Wyo. Code R. 019-0001-7
Teaching Standards Board, Professional
Chapter 7: K-12 Basic Programs
Effective Date: 08/26/2002 to 11/17/2009
Rule Type: Repealed Rules & Regulations
Reference Number: 019.0001.7.08262002
Section 1. Basic Programs. The basic program shall consist of training in the general education, professional education and teaching field or field of study. The teaching field or field of study shall require a planned pattern of courses and experiences designed by the faculty to produce the areas of knowledge and competencies identified by the k-12, k-6, 5-8, or 7-12 Standards.
Section 2. Art Program Approval Standards (k-12), (k-6), (5-8), or (7-12) The following Standards pertain to programs for preparing art teachers.
(a) Standard I. The program shall require knowledge of the psychological, sociological and historical aspects of art.
(b) Standard II. The program shall require knowledge and demonstrated competence in:
(i) developing an art curriculum;
(ii) interrelating art with other disciplines or fields of study;
(iii) assessing and evaluating an art program and critiquing of art
(c) Standard III. The program shall require knowledge of:
(i) philosophies of art;
(ii) elements and principles of design; basic concepts and skills processes.
(d) Standard IV. The program shall require demonstrated competence in:
(i) the creation of various art forms;
(ii) technological developments in environmental and functional design fields.
(e) Standard V. The program shall require demonstrated competence in methods of organizing, planning, budgeting for, procuring for and administering a program of art education.
(f) Standard VI. The program shall require knowledge and appreciation of related art areas.
(g) Standard VII. The program shall require knowledge of professional art organizations and career opportunities in art at the local, state and national levels.
(h) Standard VIII. The program shall require demonstrated competence in the use of teaching methods which recognize and stimulate creativity.
Section 3. Exceptional Children Generalist Program Approval Standards. (k-12), (k-6), (5-8), or (7-12). The following Standards pertain to programs which prepare a generalist in working with exceptional children, k-12, k-6, 5-8, or 7-12.
(a) Standard I. The program shall require demonstrated competence in the selection, administration and interpretation of academic assessment instruments.
(b) Standard II. The program shall require demonstrated competence in the selection, administration and interpretation of informal behavioral/emotional assessment instruments.
(c) Standard III. The program shall require demonstrated competence in interpreting test data for writing professional assessment reports and for designing educational programming.
(d) Standard IV. The program shall require demonstrated competence in utilizing and explaining assessment data to parents, students and other professionals for the purpose of determining student eligibility and programming recommendations.
(e) Standard V. The program shall require knowledge of etiology, of identifying characteristics and of long term prognosis of exceptionalities and their implications for learning and development.
(f) Standard VI. The program shall require knowledge of human growth and development and demonstrated competence in modifying the learning environment of children, including early childhood, whose development may deviate from the normal.
(g) Standard VII. The program shall require knowledge of and experiences with professional organizations and resource agencies serving exceptional children within the community, state and nation.
(h) Standard VIII. The program shall require extensive visitation experiences early in the program with exposure to a variety of handicapping conditions, early childhood through adulthood.
(i) Standard IX. The program shall require demonstrated competence in basic first aid emergency procedures.
(j) Standard X. The program shall require knowledge of the medical implications of exceptionalities with an overview of medications typically prescribed to affect behavior.
(k) Standard XI. The program shall require demonstrated competence in monitoring and documenting student progress.
(l) Standard XII. The program shall require demonstrated competence in task analysis, writing sequenced/measurable behavioral objectives, developing activities appropriate for student strengths and weaknesses and evaluating student performance.
(m) Standard XIII. The program shall require knowledge of pre-vocational and vocational skill development, including locating community resources.
(n) Standard XIV. The program shall require knowledge of the appropriate use and supervision of paraprofessionals.
(o) Standard XV. The program shall require demonstrated competence as a facilitator of staffings.
(p) Standard XVI. The program shall require demonstrated competence in maintaining confidential special education records.
(q) Standard XVII. The program shall require knowledge of environmental adaptations and equipment that may be required to educate an individual with any of the handicapping conditions.
(r) Standard XVIII. The program shall require demonstrated competence in consulting and collaborating with regular educators, parents and other support personnel in providing specific teaching and behavioral management techniques for the exceptional child.
(s) Standard XIX. The program shall require demonstrated competence in teaching academic, vocational and independent living skills, including appropriate socialization and sexuality.
(t) Standard XX. The program shall require knowledge of the procedures needed to obtain private, state and federal funds and services available for the exceptional child.
(u) Standard XXI. The program shall require knowledge of federal, state and local laws, policies and procedures affecting the handicapped.
Section 4. Emotional Disabilities Program Approval Standards (k-12). The following Standards pertain to programs which prepare teachers of the emotionally disturbed, k-12. Prospective candidates must meet all Standards for the generalist in working with exceptional children, k-12.
(a) Standard I. The program shall require knowledge of the history of the emotionally disturbed with major emphasis on the conceptual models in identification, diagnosis and education of the emotionally disturbed.
(b) Standard II. The program shall require demonstrated competence in the selection, administration and interpretation of formal and informal emotional assessment instruments.
(c) Standard III. The program shall require demonstrated competence in consulting/collaborating with regular educators, parents and other support personnel in providing specific teaching and behavioral management techniques for the emotionally disturbed.
(d) Standard IV. The program shall require demonstrated competence in selecting and utilizing appropriate counseling techniques to improve the intra- and inter-personal functioning of the emotionally disturbed.
(e) Standard V. The program shall require demonstrated competence in utilizing research to evaluate and design appropriate behavioral and instructional procedures for the emotionally disturbed.
(f) Standard VI. The program shall require the study of human behavior which would include normal and abnormal psychology.
Section 5. Learning Disabilities Program Approval Standards. The following Standards pertain to programs which prepare teachers of the learning disabled, k-12. Prospective candidates must meet all Standards for the generalist in working with exceptional children, k-12.
(a) Standard I. The program shall require knowledge of the history of learning disabilities with major emphasis on the conceptual models in identification, diagnosis and education of the learning disabled.
(b) Standard II. The program shall require knowledge of characteristics of the areas of specific learning disabilities.
(c) Standard III. The program shall require demonstrated competence in assessing and diagnosing students and developing comprehensive individualized educational programming for the learning disabled.
(d) Standard IV. The program shall require demonstrated competence in utilizing research to evaluate and design appropriate instructional procedures for the learning disabled.
(e) Standard V. The program shall require demonstrated competence in teaching study skills and techniques which will assist the learning disabled to adapt to, and compensate for, their handicapping condition(s).
(f) Standard VI. The program shall require knowledge of and demonstrated competence in adapting curricula and materials for instruction through intact modalities.
(g) Standard VII. The program shall require demonstrated competence in counseling the learning disabled and their families in present and long term programming needs.
Section 6. Mental Disabilities Program Approval Standards. The following Standards pertain to programs which prepare teachers of the mentally disabilities, k-12. Prospective candidates must meet all Standards for the generalist in working with exceptional children, k-12.
(a) Standard I. The program shall require knowledge of the history of mental disabilities with major emphasis on the conceptual models in identification, diagnosis and education of the mentally disabled.
(b) Standard II. The program shall require knowledge of characteristics and classification of mild, moderate, severe and profound mental disability and appropriate programming and placement.
(c) Standard III. The program shall require demonstrated competence in assessing and diagnosing students and developing comprehensive individualized educational programming for the mentally disabled.
(d) Standard IV. The program shall require demonstrated competence in interpretation and explanation of psycho-educational testing to parents and other professionals.
(e) Standard V. The program shall require demonstrated competence in utilizing research to evaluate and design programs and procedures for the mentally disabled.
(f) Standard VI. The program shall require knowledge and demonstrated competence in providing services for the mentally disabled in the least restrictive environment.
(g) Standard VII. The program shall require knowledge and demonstrated competence in adapting and developing specialized curricula and appropriate activities meet the unique needs of the mentally disabled.
(h) Standard VIII. The program shall require demonstrated competence in counseling the mentally disabled and their families in present and long term programming needs.
Section 7. Hearing Disabilities Program Approval Standards (Hearing Disability includes deaf and hard of hearing.). The following Standards pertain to programs which prepare teachers of the hearing disabled, k-12.
(a) Standard I. The program shall require knowledge of the etiology of hearing disabilities and audiometric measurement strategies and implications.
(b) Standard II. The program shall require knowledge of characteristics of the hearing disabled relative to the educational implications, communication systems, and use and maintenance of amplification systems.
(c) Standard III. The program shall require demonstrated competence in assessing the educational, language and speech skills of hearing disabled students and developing comprehensive individualized educational programming for hearing disabilities.
(d) Standard IV. The program shall require demonstrated competence in utilizing reference materials and resources to evaluate and design appropriate instructional procedures to affect language and speech development in the hearing disabled.
(e) Standard V. The program shall require demonstrated competence in assessing normal language development as well as delays and disorders observed in conjunction with or resulting from hearing disabilities.
(f) Standard VI. The program shall require demonstrated competence in teaching reading and spoken, and written language to the hearing disabled.
(g) Standard VII. The program shall require demonstrated competence in using curricula designed for the deaf and in analyzing and adapting a scope and sequence of curricula in schools.
(h) Standard VIII. The program shall require demonstrated competence in counseling the hearing disabled and their families in present and long term programming needs.
(i) Standard IX. The program shall require demonstrated competence in teaching auditory learning as well as signing in a school setting.
Section 8. Vision Disabilities Program Approval Standards (Vision Disabled includes blind and partially sighted.). The following Standards pertain to programs which prepare teachers of visually disabled, k-12.
(a) Standard I. The program shall require knowledge of the etiology of visual disabilities.
(b) Standard II. The program shall require knowledge of characteristics of the visually disabled relative to the educational implications, communication systems and adaptive equipment/devices.
(c) Standard III. The program shall require demonstrated competence in assessing and diagnosing students and developing comprehensive individualized educational programming for the visually disabled.
(d) Standard IV. The program shall require demonstrated competence in utilizing research to evaluate and design appropriate instructional procedures for the visually disabled.
(e) Standard V. The program shall require knowledge of and demonstrated competence in teaching study skills and mobility training to assist the visually disabled adapt to their environment.
(f) Standard VI. The program shall require knowledge of and demonstrated competence in adapting curricula and materials for instruction through intact modalities.
(g) Standard VII. The program shall require demonstrated competence in counseling the visually disabled and their families in present and long term programming needs.
Section 9. Health Education Standards (k-12). The following Standards pertain to programs for preparing teachers of health education.
(a) Standard I. The program shall require demonstrated knowledge of health, social and psychological science concepts, including:
(b) Standard II. The program shall require demonstrated competence in applying health, social, and psychological science concepts to provide developmentally appropriate learning experiences and assessment of students' ability to:
(ii) practice health enhancing behaviors and reducing health risks; (iii) analyze the influence of culture, media, technology and other social factors on health; (iv) use interpersonal communication skills to enhance health; (v) use goal-setting and decision-making skills to enhance health; and (vi) advocate for personal, family, and community health.
(c) Standard III. The program shall require demonstrated competence in planning, implementing, and evaluating a standards-based health education program in relation to current research on curriculum, instruction, and assessment.
(d) Standard IV. The program shall require demonstrated competence in collaborating with school and community resources and in integrating health concepts and skills across content areas to create an effective comprehensive school health program.
(e) Standard V. The program shall require demonstrated competence in teaching safety, injury prevention, and emergency care education, including advanced emergency care and safety principles.
(f) Standard VI. The program shall require demonstrated knowledge of cultural, ethical, and legal issues of a school health education program and competence in teaching sensitive issues.
Section 10. Library/Media Program Approval Standards (k-12). The following Standards pertain to programs which prepare library media persons, k-12.
(a) Standard I. The program shall require demonstrated competence in teaching library/media skills.
(b) Standard II. The program shall require demonstrated competence in operating and maintaining current instructional technology.
(c) Standard III. The program shall require demonstrated competence in assisting teachers to integrate instructional technology into the curriculum.
(d) Standard IV. The program shall require demonstrated competence in managing and evaluating school library media services, programs, collections and facilities.
(e) Standard V. The program shall require demonstrated competence in retrieving and disseminating information from print/non-print resources, including electronic sources, in-house and on-line catalogs, electric and traditional networks, local, state and national information sources and community resources.
(f) Standard VI. The program shall require demonstrated competence in utilizing current technology and feasible combinations of current technology.
(g) Standard VII. The program shall require knowledge necessary to assist in developing and maintaining a written selection/reconsideration policy.
(h) Standard VIII. The program shall require demonstrated competence in the production of appropriate instructional media.
(i) Standard IX. The program shall require knowledge and demonstrated competence in budgeting for and acquiring, organizing, processing, classifying and cataloging instructional technology.
(j) Standard X. The program shall require knowledge and demonstrated competence in promoting children's and young adults' literature in relation to student interest, student need and reading ability.
(k) Standard XI. The program shall require demonstrated competence in administering school library media services.
(l) Standard XII. The program shall require demonstrated competence in planning and implementing activities designed to build community support for school reading programs.
Section 11. Music Program Approval Standards. The following Standards pertain to programs which prepare teachers of music, k-12, k-6, 5-8, or 7-12. Standards I through X pertain to programs for preparing k-12, k-6, 5-8, or 7-12 teachers of either vocal/general or instrumental music. Programs directed toward either vocal/ general or instrumental fields of study (but not both) must meet Standards I through VII and either Standard VIII or Standard IX and X, as appropriate.
(a) Standard I. The program shall require knowledge of and demonstrated competence in the common elements of music and their interaction in both aural and visual analysis.
(b) Standard II. The program shall require knowledge of and demonstrated competence in the following:
(i) conducting live vocal and instrumental groups at all levels of public school students adequate to exhibit understanding of musical interpretation;
(ii) arranging and adapting music through gradation level four from a variety of sources to meet the needs and ability levels of school performing groups and classroom situations;
(iii) guiding creative experiences, interpretation of styles, including jazz and other contemporary styles, and improvisation to a level appropriate to the particular music concentration;
(iv) functional ability through gradation level three on keyboard and fretted instruments;
(v) advanced ability sufficient to assure accurate and musically expressive performance and the ability to read at sight in the specialty area;
(vi) performing in large ensembles and a variety of small ensembles which enhance the common elements of music.
(c) Standard III. The program shall require knowledge of music history and literature emphasis on the factors of interpretation, the role of music in our culture, the relationship of music to other arts and humanities in contemporary and past cultures and the place of compositions in historical and stylistic perspectives.
(d) Standard IV. The program shall require knowledge of a comprehensive k-12, k-6, 5-8, or 7-12 music curriculum and its development based upon sound philosophy and understanding of gradation music selection.
(e) Standard V. The program shall require knowledge of the history, social foundations and philosophical importance of music in education, finding meaning in music and the ability to express a rationale for personal attitudes and beliefs.
(f) Standard VI. The program shall require demonstrated competence in the formation of evaluative judgments about music.
(g) Standard VII. The program shall require demonstrated competence in listening to music with discrimination, understanding and sensitivity basic to the development of aesthetic taste and judgment.
(h) Standard VIII. The vocal/general music program shall require demonstrated competence in the following:
(i) performance written at gradation level four on keyboard and fretted instruments;
(ii) ability to transpose and improvise accompaniments;
(iii) pedagogical skills with vocal/general problems, diction and sufficient vocal skills to assure effective use of the voice in demonstrating vocal technique;
(iv) production of musical theatre;
(v) languages as they pertain to vocal music;
(vi) performing vocally in solo and in ensemble;
(vii) using wind, string and percussion instruments, which develop the knowledge and skills necessary to conduct instrumental as well as choral ensembles;
(viii) teaching various vocal/general types of classes;
(ix) laboratory experiences in accompanying.
(i) Standard IX. The instrumental music program shall require knowledge of and pedagogical skills with all wind, string and percussion instruments sufficient to teach k-12, k-6, 5-8, or 7-12 students.
(j) Standard X. The instrumental music program shall require demonstrated competence in the following:
(i) performing on all wind, string and percussion instruments at gradation level three;
(ii) using the singing voice as a teaching tool and conducting choral as well as instrumental ensembles;
(iii) teaching instrumental students individually and in small and large groups;
(iv) marching band methods and materials which include historical and contemporary techniques, except that demonstrated proficiency in string techniques and pedagogy may be substituted for this skill by the string specialist;
(v) basic skills in instrumental repair;
(vi) appropriate organizational procedures for effective administration of instrumental music groups in school.
Section 12. Physical Education Program Approval Standards. The following Standards pertain to programs for preparing K-12 teachers of physical education.
(a) Standard I. The program shall require demonstrated knowledge of the movement and exercise sciences, including concepts and principles related to learning and development of motor skills and fitness.
(b) Standard II. The program shall require demonstrated competence in applying the concepts and principles of movement and fitness in a developmentally appropriate standards-based physical education program.
(c) Standard III. The program shall require demonstrated knowledge of the psychological and social sciences related to physical education and competence in applying this knowledge to promote and assess students' personal and social behavior in physical activity settings.
(d) Standard IV. The program shall require demonstrated competence in planning, implementing, and evaluating a standards-based physical education program based on current research in curriculum, instruction, and assessment.
(e) Standard V. The program shall require demonstrated competence in adapting physical education to the diverse needs of all students in physical education settings, including various physical, social/emotional and cognitive needs.
(f) Standard VI. The program shall require demonstrated knowledge of physical education program administration, including ethical, legal, and safety issues, as well as the purchase, care, and maintenance of equipment.
(g) Standard VII. The program shall require demonstrated competence in injury prevention, safety procedures, physical training methods and emergency care, including certification in CPR and first aid.
(a) Standard I. The program shall require a degree from an approved physical education program.
(b) Standard II. The program shall assure that each prospective teacher has adequate documented pre-student teaching experiences in adapted physical education, which may include a non-school setting.
(c) Standard III. The program shall require knowledge of various disabling conditions which may affect the learner's success in physical education, including neurological, physical, emotional, behavioral, and cognitive.
(d) Standard IV. The program shall require demonstrated competence in planning and implementing developmentally appropriate learning experiences for children with various disabling conditions.
(e) Standard V. The program shall require demonstrated competence in the articulation of legal aspects of special education and adapted physical education.
(f) Standard VI. The program shall require demonstrated competence in recognizing and applying behavior management techniques related to children with disabilities.
(g) Standard VII. The program shall require knowledge of typical and atypical physical growth and motor development.
(h) Standard VIII. The program shall require demonstrated competence in selecting, administering, and interpreting assessment tools related to adapted physical education.
(i) Standard IX. The program shall require demonstrated competence in recognizing the availability of and process involved in the purchase, care and use of specialized facilities, equipment and supplies needed for an adapted physical education program.
(j) Standard X. The program shall require demonstrated competence in safety and emergency care education related to special populations, including CPR and first aid certification.
(k) Standard XI. The program shall require demonstrated competence in, recognizing the relationship between adapted physical education and the special education process of school and community.
(l) Standard XII. The program shall require successful completion of a student teaching experience in adapted physical education in a recognized k-12 setting of sufficient length and concentration for the prospective teacher to experience the full range of activities.
Section 14. Bilingual Education Program Approval Standards. The following Standards pertain to programs for preparing teachers in bilingual education. Bilingual education refers to the instruction of curriculum in the native language of the student.
(a) Standard I. The program shall require demonstrated competence in listening, speaking, reading, and writing in both English and the language of the target student population.
(b) Standard II. The program shall require demonstrated competence in the knowledge of the history and cultures of the target and related populations.
(c) Standard III. The program shall require knowledge of the historical, philosophical, and legal basis for bilingual education.
(d) Standard IV. The program shall require knowledge of the bilingual programs and organizational models for providing instruction in a bilingual or multi-cultural setting.
(e) Standard V. The program shall require demonstrated competence in teaching reading skills, writing skills, and subject matter areas in both English and the language of the target population.
(f) Standard VI. The program shall require demonstrated competence in interacting effectively and sensitively with students, parents, and others within culturally and linguistically different communities.
(g) Standard VII. The program shall require knowledge of the similarities and differences between the linguistic structures of the second language and English.
(h) Standard VIII. The program shall require knowledge of the similarities and differences in both language and dialect across geographic regions, ethnic groups, and social levels.
(i) Standard IX. The program shall require demonstrated competence in language assessment techniques and instruments as they pertain to the evaluation of students.
(j) Standard X. The program shall require knowledge of language development and acquisition.
(k) Standard XI. The program shall require competence in the management of a cross-cultural classroom.
(l) Standard XII. The program shall require prospective bilingual educators to demonstrate competence in working effectively with content area teachers to design, deliver, and evaluate instructional content.
Section 15. English As A Second Language (ESL) Program Approval Standards. The following Standards pertain to programs for preparing teachers of English to teach English to speakers of other languages.
(a) Standard I. The program shall require knowledge of the nature of language, of language varieties, and the phonology, morphology, and syntax of the English language.
(b) Standard II. The program shall require demonstrated competence in listening, speaking, reading, and writing English.
(c) Standard III. The program shall require knowledge of the effects of cognitive, affective, and socio-cultural variables on language learning.
(d) Standard IV. The program shall require demonstrated competence in language assessment techniques and instruments as they relate to the evaluation of students.
(e) Standard V. The program shall require demonstrated competence in teaching English as the other language.
(f) Standard VI. The program shall require demonstrated competence in interacting effectively and sensitively with students, parents, and others within culturally and linguistically different communities.
(g) Standard VII. The program shall require knowledge of the similarities and differences between the linguistic structures of the other language and English.
(h) Standard VIII. The program shall require demonstrated understanding of multicultural factors as they are related to language and dialect across geographic regions, ethnic groups, and socioeconomic levels.
(i) Standard IX. The program shall require knowledge of language development and acquisition.
(j) Standard X. The program shall require demonstrated competence in the management of a cross-cultural classroom.
Section 16. Reading Program Approval Standards. The following Standards pertain to programs which prepare a reading teacher for an elementary, secondary or k-12 level.
(a) Standard I. The program shall require knowledge of the factors that influence reading comprehension.
(b) Standard II. The program shall require experiences that promote students' motivation and interest in reading.
(c) Standard III. The program shall require demonstrated competence in the use of a variety of comprehension strategies for different types of texts.
(d) Standard IV. The program shall require knowledge of and demonstrated competence in the development, implementation and evaluation of a variety of instructional approaches designed to improve students' reading ability.
(e) Standard V. The program shall require demonstrated competence in using writing to teach reading.
(f) Standard VI. The program shall require demonstrated competence in prescribing instructional programs and activities for individual students and small/large groups, based upon the analysis and interpretation of diagnostic data.
(g) Standard VII. The program shall require demonstrated competence in planning and implementing activities designed to build community support for school reading programs.
(h) Standard VIII. The program shall require knowledge of recent research development in reading, writing, listening and speaking.
(i) Standard IX. The program shall include supervised practicum experiences.
(j) Standard X. The program shall require differentiated knowledge and experiences at the level according to the area of emphasis desired:
(i) An elementary program shall require knowledge and experiences at the elementary level.
(ii) A secondary program shall require knowledge and experiences at the secondary level.
(iii) A k-12 program shall require knowledge and experiences at both elementary and secondary levels.
(k) Standard XI. The program shall require one year of successful classroom teaching experience in a recognized k-12 school setting.
(l) Standard XII. The program shall require knowledge of language acquisition as it concerns first and second language learning and how it varies by age levels.