practices, including but not limited to inclusive learning environments;

(d) Intentional clinical experience, early and throughout preparation, relating to predetermined state content standards, which experiences afford candidates multiple, intentional experiences to learn from practice. Clinical experiences must be aligned with program curricula so that candidates develop pedagogical skills and pedagogical content knowledge. Teacher preparation candidates must complete a minimum of eight hundred hours, and principal and administrator candidates must complete a minimum of three hundred hours, of clinical practice. A teacher candidate must complete the hours of clinical practice while enrolled in an approved educator preparation program;  except that a program, after review, may accept clinical practice hours completed before enrolling in the program. A majority of the clinical practice hours must be completed through a continuous placement. For every additional endorsement or advanced degree, a candidate must complete an appropriate period of supervised field experiences that relate to predetermined standards, including best practices and relevant national norms related to the candidate's endorsements.

(d.5) A requirement that each teacher candidate in an initial licensure program complete at least one semester or quarter-length course in behavioral health training using culturally responsive and trauma- and evidence-informed practices;

(e) A requirement that each candidate, prior to graduation, must demonstrate the skills required for licensure, as specified by rule of the state board of education pursuant to section 22-2-109(3), in the manner specified by rule of the state board;

(f) A requirement that preparation program faculty, to improve their work, must engage in continuous evidence-based cycles of self-reflection and review regarding the impact of their programs on their candidates' development throughout the programs. These cycles must include data on current candidates throughout the program and available data on program completers.

(a) Periodic review by the institution of higher education offering the educator preparation program to ensure that the program meets the requirements specified by the commission pursuant to this section;

(b) Implementation of a procedure for collecting and reviewing evaluative data concerning the educator preparation program, which shall include periodic surveys of graduates and employers and educator identifier system data, pursuant to section 22-2-112(1)(q), C.R.S., for modifying the program as necessary in response to the data collected;

(c) Implementation of a procedure for reviewing the scores achieved on the professional competency assessments required pursuant to section 22-60.5-201, C.R.S., by candidates enrolled in and graduating from the program and modifying the program as necessary to improve those scores.

(d) Deleted by Laws 2011, Ch. 201, § 2, eff. Aug. 10, 2011.

(b) Each program review conducted pursuant to subsection (4)(a) of this section must ensure that the program meets the minimum requirements adopted pursuant to subsections (2) and (3) of this section and the requirements of section 23-1-108 and any policies adopted pursuant thereto. In determining whether to initially approve or continue the approval of an educator preparation program, the commission shall consider any recommendations made by the state board of education pursuant to section 22-2-109(5), concerning the effectiveness of the program content. If the state board of education recommends that a program not be approved or be placed on conditional approval or probation, the commission shall follow the recommendation by refusing initial approval of the program, placing the program on conditional approval, or placing the program on probation.

(c) The department shall work cooperatively with each institution of higher education that offers an educator preparation program to obtain any data requested by the department to determine the admission and enrollment patterns, completion rates, and effectiveness of educator preparation programs offered by the institution. In addition, each institution of higher education shall, upon request from the department, prepare and submit an annual report to assist the department in reviewing the educator preparation programs pursuant to this section. The department shall collaborate with representatives from the governing boards of each institution of higher education that offer educator preparation programs in specifying the information to be included in the annual report.

(e) The commission shall adopt policies and procedures, including a procedure for appeal, to discontinue any educator preparation program at an institution of higher education that has not had any candidate successfully graduate during the previous five years.

(6)(a) Notwithstanding the provisions of section 24-1-136 (11)(a)(I) to the contrary, the department shall annually prepare a report concerning the enrollment in, graduation rates from, and effectiveness of the review of educator preparation programs authorized by the commission. In addition, the report must include data on the outcomes of graduates of educator preparation programs pursuant to section 22-2-112 (1)(q). The report must also state the percentage of educator candidates graduating from each program during the preceding twelve months who applied for and received an initial license pursuant to section 22-60.5-201 and the percentage of the graduates who passed the assessments administered pursuant to section 22-60.5-203, including the percentage of graduates who passed the assessments on the first attempt. For purposes of completing the report required pursuant to this subsection (6), the department of higher education and the department of education shall share any relevant data that complies with state and federal regulations with the other agency. The department shall submit the report to the education committees of the senate and the house of representatives, or any successor committees.

(c) Commencing with the report in 2021, to the extent possible, all data and information required to be reported annually pursuant to subsection (6)(a) of this section must be disaggregated by the gender, race, and ethnicity of the candidates and graduates.

(d) The department of higher education and the department of education shall post the department of higher education's annual report, required pursuant to subsection (6)(a) of this section, on each department's website in the location relating to teacher preparation programs and teacher licensure, as applicable.