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HOUSE OF REPRESENTATIVES - FLOOR VERSION
STATE OF OKLAHOMA
1st Session of the 58th Legislature (2021)
COMMITTEE SUBSTITUTE
FOR
HOUSE BILL NO. 1773 By: Conley, Sterling, Moore,
Waldron, Mize and Roe
COMMITTEE SUBSTITUTE
An Act relating to schools; amending 70 O.S. 2011,
Section 6-185, as last amended by Section 1, Chapter
234, O.S.L. 2019 (70 O.S. Supp. 2020, Section 6 -185),
which relates to the Oklahoma Teacher Preparation
Act; requiring study of multi -tiered systems of
support in preservice teach er preparation program;
providing for training using evidenced -based and
data-based procedures; including training for
structured literacy and mathematics; adding training
for applying behavioral sciences to classroom
management; providing for training rel ated to impacts
of trauma and trauma -informed instruction; and
providing an effective date.
BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
SECTION 1. AMENDATORY 70 O.S. 2011, Section 6 -185, as
last amended by Section 1 , Chapter 234, O.S.L. 2019 (70 O.S. Supp.
2020, Section 6-185), is amended to read as follows:
Section 6-185. A. The following competencies and methods shall
be incorporated into the programs approved by the Commission for
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Educational Quality and Account ability for the competency -based
teacher preparation system provided for in the Oklahoma Teacher
Preparation Act:
1. The teacher preparation system shall include, but not be
limited to, the following competencies:
a. excellence in the arts and sciences,
b. an in-depth knowledge of the subject matter to be
taught,
c. the ability to identify and cultivate talent and
potential in students,
d. an understanding of child and human development,
e. teaching skills developed through a variety of
learning experiences,
f. the ability to interact effectively with all students,
g. skills necessary for working with parents, guardians
and custodians of students in the education process,
h. skills necessary to involve the community in
education,
i. skills to foster teamwor k within and among schools,
j. for administrators, skills necessary to be an
effective leader of a school or school district, and
k. skills in effective classroom management and student
discipline;
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2. The preservice program shall include the following met hods
to achieve the competencies listed in paragraph 1 of this
subsection:
a. require teacher candidates to study arts and sciences
at the undergraduate level,
b. require secondary and elementary/secondary teacher
candidates to have undergraduate majors, o r their
equivalents, in a subject area, and require teacher
candidates in early childhood, elementary, and special
education to have subject area concentrations which
allow qualification as a generalist,
c. require teacher candidates in early childhood,
elementary, secondary, and special education to study
the philosophy, overarching framework, components, and
implementation of multi -tiered systems of support
(MTSS) designed to address the core academic and
nonacademic needs of all students. The program sh all
provide for training that utilizes evidence -based
assessment, intervention, and data -based decision-
making procedures within a tiered system of support to
identify students at risk for negative academic or
nonacademic outcomes. This training shall inc lude,
but not be limited to the following areas as
appropriate by grade band:
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(1) a structured literacy approach that includes
phonological awareness, phonemic awareness,
decoding letters into sound and its relationship
to printed material, rapid -naming skills, oral
fluency, vocabulary and comprehension,
(2) an evidence-based approach to mathematics
instruction that includes understanding key
mathematical concepts, fluency of basic facts,
fluent and flexible use of standard and
nonstandard algorithms, and a pplication of these
mathematical principles to solving problems,
(3) the application of the behavioral sciences to
classroom management that includes instruction on
prevention of problematic behaviors, teaching
appropriate behaviors, reinforcing appropriat e
behaviors, responding to problematic behaviors,
and evaluating the effect of classroom management
on student outcomes, and
(4) the identification and impact of trauma on
student learning and trauma -informed responsive
instruction,
d. require teacher cand idates to study the individuality
of students, the capacity of students to learn and the
process of learning,
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d. e. integrate curriculum from other disciplines with the
education curriculum,
e. f. require teacher candidates to have training
experiences and personal contact with parents,
guardians or custodians of school -age children,
f. g. require teacher candidates to have community
involvement experience,
g. h. structure courses so as to require teamwork
activities, and
h. i. require teacher candidates to study, in existing
coursework, substance abuse symptoms identification
and prevention, mental illness symptoms identification
and mental health issues, classroom management skills,
trauma-informed responsive instruction and classroom
safety and discipline techniques; and
3. The Commission for Educational Quality and Accountability
shall not require more than a four -year program of one hundred
twenty-four (124) semester hours to complete a teacher education
degree.
B. It is the intent of the Legislature t hat institutions of
higher education which offer teacher education programs hold such
programs accountable for meeting the certification competencies
approved by the State Board of Education. It is the intent of the
Legislature that the teacher education programs incorporate a
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curriculum to achieve the competency -based system and include
integration of the teacher preparation curricula with the arts and
sciences departments curricula. Each institution of higher
education which seeks accreditation or appro val for its teacher
education program shall develop an institution plan which follows
the State Board of Education competencies for certification. In
developing such institution plans, the higher education institution
shall establish a process which seeks information and input from
teacher preparation faculty, faculty from arts and sciences and
other programs and disciplines which are appropriate, students
within the teacher education program, teachers, administrators,
parents, guardians or custodians of s tudents and business and
community leaders. Each institution shall report annually to the
Commission for Educational Quality and Accountability the procedures
used to inform the public regarding the institution's teacher
education program and the manner t hrough which public input is
solicited and received. The institution's plan shall be accessible
to any interested party under the Oklahoma Open Records Act. No
institution of higher education's teacher education program shall be
approved by the Commissio n unless the institution plan has been
approved by that institution's governing board. The Oklahoma State
Regents for Higher Education may facilitate the development of
institution plans to assist institutions of higher education.
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SECTION 2. This act shall become effective November 1, 2021.
COMMITTEE REPORT BY: COMMITTEE ON HIGHER EDUCATION AND CAREER TECH,
dated 02/09/2021 - DO PASS, As Amended and Coauthored.