title: RCW 28A.410.110

text:
In case any certificate or permit authorized under this chapter or chapter 28A.405 RCW is revoked, the holder shall not be eligible to receive another certificate or permit for a period of twelve months after the date of revocation. However, if the certificate or permit authorized under this chapter or chapter 28A.405 RCW was revoked because of a guilty plea or the conviction of a felony crime specified under RCW 28A.400.322, the certificate or permit shall not be reinstated.
[ 2009 c 396 s 6; 1990 c 33 s 410; 1989 c 320 s 2; 1969 ex.s. c 223 s 28A.70.180. Prior: 1909 c 97 p 346 s 2; RRS s 4993. Formerly RCW 28A.70.180, 28.70.180.]
Notes:
Severability—1989 c 320: See note following RCW 28A.410.090.

catchline: Limitation on reinstatement after revocation—Reinstatement prohibited for certain felony crimes.


doc_type: statute

jurisdiction: wa

title: RCW 28A.410.120

text:
Notwithstanding any other provision of this title, the Washington professional educator standards board or superintendent of public instruction shall not require any professional certification or other qualifications of any person elected superintendent of a local school district by that district's board of directors, or any person hired in any manner to fill a position designated as, or which is, in fact, deputy superintendent, or assistant superintendent.
[ 2005 c 497 s 208; 1990 c 33 s 411; 1975 1st ex.s. c 254 s 3. Formerly RCW 28A.02.260.]
Notes:
Intent—Part headings not law—Effective date—2005 c 497: See notes following RCW 28A.305.011.
Severability—1975 1st ex.s. c 254: "If any provision of this 1975 amendatory act, or its application to any person or circumstances is held invalid, the remainder of the act, or the application of the provision to other persons or circumstances is not affected." [ 1975 1st ex.s. c 254 s 4.]

license: public-domain-government-work

rule_set: Revised Code of Washington

catchline: Professional certification not required of superintendents or deputy or assistant superintendents.

code: rcw

unit: section

court: Washington State Legislature


title: RCW 28A.410.200

text:
(1)(a) The Washington professional educator standards board is created, consisting of twelve members to be appointed by the governor to four-year terms and the superintendent of public instruction or the superintendent's designee. On August 1, 2009, the board shall be reduced to twelve members.
(b) Vacancies on the board shall be filled by appointment or reappointment by the governor to terms of four years.
(c) No person may serve as a member of the board for more than two consecutive full four-year terms.
(d) The governor shall biennially appoint the chair of the board. No board member may serve as chair for more than four consecutive years.
(2) A majority of the members of the board shall be active practitioners with the majority being classroom based. Membership on the board shall include individuals having one or more of the following:
(a) Experience in one or more of the education roles for which state preparation program approval is required and certificates issued;
(b) Experience providing or leading a state-approved teacher or educator preparation program;
(c) Experience providing mentoring and coaching to education professionals or others; and
(d) Education-related community experience.
(3) In appointing board members, the governor shall consider the individual's commitment to quality education and the ongoing improvement of instruction, experiences in the public schools or private schools, involvement in developing quality teaching preparation and support programs, and vision for the most effective yet practical system of assuring teaching quality. The governor shall also consider the diversity of the population of the state.
(4) All appointments to the board made by the governor are subject to confirmation by the senate.
(5) Each member of the board shall be compensated in accordance with RCW 43.03.240 and shall be reimbursed for travel expenses incurred in carrying out the duties of the board in accordance with RCW 43.03.050 and 43.03.060.
(6) The governor may remove a member of the board for neglect of duty, misconduct, malfeasance or misfeasance in office, or for incompetency or unprofessional conduct as defined in chapter 18.130 RCW. In such a case, the governor shall file with the secretary of state a statement of the causes for and the order of removal from office, and the secretary of state shall send a certified copy of the statement of causes and order of removal to the last known post office address of the member.
(7) Members of the board shall hire an executive director and an administrative assistant to reside in the office of the superintendent of public instruction for administrative purposes only.
(8) Members of the board may create informal advisory groups as needed to inform the board's work.
[ 2017 c 189 s 1; 2009 c 531 s 2; 2005 c 497 s 202; 2003 1st sp.s. c 22 s 1; 2002 c 92 s 1; 2000 c 39 s 102.]
Notes:
Effective date—2009 c 531 s 2: "Section 2 of this act takes effect August 1, 2009." [ 2009 c 531 s 5.]
Intent—Part headings not law—Effective date—2005 c 497: See notes following RCW 28A.305.011.
Findings—2000 c 39: "The legislature finds and declares:
(1) Creation of a public body whose focus is educator quality would be likely to bring greater focus and attention to the profession;
(2) Professional educator standards boards are consumer protection boards, establishing assessment policies to ensure the public that its new practitioners have the knowledge to be competent;
(3) The highest possible standards for all educators are essential in ensuring attainment of high academic standards by all students;
(4) Teacher assessment for certification can guard against admission to the teaching profession of persons who have not demonstrated that they are knowledgeable in the subjects they will be assigned to teach; and
(5) Teacher assessment for certification should be implemented as an additional element to the system of teacher preparation and certification." [ 2000 c 39 s 101.]
Part headings and section captions not law—2000 c 39: "Part headings and section captions used in this act are not any part of the law." [ 2000 c 39 s 301.]
Joint report to the legislature: RCW 28A.305.035.

catchline: Washington professional educator standards board—Creation—Membership—Executive director.


title: RCW 28A.410.210

text:
The purpose of the Washington professional educator standards board is to establish policies and requirements for the preparation and certification of educators that provide standards for competency in professional knowledge and practice in the areas of certification; a foundation of skills, knowledge, and attitudes necessary to help students with diverse needs, abilities, cultural experiences, and learning styles meet or exceed the learning goals outlined in RCW 28A.150.210; knowledge of research-based practice; and professional development throughout a career. The Washington professional educator standards board shall:
(1) Establish policies and practices for the approval of programs of courses, requirements, and other activities leading to educator certification including teacher, school administrator, and educational staff associate certification;
(2) Establish policies and practices for the approval of the character of work required to be performed as a condition of entrance to and graduation from any educator preparation program including teacher, school administrator, and educational staff associate preparation program as provided in subsection (1) of this section;
(3) Establish a list of accredited institutions of higher education of this and other states whose graduates may be awarded educator certificates as teacher, school administrator, and educational staff associate and establish criteria and enter into agreements with other states to acquire reciprocal approval of educator preparation programs and certification, including teacher certification from the national board for professional teaching standards;
(4) Establish policies for approval of nontraditional educator preparation programs;
(5) Conduct a review of educator program approval standards at least every five years, beginning in 2006, to reflect research findings and assure continued improvement of preparation programs for teachers, administrators, and school specialized personnel;
(6) Specify the types and kinds of educator certificates to be issued and conditions for certification in accordance with subsection (1) of this section, RCW 28A.410.251, and 28A.410.010;
(7) Apply for and receive federal or other funds on behalf of the state for purposes related to the duties of the board;
(8) Adopt rules under chapter 34.05 RCW that are necessary for the effective and efficient implementation of this chapter;
(9) Maintain data concerning educator preparation programs and their quality, educator certification, educator employment trends and needs, and other data deemed relevant by the board;
(10) Serve as an advisory body to the superintendent of public instruction on issues related to educator recruitment, hiring, mentoring and support, professional growth, retention, educator evaluation including but not limited to peer evaluation, and revocation and suspension of licensure;
(11) Submit, by October 15th of each even-numbered year and in accordance with RCW 43.01.036, a joint report with the state board of education to the legislative education committees, the governor, and the superintendent of public instruction. The report shall address the progress the boards have made and the obstacles they have encountered, individually and collectively, in the work of achieving the goals set out in RCW 28A.150.210;
(12) Establish the prospective teacher assessment system for basic skills and subject knowledge that shall be required to obtain residency certification pursuant to RCW 28A.410.220 through 28A.410.240; and
(13) Conduct meetings under the provisions of chapter 42.30 RCW.
[ 2017 3rd sp.s. c 26 s 2; 2009 c 531 s 4; 2008 c 176 s 1; 2005 c 497 s 201; 2000 c 39 s 103.]
Notes:
Effective date—2017 3rd sp.s. c 26: "This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect immediately [July 7, 2017]." [ 2017 3rd sp.s. c 26 s 6.]
Intent—Part headings not law—Effective date—2005 c 497: See notes following RCW 28A.305.011.
Findings—Part headings and section captions not law—2000 c 39: See notes following RCW 28A.410.200.

catchline: Washington professional educator standards board—Purpose—Powers and duties.


title: RCW 28A.410.212

text:
The professional educator standards board shall:
(1) Develop and maintain a research base of educator preparation best practices;
(2) Develop and coordinate initiatives for educator preparation in high-demand fields as well as outreach and recruitment initiatives for underrepresented populations;
(3) Provide program improvement technical assistance to providers of educator preparation programs;
(4) Assure educator preparation program compliance; and
(5) Prepare and maintain a cohesive educator development policy framework.
[ 2009 c 531 s 1.]

catchline: Washington professional educator standards board—Duties.


title: RCW 28A.410.220

text:
(1)(a) The Washington professional educator standards board shall make available a means of assessing an applicant's knowledge in the basic skills. For the purposes of this section, "basic skills" means the subjects of at least reading, writing, and mathematics. An applicant must take this basic skills assessment, or an alternative or equivalent basic skills assessment as determined by the Washington professional educator standards board, and report the individual results to the Washington professional educator standards board and an approved teacher preparation program, for admission to the approved teacher preparation program.
(b) An approved teacher preparation program may use the results of the basic skills assessment, or an alternative or equivalent basic skills assessment as determined by the Washington professional educator standards board, as a formative assessment of academic strengths and weakness in determining the candidate's readiness for the program.
(c) The Washington professional educator standards board may establish criteria to ensure that persons from out-of-state who are applying for residency certification and persons applying to master's degree level teacher preparation programs can demonstrate to the board's satisfaction that they have the requisite basic skills.
(d) The Washington professional educator standards board may identify and accept other tests and test scores as long as the tests are comparable in rigor to the basic skills assessment and candidates meet or exceed the basic skills requirements established by the board.
(2) The Washington professional educator standards board shall set performance standards and develop, pilot, and implement a uniform and externally administered professional-level certification assessment based on demonstrated teaching skill. In the development of this assessment, consideration shall be given to changes in professional certification program components such as the culminating seminar.
(3) Beginning not later than September 1, 2002, the Washington professional educator standards board shall provide for the initial piloting and implementation of a means of assessing an applicant's knowledge in the subjects for which the applicant has applied for an endorsement to his or her residency or professional teaching certificate. The assessment of subject knowledge shall not include instructional methodology. Beginning September 1, 2005, passing this assessment shall be required to receive an endorsement for certification purposes.
(4) The Washington professional educator standards board may permit exceptions from the assessment requirements under subsections (1), (2), and (3) of this section on a case-by-case basis.
(5) The Washington professional educator standards board shall provide for reasonable accommodations for individuals who are required to take the assessments in subsection (1), (2), or (3) of this section if the individuals have learning or other disabilities.
(6) With the exception of applicants exempt from the requirements of subsections (2) and (3) of this section, an applicant must achieve a minimum assessment score or scores established by the Washington professional educator standards board on each of the assessments under subsections (2) and (3) of this section.
(7) The Washington professional educator standards board and superintendent of public instruction, as determined by the Washington professional educator standards board, may contract with one or more third parties for:
(a) The development, purchase, administration, scoring, and reporting of scores of the assessments established by the Washington professional educator standards board under subsections (1), (2), and (3) of this section;
(b) Related clerical and administrative activities; or
(c) Any combination of the purposes in this subsection.
(8) Applicants for admission to a Washington teacher preparation program and applicants for residency and professional certificates who are required to successfully complete one or more of the assessments under subsections (1), (2), and (3) of this section, and who are charged a fee for the assessment by a third party contracted with under subsection (7) of this section, shall pay the fee charged by the contractor directly to the contractor. Such fees shall be reasonably related to the actual costs of the contractor in providing the assessment.
(9) The superintendent of public instruction is responsible for supervision and providing support services to administer this section.
(10) The Washington professional educator standards board shall collaboratively select or develop and implement the applicable assessments and minimum assessment scores required under this section with the superintendent of public instruction and shall provide opportunities for representatives of other interested educational organizations to participate in the selection or development and implementation of such assessments in a manner deemed appropriate by the Washington professional educator standards board.
(11) The Washington professional educator standards board shall adopt rules under chapter 34.05 RCW that are reasonably necessary for the effective and efficient implementation of this section.
[ 2019 c 121 s 1; 2013 c 193 s 2; 2008 c 176 s 2; 2002 c 92 s 2; 2000 c 39 s 201.]
Notes:
Finding—Intent—2013 c 193: "The legislature finds that the use of a basic skills test as an entrance requirement to teacher certification programs has unintentionally created a barrier to the effective recruitment of candidates from underrepresented populations who are otherwise qualified for the program. Therefore, the legislature intends to expand the pool of potential teacher candidates by expanding the types of testing instruments and assessments that may be used to measure basic skills. The legislature intends to review any alternative assessments to ensure that candidates must continue to meet the established standards for admission to a teacher certification program." [ 2013 c 193 s 1.]
Findings—Part headings and section captions not law—2000 c 39: See notes following RCW 28A.410.200.

catchline: Washington professional educator standards board—Performance standards and professional-level certification assessment—Basic skills assessment—Assessment of subject knowledge—Administration of section—Rule-making authority.


title: RCW 28A.410.221

text:
The professional educator standards board shall, in its regular review and revision of teacher certification standards as required by RCW 28A.410.210, revise standards for the elementary education endorsement and middle level and secondary mathematics and science teacher endorsements as well as other subject area endorsements with STEM-related components. Standards revisions related to mathematics shall be adopted by September 1, 2013. Standards revisions related to science shall be adopted by September 1, 2014. The revised standards shall include the integration of science, technology, engineering, and mathematics (STEM) knowledge and skill and be aligned, as appropriate, with common core mathematics standards, the 2009 [2008] revision of state mathematics student learning standards and performance expectations, the biology end-of-course assessment, and the 2012 student science learning standards developed from the conceptual framework for science education and next generation standards and related student performance expectations. In addition to appropriate mathematics and science content, the endorsement standards must also include the concepts and instructional practices of the interdisciplinary connections with engineering and technology.
[ 2011 2nd sp.s. c 2 s 1.]

catchline: Washington professional educator standards board—Revision of STEM-related subject-area teacher endorsements.


title: RCW 28A.410.2211

text:
(1) The professional educator standards board shall revise assessments for prospective teachers and teachers adding subject area endorsements required for teacher certification under RCW 28A.410.220 to measure the revised standards in RCW 28A.410.221.
(2) The professional educator standards board shall require that successful candidates for the residency certificate demonstrate effective subject specific instructional methods that address the revised standards.
[ 2021 c 198 s 5; 2011 2nd sp.s. c 2 s 2.]
Notes:
Finding—Intent—Effective date—2021 c 198: See notes following RCW 28A.410.283.

catchline: Washington professional educator standards board—Revision of assessments to meet revised STEM-related standards.


title: RCW 28A.410.2212

text:
The professional educator standards board shall revise certificate renewal rules for teachers at the elementary and secondary levels in STEM-related subjects by September 1, 2014. The revised rules shall include the requirement that continuing education or professional growth plans for these teachers include a specific focus on the integration of science, mathematics, technology, and engineering instruction.
[ 2011 2nd sp.s. c 2 s 3.]

catchline: Washington professional educator standards board—Certificate renewal rules for teachers in STEM-related subjects.


title: RCW 28A.410.224

text:
The professional educator standards board shall, in its regular review and revision of teacher certification standards as required by RCW 28A.410.210, develop standards for a K-12 computer science endorsement. Standards related to computer science shall be adopted by January 15, 2016. The revised standards shall be aligned with the computer science learning standards developed by a nationally recognized computer science education organization and updated to include the standards adopted by the office of the superintendent of public instruction under RCW 28A.300.585. In addition to appropriate computer science content, the computer science endorsement standards must facilitate dual endorsement in computer science and mathematics or science, or another related endorsement in high demand as indicated by a school district.
[ 2015 1st sp.s. c 3 s 2.]

catchline: Washington professional educator standards board—Standards for computer science endorsement.


title: RCW 28A.410.225

text:
The agency responsible for teacher certification shall develop certification endorsement requirements for teachers of deaf and hard of hearing students. The endorsement shall be focused on the specific skills and knowledge necessary to serve the education and communication needs of deaf and hard of hearing students. In establishing rules for the endorsement of teachers who will be working almost exclusively with students who are deaf or hard of hearing, the agency shall consider applicants to have met state endorsement requirements if they possess a baccalaureate or master's degree in deaf education from a teacher training program approved by the council on education of the deaf.
[ 2005 c 493 s 2.]
Notes:
Findings—Intent—2005 c 493: "The legislature finds that the quality of education for children who are deaf or hard of hearing and the expectations for those children's achievement should be equivalent to those for children throughout the state. The legislature also finds that deaf and hard of hearing children can benefit greatly if they are taught by an educator who is trained to understand the learning and communication issues the children face. Educators who received teacher training in a program for the deaf and hard of hearing are sensitive to the needs of deaf and hard of hearing students and are able to provide appropriate strategies to assist students in reacting to and interacting with their environment. The legislature intends to assist school districts in their efforts to attract teachers who are especially trained to work with deaf and hard of hearing students by directing the state board of education to establish a certification endorsement for teachers of the deaf and hard of hearing." [ 2005 c 493 s 1.]

catchline: Washington professional educator standards board—Endorsement requirements—Teachers of deaf and hard of hearing students.


title: RCW 28A.410.226

text:
(1) As provided under subsections (2) and (3) of this section, individuals certified by the professional educator standards board as a school nurse, school social worker, school psychologist, or school counselor must complete a training program on youth suicide screening and referral as a condition of certification. The training program must be at least three hours in length. The professional educator standards board must adopt standards for the minimum content of the training in consultation with the office of the superintendent of public instruction and the department of health. In developing the standards, the board must consider training programs listed on the best practices registry of the American foundation for suicide prevention and the suicide prevention resource center.
(2) This section applies to the following certificates if the certificate is first issued or is renewed on or after July 1, 2015:
(a) Continuing certificates for school nurses;
(b) Continuing certificates for school social workers;
(c) Continuing and professional certificates for school psychologists; and
(d) Continuing and professional certificates for school counselors.
(3) A school counselor who holds or submits a school counseling certificate from the national board for professional teaching standards or a school psychologist who holds or submits a school psychologist certificate from the national association of school psychologists in lieu of a professional certificate must complete the training program under subsection (1) of this section by July 1, 2015, or within the five-year period before the certificate is first submitted to the professional educator standards board, whichever is later, and at least once every five years thereafter in order to be considered certified by the professional educator standards board.
(4) The professional educator standards board shall consider the training program under subsection (1) of this section as approved continuing education under *RCW 28A.415.020 and shall count the training program toward meeting continuing education requirements for certification as a school nurse, school social worker, school psychologist, or school counselor.
[ 2013 c 197 s 2.]
Notes:
*Reviser's note: RCW 28A.415.020 was repealed by 2018 c 266 s 411.
Findings—Intent—2013 c 197: "(1) The legislature finds that:
(a) According to the state department of health, suicide is the second leading cause of death for Washington youth between the ages of ten and twenty-four. Suicide rates among Washington youth remain higher than that national average;
(b) An increasing body of research shows an association between adverse childhood experiences such as trauma, violence, or abuse, and school performance. Children and teens spend a significant amount of time in school. Teachers and other school staff who interact with students daily are in a prime position to recognize the signs of emotional or behavioral distress and make appropriate referrals. School personnel need effective training to help build the skills and confidence to assist youth in seeking help;
(c) Educators are not necessarily trained to address significant social, emotional, or behavioral issues exhibited by youth. Rather, best practices guidelines suggest that school districts should form partnerships with qualified health, mental health, and social services agencies to provide support; and
(d) Current safe school plans prepared by school districts tend to focus more on natural disasters and external threats and less on how to recognize and respond to potential crises among the students inside the school.
(2) Therefore, the legislature intends to increase the capacity for school districts to recognize and respond to youth in need through additional training, more comprehensive planning, and emphasis on partnerships between schools and communities." [ 2013 c 197 s 1.]
Finding—Intent—2013 c 197: See note following RCW 43.20A.765.
Civil liability—2013 c 197: See RCW 28A.310.501.

catchline: Washington professional educator standards board—Training program on youth suicide screening—Certificates for school nurses, social workers, psychologists, and counselors—Adoption of standards.


title: RCW 28A.410.230

text:
The Washington professional educator standards board shall report the proposed assessments to the legislative education committees for review and comment prior to implementing the assessments by contractual agreement with the selected vendor or vendors.
[ 2000 c 39 s 202.]
Notes:
Findings—Part headings and section captions not law—2000 c 39: See notes following RCW 28A.410.200.

catchline: Washington professional educator standards board—Review of proposed assessments before implementation.


title: RCW 28A.410.240

text:
(1) By December 1, 2003, and annually thereafter, the Washington professional educator standards board shall prepare a report that includes the following information:
(a) The range of scores on the basic skills assessment under RCW 28A.410.220(1) for persons who passed the assessment and were admitted to a Washington preparation program; and
(b) The range of scores on the subject assessments under *RCW 28A.410.220(2) for persons who passed the assessments and earned an endorsement.
(2) The information under subsection (1) of this section shall be reported for the individual public and private colleges and universities in Washington, as well as reported on an aggregate basis. The report shall also include results disaggregated demographically. The report shall include information on the number and percentage of candidates exempted from assessments, demographic information on candidates exempted, institutions attended and endorsements sought by exempted candidates, and reasons for exclusion from the required assessments. The report shall be made available through the state library, on the website of the office of superintendent of public instruction, and placed on the legislative alert list.
[ 2000 c 39 s 203.]
Notes:
*Reviser's note: RCW 28A.410.220 was amended by 2008 c 176 s 2, changing subsection (2) to subsection (3).
Findings—Part headings and section captions not law—2000 c 39: See notes following RCW 28A.410.200.

catchline: Washington professional educator standards board—Reports.


title: RCW 28A.410.250

text:
The agency responsible for educator certification shall adopt rules for professional certification that:
(1) Grant professional certification to any teacher who attains certification from the national board for professional teaching standards; [and]
(2) Identify an expedited professional certification process for out-of-state teachers who have five years or more of successful teaching experience, including a method to determine the comparability of rigor between the Washington professional certification process and the advanced level teacher certification process of other states. A professional certificate must be issued to these experienced out-of-state teachers if the teacher holds: (a) A valid teaching certificate issued by the national board for professional teaching standards; or (b) an advanced level teacher certificate from another state that has been determined to be comparable to the Washington professional certificate.
[ 2017 3rd sp.s. c 26 s 3; 2016 c 233 s 4; 2005 c 498 s 2.]
Notes:
Effective date—2017 3rd sp.s. c 26: See note following RCW 28A.410.210.
Intent—2005 c 498: "The legislature recognizes the importance of ongoing professional development and growth for teachers with the goal of improving student achievement. It is the intent of the legislature to ensure that professional certification is administered in such a way as to ensure that the professional development and growth of individual teachers is directly aligned to their current and future teaching responsibilities as professional educators." [ 2005 c 498 s 1.]

catchline: Washington professional educator standards board—Professional certification—Rules.


title: RCW 28A.410.251

text:
By September 1, 2017, the Washington professional educator standards board shall adopt rules allowing teachers and principals with at least two years of experience, who hold or have held a residency certificate and have not achieved the professional certificate, to renew their residency certificate in five-year intervals based on completion of ten credits or one hundred clock hours as defined in *RCW 28A.415.020 and 28A.415.023.
[ 2017 3rd sp.s. c 26 s 1.]
Notes:
*Reviser's note: RCW 28A.415.020 and 28A.415.023 were repealed by 2018 c 266 s 411.
Effective date—2017 3rd sp.s. c 26: See note following RCW 28A.410.210.

catchline: Washington professional educator standards board—Residency certificate renewal for certain experienced teachers and principals—Rules.


title: RCW 28A.410.252

text:
The agency responsible for educator certification shall adopt rules for professional certification that identify an expedited professional certification process for out-of-state teachers who have five years or more of successful teaching experience, including a method to determine the comparability of rigor between the Washington professional certification process and any United States federally issued or state-issued advanced level teacher certification process that allows an individual to teach internationally. A professional certificate must be issued to these experienced out-of-state teachers if the teacher holds a United States federally issued or state-issued advanced level teacher certificate that allows the individual to teach internationally and that has been determined to be comparable to the Washington professional certificate.
[ 2016 c 233 s 5.]

catchline: Expedited professional certification for out-of-state teachers.


title: RCW 28A.410.260

text:
(1) The Washington professional educator standards board shall:
(a) Develop or update cultural competency, diversity, equity, and inclusion standards of practice for preparation, continuing education, and other training of school district staff;
(b) Collaborate with the Washington state school directors' association to compare and align the standards of practice developed under (a) of this subsection with the standards of governance developed under RCW 28A.345.115. The review must include the educational opportunity gap oversight and accountability committee and may include the office of equity established under RCW 43.06D.020; and
(c) Post on its public website the cultural competency, diversity, equity, and inclusion standards of practice for school district staff.
(2) The Washington professional educator standards board shall develop and periodically update rubrics to evaluate the alignment of training and professional development programs and related materials with the cultural competency, diversity, equity, and inclusion standards of practice for school district staff developed under subsection (1) of this section.
(3) By November 1, 2030, and every 10 years thereafter, the Washington professional educator standards board shall review the definitions in RCW 28A.415.443 and the cultural competency, diversity, equity, and inclusion standards of practice for school district staff developed under subsection (1) of this section and report, in compliance with RCW 43.01.036, to the appropriate committees of the legislature any recommendations for revising the definitions in RCW 28A.415.443.
(4) For purposes of this section, "cultural competency," "diversity," "equity," and "inclusion" have the same meaning as in RCW 28A.415.443.
[ 2021 c 197 s 4; 2009 c 468 s 5.]
Notes:
Finding—Intent—2021 c 197: See note following RCW 28A.415.443.
Findings—Intent—2009 c 468: See note following RCW 28A.300.136.

catchline: Washington professional educator standards board—Cultural competency, diversity, equity, and inclusion standards of practice.


title: RCW 28A.410.265

text:
(1) In establishing policies and requirements for the preparation and certification of educators under RCW 28A.410.210, the Washington professional educator standards board shall require that the programs of courses, requirements, and other activities leading to educator certification incorporate the cultural competency, diversity, equity, and inclusion standards of practice developed under RCW 28A.410.260 and include the foundational elements of cultural competence, focusing on multicultural education and principles of English language acquisition, including information regarding best practices to implement the tribal history and culture curriculum.
(2) For purposes of this section, "cultural competency," "diversity," "equity," and "inclusion" have the same meaning as in RCW 28A.415.443.
[ 2021 c 197 s 6.]
Notes:
Finding—Intent—2021 c 197: See note following RCW 28A.415.443.

catchline: Washington professional educator standards board—Certification—Cultural competency, diversity, equity, and inclusion standards of practice.


title: RCW 28A.410.270

text:
(1)(a) The Washington professional educator standards board shall adopt a set of articulated teacher knowledge, skill, and performance standards for effective teaching that are evidence-based, measurable, meaningful, and documented in high quality research as being associated with improved student learning. The standards shall be calibrated for each level along the entire career continuum.
(b) ((In developing the standards, the board shall, to the extent possible, incorporate standards for cultural competency along the entire continuum. For the purposes of this subsection, "cultural competency" includes knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students' experiences and identifying cultural contexts for individual students.))The Washington professional educator standards board shall incorporate along the entire continuum the standards of practice developed under RCW 28A.410.260.
(c) By January 1, 2020, in order to ensure that teachers can recognize signs of emotional or behavioral distress in students and appropriately refer students for assistance and support, the Washington professional educator standards board shall incorporate along the entire continuum the social-emotional learning standards and benchmarks recommended by the social-emotional learning benchmarks work group in its October 1, 2016, final report titled, "addressing social emotional learning in Washington's K-12 public schools." In incorporating the social-emotional learning standards and benchmarks, the Washington professional educator standards board must include related competencies, such as trauma-informed practices, consideration of adverse childhood experiences, mental health literacy, antibullying strategies, and culturally sustaining practices.
(2) The Washington professional educator standards board shall adopt a definition of master teacher, with a comparable level of increased competency between professional certification level and master level as between professional certification level and national board certification. Within the definition established by the Washington professional educator standards board, teachers certified through the national board for professional teaching standards shall be considered master teachers.
(3) The Washington professional educator standards board shall maintain a uniform, statewide, valid, and reliable classroom-based means of evaluating teacher effectiveness as a culminating measure at the preservice level that is to be used during the student-teaching field experience. This assessment shall include multiple measures of teacher performance in classrooms, evidence of positive impact on student learning, and shall include review of artifacts, such as use of a variety of assessment and instructional strategies, and student work.
(4) Award of a professional certificate shall be based on a minimum of two years of successful teaching experience as defined by the board, and may not require candidates to enroll in a professional certification program.
(5) Educator preparation programs approved to offer the residency teaching certificate shall be required to demonstrate how the program produces effective teachers as evidenced by the measures established under this section and other criteria established by the Washington professional educator standards board.
[ 2021 c 197 s 11; 2019 c 386 s 3; 2017 3rd sp.s. c 26 s 4; 2009 c 548 s 402.]
Notes:
Finding—Intent—2021 c 197: See note following RCW 28A.415.443.
PDF
RCW 28A.410.270
Washington professional educator standards board—Performance standards—Certification levels—Requirements for professional certificate and residency teaching certificate—Demonstration of educator preparation programs' outcomes—Program completion requirements (as amended by 2021 c 198).
(1)(a) The ((Washington professional educator standards)) board shall adopt a set of articulated teacher knowledge, skill, and performance standards for effective teaching that are evidence-based, measurable, meaningful, and documented in high quality research as being associated with improved student learning. The standards shall be calibrated for each level along the entire career continuum. For candidates recommended for residency teacher certification by a board-approved preparation program, the standards adopted by the board must be the most recent teaching standards published by a consortium of state and national education organizations dedicated to the reform of the preparation, licensing, and ongoing professional development of teachers since 1987.
(b) In developing the standards, the board shall, to the extent possible, incorporate standards for cultural competency, as defined in RCW 28A.410.260, along the entire continuum. ((For the purposes of this subsection, "cultural competency" includes knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students' experiences and identifying cultural contexts for individual students.))
(c) By January 1, 2020, in order to ensure that teachers can recognize signs of emotional or behavioral distress in students and appropriately refer students for assistance and support, the ((Washington professional educator standards)) board shall incorporate along the entire continuum the social-emotional learning standards and benchmarks recommended by the social-emotional learning benchmarks work group in its October 1, 2016, final report titled, "addressing social emotional learning in Washington's K-12 public schools." In incorporating the social-emotional learning standards and benchmarks, the ((Washington professional educator standards)) board must include related competencies, such as trauma-informed practices, consideration of adverse childhood experiences, mental health literacy, antibullying strategies, and culturally sustaining practices.
(2) The ((Washington professional educator standards)) board shall adopt a definition of master teacher, with a comparable level of increased competency between professional certification level and master level as between professional certification level and national board certification. Within the definition established by the ((Washington professional educator standards)) board, teachers certified through the national board for professional teaching standards shall be considered master teachers.
(3) ((The Washington professional educator standards board shall maintain a uniform, statewide, valid, and reliable classroom-based means of evaluating teacher effectiveness as a culminating measure at the preservice level that is to be used during the student-teaching field experience. This assessment shall include multiple measures of teacher performance in classrooms, evidence of positive impact on student learning, and shall include review of artifacts, such as use of a variety of assessment and instructional strategies, and student work.
(4))) Award of a professional certificate shall be based on a minimum of two years of successful teaching experience as defined by the board, and may not require candidates to enroll in a professional certification program.
(((5)))(4) Educator preparation programs approved to offer the residency teaching certificate shall be required to demonstrate how the program produces effective teachers as evidenced by ((the))multiple measures ((established under this section))of the knowledge, skills, performance, and competencies described in subsection (1) of this section and other criteria established by the ((Washington professional educator standards)) board.
(5) Each board-approved teacher preparation program must publish, and provide to candidates prior to admission, a list of program completion requirements.
(6) Before a board-approved teacher preparation program may recommend a candidate for residency teacher certification, the candidate must meet or exceed the knowledge, skill, performance, and competency standards described in subsection (1) of this section.
(7) For the purpose of this section, "board" means the Washington professional educator standards board.
[ 2021 c 198 s 4; 2019 c 386 s 3; 2017 3rd sp.s. c 26 s 4; 2009 c 548 s 402.]
Notes:
Reviser's note: RCW 28A.410.270 was amended twice during the 2021 legislative session, each without reference to the other. For rule of construction concerning sections amended more than once during the same legislative session, see RCW 1.12.025.
Finding—Intent—Effective date—2021 c 198: See notes following RCW 28A.410.283.
Effective date—2017 3rd sp.s. c 26: See note following RCW 28A.410.210.
Finding—2009 c 548: "The legislature recognizes that the key to providing all students the opportunity to achieve the basic education goal is effective teaching and leadership. Teachers, principals, and administrators must be provided with access to the opportunities they need to gain the knowledge and skills that will enable them to be increasingly successful in their classroom and schools. A system that clearly defines, supports, measures, and recognizes effective teaching and leadership is one of the most important investments to be made." [ 2009 c 548 s 401.]
Intent—2009 c 548: See RCW 28A.150.1981.
Intent—Finding—2009 c 548: See note following RCW 28A.305.130.

catchline: Washington professional educator standards board—Performance standards—Certification levels—Teacher effectiveness evaluations—Requirements for professional certificate and residency teaching certificate—Demonstration of educator preparation programs' outcomes (as amended by 2021 c 197).


title: RCW 28A.410.271

text:
(1) The definitions in this subsection apply throughout this section unless the context clearly requires otherwise.
(a) "Educational interpreter" means a person, whether certificated or classified, providing sign language interpretation, transliteration, or both, and further explanation of concepts introduced by the teacher for students who are deaf, deaf-blind, or hard of hearing.
(b) "Educational interpreter assessment" means an assessment that includes both written assessment and performance assessment that is offered by a national organization of professional sign language interpreters and transliterators, and is designed to assess performance in more than one sign system or sign language.
(c) "Interpretation" means conveying one language in the form of another language.
(d) "Transliteration" means conveying one language in a different modality of the same language.
(2) The professional educator standards board shall:
(a) Adopt standards for educational interpreters including, as necessary, separate standards for deaf and deaf-blind educational interpreters;
(b) Identify and publicize educational interpreter assessments that are available and meet the requirements in this section;
(c) Establish a full performance standard and a limited performance standard for each educational interpreter assessment for the purposes of this section, defining what constitutes a minimum assessment result; and
(d) Establish criteria for educational interpreter certifications based on meeting the standards established under this subsection.
(3)(a) The professional educator standards board shall establish certificates for deaf and deaf-blind educational interpreters based on criteria established under subsection (2) of this section.
(b)(i) Each category of certificates established under (a) of this subsection must be categorized as follows:
(A) A certificate granted to an individual who has met the limited performance standard but has not met the full performance standard for an educational interpreter assessment under subsection (2)(c) of this section is considered a limited certificate and may only have a period of validity of up to five years from the date of the issuance of the certificate; and
(B) A certificate granted to an individual who has met the full performance standard for an educational interpreter assessment under subsection (2)(c) of this section is considered a full certificate and has a period of validity as determined by the professional educator standards board.
(ii) The professional educator standards board may adopt rules that add additional requirements for educational interpreters who have not previously worked in a role as an educational interpreter prior to September 1, 2026.
(c) By December 1, 2026, and annually thereafter, the professional educator standards board shall make data publicly available relating to educational interpreter certification including, but not limited to, the number of each type of certificate granted, demographic information of certificate recipients, and the geographic distribution of certificate grantees.
(4)(a) Through the end of the 2026-27 school year, educational interpreters must have successfully achieved the performance standard established by the professional educator standards board on one of the educational interpreter assessments identified by the board. An educational interpreter who has not successfully achieved such a performance standard may provide or continue providing educational interpreter services to students subject to the requirements of (c) of this subsection.
(b) Except as otherwise provided by this section, by the beginning of the 2027-28 school year, educational interpreters must have successfully obtained a certificate established by the professional educator standards board under subsection (3) of this section. Evaluations and assessments for educational interpreters for which the board has not established a performance standard or certificate may be obtained as supplemental demonstrations of professional proficiency but may not be used as evidence of compliance with this subsection (4)(b).
(c) Beginning in the 2027-28 school year, an educational interpreter who has not successfully obtained a limited certificate may provide or continue providing educational interpreter services to students for one calendar year after receipt of his or her most recent educational interpreter assessment results, or 18 months after completing his or her most recent educational interpreter assessment, whichever period is longer, if he or she can demonstrate to the satisfaction of the employing school or school district, ongoing efforts to successfully achieve the full certificate established under subsection (3) of this section. In making a determination under this subsection (4)(c), the employing school or school district may consult with the professional educator standards board. For purposes of this subsection (4)(c), "educational interpreter" includes persons employed as educational interpreters before the 2016-17 school year.
(d) The professional educator standards board may adopt rules to limit the number of times an educational interpreter may take an educational interpreter assessment for the purposes of qualifying for a certificate under this section.
(5) When conducting the activities required under subsection (2) of this section and drafting any rules to implement this section, the professional educator standards board must consult with a college or university that provides interpreter training in Washington and that is accredited by an accrediting association recognized by the student achievement council under its rules.
(6) The provisions of this section do not apply to educational interpreters employed to interpret a sign system or sign language, including nonsigning interpretation such as oral interpreting, computer-assisted real time captioning, and cued speech transliteration, for which an educational interpreter assessment either does not exist or, as determined by the professional educator standards board, is not capable of being evaluated by the board for suitability as a performance standard in Washington.
[ 2025 c 255 s 1; 2017 c 34 s 1; 2013 c 151 s 2.]
Notes:
Effective date—2017 c 34: "This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect immediately [April 17, 2017]." [ 2017 c 34 s 3.]
Finding—Intent—2013 c 151: "The legislature finds that although the professional educator standards board has begun work on standards and assessments for educational interpreters as directed by the 2012 supplemental operating budget, there is a need formally to codify this as an ongoing responsibility. The legislature also intends to specify how the standards and assessments will be used to improve learning opportunities for students who are deaf, deaf-blind, or hearing impaired." [ 2013 c 151 s 1.]

catchline: Washington professional educator standards board—Performance standards for educational interpreters—Limited and full certificates—Deaf and deaf-blind certification.


title: RCW 28A.410.273

text:
By January 1, 2020, in order to ensure that principals can recognize signs of emotional or behavioral distress in students and appropriately refer students for assistance and support, the Washington professional educator standards board shall incorporate into principal knowledge, skill, and performance standards the social-emotional learning standards, benchmarks, and related competencies described in RCW 28A.410.270.
[ 2019 c 386 s 4.]

catchline: Washington professional educator standards board—Social-emotional learning.


title: RCW 28A.410.275

text:
(1) The Washington professional educator standards board must periodically review approved preparation programs to assess whether and to what extent the programs are meeting knowledge, skill, and performance standards, and publish on its website the results of the review in a format that facilitates program comparison.
(2) Ongoing review of fully approved teacher and principal preparation programs must include the following components as established by the Washington professional educator standards board:
(a) Program standards;
(b) Educator role standards;
(c) Evidence submitted by programs; and
(d) Input from community constituents and prekindergarten and K-12 partners including, but not limited to, input from educators in the classroom and administrators within school districts that may have direct experience with the program being reviewed.
(3) The Washington professional educator standards board shall regularly update the components established in subsection (2) of this section to reflect the changing needs of the modern classroom as identified by educators in the classroom and as identified through a review of changes to state and federal requirements. This regular update is intended to promote better continuity, communication, consistency, and coherence across the educator preparation system and the prekindergarten and K-12 community it serves, and enable educator preparation programs to better respond and adapt in a timely manner to the changing needs of the prekindergarten and K-12 system.
(4) Following a review using the components established in subsection (2) of this section, the Washington professional educator standards board will determine a response to any areas of practice where the program's performance is out of alignment with standards and requirements, provide the program notice of that response, and require the program to identify actions that will be taken to come into alignment with the standards and requirements.
[ 2026 c 49 s 2; 2019 c 386 s 8.]
Notes:
Intent—2026 c 49: "The legislature intends to ensure that Washington teacher preparation programs engage in meaningful review processes that strengthen the programs' abilities to prepare educators for the modern classroom. It is critical that Washington's teacher preparation system integrates the knowledge and skills that educators need to effectively serve each and every student and is responsive to the changing needs of the communities being served by the teacher preparation system. This act seeks to streamline existing accountability measures of teacher preparation programs to support meaningful review of and self-reflection by programs, include input from those within the education system that are being served by teacher preparation programs, and facilitate the continuous improvement of Washington's teacher preparation system." [ 2026 c 49 s 1.]

catchline: Washington professional educator standards board—Preparation program review—Components.


title: RCW 28A.410.277

text:
(1) The Washington professional educator standards board must adopt rules for renewal of administrator certificates and teacher certificates that meet the continuing education requirements of this section.
(2) To renew an administrator certificate on or after July 1, 2023, continuing education must meet the following requirements: 10 percent must focus on equity-based school practices, 10 percent must focus on the national professional standards for education leaders, and five percent must focus on government-to-government relationships with federally recognized tribes.
(3) To renew a teacher certificate on or after July 1, 2023, 15 percent of continuing education must focus on equity-based school practices. This subsection (3) does not apply to a person renewing both a teacher certificate and an administrator certificate.
(4)(a) Except as provided under (c) of this subsection (4), continuing education must be provided by one or more of the following entities, if they are an approved clock hour provider:
(i) The office of the superintendent of public instruction;
(ii) A school district;
(iii) An educational service district;
(iv) A Washington professional educator standards board-approved administrator or teacher preparation program;
(v) The association of Washington school principals;
(vi) The Washington education association; or
(vii) Other organizations approved by the Washington professional educator standards board.
(b) Beginning with the 2025-26 school year, the professional educator standards board must approve clock hour providers under this section through a revised application process. As part of the revised application process, entities must submit an application to the professional educator standards board that, at a minimum, includes the following:
(i) The entity's mission and vision;
(ii) The entity's experience and expertise in providing professional development to educators generally, as well as specific experience and expertise in equity-based practices;
(iii) Possible subject matter topics of continuing education to be provided by the entity;
(iv) Information on clock hour pricing;
(v) Transcript processes; and
(vi) Other application elements deemed appropriate by the professional educator standards board.
(c) To meet the requirements of subsection (2) of this section, continuing education related to government-to-government relationships with federally recognized tribes must be provided by one or more subject matter experts approved by the governor's office on Indian affairs in collaboration with the tribal leaders congress on education and the office of Native education in the office of the superintendent of public instruction.
(d) The office of the superintendent of public instruction and the Washington professional educator standards board must maintain a list of subject matter experts approved under (c) of this subsection on their respective websites.
(5) An entity providing an administrator or teacher continuing education program focused on equity-based school practices or the national professional standards for education leaders must publicly post the learning objectives of the program on its website. If the entity does not have a website, it must post the learning objectives of the program in a conspicuous place in the entity's main office and submit a copy of the learning objectives to the Washington professional educator standards board.
(6) Continuing education focused on equity-based school practices must be aligned with the standards of practice developed by the Washington professional educator standards board under RCW 28A.410.260.
[ 2024 c 221 s 1; 2021 c 77 s 1.]
Notes:

catchline: Washington professional educator standards board—Continuing education requirements for administrator and teacher certificate renewals—Approved clock hour providers.


title: RCW 28A.410.278

text:
(1) After August 31, 2013, candidates for a residency principal certificate must have demonstrated knowledge of teacher evaluation research and Washington's evaluation requirements and successfully completed opportunities to practice teacher evaluation skills.
(2) At a minimum, principal preparation programs must address the following knowledge and skills related to evaluations under RCW 28A.405.100:
(a) Examination of teacher and principal evaluation criteria, and four-level rating evaluation system, and the preferred instructional and leadership frameworks used to describe the evaluation criteria;
(b) Classroom observations;
(c) The use of student growth data and multiple measures of performance;
(d) Evaluation conferencing;
(e) Development of classroom teacher and principal support plans resulting from an evaluation; and
(f) Use of an online tool to manage the collection of observation notes, teacher and principal-submitted materials, and other information related to the conduct of the evaluation.
[ 2019 c 295 s 304; 2012 c 35 s 4.]
Notes:
Effective date—Findings—Intent—2019 c 295: See notes following RCW 28A.310.235.
Findings—Intent—2019 c 295: See notes following RCW 28B.10.033.
Intent—2019 c 295: See note following RCW 28B.102.030.
Findings—Intent—2019 c 295: See note following RCW 28A.415.265.
Findings—Intent—2019 c 295: See note following RCW 28A.180.120.

catchline: Residency principal certificates—Principal preparation program requirements.


title: RCW 28A.410.283

text:
The Washington professional educator standards board may not adopt rules requiring that candidates for residency teacher certification take or pass a uniform, statewide performance assessment of teaching effectiveness.
[ 2021 c 198 s 3.]
Notes:
Finding—Intent—2021 c 198: "(1) The legislature acknowledges that passing the evidence-based assessment of teaching effectiveness, known as the edTPA, may be a barrier to some candidates becoming fully certificated teachers in Washington. The legislature seeks to promote academic success and reduce barriers for all students, particularly candidates of color, candidates for whom English is a second language, and candidates from low-income households. The legislature is also concerned that candidates from low-income households have difficulty paying for the edTPA, which is administered by a third party.
(2) The legislature finds that the state approval process requires each teacher preparation program to ensure that teacher candidates demonstrate the most recently published interstate teacher assessment and support consortium standards, the state-adopted cultural competency standards, and the state-adopted social-emotional learning standards. The legislature recognizes that teacher candidates may demonstrate their knowledge, skills, and competencies in a variety of ways and settings. The legislature trusts that teacher preparation programs can use multiple measures to evaluate whether teacher candidates meet or exceed the standards, without relying on a statewide assessment. Therefore, the legislature intends to eliminate taking or passing the edTPA as a prerequisite for residency teacher state certification. Nothing in this legislation prohibits a teacher preparation program from using the edTPA as a formative tool so long as notification is included in all program descriptions." [ 2021 c 198 s 1.]
Effective date—2021 c 198: "This act is necessary for the immediate preservation of the public peace, health, or safety, or support of the state government and its existing public institutions, and takes effect immediately [May 5, 2021]." [ 2021 c 198 s 7.]

catchline: Uniform, statewide performance assessment of teaching effectiveness—Prohibited as requirement.


title: RCW 28A.410.286

text:
(1) A teacher residency is a teacher preparation model that integrates a full year of collaborative hands-on classroom teaching with an experienced preservice mentor with concurrent, targeted academic coursework, designed to develop effective, community-focused teachers. This collaborative model is offered by a public elementary or secondary school and a board-approved teacher preparation program.
(2) At a minimum, a teacher residency model must meet the following requirements:
(a) It must be operated as a formal partnership between a school district, charter school, or state-tribal education compact school and a board-approved teacher preparation program;
(b) The partners must collaboratively design the coursework to align with the unique context of each resident's classroom and to the context and priorities of the elementary or secondary school, and school district if applicable;
(c) Each resident must be assigned to at least one preservice mentor, who must co-teach with the resident, throughout the resident's preservice clinical practice;
(d) Each resident must receive at least 900 hours of preservice clinical practice over the course of one school year;
(e) Each resident must be grouped into a cohort based on geography, specialty, or other relevant criteria determined by the board;
(f) Funding must be provided to each resident;
(g) A stipend must be provided to each preservice mentor; and
(h) Any state funds provided for the support of teacher residencies must be used in conformance with RCW 42.17A.550 and 29B.40.250 and be provided solely for the exclusive support and operations of the teacher residency model.
(3) For purposes of this section, the following definitions apply:
(a) "Board" means the Washington professional educator standards board.
(b) "Cohort" means a group of residents enrolled in the same board-approved teacher preparation program who begin their residencies at the same time and have the same anticipated completion date.
(c) "Preservice mentor" means a teacher qualified to be a mentor for the beginning educator support team program under RCW 28A.415.265.
(d) "Resident" means a person enrolled in a board-approved teacher preparation program who is participating in a teacher residency model.
[ 2025 c 309 s 1.]

catchline: Teacher residency model—Definitions.


title: RCW 28A.410.288

text:
(1) A teacher apprenticeship model is a teacher preparation program approved by both the Washington state apprenticeship and training council under chapter 49.04 RCW and the Washington professional educator standards board under RCW 28A.410.210. In addition to meeting other requirements, the program must provide the apprentice with 2,000 hours of on-the-job mentored teaching experience under a gradual release method. Up to 540 hours working as a paraeducator may count towards the minimum on-the-job requirement. Any state funds provided for the support of teacher apprenticeships must be used in conformance with RCW 42.17A.550 and 29B.40.250 and be provided solely for the exclusive support and operations of the registered apprenticeship program.
(2) Beginning September 1, 2025, before applying to the Washington state apprenticeship and training council to operate a teacher apprenticeship model, an entity must be approved by the Washington professional educator standards board as a teacher preparation program.
(3) Beginning September 1, 2025, before an entity approved under subsection (1) of this section may add or change a school district, charter school, or state-tribal education compact school partner, the entity must receive approval for the change or addition from the Washington professional educator standards board.
[ 2025 c 309 s 2.]

catchline: Teacher apprenticeship model.


title: RCW 28A.410.290

text:
(1) By September 30, 2010, the professional educator standards board shall review and revise teacher and administrator preparation program approval standards and proposal review procedures at the residency certificate level to ensure they are rigorous and appropriate standards for an expanded range of potential providers, including community college and nonhigher education providers. All approved providers must adhere to the same standards and comply with the same requirements.
(2) Beginning September 30, 2010, the professional educator standards board must accept proposals for community college and nonhigher education providers of educator preparation programs. Proposals must be processed and considered by the board as expeditiously as possible.
(3) By September 1, 2011, all professional educator standards board-approved residency teacher preparation programs at institutions of higher education as defined in RCW 28B.10.016 not currently a partner in an alternative route program approved by the professional educator standards board must submit to the board a proposal to offer one or more of the alternative route programs that meet the requirements of RCW 28A.660.020 and * 28A.660.040.
[ 2010 c 235 s 502.]
Notes:
*Reviser's note: RCW 28A.660.040 was repealed by 2017 c 14 s 3.
Finding—2010 c 235: See note following RCW 28A.405.245.

catchline: Teacher and administrator preparation program approval standards—Community college and nonhigher education provider programs—Alternative route program inclusion.


title: RCW 28A.410.292

text:
The professional educator standards board and the state board for community and technical colleges may exercise their respective authorities regarding program approval to implement the articulated pathway for teacher preparation and certification recommended pursuant to section 2, chapter 136, Laws of 2014 in approved teacher certification programs and certificate and degree programs offered by community and technical colleges.
[ 2014 c 136 s 3.]

catchline: Articulated pathway for teacher preparation and certification—Program approval.


title: RCW 28A.410.294

text:
The professional educator standards board, in consultation with the paraeducator board created in RCW 28A.413.020 and the office of the superintendent of public instruction, shall incorporate into the content required to complete a professional educator standards board-approved teacher or administrator preparation program the following:
(1) For teachers, information on how to direct a paraeducator working with students in the paraeducators' classroom; and
(2) For administrators, information on how to supervise and evaluate paraeducators.
[ 2017 c 237 s 14.]

catchline: Teacher and administrator preparation—Working with paraeducators.


title: RCW 28A.410.296

text:
(1) By September 1, 2024, the Washington professional educator standards board must develop a process for the temporary or permanent revocation of continuing education provider status.
(a) Continuing education provider status may be revoked for providers that meet any of the following criteria:
(i) Providers that receive a substantial number of complaints filed against the provider, as determined by the board;
(ii) Providers found to not be in substantial compliance with RCW 28A.410.277; or
(iii) Providers found to offer course material that is not in substantial alignment with the cultural competency, diversity, equity, and inclusion standards of practice adopted in RCW 28A.410.260, as determined by the board.
(b) Entities authorized to submit a complaint under this section are limited to the following:
(i) Educators;
(ii) Local education agencies;
(iii) The office of the superintendent of public instruction;
(iv) Organizations representing principals;
(v) Organizations representing school board members;
(vi) Organizations representing school administrators;
(vii) Labor organizations representing classified instructional staff; and
(viii) Labor organizations representing teachers.
(2) By December 1, 2024, the professional educator standards board in consultation with the office of the superintendent of public instruction must submit to the relevant committees of the legislature a report on how to implement an auditing system of continuing education providers and other recommendations for improving the clock hour system.
(3) For the purposes of this section, "approved provider" and "provider" have the same meaning as "approved in-service education agency" in WAC 181-85-045, but apply only to providers of administrator or teacher continuing education programs focused on either equity-based school practices or the national professional standards for education leaders.
[ 2024 c 221 s 2.]

catchline: Continuing education provider status—Criteria to revoke—Report.


title: RCW 28A.410.300

text:
Beginning with the 2010 school year and annually thereafter, each educational service district, in cooperation with the professional educator standards board, must convene representatives from school districts within that region and professional educator standards board-approved educator preparation programs to review district and regional educator workforce data, make biennial projections of certificate staffing needs, and identify how recruitment and enrollment plans in educator preparation programs reflect projected need.
[ 2010 c 235 s 506.]
Notes:
Finding—2010 c 235: See note following RCW 28A.405.245.

catchline: Review of district and educator workforce data.


title: RCW 28A.410.310

text:
Any compliance reporting requirements as a result of laws in this chapter that apply to second-class districts may be submitted in accordance with RCW 28A.330.250.
[ 2011 c 45 s 32.]
Notes:
Conflict with federal requirements—2011 c 45: See note following RCW 28A.330.250.

catchline: Condensed compliance reports—Second-class districts.


title: RCW 28A.410.330

text:
The Washington professional educator standards board is prohibited from expanding the use of microcredentials beyond the microcredential pilot grant programs in existence on May 8, 2019, unless and until the legislature directs the board to do so.
[ 2019 c 295 s 306.]
Notes:
Effective date—Findings—Intent—2019 c 295: See notes following RCW 28A.310.235.
Findings—Intent—2019 c 295: See notes following RCW 28B.10.033.
Intent—2019 c 295: See note following RCW 28B.102.030.
Findings—Intent—2019 c 295: See note following RCW 28A.415.265.
Findings—Intent—2019 c 295: See note following RCW 28A.180.120.

catchline: Microcredentials.


title: RCW 28A.410.340

text:
The agency responsible for educator certification shall, as set forth in chapter 18.340 RCW:
(1) Adopt rules for expedited professional certification for military spouses;
(2) Identify a contact or coordinator to assist military spouse applicants and licensees;
(3) Provide training to each board member on the culture of military spouses, the military spouse experience, and issues related to military spouse career paths; and
(4) Maintain a military spouse assistance web page.
[ 2023 c 165 s 7.]
Notes:
Short title—Finding—Intent—2023 c 165: See notes following RCW 18.340.020.


title: RCW 28A.413.005

text:
Paraeducators provide the majority of instruction in programs designed by the legislature to reduce the opportunity gap. By setting common statewide standards, requiring training in the standards, and offering career development for paraeducators, as well as training for teachers and principals who work with paraeducators, students in these programs have a better chance of succeeding.
[ 2017 c 237 s 1.]

catchline: Findings.


title: RCW 28A.413.010

text:
The definitions in this section apply throughout this chapter unless the context clearly requires otherwise.
(1) "Advanced paraeducator certificate" means a credential earned by a paraeducator who may have the following duties: Assisting in highly impacted classrooms, assisting in specialized instructional support and instructional technology applications, mentoring and coaching other paraeducators, and acting as a short-term emergency substitute teacher.
(2) "Board" means the paraeducator board established in RCW 28A.413.020.
(3) "English language learner programs" means the English language learners program, the transitional bilingual instruction program, and the federal limited English proficiency program.
(4) "English language learner certificate" means a credential earned by a paraeducator working with students in English language learner programs.
(5) "Paraeducator" means a classified public school or school district employee who works under the supervision of a certificated or licensed staff member to support and assist in providing instructional and other services to students and their families. Paraeducators are not considered certificated instructional staff as that term and its meaning are used in this title.
(6) "Special education certificate" means a credential earned by a paraeducator working with students in special education programs.
[ 2017 c 237 s 2.]

catchline: Definitions.


title: RCW 28A.413.020

text:
(1)(a) The paraeducator board is created, consisting of nine members to be appointed to four-year terms.
(b) Vacancies on the board must be filled by appointment or reappointment as described in subsection (2) of this section to terms of four years.
(c) No person may serve as a member of the board for more than two consecutive full four-year terms.
(d) The governor must biennially appoint the chair of the board. No board member may serve as chair for more than four consecutive years.
(2) Appointments to the board must be made as follows, subject to confirmation by the senate:
(a) The superintendent of public instruction shall appoint a basic education paraeducator, a special education paraeducator, an English language learner paraeducator, a teacher, a principal, and a representative of the office of the superintendent of public instruction;
(b) The Washington state parent teacher association shall appoint a parent whose child receives instructional support from a paraeducator;
(c) The state board for community and technical colleges shall appoint a representative of the community and technical college system; and
(d) The student achievement council shall appoint a representative of a four-year institution of higher education as defined in RCW 28B.10.016.
(3) The professional educator standards board shall administer the board.
(4) Each member of the board must be compensated in accordance with RCW 43.03.240 and must be reimbursed for travel expenses incurred in carrying out the duties of the board in accordance with RCW 43.03.050 and 43.03.060.
(5) Members of the board may create informal advisory groups as needed to inform the board's work.
(6) The governor may remove a member of the board for neglect of duty, misconduct, malfeasance or misfeasance in office, or for incompetency or unprofessional conduct as defined in chapter 18.130 RCW. In such a case, the governor shall file with the secretary of state a statement of the causes for and the order of removal from the board, and the secretary of state shall send a certified copy of the statement of causes and order of removal to the last known post office address of the member.
[ 2017 c 237 s 3.]

catchline: Paraeducator board.


title: RCW 28A.413.030

text:
(1) The paraeducator board has the following powers and duties:
(a) Based on the recommendations of the paraeducator work group established in chapter 136, Laws of 2014, adopt: (i) Minimum employment requirements for paraeducators, as described in RCW 28A.413.040; and (ii) paraeducator standards of practice, as described in RCW 28A.413.050;
(b) Adopt one or more assessments that meet a rigorous standard of quality and can be used to demonstrate knowledge of, and the ability to assist in, instruction in reading, writing, and mathematics, as well as set a passing score for each assessment adopted. The board may develop assessments to meet the requirement of this subsection (1)(b);
(c) Establish requirements and policies for a general paraeducator certificate, as described in RCW 28A.413.070;
(d) Based on the recommendations of the paraeducator work group established in chapter 136, Laws of 2014, establish requirements and policies for subject matter certificates in English language learner and special education, as described in RCW 28A.413.080;
(e) Based on the recommendations of the paraeducator work group established in chapter 136, Laws of 2014, establish requirements and policies for an advanced paraeducator certificate, as described in RCW 28A.413.090;
(f) By September 1, 2018, approve, and develop if necessary, courses required to meet the provisions of this chapter, where the courses are offered in a variety of means that will limit cost and improve access;
(g) Make policy recommendations, as necessary, for a paraeducator career ladder that will increase opportunities for paraeducator advancement through advanced education, professional learning, and increased instructional responsibility;
(h) Collaborate with the office of the superintendent of public instruction to adapt the electronic educator certification process to include paraeducator certificates; and
(i) Adopt rules under chapter 34.05 RCW that are necessary for the effective and efficient implementation of this chapter.
(2) The superintendent of public instruction shall act as the administrator of any such rules and have the power to issue any paraeducator certificates and revoke the same in accordance with board rules.
[ 2023 c 19 s 2; 2017 c 237 s 4.]

catchline: Board—Powers and duties—Rules—Superintendent of public instruction as administrator of rules.


title: RCW 28A.413.040

text:
(1)(a) A person working as a paraeducator for a school district before or during the 2017-18 school year must meet the requirements of subsection (2) of this section by the date of hire for the 2019-20 school year or any subsequent school year.
(b) A person who has not previously worked as a paraeducator for a school district must meet the requirements of subsection (2) of this section by the date of hire for the 2018-19 school year or any subsequent school year.
(2) The minimum employment requirements for paraeducators are as provided in this subsection. A paraeducator must:
(a) Be at least 18 years of age and hold a high school diploma or its equivalent; and
(b) Meet one of the following requirements:
(i) Have received a passing score on one of the assessments approved by the board;
(ii) Hold an associate of arts degree;
(iii) Have earned 72 quarter credits or 48 semester credits at an institution of higher education; or
(iv) Have completed a registered apprenticeship program.
[ 2023 c 19 s 1; 2018 c 153 s 1; 2017 c 237 s 5.]

catchline: Minimum employment requirements.


title: RCW 28A.413.045

text:
An individual who is not lawfully present in the United States is eligible for a certificate as allowed under Title 8 U.S.C. Sec. 1621. The paraeducator board shall not deny an application for a certificate for a person solely on the basis of a person's immigration or citizenship status if the person has met all other qualifications.
[ 2024 c 50 s 4.]
Notes:
Effective date—2024 c 50: See note following RCW 18.415.010.

catchline: Immigration and citizenship status.


title: RCW 28A.413.050

text:
(1) The board shall adopt state standards of practice for paraeducators that are based on the recommendations of the paraeducator work group established in chapter 136, Laws of 2014. These standards must include:
(a) Supporting instructional opportunities;
(b) Demonstrating professionalism and ethical practices;
(c) Supporting a positive and safe learning environment;
(d) Communicating effectively and participating in the team process; and
(e) The standards of practice developed by the Washington professional educator standards board under RCW 28A.410.260.
(2) By January 1, 2020, in order to ensure that paraeducators can recognize signs of emotional or behavioral distress in students and appropriately refer students for assistance and support, the board shall incorporate into the standards of practice for paraeducators adopted under subsection (1) of this section the social-emotional learning standards, benchmarks, and related competencies described in RCW 28A.410.270.
[ 2021 c 197 s 12; 2019 c 386 s 5; 2017 c 237 s 6.]
Notes:
Finding—Intent—2021 c 197: See note following RCW 28A.415.443.

catchline: Standards of practice.


title: RCW 28A.413.060

text:
(1) School districts must implement this section only in school years for which state funding is appropriated specifically for the purposes of this section and only for the number of days that are funded by the appropriation.
(2)(a) School districts must provide a four-day fundamental course of study on the state standards of practice, as defined by the board, to paraeducators who have not completed the course, either in the district or in another district within the state.
(b) School districts must use best efforts to provide the fundamental course of study before the paraeducator begins to work with students and their families, and at a minimum by the following deadlines:
(i) For paraeducators hired before the beginning of the school year, the first two days of the fundamental course of study must be provided in person before the beginning of the school year and the second two days of the fundamental course of study must be provided within six months of the date of hire; and
(ii) For paraeducators hired after the beginning of the school year:
(A) For paraeducators hired by first-class districts, the first two days of the fundamental course of study must be provided in person within four months of the date of hire and the second two days of the fundamental course of study must be provided within six months of the date of hire or by September 1st of the following year, whichever is sooner; and
(B) For paraeducators hired by second-class districts, the four-day fundamental course of study must be provided no later than September 1st of the following year, with two of the days provided in person unless the district has applied for and received an exemption under RCW 28A.413.065.
(3) School districts may collaborate with other school districts or educational service districts to meet the requirements of this section.
[ 2024 c 173 s 3; 2019 c 268 s 3; 2018 c 153 s 3; 2017 c 237 s 7.]
Notes:
Finding—Intent—2024 c 173: See note following RCW 28A.413.065.

catchline: Fundamental course of study.


title: RCW 28A.413.065

text:
(1) By July 1, 2025, the board must update rules on the implementation of the fundamental course of study under RCW 28A.413.060 to require that a significant majority of paraeducators are provided with the course in person. Under the rules, the board may grant an exemption from the in-person requirement of RCW 28A.413.060 for second-class school districts hiring paraeducators after the beginning of the school year.
(2) By July 1, 2025, the board must publish guidance for school districts on how to provide the fundamental course of study under RCW 28A.413.060 to improve the consistency and quality of staff development.
[ 2024 c 173 s 2.]
Notes:
Finding—Intent—2024 c 173: "(1) The legislature acknowledges that it created the paraeducator board to adopt standards of practice and required school districts to provide to paraeducators a four-day fundamental course of study on the standards to paraeducators. The legislature finds that it required that at least one day of the fundamental course of study be provided in person due to the benefits of in-person instruction, including that instructors can confirm the participant's application of learning objectives.
(2) The legislature recognizes that paraeducators benefit from in-person training that is part of the hiring and onboarding process. The legislature intends to expand this benefit by generally requiring two days of the fundamental course of study be provided to paraeducators in person. The legislature recognizes that an exemption from this in-person requirement is necessary for some small school districts that experience barriers to providing the fundamental course of study in person due to long commute times for paraeducators, irregular hiring dates in small school districts, and other extenuating circumstances.
(3) However, it is the intent of the legislature to ensure that all paraeducators in Washington receive high quality and consistent professional development through the fundamental course of study, with a significant majority of paraeducators being trained in person." [ 2024 c 173 s 1.]

catchline: Fundamental course of study—In-person requirements—Exemption.


title: RCW 28A.413.070

text:
(1)(a) School districts must implement this section only in school years for which state funding is appropriated specifically for the purposes of this section and only for the number of days that are funded by the appropriation.
(b) School districts are encouraged to provide at least one day of the ten days of general courses, as defined by the board, on the state paraeducator standards of practice as a professional learning day, where paraeducators collaborate with certified staff and other classified staff on applicable courses.
(2)(a) Paraeducators may become eligible for a general paraeducator certificate by completing the four-day fundamental course of study, as required under RCW 28A.413.060, and an additional ten days of general courses, as defined by the board, on the state paraeducator standards of practice, described in RCW 28A.413.050.
(b) Paraeducators are not required to meet the general paraeducator certificate requirements under this subsection (2) unless the courses necessary to meet the requirements are funded by the state in accordance with subsection (1) of this section and RCW 28A.413.060(1).
(3) Beginning September 1, 2019, school districts must:
(a) Provide paraeducators with general courses on the state paraeducator standards of practice; and
(b) Ensure all paraeducators employed by the district meet the general certification requirements of this section within three years of completing the four-day fundamental course of study.
(4) The general paraeducator certificate does not expire.
[ 2019 c 268 s 4; 2018 c 153 s 4; 2017 c 237 s 8.]

catchline: General paraeducator certificate.


title: RCW 28A.413.080

text:
(1) The board shall adopt requirements and policies for paraeducator subject matter certificates in special education and in English language learner that are based on the recommendations of the paraeducator work group established in chapter 136, Laws of 2014.
(2) The rules adopted by the board must include the following requirements:
(a) A subject matter certificate is not a prerequisite for a paraeducator working in any program;
(b) Paraeducators may become eligible for a subject matter certificate by completing twenty hours of professional development in the subject area of the certificate; and
(c) Subject matter certificates expire after five years.
[ 2017 c 237 s 9.]

catchline: Paraeducator subject matter certificates.


title: RCW 28A.413.090

text:
(1) The board shall adopt requirements and policies for an advanced paraeducator certificate that are based on the recommendations of the paraeducator work group established in chapter 136, Laws of 2014.
(2) The rules adopted by the board must include the following requirements:
(a) An advanced paraeducator certificate is not a prerequisite for a paraeducator working in any program;
(b) Paraeducators may become eligible for an advanced paraeducator certificate by completing seventy-five hours of professional development in topics related to the duties of an advanced paraeducator; and
(c) Advanced paraeducator certificates expire after five years.
[ 2017 c 237 s 10.]

catchline: Advanced paraeducator certificate.


title: RCW 28A.413.100

text:
The paraeducator board must promote the use of paraeducators to meet educator workforce needs by:
(1) Communicating to school districts and educational service districts the requirements for requesting a limited teaching certificate on behalf of a paraeducator;
(2) Encouraging and supporting paraeducators to take on the role of teacher under a limited teaching certificate or by enrolling in an alternative route teacher certification program under chapter 28A.660 RCW; and
(3) Supporting school districts and educational service districts in using paraeducators in teacher roles.
[ 2019 c 268 s 1.]

catchline: Promoting the use of paraeducators.


title: RCW 28A.415.010

text:
It shall be the responsibility of each educational service district board to establish a center for the improvement of teaching. The center shall administer, coordinate, and act as fiscal agent for such programs related to the recruitment and training of certificated and classified K-12 education personnel as may be delegated to the center by the superintendent of public instruction under RCW 28A.310.470. To assist in these activities, each educational service district board shall establish an improvement of teaching coordinating council to include, at a minimum, representatives as specified in RCW 28A.415.040. An existing in-service training task force, established pursuant to RCW 28A.415.040, may serve as the improvement of teaching coordinating council. The educational service district board shall ensure coordination of programs established pursuant to RCW 28A.415.030, 28A.410.060, and 28A.415.265.
The educational service district board may arrange each year for the holding of one or more teachers' institutes and/or workshops for professional staff preparation and in-service training in such manner and at such time as the board believes will be of benefit to the teachers and other professional staff of school districts within the educational service district and shall comply with rules of the professional educator standards board pursuant to RCW 28A.410.060 or the superintendent of public instruction. The board may provide such additional means of teacher and other professional staff preparation and in-service training as it may deem necessary or appropriate and there shall be a proper charge against the educational service district general expense fund when approved by the educational service district board.
Educational service district boards of contiguous educational service districts, by mutual arrangements, may hold joint institutes and/or workshops, the expenses to be shared in proportion to the numbers of certificated personnel as shown by the last annual reports of the educational service districts holding such joint institutes or workshops.
In local school districts employing more than one hundred teachers and other professional staff, the school district superintendent may hold a teachers' institute of one or more days in such district, said institute when so held by the school district superintendent to be in all respects governed by the provisions of this title and rules relating to teachers' institutes held by educational service district superintendents.
[ 2013 2nd sp.s. c 18 s 402; 2006 c 263 s 807; 1991 c 285 s 1; 1990 c 33 s 414; 1975-'76 2nd ex.s. c 15 s 18. Prior: 1975 1st ex.s. c 275 s 139; 1975 1st ex.s. c 192 s 2; 1971 ex.s. c 282 s 31; 1969 ex.s. c 176 s 146; 1969 ex.s. c 223 s 28A.71.100; prior: 1965 c 139 s 21. Formerly RCW 28A.71.100, 28.71.100.]
Notes:
Application—Enforcement of laws protecting health and safety—2013 2nd sp.s. c 18: See note following RCW 28A.600.022.
Findings—Purpose—Part headings not law—2006 c 263: See notes following RCW 28A.150.230.
Severability—1975 1st ex.s. c 192: See note following RCW 28A.410.060.
Severability—1971 ex.s. c 282: See note following RCW 28A.310.010.
Rights preserved—Severability—1969 ex.s. c 176: See notes following RCW 28A.310.010.
Transitional bilingual instruction program—In-service training: RCW 28A.180.040(1)(f).

catchline: Center for improvement of teaching—Improvement of teaching coordinating council—Teachers' institutes and workshops.


title: RCW 28A.415.025

text:
The professional educator standards board shall establish rules for awarding clock hours for participation of certificated personnel in internships with business, industry, or government. To receive clock hours for an internship, the individual must demonstrate that the internship will provide beneficial skills and knowledge in an area directly related to his or her current assignment, or to his or her assignment for the following school year. An individual may not receive more than the equivalent of two college quarter credits for internships during a calendar-year period. The total number of credits for internships that an individual may earn to advance on the salary schedule developed by the legislative evaluation and accountability program committee or its successor agency is limited to the equivalent of fifteen college quarter credits.
[ 2006 c 263 s 810; 1995 c 284 s 3.]
Notes:
Findings—Purpose—Part headings not law—2006 c 263: See notes following RCW 28A.150.230.
Findings—1995 c 284: "The legislature finds that if students are to succeed in an increasingly competitive economy, they will need to be taught by teachers who are aware of the technological innovations and changes that are occurring throughout business, industry, and government. Having teachers who are more aware of these changes will lead to improvements in curriculum and instruction, thereby making public schools more relevant to the future career and personal needs of our students." [ 1995 c 284 s 1.]

catchline: Internship clock hours—Rules.


title: RCW 28A.415.030

text:
In order to provide for the improvement of the instructional process in the public schools and maintain and improve the skills of public school certificated and classified personnel, there is hereby adopted an act to be known as the "In-Service Training Act of 1977".
[ 1977 ex.s. c 189 s 1. Formerly RCW 28A.71.200.]
Notes:
Severability—1977 ex.s. c 189: "If any provision of this act, or its application to any person or circumstance is held invalid, the remainder of the act, or the application of the provision to other persons or circumstances is not affected." [ 1977 ex.s. c 189 s 4.]

catchline: In-Service Training Act of 1977—Purpose.