USBE committee approves teacher preparation competencies after edits on wording and family language

The Utah State Board of Education (USBE) Licensure and Preparation Committee on May 15 approved draft general teacher preparation competencies (draft 1) as amended and forwarded them, by unanimous committee vote, to the full board for approval.

The committee approved the competencies and related edits to rule R277-304 on a unanimous vote after members adopted two substantive edits earlier in the discussion: an amendment to change CC2’s phrasing so students “respect and value each other” (adopted 4–1), and a change to wording in the instructional and professional-responsibility sections to include the explicit term “parents” alongside families in two places (adopted 3–2). The committee then voted to forward draft 1, as amended, and the R277-304 rule changes to the board for the required second and final reading.

Those competencies are intended to set the minimum knowledge, skills and behaviors required to obtain a professional teaching license in Utah. Malia Haidt, executive coordinator of educator licensing, told the committee that the documents are “the minimum standards to obtain a professional license” and are aligned with the state’s effective teacher standards while focusing on what beginning teachers must demonstrate.

In public comment, Travis Rawlings, associate director of licensing for Granite School District, thanked USBE staff and committee members for the work on the competencies and urged the board to ensure the competencies align with the new state law while minimizing unnecessary changes. “Make sure you’re in line with this new law ... but please, the less tinkering, the better,” Rawlings said. He said Granite’s alternative licensing program enrolls about 100 candidates per year and that the January-passed competencies were already useful to his program.

Committee discussion focused on clarity of language and legal alignment. Committee members and staff discussed why some legal citations appear in PR2 (compliance with relevant laws) while the professional-ethics competency (PR6) addresses ethical conduct; Haidt explained the separation and noted the board rule on educator ethics remains in force. An Assistant Attorney General (AAG Beale) participated online and staff noted c.c.2 was highlighted for amendment in draft 1 after legal review.

Committee members debated specific words and intent. Chair Jaime and members questioned whether the phrase “sensitive” in CC1 risked implying an imbalance of attention; Haidt and Jennifer Thronson, director of teaching and learning, said the intent is responsiveness and accessibility to students’ experiences and recommended alternatives such as “aware of” or “responsive to.” Member Hart moved the CC2 change — replacing “differences” with “each other” — and the motion passed 4–1 with Member Lear recorded as opposed. Vice Chair Carey moved adding the explicit word “parents” to IP5 (Provide feedback to students and families) and to PR5 (communication competency), explaining he wanted to ensure that people with parental rights were clearly identified; that motion passed 3–2 with Members Lear and Wood recorded as opposed.

Ben Rasmussen, director of law and professional practices, described the companion rule edits to R277-304: incorporating the competencies by reference, updating dates, and classifying the rule as oversight category 4 (full staff monitoring). The committee approved R277-304 draft 1 on first reading and forwarded it to the board for second and final reading; that motion passed unanimously.

Committee members said the competencies were developed over several months beginning in spring 2023 by a stakeholder committee that included university faculty, LEA (local education agency) alternative licensing (Apple) program directors, coaches and mentors, with about 30 people contributing to the writing process. Haidt said the competencies were designed to define a “starting line” for professional practice; the exemplars provide examples of observable behaviors, not guaranteed student outcomes, because student achievement often takes longer than a 12-week student-teaching window to measure.

Ending: The committee’s approval sends draft 1 and the R277-304 edits to the USBE board for final consideration; the committee did not set an implementation date and noted further review and communication with educator-preparation programs will follow. The committee record shows the committee’s votes and the exact language changes will be incorporated into the board packet for the forthcoming full-board meeting.