1. (1) prepares candidates to meet the Utah Effective Teaching Standards in Rule R277-330;

2. (2) prepares candidates to teach:

   1. (a) the Utah Core Standards; and
   2. (b) the Essential Elements, as appropriate to a candidate's prospective area of licensure as established by the Board;

3. (3) includes school-based clinical experiences for a candidate to observe, practice skills, and reflect on teaching that:

   1. (a) are significant in number, depth, breadth, and duration;
   2. (b) are progressively more complex; and
   3. (c) include working with all types of students;

4. (4) for candidates who enroll in a preparation program before September 1, 2026, requires competency in:

   1. (a) content and content specific pedagogy appropriate for the area of licensure;
   2. (b) knowledge of the Educator Standards contained in Rule R277-217;
   3. (c) designing, administering, and reviewing formative and summative assessments in a meaningful and ethical manner;

   4. (d) improving student outcomes by:

      1. (i) using student assessment data, both formative and summative;
      2. (ii) analyzing instructional practices; and
      3. (iii) making necessary adjustments to personalize learning;
   5. (e) using strategies to promote active student engagement;

   6. (f) systematically designing instruction toward a specific learning goal by:

      1. (i) providing tier one and tier two instruction and intervention on the Utah core standards including the use of competency-based learning;
      2. (ii) using a variety of evidence-based instructional strategies, including explicit instruction and scaffolded supports;
      3. (iii) integrating technology to support and meaningfully supplement the learning of students;
      4. (iv) designing developmentally appropriate and authentic learning experiences;
      5. (v) developing higher order thinking and metacognitive skills; and
      6. (vi) integrating cross-disciplinary skills, such as literacy and numeracy, into instruction;
   7. (g) providing positive and constructive feedback to guide students' learning and behavior;

   8. (h) establishing a consistent, organized, and respectful learning environment, including:

      1. (i) positive behavior interventions and supports within a multi-tiered system of support;
      2. (ii) classroom procedures and routines;
      3. (iii) trauma-informed practices; and
      4. (iv) accountability practices;
      5. (i) knowledge and skills to assist in the identification of and instruction for students with disabilities in the general classroom, including:
      6. (i) knowledge of the IDEA and Section 504 of the Rehabilitation Act;
      7. (ii) knowledge of the role of non-special education teachers in the education of students with disabilities;
      8. (iii) knowledge and skills in implementing least restrictive behavior interventions;
      9. (iv) skills in implementing and assessing the results of interventions; and
      10. (v) skills in the implementation of an educational program with accommodations, modifications, services, and supports established by an IEP or a 504 plan for students with disabilities in the general education classroom;

   9. (j) knowledge and skills designed to meet the needs of diverse student populations in the general education classroom, including:

      1. (i) allowing students alternative ways to demonstrate learning that are sensitive to student diversity;
      2. (ii) creating an environment that is sensitive to multiple experiences and diversity;
      3. (iii) designing, adapting, and delivering instruction to address each student's diverse learning strengths and needs; and
      4. (iv) incorporating language development into planning, instruction, and intervention for students learning English, using their first language as an asset while supporting development of English proficiency; and
   10. (k) effectively communicating and collaborating with parents, colleagues, and administration;
5. (5) for candidates who enroll in a preparation program on or after September 1, 2026, requires competence in the General Teacher Preparation Competencies;

6. (6) for a program candidate accepted on or after January 1, 2020, provides multiple opportunities for a program candidate to successfully demonstrate application of knowledge and skills gained through the program in one or more clinical experiences in collaboration with a licensed teacher over an extended period in each of the following competencies:

   1. (a) implementing the planning and design, delivery, facilitation, assessment, evaluation, and reflection of a unit of instruction;
   2. (b) revising instructional plans for future implementation or reteaching concepts as appropriate;
   3. (c) implementing the accommodations, modifications, services, and supports as outlined in a student's IEP or 504 plan;
   4. (d) evaluating student artifacts and assessments;
   5. (e) establishing and maintaining classroom procedures and routines that include positive behavior interventions and supports;
   6. (f) establishing and maintaining a positive learning climate;
   7. (g) reflecting on the teaching process and justifying instructional decisions;

   8. (h) participating in at least one IEP meeting or parental consultation regarding a student that the program candidate has instructed; and

      1. (i) consulting and collaborating with qualified personnel, such as a school counselor or school social worker, regarding the emotional well-being of students;
7. (7) include consideration of a candidate's dispositions and suitability for teaching; and
8. (8) include plans for candidate remediation and exit counseling, if appropriate.

Before approval by the Board, a teacher preparation program shall provide evidence that the program:

KEY: teacher preparation, programs, educators

Date of Last Change: March 10, 2026

Notice of Continuation: March 15, 2024

Authorizing, and Implemented or Interpreted Law: Art X Sec 3; 53E-3-401; 53E-6-201