Education

Administration

Rule 330: Utah Effective Educator Standards

Effective Date:

Admin. Code Reference: R277-330

Rule Type: Proposed Rule

NOTICE OF SUBSTANTIVE CHANGE

TYPE OF FILING: Amendment

Filing ID: 58241

Rule or section number:

R277-330

1. Agency Information

Title catchline:

Education, Administration

Building:

Board of Education

Street address:

250 E 500 S

City, state:

Salt Lake City, UT 84111

Mailing address:

PO Box 144200

City, state and zip:

Salt Lake City, UT 84114-4200

2. Contact Persons

Name:

Phone:

Email:

Ben Rasmussen

801-538-7992

ben.rasmussen@schools.utah.gov

Please address questions regarding information on this notice to the persons listed above.

3. General Information

A. Rule or section catchline:

R277-330. Utah Effective Educator Standards

B. Purpose of the new rule or reason for the change:

The amendments make revisions to the Utah School Leadership Standards.

C. Summary of the new rule or change:

The amendments specifically create standards for educational leaders that are designed to elevate student success, promote educator quality and effectiveness, and optimize oversight and accountability.

5. Fiscal Information

Provide an estimate and written explanation of the aggregate anticipated cost or savings to:

A. State budget:

This rule change is not expected to have fiscal impact on state government revenues or expenditures.

The amendments repeal the previous Educational Leadership Standards and replace them with eight updated standards, including Vision, Professionalism and Ethics, Culture and Climate, Personnel Support and Supervision, Systems Improvement, Community Engagement, Instructional Leadership, and Resource and Fiscal Management.

Because these changes strictly update the language and framework of professional leadership standards without creating new state-level programs, generating revenue, or requiring additional state expenditures, there are no incremental costs or savings.

B. Local governments:

This rule change is not expected to have fiscal impact on local governments' revenues or expenditures.

The new rule language outlines the updated knowledge, skills, and dispositions required for school leaders, shifting the focus to strategic planning, school culture, systems improvement, and instructional leadership.

While these standards update the competencies expected of local administrators and provide a foundation for evaluation criteria, they do not impose new financial mandates, accounting requirements, or operational costs on Local Education Agencies (LEAs).

Because the changes are limited to professional standards, there are no incremental costs or savings.

C. Small businesses ("small business" means a business employing 1-49 persons):

This rule change is not expected to have fiscal impact on small businesses' revenues or expenditures.

This rule strictly governs internal educational and leadership standards for public school educators and administrators.

Because the amendments do not interact with, mandate services from, or regulate small businesses, there are no incremental costs or savings.

D. Non-small businesses ("non-small business" means a business employing 50 or more persons):

There are no non-small businesses in the industry in question, Elementary and Secondary Schools (North American Industry Classification System (NAICS) 611110). Because there are no non-small businesses, they do not account for any service delivery for Elementary and Secondary Schools. Therefore, non-small businesses are not expected to receive increased or decreased revenues per year. This proposed rule change is not expected to have any fiscal impact on non-small businesses, revenues or expenditures because there are no applicable non-small businesses, and it does not require any expenditures of, or generate revenue for non-small businesses.

E. Persons other than small businesses, non-small businesses, state, or local government entities ("person" means any individual, partnership, corporation, association, governmental entity, or public or private organization of any character other than an agency):

This rule change is not expected to have fiscal impact on revenues or expenditures for persons other than small businesses, businesses, or local government entities.

The scope of the rule changes is limited to the professional standards for educational leaders within the public education system.

Because no individuals, partnerships, or non-governmental entities outside of the public school system are regulated or financially affected by the updated leadership standards, there are no incremental costs or savings.

F. Compliance costs for affected persons:

There are no compliance costs for affected persons.

The amendments update the professional expectations, training criteria, and evaluation frameworks for educational leaders.

Because these changes strictly alter professional and academic criteria rather than imposing direct financial fees, fines, or out-of-pocket expenses on individual administrators, there are no compliance costs for affected persons.

6. Regulatory Impact Summary Table

Enter the cost or savings in the relevant cell. If there is no cost or savings, enter, "$0." If a cost or savings is inestimable, enter, "inestimable."

Fiscal Cost

FY2027

FY2028

FY2029

FY2030

FY2031

State Budget

Local Governments

Small Businesses

Non-Small Businesses

Other Persons

Total Fiscal Cost

Fiscal Benefits

FY2027

FY2028

FY2029

FY2030

FY2031

State Budget

Local Governments

Small Businesses

Non-Small Businesses

Other Persons

Total Fiscal Benefits

Net Fiscal Benefits

7. Regulatory Impact Analysis Approval

The State Superintendent of the Utah State Board of Education, Molly Hart, has reviewed and approved this regulatory impact analysis.

8. Family Impact Information

A. The agency has considered this rule's impact on family health, stability, and formation:

☒

9. Citation Information

Provide citations to the statutory authority for the rule. If there is also a federal requirement for the rule, provide a citation to that requirement:

Utah Constitution, Article X, Section 3

Subsection 53E-3-401(4)

Subsection 53E-3-501(1)(a)

11. Public Notice Information

The public may submit written or oral comments to the agency identified in box 1.

A. Comments will be accepted until:

11/02/2026

12. Effective Date Information

This rule change MAY become effective on:

(NOTE: This is the date the agency anticipates making the filing effective. It is NOT the effective date)

11/09/2026

13. Agency Authorization Information

Agency head or

designee and title:

Ben Rasmussen, Director of Policy

Date:

09/15/2026

R277. Education, Administration.

R277-330. Utah Effective Educator Standards.

R277-330-1. Authority and Purpose.

(1) This rule is authorized by:

(a) Utah Constitution Article X, Section 3, which vests general control and supervision over public education in the Board;

(b) Subsection 53E-3-401(4), which allows the Board to make rules to execute the Board's duties and responsibilities under the Utah Constitution and state law; and

(c) Subsection 53E-3-501(1)(a), which requires the Board to establish rules and minimum standards for the qualification and certification educators and for required school administrative and supervisory services.

(2) The purpose of this rule is to establish statewide effective educational standards for:

(a) teachers;

(b) administrators;

(d) school psychologists;

(e) speech-language pathologists;

(f) speech-language technicians;

(g) audiologists; and

(h) school social workers.

R277-330-2. Definitions.

(1) "Administrator" has the same meaning as defined in Subsection 53G-11-501(1).

(2) "Educator" has the same meaning as defined in Subsection 53G-11-501(6).

(3) "Utah Effective Educator Standards means:

(a) the Effective Teaching Standards described in Section R277-330-6;

(b) the Educational Leadership Standards described in Section R277-330-7;

(d) the 2019 American School Counselors Association Professional Standards and Competencies;

(e) the 2020 National Association of School Psychologists Professional Standards;

(f) the 2020 American Speech-Language-Hearing Association Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology;

(g) the 2020American Speech-Language-Hearing Association Standards and Implementation Procedures for the Certificate of Clinical Competence in Audiology; and

(h) the 2012 National Association of Social Workers Standards for School Social Work Services.

R277-330-3. Incorporation by Reference.

(1) This rule incorporates by reference:

(a) the 2019 American School Counselor Association Professional Standards and Competencies;

(b) the 2020 National Association of School Psychologists Professional Standards;

(c) the 2020 American Speech-Language-Hearing Association Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology;

(d) the 2020 American Speech-Language-Hearing Association Standards and Implementation Procedures for the Certificate of Clinical Competence in Audiology; and

(e) the 2012 National Association of Social Workers Standards for School Work Services.

(2) A copy of these resources can be located at the offices of the Utah State Board of Education, https://schools.utah.gov/administrativerules/documentsincorporated, and:

(a) for Subsection (1)(a), https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf;

(b) for Subsection (1)(b), https://www.nasponline.org/standards-and-certification/nasp-2020-professional-standards-adopted;

(d) for Subsection (1)(d), https://www.asha.org/certification/2020-audiology-certification-standards/; and

(e) for Subsection (1)(e), https://www.socialworkers.org/LinkClick.aspx?fileticket=1Ze4-9-Os7E%3D&portalid=0.

R277-330-4. Establishment of Standards.

(1) The Board [hereby ]establishes the Utah Effective Educator Standards as the foundation of educator development, which includes:

(a) alignment of teacher and school administrator programs;

(b) expectations for licensure; and

(2) The Utah Effective Educator Standards:

(a) ensure implementation of Utah's core standards; and

(b) serve as the basis for evaluation.

(3) The Superintendent shall:

(a) base the model educator assessment system described in Subsection R277-323-8(1) on the Utah Effective Educator Standards; and

(b) provide resources, including professional learning opportunities, which assist LEAs in integrating the Utah Effective Educator Standards into educator practices.

R277-330-5. LEA Responsibilities.

(1) An LEA shall develop policies to support teachers, school administrators, and other licensees in implementation of the Utah Effective Educator Standards.

(2) An LEA shall develop and support professional learning experiences in connection with an educator's professional learning plan for re-licensure using the Effective Educator Standards to assess educator progress toward implementation of the standards.

(3) An LEA shall adopt educator assessment systems aligned with the Utah Effective Educator Standards and consistent with Rule R277-323.

(4) An LEA shall use the Utah Effective Educator Standards as a basis for the development of a collaborative professional culture to facilitate student learning.

(5) An LEA shall implement induction and mentoring activities for beginning educators that support implementation of the Utah Effective Educator Standards.

R277-330-6. Effective Teaching Standards.

(1) The Effective Teaching Standards described in this [S]section:

(a) describe the knowledge, skills, and dispositions that are the hallmark of effective instruction; and

(b) highlight practices associated with effective teaching.

(2) A Utah educator shall demonstrate a commitment to ongoing growth and development of instructional competency within the following areas:

(a) Learners and Learning -- demonstrating attention to the impact of unique learner characteristics on development and growth;

(b) Instructional Design Clarity:

(i) previewing classroom content;

(ii) demonstrating clarity in organizing and sequencing instruction; and

(iii) effective planning for learning and student engagement.

(i) engaging in high quality instructional practices that are data informed;

(ii) exhibiting a collaborative approach to teaching and learning; and

(iii) meeting the learning needs of each student.

(d) Classroom Climate -- creating academic, physical, social, and emotional conditions with emphasis on academic performance; and

(e) Professional Responsibility -- demonstrating an awareness of and adherence to professional and ethical standards within their school and with families and communities, as required in Rule R277-217, Educator Standards and LEA Reporting.

R277-330-7. Educational Leadership Standards.

[(1) The Educational Leadership Standards described in this Section describe expectations for school administrators, including:

(a) meeting the Effective Teaching standards;

(b) having the knowledge and skills to guide and supervise the work of educators;

(d) managing the school's learning environment in order to provide effective, high quality instruction to all Utah students.

(2) In addition to meeting the Effective Teaching Standards, a school administrator shall demonstrate the traits, skills, and work functions

designated in the following areas:

(a) Visionary Leadership -- promoting the success of every student by facilitating the development, articulation, implementation, and

stewardship of a vision of learning that is largely shared and supported by stakeholders;

(b) Teaching and Learning - promoting the success of every student by advocating, nurturing, and sustaining a school focused on teaching

and learning conducive to student, faculty, and staff growth;

(c) Management for Learning -- promoting the success of every student by ensuring management of the organization, operation, and

resources for a safe, efficient, and effective learning environment;

(d) Community Collaboration:

(i) promoting the success of every student by collaborating with faculty, staff, parents, and community members;

(ii) responding to diverse community interests; and

(iii) mobilizing community resources;

(e) Ethical Leadership -- promoting the success of every student by acting with, and ensuring a system of, integrity, fairness, equity, and

ethical behavior; and

(f) Systems Leadership -- promoting the success of every student by understanding, responding to, and influencing the interrelated systems

of political, social, economic, legal, and policy contexts affecting education.]

(1)(a) These standards articulate the knowledge, skills, and dispositions that a Utah educator needs to demonstrate to prepare for and serve

as a school leader.

(b) These standards provide the foundation for more descriptive competencies, evaluation and accountability criteria, professional training

and goal setting, and other supporting tools and resources to meet the state's leadership development goals and objectives.

(2) To elevate student success, promote educator quality and effectiveness, and optimize oversight and accountability, Utah educational

leaders apply the following standards:

(a) Vision -- cultivating a vision and mission that empowers learners through strategic planning and educational skills grounded in

effective practices, including innovation.

(b) Professionalism and Ethics:

(i) modeling ethical and professional leadership, integrity, self-reflection, and fairness;

(ii) using clear communication and a collaborative approach to be a trusted figure within the school community; and

(iii) actively implementing law, policy, and the Utah Educator Standards.

(c) Culture and Climate -- establishing and maintaining a positive culture that fosters a safe environment, meaningful participation and

authentic connections, within the school system that include students, family, and staff members.

(d) Personnel Support and Supervision:

(i) communicating expectations clearly, effectively, and consistently with staff;

(ii) conducting formal and informal evaluations; and

(iii) providing specific and targeted growth-oriented feedback, professional learning, and support.

(e) Systems Improvement -- strategically designing, implementing, and sustaining coherent systems grounded in evidence-based inquiry,

shared accountability, adaptive leadership, and continuous data informed school improvement to build norms and pathways leading to student

success and organizational capacity.

(f) Community Engagement -- engaging with parents and stakeholders to partner with the greater community to support each student's

academic success and well-being.

(g) Instructional Leadership -- ensuring the use of effective teaching strategies that optimize rigorous student learning and growth,

assessment practices that inform and promote effective teaching, and interventions for individual student learning needs.

(h) Resource and Fiscal Management -- professionally and ethically allocating and managing school resources to support teachers and staff

and to optimize student learning.

KEY: effective educators, effective leadership, standards

Date of Last Change: 2026[October 11, 2023]

Authorizing, and Implemented or Interpreted Law: Article X, Section 3; 53E-3-401(4); 53E-3-501(1)(a)

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