1. (1) Purpose: These standards are designed to guide the preparation of administrators in evidence-based literacy leadership practices. Aligned with Oregon law (ORS 342.147), these standards ensure that educator preparation programs equip administrators with the knowledge and skills to support high-quality literacy instruction, promote reading proficiency in the early grades and beyond, and lead school and district-wide efforts to improve literacy outcomes. Teacher candidates must demonstrate instructional competencies, administrators are expected to develop, within their context, the capacity to recognize effective literacy instruction, provide coaching and feedback, and foster a culture of literacy.

2. (2) Scope: The requirements for instruction on Administrator Literacy: Program Standards apply to Oregon EPPs preparing candidates for:

   1. (a) Principal License
   2. (b) Professional Administrator License

3. (3) Standard 1: Foundational Knowledge of Evidence-Based Literacy Instruction: The Educator Preparation Provider (EPP) will ensure that candidates understand and demonstrate the capacity to support evidence-based literacy instruction, including the cognitive, linguistic, cultural, and social foundations of language and literacy, and apply this knowledge to improve outcomes for all learners including:

   1. (a) Understand foundational literacy skills (e.g., phonological and phonemic awareness, phonics, vocabulary, fluency, and comprehension) and their application in diverse school contexts.
   2. (b) Examine and learn to promote explicit, systematic, and culturally responsive instruction in oral language development and writing.
   3. (c) Analyze major theoretical models or evidence-based practices including, but not limited to, those referenced in the Oregon Early Literacy Framework and apply them to literacy decision-making.

4. (4) Standard 2: Curriculum, Instruction, Assessment, and Evaluation: The Educator Preparation Provider (EPP) will ensure that candidates understand and demonstrate the capacity  to lead the development, implementation, and evaluation of evidence-based, culturally and linguistically responsive literacy instruction aligned with state and federal policy, including the ability to:

   1. (a) Demonstrate the knowledge and understanding of core, supplemental, and intervention literacy materials and the process for selecting materials that align with state standards and reflect the diversity of Oregon learners.
   2. (b) Recognize reading difficulties across a continuum of severity and understand how to align instruction, resources, and interventions accordingly.
   3. (c) Coach and effectively evaluate educators in their literacy instruction including the appropriate use of disaggregated data to monitor instructional impact and promote continuous improvement.
   4. (d) Facilitate equitable assessment practices, including the use of valid, reliable, and bias-free literacy assessments.
   5. (e) Prepare candidates to understand and apply relevant policies, laws, and operational systems that impact literacy programming.

5. (5) Standard 3: Literacy Leadership and Professional Learning: The Educator Preparation Provider (EPP) will ensure that candidates  understand and demonstrate the capacity  to foster a culture of literacy, support ongoing professional learning, and implement policies that promote equitable opportunities to learn and literacy outcomes, including:

   1. (a) Design, coordinate, and/or organize  job-embedded professional learning aligned with evidence-based literacy instruction.
   2. (b) Lead collaborative data cycle review, coaching, and reflective practices that strengthen literacy instruction.

Statutory/Other Authority

Executive Order 23-12 & House Bill 3198 (2023)

Statutes/Other Implemented

Executive Order 23-12 & House Bill 3198 (2023)

History

TSPC 1-2026, adopt filed 02/06/2026, effective 02/06/2026