CHAPTER Ed
500 CREDENTIAL STANDARDS FOR EDUCATIONAL
PERSONNEL
Statutory Authority:
RSA 21-N:9,II(s); 186:8,II; 186:11,X; 189:39
PART Ed 501 PURPOSE AND DEFINITIONS
Ed 501.01 Purpose. The rules of this part implement the statutory
responsibilities of the New Hampshire board of education to:
(a)
Develop and administer credential standards for educational personnel;
(b)
Develop continuing professional education requirements and prerequisites
for the renewal or reinstatement of educator licenses;
(c)
Develop and administer a code of conduct for all credential holders and
to inform members of the public of the code of conduct applicable to credential
holders;
(d)
Specify unprofessional conduct which justifies disciplinary sanctions
against credential holders; and
(e)
Provide oversight of adjudicatory proceedings required for discipline of
credential holders while providing such with fair hearing practices and rights
of appeal.
Source. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8194, eff 10-26-04, EXPIRED: 10-26-12
New. #10558, eff 3-27-14; ss by #12661, eff
11-9-18; ss by #13100, eff 10-5-20
Ed
501.02 Definitions. Except where the context makes
another meaning manifest, the following words shall have the meanings indicated
when used in this chapter:
(a) “Authorization”
means permission for a person to serve in the role of a licensed educator prior
to completing the licensure endorsement requirements for
that role, or for a temporary period of time established by the document;
(b) “Board” means the state board of education created by
RSA 21-N:10;
(c) “Bureau”
means the bureau of credentialing, division of educator support and higher
education, department of education;
(d) “Certificate” means the electronic or paper form of any
type of credential issued by the board;
(e) “College-level course” means a course of at least 3
credit hours from an institution accredited by a regional accrediting body
approved by the U.S. Department of Education;
(f) “Commissioner” means the commissioner, department of
education;
(h) “Credential holder” means any individual who holds a
credential, as defined in Ed 501.02(g);
(i) “Credential
verification request” means a request from a credential holder to fulfill a
request for verification of a New Hampshire credential;
(j) “Career and
technical education director” means the administrator who directs the
curriculum, instruction, and assessment activities of a career and technical
education school;
(k) “Curriculum
administrator” means the administrator of a school district or school
administrative unit who directs the curriculum, instruction, and assessment
activities of a school district or administrative unit;
(l) “Degree” means a degree from an institution accredited
by a regional accrediting body approved by the U.S. Department of Education;
(m) “Denial” means the refusal to grant a credential to an
applicant;
(n) “Department” means the New Hampshire department of
education;
(o) “Director” means the director, division of educator
support and higher education, department of education;
(p) “District administrator” means the senior
educational official of a school district or school administrative unit with
400 or fewer total school-age enrollments and with no more than 2 public
schools;
(q) “Division” means the division of educator support and
higher education, department of education;
(r) “Education
administrator” means a person who provides building-, district-, or school
administrative unit (SAU)-level
administrative services at the pre-K, elementary, or secondary level including
a superintendent, assistant superintendent, principal, assistant principal,
special education administrator, curriculum administrator, career and technical
education principal, and district administrator, as outlined in Ed 506;
(s) “Educational
interpreter and transliterator” means a person licensed by the board who
facilitates communication between individuals who are deaf or hard of hearing,
or who use signed language as a primary mode of communication, and individuals
who are hearing;
(t) “Educational organization” means a public school, a
school administrative unit, a school district, a chartered public school,
public academy, or a non-public school;
(u) “Educational specialist” means a person who provides
non-instructional services, or provides specialized instructional services
outside of the classroom, to students at the pre-K, elementary, or secondary
level including a library media
specialist, school counselor, school counseling director, school psychologist,
school social worker, and specialist in assessment of intellectual functioning;
(v) “Educator” means
education administrators, educational specialists, instructional specialists, teachers,
paraeducators, educational interpreter and transliterator, and school nurses;
(w) “Emergency authorization” means the authorization
issued by the bureau to a school district or school administrative unit to
employ an educator to fill a vacancy as
specified in Ed 504.04;
(x) “Endorsement” means the area specified on a credential
that indicates the role for which the credential holder is authorized for
employment;
(y) “Experience” means
full-time employment as an educator, or equivalent to full-time;
(z) “Instructional specialist” means a person who provides
specialized instructional support to teachers and others who provide direct
instruction to children at the pre-K, elementary, or secondary level, including
reading and writing specialist, digital learning specialist, and elementary
mathematics specialist for grades k-6;
(aa) “In
process of licensure authorization” means the
authorization issued by the bureau to a school district or school
administrative unit to employ a non-credentialed educator who is in the process
of licensure to fill a vacancy as specified in Ed 504.05;
(ab) “Intern authorization” means the authorization granted
to an applicant pursuant to Ed 504.03 to perform educational services
while a site-based plan is being implemented;
(ac) “License” means the document issued when an applicant
meets full licensure requirements;
(ad) “Licensure”
means the official recognition by the board that an individual has met all
requirements and is approved to practice in an
endorsement area(s);
(ae) “Paraeducator”
means a person who works under the supervision of a teacher or other
appropriate licensed education professional to provide specialized or
concentrated non-initial instructional support to students at the pre-K,
elementary, or secondary level and might be licensed by the board;
(af) “Professional
conduct” means a set of established professional norms and behaviors as defined
in Ed 510.01 through Ed 510.04 which extend beyond the workplace;
(ag) “Reprimand”
means a note to file of a credential holder for his or her conduct, which does
not rise to the level of a suspension or revocation of a credential, which can
be used in the event of a subsequent investigation;
(ah) “Revocation” means
the department has permanently rescinded a credential from a credential holder;
(ai)
“School nurse” means a person certified by the board to provide health services
in accordance with RSA 200:29;
(aj) “Senior
educational official” means the top executive in an educational organization
who makes the key decisions on spending, staffing, and other education
policies;
(ak) “Special education administrator” means the
individual, other than the superintendent, who is responsible for oversight of
the entire special education staff and program at the district or SAU level;
(al) “State”
means any state of the U.S., the District of Columbia, the Commonwealth of
Puerto Rico, a Trust Territory of the Pacific Islands, the Department of
Defense Education Activity, or any territory or possession of the U.S.;
(am) “Statement
of eligibility” means a credential issued by the department that indicates that
an individual has successfully met the entry requirements to seek employment
and begin the site-based licensing plan described in Ed 505.06;
(an) “Suspension”
means the department has rescinded a credential from a credential holder for a
specified period of time;
(ao) “Student”
means an individual who is enrolled or participating in any class or program
from preschool through grade 12, or any “adult student” as specified in Ed
1102.01(f), at any school or education institution except as otherwise noted in
these rules; and
(ap) “Teacher” means a person who plans, provides, and assesses direct instruction to children at the pre-K, elementary, or secondary level in a content area specified in Ed 507. “Teacher” does not include paraeducator.
Source. #6349, eff 10-5-96; amd by #7923, eff
7-24-03; ss by #8194, eff 10-26-04; amd by #8661, EMERGENCY RULE, eff 6-14-06,
EXPIRES: 12-11-06; amd by #8698, REPEAL OF EMERGENCY RULE, eff 8-3-06; amd by
#8700, INTERIM, eff 8-3-06, EXPIRES: 1-30-07; ss by #8770, eff 12-9-06; ss by
#10558, eff 3-27-14; ss by #12661, eff 11-9-18; ss by #13100, eff 10-5-20; ss
by #13655, eff 7-1-23
PART Ed 502 PUBLIC
INFORMATION
Ed 502.01 Confidentiality of Credentialing Records.
(a)
Pursuant to RSA 91-A:5, V, the following limited credential status
information shall be available to the general public, upon written or verbal
request:
(1) The name of the
credential holder;
(2) The individual's
current credential status, including type of credential, expiration date of
credential, and all endorsements;
(3) The individual's
suspension, if applicable, including effective dates of each suspension period,
reason for the suspension, and revocation, if applicable; and
(4) The school, if
known or stated, where the credential holder is currently employed.
(b)
The provisions of this section shall not require the release of
information related to:
(1) Informal or formal
investigations; or
(2) Board or hearing
officer records from adjudicatory proceedings involving the credential holder
when such adjudicatory proceeding is not open to the public in accordance with
Ed 200.
(c)
The complete record of a credential holder shall be released by the
division upon written request to the following:
(1) A party in an
adjudicatory proceeding when:
a. The credential
holder is a party to the proceeding; and
b. The credential
holder’s credential record is relevant to the proceeding;
(2) A law enforcement
agency when the agency is conducting a criminal investigation of the credential
holder;
(3) A certifying
agency of another jurisdiction for:
a. Purposes of
credentialing the credential holder in the other jurisdiction; or
b. An investigation of
the credential holder by the other jurisdiction, when:
1. The credential
holder was the subject of a formal investigation under Ed 511; or
2. Disciplinary action
was taken against the credential holder by the board under Ed 511;
(4) Board
investigators or prosecutors; or
(5) Persons to whom
the credential holder has given a release.
(d)
The bureau shall report:
(1) Any suspension or
revocation to the credential holder’s current senior educational official in
N.H. and The National Association of State Directors of Teacher Education and
Certification (NASDTEC) educator identification clearing house; and
(2) Any reprimand to
the credential holder’s current superintendent of school in N.H.;
(e)
The department shall maintain a list of all credential holders whose
credentials have been revoked or who are under suspension, and such list shall
be published on the department’s website.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90, EXPIRED 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04, EXPIRED: 12-17-12
New. #10558, eff 3-27-14; ss by #12661, eff
11-9-18; ss by #13100, eff 10-5-20
Ed 502.02 Access to Records. Any member of the general public may make a
request either verbally, in writing, or by e-mail to the department for access
to records listed in Ed 502.01(a).
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; amd by #5288, eff 11-27-91; ss by #6349, eff 10-5-96,
EXPIRED: 10-5-04
New. #8229, eff 12-17-04, EXPIRED: 12-17-12
New. #10558, eff 3-27-14; ss by #13100, eff
10-5-20
Ed 502.03 Custodian of Records.
(a)
All records regarding educators or educational personnel credentials
shall be maintained by the bureau while the credential is valid.
(b)
Educator or educational personnel records which are no longer valid
shall be maintained by the bureau.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04, EXPIRED: 12-17-12
New. #10558, eff 3-27-14; ss by #13100, eff
10-5-20
PART Ed 503
REQUIREMENT FOR EMPLOYMENT
Ed 503.01 Requirement for Employment.
(a) A non-credentialed
substitute teacher, paraeducator, or school nurse may be hired for up to 20
consecutive days during the school year in the same position without holding a
New Hampshire educator credential issued by the state board.
(b) All other employees hired for positions
requiring a credential by the state board shall hold a valid board-issued
credential in the endorsement area appropriate to the employee’s assigned
position.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8194, eff 10-26-04, EXPIRED: 10-26-12
New. #10558, eff 3-27-14; ss by #13100, eff
10-5-20
Ed 503.02 Sanctions for Employment Without a Valid
Credential.
(a)
The board shall revoke the credential of a superintendent who knowingly
employs or continues the active employment of an individual who does not hold a
valid New Hampshire credential provided the board determines that the
superintendent took such action knowingly based on findings of fact or
conclusions of law established in accordance with due process rights in Ed 200.
(b)
All fair hearings and notice provisions of Ed 511 shall be met prior to
revocation of the superintendent's credential.
(c)
The superintendent shall remove an individual who knowingly continues
employment after the expiration of a New Hampshire credential until such time
as the educator obtains a New Hampshire credential pursuant to these rules.
(d)
This section shall not apply to any individual who has filed a timely
application for license renewal pursuant to Ed 509.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
rpld by #4851, eff 6-25-90
New. #6349, eff 10-5-96; ss by #7923, eff 7-24-03,
EXPIRED: 7-24-11
New. #10558, eff 3-27-14; ss by #13100, eff
10-5-20 (formerly Ed 503.03)
PART Ed 504 PROFESSIONAL CREDENTIALS
Ed 504.01 Beginning Educator License.
(a)
To qualify for a beginning educator license, an individual shall meet
the qualifications for a license specified in Ed 505 and either:
(1) Have less than 3
years of educator experience; or
(2) Have more than 3
years of educator experience but does not meet the requirements for an
experienced educator license pursuant to Ed 504.02.
(b) Beginning educator licenses shall be issued
for 3 years and renewed pursuant to Ed 509.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; amd by #7923, eff 7-24-03;
paragraphs (a)-(d) EXPIRED: 10-5-04; ss by #8229, eff 12-17-04, EXPIRED:
12-17-12
New. #10506, eff 1-17-14; ss by #13100, eff
10-5-20
Ed 504.02 Experienced Educator License.
(a) To qualify for an experienced
educator license an individual shall:
(1) Have at least 3 years of full-time or full-time
equivalent educator experience;
(2) Have been deemed
effective or above according to the local evaluation system for 2 consecutive
years; and
(3) Have successfully completed a renewal cycle pursuant to
Ed 509 and the state or local professional development master plan as
determined by the senior educational official.
(b)
Experienced educator licenses shall be issued for 3 years and renewed
pursuant to Ed 509.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; ss by #7923, eff 7-24-03,
EXPIRED: 7-24-11
New. #10506, eff 1-17-14; ss by #13100, eff
10-5-20
Ed 504.03 Intern
Authorization.
(a)
To qualify for an intern authorization an individual shall complete the
application required in Ed 505 and be currently employed in a New Hampshire
school under a valid statement of eligibility;
(b)
Intern authorizations shall be granted under Ed 505.09(f) for the
duration of the site-based licensing plan.
Source. #6349, eff 10-5-96; ss by #7923, eff 7-24-03,
EXPIRED: 7-24-11
New. #10506, eff 1-17-14; ss by #13100, eff
10-5-20
Ed 504.031 Master Teacher Certificate.
Source. #7923, eff 7-24-03; amd by #8194, eff
10-26-04; amd by #8229, eff 12-17-04, EXPIRED: 12-17-12
Ed 504.04 Emergency
Authorization.
(a)
The senior educational official shall complete and file the “Emergency
Authorization Request” form, January 2020, and the emergency authorization
shall be granted for up to the duration of the school year for which the
request was made, after the applicant provides the information required in (b)
below.
(b)
The bureau shall issue an emergency authorization requested under (a)
above if a staffing emergency situation exists as determined by the senior
educational official and the applicant for the educator position has:
(1) Paid the
applicable application fee, provided in Ed 505;
(2) Completed and
filed with the bureau the "Application for Emergency Authorization” form,
January 2020, as referenced in Ed 505; and
(3) Submitted
documentation of a conferred bachelor’s degree.
Source. #6349, eff 10-5-96; ss by #7923, eff 7-24-03,
EXPIRED: 7-24-11
New. #10506, eff 1-17-14; ss by #12661, eff 11-9-1;
ss by #13100, eff 10-5-20
Ed 504.05 In
Process of Licensure Authorization (IPLA).
(a)
The senior educational official shall complete and file an “In Process
of Licensure Authorization Request (IPLA)” form, January 2020 with the bureau.
(b)
The bureau shall approve such filing, if the bureau finds that the
applicant who is the subject of the IPLA request:
(1) Is in the process
of licensure;
(2) Has submitted a
completed application for licensure as outlined in Ed 505.07(b)(1);
(3) Meets all requirements
for licensure except for the testing requirements under Ed 505.01; and
(4) Has paid any
applicable fees.
(c)
The bureau shall notify the senior educational official that the
applicant is authorized under an IPLA for up to the duration of the school year
for which the request was made with no renewal offer.
Source. #10506, eff 1-17-14 (from Ed 504.01); ss by
#12661, eff 11-9-18 (formerly Ed 504.041) ; ss by #13100, eff 10-5-20
Ed 504.06 Certification
as a Paraeducator II. The following
shall apply to the certification of a Paraeducator II:
(a)
To be certified as a Paraeducator II, an individual shall meet the
following entry level requirements relative to education and experience:
(1) Possess a high school degree or HiSET
equivalent; and
(2) Meet one of the following requirements:
a. Hold an associates’ degree or a minimum of 48
college credit hours;
b. Demonstrate a passing score on a nationally
recognized assessment such as the
ParaPro offered by ETS; or
c. Demonstrate a knowledge of and ability to
assist in the instruction of reading, writing, and mathematics as evidenced by
a formal assessment of a portfolio submitted by the individual, that
demonstrates knowledge and skills in each of the following areas:
1. Professionalism;
2. Literacy;
3. Mathematics;
4. Child development; and
5. Individualized instructional strategies; and
(b)
The portfolio assessment may be managed by the department and
administered by the department, the department’s agents(s), or the local
district; and
(c)
Qualifications for a Paraeducator II
shall include the following skills, competencies, and knowledge to be
demonstrated by evidence such as, but not limited to, college course work,
documented professional experience, letters of recommendation, professional
development hours or CEU’s, and artifacts of professional practice:
(1) As relating to professionalism, the
individual shall demonstrate the knowledge of and ability to work under the
direct supervision of a certified educator by:
a. Interacting professionally in various and
social group settings;
b. Participating in ongoing professional
development and self-evaluation;
c. Applying constructive feedback to improve
performance;
d. Maintaining confidentiality of information
regarding students, staff, and families, and the legal rights and
responsibilities of school staff and students;
e. Reflecting on the effects of one’s choices
and actions on students, parents and others in the community;
f. Understanding the applicable laws, rules,
regulations, and procedural safeguards that must be observed in educational
environments;
g. Assisting in maintaining a safe, healthy
learning environment that includes following prescribed policy and procedures;
h. Functioning in a manner that demonstrates the
ability to use effective problem solving, engage in flexible thinking, employ
appropriate conflict management techniques and analyze one’s own personal
strengths and preferences;
i. Communicating, following instructions and
using problem-solving skills that will enable the individual to work as an
effective member of the instructional team;
j. Assisting with maintaining student records
including using any technology employed by the district;
k. Seeking help from appropriate sources as
necessary; and
l. Supporting the instructional choices made for
students;
(2) As relating to knowledge of literacy, the
individual shall demonstrate competency at a level equivalent to the second
year of college by:
a. Reading and comprehending passages written in
English;
b. Identifying key elements in a written
passage;
c. Using standard spoken English correctly;
d. Clearly communicating thoughts, ideas, information, and messages in
both spoken and written language;
e.
Using language, style, organization, and format appropriate to the subject
matter, purpose, and audience;
f.
Proof reading, editing and revising written works to ensure correct
information, appropriate emphasis, form, grammar, spelling usage, and
punctuation; and
g. Retrieving
information from print and electronic resources;
(3) As relating to instructional skills
associated with literacy, the individual shall demonstrate the ability to:
a. Assist students to use study skill
strategies;
b. Read aloud to students using appropriate
phrasing and inflection;
c. Help students explore literature as a source
for understanding their own experience and those of others;
d. Reinforce reading skills in small group or
one-on-one settings;
e. Use a variety of technologies, including
assistive technologies, to help students develop reading, writing, and learning
skills; and
f. Use a variety of strategies to reinforce
literacy skills including the essential components of reading and writing;
(4) As relating to knowledge of mathematics, the
individual shall demonstrate competency at a level equivalent to the second
year of college by:
a. Performing the 4 basic operations of
addition, subtraction, multiplication, and division with whole numbers,
positive and negative integers, rational and irrational numbers;
b. Demonstrating
the ability to estimate mathematical results;
c. Using tables, graphs, diagrams, and charts to
obtain or convey quantitative information;
d. Choosing appropriate techniques to approach
mathematical problems;
e. Using quantitative data to construct logical
explanations for real-world situations;
f. Expressing mathematical ideas and concepts
orally and in writing;
g. Understanding the role of chance in the
occurrence and prediction of events;
h. Extracting key elements from a word problem
and translate the information into accurate mathematical expressions; and
i. Applying mathematical concepts to real life
situations;
(5)
As relating to instructional skills associated with mathematics, the individual
shall demonstrate the ability to:
a. Reinforce mathematical skills presented by
the teacher;
b. Assist in the review and evaluation of
student work in mathematics;
c.
Use technologies to help students create charts, graphs, and projects that
express mathematical ideas;
d. Use a variety of technologies, including
assistive technologies, to help students learn mathematical concepts and
skills;
e.
Demonstrate how manipulatives can be used to represent and solve mathematical
problems; and
f. Use a variety of instructional strategies to
reinforce mathematical skills;
(6) As relating to human development, the
individual shall demonstrate understanding of:
a. Developmental stages through which children
progress from birth to age 21;
b. Various risk factors that might prohibit or
impede typical development;
c. Different learning styles;
d. The influence families have on childhood
learning and development;
e. Multiple intelligences;
f.
Various personality types; and
g. The existence of a variety of developmental
disorders and delays; and
(7) As relating to individualized instructional
strategies, the individual shall demonstrate the ability, under the supervision
of a professional, to:
a. Implement various approaches to reading,
writing, and mathematics;
b.
Use strategies and techniques for facilitating the inclusion of individuals
with exceptional learning needs into various settings;
c. Prepare and organize materials to support
teaching and learning;
d. Implement strategies that promote student
independence;
e.
Use and adapt a variety of developmentally and age appropriate materials and
equipment, including assistive technology, to support student learning;
f. Use a variety of instructional strategies
appropriate to unique needs of the student;
g.
Respect diversity in cultural heritages, lifestyle, and value systems among
children, youth and families when delivering instruction or support;
h. Support and implement a variety of behavior
management strategies to create a climate conducive to learning;
i. Monitor and record student learning in a
variety of ways, such as but not limited to, observation, conversation, and
testing;
j.
Use approaches such as but not limited to, modifying the learning environment,
implementing district or building behavior programs and implementing individual
behavior plans in order to manage individual student behavior;
k. Use strategies that support strengthening
appropriate social skills of students;
l. Carry out activities to collect and document
objective information about student strengths and needs; and
m. Support and work within a tiered system of
instructional services.
Source. #7074, eff 8-30-99; amd by #7923, eff 7-24-03;
ss by #8229, eff 12-17-04; ss by #8667, eff 7-1-06, EXPIRED: 7-1-14
New. #12143, eff 3-24-17; renumbered by #12661
(formerly Ed 504.05)
Ed 504.07 Certification
as a Paraeducator I.
To be certified as a Paraeducator I, an individual shall
possess a high school degree or HiSET equivalent.
Source. #8667, eff 7-1-06, EXPIRED: 7-1-14
New. #12143, eff 3-24-17; renumbered by #12661 (formerly
Ed 504.06)
Ed 504.08 School Nurse
I.
(a) An applicant for school nurse I shall be
currently licensed in New Hampshire as a registered nurse as defined by RSA 326-B:2, X at the
associate’s degree level and have 3 years of clinical nursing experience in
pediatric nursing or other related nursing areas, including, but not limited to
public health, community health, family mental health, emergency, and primary
care nursing.
(b) The
applicant
shall complete and submit the following items pursuant to Ed 505.08(a):
(1)
The form(s) pursuant to Ed 505.08(b) and the attestation pursuant
to Ed 505.08(j);
(2)
An official transcript from a registered nursing program approved
by the board of nursing;
(3) A copy of a valid
state-issued license as a registered nurse;
(4) An employment
verification letter from current or previous employers which demonstrates 3
years of work experience as required in (a) above; and
(5) Verification of
enrollment in a board of nursing approved program to confirm compliance with
RSA 200:29, IV.
(c) A school nurse I
shall complete continuing education as outlined in Ed 513.07.
(d) A school nurse I shall comply with the code
of conduct outlined in Ed 511.
(e) A school nurse I credential shall be valid
for no more than 2 cycles of 3 years each with verification of compliance with
(b)(5) above.
Source. #12418, eff 11-14-17; renumbered by #12661
(formerly Ed 504.07); ss by #13100, eff 10-5-20; ss
by #13823, INTERIM, eff 12-15-23, EXPIRES: 6-12-24
Ed 504.09 School Nurse II.
(a) A school nurse II hired before August 25, 2019, may renew a
school nurse II credential if they continue to be employed within the same school district and
comply with (c) and (d) below.
(b) If a school nurse II
leaves the school district in which they are currently employed, they shall
either:
(1) Apply for a school nurse I credential under Ed 504.08; or
(2) Apply for a school nurse III credential under Ed 504.10.
(c) A school nurse II shall complete continuing
education as outlined in Ed 513.07 and follow the renewal procedures outlined
in Ed 509.
(d) A school nurse II
shall comply with the code of conduct outlined in Ed 511.
Source. #12418, eff 11-14-17; renumbered by #12661
(formerly Ed 504.08; ss by #13100, eff 10-5-20; ss
by #13823, INTERIM, eff 12-15-23, EXPIRES: 6-12-24
Ed 504.10 School Nurse III.
(a) An applicant for school nurse III shall have
completed a board of nursing approved registered nursing program at the
bachelor’s degree level or higher, be currently licensed in New Hampshire as a
registered nurse as defined by RSA 326-B:2, X, and have 3 years current
experience in pediatric nursing or other related nursing areas, including, but
not limited to public health, community health, family mental health,
emergency, and primary care nursing.
(b) A school nurse holding national certification (NCSN) or
out of state certification shall meet the requirements of school nurse III upon
evaluation by the bureau of credentialing.
(c) The applicant shall complete and submit the
following items pursuant to Ed 505.08(a):
(1) The form(s) pursuant to Ed 505.08(b) and the attestation pursuant to Ed 505.08(j);
(2) Employment
verification letters from a current or previous employer which outlines 3 years
of work experience required in (a) above;
(3) A
copy of a valid state-issued
license as a registered nurse at the bachelor’s degree level or higher; and
(4) An official transcript from an accredited college or
university showing the successful completion of a BSN or more advanced
degree.
(d) A
school nurse III shall complete continuing education as outlined in Ed 513.07
and shall follow the renewal procedures outlined in Ed 509.
(e) A school nurse
III shall comply with the code of conduct outlined in Ed 511.
Source.
#12418, eff 11-14-17; renumbered by #12661 (formerly Ed 504.09); ss by #13100,
eff 10-5-20; ss by #13823, INTERIM, eff 12-15-23, EXPIRES: 6-12-24
Ed 504.11 Educational Interpreter and
Transliterator for Children and Youth Ages 3-21 Inclusive.
(a) For purposes of this section, the following
definitions shall apply:
(1) “Educational
interpreter and transliterator” means the professional employee whose job
entails the facilitation
of communication between individuals who are deaf or hard of hearing, or who
use signed language as a primary mode of communication, and individuals who are
not fluent in signed language;
(2) “Interpreting”
means the process of accurately conveying information between American Sign
Language (ASL) and English; and
(3)
"Transliterating” means accurately conveying a message via visual or
tactile manual representations
of the English language such as manually coded English, cued speech, Signed
English, Signing Exact English (SEE), and oral transliterating. This
process conveys information from one mode, spoken or signed, of English to
another mode of English.
(b) To be licensed as
an educational interpreter and transliterator for children and youth ages 3 to
21 inclusive, a candidate shall meet the following requirements:
(1)
Hold a
minimum of an associate’s degree;
(2)
Receive a passing grade on the Educational Interpreter Performance Assessment
Written Test (EIPA-WT);
and
(3)
Meet one of the following entry-level requirements relative to education and
experience:
a. Receive
a passing score on the New Hampshire state board of education-designated
practical examination
for educational interpreting or a comparable examination;
b.
Hold a current national certification
from either National Office of the Registry of Interpreters of the Deaf (RID)
or National Association of the Deaf (NAD) of at least level III; or
c. Educational
interpreter licensure from another state.
(c) A candidate for a license as an educational
interpreter and transliterator shall have skills, competencies, and knowledge
in the following areas:
(1) Knowledge of and practices of:
a. Educational
interpreting and transliterating; and
b. Community
interpreting and transliterating;
(2) The
ability to identify and appropriately utilize resources that serve students who
are deaf or hard of
hearing, including:
a. Services;
b.
Programs;
c. Agencies; and
d. Federal, state, and local organizations;
(3) The
ability to establish an environment allowing for effective interpreting and
transliterating in a wide variety of educational settings;
(4) A
knowledge
of different modes of communication which shall include, but not be limited to:
a. American sign
language (ASL);
b.
Conceptually accurate signed English (CASE);
c. Pidgin signed
English (PSE);
d. Manually
coded
English;
e. Oral;
f. Cued
speech; and
g. Tactile;
(5) In
the area of the process of interpreting and transliterating, the ability to
match the child’s communication mode(s) as determined by the Individualized
Education Program (IEP) team specified in Ed 1109.03 or the 504 team;
(6) In
the area of the professional roles, responsibilities, and practices:
a. Knowledge of
the Americans with Disability Act (ADA), the Individuals with Disabilities
Education Act (IDEA), Section 504 of the Rehabilitation Act, and state statutes
and regulations that pertain to students who are deaf and hard of hearing and
how they are applied;
b. Knowledge of
state child protection laws and school policies regarding how to report child
abuse or neglect and explain the appropriate protocol to follow the statutes
and regulations;
c. Knowledge of
American deaf culture and how it is distinguished from general American
culture;
d. Knowledge
of the role and responsibilities of an educational interpreter and transliterator
in all educational
settings, including public forums, for children and youth ages 3 through 21
inclusive; and
e. Knowledge of
hearing loss, cochlear implants, and amplification devices for deaf and hard of
hearing children;
(7)
In the area of child development:
a. How students learn and develop cognitively,
linguistically, socially, ethically, emotionally, and physically; and
b. How
the development of language in deaf students impacts their development
cognitively, linguistically, socially, ethically, and emotionally; and
(8) In the area of IEP
and 504 processes in educational settings:
a. Knowledge of
the special education process as specified in Ed 1109, and the 504 process; and
b. Collaboratively
work with other members of the educational team, contributing information
about the child’s language including:
1. Most
effective mode(s) of communication;
2. Use
of practical and functional language;
3. Use of social and academic language; and
4. Student’s ability to comprehend interpreted
information.
Source. #7756, eff 9-1-02; amd by #8229, eff
12-17-04; ss by #8844, eff 3-16-07; ss by #10245, eff 12-21-12; renumbered by
#12603 (formerly Ed 507.35); ss by #13100, eff 10-5-20 (formerly Ed 507.36); ss
by #13656, eff 6-9-23
Ed 504.12
Criminal History Record Check Clearance.
(a) A
criminal history records check clearance credential shall be required for any
individual who:
(1)
Seeks employment as a:
a.
School bus driver; or
b.
Transportation monitor; or
(2)
Professional educator preparation program (PEPP) candidate prior to
unsupervised placement in a field experience as described in Ed 604.
(b)
Individuals currently employed as a school bus driver or transportation
monitor shall apply for a criminal history record check clearance no more than
6 months and no less than 60 days prior to the expiration of their current
state-issued driver’s license.
(c)
An applicant for a criminal history record check clearance credential
shall submit:
(1)
To the department:
a. A
completed “Criminal History Record Check Clearance” form, February 2023;
b. A copy of a
valid government-issued identification (ID) including, but not limited to:
1. A
driver’s license;
2. A
state-issued photo ID;
3. A
passport; or
4. A
military ID; and
c.
The applicable credentialing fee as required in Ed 505.09; and
(2)
To the department of safety:
a. A
completed department of safety “Criminal History Record Release Form DSSP 382”
for SAU employees, as referenced in Appendix II along with the fee indicated on
the form; or
b. A
completed department of safety “Contracted School Transportation Providers”
form DSSP 434 as referenced in Appendix II, along with the fee indicated on the
form.
(d) A
criminal history records check clearance shall not be issued without the
department’s receipt of the applicant’s criminal history record.
(e) A
criminal history records check clearance credential shall be denied to any
individual in accordance with Ed 512.01.
(f) A
completed application for criminal history records check clearance shall be
reviewed by the background check coordinator, as defined in RSA 21-N:8-a, I-a,
in accordance with Ed 505.10(a)-(d).
(g)
Criminal history records check clearance credentials for bus drivers and
transportation monitors shall be valid:
(1)
For 5 years; or
(2)
Until the background check coordinator of the department:
a.
Receives actual notice of a basis to deny a criminal history records
check clearance credential in accordance with Ed 512.01; and
b.
Provides notice of revocation of the criminal history records check
clearance credentials to the bus driver and the New Hampshire department of
motor vehicles.
(h) Criminal history records check clearance
credentials for new bus driver applicants shall be valid for the duration of
the individual’s current state-issued driver’s license.
(i)
Criminal history records check clearance credentials for PEPP candidates
shall be valid for 3 years.
(j)
Renewal applications for bus drivers and transportation monitors shall
be submitted no more than 6 months and no less than 60 days prior to the
expiration of the criminal history records check clearance credential or
current driver’s license, as applicable, by submission of the requirements
enumerated in (c) above.
(k)
Renewal applications for PEPP candidates shall be submitted no less than
60 days prior to the expiration of the last criminal history records check
clearance credential, as applicable, by submission of the requirements
enumerated in (c) above.
Source. #13167, INTERIM, eff 2-16-21, EXPIRED:
8-15-21
New. #13303, eff 12-10-21; ss by #13374, INTERIM, eff
4-26-22, EXPIRED: 10-23-22
New. #13562, eff 2-22-23
PART Ed 505 HOW TO OBTAIN A NEW HAMPSHIRE EDUCATOR LICENSE
REVISION NOTE:
Document
#13101, effective 10-5-20, readopted with amendment existing rule Ed 514.01 and
existing rules within Part Ed 505 and Part Ed 508 and renumbered them as rules
in Part Ed 505 as noted below. Document
#13101 also repealed Ed 505.08 titled “Code of Conduct Requirements” and
changed the heading of Part Ed 505 from “Qualifying Methods for Obtaining a
Teaching Credential” to “How to Obtain a New Hampshire Educator License.” The existing rules were renumbered as
follows:
Former Rule New Rule
Ed
514.01 Ed
505.01
Ed
505.06 & Ed 505.07 Ed
505.02 & Ed 505.03
Ed
505.01 & Ed 505.02 Ed
505.04
Ed
505.04 Ed
505.05
Ed
505.03 Ed
505.06
Ed
505.06 Ed
505.06
Ed 508.01 Ed
505.07
Ed 508.06 Ed
505.08
Ed 508.02-Ed 508.05 Ed
505.09
Document
#13101 replaced all prior filings for rules in the former Part Ed 505 as well
as rules Ed 508.01 through Ed 508.06 and Ed 514.01. The prior filings for
rules in the former Part Ed 505 included the following documents:
#2055,
eff 6-16-82
#2714,
eff 5-16-84
#4851,
eff 6-25-90, EXPIRED 6-25-96
#6349,
eff 10-5-96, EXPIRED 10-5-04
#7923,
eff 7-24-03, EXPIRED 7-24-11 for Ed 505.02
#8194,
eff 10-26-04
#8667,
eff 7-1-06
#8843, eff 3-16-07
#9992,
eff 9-16-11, EXPIRED 9-16-19
#10046,
eff 12-17-11
#10927,
eff 9-10-15
#12813,
eff 6-15-19
#12897,
INTERIM, eff 10-11-19, EXPIRED 4-8-20
#13022,
EMERGENCY, eff 4-9-20
The prior filings for the former rules Ed
508.01 through Ed 508.06 included the following documents:
#2055, eff 6-16-82
#2714, eff 5-16-84
#4256, eff 4-15-87
#4525, eff 11-2-88
#4851, eff 6-25-90
#5669, eff 7-19-93
#6349, eff 10-5-96, EXPIRED 10-5-04
#6822, eff 9-1-98
#7923, eff 7-24-03
#8023, eff 7-1-04
#8229, eff 12-17-04
#8264, eff 1-22-05
#8661, EMERGENCY, eff 6-14-06
#8667, eff 7-1-06
#8698, REPEAL OF EMERGENCY RULE, eff 8-3-06
#8700, INTERIM, eff 8-3-06
#8770, eff 12-9-06
#10362, eff 6-15-13
#12418, eff 11-14-17
The prior filings for the former rule Ed
514.01 included the following documents:
#6823, eff 9-1-98
#7046, eff 7-1-99
#7923, eff 7-24-03, EXPIRED: 7-24-11
#9992, eff 9-16-11
#10667, eff 9-11-14
#12602, eff 8-9-18; renumbered by #12661 (See Revision
Note at part heading for Ed 512)
Ed 505.01 Basic Academic Skills and Subject Area
Assessment.
(a) Except as
described in paragraph (g), each candidate seeking an initial teacher or
instructional specialist license under one of the pathways listed below shall
pass a basic academic skills assessment, including, but not limited to, the
praxis core academic skills for educators administered by Educational Testing
Service (ETS) or comparable out of state test as determined by the bureau.
(b) Each candidate
seeking licensure in any endorsement area for which the board has adopted a
subject assessment test cut score shall pass that subject assessment test, or
comparable out of state test as determined by the bureau, to measure the test
taker’s knowledge of the specific subject area of a concentration in which the
test taker seeks an educator license.
(c) The board shall either:
(1) Adopt the national
cut scores for the praxis core academic skills for educators and all subject
assessments in accordance with (a) and (b); or
(2) Request that the
department conduct a validation study for any subject assessment for reasons
including, but not limited to:
a. There is no
established national cut score for a given subject area; and
b. To determine,
through stakeholder engagement, that the national score accurately reflects NH
goals.
(d) Validation studies shall include input from:
(1) The department;
(2) Teacher education
institutions; and
(3) New Hampshire
teachers with experience as an educator in the test areas.
(e) The entities described in (d)(1)-(3) above
shall provide input and recommendations regarding:
(1) Test
specifications appropriate for New Hampshire;
(2) Which assessments
are appropriate for New Hampshire; and
(3) Passing scores on
tests for New Hampshire.
(f) The board shall accept, in lieu of (a) above,
performance at or above the 50th percentile on a
nationally-recognized basic academic skills test in the areas of reading,
writing, and mathematics, including, but not limited to:
(1) The Scholastic
Aptitude Test (SAT) administered by the College Board;
(2) The Graduate
Record Examinations (GRE) administered by ETS; and
(3) The ACT
administered by ACT.
(g) A candidate for a
career and technical education (CTE) specialty area license may substitute the
following in lieu of a nationally recognized test of academic proficiency
required by (a):
(1) Three years of
full-time experience in the area for which the license is sought; and
(2) Current
industry-recognized credential approved by the department in a published list
of accepted credentials appropriate to the CTE area in which a license is
sought.
(h) Candidates shall be responsible for the
actual cost of all assessments.
(i) A candidate may take a basic academic skills
assessment or the subject area assessment as often as they are administered
until the candidate passes the assessment.
Source. (See Revision
Note at part heading for Ed 505) #13101, eff 10-5-20
Ed 505.02 General Education Requirements. Each applicant who seeks licensure under Ed
505.05 shall have completed a program providing the following core
competencies:
(a)
Content competencies in the following areas necessary for college and
workforce success:
(1) Language arts;
(2) Reasoning;
(3) Information
literacy;
(4) Mathematics;
(5) Sciences; and
(6) Social sciences;
(b)
Creative competencies in the following areas:
(1) Creative
expression;
(2) Critical thinking;
(3) Innovative and
collaborative problem-solving; and
(4) Resourcefulness;
(c) Communication competencies in the
following areas:
(1) Languages;
(2) Digital media;
(3) Networking; and
(4) Content creation
technologies; and
(d)
Cultural competencies in the following areas:
(1) Cultural
understanding;
(2) Taking
responsibility for self and others;
(3) Adaptability and
resilience;
(4) Ability to engage
in productive teamwork; and
(5) Social and civic
engagement.
Source. (See Revision Note at part heading for Ed
505) #13101, eff 10-5-20
(a) In the area of the
learning environment, all educators shall be prepared to establish and maintain
safe, effective, organized, and respectful environments for student learning as
follows:
(1) Building respectful
relationships with students;
(2) Implementing clear classroom routines,
standards, and procedures that foster positive student-to-student and
student-to-teacher interactions;
(3) Maintaining high expectations for learning with
appropriate support for the full range of students in the classroom;
(4) Promoting students’ critical and creative
thinking, problem solving, and analysis;
(5) Creating learning environments that
promote productive student learning, reflect diversity and multiple perspectives, and
are culturally responsive; and
(6) Using digital tools and learning technologies,
as appropriate, to engage and support students in learning;
(b) In the area of student
learning, be prepared to engage and support all students in learning by:
(1) Applying knowledge of
students, including their prior experiences, interests, culture, language,
social emotional learning needs, and socioeconomic backgrounds to involve them
in learning;
(2) Monitoring student learning,
adjusting, and differentiating instruction while teaching so students continue
to be actively engaged in learning;
(3) Knowing how to access resources within the
school and community to support students;
(4) Using strategies to promote active student
engagement through inquiry, reflection, and responding to and framing
meaningful questions;
(5) Using resources and technologies to ensure
accessibility and relevance for all students;
(6) Developing appropriate sequencing of learning
experiences and providing multiple means for students to demonstrate knowledge
and skills;
(7) Engaging students in generating and evaluating
new ideas to develop diverse perspectives, expand their understanding of local
and global issues, and create novel approaches to solving problems; and
(8) Providing students with opportunities to apply
new learning across time and settings;
(c) In the area of instructional
practices and design, be prepared to implement and assess learning experiences
for all students by:
(1) Locating and applying
information about students’ current academic status, language proficiency status, and cultural background for both
short-term and long-term instructional planning purposes;
(2) Integrating
technology resources into instructional plans by creating, implementing, and
managing digital learnings;
(3) Designing
and implementing instruction and assessment that reflects the
interconnectedness of academic content areas;
(4) Constructing
single lessons and sequences of lessons, setting long- and short-term learning
goals for students, and assessing and adjusting instruction during a lesson and
at the conclusion of lessons;
(5)
Facilitating developmentally appropriate and challenging learning
experiences based on the unique needs of each
learner;
(6) Supporting students’ equitable access to the
curriculum by using resources, standards-aligned instructional materials, and
evidence-based strategies;
(7)
Selecting and designing formative and
summative assessments of student learning;
(8)
Providing students timely oral and
written feedback regarding their learning;
(9)
Collecting and analyzing assessment data from multiple measures and
sources to plan and modify instruction and
document students’ learning over time;
(10)
Involving all students in self-assessment and reflection on their
learning progress and providing students with skills to revise or reframe their
work; and
(11)
Using assessment information in a timely
manner to assist stakeholders in understanding student progress; and
(d) In the area of
professional responsibility, be prepared to develop as a professional educator
by:
(1) Taking responsibility
for student learning and classroom management;
(2) Engaging in reflective
practices for the purpose of continual professional improvement;
(3) Designing learning goals based on appropriate
data and engaging in activities which improve practice;
(4) Accessing resources for planning and
instruction through collaboration with members of the learning community such
as students, parents, families, colleagues, other professionals, and community
service members; and
(5) Understanding and enacting professional roles
and responsibilities as articulated in the code of conduct outlined in Ed 510.
Source. (See Revision Note at part heading for Ed
505) #13101, eff 10-5-20; ss by #13655, eff 7-1-23
Ed 505.04 Professional
Education Requirements for Educational Administrators. Ten domains of professional education
requirements shall encompass the knowledge, skills, and abilities experienced
educators demonstrate prior to being eligible for a license with an
administrator endorsement in New Hampshire as outlined in Ed 506, as follows:
(a) Effective
educational leaders shall develop, advocate, and enact a shared mission,
vision, and core values of high-quality education and academic success and
well-being of each student as follows:
(1) Develop an educational mission for the school
to promote the academic success and well-being of each student;
(2) In collaboration with members of the school
and the community and using relevant data, develop and promote a vision for the
school on the successful learning and development of each child and on
instructional and organizational practices that promote such success;
(3) Articulate, advocate, and cultivate core
values that support the school’s culture and stress the imperative of
child-centered education;
(4) Strategically develop, implement, and
evaluate actions to achieve the vision for the school;
(5) Review the school’s mission and vision and
adjust them to changing expectations and opportunities for the school, and
changing needs and situations of students;
(6) Facilitate a shared understanding of and
commitment to mission, vision, and core values within the school and the
community; and
(7) Model and pursue the school’s mission,
vision, and core values in all aspects of leadership;
(b) Effective
educational leaders shall act ethically and according to professional norms to
promote each student’s academic success and
well-being as follows:
(1) Act ethically and professionally in personal
conduct, relationships with others, decision making, stewardship of the
school’s resources, and all aspects of school leadership;
(2) Act according to and promote the professional
norms of integrity, fairness, transparency, trust, collaboration, perseverance,
learning, and continuous improvement;
(3) Place children at the center of education and
accept responsibility for each student’s academic success and well-being;
and
(4) Model and promote ethical and
professional behavior among faculty and staff;
(c) Effective educational leaders shall strive for
equality of educational opportunity as follows:
(1) Ensure that each student is treated fairly
and respectfully;
(2) Ensure that each student has equitable access
to effective teachers, learning opportunities, academic and social support, and
other resources necessary for success;
(3) Develop student policies and address student
misconduct in a positive, fair, and unbiased manner; and
(4) Model a culture of tolerance and
understanding in all aspects of leadership;
(d) Effective
educational leaders shall develop and support intellectually rigorous and
coherent systems of curriculum, instruction, and
assessment to promote each student’s academic success and well-being as
follows:
(1) Implement coherent systems of curriculum,
instruction, and assessment that promote the mission, vision, and core values
of the school, embody high expectations for student learning, align with
academic standards, and are culturally responsive;
(2) Align and focus systems of curriculum,
instruction, and assessment within and across grade levels to promote student
academic success, love of learning, the identities and habits of learners, and
healthy sense of self;
(3) Promote instructional practice that is
consistent with knowledge of child learning and development, effective
pedagogy, and the needs of each student;
(4) Ensure instructional practice that is
intellectually challenging, authentic to student experiences, recognizes
student strengths, and is differentiated and personalized;
(5) Promote the effective use of technology in
the service of teaching and learning;
(6) Employ valid assessments that are consistent
with knowledge of child learning and development and technical standards of
measurement; and
(7) Use assessment data appropriately and within
technical limitations to monitor student progress and improve instruction;
(e) Effective
educational leaders shall cultivate an inclusive, caring, and supportive school
community that promotes the academic success and
well-being of each student as follows:
(1) Build and maintain a safe, caring, and
healthy school environment that meets the academic, social, emotional, and
physical needs of each student;
(2)
Create and sustain a school environment in which each student is encouraged to
be an active and responsible member of the school community;
(3) Provide coherent systems of academic and
social supports, services, extracurricular activities, and accommodations to
meet the range of learning needs of each student;
(4) Promote adult-student, student-peer, and
school-community relationships that value and support academic learning and
positive social and emotional development; and
(5) Cultivate and reinforce student engagement in
school and positive student conduct;
(f) Effective educational leaders shall develop the
professional capacity and practice of school personnel to promote each
student’s academic success and well-being as follows:
(1) Recruit, hire, support, develop, and retain
effective and caring teachers and other professional staff and form them into
an educationally effective faculty;
(2) Plan for and manage staff turnover and
succession, providing opportunities for effective induction and mentoring of
new personnel;
(3) Develop teachers’ and staff members’
professional knowledge, skills, and practice through differentiated
opportunities for learning and growth, guided by understanding of professional
and adult learning and development;
(4) Foster continuous improvement of individual
and collective instructional capacity to achieve outcomes envisioned for each
student;
(5) Deliver actionable feedback about instruction
and other professional practice through valid, research-anchored systems of
supervision and evaluation to support the development of teachers’ and staff
members’ knowledge, skills, and practice;
(6) Empower and motivate teachers and staff to
the highest levels of professional practice and to continuous learning and
improvement;
(7) Develop the capacity, opportunities, and
support for teacher leadership and leadership from other members of the school
community;
(8) Promote the personal and professional health,
well-being, and work-life balance of faculty and staff; and
(9) Tend to their own learning and effectiveness
through reflection, study, and improvement, maintaining a healthy work-life
balance;
(g) Effective
educational leaders shall foster a professional community of teachers and other
professional staff to promote each student’s academic success and well-being as
follows:
(1) Develop workplace conditions for teachers and
other professional staff that promote effective professional development,
practice, and student learning;
(2) Empower and entrust teachers and staff with
collective responsibility for meeting the academic, social, emotional, and
physical needs of each student, pursuant to the mission, vision, and core
values of the school;
(3) Establish and sustain a professional culture
of engagement and commitment to shared vision, goals, and objectives pertaining
to the education of the whole child, including but not limited to:
a. High expectations for professional work;
b. Ethical practice;
c. Trust and open
communication;
d. Collaboration;
e. Collective
efficacy; and
f. Continuous
individual and organizational learning and improvement;
(4) Promote mutual accountability among teachers
and other professional staff for each student’s success and the effectiveness
of the school as a whole;
(5) Develop and support open, productive, caring,
and trusting working relationships among leaders, faculty, and staff to promote
professional capacity and the improvement of practice;
(6) Design and implement job-embedded and other
opportunities for professional learning collaboratively with faculty and
staff;
(7) Provide opportunities for collaborative
examination of practice, collegial feedback, and collective learning; and
(8) Encourage faculty-initiated improvement of
programs and practices;
(h) Effective
educational leaders shall engage families and the community in meaningful,
reciprocal, and mutually beneficial ways to promote each student’s academic
success and well-being as follows:
(1) Create and model an approachable, accessible,
and welcoming environment for families and members of the community;
(2) Create and sustain positive, collaborative,
and productive relationships with families and the community for the benefit of
students;
(3) Engage in regular and open two-way
communication with families and the community about the school, students,
needs, problems, and accomplishments;
(4) Maintain a presence in the community to
understand its strengths and needs, develop productive relationships, and
engage its resources for the school;
(5) Create means for the school community to
partner with families to support student learning in and out of school;
(6) Understand, value, and employ the community’s
cultural, social, intellectual, and political resources to promote student
learning and school improvement;
(7) Develop and offer the school as a resource
for families and the community; and
(8) Build and sustain productive partnerships
with public and private sectors to promote school improvement and student
learning;
(i) Effective educational leaders shall manage school
operations and resources to promote each student’s academic success and
well-being as follows:
(1) Institute and manage administrative systems
that promote the mission and vision of the school;
(2) Strategically manage staff and all other
resources to meet each student’s learning needs;
(3) Frugally and effectively manage all financial
resources;
(4) Develop and maintain effective internal and
external systems of communication;
(5) Know, comply with, and help the school
community understand local, state, and federal laws, rights, policies, and
regulations so as to promote student success;
(6) Develop and manage relationships with feeder
and connecting schools for enrollment management and curricular and
instructional articulation;
(7) Develop and manage productive relationships
with the central office and school board; and
(8) Develop and administer systems for fair and
effective management of conflict among students, faculty and staff, leaders,
families, and community; and
(j) Effective educational leaders shall act as agents of
continuous improvement to promote each student’s academic success and
well-being as follows:
(1) Seek to make school more effective for each
student, teacher and staff, family, and the community;
(2) Use methods of continuous improvement to
achieve the vision, fulfill the mission, and promote the core values of the
school and district;
(3) Establish an evidence-based system of
strategic goal setting, planning, implementation, and evaluation for continuous
district, school and classroom improvement;
(4) Assess and develop the capacity of staff to
use evidence-based methods for school and district improvement;
(5) Develop technically appropriate systems of
data collection, management, and analysis; and
(6) Develop and promote leadership among teachers
and staff for inquiry, experimentation and innovation, and initiating and
implementing improvement.
Source. (See Revision
Note at part heading for Ed 505) #13101, eff 10-5-20; ss by #13655, eff 7-1-23
Ed 505.05 Approved
Educator Preparation Program.
(a)
Individuals shall qualify for a beginning educator license or added
endorsement to an existing license by completing a board-approved educator
preparation program(s) at a college, university or teacher training institution
in New Hampshire in accordance with Ed 600 and meeting the requirements of Ed
505.01.
(b)
Upon completion of a New Hampshire board-approved program in accordance
with Ed 600, the applicant shall be recommended for licensure by the program to
the department and such recommendation shall remain valid for no more than 3
years from the date of the recommendation by the institution.
(c)
Individuals completing a state-approved educator preparation program(s)
at a college, university, or teacher training institution in a state other than
New Hampshire, whether that state is signatory to the NASDTEC interstate
contract or not, shall qualify for a beginning educator license or added
endorsement on an existing license by:
(1) Completing a
state-approved educator preparation program leading to recommendation by the
institution for an educator license in that state; and
(2) Meeting the
requirements of Ed 505.01; and either:
a. Obtaining full
licensure in that state in a comparable endorsement area as the endorsement
area sought providing that such endorsement has not been expired for more than
3 years from the date of application; or
b. Applying for a
comparable New Hampshire state board license and endorsement within 3 years of
the date of recommendation from the institution.
(d)
Applicants seeking to obtain licensure under this paragraph shall apply
to the department pursuant to Ed 505.07 through Ed 505.09.
Source. (See Revision
Note at part heading for Ed 505) #13101, eff 10-5-20; renumbered by #13655
(formerly Ed 505.04)
Ed 505.06 Statement of
Eligibility (SOE) and Site-Based Licensing Plan (SBLP).
(a) Before beginning an application for an SBLP,
a candidate shall obtain an SOE, valid for 3 years from the date of issuance,
from the department by meeting the SOE requirements enumerated in the
endorsement rule under Ed 506 through Ed 508 pertaining to any endorsements on
the critical shortage list as determined each year by the bureau in accordance
with RSA 189:39-a and listed on the department’s website.
(b) Applicants for an endorsement in the career
and technical specialties shall meet the requirements enumerated in Ed
507.03(a).
(c) Applicants for a newly established
endorsement, for a period of 5 years from the effective date of the newly
established endorsement rule, shall meet the SOE requirements enumerated in the
newly established endorsement rule. After the endorsement has been in effect
for 5 years a candidate shall utilize one of the other methods enumerated for
issuance of an SOE.
(d) With the exception of the endorsements in (e)
and (f) below, applicants for an endorsement as a teacher, instructional
specialist, educational specialist, or educational administrator shall have:
(1) Successfully completed at least 15 college
credits in the endorsement area for which they seek a license; or
(2) Obtain a score equal to or above the national
cut score on a nationally recognized subject-area assessment related to the
endorsement being sought.
(e) Applicants for elementary K-6 education and
early childhood education shall have successfully completed at least 2
college-level content courses each in mathematics, English, social
studies, and science.
(f) Applicants for elementary K-8 education shall
have successfully completed at least 2
college-level content courses each in mathematics, English, social
studies, and science and at least 3 additional college-level content courses
for a concentration of coursework in one of those areas.
(g) SOE credential holders shall be employed in a
New Hampshire school in the role of the endorsement that allows them to learn
and demonstrate the professional education standards enumerated in Ed 505.03
and Ed 505.04, if applicable, and the endorsement requirements enumerated in Ed
506 through Ed 508.
(h) Upon employment as an educator, the applicant
and the senior educational official shall adhere to the application procedures
and timeline outlined in Ed 505.08, Ed 505.09, and Ed 505.10(f).
(i) Upon employment as an educator under an SOE,
each candidate for this pathway to licensure shall be assigned a mentor,
appointed by the senior educational official, who holds a valid experienced
educator license with appropriate endorsements in the same subject area in
which the candidate is seeking to obtain a license. If a mentor who
meets those criteria is not available through the candidate’s employer, the
senior educational official shall contact the bureau for assistance in
obtaining an appropriate mentor.
Source. (See Revision
Note at part heading for Ed 505) #13101, eff 10-5-20; ss by #13655, eff 7-1-23
(formerly Ed 505.05)
Ed 505.07 Demonstrated Competencies.
(a)
In addition to the requirements in Ed 505.06(e), applicants for
demonstrated competencies through portfolio and oral board reviews shall
qualify for a beginning educator license or added endorsement on an existing
license by documenting at least 4 months of continuous full-time or full-time
equivalent experience as an educator in the endorsement area;.
(b)
In addition to the requirements in Ed 505.06(e), applicants for
demonstrated competencies through national or regional licensure shall qualify
for a beginning educator license or added endorsement on an existing license by
meeting one of the following requirements:
(1) Current national board certification in the area of
endorsement from the National Board for Professional Teaching Standards;
(2) A current national
license in school psychology (NCSP) by the National Association of School
Psychologists for an endorsement in school psychology; or
(3) A current US
Department of Defense educator license;.
(c)
In addition to the requirements in Ed 505.06(e), applicants for an
administrator endorsement, as defined in Ed 501.02(a), through demonstrated
competencies through transcript analysis shall qualify for a beginning educator
license or added endorsement on an existing license by meeting
endorsement-specific knowledge and skills competencies as determined by
transcript analysis; or.
(d)
In addition to the requirements in Ed 505.06(e), applicants for
demonstrated competencies based on experience under an out-of-state endorsement
on a full license shall qualify for a beginning educator license or added
endorsement on an existing license by:
(1) Having held a
comparable license from a state other than New Hampshire within the last 7
years, verified by the department; and
(2) Having 3 years of
educator experience in the last 7 years working in the endorsement area being
sought while licensed in that endorsement area, verified by the department.
(e) In addition to the requirements of the chosen pathway in
(a) through (d) above, every applicant for a demonstrated competency pathway
shall meet all of the following requirements:
(1) Holding the
minimum degree required for the endorsement sought;
(2) Meeting any
endorsement-specific requirements outlined in Ed 506 through Ed 508;
(3) Meeting the
requirements of Ed 505.01 through Ed 505.03, as applicable; and
(4) Applying for a demonstrated competency pathway pursuant
to the application procedures outlined in Ed 505.07 through Ed 505.09.
Source. (See Revision
Note at part heading for Ed 505) #13101, eff 10-5-20; renumbered by #13655
(formerly Ed 505.06)
Ed
505.08 General Application
Instructions.
(a) Persons interested in holding a New Hampshire
educator credential shall complete and submit an application with the bureau
either online or by mail as follows:
(1) By creating an account on the myNHDOE
Educator Information System (EIS) at https://my.doe.nh.gov/myNHDOE/Login/Login.aspx; or
(2)
Bureau of Credentialing
Department
of Education
101
Pleasant Street
Concord,
NH 03301.
(b)
Applicants for any credential shall complete their application through the
portal in (a)(1) above, or complete and submit the appropriate form as follows:
(1) DOE-BOC 1 “Application – Statement of
Eligibility (SOE)” form, February 2023, for applicants seeking an SOE as outlined
in Ed 505.06(a);
(2) DOE-BOC 2 “Application for Licensure –
Educator Preparation Program Completer” form, February 2023, for all applicants
seeking initial licensure or additional endorsements as outlined in Ed 505.05;
(3) DOE-BOC 3 “Educator Transmittal Form”,
February 2023, for all New Hampshire licensed educators seeking to renew after
recommendation as outlined in Ed 509.01;
(4)
Renewal application forms for New Hampshire licensed educators seeking to renew
directly to the bureau, as outlined in Ed 509.02, as follows:
a. DOE-BOC 4a “DOE Renewal Application –
Educator” form, February 2023;
b.
DOE-BOC 4b “DOE Renewal Form Paraeducator I/ II and Educational
Interpreter/Transliterator License” form, February 2023; or
c. DOE-BOC 4c “License Renewal Form for School
Nurse I, II, and III” form, February 2023;
(5) DOE-BOC 5 “Emergency Authorization (EA)”
form, February 2023, for senior educational officials requesting to employ an
unlicensed educator as described in Ed 504.04;
(6) DOE-BOC 6 “Application for Emergency
Authorization” form, February 2023, for any unlicensed educator employed by a
school district for which the employer is seeking an emergency authorization as
described in Ed 504.04;
(7) DOE-BOC 7 “In Process of Licensure
Authorization (IPLA)” form, February 2023, for any senior educational official
who seeks to hire an educator who is in the process of becoming a licensed
educator as outlined in Ed 504.05;
(8) DOE-BOC 8 “Paraeducator License Application”
form, February 2023, for any applicant seeking a paraeducator license as
outlined in Ed 504.06 and Ed 504.07;
(9) DOE-BOC 9 “School Nurse Application” form,
February 2023, for any applicant seeking a school nurse I or III license as
outlined in Ed 504.08 through Ed 504.10;
(10) DOE-BOC 10 “Name Change Request” form,
February 2023, for any credential holder seeking a credential issued with an
official name change;
(11) DOE-BOC 11 “Application for Educational
Interpreter/Transliterator for Children and Youth ages 3-22” form, February
2023, as outlined in Ed 504.11;
(12) DOE-BOC 12 “Application for Credential
Verification Request” form, February 2023, for any credential holder seeking a
verification of their New Hampshire credential;
(13) DOE-BOC 13 “Application for Licensure –
Demonstrated Competencies” form, February 2023, for any applicant seeking
licensure as outlined in Ed 505.07(b), Ed 505.07(c), and Ed 505.07(d);
(14) DOE-BOC 14 “Application for Portfolio and
Oral Board Review” form, February 2023, for all applicants seeking licensure as
outlined in Ed 505.07(a);
(15)
DOE-BOC 15 “Intern Authorization Application” form, February 2023, for all
applicants seeking licensure as outlined in Ed 504.03;
(16) DOE-BOC 16 “Site-Based Licensing Plan
Completer Application” form, February 2023, for all applicants who have
completed their SBLP and are ready for full licensure as outlined in Ed
505.10(f)(17);
(17) DOE-BOC 17 “Criminal History Record Check
Clearance” form, February 2023, for bus drivers, transportation monitors, and
Education Preparation candidates, as referenced in Ed 504.12; or
(18) DOE-BOC 18 “Criminal History Record Check
First-Time NH Licenses Only” form, February 2023, as referenced in Ed
505.10(g).
(c) If an applicant provides a social security
number on any application form, the social security number shall be used by the
department for the purposes of generating data on teacher salaries or such
other purposes as authorized by law including but not limited to RSA
161-B:11,VI-a.
(d) If an applicant chooses to provide a social
security number, the applicant agrees that the social security number shall be
used to search the “National Association of State Directors for Teacher
Education and Certification (NASDTEC) Clearinghouse” for action taken against
the applicant’s license by other member states or jurisdictions. If any action
is found in the NASDTEC Clearinghouse database, the application shall be
referred to the governance unit for review, pursuant to Ed 511 and Ed 512.
(e) Absent a social security number, applicants
will be checked against the NASDTEC clearinghouse as referenced in (d) above
using other personally identifiable information, including, but not limited to
name, date of birth, and address.
(f) If an applicant chooses to have the
department supply an alternative number, the department shall use the number
generated by the EIS and it shall be used as specified in (c) and (d) above.
(g)
For Ed 505.08(b)(15), if an assessment of an applicant’s background determines
that some or all of the education requirements have been completed prior to
application, the applicant shall not be required to repeat any requirement
already completed.
(h) All individuals who have not previously held
a New Hampshire state board of education issued credential shall be considered
first time applicants, and shall:
(1) Agree to a criminal history record check as
required under RSA 189:13-c, III;
(2) Agree to a central registry check as
described in RSA 169-C:35, VIII; and
(3) Agree to waive the time limits prescribed by
RSA 541-A:29 and acknowledge that the application will not be deemed approved
or granted prior to the agency’s actual receipt and review of the applicant’s
criminal history record check clearance.
(i) Filing of the completed application,
supporting documentation, and application fee shall be the responsibility of
the applicant.
(j) All applicants for any credential or
endorsement issued by the state board shall acknowledge the following
statements:
“By
checking this box, I certify that I have read the Educator Code of Ethics.
https://www.education.nh.gov/sites/g/files/ehbemt326/files/inline-documents/code_ethics.pdf
By
checking this box, I certify that I have read the Educator Code of Conduct. In
so certifying, I understand that the Educator Code of Conduct, Ed 510 sets
forth 4 Principles: (1) Responsibility to the Education Profession and
Educational Professionals; (2) Responsibility to Students; (3) Responsibility
to the School Community; and (4) Responsible and Ethical Use of Technology,
which as a certified educator, I am obligated to follow. A founded violation of
any of the principles of the Educator Code of Conduct may result in a written
reprimand, suspension or revocation of my Educator credential. Additionally, in
so certifying, I understand that pursuant to Ed 510.05, I have a duty to report
any suspected violation of the code of conduct. Failure to report a suspected
violation of the Educator code of conduct may result in a written reprimand,
suspension or revocation of my Educator credential. https://www.education.nh.gov/sites/g/files/ehbemt326/files/inline-documents/code_conduct.pdf”.
Source. (See Revision
Note at part heading for Ed 505) #13101, eff 10-5-20; amd by #13167, INTERIM,
eff 2-16-21, EXPIRED: 8-15-21 in (c) intro. and Table 505-1 criminal history
record check clearance (5 year cycle) fee; ss by #13303, eff 12-10-21; ss by
#13374, INTERIM, eff 4-26-22, EXPIRED: 10-23-22
New. #13562, eff 2-22-23
Ed 505.09 Fees.
(a)
An application shall not be complete until all application materials,
including the proper fee, have been filed with the bureau.
(b)
Payments shall be made:
(1) Electronically at the time of application on
EIS; or
(2) By cash, money order, cashier’s check, or
school employer check on behalf of applicants, made payable to "Treasurer,
State of New Hampshire," to the bureau as outlined in Ed 505.08(a).
(c)
The required educator fees shall be in accordance with RSA 186:11, X(b)
and the fee schedule set forth in Table 505-1 below, with the following fees
reflecting the actual cost of the service listed:
Table
505-1 Fee Schedule
*All fees are
non-refundable and include processing fee. |
|
Approved Educator Preparation Program BEL/EEL
(per endorsement) |
$120.00 |
Site Based Licensing Plan Statement of
Eligibility (per endorsement) Intern Authorization
(per endorsement) Upgrade to BEL/EEL
(per endorsement) |
$50.00 $120.00 $120.00 |
Demonstrated Competencies Portfolio/Oral Board Materials (per endorsement) Portfolio
Review/Oral Board (per endorsement) BEL/EEL (per
endorsement) |
$50.00 $500.00 $120.00 |
Demonstrated Competencies National/Regional
exam/licensure BEL/EEL (per endorsement) |
$120.00 |
Demonstrated Competencies Transcript Analysis
BEL/EEL (per Administrative endorsement) |
$500.00 |
Demonstrated Competencies Experience under Out of
State License BEL/EEL (per endorsement) |
$120.00 |
BEL/EEL/Master Teacher License Renewal (3-year
cycle) |
$120.00 |
Master Teacher – National Level (per endorsement) |
$120.00 |
Master Teacher – NH Level (per endorsement) |
$800.00 |
Late Renewal Filing Fee (BEL/EEL/Master Teacher
only) |
$50.00 |
Paraeducator I |
$10.00 |
Paraeducator II |
$10.00 |
Paraeducator I and II Renewal (3-year cycle) |
$10.00 |
School Nurse III |
$75.00 |
School Nurse I, II, III Renewal (3-year cycle) |
$75.00 |
Educational Interpreter/Transliterator |
$25.00 |
Educational Interpreter/Transliterator Renewal
(3-year cycle) |
$25.00 |
Criminal History Record Check Clearance |
$100.00 |
Name Change |
$50.00 |
Credential Verification Letter |
$25.00 |
Emergency Authorization (per endorsement) |
$120.00 |
Returned check fee (RSA 6:11-a) |
$15.00 (State Treasurer’s fee) $25.00 (Bureau of Credentialing fee) |
Source. #13562, eff 2-22-23 (formerly Ed 505.08)
Ed 505.10 Applicant,
Employer, and Mentor Responsibilities for Timely Review and Processing by the
Department.
(a) Within 30 days of
receipt of any application outlined in Ed 505.08(b), the department shall
notify the applicant in writing that the application has been received and
either:
(1) The
application is complete and pending evaluation; or
(2) The
application is incomplete, and enumerate the items that the
applicant shall address in order for the application to be complete.
(b) An applicant shall
respond to a notification of an incomplete application by submission of the requirements
enumerated in accordance with (a)(2) above within 30 days of receipt of the
notification, and the department shall respond within 10 business days in
accordance with (a)(1) or (2) above.
(c) If, within 30 days of
initial notification of an incomplete application pursuant to (a)(2) above, the
department does not receive the enumerated items pursuant to (a)(2) above, the
application shall be closed and the applicant shall begin a new application, to
include all fees in accordance with the fee schedule outlined in Ed 505.09.
(d) For applications
outlined in Ed 505.08(b)(1)-(13), Ed 505.08(b)(17), and Ed 505.08(b)(18) as
applicable, within 60 days of the department’s notification of receipt of a
complete application in accordance with (a) and (b) above, the department shall
send notification of:
(1) Approval
in the form of the digital credential for which the applicant applied;
(2) Denial
in writing that outlines the specific reasons for denial, including, but not
limited to:
a. A
department-confirmed violation of the code of conduct outlined in Ed 510.01
through Ed 510.04; and
b. A
determination that the applicant does not meet the requirements for the
specified credential;
(e) For applications
pursuant to Ed 505.08(b)(14), portfolio and oral board reviews, the following
shall apply:
(1) The
applications for portfolio and oral board review shall be open between October
1 and March 30 of every school year calendar;
(2) Complete
applications for oral board review shall include all of the following:
a. Completed
and filed DOE-BOC 14 “Application for Portfolio and Oral Board Review” form, February
2023;
b. Completed
and filed portfolio as outlined in (3)a. below;
c. Payment
of all fees in accordance with the fee schedule outlined in Ed 505.09; and
d. Completed
oral board review;
(3) Within
10 days of receipt of a completed application referenced in (2)a. above, the department shall determine that an
individual:
a. Qualifies
under this method, and shall notify the applicant in writing by providing the
applicant with portfolio submission instructions and requirements for oral
board scheduling which shall include, but not be limited to:
1. Written
materials;
2. Video
recording;
3. Audio
recording; and
4. Art
portfolio; or
b. Does
not qualify under this method, and shall notify the individual in writing and:
1. Provide
the reasons for the determination, including, but not limited to, the qualifying
criteria outlined in Ed 505.07(a)(1) and (2), which shall include a written
explanation stating why the materials the applicant has submitted are not
acceptable; and
2. Recommend
another appropriate application method if one is available;
(4) Within
30 days of receipt of portfolio submission instructions, the applicant shall
submit all portfolio materials for review to the department along with the
appropriate fee in accordance with the fee schedule outlined in Ed 505.09;
(5) Within
10 days of receipt of a portfolio submission and appropriate fee in accordance
with the fee schedule outlined in Ed 505.09, the department shall notify the
applicant in writing that either:
a. The
portfolio is complete and pending oral board scheduling; or
b. The
portfolio is incomplete, and enumerate the items that the portfolio must
address in order for the portfolio to be complete;
(6) An
applicant shall adhere to Ed 505.10(b) and (c) for completing a portfolio
submission in accordance with Ed 505.10(e)(5)b. above;
(7) Upon
determination by the department that the portfolio is complete, the department
shall appoint a review board consisting of one member of the department and 3
persons who hold a current experienced educator license in the area of endorsement
in which the applicant is seeking to obtain a license;
(8) If,
within 30 days of determination of a complete portfolio, in an effort to
complete a timely oral board review, the department is unable to establish a
review board as outlined in (7) above, the department shall establish a review
board consisting of department staff or licensed educators;
(9) The
review board shall review the applicant’s application, including documentation
that the applicant meets the required competencies in the area of endorsement
and, at the oral board review, ask the applicant questions based upon the materials
submitted;
(10) Within
30 days of completion of the oral board review, which shall constitute a
complete application, the review board shall make a written recommendation to
the department, based upon its evaluation of the quality of the applicant’s
documentation of meeting the required competencies in the area of endorsement,
after considering:
a. The
materials submitted to provide the documentation; and
b. The
applicant’s oral responses to the board’s questions regarding the
documentation;
(11) Within
30 days of the conclusion and recommendation of the oral board interview, the
department shall issue a decision in writing stating the reasons for the
decision under (10) above along with, if applicable, a beginning educator
license or additional endorsement; and
(12) An
applicant may appeal a decision made by the department to deny an application
for a credential under this part pursuant to Ed 200.
(f) For applications
pursuant to Ed 505.08(b)(15) and Ed 505.08(b)(18) as applicable, the process
for establishing a SBLP for an intern authorization credential resulting in
full beginning educator licensure or additional endorsement shall be as
follows:
(1) The
SOE credential holder and assigned mentor pursuant to Ed 505.06(d) shall
download and complete the required SBLP application materials as follows:
a. The
forms demonstrating acquired competencies pursuant to Ed 505.03, Ed 505.04, and
Ed 506 through Ed 508, as applicable, and how each competency was acquired; and
b. “Intern
Authorization Application” form, February 2023;
(2) The
SBLP application materials shall be developed collaboratively and agreed to by
the SOE credential holder, the mentor, and the senior educational official;
(3) Within
60 days of the SOE credential holder’s first day of employment pursuant to Ed
505.06(c), the senior educational official shall upload the completed,
approved, and signed SBLP into the department’s EIS;
(4) Within
180 days of the first day of employment pursuant to Ed 505.06(c), the SOE
credential holder shall be credentialed under an intern authorization following
the procedures outlined in (5) through (23) below;
(5) Within
5 business days of the upload specified in (3) above, the candidate shall
complete and file the form referenced in (f)(1) above, along with the
appropriate fee pursuant to Ed 505.09;
(6) The
department shall review the plan to ensure all of the following are included:
a. An
assessment of the competencies of the applicant as enumerated in Ed 505.03 and
Ed 505.04, if applicable, and the endorsement area enumerated in Ed 506, Ed
507, or Ed 508 as applicable, based on the endorsement sought;
b. A
plan that includes the competency to be acquired, the projected completion
date, and the evidence to be provided upon completion which is directly related
to, and substantiates meeting, the competency within the period of the plan;
c. Activities
that will be undertaken to acquire the competencies in b. above, which shall
include, but not be limited to:
1. Additional
coursework;
2. On
the job training; and
3. Professional
development; and
d. A signature page which certifies that the
plan was developed collaboratively and agreed to by the applicant, the mentor,
and the senior educational official;
(7) Within
30 days of receipt of the form referenced in (f)(1) above, the department shall
notify the applicant that either:
a. The
plan is complete and pending evaluation; or
b. The
plan is incomplete, and enumerate the items that the applicant must address in
order for the application to be complete;
(8) An
applicant shall respond to a notification of an incomplete application by
submission of the requirements enumerated in accordance with (7)b. above within
15 days of receipt of the notification and the department shall respond within
10 business days in accordance with (7)a. or b. above;
(9) If,
within 30 days of receipt of an initial notification of an incomplete
application pursuant to (7)b. above, the department does not receive the
enumerated items pursuant to (7)b. above, the application shall be closed and
the applicant shall start over with a new application, to include all fees in
accordance with the fee schedule outlined in Ed 505.09;
(10) Within
30 days of receipt of a complete application, the department shall send written
notification to the senior educational official and the applicant of either:
a. Approval
in the form of an intern authorization in the endorsement area for which the
applicant applied, if the department determines that:
1. The
assessment of the competencies of the applicant meet the requirements as enumerated
in Ed 505.03 and Ed 505.04, and the endorsement area enumerated in Ed 506, Ed
507, or Ed 508 as applicable based on the endorsement sought;
2. The
plan, including the competency to be acquired, the activity to be undertaken,
the projected completion date, and the evidence to be provided upon completion,
are directly related to and will substantiate meeting the competency within the
period of the plan; and
3. The
plan was developed collaboratively and agreed to by the applicant, the mentor,
and the senior educational official; or
b. Denial
after a determination that the plan does not meet the requirements outlined in
Ed 505.10(f)(9)a. 1. through 3. above;
(11) A
SOE credential holder in receipt of a denial pursuant to (10)b. above may
reapply for an intern authorization, to include the fee in accordance with the
fee schedule outlined in Ed 505.09, under the following circumstances:
a. The
180-day time period in (4) above has not lapsed and will not lapse during the
new application period; and
b. The
SOE credential holder shall not apply for an intern authorization more than
twice per endorsement;
(12) Upon
approval of the plan, the department shall grant an intern authorization, valid
for up to 3 years from the first date of employment in the endorsement area
sought, to coincide with the time period in the plan, limited to no more than
twice per endorsement;
(13) An
SBLP shall be canceled, and the intern authorization shall automatically
expire, if the applicant fails to attain the skills and knowledge agreed to by
the applicant within the time frame specified by the plan;
(14) The
department, at the request of the senior educational official, shall grant an
extension to the intern authorization period of not more than one year to
accommodate an issue outside of the applicant’s control which prevents timely
completion of the plan including, but not limited to:
a. Illness
of the applicant or immediate member of the applicant’s family; or
b. Availability
of a required course within the timeframe of the plan where no comparable
course is available;
(15) The
senior educational official, in consultation with the mentor, shall file a
report at the end of each school year attesting to the applicant's progress
toward meeting the requirements of the plan;
(16) Once
a completed plan is filed with the department, the applicant may:
a. Obtain
employment in a similar position with another school employer provided that:
1. The
duration for plan completion does not change;
2. The
department is notified in writing of the change in place of employment; and
3. The
plan is revised as follows:
(i) Approved by the
mentor assigned in the new school of employment;
(ii) Approved
by the senior educational official in the new school of employment; and
(iii) Resubmitted to
the department for approval pursuant to the timeline outlined in Ed
505.10(f)(6)-(10); or
b. Have
an intern authorization deactivated upon loss of employment until such time as
the educator gains employment with another employer as described in (15)a.
above so long as the total duration of time employed under an active plan shall
not exceed 3 years;
(17) Within
5 business days of the upload specified in (16) above, the intern shall
complete and file a “Site-Based Licensing Plan Completer Application” form,
February 2023, along with the appropriate fee pursuant to Ed 505.09;
(18) The
senior educational official shall complete and upload to the EIS a final report
for department review attesting to the intern’s completion of the SBLP which
shall include:
a. A
copy of the plan, including:
1. The competency to be acquired;
2. The activity to be undertaken;
3. The projected completion date; and
4. The evidence to be provided upon completion;
b. The
evidence of plan completion; and
c. A
signature page which certifies that the completed plan was reviewed and
approved by the applicant, the mentor, and the senior educational official;
(19) The
department shall, within 30 days of receipt of the form referenced in (f)(17)
above, notify the applicant that either:
a. The
application is complete and pending evaluation; or
b. The
application is incomplete, and enumerate the items that the applicant must
address in order for the application to be complete;
(20) An
applicant shall respond to a notification following the timeline established in
(8) and (9) above;
(21) Within
60 days of the department’s receipt of the form referenced in (f)(17) above,
the department shall send written notification to the senior educational
official and the applicant of either:
a. Approval
in the form of an intern authorization in the endorsement area for which the
applicant applied if the department determines that the final report documents
confirm that the intern has met all the competencies and requirements for full
licensure; or
b. A
determination that the completion documentation, the final report, or both, do
not reflect the documentation required by the approved plan to indicate that
the candidate has met all of the competencies and requirements for full
licensure and outlines the documentation required to support completion of the
plan;
(22) Upon
receipt of notification that the department does not approve the application in
accordance with (21)b. above, the senior educational official shall, within 10
business days, upload the required documentation to support completion of the
plan or the intern authorization shall expire in accordance with Ed
505.10(f)(13); and
(23) Applicants
shall receive a beginning educator license or added endorsement on an existing
license after approval by the bureau pursuant to (21)a. above.
Source. (See Revision
Note at part heading for Ed 505) #13101, eff 10-5-20; amd by #13167, INTERIM,
eff 2-16-21, EXPIRED: 8-15-21 in paragraph (d); ss by#13303, eff 12-10-21
New. #13562, eff 2-22-23 (formerly Ed 505.09)
PART Ed 506 REQUIREMENTS AND CERTIFICATION FOR
EDUCATIONAL LEADERSHIP AND ADMINISTRATION
(a) To
be considered for licensure as superintendent,
an individual shall:
(1) Meet the requirements of Ed 505.03, Ed 505.04, and (b)
below;
(2) Have completed at least 5
years of experience as an education administrator in a k-12 setting;
(3) Have completed one of the
following:
a. A state-approved master’s level program in education
administration or educational leadership from an institution accredited by
a regional accrediting body approved by the U.S. Department of Education; or
b. A master’s program in education or related field and a state
board of education-approved district-level administration mentorship program under a licensed
superintendent; and
(4) Have
applied for licensure following the application procedures outlined in Ed
505.08 through Ed 505.10.
(b) To
be eligible for licensure as superintendent, a
candidate shall have the following skills, competencies, and knowledge:
(1) Promoting
achievement and success of all students by:
a. Monitoring and continuously improving teaching and
learning; and
b. Establishing a strong professional culture of growth,
openness and collaboration wherein educators engage in analyzing student data
and planning program improvements that result in closing achievement
gaps;
(2) As relating to district management, the candidate shall understand and
demonstrate knowledge of, or competency in, promoting the success of all
students by ensuring effective management of the organizational systems,
finances, operations, and resources for a safe, efficient, high performing and
positive learning environment, including, but not limited to:
a. Planning and maintaining
physical plant safety and student access, and evaluating and revising processes
to continuously improve operational systems;
b. Recruiting and
retaining quality personnel, overseeing and directing labor relations, conflict
resolution, collective bargaining, budget preparation and budget
administration; and
c. Protecting
the welfare and safety of students and staff by:
1. Proactively involving parents, teachers, community
members, and students to ensure a safe environment; and
2. Addressing challenges to the physical and emotional
safety and security of students and staff that interfere with teaching and
learning; and
(3) As relating
to district, school, and community, the candidate shall promote the success of
all students by:
a. Collaborating with families and community
members, responding to diverse community interests and
needs, and mobilizing community resources to improve teaching and learning; and
b. Using
effective communication strategies to engage parents, staff, families, and
community members to participate in achieving the mission, vision, and goals
for teaching and learning.
(c) The role of superintendent shall not be
eligible for licensure under the SBLP pathway outlined in Ed 505.06.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4189, eff 12-12-86; ss by #4373, eff 2-24-88; ss by #4851, eff 6-25-90;
EXPIRED 6-25-96
New. #6349, eff 10-5-96; ss by #8023, eff 7-1-04,
EXPIRED: 7-1-12
New. #10247, eff 12-21-12; ss by 13655, eff 7-1-23;
ss by #13655, eff 7-1-23
Ed 506.02 Assistant
Superintendent. To be eligible for
licensure as an assistant superintendent, an individual shall:
(a)
Meet the requirements of Ed 505.03 and Ed 505.04;
(b) Have completed at least
3 years of experience as an education administrator, as described in Ed 506.03
through Ed 506.08, in a k-12 setting;
(c)
Have completed one of the following:
(1)
A state-approved master’s level degree in education
administration or educational leadership from an institution accredited by
a regional accrediting body approved by the U.S. Department of Education; or
(2) A master’s level
degree in education or related field and a state board of education-approved
district-level administration mentorship program under a licensed
superintendent; and
(d)
Apply for licensure following the application procedures outlined in Ed
505.08 through Ed 505.10.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; rpld by #8023, eff 7-1-04;
ss by #8843, eff 3-16-07; ss by #10247, eff 12-21-12; ss by 13655, eff 7-1-23;
ss by #13655, eff 7-1-23
Ed 506.03 District Administrator. To be considered for licensure as a district
administrator, an individual shall:
(a)
Have at least 3 years’ experience as a licensed principal;
(b)
Hold at least 30 graduate or post-baccalaureate level credits in
educational administration or educational leadership or related field from an
institution accredited by a regional accrediting body approved by the U.S.
Department of Education;
(c)
Demonstrate the ability to provide the administrative services
enumerated in RSA 194-C:4; and
(d)
Apply for licensure following the application procedures outlined in Ed
505.08 through Ed 505.10.
Source. #2055, eff 6-16-82; ss by #2449, eff 8-l6-83;
ss by #2714, eff 5-16-84; ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; ss by #8023, eff 7-1-04,
EXPIRED: 7-1-12; ss by #10276, eff 2-22-13; ss by #13655, eff 7-1-23 (formerly
Ed 506.06)
Ed
506.04 Special Education
Administrator.
(a) To be eligible for
licensure as a special education administrator, an individual shall:
(1) Meet the
requirements of Ed 505.03, Ed 505.04, and (b) below;
(2) Have completed at
least 5 years’ experience as a special educator or in a related field; and
(3) Have one of the following:
a. Completed a state-approved master’s level
program leading to special education administrator licensure from an institution accredited by a
regional accrediting body approved by the U.S. Department of Education; or
b. Completed
a master’s program in education or a special education-related field and
demonstrate the requirements outlined in (1) above;
(b) To be considered for
licensure as a special education administrator, a candidate shall have skills,
competencies and knowledge in the following areas:
(1) In the area of
compliance with laws, regulations, rules, and school policies, the candidate
shall have the ability to:
a. Make decisions
which reflect a thorough knowledge of current federal laws, regulations, state
laws and rules for students with educational disabilities;
b. Locate,
use, and cite New Hampshire laws and rules pertaining to the
operation of schools; and
c. Understand local
school policy and its implications for students with educational disabilities;
(2) In the area of
curriculum and instruction and assessment, the candidate shall have the ability
to:
a. Understand
and identify curriculum frameworks that meet state standards;
b. Understand
and utilize evaluation tools that clearly identify student achievement;
c. Implement
and develop appropriate instructional strategies to address individual learning
profiles;
d. Incorporate
current best practices in child development theory;
e. Implement
a plan that supports the ongoing use of assistive technologies;
f. Implement
and promote programming in the area of social emotional well-being;
g. Oversee
the use of appropriate instructional practices to teach and provide
transitional activities in the following areas:
1. Functional living;
2. Career and employment; and
3. Social, emotional, health and wellness;
h. Understand
the principles of assessment of students with educational disabilities,
evaluation tools and individual evaluation programs; and
i. Understand
formative and summative assessment as relates to state and local expectations
and requirements;
(3) In the area of
building partnerships and community, the candidate shall be able to:
a. Identify
key organizations and agencies and their functions in the community as they
relate to the educational process;
b. Utilize
a collaborative approach for involving all stakeholders in educational
planning, budgeting, implementation, and evaluation;
c. Understand
all relevant interagency agreements;
d. Establish
and maintain quality partnerships with entities such as colleges, state service
and social service agencies, and businesses with the goal of having these
entities assist in providing effective educational programming; and
e. Respond to emerging
and current issues impacting the school and community; and
(4) In the area of
management of budgets and grants, the candidate shall have the ability to:
a. Understand
how special education financial management and sources of revenue affect the
overall financial planning of the district and the ability to collaborate with
the superintendent, business administrator, and other relevant stakeholders as
needed to provide services for students with educational
disabilities and their families;
b. Develop
a budget in accordance with local, state, and national laws in education,
social and health agencies for the provision of services for students with
educational disabilities and their families;
c. Coordinate
the implementation of federal and state grant applications and manage
appropriate IDEA grants and categorical funds;
d. Use
such fiscal control and fund accounting procedures to ensure proper
disbursement of, and accounting for, funds allocated for the provision of
services for students with educational disabilities and their
families; and
e. Identify
and procure resources and supplementary funding, including funding from
available state and federal funding sources, to support program development and
the provision of services for students with educational
disabilities and their families.
(c) For the purposes of (a)(2) above, “experience as a special educator” entails providing special education services to special education students and shall include but not be limited to the roles of general special education, school psychologist, blind and vision impairment, deaf and hard of hearing, specific learning disabilities, intellectual and developmental disabilities, physical and health disabilities, and emotional and behavioral disabilities.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; ss by #8023, eff 7-1-04;
amd by #8335, eff 4-23-05; amd by #9993, eff 9-16-11; ss by #10245, eff
12-21-12; amd by #10951, eff 10-20-15; ss by #13655, eff 7-1-23 (formerly Ed
506.07)
Ed 506.05 Curriculum
Administrator.
(a) To be eligible for
licensure as a curriculum administrator, a candidate shall:
(1) Meet the requirements outlined in Ed 505.03,
Ed 505.04, and (b) below;
(2) Have at least 3
years’ experience as a teacher;
(3) Have one of the
following:
a. Completed a state-approved master’s level
program leading to curriculum administrator licensure from an institution accredited by a regional accrediting
body approved by the U.S. Department of Education; or
b. Completed
a master’s program in education or related field and demonstrate the
requirements outlined in (1) above;
(4) Apply for licensure following the application
procedures outlined in Ed 505.08 through Ed 505.10.
(b) Candidates
for licensure as a curriculum administrator shall have the following skills,
competencies, and knowledge:
(1) In
the area of leadership, the candidate shall be able to:
a. Collect
and use data to identify goals for curriculum, instruction, and assessment at
the school, school district, or administrative unit level;
b.
Obtain, allocate, align, and effectively utilize fiscal and technological
resources, including the development of grant and other funding proposals;
and
c. Develop
the instructional and assessment capacity of the staff and provide professional
development, including coaching, demonstrating, planning, organizing,
reflecting, and documenting;
(2) In
the area of curriculum and instruction, the candidate shall:
a. Understand
the culture of teaching and learning as required to work effectively with
diverse faculty and administrative teams;
b. Understand
K-12 learner development and learner differences;
c. Understand
and support a variety of learning environments, including extended
learning opportunities;
d. Understand
school, school district, and administrative unit curricula;
e. Understand
how to monitor alignment between the written and taught curriculum;
f.
Understand effective curricular coordination and vertical articulation among
all academic areas within the school, between schools, and with sending schools
and post-secondary institutions, as applicable;
g. Understand
applicable national standards, as well as current state and local
academic standards;
h.
Assist others with current research and research-based practices in curriculum
and instruction;
i.
Work with individual educators as well as grade level, disciplinary, and
interdisciplinary teams to promote student learning; and
j.
Supervise instruction and provide constructive feedback; and
(3) In
the area of assessment, the candidate shall:
a. Understand
how to revise curriculum and guide the improvement of instructional practice
using a range of evidence such as:
1. Student work;
2. Classroom and
local school or district assessments;
3. Standardized
assessments;
4. Data from
sending schools, receiving schools, and post-secondary institutions; and
5. Survey data
from students and alumni;
b. Understand and convey a range of assessment
strategies, including formative and summative assessment principles and
practices, for use in classroom and school-wide assessment, including
accreditation processes;
c. Understand
assessment purposes and the design and appropriate uses of fair, ethical, and
reliable assessments;
d. Be able to work with educators to align assessments
with learning expectations, competencies, and applicable standards;
e. Be
able to reach out to families and assist with the interpretation of
assessment data;
f. Be
able to collect, disaggregate, and analyze data from a variety of sources and
respond to inequities in student achievement;
g. Be
able to administer regional and national assessments and analyze and report on the results;
h. Be
able to evaluate the effectiveness of curriculum implementation, instructional
strategies, and assessment use in a school, school district, or administrative
unit, and present evaluations to various audiences; and
i. Be
able to evaluate the effectiveness of the curriculum revision processes and
plan for continuous improvement.
Source. #6349, eff 10-5-96; rpld by #7923, eff
7-24-03; ss by #8843, eff 3-16-07; ss by #10927, eff 9-10-15; ss by #13655, eff
7-1-23
Ed 506.06 Principal.
(a) To be eligible
for licensure as a principal, an individual shall:
(1) Meet the requirements of Ed 505.03, Ed
505.04, and (b) below;
(2) Have completed at
least 3 years’ experience as a teacher, instructional specialist, educational
specialist, or education administrator;
(3) Have one of the
following:
a. Completed a state-approved master’s level
program leading to school principal licensure from
an institution accredited by a regional accrediting body approved by the U.S.
Department of Education; or
b. Completed
a master’s program in education or related field and demonstrated:
1. The
competencies, skills, and knowledge as listed in
(b) below; and
2. Meet the requirements as outlined in Ed 505.03 and Ed
505.04; and
(4) Apply for licensure following the application
procedures outlined in Ed 505.08 through Ed 505.10.
(b) To be eligible for licensure
as a principal, a candidate shall have the following skills, competencies, and
knowledge:
(1) In
the area of educational leadership, the candidate shall have the ability to:
a.
Facilitate the
development, articulation, implementation, and stewardship of a vision of
learning supported by the school community;
b.
Listen, analyze and
respond clearly and appropriately to issues related to the needs of
the school community; and
c.
Shape the
educational plan and actions within the school reflecting the district's
mission, planning, and assessment processes;
(2) In the area of
the knowledge of school culture
and instructional programs, the candidate shall have the ability to:
a. Establish clear goals, a vision and expectations
for students, with assessment processes in place, promoting student growth and development;
b. Demonstrate knowledge of
learning and motivational theories and has the ability to create and implement research-based strategies
while providing support for educators;
c. Encourage educators to
design, implement, evaluate or refine curriculum and has a functional knowledge of existing curriculum
across disciplines;
d. Demonstrate knowledge of effective teaching practices,
acknowledge current methods and practices, and demonstrate the ability to evaluate and improve the school's
educational program; and
e.
Understand the change
process and recognize the levels of individual and institutional change;
(3) In the area of management
of the organization, operation, and resources for a safe, efficient,
effective, and positive learning environment, the candidate shall have the
ability to:
a.
Provide a safe school environment and
plan and execute systematic emergency drills, training, and revisions
as needed;
b. Recognize and communicate facility maintenance needs with appropriate
personnel to resolve concerns;
c.
Manage human resources responsibly, efficiently, and effectively in a
collaborative manner while
addressing staff needs;
d.
Generate reports
and maintain records in an efficient, timely and succinct manner while
preserving confidentiality; and
e.
Demonstrate
knowledge of school cultures and gather feedback to develop and maintain a
positive school climate; and
f. Demonstrate knowledge of following policies, laws,
and regulations; and
(4) In the area of
the knowledge of how to develop local district goals, the candidate
shall:
a.
Develop
professional goals that align with building and district level goals; and
b.
Collaboratively
develop and implement building level goals.
Source. #13655, eff 7-1-23 (formerly Ed 506.04)
Ed
506.07 Assistant Principal.
(a) To be considered for an
assistant principal as outlined in Ed 505.06, an individual shall:
(1) Meet the requirements of Ed 505.03 and Ed
505.04;
(2) Have completed at
least 3 years’ experience as a teacher, educational specialist, instructional
specialist or education administrator;
(3) Have one of the
following:
a. Completed a state-approved master’s level
program leading to school principal licensure from
an institution accredited by a regional accrediting body approved by the U.S.
Department of Education; or
b. Completed
a master’s program in education or related field and demonstrate the
requirements outlined in (1) above; and
(4) Apply for licensure following the application procedures outlined in Ed 505.08 through Ed 505.10.
(b) A candidate licensed as an assistant principal
shall meet the requirements of Ed 506.06 within 3 years of the issuance of the
license. During this 3-year period, a
candidate may remain employed as an assistant principal.
Source. #7044, eff 7-1-99; amd by #7513, eff 7-1-01;
paras (a), (b)(1)a.-c., (b)(2)-(7), and (c)-(e) EXPIRED: 7-1-07; ss by #9157,
eff 7-1-08; ss by #11110, eff 5-27-16; ss by #13655, eff 7-1-23 (formerly Ed
606.08)
Ed 506.08 Career and Technical Education
Principal.
(a) To be eligible for licensure as a career and
technical education principal, an individual shall:
(1) Meet the requirements of Ed 505.03, Ed
505.04, and (b) below;
(2) Have
completed at least 5 years’ experience as a teacher, educational specialist,
instructional specialist, or administrator;
(3) Have
one of the following:
a. Completed
a master’s program in educational leadership or a related
area from an institution accredited by a regional accrediting body
approved by the U.S. Department of Education; or
b. Completed
a master’s program in education or related field and demonstrate the
competencies outlined in (1) above; and
(4) Apply for licensure following the application
procedures outlined in Ed 505.08 through Ed 505.10.
(b) To be eligible
for licensure as a career and technical education principal, a candidate shall
have the following skills, competencies,
and knowledge:
(1) Preparation
and management of local, state, and federal fund budgets in the area of CTE
funding;
(2) Preparation
of state and federal applications and proposals in the area of CTE funding;
(3) Management
of career and technical programs, including:
a.
Purchasing of equipment and supplies;
b.
Supervising and maintaining laboratory facilities; and
c. Maintenance of records and inventory of all
buildings, equipment, and supplies;
(4) Preparation and submittal of all
state and federal reports as required by law;
(5) Solicitation of input from students, parents, school
administrators at the secondary and post-secondary level, teachers at the
secondary and post-secondary level, and the business community in the region
served by a career and technical education center and consideration of that
input in the development of:
a. Data
collection;
b. School
calendars;
c. Scheduling;
d. Transportation;
and
e. Budgets;
(6) Leadership
of career and technical education competency-based programs at a center
designated as a regional center under RSA 188-E, including:
a. Regional
agreements;
b. Program
promotion and marketing;
c. Student
recruitment and retainment;
d. Admissions
policies;
e. Regional
and program advisory committees; and
f. Career
and technical student organizations;
(7) In-depth
understanding of the relevancy between career and technical program offerings
and the needs of business and industry on a regional and state-wide basis that
includes:
a. An
understanding of the up-to-date employment needs of business and industry with
an ability to direct program outcomes to align with these needs;
b. An
understanding of utilizing labor market data to direct program outcomes and
consistent communication with business and industry to ensure relevance; and
c. Rigor in
all career and technical education programs;
(8) Solicitation
of input from students, parents, school administrators at the secondary and
post-secondary level, teachers at the secondary and post-secondary level, and
the business community in the region served by a career and technical education
center and consideration of that input in the development and implementation
of:
a. Competency-based
curriculum;
b. State
performance indicators relating to data-driven curriculum and student
assessment;
c. Formulation
of short- and long-range improvement plans;
d. Use of
technology in support of all school operations; and
e. Providing
customized professional development for teachers in the areas of businesses,
industry, labor, and government as they relate to economic trends and
programming at the center;
(9) Relationship of career and
technical education to all other curricular areas, integrating these areas
consistent with RSA 193-C:3, III and all aspects of industry into the career
and technical program curriculum;
(10) Implementation
of the federal, state, and local laws and policies relating to legal
requirements for schools, contract management and safe environments and incorporating
appropriate safety standards in all learning areas; and
(11) Participation
in professional organizations relating to career and technical education and
career and technical administration.
Source. #10245, eff 12-21-12; amd by #10951, eff
10-20-15; ss by #13655, eff 7-1-23 (formerly Ed 506.09)
PART Ed
507 REQUIREMENTS AND CERTIFICATION FOR
EDUCATIONAL PERSONNEL IN SPECIFIC AREAS
Ed
507.01 RESERVED
Ed
507.02 Career and Technical Education
Teacher.
(a) In addition to meeting the requirements for
specialty certification under Ed 507.03 or for comprehensive certification
under Ed 507.04, Ed 507.05, Ed 507.46, Ed 507.47 or Ed 507.48, a teacher of
career and technical education shall have the qualifications listed in (b)
below.
(b) Qualifications for a career and technical
education teacher shall include the following skills, competencies, and
knowledge:
(1)
Knowledge of:
a.
The global economy, including:
1. The changing nature of the labor market;
2. Occupational analysis utilizing multiple data
sources;
3. Industry needs, locally, regionally and
nationally;
4. Workplace environment of business; and
5. Relationships with business & industry
and postsecondary education;
b.
Relevance and rigor for career and technical education programs,
including:
1. Program advisory committees;
2. Statutes and rules governing career and
technical education;
3. Third party technical skill assessments;
4. Academic and career and technical education
content standards;
5. Career and technical education program
competency knowledge;
6. Career and technical student organizations
(CTSOs);
7. Performance indicators; and
8. Safety regulations and laws; and
c.
Career pathways into postsecondary education, including:
1. Nationally recognized technical skills
assessments with certifications;
2. Academic and technical expectations for
postsecondary programs;
3. Employability and workplace skills;
4. Evaluation techniques;
5. Dual enrollment agreements; and
6. Articulation agreement; and
(2) Ability to:
a.
Work collaboratively with colleagues, the community, business and
industry and postsecondary institutions to develop career and technical
education programs that will prepare students for college and career readiness;
b.
Integrate academic, industry and technical content into a program that
meets all necessary competencies and standards for local, state and federal
requirements;
c.
Use data effectively to ensure continuous program improvement; and
d.
Develop and sustain programs that prepare students for a wide variety of
careers.
Source. #2055, eff 6-16-82; amd by #2066, eff 8-1-82;
#2714, eff 5-16-84; amd by #2965, eff 1-23-85; ss by #4851, eff6-25-90; ss by
#6083, eff 8-22-95; ss by #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04; amd by #9974, eff
8-12-11; ss by #10506, eff 1-17-14
Ed
507.03 Career and Technical Specialty
Certification.
(a) An individual shall meet one of the following
entry level requirements to be certified as a career and technical educator in
a specialty area:
(1)
Have completed a bachelor’s degree or higher in a career and technical
education-related program, including, but not limited to, an engineering
program or a biotechnology program;
(2)
Meet the following qualifications:
a.
Have completed a 2-year career and technical program;
b.
Have at least 2,000 hours of successful full-time working experience in
the specialty area in which the candidate may be employed; and
c.
Establish an individualized professional development plan as specified
in Ed 505.04, alternative 4: individualized professional development plan; or
(3)
Meet the following qualifications:
a.
Have at least 4,000 hours of successful full-time working experience in
the specialty area in which the candidate may be employed; and
b.
Establish an individualized professional development plan as specified
in Ed 505.04, alternative 4: individualized professional development plan.
(b) In addition to the entry level requirements
in (a) above, an individual shall:
(1)
If not already certified in another area, meet the professional
education requirements listed in Ed 505.07; and
(2)
Meet the skills, competencies, and knowledge qualifications for
certification as a career and technical education teacher as provided in Ed
507.02(b).
(c) In addition to the requirements listed in (a)
and (b) above, the individual shall meet the applicable licensure,
certification, and registration requirements for each of the following
specialty areas in which the individual seeks certification:
(1)
Agriculture, food, and natural resources;
(2)
Architecture and construction;
(3)
Arts, audio-visual technologies, and communication;
(4)
Business management and administration;
(5)
Education and training;
(6)
Finance;
(7)
Government and public administration;
(8)
Health sciences;
(9)
Hospitality and tourism;
(10)
Human services;
(11)
Information technology;
(12)
Law and public safety;
(13)
Manufacturing;
(14)
Marketing sales and services;
(15)
Science, technology, engineering, and mathematics; and
(16)
Transportation, distribution, and logistics.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04, EXPIRED: 12-17-12
New. by #10506, eff 1-17-14
Ed 507.04 RESERVED
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; rpld by #7923, eff
7-24-03
New. #8229, eff 12-17-04; ss by #10246, eff 12-21-12; rpld by #13634, eff
5-12-23
Ed
507.05 Technology and Engineering
Teacher.
(a) To be certified as a technology and
engineering teacher a candidate shall:
(1) Have at
least a bachelor’s degree; and
(2) Qualify for
certification under one of the alternatives in Ed 505.01 – Ed 505.05.
(b) A candidate for certification as a technology
and engineering teacher shall have skills, competencies, and knowledge in the
following areas:
(1) In the area
of curriculum and instruction, the candidate shall have the ability to plan and
implement units, projects, and lessons based on design process, including, but
not limited to:
a. Defining a
problem by brainstorming or other methods;
b. Researching
and generating ideas;
c. Selecting an
approach after:
1. Identifying
the criteria to be applied;
2. Specifying
any constraints; and
3. Exploring
various possible approaches;
d. Developing a
design proposal;
e. Making a
model or prototype;
f. Testing and
evaluating the design;
g. Refining the
design;
h. Producing
and marketing the product; and
i. Communicating
the processes and results;
(2) In the area
of process skills, the candidate shall have the ability to model, teach, and
encourage the development of:
a. Math and
science skills;
b. Time
management skills;
c. Oral,
written, and technological communication skills;
d. Problem
solving strategies;
e. Persistence
and entrepreneurship;
f.
Technological documentation; and
g.
Collaborative group process and leadership skills;
(3) In the area
of safety, the candidate shall demonstrate the ability to model, teach, and
encourage safe and efficient habits in the application of tools, materials, and
technologies;
(4) In the area
of knowledge of content, the candidate shall demonstrate the ability to apply a
design and development process in one or more technologies listed below:
a. Medical
technologies;
b. Agricultural
technologies;
c.
Biotechnologies;
d. Energy and
power technologies;
e. Information
and communications technologies;
f.
Transportation technologies;
g.
Manufacturing technologies;
h. Construction
technologies;
i. Robotics and
automation technologies; and
j. Emerging
technologies; and
(5) In the area
of technology and society, the candidate shall have the ability to integrate
information involving:
a. Careers;
b. History of
technology;
c. Engineering
design ethics;
d. Emerging
technologies; and
e. Social and
economic impacts.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04; ss by #9974, eff 8-12-11;
ss by #12844, eff 8-9-19
Ed 507.06 RESERVED
Ed
507.07 RESERVED
Ed 507.08 RESERVED
Ed
507.09 Visual Arts Teacher. The following requirements shall apply to the
certification of a visual arts teacher in grades K-12:
(a) To be certified as a visual arts teacher, the
candidate shall have:
(1)
At least a bachelor’s degree; and
(2)
Qualify for certification under one of the alternatives in Ed 505.01 –
Ed 505.05; and
(b)
A candidate for certification as a visual arts teacher shall have the
following skills, competencies and knowledge through a combination of academic
and supervised practical experiences in following areas:
(1)
In the area of personal artistry and art making:
a.
Demonstrating depth of artistic knowledge by compiling a personal
portfolio of artwork that shows a synthesis of concept development, personal
voice, and technical skill in at least one medium;
b.
Demonstrating breadth of artistic knowledge by compiling a personal
portfolio of artwork that shows development of technical skills and processes
in each of the following art forms:
1.
Two-dimensional techniques and processes, including but not limited to:
(i)
Observational drawings including objects, environment, and the figure
and expressive drawing;
(ii)
Painting; and
(iii)
Printmaking;
2.
Three-dimensional techniques and processes, including but not limited
to:
(i)
Ceramics; and
(ii)
Sculpture;
3.
New and emerging digital and electronic technologies; and
4.
One or more additional media including:
(i)
Fiber arts;
(ii)
Photography;
(iii)
Mixed media/materials;
(iv)
Cultural art forms;
(v)
Jewelry;
(vi)
Installation; and
(vii)
Non-traditional materials;
c.
Applying the creative process to the development of composition, subject
matter, ideas, and selection of media as demonstrated through a personal
portfolio of artwork;
d.
Developing a personal statement/philosophy to be included in a personal
portfolio of artwork that demonstrates an integration of personal iconography
and ideas using a breadth of media techniques, styles, and forms of expression;
and
e.
Demonstrating a range of artistic methodologies from exploration to
mastery for a variety of media, materials, and processes showing related
techniques and tools including proper care, safety, and use;
(2)
In the area of visual literacy and presentation:
a.
Synthesizing foundational vocabulary to inform and develop a range of
subject matter, symbols, and ideas in the creation and analysis of art
including:
1.
Elements of art including line, space, color, shape, form, value, and
texture; and
2.
Principles of design organization including balance, proportion,
emphasis and contrast, unity and harmony, pattern, movement, and rhythm;
b.
Analyzing the expressive, representational, and symbolic characteristics
of the visual language;
c.
Displaying, presenting, and exhibiting artwork in a variety of settings,
platforms of technology, and in diverse contexts that are educationally
informative to multiple audiences;
d. Demonstrating proficiency in
presentation of written and oral artist statements and/or exhibition
statements; and
e.
Applying knowledge and understanding of copyright law and fair use
practices to personal art making;
(3)
In the area of history, culture, and aesthetic context:
a.
Demonstrating the ability to perceive, interpret, and respond to ideas, experiences,
and the environments of the visual arts of various cultures;
b.
Demonstrating an understanding of global art history and how visual art
is an integral component of history and the human experience from early
cultures to contemporary times;
c.
Identifying, analyzing and applying criteria for making visual aesthetic
judgments from cultural, historical and personal perspectives; and
d.
Demonstrating the ability to reflect on and assess one’s artwork and the
work of others, recognizing and considering a variety of viewpoints and using
methods of art criticism; and
(4)
In the area of curriculum and assessment:
a.
Designing and advocating for a comprehensive K-12 visual art program
that:
1.
Facilitates the development of artistic skill, creative processes and
aesthetic understanding sequentially over time;
2.
Is consistent with RSA 193-C: 3, III;
3.
Includes art making and other materials appropriate to the diverse
needs, interests, and capacities of all students;
4.
Includes opportunities and resources available beyond the visual art
classroom; for example museums, galleries, artist studios, community
artists, and recognition programs;
5.
Can be made available to all students by designing and constructing
modifications to visual art tools and materials that meet unique student needs;
6.
Integrates global art history into the visual art curriculum;
7. Includes planning and implementation
of lessons that connect thinking skills, concepts, and themes among the visual
arts and other disciplines;
8.
Integrates current technologies and multimedia to enhance and develop
concepts and skills;
9.
Includes introducing students to a variety of career options and assists
students in investigating career options, when appropriate; and
10.
Guides students in the creation of their personal and professional
portfolios, when appropriate; and
b.
Developing and applying multiple formal and informal assessment methods
specific to visual art to determine students’ attainment of art-based
competencies.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04, EXPIRED: 12-17-12
New. .#10506, eff 1-17-14
Ed 507.10 Associate School Psychologist. To be certified as an associate school
psychologist, an individual shall meet the following entry level requirements:
(a)
Completion of a state board of education approved master’s level program
in clinical or school psychology; and
(b)
A written statement, filed with the bureau, that names the person who
will supervise the associate school psychologist.
(c)
The supervisor shall be:
(1) Certified as a school psychologist under Ed
507.08;
(2) Certified as a psychologist by the New
Hampshire board of mental health practice; or
(3) Employed as a psychologist with a community
mental health center.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; rpld by #7923, eff
7-24-03
New. #8667, eff 7-1-06; EXPIRED: 7-1-14
Ed 507.11 Elementary Education Teacher.
(a)
To be certified as an elementary education teacher for grades K-6, the
candidate shall:
(1) Have at least a bachelor’s degree;
(2) Qualify for certification under one of the
alternatives in Ed 505.01 – Ed 505.05; and
(3) Complete the requirements in (c) below.
(b)
To be certified as an elementary education teacher for grades K-8 the
candidate shall:
(1) Have at least a bachelor’s degree;
(2) Have a content concentration in
English/language arts, mathematics, social studies or general science;
(3) Have a passing middle school content Praxis
II score in the given content area listed in (2);
(4) Qualify for certification under one of the
alternatives in Ed 505.01 – Ed 505.05; and
(5) Complete the requirements in (c) below.
(c)
A candidate for certification as an elementary education teacher for
grades K-6 or K-8 shall have the following skills, competencies and knowledge
developed through a combination of academic and supervised practical
experiences in the following areas:
(1) In the area of curriculum and assessment,
demonstrate the ability to promote student learning in:
a. Literacy and language arts across media,
genres and content areas through knowledge and application of:
1. Five components of basic early literacy:
(i) Phonemic awareness;
(ii) Phonics;
(iii) Fluency;
(iv) Vocabulary; and
(v) Comprehension;
2. Text complexity measures, qualitative,
quantitative and reader and task, and other strategies to identify and select
appropriate text;
3. The writing process to compose a variety of
text types and structures including informational, opinion, research and
narrative, in print and digital formats on and off-line;
4. Standard English
and English language conventions to speaking and writing including:
(i) Usage;
(ii) Spelling;
(iii) Grammar;
(iv) Mechanics;
(v) Syntax; and
(vi) Semantics;
5. Speaking and
listening skills through the use of effective communication, collaboration, and
presentation skills demonstrated in diverse formats, for varied audiences and
purposes;
6. Gross motor, fine motor and graphomotor
skills and their relationship to reading, writing, handwriting and other
literacy learning; and
7. Characteristics
of the 3 tiers of words, every-day language, general academic words, and
domain-specific words;
b. Mathematics across content areas through
knowledge and application of:
1. Conceptual and procedural knowledge with:
(i) Counting and cardinality;
(ii) Operations and algebraic thinking;
(iii) Number and operations;
(iv) Measurement and data;
(v) Geometry;
(vi) Ratios and proportional relationships;
(vii) Number systems;
(viii) Expressions and equations; and
(ix) Statistics and probability; and
2. Mathematical practices to include:
(i) Solving to mastery;
(ii) Abstract and quantitative reasoning;
(iii) Constructing arguments and critiquing student
reasoning;
(iv) Modeling and strategic use of mathematical
tools and manipulatives;
(v) Attention to precision;
(vi) Finding and making use of structure; and
(vii) Expressing regularity in repeated reasoning;
c. Social studies through knowledge and
application of:
1. Basic concepts in the 5 strands of social
studies:
(i) Civics;
(ii) Economics;
(iii) Geography;
(iv) NH, US and world history; and
(v) Contemporary issues;
2. The 10 themes of social studies:
(i) Culture;
(ii) Time/continuity/change;
(iii) People/places/environments;
(iv) Individual development and identity;
(v) Individuals/groups/institutions;
(vi) Power/authority/governance;
(vii) Production/distribution/consumption;
(viii) Science/technology/society;
(ix) Global connections and civic
ideals/practices; and
(x) Their interdisciplinary nature
d. Science through knowledge and application of:
1. Basic concepts, structure of knowledge, and
history in the 4 domains of science:
(i) Earth and space science;
(ii) Life science;
(iii) Physical science; and
(iv) Engineering, technology and applications of
science; and
2. The scientific method through the use of the
observation and inquiry processes; and
e. Technology and information literacy through
knowledge and application of:
1. The
ability to develop and use spreadsheets, data systems, analysis tools and
statistical measures;
2. Digital citizenship, ethics and internet
safety; and
3. How to use changing instructional technologies
in daily instruction;
(2) In the area of communication and
collaboration, demonstrate the ability to promote student learning through:
a. Knowledge of the roles, responsibilities, and
interdependency of personnel indigenous
to elementary schools; and
b. Application of technology as a tool to
communicate with members of the professional community and parents; and
(3) In the area of integration across content
areas, demonstrate the ability to promote student learning through knowledge
and application of:
a. Visual arts, music, theatre, dance and media
arts; and
b. Health, wellness and safety.
Source. #6349, eff 10-5-96; rpld by #7923, eff
7-24-03
New. #8725, eff 9-9-06; ss by #10558, eff 3-27-14
Ed 507.12 RESERVED
Ed 507.13 Driver Education Teacher.
Source. #6349, eff 10-5-96; rpld by #7923, eff
7-24-03
New.
#8667, eff 7-1-06, EXPIRED: 7-1-14
Ed 507.14 RESERVED
Ed 507.15 Health Educator. A candidate for certification as a health
educator shall have the following skills, competencies and knowledge through a
combination of academic experiences and demonstrated competency:
(a)
In the area of health-related content knowledge of human biology, social
science, and psychology, knowledge of:
(1) Substance use and abuse including alcohol,
tobacco, and other drugs;
(2) Injury
and violence prevention, safety, first aid and CPR;
(3) Healthful eating and nutrition concepts;
(4) Family life, healthy relationships, and child
abuse prevention;
(5)
Comprehensive sexuality education, including developmentally-appropriate
abstinence education, preventing HIV/AIDS and other sexually transmitted
infections in accordance with RSA 189:10;
(6) Behavioral and emotional health, including
suicide prevention;
(7) Personal, community and consumer health,
including prevention and control of disease; and
(8) Health-enhancing skills as outlined in the
2007 “National Health Education Standards” from the Joint Committee on National
Health Education Standards.
(b)
Knowledge of theories of health behavior and health behavior change;
(c)
Competency in collaborating with school and community resources and in
integrating health concepts and skills across content areas to create a
coordinated school health program; and
(d)
Knowledge of cultural, ethical, and legal rights and responsibilities
involving a school health education program, including the ability to reference
New Hampshire statutes pertaining to school health education.
Source. #6349, eff 10-5-96, EXPIRED: 10-4-04
New. #11111, eff 5-7-16
Ed 507.16 Physical Education Teacher. The following requirements shall apply to the
certification of a physical education teacher in grades K-12:
(a) To be certified as a physical education
teacher, the candidate shall have at least a bachelor’s degree.
(b) The department of education shall assess the
skills, competencies and knowledge of candidates for certification as physical educators
by reviewing evidence, such as, but not limited to, college course work,
documented professional experience, letters of recommendation, professional
development hours or CEU’s, and artifacts of professional practice.
(c) A candidate for certification as a
physical education teacher shall have the following skills, competencies and
knowledge through a combination of academic experiences and demonstrated
competency in the following areas:
(1) In the area of scientific and theoretical
knowledge:
a. Describe and apply physiological and
biomechanical concepts related to:
1. Skillful movement;
2. Physical activity; and
3. Fitness;
b. Describe and apply motor development theory
and principles related to:
1. Skillful movement;
2. Physical activity; and
3. Fitness;
c. Describe and apply motor learning theory and
principles related to:
1. Skillful movement;
2. Physical activity; and
3. Fitness;
d. Analyze and correct critical elements of
motor skill performance;
e. Identify historical, philosophical, and
social perspectives of physical education issues;
and
f. Identify specific federal and state
legislation relative to the rights of students;
(2) In the area of skill-based and fitness-based
competence:
a. Demonstrate or cause to be demonstrated
competence in motor skill performance for a variety of physical activities and
movement patterns including:
1. Fundamental
movement;
2. Sports-related;
3. Dance-related; and
4. Health-related fitness; and
b. Demonstrate, or cause to be demonstrated, performance
concepts related to skillful movement in a variety of authentic physical
activity environments; and
(3) In the area of pedagogical content knowledge:
a. Design and implement lesson and unit plans
linked to program and instructional goals that support the needs of all
students;
b. Develop and implement developmentally
appropriate, measurable, performance-based goals and objectives aligned with
local, state, and/or national standards;
c. Plan and implement progressive and sequential
content that is aligned to instructional goals and objectives and addresses the
diverse needs of all students;
d. Demonstrate knowledge of current technology
by planning and implementing learning experiences that require students to
appropriately use technology to meet lesson objectives;
e. Implement effective demonstrations,
explanations, and instructional cues and prompts to link physical activity
concepts to appropriate learning experiences;
f. Utilize managerial rules, routines, and
transitions to create and maintain a safe and effective learning environment;
g. Implement strategies to help students
demonstrate responsible personal and social behaviors in a productive learning
environment; and
h. Demonstrate effective verbal and nonverbal
communication that conveys respect and sensitivity.
Source. #6349, eff 10-5-96; ss by #7924, eff 7-24-03;
ss by #8667, eff 7-1-06; amd by #9306, eff 10-25-08; amd by #10951, eff
10-20-15
Ed 507.17 ESOL
Teacher.
(a) In this section, the following definitions shall be used:
(1) “English
for Speakers
of Other Languages” (ESOL) means a program that teaches students from different
home language
backgrounds to become proficient in academic and social English;
(2) “English
language development”
(ELD) means a specifically designed instruction to advance English learners’ knowledge and use of English;
(3) “English
learner (EL),” means an individual who uses language(s) in addition to
English. The term includes “English language learner” (ELL), or “Multilingual learner” (ML); and
(4) “Language
domains” means listening, speaking, reading, and writing skills.
(b) To be eligible for
licensure as an ESOL teacher in grades K-12, the candidate shall:
(1) Have at least a bachelor’s degree;
(2) Qualify for licensure through an
approved program or under one of the alternatives in Ed 505.01 – Ed 505.06;
(3) Demonstrate
language proficiency in oral and written English in social and academic
settings for ELs; and
(4) Have had
the experience of studying a second language, which may include American Sign
Language, by one of the following:
a. Successfully
completing at least 2 semesters of a second language at the
college level; or
b.
Demonstrating equivalent competence in another language through
residency abroad of at least 6 months or evidence of being a native or heritage
speaker.
(c) The candidate for
licensure as an ESOL teacher shall have the following skills, competencies, and
knowledge through a
combination of academic and supervised practical experiences in the following
areas:
(1) In the area of language as a system,
the candidate shall:
a. Recognize
language as a dynamic system for communication, including language development as an interactive social process;
b. Demonstrate knowledge of phonology, morphology, syntax,
semantics, sociolinguistics, and pragmatics and uses that knowledge to support
ELD;
c. Explain the key language features that
are used across multiple disciplines and emphasize the way language is used for
functional purposes;
d. Actively engage with student study teams to provide information about
the different aspects of the language systems of multilingual learners to help
differentiate between a language difference and a potential language
disability; and
e. Define language development as a non-linear
process, dependent on factors including students’ background knowledge, former
educational experiences, and home literacy practices;
(2) In the area of language development,
the candidate shall:
a. Analyze and
critically evaluate current and historical theories and evolving research
around multilingual
teaching, language development, and learning to inform instructional
methodology to improve student outcomes;
b. Apply knowledge of educational theory and policy factors to support
program planning, instruction, and advocacy in the education of ELs;
c. Recognize
that ELs develop content knowledge and language simultaneously; and
d. Cultivate a classroom environment in which
each EL student is comfortable taking risks and using language;
(3) In the area of culture in student
learning, the candidate shall recognize variables that affect language, as
evidenced by the following:
a. Encouraging
students to reflect on the role of language in their lives, within their communities, and between minority and dominant groups in the
U.S.;
b. Identifying cultural and sociolinguistic
variables that affect students’ English language development, including common myths and misconceptions held about
ELs;
c. Using culturally responsive curriculum
and materials to promote an inclusive environment;
d. Understanding personal experiences can impact an individual’s
teaching and learning philosophy,
leading to a more inclusive classroom environment through cross-cultural
awareness; and
e. Understanding the impact of culture on language learning, school
achievement, and acculturation theories, research, and principles;
(4) Using methods informed by current
research in curriculum and instruction, the candidate shall:
a. Use both ELD and content standards to plan and implement
instruction;
b. Provide ELs with opportunities to engage in content-specific
tasks that simultaneously build grade-level knowledge, skills, and
language competence;
c. Differentiate instruction to include activities that integrate
multiple modalities of communication across all language domains, including
translanguaging;
d. Develop instruction based on ongoing
assessment and observation of students’ linguistic needs, and purposefully select materials to expose students to increasingly complex language;
e. Implement
activities and materials that develop authentic uses of language as students
learn academic
vocabulary and content area
material using a variety of resources including but not limited to technology,
print, and realia;
f. Deliver explicit instruction about the characteristics of oral
language to help ELs express themselves accurately in social and academic
settings;
g. Deliver explicit instruction about the characteristics of written
language structures to help ELs with reading comprehension and written
expression; and
h. Employ
flexible and fluid group structures to promote language production through a
blend of partner work, small group, large group, and whole class activities
that include different group configurations for different language goals;
(5) In the area of assessment, the
candidate shall demonstrate an understanding of various assessments, including
benefits and limitations as they affect ELs, as follows:
a. For standardized assessments:
1. Meeting local, state, and federal laws,
policies, and uniform procedures regarding assessment of English learners including identification, placement, and
reclassification requirements;
2. Advocating for valid and reliable
assessment of students during the special education determination process, and
ensure that the analysis of assessment results reflects their students’ status
as English learners;
3. Collaborating with colleagues to
identify appropriate accommodations when applicable; and
4. Using assessment results to plan
instruction, monitor student progress, and report on student growth; and
b. For formative and summative assessments:
1. Demonstrating knowledge of a range of
standards-based and performance‐based assessment tools that measure ELs’
progress;
2. Analyzing and interpreting assessment
data, teacher observations, and other information to determine students’ level
of support within the Language Instruction Educational Program (LIEP);
3. Recognizing key indicators of valid and
reliable assessment instruments;
4. Developing
and using assessment instruments to measure students’ language across all
language domains; and
5.
Communicating that it is possible to meet the competency of most
standards without possessing native-like control of English conventions and
vocabulary; and
(6) In the area of professionalism, the
candidate shall:
a. Understand the laws and policies affecting linguistic minorities
in the U.S., including those which govern the educational rights of ELs;
b. Understand the scope, including the benefits and limitations of,
LIEP models such as, but not limited to:
1. ESL;
2. Content
classes with integrated ESOL support;
3. Newcomer
programs;
4. Bilingual
education; and
5. Dual
language;
c. Collaborate with classroom teachers and staff to provide
comprehensive, appropriate educational opportunities for ELs in school;
d. Actively promote family involvement through regular outreach
and communication to strengthen student outcomes;
e. Support EL students and families by sharing
information and resources available within the school and community;
f. Maintain up-to-date knowledge of cultural conflicts and world
events that might have an impact on students’ learning and acculturation; and
g. Advocate on behalf of
students with limited or interrupted formal education (SLIFEs) and alternative
pathways to completion for SLIFEs at the secondary level.
Source. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04; ss by #10276, eff
2-22-13; ss by #13719, eff 8-11-23
Ed 507.18 Early Childhood Education Teacher.
(a) In this section, “young” means a child who is
of pre-K age through grade 3.
(b) To be considered for an early childhood
education teacher statement of eligibility, as described in Ed 505.06, a candidate
shall have at least a bachelor's degree.
(c) To be eligible for licensure as
an early childhood education teacher for birth through grade 3 under any of the
pathways described in Ed 505.05 through Ed 505.07, a candidate shall have the
following skills, competencies, and knowledge:
(1)
In the area of early child development and learning, the ability to:
a.
Use knowledge and understanding of young children's developmental
characteristics and needs to inform curriculum planning and instruction;
b.
Use understanding of the multiple interacting influences on young children's
development and learning to individualize their planning and instruction; and
c.
Create environments that are healthy, respectful, supportive, and
challenging for all young children, including, but not limited to, young children:
1.
With developmental delays or disabilities;
2.
Who are gifted and talented;
3.
Whose families are culturally and linguistically diverse;
4.
From diverse socioeconomic groups; and
5.
Who have individual learning styles, strengths, and needs;
(2)
In the area of family and community relationships, the ability to:
a.
Use knowledge and understanding of the complex characteristics of young children's
families to establish positive relationships with the families of young children
in the classroom;
b.
Use knowledge and understanding of the complex characteristics of
community life to develop an understanding of:
1.
The community in which the individual teaches;
2.
How
to access the resources available to young children and families, guardians, or both;
and
3.
Ways of connecting families, guardians, or both to those resources;
c.
Involve all families, guardians, or both in the young child's
development and learning through respectful, reciprocal relationships and using
multiple strategies and approaches; and
d.
Use community resources to enhance the curriculum;
(3)
In the area of observing, documenting, and assessing to support young
children and families, guardians, or both, the ability to:
a.
Know about and understand the goals, benefits, and uses of formal and
informal assessment;
b.
Demonstrate understanding of responsible assessment practices that are ethically, culturally,
linguistically, developmentally, and individually appropriate;
c.
Use effective assessment strategies, including, but not limited to,
systematic observations and documentation, to identify areas of growth and
challenge in individual children;
d.
Adapt
and improve instructional programs based upon formal and informal assessment;
and
e.
Implement and
evaluate assessments in partnership with families, guardians, or both, and
other professionals;
(4)
In the area of teaching and learning, the ability to:
a.
Know, understand, and use positive relationships and respectful,
supportive interactions with all young children as the foundation for
curriculum and instruction;
b.
Know, understand, and use a wide repertoire of effective approaches,
strategies, and tools to positively influence all young children's development, behavior, and
learning including both teacher-directed learning and student-directed
learning;
c.
Know and understand the importance of each domain and content area in young
children's learning, including:
1.
Understanding the essential concepts and tools of inquiry; and
2.
Identifying resources to deepen the candidate's content knowledge;
d.
Demonstrate knowledge and understanding of what is important in each
content area, why it is important, and how it links with earlier and later
understandings;
e.
Integrate content areas across the curriculum, including project-based learning, hands on
learning, and play-based learning;
f.
Use knowledge and other resources to plan, design, implement, and
evaluate meaningful, challenging curriculum that promotes comprehensive
developmental and positive learning outcomes for all young children;
and
g.
Use technology as an instructional tool in developmentally appropriate
ways for the setting in which the candidate teaches, and for communication with families,
guardians, or both;
(5)
In the area of early childhood content, demonstrate knowledge in the
content central to the early childhood curriculum for birth through grade 3 in
the central concepts, skills, and tools of inquiry of the following areas:
a.
Language and literacy, including bilingualism and the needs of English
language learners, including, but not limited to:
1.
Knowledge of expressive and receptive language development listening and
speaking and their role in literacy development;
2. The process of learning to
read, including phonetic awareness, phonics, fluency, vocabulary, and reading
comprehension;
3. Reading strategies and skills, and the features of young children's literature;
4. The process of learning to write, writing modes and
forms,
and conventions of written English; and
5. The major indicators of and accommodations
for common learning difficulties in reading, writing, speaking, listening, and
viewing;
b.
The arts, including understanding the importance of the creative process
and aesthetic development for all young children and articulating the
importance of high-quality, meaningful arts experiences to meet the
developmental needs and support all young children's creative expression, in
the areas of:
1.
Open-ended pretend play, such as dramatic play and storytelling;
2.
Music, experienced by listening to a variety of musical styles, moving
to music, and creating music and rhythms with instruments and voice;
3.
Creative movement and dance;
4.
The visual arts using a variety of 2-dimensional and 3-dimensional
media, including, but not limited to paint, clay, dough, drawing tools, and
collage; and
5.
The performing arts, including, but not limited to puppets, role play,
and creative dramatics;
c.
Mathematics, including the major indicators of and accommodations for
common learning difficulties in mathematics and the ways in which young
children demonstrate their understanding of mathematics, including but not
limited to the following:
1.
Mathematics process skills, including:
(i)
Representation;
(ii)
Reasoning;
(iii)
Communication;
(iv)
Problem solving; and
(v)
Making connections;
2.
Number and operations;
3.
Geometry and spatial sense;
4.
Measurement;
5.
Patterns and algebra, including, but not limited to, patterns and
relationships in arithmetic; and
6.
Displaying and analyzing data;
d.
Health and physical activity, including articulating the importance of a
high-quality, meaningful health and wellness curriculum to meet the
developmental needs of all young children, in the areas of:
1.
Physical activity, including, but not limited to, knowledge of the
typical progression of motor development, fine and gross motor skills, movement
and body awareness, physical fitness, personal safety, and the benefits of a
healthy, active lifestyle;
2.
Health and wellness, including, but not limited to, nutrition, personal
hygiene, disease prevention, and making decisions that promote a healthy
lifestyle; and
3.
Social and emotional wellness and their influence on development and
learning in the content areas;
e.
Science, including the unifying science concepts of systems, cycles,
constancy and change, form and function; and the ways in which young children
demonstrate their understanding of science; in the areas of:
1.
Science process skills, including, but not limited to:
(i)
Observing;
(ii)
Asking questions;
(iii)
Collecting, analyzing, and interpreting data;
(iv)
Constructing and testing explanations or solutions to problems;
2.
Physical science and the basic phenomena of the physical world;
3.
Earth and space science and the basic phenomena of earth and space; and
4.
Life science and the study of living organisms and life systems; and
f.
Social studies and the ways in which young children demonstrate their
understanding of social studies, including, but not limited to:
1.
Social studies process and perspective skills;
2.
Identity and individual development;
3. Families, neighborhoods, and communities;
4. Culture and cultural identity;
5. People, geography, and economics;
6. Time and patterns of time, continuity, and
change; and
7. Social relations and civics and government;
and
(6) In the area of professionalism, the ability
to:
a. Know and comply with federal and state laws
and regulations pertaining to the education, health, and safety of young
children;
b. Collaborate with school colleagues, families,
other professionals, and the community to meet the needs of young children
and improve professional practice;
c. Demonstrate knowledgeable, reflective, and
critical perspectives on one's work, and make informed decisions that integrate
knowledge from a variety of perspectives; and
d. Advocate for sound educational practices and
public policies that support young children, families, guardians, or both, and early childhood
education.
(d) The
early childhood education license shall qualify a teacher to provide
instruction to young children, with or without disabilities, from birth through grade 3.
Source. #6349, eff 10-5-96; rpld by #7923, eff
7-24-03
New. #9305, eff 10-25-08; amd by #10130, eff
5-18-12; ss by #13484, eff 11-11-22
Ed
507.19 RESERVED
Ed
507.20 RESERVED
Ed
507.21 RESERVED
Ed
507.22 RESERVED
Ed 507.23 RESERVED
Ed 507.24 English Language Arts Teacher For Grades
5-12.
(a)
To be certified as an English language arts teacher for grades 5-12, the
candidate shall:
(1) Have at least a bachelor’s degree; and
(2) Obtain certification through one of the
alternatives in Ed 505.01 – Ed 505.05 having also met the requirements of (c)
below.
(b)
For candidates seeking certification under an alternative 3, 4, or 5
pathway, the department of education shall assess the skills, competencies and
knowledge of candidates for certification as educators in English language arts
by reviewing evidence, such as, but not limited to, college course work,
documented professional experience, letters of recommendation, professional
development hours or CEU’s, and artifacts of professional practice.
(c)
A candidate for certification as an English language arts teacher for
grades 5-12 shall have skills, competencies and knowledge in the following
areas:
(1) In the area of language uses, knowledge of:
a. The cognitive processes by which children
acquire and use primary and secondary languages;
b. The social, cultural, psychological, and
economic factors that affect language learning;
c. The grammatical structures and conventions of
standard English usage;
d. How language changes and develops over time;
e. How diction, tone, and voice vary according
to audience;
f. How language can convey bias, propaganda,
persuasion, and points of view; and
g. The nature and needs of students whose
primary language is not English;
(2) In the area of reading, knowledge of:
a. The fundamental processes of reading at the
literal, inferential, and evaluative levels;
b.
The criteria used to evaluate and select appropriate fiction, non-fiction, and
informational materials based on students’ needs and interests;
c. The techniques to evaluate students’ reading
comprehension; and
d. The
metacognitive processes and strategies, which are the awareness of the thoughts employed to
analyze an issue or complete a task, readers use to construct meaning from print;
(3) In the area of writing, knowledge of:
a.
Various modes of writing for a variety of purposes and audiences, including,
but not limited to, conducting short as well as more sustained research
projects based on focused questions, while demonstrating the understanding of
the subject under investigation;
b. Writing as a recursive and multi-step
process; and
c. The use of rubrics for holistic and analytic
scoring of writing;
(4) In the area of literature, knowledge of:
a. How literature can be a source for exploring
and interpreting human experience;
b. The rhetorical and literary elements of
literature;
c. Significant developmentally appropriate works
and literary movements concerning or authored by people of various shared
traditions, beliefs, customs, genders and ethnicities to include:
1. American literature;
2. British literature;
3. World literature;
4. Young adult literature;
5. Literature by and about women; and
6. Literature by and about minorities;
d. How significant works relate to and influence
each other in terms of:
1. Genre;
2. Theme or style; and
3. Social and intellectual contexts; and
e. Strategies for analysis, interpretation, and
evaluation of various works in the following major genres:
1. Fiction;
2. Non-fiction;
3. Drama;
4. Poetry;
5. Informational texts; and
6. Media;
(5) In the area of speaking and listening,
knowledge of:
a. The strategies speakers use to present
information, ideas, and feelings in a range of social contexts from informal to
formal discourse; and
b.
The processes speakers use to adjust a spoken message for different audiences
and purposes;
(6) In the area of media literacy, knowledge of:
a. How media and technology can be used to
present and interpret the human experience;
b. How visual and informational media can
support or distort messages;
c. How to select and use digital resources to
support and enhance instruction; and
d.
How to make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations; and
(7) In the area of language uses pedagogy, the
ability to:
a. Apply and model grammatical rules in reading
and writing;
b. Explain how the application of grammatical
rules affects meaning;
c. Show how diction, tone, and voice vary
according to audience;
d. Trace how English has changed and developed
over time;
e. Distinguish and appreciate regional, ethnic,
and standard dialects;
f. Model how language functions in different
contexts and how to make effective choices about meaning or style;
g. Apply and model strategies to determine or
clarify the meaning of unknown or multiple meaning words;
h. Show how figurative language, word
relationships and nuances in word meaning changes meaning; and
i. Address the literacy needs of students whose
primary language is not English;
(8) In the area of reading pedagogy, the ability
to:
a. Guide students to employ a variety of reading
strategies according to their purpose for reading at the literal, inferential,
and evaluative levels;
b. Design instruction to assist students’
comprehension with increasing text complexity;
c. Design instruction to enhance students’
strategies to expand their vocabulary;
d. Foster and promote independent and reflective
readers who enjoy reading; and
e. Implement a variety of assessments to
evaluate, monitor, and adjust instruction;
(9) In the area of writing pedagogy, the ability
to:
a. Model and guide students as they plan, draft,
revise, edit, publish, and share writing for a variety of purposes;
b.
Develop students’ competence with writing on demand, writing to learn, writing
to demonstrate understanding, and writing creatively;
c. Offer constructive and focused response to
students’ writing;
d. Present authors’ works as models to encourage
diversity in students’ writing;
e. Guide students in proofreading their work
with an understanding of how audience, purpose, and formality of form impact
language usage; and
f. Implement a variety of assessments, including
student writing portfolios, to monitor and evaluate student growth and adjust
instruction;
(10) In the area of literature pedagogy, the
ability to:
a. Provide opportunities and guide students to
analyze, evaluate, and appreciate literature;
b.
Provide an environment in which students
develop and support critical insights in response to literature;
c. Guide students to read, discuss, and write
about literature through various critical lenses such as but not limited to
gender, religion, ethnicity, or socio-economic conditions as appropriate; and
d. Guide students in the understanding and appreciation for literary devices and rhetorical strategies;
(11) In the area of speaking and listening
pedagogy, the ability to:
a.
Provide opportunities for students to practice different forms of classroom
discourse, including formal and informal conversations and presentations;
b. Explain how speakers and listeners establish
and maintain contact with their audience;
c. Promote civil and participatory discourse;
d. Guide students to listen critically and speak
purposefully and articulately; and
e. Explain how bias, propaganda, persuasion, and
point of view are expressed; and
(12) In the area of media literacy pedagogy, the
ability to:
a. Guide students to construct and interpret
meaning from images and information provided by media and technology;
b. Guide students to select, evaluate, and
analyze digital resources critically;
c. Guide students to quote or paraphrase the
data and conclusions of others to support claims and reasoning in their work;
and
d. Help students to recognize bias, propaganda,
persuasion, point of view, and intellectual property.
Source. #7271, eff 7-1-00, EXPIRED: 7-1-08
New. #9525, eff 8-14-09, EXPIRED: 8-14-17
New. #12417, eff 11-9-17
Ed
507.25 Mathematics Teacher; General
Requirements.
(a) To be certified as a mathematics
teacher, the candidate shall:
(1) Have at
least a bachelor’s degree;
(2) Obtain
certification through one of the alternatives in Ed 505.01 – Ed 505.05;
(3) Meet the
requirements of (c) below; and
(4) Meet the
requirements of either Ed 507.26, Ed 507.27, or both.
(b) For candidates seeking
certification through an alternative 3, 4 or 5 pathway, pursuant to Ed 505.03,
Ed 505.04, or Ed 505.05, the department of education shall assess the skills,
competencies, and knowledge of candidates for certification as mathematics
teachers by reviewing evidence, such as, but not limited to, college course
work, documented professional experience, letters of recommendation,
professional development hours or CEUs (continuing education unit), and
artifacts of professional practice.
(c) A candidate for certification as a
mathematics teacher shall have skills, competencies, and knowledge in the
following areas:
(1) In the area
of knowledge of pedagogy, the candidate shall have the ability to:
a. Plan and conduct units and lessons,
appropriate for the grade range, and which:
1. Enable students to construct new concepts through
active participation in mathematical modeling, investigations, and problem-
solving;
2. Include multiple explanations and representations,
including, but not limited to informal and formal arguments or proofs;
3. Incorporate literacy strategies that assist
students in reading and understanding mathematics;
4. Provide opportunities for students to use
written, oral, and other creative expressions to demonstrate their
understanding of mathematical concepts to a variety of audiences;
5. Emphasize
connections within and between mathematics and other disciplines;
6. Select and
use instructional tools, including, but not limited to, manipulatives and
physical models, drawings, virtual environments, spreadsheets, presentation
tools, and mathematics-specific technologies such as graphing tools and
interactive geometry software, computer algebra systems, and statistical
packages;
7. Make sound
decisions about when instructional tools enhance teaching and learning,
recognizing both the insights to be gained and possible limitations of such
tools; and
8. Model and
develop the following 8 standards of mathematical practices:
(i) Make sense
of problems and persevere in solving them;
(ii) Reason
abstractly and quantitatively;
(iii)
Construct viable arguments and critique the reasoning of others;
(iv) Model with
mathematics;
(v) Use
appropriate tools strategically;
(vi) Attend to
precision;
(vii) Look for
and make use of structure; and
(viii) Look
for an express regularity in repeated reasoning;
b. Apply an
understanding of learning theories and equitable teaching practices to
the teaching of mathematics appropriate for students within the grade range
which articulate:
1. Why conceptual knowledge of mathematics is needed
in conjunction with the teaching of procedures or algorithms; and
2. Foundations of pedagogical knowledge, effective and
equitable mathematics teaching practices, and positive and productive
dispositions toward teaching mathematics to support students’ sense making,
understanding, and reasoning; and
c. Plan and
conduct a variety of assessments and evaluations appropriate for the grade
range that:
1. Diagnose students’ preconceptions, misconceptions,
and understandings of mathematics and continuously monitor students’
understandings; and
2. Evaluate procedural and conceptual understanding,
and interpret students’ mathematical processes and communication skills.
(2) In the area
of knowledge of mathematical processes and habits of mind, the candidate shall
have the ability to:
a. Use problem-solving
to investigate and understand increasingly complex mathematical content,
including, but not limited to, the ability to:
1. Apply and adapt a problem-solving process using a
variety of heuristics or strategies to solve problems that arise in mathematics
and other contexts;
2. Use
problem-solving to develop one’s own mathematical knowledge;
3. Reflect upon one’s
own and others’ solutions and the problem-solving process; and
4. Refine
problem-solving strategies, as needed;
b. Use mathematical reasoning and proof,
including, but not limited to, the ability to:
1. Develop and
evaluate mathematical conjectures;
2. Construct
and evaluate proofs and logical arguments to verify conjectures;
3. Select and
use various types of reasoning and methods of proof; and
4. Demonstrate
the capacity to articulate an understanding of how reasoning and proof are
integral components of mathematics;
c. Communicate an understanding of mathematics,
including, but not limited to, the ability to:
1. Demonstrate the capacity to communicate clearly about
mathematics and mathematics education in both written and oral forms
using accurate and appropriate mathematical language and notation;
2. Interpret
and explain mathematical ideas acquired through reading mathematics in
professional publications; and
3. Analyze and
assess the mathematical thinking and strategies of others;
d. Create and use representations, including,
but not limited to, the ability to:
1. Illustrate
learning progression from concrete to abstract representations;
2. Articulate
how the use of formal language and notation increases in importance as
mathematical concepts are developed in the mathematics curriculum;
3. Select,
apply, and translate among mathematical representations to investigate
mathematical concepts and solve mathematical problems; and
4. Develop and
use models to explain mathematical concepts;
e. Recognize, explore, and develop mathematical
connections, both within mathematics and across disciplines, including, but not
limited to, the ability to:
1. Provide
examples of how mathematics is practiced in various fields; and
2. Build mathematical understanding by showing
how ideas build on one another across grade levels to form a coherent discipline;
and
f. Develop additional habits of the mind related
to mathematics, including, but not limited to, the ability to:
1. Learn
mathematics independently;
2. Exhibit a
curiosity for mathematics;
3. Recognize
that learning from mistakes is an essential component when working
mathematically;
4. Recognize
the power and value of estimation and mental computation when working
mathematically;
5. Understand
the value and power of strategic use of technology when solving mathematical
problems;
6. Recognize
that mathematics is the language of science and nature; and
7. Recognize
that mathematics is a tool for quantitative reasoning;
(3) In the area
of knowledge of the learner, including developmental and environmental
characteristics appropriate for the grade range, the candidate shall have the
ability to:
a. Demonstrate appropriate
strategies for supporting students to:
1. Move from
concrete to abstract representations of mathematical concepts; and
2. Connect
conceptual and procedural knowledge;
b. Communicate
understanding of mathematics anxiety, including signs of it, issues related to
it, and supporting students to respond to and overcome it;
c. Recognize
that attitudes about mathematics can change across a lifespan and
therefore teachers need to address the affective domain; and
d. Demonstrate
knowledge of how exceptional students learn mathematics and strategies to use
with exceptional students;
(4) In the area
of number and operations, the candidate shall have the ability to:
a. Demonstrate
a capacity to use models to explore and explain relationships, including
magnitude, among fractions, decimals, percents, ratios, and proportions;
b. Apply,
explain, and justify concepts in number and number theory;
c. Demonstrate
computational proficiency and fluency, including the use of a variety of
algorithms, estimation strategies, and mental mathematics techniques to judge
the reasonableness of answers or approximate solutions;
d. Demonstrate
knowledge of concepts and applications of limits and infinity;
e. Demonstrate
a capacity to apply the concepts of proportional reasoning;
f. Demonstrate
a capacity to make sense of large and small numbers and use scientific notation
in mathematical and scientific modeling;
g. Demonstrate a capacity to use physical
materials and models to explore and
explain the operations and properties of real and complex numbers with
extensions to matrices and vectors; and
h. Demonstrate
a capacity to apply the concepts of exponents, including integer and rational,
through modeling and applications;
(5) In the area
of geometry and measurement, the candidate shall have the ability to:
a. Build and
manipulate representations of 2-and 3-dimensional objects and perceive an
object from different perspectives;
b. Analyze
properties of and relationships among geometric shapes and structures;
c. Apply
transformations with connections to congruency and similarity;
d. Demonstrate
knowledge of non-Euclidean geometries;
e. Connect the
ideas of algebra and geometry through the use of coordinate geometry, graphing,
vectors, and motion geometry;
f. Recognize
measurement attributes and their effect on the choice of appropriate tools and units;
g. Apply
strategies, techniques, tools, and formulas to determine measurements and their
application in a variety of contexts;
h. Employ
estimation as a way of understanding measurement processes and units;
i. Complete
error analysis through determination of the reliability of numbers obtained
from measurement;
j. Understand
and apply measurement conversion strategies;
k. Apply
geometric ideas and tools relating to the Pythagorean theorem, similar
triangles, and trigonometry to solve problems;
l. Use
constructions, models, and dynamic geometric software to explore geometric relationships;
m. Derive and
explain formulas found in Euclidean geometry; and
n. Construct
proofs using the axioms of Euclidean and non-Euclidean geometries;
(6) In the area
of functions and algebra, the candidate shall have the ability to:
a. Model and
analyze change and rates of change in various contexts;
b. Use mathematical models to understand, represent,
and communicate quantitative relationships, including, but not limited to
equality, equations, inequalities, and proportional relationships;
c. Explore,
analyze, and generalize a wide variety of patterns and functions using multiple
representations including, but
not limited to, tables, graphs, written word, and symbolic rules;
d. Represent
information and solve problems using matrices;
e. Use graphing
utilities and other technological tools to represent, explain, and explore
algebraic ideas including functions, equations, and expressions;
f. Generalize
patterns and functions using recursive and explicit representations;
g. Articulate
the meaning of functions and their inverse relationships, both formally and
informally, with the use of concrete materials and graphing utilities; and
h. Understand
and compare the properties of classes of functions and their inverses, including
exponential, polynomial, rational, step, absolute value, root, logarithmic, and
periodic, including trigonometric;
(7) In the area
of data, statistics, and probability, the candidate shall have the ability to:
a. Design
investigations, collect data, display data in a variety of ways, and interpret
data representations including bivariate data, conditional probability and
geometric probability;
b. Use appropriate methods to estimate population
characteristics, test conjectured relationships among variables, and analyze
data;
c. Use
appropriate statistical methods and technology to analyze data and describe
shape, spread, and center;
d. Use both descriptive and inferential
statistics to analyze data, make predictions, test
hypotheses, and make decisions;
e. Apply
probability concepts in identifying odds, fair games, mathematical expectation,
and invalid conclusions;
f. Judge the
validity of a statistical argument, including evaluating the sample from which
the statistics were developed and identify misuses of statistics;
g. Determine
and compare experimental, theoretical, and conditional probabilities; and
h. Use statistical models to explore the connections
between statistics and probability including correlation, regression, and
analysis of variance;
(8) In the area
of calculus, the candidate shall have the ability to:
a. Use
mathematical modeling and the concepts of calculus to represent and solve
problems from real-world contexts;
b. Use
technology to explore and represent fundamental concepts of calculus; and
c. Understand and describe the connection of calculus
to middle and high school mathematics topics;
(9) In the area
of discrete mathematics, the candidate shall have the ability to:
a. Apply the fundamental
ideas of discrete mathematics in the formulation and solution of problems
arising from real-world situations; and
b. Use
technology to solve problems involving the use of discrete structures; and
(10) In the area of history of mathematics,
demonstrate a knowledge of the historical development of numbers and number
systems, measurement and measurement systems, geometry, including
non-euclidean geometry, algebra, probability and statistics, calculus, and
discrete mathematics.
Source. #7272, eff 7-1-00, EXPIRED: 7-1-08
New. #9715, eff 5-14-10; ss by #12603, eff 8-9-18
Ed
507.26 Mathematics Teacher – Middle
Level.
(a) To be certified as a middle level mathematics
teacher, the candidate shall:
(1) Obtain certification to teach upper level
elementary mathematics through algebra I or integrated I through one of the
alternatives in Ed 505.01-Ed 505.05; and
(2) Meet the
requirements of Ed 507.25 and Ed 507.26(c) below.
(b) For candidates seeking certification through
an alternative 3, 4 or 5 pathway, pursuant to Ed 505.03, Ed 505.04, or Ed
505.05, the department of education shall assess the skills, competencies,
and knowledge of candidates for certification as teachers in middle level
mathematics by reviewing evidence, such as, but not limited to, college course
work, documented professional experience, letters of recommendation,
professional development hours or CEUs, and artifacts of professional practice.
(c) A candidate for certification as a middle
level mathematics teacher shall have skills, competencies, and knowledge in the
following areas:
(1) In the area of number and number operations
the candidate shall have the ability to:
a. Represent, use, and apply introductory
concepts and properties of complex numbers;
b.
Identify and illustrate the mathematics that underlies the procedures and
operations involving real numbers and their subsets; and
c. Explain the distinctions among real numbers
and their subsets with connection to field axioms;
(2) In the area of functions and algebra the
candidate shall have the ability to:
a. Understand, identify, and apply arithmetic
and geometric sequences; and
b. Represent and analyze group and field
properties of real numbers and other mathematical structures;
(3) In the area of calculus the candidate shall
have the ability to demonstrate an understanding of calculus concepts including
limits, continuity, differentiation, and integration; and
(4)
In the area of discrete mathematics demonstrate a conceptual understanding of
the fundamental ideas of discrete mathematics, including, but not limited to:
a. Finite graphs;
b. Trees;
c. Networks;
d. Propositional logic; and
e. Combinatorics.
Source. #12603, eff 8-9-18
Ed
507.27 Mathematics Teacher – Upper
Level.
(a) To be certified as an upper level mathematics teacher,
the candidate shall:
(1) Obtain
certification to teach pre-algebra through advanced placement math courses
through one of the alternatives in Ed 505.01-Ed 505.05; and
(2) Meet the
requirements of Ed 507.25 and Ed 507.27(c) below.
(b) For candidates seeking
certification through an alternative 3, 4 or 5 pathway, pursuant to Ed 505.03,
Ed 505.04, or Ed 505.05, the department of education shall assess the skills,
competencies, and knowledge of candidates for certification as teachers in
upper level mathematics by reviewing evidence, such as, but not limited to,
college course work, documented professional experience, letters of
recommendation, professional development hours or CEUs, and artifacts of
professional practice.
(c) A candidate for certification as an upper
level mathematics teacher shall have skills, competencies, and knowledge as
follows:
(1) In the area
of number and operations, the candidate shall have the ability to identify and
illustrate the mathematics underlying the theory of groups, rings, and fields
and the relationships among them;
(2) In the area
of functions and algebra, the candidate shall have the ability to:
a. Understand
and apply major concepts of:
1. Linear
algebra, including vector spaces and matrices; and
2. Abstract
algebra, including groups, rings, and fields;
b. Connect
major concepts of linear and abstract algebra to the complex number system and
other mathematical structures; and
c. Understand,
identify, and apply arithmetic and geometric sequences, including partial sums
of infinite arithmetic and geometric sequences, with connections to linear and
exponential functions;
(3) In the area
of calculus, the candidate shall have the ability to:
a. Demonstrate
a conceptual understanding of and procedural facility with basic calculus
concepts including limits, continuity, differentiation, and integration; and
b. Demonstrate
an understanding of the basic concepts of multivariable calculus; and
(4) In the
subject area of discrete mathematics, the candidate shall demonstrate a
conceptual understanding of, and procedural facilitation of, the knowledge of
the basic elements of discrete mathematics, including but not limited to:
a. Graph
theory;
b.
Propositional logic;
c. Mathematical
induction;
d. Recurrence
relations;
e. Finite differences;
f. Linear programming;
and
g.
Combinatorics.
Source. #7273 eff 7-1-00, EXPIRED: 7-1-08
New. #9715, eff 5-14-10; ss by #12603, eff 8-9-18
(formerly Ed 507.06)
Ed 507.28 Social Studies Teacher For Grades 5-12. The following requirements shall apply to the
certification of a social studies teacher for grades 5-12:
(a)
To be certified as a social studies teacher for grades 5-12, the candidate
shall:
(1) Have at least a bachelor’s degree; and
(2) Qualify for certification under one of the
alternatives in Ed 505.01 – Ed 505.05.
(b)
For candidates seeking certification under an alternative 3, 4 or 5
pathway, the department of education shall assess the skills, competencies and
knowledge of candidates for certification as educators in social studies by
reviewing evidence, such as, but not limited to, college course work,
documented professional experience, letters of recommendation, professional
development hours or CEU’s, and artifacts of professional practice.
(c)
A candidate for certification as a social studies teacher for grades
5-12 shall have skills, competencies and knowledge in the following areas:
(1) In the area of content, the ability to
explain the importance of knowledge in each of the following areas, including
ways in which each subject area provides insight into contemporary society:
a. New Hampshire and United States civics
and government;
b. Economics;
c. Geography;
d. United States and New Hampshire history; and
e. World history;
(2) In the area of content, the ability to
exhibit knowledge of the basic concepts, generalizations, and issues of the
subject areas, including an in-depth understanding of history and one of
the following subject areas:
a. New Hampshire and United States civics
and government;
b. Economics;
c. Geography; and
d. World history;
(3) In the area of related subject content, the
ability to explain the importance of at least one of the following behavioral
sciences including ways in which it provides insight into contemporary society:
a. Anthropology;
b. Psychology; or
c. Sociology;
(4) In the area of content, the ability to
demonstrate the research methodology of professionals in at least one of the 5
subject areas referred to in (c)(1) above, or a related social studies subject
area;
(5) In the area of pedagogy, the ability to:
a. Develop comprehensive unit plans which
integrate materials and concepts from 2 or more social science disciplines
listed in (1) that envelop essential questions, central themes, issues or
problems and that coherently link to daily lessons;
b. Design learning activities that employ
research methods unique to the social sciences including activities in which
students design inquiries based on compelling essential questions;
c. Demonstrate the capacity to use a variety of
social studies learning activities and techniques in order to:
1. Foster
in students a commitment to and an ability to engage in democratic processes and
decision-making;
2. Provide exposure to and opportunities to
express multiple interpretations of issues;
3. Encourage in
students a capacity for deliberation and thoughtful exchange of competing
viewpoints between citizens within and outside the classroom;
4. Develop students’ critical thinking, using a
variety of instructional methods including how to assess the quality of
information and ethical, legal or policy analyses;
5. Gather and evaluate
primary and secondary sources from civics, economics, geography and history
with the purpose of using evidence to support claims;
6. Assess how factual information, opinion,
entertainment, and advertising are presented differently in various media;
7. Apply a range of deliberative and democratic
strategies and procedures to carry out analyses, make decisions and communicate
ideas via oral and written expression;
8. Create structured and varied opportunities
for students to participate in informed ways via community resources and
projects; and
d. Promote adolescent literacy and incorporate relevant literacy
standards by using literacy strategies in order to foster comprehension
and develop social studies skills.
Source. #7274 eff 7-1-00, EXPIRED: 7-1-08
New. #9525, eff 8-14-09; ss by #12452, eff 1-12-18;
renumbered by #12603 (formerly Ed 507.27)
Ed 507.29 Science Teacher For
Grades 5-8.
(a) To be certified as a science teacher for grades 5-8, the candidate
shall:
(1)
Meet the qualifications for certification as a science teacher as provided
in Ed 507.29; and
(2) Meet the requirements of (c)
below.
(b) For candidates seeking certification under an
alternative 3, 4, or 5 pathway, the department of education shall assess the
skills, competencies, and knowledge of candidates for certification as science
teachers for grades 5-8 by reviewing evidence, such as, but not limited to,
college course work, documented professional experience, letters of
recommendation, professional development hours or CEU’s, and artifacts of
professional practice.
(c) A candidate for certification as a science
teacher for grades 5-8 shall
have skills, competencies, and knowledge in the following areas:
(1) The candidate shall have the ability to
comprehend, apply, evaluate, analyze, synthesize, and communicate knowledge in
earth and space science, life science, and physical science as follows:
a. In the area of earth and space science, earth’s place in
the universe, including, but not limited to:
1. Earth-sun-moon relationships,
including origins, structure, and resultant effects on earth;
2. Origin, components, characteristics,
and motions of the solar system;
3. Relationships among the solar system, milky
way galaxy, and the universe;
4. Instruments
to observe space and the information gained to determine scale properties; and
5. History of the earth, including, but not
limited to, age as determined by rock strata, and the geological time scale;
b. In the area of
earth and space science, earth’s systems, including, but not limited to:
1. Materials cycles through the earth driven by
a flow of energy;
2. Geoscience processes that reshape the earth’s
surface;
3. Weather and climate, including, but not
limited to:
(i)
Role of the water cycle and how it’s
driven by energy from the sun and gravity;
(ii) Role of air masses in changing weather
conditions; and
(iii)
Role of uneven heating causes circulating patters in the oceans and atmosphere
that determine regional climates;
c. In the area of earth science, earth and human activity,
including, but not limited to:
1. The uneven distribution of Earth’s natural
resources resulting from geoscience processes;
2. Natural
events showing patterns and providing data for prediction and mitigation;
3. The role of human impact on the environment,
methods for monitoring, and minimizing the resulting effects;
4.
Evidence of increased human population and its relationship to
consumption of natural resources and impact on the earth’s systems; and
5.
Evidence and factors that have caused global temperature changes over
time;
d. In the
area of life science, the structure and
processes from molecules to organisms, including, but not limited to:
1. Structure and function of unicellular
organisms, multicellular organisms, and interactions of subsystems
within an organism;
2. Growth
and reproduction including genetic, behavioral, and environmental conditions
and how they influence reproduction of plants and animals;
3. Cycling
of matter and flow of energy including chemical processes of photosynthesis,
and respiration; and
4.
Information processing: how organisms respond to stimuli in the
environments;
e. In the area of life science, ecosystems,
their interactions, energy and dynamics, including, but not limited to:
1. Independent
relationships in ecosystems including biotic and abiotic influences,
competition, or symbiosis among organisms based on limited resources, and
cycling of matter and flow of energy to determine changes in population; and
2. Human
impact and influences on the ecosystem;
f. In the area of life science, heredity, and
the inheritance and variation of traits, growth and development of organisms
including asexual and sexual reproduction, inheritance, and variation of
genetic traits in resulting offspring and alterations to genes;
g. In the area of life science, biological
evolution regarding unity and diversity, including, but not limited to:
1. Evidence of common
ancestry diversity including fossil record, comparing anatomical characteristics of past to present
organisms, and embryological development of different species;
2. Natural and
artificial selection including the role of each on traits and changes in
population over time; and
3. Adaptation
and the impact on the distribution of traits in a population over time;
h. In the area of physical science, matter and
its interactions, including but not limited to:
1. Structure and properties of matter,
including, but not limited to:
(i) Atomic structure of molecules;
(ii) Physical and chemical properties and changes;
(iii) Characteristics and properties of solids,
liquids, and gases; and
(iv) Relationship among states of matter,
molecular motion, and temperature; and
2. Chemical reactions
including the process of chemical reactions, law of conservation of mass and
law of conservation of energy;
i. In the area of physical science, motion and
stability regarding forces and interactions, including, but not limited to:
1. Forces and motion, including Newton’s laws of
motion; and
2. Interactions
including characteristics, behavior, and influencing factors of electromagnetic
and gravitational forces and fields;
j. In the area of physical science, energy,
including, but not limited to:
1. The relationships of potential and kinetic
energy;
2. Energy transfer; and
3. Relationship between energy and forces; and
k. In the area of physical science, waves and
their applications in technologies for information transfer, including, but not
limited to:
1. Properties and behaviors of different types
of waves; and
2. Role of digital signals in communication; and
l. Understand and be able to apply mathematical
concepts and techniques including, but not limited to variable analysis as
related to physical science at least through the level of college statistics.
Source. #7275, eff 7-1-00, EXPIRED: 7-1-08
New. #9566, eff 10-16-09; amd by #10506, eff
1-17-14; ss by #12453, eff 1-12-18; renumbered by #12603 (formerly Ed 507.28)
Ed
507.30 Science Teacher; General
Requirements.
(a) To be certified as science teacher,
the candidate shall have:
(1) At least a bachelor’s degree; and
(2) Qualify for certification under one of the
alternatives in Ed 505.01 – Ed 505.05.
(b) For candidates seeking certification under an
alternative 3, 4, or 5 pathway, the department of education shall assess the
skills, competencies, and knowledge of candidates for certification as science
teachers by reviewing evidence, such as, but not limited to, college course
work, documented professional experience, letters of recommendation,
professional development hours or CEU’s, and artifacts of professional
practice.
(c) In addition to meeting the requirements for
certification under Ed 507.28 for science teacher for grades 5-8, Ed 507.30 for
earth and space science teacher, Ed 507.31 for life sciences teacher, Ed 507.32
for chemistry teacher, Ed 507.33 for physics teacher, or Ed 507.51 for physical
science teacher for grades 7-12, a science teacher shall have the
qualifications listed in (d) and (e) below.
(d)
In the area of instructional performance, the candidate shall
demonstrate:
(1) Proficiency in the use of scientific methods
as demonstrated by the ability to:
a. Integrate the science practices throughout
lessons by:
1. Asking questions for science and defining
problems for engineering;
2. Developing and using models;
3. Planning and carrying out investigations;
4. Analyzing and interpreting data;
5. Using mathematics and computational thinking;
6. Constructing explanations for science and
designing solutions for engineering;
7. Engaging in argument from evidence; and
8. Obtaining, evaluating, and communicating
information;
b. Design and teach grade level appropriate
laboratory activities incorporating scientific processes, promoting scientific
habits of mind, and meeting needs of diverse learners;
c. Use scientific drawings, diagrams, data
tables, models, and graphing essential to science investigations and expression
of ideas;
d. Design learning
activities fostering questioning, open-ended investigations, the development of
cooperative group skills, and promoting practice in decision making and problem
solving;
e. Use methods of teaching reading, writing,
communication, and study skills essential to the effective mastery of grade
level science content;
f. Design activities and investigations
integrating appropriate quantitative literacy skills and concepts; and
g. Organize, present,
and evaluate science ideas in a manner emphasizing conceptual understanding of
phenomena and optimizing learning experiences for students of all ability
levels and learning styles; and
(2) Scientific content knowledge that enables the
integration of the common themes exhibited in all of the sciences into teaching
and course design including:
a. Systems and system models;
b. Energy and matter;
c. Cause and effect;
d. Scale, proportion, and quantity;
e. Patterns of change, including constancy or
stability;
f. Structure and function;
g. Stability, change, and evolution; and
h. Nature of science and inquiry;
(3) The ability to make connections that:
a. Establish relationships among all sciences
and reflect the role of science systems in science literacy;
b. Relate the sciences to technological issues
that influence society and the ethical and moral consequences of decisions
related to those issues; and
c. Integrate knowledge from the history and
philosophy of science into science instruction;
(4) Knowledge of field and laboratory safety and
emergency procedures, including responsibilities of science teachers for:
a. The welfare of their students and care for
organisms as appropriate to the area of study using the “Position Statement on
the Responsible Use of Live Animals and Dissection in the Science Classroom”,
March 2008, available as specified in Appendix II; and
b. The proper maintenance, storage and disposal
of laboratory materials or chemicals using the Globally Harmonized System for
Hazard Communication of 2007 available as specified in Appendix II;
(5) Knowledge and skills to integrate
technological tools for learning, analysis and reporting, including, but not
limited to:
a. Skills to plan, design, deliver, and
incorporate active learning and collaboration;
b. Collect and analyze data using information
technology; and
c. Communicate information effectively;
(6) Knowledge and skills of computing and
computational thinking as it relates to science, including, but not limited to:
a. Visualizations of scientific concepts; and
b. Modeling and simulating engineering design to
communicate science understanding; and
(7) Ability to practice good digital citizenship
and model safe, ethical, and legal practice with digital tools and resources.
(e)
The candidate shall demonstrate knowledge of the organizations,
agencies, and journals that contribute to the professional growth of the
science teacher.
Source. #7276 eff 7-1-00, EXPIRED: 7-1-08
New. #9566, eff 10-16-09; amd by #10506, eff
1-17-14; ss by #12454, eff 1-12-18; renumbered by #12603 (formerly Ed 507.29)
Ed 507.31 Earth and Space Science Teacher For
Grades 7-12.
(a)
To be certified as an earth and space science teacher for
grades 7-12, the candidate shall:
(1) Meet the qualifications for certification as
a science teacher as provided in Ed 507.29; and
(2) Meet the requirements of (c) below.
(b)
For candidates seeking certification under an alternative 3, 4, or 5
pathway, the department of education shall assess the skills, competencies, and
knowledge of candidates for certification as earth and space science teachers
by reviewing evidence, such as, but not limited to, college course work,
documented professional experience, letters of recommendation, professional
development hours or CEU’s, and artifacts of professional practice.
(c)
A candidate for certification as an earth and space science teacher for
grades 7-12 shall have skills, competencies, and knowledge in the following
areas:
(1) In the area of fundamental content knowledge,
the candidate shall have the ability to:
a. Comprehend, apply, evaluate, analyze, and
synthesize knowledge of:
1. Structure of earth systems, such as the
geosphere, atmosphere, hydrosphere, and biosphere, including the properties,
measurements, and classification of their constituent materials and structures;
2. Changes in earth systems to include the
geosphere, atmosphere, hydrosphere, and biosphere, including the
gradual and catastrophic changes that occur in those systems at different
spatial and temporal ranges, such as tectonic activity, weather and climate,
population dynamics, and the evolution of life;
3. Relationships
between earth systems to include the geosphere, atmosphere, hydrosphere, and
biosphere, including, but not limited to the flow of energy and matter between
and among those systems;
4. The origin, evolution, properties, and
behavior of planetary and geologic structures, including the use of relative
and absolute dating techniques to derive systems of chronological dating such
as the geologic time scale;
5. The origin, evolution, properties and
behavior of the universe, including energy, matter, and astronomical objects;
6. Fundamentals of investigating and
interrelating the fields of study within earth space sciences, including
geology, oceanography, meteorology, and astronomy;
7. The impact of
human activity on earth systems, including the geosphere, atmosphere,
hydrosphere, and biosphere;
8. The application
of earth space sciences relating to societal issues such as environmental
quality, personal and community health and welfare, and business
and industry; and
9. The application
of earth space sciences relating to the sources, limits, and management of
renewable and nonrenewable natural resources;
b. Apply knowledge of Earth space sciences
through inquiry, field experiences, laboratory investigations, and the use of
scientific models and scientific research; and
c. Understand and be able to apply mathematical
concepts and techniques, including, but not limited to data analysis and
modeling as they relate to earth and space systems, at least through the level
of college statistics.
Source. #7277 eff 7-1-00, EXPIRED: 7-1-08
New. #9566, eff 10-16-09; ss by #12455, eff
1-12-18; renumbered by #12603 (formerly Ed 507.30)
Ed 507.32 Life Sciences Teacher For Grades
7-12.
(a)
To be certified as a life sciences teacher for grades 7-12, the candidate
shall:
(1) Meet the qualifications for certification as
a science teacher as provided in Ed 507.29; and
(2) Meet the requirements of (c) below.
(b)
For candidates seeking certification under an alternative 3, 4, or 5
pathway, the department of education shall assess the skills, competencies, and
knowledge of candidates for certification as
life science teachers by reviewing evidence, such as, but not limited
to, college course work, documented professional experience, letters of
recommendation, professional development hours or CEU’s, and artifacts of
professional practice.
(c)
A candidate for certification as a life sciences educator for
grades 7-12 shall have skills, competencies, and knowledge in the following
areas:
(1) In the area of fundamental content knowledge,
the candidate shall have the ability to:
a. Explain concepts, solve problems, use models,
and perform both field and laboratory experiences in the following fundamental
areas of life science:
1. Structure and functions, from molecules to
organisms, as follows:
(i) Evidence for structure of DNA determining
structure of proteins;
(ii) Hierarchical organization of interacting
systems; and
(iii) Feedback mechanisms that ensure homeostasis,
including, but not limited to human systems;
2. Inheritance and variation of traits as
follows:
(i) Role of mitosis to maintain complex
organisms;
(ii) Role of DNA and chromosomes
in coding instructions that are passed through generations;
(iii) New genetic combinations are a result of
meiosis and mutations; and
(iv) Statistics and
probability to explain the variation and distribution of expressed traits;
3. Matter and energy in organisms and ecosystems
as follows:
(i) Role of
photosynthesis, respiration, and fermentation in the needs of organisms as well
as in the cycling of carbon in the biosphere, atmosphere, hydrosphere and
geosphere;
(ii) Carbon based molecules form the basis for
life;
(iii) Explain the cycling of matter and flow of
energy in aerobic and anaerobic conditions; and
(iv) Cycling of matter
and flow of energy among organisms and ecosystems;
4. Interdependent relationships in ecosystems;
and
5. Natural selection and evolution;
b. Apply mathematical modeling, statistical
concepts, and manipulation of variables as they apply to life science; and
c. Explain and solve problems in life science,
incorporating the fundamental concepts of chemistry, physics, and earth space
science, including basic concepts and laboratory techniques.
Source. #7278 eff 7-1-00, EXPIRED: 7-1-08
New. #9566, eff 10-16-09; ss by #12456, eff
1-12-18; renumbered by #12603 (formerly Ed 507.31)
Ed 507.33 Chemistry
Teacher For Grades 7-12.
(a)
To be certified as a chemistry teacher for grades 7-12, the candidate
shall:
(1) Meet the qualifications for certification as
a science teacher as provided in Ed 507.29;
(2) Meet the qualifications for certification as
a physical science teacher as provided in Ed 507.51; and
(3) Meet the requirements of (c) below.
(b)
For candidates seeking certification under an alternative 3, 4, or 5
pathway, the department of education shall assess the skills, competencies and
knowledge of these candidates for certification as chemistry teachers by
reviewing evidence, such as, but not limited to, college course work,
documented professional experience, letters of recommendation, professional
development hours or CEUs, and artifacts of professional practice.
(c)
A candidate for certification as a chemistry teacher for grades 7-12 shall
have skills, competencies, and knowledge in the following areas:
(1) In the area of fundamental content knowledge,
the candidate shall have the ability to:
a. Explain concepts, solve problems,
and perform laboratory techniques that explore and develop an understanding and
application of the following fundamental areas of chemistry:
1. Structure and properties of matter,
including, but not limited to:
(i) Bonding and intermolecular forces;
(ii)
Relationship between molecular structure and the function of designed
materials;
(iii) Chemical engineering;
(iv) Coordination complexes;
(v) Molecular orbital theory;
(vi)
Organic chemistry and functional groups in biochemistry, biological compounds
and natural products; and
(vii) Gas laws;
2. Chemical reactions and energy, including, but not limited to:
(i) Reaction thermodynamics including exothermic
and endothermic reactions, entropy, and Gibbs free energy;
(ii) Product prediction in chemical reactions,
based on patterns of chemical properties;
(iii) Complex reaction dynamics, including kinetics and
equilibrium;
(iv) Mathematics of reactions, including mole
concept, stoichiometry, and laws of composition and conservation, and aqueous
equilibria from acid/base systems to solubility;
(v) Application of electrochemistry and
oxidation/reduction (REDOX) reactions;
(vi) Energy in chemical processes;
(vii)
Wave-particle duality of nature, including the relationship between frequency,
wavelength, and speed; and
(viii) Changes in matter due to the absorption of
electromagnetic radiation;
3. Nuclear and environmental processes,
including, but not limited to:
(i) Environmental and atmospheric chemistry,
including ground water pollution, plastics, and disposal of fuels; and
(ii) Applications of chemistry in community health
and environmental quality; and
4. Engineering design processes,
including, but not limited to:
(i) Analyze a major global challenge to specify
qualitative and quantitative criteria and constraints to solutions;
(ii) Design a solution to a complex real-world
problem accounting for constraints, cost, safety, reliability, and social,
cultural, and environmental impacts; and
(iii) Use a computer simulation to model the impact
of proposed solutions to a complex real-world problem;
b. Apply knowledge of chemistry and physical
science concepts through full and partial inquiries, laboratory
investigations, and the use of scientific models; and
c. Understand and be able to apply mathematical concepts
and techniques including, but not limited to, modeling and variable analysis at
least through the level of college calculus and statistics.
Source. #7279 eff 7-1-00, EXPIRED: 7-1-08
New. #9566, eff 10-16-09; ss by #12457, eff
1-12-18; renumbered by #12603 (formerly Ed 507.32)
Ed 507.34 Physics Teacher For Grades 7-12.
(a)
To be certified as a physics teacher for grades 7-12, the candidate
shall:
(1) Meet the qualifications for certification as
a science teacher as provided in Ed 507.29;
(2)
Meet the qualifications for
certification as a physical science teacher as provided in Ed 507.51; and
(3) Meet the requirements of (c) below.
(b) For
candidates seeking certification under an alternative 3, 4, or 5 pathway, the
department of education shall assess the skills, competencies, and knowledge of
candidates for certification as physics teachers by reviewing
evidence, such as, but not limited to, college course work, documented
professional experience, letters of recommendation, professional development
hours or CEU’s, and artifacts of professional practice.
(c)
A candidate for certification as a physics teacher for grades 7-12 shall
have skills, competencies, and knowledge in the following areas:
(1) In the area of fundamental content knowledge,
the candidate shall have the ability to:
a. Comprehend, apply, quantify, evaluate,
analyze, and synthesize specific physics knowledge of:
1. Energy, including kinetic, potential, heat,
and rest;
2. Newtonian principles and laws as they apply
to statics and dynamics, including, but
not limited to, friction, inclines, circular motion, the rotation of rigid
bodies, and fluid mechanics and knowledge of how these principles are
used in engineering applications;
3. Thermodynamics,
including the ideal gas law, entropy, heat engines, and thermodynamic
cycles, kinetic, and ensemble theory;
4. Conservation laws and the relationships
between conserved quantities, including the conservation of energy, mass,
linear and angular momentum, and charge;
5. Classical
wave theory of sound and electromagnetism, including the electromagnetic
spectrum, optics, and light behavior;
6. Electricity,
electrostatics, electrodynamics, and magnetism, including, but not
limited to, circuit theory and the propagation and generation of electric and
magnetic fields;
7. Fundamental forces of gravity,
electromagnetism, weak nuclear force, and strong nuclear force including, but
not limited to, the spectrum of known fundamental particles, the standard model,
and its known shortcomings;
8. Nuclear physics, including, but not limited
to reactivity, radioactivity, nuclear reactors, fission, and fusion;
9. Quantum mechanics, including wave-particle
duality and special relativity, Lorentz transformations, time dilations, length
contraction, and conversion of rest mass into energy;
10. Applications of physics in environmental
quality and to personal and community health;
b. Applications of physics for design,
engineering, and technology in society, business, industry, and health fields;
c. Apply knowledge of physics and physical
science concepts through full and partial inquiries, laboratory investigations,
and the use of scientific models; and
d. Understand and be able to apply mathematical
concepts and techniques, including, but not limited to
modeling and vector and variable analysis at least through the level of college
calculus and statistics.
Source. #7280, eff 7-1-00, EXPIRED: 7-1-08
New. #9566, eff 10-16-09; ss by #12458, eff
1-12-18; renumbered by #12603 (formerly Ed 507.33)
Ed 507.35 Theatre Teacher.
(a) To be considered for a
theatre teacher statement of eligibility as outlined in Ed 505.06, a candidate
shall have at least a bachelor's degree.
(b) To be eligible for
licensure as
a theatre
teacher
under any of the pathways described in Ed 505.05 through Ed 505.07, a candidate
shall have the following skills, competencies, and knowledge:
(1)
Basic theories and
processes of play analysis, production, and playwriting including:
a. Analyzing and evaluating plays for artistic
intent;
b. Preparing scripts for production; and
c. Creating dramatic texts through processes,
forms, and techniques including:
1. Elements of plot;
2. Script structure;
3. Character creation; and
4. Improvisation and creative dramatics;
(2)
Basic theories and processes of acting and directing including:
a. Analyzing character for multiple forms and
genres of theatre;
b. Introducing
students to varying techniques of performance for both
classical
and contemporary
plays in
order for the student to make informed choices when creating characters;
c. Making directorial or performance choices
for a variety of styles;
d. Staging and blocking;
e. Conducting auditions and casting actors;
f. Organizing production schedules, meetings,
and promotion; and
g. Using detailed supporting evidence to evaluate
and reflect
on the effectiveness of artistic choices;
(3)
Basic theories and
processes of technical theatre and design including:
a. Using design elements in all technical
areas to reflect the director’s vision of theme, locale, period,
and atmosphere,
through:
1. Scenery;
2. Properties;
3. Make-up;
4.
Costumes;
5. Lighting; and
6. Sound;
b. Demonstrating knowledge and skills for the safe
implementation of all technical elements of production in:
1. Set construction;
2. Properties;
3. Make-up;
4. Costumes;
5. Lighting; and
6. Sound;
(4)
Theatre history,
cultural context, and social meaning including:
a. Analyzing a variety of dramatic texts from
different cultural and historical perspectives;
b. Identifying and applying cultural, historic,
and social meanings in dramatic texts including:
1. Script writing;
2. Acting;
3. Designing; and
4. Directing;
c. Extracting social meanings from dramatic
texts and productions in order to illustrate the impact of society and
world culture on theatre as well as the emotional and social impact of dramatic
events on the world; and
d. Analyzing and evaluating the impact
theatrical artists and authors, who represent diverse cultural perspectives,
have had on the evolution of theatre;
(5)
K-12 theatre
content pedagogy including:
a. Creating and implementing standards-based lesson plans and
units;
b. Designing standards-based curriculum,
planning, instruction, and assessments, including modifications to meet the
needs of all learners;
c. Using performance-based competency-based
assessment strategies to determine and communicate student progress and achievement in
theatre;
d. Fostering collaborative classroom environments;
e. Using current technologies and multimedia to plan, prepare, and
deliver instruction;
f. Working with colleagues to:
1. Analyze how other art forms are modified and
integrated in theatre;
2. Identify connections between theatre and
other disciplines;
3. Collaborate across the curriculum with classroom
and other arts educators using a variety of techniques for theater arts integration to both draw out
creativity and achieve interdisciplinary learning goals in a variety of
settings and content areas; and
g. Describing and advocating for a comprehensive K-12 theatre
program; and
(6)
K-12 theatre
production pedagogy including:
a. Guiding students to express themselves
artistically through:
1. Script writing;
2. Acting;
3. Designing; and
4. Directing;
b. Instructing students in
describing, analyzing, and evaluating dramatic text and theatrical
performances;
c. Directing students in the
safe and proper use of current technologies and multimedia to amplify and
augment performances and productions;
d. Facilitating student
production teams, schedules, meetings, and marketing strategies; and
e. Demonstrating directorial
leadership including:
1. Legal and ethical use of copyrighted
material;
2. Knowledge and application of safety codes and
regulations for production space; and
3. Knowledge and application of legal and
professional obligations, responsibilities, and liabilities.
Source. #7923, eff 7-24-03; ss by #9939, INTERIM, eff
6-9-11, EXPIRED: 12-6-11
New. #10130, eff 5-18-12; renumbered by #12603
(formerly Ed 507.34); ss by #13485, eff 11-11-22
Ed 507.36 RESERVED
Source.
#7756, eff 9-1-02; amd by #8229, eff
12-17-04; ss by #8844, eff 3-16-07; ss by #10245, eff 12-21-12; renumbered by
#12603 (formerly Ed 507.35); ss and moved by #13000, eff 10-5-20 (see Ed
504.11)
Ed 507.37 Classical Languages Teacher.
(a) To be considered for a classical languages teacher statement of eligibility,
as described
in Ed 505.06, an individual shall have at least a bachelor's
degree.
(b) To be eligible for licensure as
a classical languages teacher with an endorsement in Latin under any of the
pathways described in Ed 505.05 through Ed 505.07 a candidate shall
have the following skills, competencies and knowledge:
(1)
In the area of reading comprehension and translation, the candidate
shall:
a.
Have
the ability to read the works of major Latin authors in prose and poetry, and knowledge of their literary qualities and importance;
b.
Have
the ability to translate Latin into idiomatic English; and
c.
Have
the ability to read aloud both prose and poetry in correct meter in
Latin using an accepted standard of pronunciation;
(2)
In the area of vocabulary, grammar, and syntax, the candidate shall:
a.
Have knowledge of the morphology, phonology, and syntax of
Latin;
b.
Have
the ability to write short compositions
in Latin; and
c.
Have knowledge of the general historical development
of Latin and its influence on Romance languages and English vocabulary;
and
(3)
In the area of the cultural and literary history, the candidate shall:
a.
Have knowledge of major aspects of classical
history, cultural institutions, and their connections to European
traditions and other world cultures;
b.
Have knowledge of the history and content of
classical literature, in translation or in the original; and
c.
Have knowledge of classical mythology.
(c) A candidate for licensure as a classical languages
teacher with an endorsement in Greek shall comply with (b) above, except that
the required skills, competencies and knowledge shall be in Greek instead of
Latin.
Source. #7924, eff 7-24-03; ss by #9306, eff
10-25-08, EXPIRED: 10-25-16
New. #12148, eff 3-24-17; renumbered by #12603
(formerly Ed 507.37); ss by #13486, eff 11-11-22
Ed 507.38 World Language Teacher. The following requirements shall
apply to the certification of a world language teacher for grades K-12:
(a)
In this section:
(1) "American Sign Language"
(ASL) means the visual-manual language
that has developed naturally across generations in the American deaf community
that:
a. Has all the features of language;
b.
Uses
the cheremes of handshape, palm orientation, point of contact, and movement for
expression; and
c.
Is
distinct from other signed or spoken languages, including English; and
(2)
When
applied to a candidate applying for
certification in ASL, the following
terms used in this section shall have
the following meanings:
a.
"Listening"
means attending to and understanding ASL;
b.
"Music"
means a poetic means of communication, using ASL;
c.
"Speaking"
means using ASL to express meanings;
d.
"Reading"
means attending to and understanding ASL as shown on a 3-dimensional medium of
visual transmission, including, but not limited to, a film, videotape, CDROM,
or DVD; and
e.
"Writing"
or "written communication" means using ASL expressively on a 3-
dimensional medium of visual transmission, including, but not limited to, a
film, videotape, CD-ROM, or DVD;
(b)
A candidate for certification as a world language teacher shall have:
(1)
A
bachelor's degree or higher; and
(2)
Except
as provided for ASL below, an intensive experience at the advanced level in the
target language, such as, but not limited to:
a.
A
term of residence in the country/community of the target language;
b.
A
service-learning experience requiring
the use of the target language; or
c.
A
term of residence in a certified total immersion program
in the target language; and
(3)
A candidate
for certification as a world language teacher in ASL shall have:
a.
Five or more years of
experience using ASL;
b.
ASL proficiency as described by American Sign Language Teachers'
Association Area 1 (2014), "Signing" and
"Attending," as specified in
Appendix II; or
c.
ASL
mastery equivalent to proficiency
level 3 as described by Gallaudet University's ASL Proficiency
Interview Diagnostics, as specified in Appendix II; and
(c)
A
candidate for certification as a world language teacher shall have the
following skills, competencies and knowledge through a combination of academic
experiences and demonstrated competency and equivalent experiences in the following areas:
(1)
In
the area of speaking and listening, the candidate shall have the ability to
interact with ease and confidence when dealing with most routine tasks and social
situations of the intermediate level in the target language, as evidenced by:
a.
The
ability to understand equivalent to a minimum of "Intermediate High"
according to the American Council on the Teaching of Foreign Languages
(ACTFL) criteria in ACTFL Proficiency Guidelines- Speaking (2012), as specified in Appendix II; or
b.
The
ability to meet the New Hampshire Guidelines for Language Learning Continuum, Stage III, as outlined in the New Hampshire Guidelines for World Language Learning
K-College, published by the New Hampshire Association of World Language
Teachers, as specified in Appendix II;
(2)
In
the area of written communication, the candidate shall have the ability to
understand and create written
materials in the target language for a variety of purposes and audiences;
(3)
In
the area of cultures, the candidate shall have the following knowledge and
abilities as relating to target language societies:
a.
Knowledge
of customs and ranges of cultural expression, including but not limited to art,
cuisine, and music;
b.
Knowledge
of representative types of literature including various literary themes and perspectives
across authors, genres, and regions;
c.
Knowledge
of the history, geography, and contemporary events;
d.
Knowledge
of social structures, roles, and attitudes, such as family, education, work,
and leisure; and
e.
Knowledge of political systems and institutions;
(4)
In
the area of connections, the candidate shall have the ability to apply the
target language to other content areas to reinforce and further the knowledge
of other disciplines, including:
a.
Knowledge of the range of career opportunities for speakers of more than one
language;
b.
Ability
to describe and compare how basic sports
and leisure activities are conducted
in areas where the target language
is spoken to these practices in the
United States;
c.
Ability
to identify the currency and principal products of various target language countries;
d.
Knowledge of and ability
to use the target language
to explain its structure; and
e.
Knowledge
that differences exist in language use among different social and regional
groups in such areas as vocabulary, pronunciation, and level of formality; and
(d)
Ability to compare and contrast cultural
practices and social roles, such as ceremonies, and interpersonal
relationships, among various countries where the target language is spoken.
Source. #7924, eff 7-24-03; ss by #9306, eff
10-25-08, EXPIRED: 10-25-16
New. #12148, eff 3-24-17; renumbered by #12603
(formerly Ed 507.37)
Ed 507.39 Music
Teacher.
(a) To be considered for
a music teacher Statement of Eligibility as outlined in Ed 505.05, a candidate
shall have at least a bachelor's degree.
(b) To be eligible
for licensure
as a music teacher under any of the pathways described in Ed 505.04
through Ed
505.06 a candidate shall have the following skills, competencies, and knowledge:
(1) Personal musicianship and performance ability including:
a. Performing from
notation with artistic expression and technical accuracy, either vocally or
instrumentally, as a soloist and as a member of a musical ensemble;
b. Improvising to a
structured harmonic accompaniment, idiomatically in at least one medium and
style, including but not limited to jazz;
c. Performing and
transposing on:
1. Piano; and
2. Guitar or other harmonic
instrument;
d. Conducting various
types of repertoire with accuracy, clarity, and musicianship; and
e. Researching,
planning, and presenting a musical performance;
(2) Aural skills and
theory including:
a. Hearing, analyzing,
and correcting individual performances during rehearsals and classes;
b. Aurally recognizing
a variety of historical and contemporary musical forms and genres;
c. Sight singing;
d. Notating music from
listening;
e. Reading and writing music in:
1. Traditional notation using a variety of clefs; and
2. Non-traditional notation;
f. Making common
transpositions;
g. Analyzing formal
and expressive elements in written music; and
h. Composing and
arranging music which exhibits appropriate instrumentation, voicing, level of
difficulty, and style;
(3) Music history and
culture including:
a. Describing the
development of the Western music arts beginning with The Middle Ages;
b. Analyzing the role
of music in a variety of cultures; and
c. Describing the music of a variety of
cultures;
(4) K-12 general music pedagogy including:
a. Developing in
students the ability to read and write music in traditional and non-traditional
notation;
b. Guiding students to
express themselves musically through singing, playing instruments, moving
purposefully, improvising, composing, and arranging;
c. Developing in
students the ability to describe, analyze and evaluate music and musical
performances through a variety of methods including guided listening;
d. Creating sequential
instruction in music history, its role in culture, and its relationship to
other disciplines; and
e. Using current
technologies and multimedia to:
1. Plan
and prepare instruction;
2. Deliver instruction;
3. Provide opportunities for music students to create, perform, and respond; and
4. Amplify and augment performance; and
(5) K-12 music performance pedagogy including:
a. Developing in
students the ability to sing and perform expressively alone and with others at
a beginning level in healthy, age-appropriate ways including:
1. Tone production in the general and extended
ranges of the voice including the changing voice;
2. Vocal techniques, including, but not limited to diction, breathing, and
posture; and
3. Varied repertoire;
b. Developing in
students the ability to play and perform expressively alone and with others at
a beginning level on classroom instruments, beginning band, and orchestra
instruments in healthy, age-appropriate ways including:
1. Tone production;
2. Articulation;
3. Fingerings; and
4. Transposition for commonly used instruments; and
c. Instructing,
rehearsing, assessing and refining either:
1. Vocalists throughout their school career and
in performances of choral music with knowledge of advanced techniques of:
(i) Tone production in the general and extended
ranges of the voice including the changing voice;
(ii) Vocal techniques, including, but not limited
to diction in English and in other world languages; and
(iii)
Varied repertoire, including music of four or more parts, accompanied or a
cappella; or
2. Instrumentalists throughout their school
career in performances including advanced techniques of:
(i) Tone production;
(ii) Articulation;
(iii) Fingerings, including alternate fingerings;
and
(iv) Transposition for less commonly used
instruments.
Source.
#7924, eff 7-24-03; amd by #9306, eff
10-25-08; ss by #9939, INTERIM, eff 6-9-11, EXPIRED: 12-6-11
New. #10130, eff 5-18-12; renumbered by #12603
(formerly Ed 507.38), EXPIRED: 5-18-22; ss by #13487, eff 11-11-22
Ed 507.40 Special Education Teacher.
(a)
To be licensed as a special
education teacher the candidate shall have at least a bachelor’s degree.
(b)
A
candidate for licensure as a special education teacher shall have skills,
competencies, and knowledge in the following areas:
(1) In the area of foundations, the
candidate shall have the ability to:
a. Describe the
philosophies, historical perspectives, theories, models, federal law, state
law, and case law related to knowledge and practice in general and special
education;
b. Understand how
philosophical and historical perspectives influence professional practice;
c. Understand the role
of families in supporting the development of a student’s ability to learn,
interact socially, and live as a contributing member of the community;
d. Understand the
functions of schools, school systems, and other agencies and their
relationships to general and special education; and
e. Understand the
components of a legally defensible education program;
(2) In the area of development
and characteristics of learners, the candidate shall have the ability to:
a. Describe the
similarities and differences in human growth and development of individuals
with and without disabilities within and across cognitive, academic,
developmental, social, language, sensory, diversity, physical, and emotional
and behavioral areas;
b. Define the
characteristics and their respective educational implications of all types of
disabilities in federal statutes, federal regulations, and Ed 1100;
c. Demonstrate
knowledge and understanding of diversity, families, communities, gender,
and society that influence learning; and
d. Demonstrate
understanding of the influences of environment and co-existing conditions,
disabilities, or both, in individuals;
(3) In the area of learning
differences, the candidate shall have the ability to:
a. Understand and
utilize the results of individuals’ evaluations, assessments,
and other information from a variety of sources, including parents and
students, to identify academic, developmental, social, emotional, behavioral,
functional skills, and post-secondary transition educational needs;
b. Demonstrate
knowledge and understanding of the learning differences, preferences, and needs
of students with disabilities including multiple influences of human growth and
development in collaboration with team members in the development of
individualized educational programs;
c. Understand how the
learning differences, preferences, and needs of students with disabilities
affect progress in the general curriculum, extracurricular activities, and
other nonacademic areas;
d. Identify levels of
special education services, supplementary aids and services, and support for
school personnel to create inclusive instructional opportunities that
accommodate diverse learning needs;
e. Understand and
utilize the diverse range of a student’s approach to learning and the range of
modifications and accommodations that can be used to support learning;
f. Understand the
concept of least restrictive environment and the continuum of educational
environments; and
g. Recognize the
relationships among a student’s academic, social, emotional, behavioral and
functional abilities, attitudes, and interests on instruction, transition
planning, and career development;
(4) In the area of learning and
social environments, the candidate shall have the ability to:
a. Incorporate
research-based instructional frameworks to promote access, equity, and
respect for all students in the general education environments;
b. Use effective
routines, clear expectations and procedures to create safe, caring, respectful,
and productive learning environments;
c. Use a range of
preventive and responsive practices documented as effective to support an
individual’s social, emotional, and educational well-being;
d. Collaboratively
select, administer, analyze, and interpret multiple measures of student’s
learning, behavior, and the classroom environment to evaluate and adapt
classroom settings utilizing interventions and adapting instructions;
e. Structure learning
environments and activities to develop and foster a student’s self-awareness,
self-management, self-regulation, self-reliance, and self-esteem; and
f. Provide positive
and constructive feedback to guide a student’s learning and behavior;
(5) In the area of
assessment, the candidate shall have the ability to:
a. Understand federal
law, state law, and administrative rules pertaining to students with
disabilities for required assessments and qualified examiners by disability
type for the evaluation of students with disabilities as part of assessment
related to the special education process;
b. Understand
procedures and timelines for the referral, evaluation, and determination of
eligibility for special education and related services;
c. Understand the
range of formal and informal assessments, instruments, and results and their
purposes in the special education process form making educational
decisions;
d. Collaboratively
select, administer in native language, communication mode, or both, and
interpret multiple formal and informal, culturally and linguistically
appropriate measures and procedures that are valid and reliable, understand
their limitations, and demonstrate the ability to write a formal report;
e. Systematically use
data from a variety of sources to identify the function served by problem
behavior to plan, implement, and evaluate behavioral interventions;
f. Assess, analyze,
interpret, and communicate a student’s progress towards measurable outcomes,
using technology as appropriate, to inform both short- and long-term planning
and make ongoing adjustments to instruction; and
g. Demonstrate an
understanding of the manifestation determination process;
(6) In the area of
instructional planning and strategies, the candidate shall have the ability to:
a. Collaboratively
plan and participate in best practices in co-teaching to strengthen learning
and achievement in the general curriculum for students with disabilities;
b. Incorporate
supports, services, and supplementary aids, including equipment, materials, and
assistive technology, across all environments;
c. Design and
implement effective strategies that promote active student engagement, increase
student motivation, and enhance self-regulation of a student’s learning;
d. Utilize evidence-based interventions and strategies
from multiple approaches validated for specific characteristics of learners
based on formative and summative assessment, to create and implement lesson
plans for academic, social, and behavioral content that are responsive to
diverse backgrounds;
e. Support the
implementation of annual measurable goals, with specially designed instruction,
accommodations, and modifications;
f. Provide specially
designed instruction for students with disabilities to increase accuracy and
proficiency in the areas of:
1. Reading and writing
including phonemic awareness;
2. Phonics;
3. Fluency;
4. Vocabulary;
5. Comprehension; and
6. Written expression;
g. Provide specially
designed instruction for students with disabilities to increase accuracy and
proficiency in the areas of:
1. Counting and
cardinality;
2. Operations and
algebraic thinking;
3. Numbers and
operations base ten;
4. Numbers and
operations with fractions;
5. Measurement and
data;
6. Geometry;
7. Ratios and
proportional relationships;
8. The number system;
9. Functions; and
10. Statistics, and
probability;
h. Identify and
explicitly teach executive functioning and social skills;
i. Identify and teach strategies for preparing individuals to
live independently, cooperatively, and productively in society;
j. Use individualized strategies to enhance language
development and communication skills; and
k. Use progress monitoring from ongoing assessment data to
evaluate instruction and student performance, and make responsive adjustments
to instruction or individual education plan;
(7) In the area of
curricular content and knowledge, the candidate shall have the ability to:
a. Use theories and research that form the basis of
curriculum development and instructional practices;
b. Use state, local,
or both content standards for planning, teaching, accommodating, and assessing
to individualized learning across all settings;
c. Use technology
related to curriculum content for planning and managing teaching and learning
environments; and
d. Integrate effective
social and life skills within the academic curriculum;
(8) In the area of professional practice, the candidate shall have the ability to:
a. Identify
organizations and publications relevant to students with disabilities;
b. Identify sources of
unique services, networks, and organizations for students with disabilities;
c. Describe the rights
and responsibilities of schools, students, families, teachers, and other
professionals related to the identification, placement, and services
of students with disabilities in accordance with procedural safeguards of Ed
1120 and 34 CFR 300.504, May 2017, as referenced in Appendix II; and
d. Understand how
issues of human diversity can impact families, cultures, and schools, in the
delivery of special education services; and
(9) In the area of
collaboration, the candidate shall have the ability to:
a. Utilize
communication, group facilitation, and problem-solving strategies in a
culturally responsive manner to lead effective meetings and share expertise and
knowledge to build team capacity and jointly address students’ instructional
and behavioral needs;
b. Collaborate,
communicate, and coordinate with families paraprofessionals, and other
professionals within the educational setting to assess, plan,
and implement effective programs and services that promote progress toward
measurable outcomes for individuals with and without disabilities;
c. Collaborate,
communicate, and coordinate with professionals and state and local agencies
within the community to identify and access services, resources, and supports
to meet the identified needs of individuals with disabilities and their
families;
d. Advocate for and
secure appropriate services for students with disabilities; and
e. Foster respectful
and beneficial relationships between families and professionals through the use
of meaningful parent engagement;
(c)
Each candidate for licensure as a special education teacher for students
age 5 up to age 21 shall have the following skills, competencies, and knowledge
through a combination of academic and clinical field-based experiences:
(1) Skill in engaging students with and
without disabilities from age 5 up to age 21; and
(2) Ability to engage in the full range
of teaching activities, roles, and responsibilities encountered in the school
and community settings of a student with disabilities.
(d)
Special education licensure shall qualify a teacher to:
(1) Teach specially
designed instruction to students with disabilities whose placement is along the
continuum of alternative educational environments but do not require the specialized
knowledge and skills of an educator with a categorical endorsement as defined
in Ed 507.42 through Ed 507.47; and
(2) Teach curriculum,
aligned to alternative academic standards, in consultation with certified
content area teachers, to children with disabilities.
Source. #8024, eff 7-1-04; ss by #9991, eff 9-16-11,
EXPIRED: 9-16-19; renumbered by #12603 (formerly Ed 507.39)
New. #12898, INTERIM, eff 10-11-19, EXPIRED:
4-8-20
New. #13023, Emergency Rule, eff 4-9-20, EXPIRES:
10-6-20; ss by #13099, eff 9-11-20
Ed 507.41 Early Childhood Special Education Teacher.
(a)
To be licensed as an early childhood special education teacher, the
candidate shall have at least a bachelor’s degree;
(b)
A candidate for licensure as early childhood special education teacher
for children from birth through grade 3 shall have skills, competencies, and
knowledge in the following areas:
(1) In the area of foundations, the
candidate shall have the ability to:
a. Describe the
philosophies, historical perspectives, theories, models, federal law, state
law, and case law related to knowledge and practice in early childhood
education and special education;
b. Understand how
philosophical and historical perspectives influence professional practice;
c. Understand the role
of families in supporting the development of a young child’s ability to learn,
interact socially, and live as a contributing member of the community;
d. Understand the
functions of early childhood settings, schools, school systems, community
systems, and other agencies and their relationships to early childhood
education and special education; and
e. Understand the
components of a legally defensible education program;
(2) In the area of
development and characteristics of learners, the candidate shall have the
ability to:
a. Describe the
similarities and differences in human growth and development of young children
with and without disabilities, within and across cognitive, academic,
developmental, social, emotional and behavioral, temperament, language,
sensory, diversity, and physical areas;
b. Define the characteristics and their respective
educational implications of all types of disabilities as described in federal
statutes, federal regulations, and Ed 1100;
c. Demonstrate
knowledge and understanding diversity, families, communities, gender, and
society that influence learning; and
d. Demonstrate
understanding of the influence of environment, co-existing conditions, and
disabilities on young children;
(3) In the area of learning
differences, the candidate shall have the ability to:
a. Understand and
utilize the results of a young child’s evaluations, assessments, and other
information from a variety of sources, including parents and young children, to
identify academic, developmental, social, emotional, behavioral, and functional
skills;
b. Demonstrate
knowledge and understanding of the learning differences, preferences, and needs
of young children with disabilities including multiple influences of human
growth and development in collaboration with team members in the development of
individualized family service programs (IFSP) and individualized education
programs (IEP);
c. Understand how the
learning differences, preferences, and needs of young children with
disabilities affect progress in preschool activities, the general curriculum,
extracurricular activities, and other nonacademic areas;
d. Identify levels of
special education services, supplementary aids and services, and support for
school personnel to create inclusive instructional opportunities that
accommodate diverse learning needs;
e. Understand and
utilize the diverse range of a young child’s approaches to learning and the
range of modifications and accommodations that can be used to support learning;
f. Understand the
concept of least restrictive environment and the continuum of educational
environments; and
g. Recognize the
relationships among a young child’s academic, social, emotional, behavioral and
functional abilities, attitudes and interests on the activities of young
children and instruction;
(4) In the area of learning and
social environments, the candidate shall have the ability to:
a. Incorporate
research based instructional frameworks to promote access, equity, and respect
for all children in the early childhood and general education environments;
b. Use effective
routines, clear expectations and procedures to create safe, caring, respectful,
and productive learning environments;
c. Use of range of
preventive and responsive practices documented as effective to support
individuals’ social, emotional, and educational well-being;
d. Collaboratively
select, administer, analyze, and interpret multiple measures of a young child’s
learning, behavior, and the classroom environment to evaluate and adapt
classroom settings utilizing interventions and adapting instruction;
e. Structure learning
environments and activities to develop and foster a young child’s
self-awareness, self-management, self-regulation, self-reliance, and
self-esteem; and
f. Provide positive
and constructive feedback to guide a young child’s learning and behavior;
(5) In the area of assessment,
the candidate shall have the ability to:
a. Understand the
federal law, state law, and administrative rules pertaining to young children
with disabilities, for required assessments and qualified examiners by
disability type for the evaluation of young children with disabilities as part
of assessment related to the special education process;
b. Understand early
childhood services and supports, birth up to age 3, and the transition process
from the IFSP to the IEP by age 3;
c. Understand
procedures and timelines for the referral, evaluation, and determination of
eligibility for special education and related services;
d. Understand and
utilize the range of informal assessments, instruments, and results and their
purpose in the special education process for making
educational decisions;
e. Collaboratively
select, administer in native language, or communication mode, or
both, and interpret multiple formal and informal, culturally and linguistically
appropriate measures and procedures that are valid and reliable, understand
their limitations, and demonstrate the ability to write a formal report;
f. Systematically use
data from a variety of sources to identify the function served by problem
behavior to plan, implement, and evaluate behavioral interventions; and
g. Assess, analyze,
interpret, and communicate a young child’s progress towards measurable
outcomes, using technology as appropriate, to inform both short- and long-term planning and make ongoing adjustments to instruction.
(6) In the area of
instructional planning and strategies, the candidate shall have the ability to:
a. Collaboratively
plan and participate in best practices in co-teaching to strengthen learning
and achievement in preschool activities, home setting, and the general
education curriculum for young children with disabilities;
b. Incorporate
supports, services, and supplementary aids, including equipment, materials, and
assistive technology, across all environments;
c. Design and
implement effective strategies that promote active engagement, increase
motivation, and enhance self-regulation of a young child’s
learning;
d. Utilize
evidence-based interventions and strategies from multiple approaches validated
for specific characteristics of learners based on formative and summative
assessment, to create and implement lesson plans for academic, social, and
behavioral content that are responsive to diverse backgrounds;
e. Support the
implementation of annual measurable goals, with specially designed instruction,
accommodations, and modifications;
f. Provide specially
designed instruction in order to increase accuracy and proficiency in basic
social-emotional, early language/communication, early literacy, early writing,
and early numeracy skill development for young children with disabilities;
g. Identify and
explicitly teach foundations of learning, executive functioning, and social
skills;
h. Use individualized
strategies to enhance language development and communication skills; and
i. Use progress
monitoring from ongoing assessment data to evaluate instruction and a young
child’s performance, and make responsive adjustments to instruction, individual
family support program, or individual education program;
(7) In the area of curricular content and knowledge, the candidate shall have the ability
to:
a. Use theories and
research that form the basis of play-based learning, preschool activities,
curriculum development, and instructional practices;
b. Use state and local
content standards or guidelines for planning, teaching, accommodating, and
assessing to individualize learning across all settings;
c. Use technology
related to curriculum content for planning and managing teaching and learning
environments; and
d. Integrate effective
social and life skills within the early childhood setting;
(8) In the area of professional practice, the candidate shall have the ability to:
a. Identify
organizations and publications relevant to young children with disabilities;
b. Identify sources of
unique services, networks, and organizations for young children with
disabilities;
c. Describe the rights
and responsibilities of schools, young children, families, teachers, and other
professionals related to the identification, placement, and services of young
children with disabilities in accordance with procedural safeguards of Ed 1120
and 34 CFR 300.504, May 2017, as referenced in Appendix II; and
d. Understand how
issues of human diversity can impact families, cultures, and schools in the
delivery of special education services; and
(9) In the area of
collaboration, the candidate shall have the ability to:
a. Utilize
communication, group facilitation, and problem-solving strategies in a
culturally responsive manner to lead effective meetings and share expertise and
knowledge to build team capacity and jointly address a young child’s
instructional and behavioral needs;
b. Collaborate,
communicate, and coordinate with families, paraprofessionals, and other
professionals across all educational settings to assess, plan and implement
effective programs and services that promote progress toward measurable
outcomes for young children with and without disabilities and their families;
c. Collaborate,
communicate, and coordinate with professionals and state and local agencies
within the community to identify and access services, resources, and supports
to meet the identified needs of young children with disabilities and their
families;
d. Advocate for and
secure appropriate services for young children with disabilities; and
e. Foster respectful
and beneficial relationships between families and professionals through the use
of meaningful parent engagement;
(c)
Each candidate for licensure as an early childhood special education
teacher for young children from birth through grade 3 shall have the following
skills, competencies, and knowledge through a combination of academic and
supervised field-based experiences:
(1) Skill in engaging with young
children with and without disabilities from birth through grade 3; and
(2) Ability to engage in the full range
of teaching activities, roles, and responsibilities encountered in the school
and community settings of a young child with disabilities;
(d)
Early childhood special education licensure shall qualify a teacher to
provide special education services to young children with disabilities:
(1) For young children from
birth through age 3, who receive early supports and services;
(2) For young children
from age 3 up to kindergarten, whose placement is in an early childhood program
or an early childhood special education program; and
(3) For young children
in kindergarten through grade 3, who are eligible to receive special education
services and who are able to benefit from general and special education but do
not require the specialized knowledge and skills of an educator certified under one or
more of the programs defined in Ed 507.42 through Ed 507.47; and
(e) “General education,” as used in (d)(3) above
means instruction in a setting that has the inclusion of children with
disabilities in proportion to their presence in the general population
utilizing the curriculum of the elementary school and taught by a certified
elementary or early childhood teacher, with supports from special education
personnel, as necessary.
Source.
#9991, eff 9-16-11; renumbered by #12603
(formerly Ed 507.391), EXPIRED: 9-16-19
New. #12898, INTERIM, eff 10-11-19, EXPIRED:
4-8-20
New. #13023, Emergency Rule, eff 4-9-20, EXPIRES:
10-6-20; ss by #13099, eff 9-11-20
Ed 507.42 Special Education Teacher in Area of
Intellectual Developmental Disabilities. To be certified as
teacher in the area of intellectual
developmental disabilities, including the autism
spectrum disorder, the candidate shall:
(a)
Have at least a bachelor's degree
and certification in general special education
under Ed
507.40; and
(b)
Have the following
knowledge, skills, and dispositions through a combination
of academic and supervised practical
experiences in the following areas:
(1)
In the area of foundations, the ability to:
a.
Describe
issues related to the identification of individuals with
intellectual developmental disabilities;
b.
Describe
the continuum of placement and services available for individuals with
intellectual developmental disabilities; and
c.
Identify
the historical trends and practices in the field of intellectual developmental disabilities;
(2)
In the area of development and characteristics of learners, the ability to:
a.
Identify
the causes and theories of intellectual developmental disabilities
and implications for prevention;
b.
Explain
the medical aspects of intellectual developmental disabilities and their
implications for learning; and
c.
Describe the psychological, social, emotional, and movement
characteristics of individuals with intellectual developmental disabilities;
(3)
In the area of individual learning
differences, the ability
to:
a.
Align
individualized educational programs (IEPs) with current evidence-based research;
b.
Use informal
and formal evaluations to develop IEPs;
c.
Explain
the complex interrelationships among differences in behavior, communication,
sensory and movement capabilities, and cultural differences in developing IEPs;
d.
Explain
the impact of intellectual developmental disabilities on behavior;
e.
Identify
an individual's needs for medical support services; and
f.
Describe levels of support
related to the
needs of an individual;
(4)
In the area of instructional strategies, the ability to:
a.
Utilize
a variety of evidence-based instructional methods
and specialized materials to teach individuals and help them generalize new knowledge, skills, and dispositions;
b.
Design
and coordinate typical and specialized supports in the classroom, school, and
community in the areas of curriculum, instruction, communication, assistive
technology, and medical and related services; and
c.
Construct
a graduation planning continuum that leads
to an individual's
participation in a variety of typical
adult roles and integrated community
environments such as postsecondary education, work, housing, and community
living;
(5)
In the area
of learning environments and social interactions, the ability to:
a.
Develop
learning environments that include
individuals with intellectual developmental disabilities
in age-appropriate, general
education classrooms in local
schools and community-based settings;
b.
Identify
barriers, including, but not limited to, attitudes, educational practices,
communication methods, transportation, and physical barriers, to the
development of an individual's social relationships and develops strategies for
avoiding or overcoming them;
c.
Facilitate
interactions between individuals with intellectual developmental disabilities,
their age-appropriate classmates without disabilities, and other peers in order
to develop, maintain, and enhance social and communicative relationships;
d.
Identify
opportunities and facilitate support for an individual's participation in
typical extra- and co-curricular activities, based on the individual's
interests and desires;
e.
Demonstrate
knowledge of transfer, lifting, positioning, and feeding techniques; and
f.
Use assistive
technology in learning
environments;
(6)
In the area of language, the ability to:
a.
Describe
the role of augmentative communication in developing an individual's problem-solving
and social interactions skills;
b.
Integrate
a variety of augmentative communication symbols, modes, aids, and techniques
that support an individual's active participation, learning, and communication
in the general curriculum, in the general education classroom, during typical
school routines, and in the community; and
c.
Plan
instruction on the use of augmentative communication systems;
(7)
In the area of instructional planning, the ability to:
a.
Collaborate
and plan with others, including, but
not limited to, parents, general education teachers, related service providers,
school nurses, paraeducators, and appropriate members of the community, to develop IEPs that reflect goals based on the content of the general education curriculum, including, but not limited to:
1.
Subject matter knowledge from general curriculum subject areas;
2.
Literacy,
including functional literacy;
3.
Social
skills;
4.
Vocational
planning and career skills, including driver education;
5.
Community
service learning;
6.
Skills
for community living;
7.
Self-determination
and self-advocacy; and
8.
General
learning habits and behaviors;
b.
Design
positive approaches to challenging behavior and support teams in their
implementation of individualized student support plans;
c.
Identify
model programs for individuals with intellectual developmental disabilities,
including postsecondary education or career transition;
d.
Select
and use specialized instructional strategies appropriate to individuals with
intellectual developmental disabilities;
e.
Design
and implement sensory supports for individuals with intellectual developmental
disabilities;
f.
Plan
instruction for independent functional life skills relevant to the community,
personal living, sexuality, postsecondary education, and employment;
g.
Plan
and implement appropriate instruction based on an individual's chronological
age, abilities, and high expectations for learning; and
h.
Design,
implement, and evaluate instructional programs that enhance social
participation across environments;
(8)
In the area of assessment, the ability to:
a.
Assess
an individual's learning and
communication styles, strengths, and
needs using a variety of authentic assessment strategies, including, but not limited to:
1.
Criterion-based
assessments;
2.
Ecological
inventories;
3.
Play-based
assessments;
4.
Futures
planning assessments; and
5.
Other
classroom or typical activity-based strategies;
b.
Assess
the factors that affect learning
and communication, including, but not limited
to:
1.
The
physical and sensory environments;
2.
The
curriculum;
3.
Instructional
methods;
4.
Individual
characteristics;
5.
Family
and cultural factors; and
6.
Classmates'
and teachers' attitudes;
c.
Conduct
comprehensive functional behavioral assessments;
d.
Identify
opportunities for learning and communication
in a variety of environments, including, but not limited to:
1.
General
education classrooms;
2.
Typical
school routines and activities; and
3.
Extracurricular activities in the community
and at home;
e.
Develop
meaningful documentation procedures
to evaluate an individual's learning and
communication skills and provide this
information for general education and alternate assessment purposes;
f.
Evaluate educational programs in order to:
1.
Improve
team collaboration;
2.
Enhance
the effectiveness of supports; and
3.
Maximize
achievement; and
g.
identify
environmental assessment conditions that promote maximum performance of individuals with intellectual developmental
disabilities;
(9)
In the area of professional practice,
the ability to:
a.
Identify
organizations and publications in the field of intellectual developmental disabilities;
b.
Participate
in the activities of professional organizations in the field of intellectual
development.al disabilities; and
c.
Understand
laws and policies regarding identification and placement procedures for
individuals with intellectual developmental disabilities; and
(10) In
the area of collaboration, the ability to:
a.
Demonstrate leadership
skills to promote:
1.
An individual's:
(i)
Access to and
achievement within the general curriculum in the general
education classroom;
(ii) Learning of functional life skills;
(iii) Development of social relationships; and
(iv) Access to and use of
augmentative and alternative
communication and assistive technology;
and
2.
General school
reform and systems
change;
b.
Provide
facilitation and leadership to teams, including, but not limited to, parents, general education teachers, related
service providers, school nurses, and
paraeducators, as they plan, implement, and evaluate individuals' educational programs;
c.
Collaborate
with others to secure funding for
augmentative communication and other learning and assistive technology and
facilitate their optimum functioning through regular maintenance and service;
d.
Coordinate
and provide professional development
and, when appropriate, supervision, for professionals, administrators, paraeducators, family members, and the general
community in the areas of quality education and communication
supports for individuals with intellectual developmental disabilities; and
e.
Collaborate
and promote the development of leadership skills of individuals' families by connecting them with self-advocacy
and community resources.
Source. #8229, eff 12-17-04; ss by #9157, eff 7-1-08;
ss by #11153, eff 8-16-16; renumbered by #12603 (formerly Ed 507.40)
Ed 507.43 Special Education Teacher in Area of Deaf
and Hearing Disabilities. To be certified as teacher in the area of deaf
and hearing disabilities, the candidate shall:
(a)
Have
at least a bachelor's degree;
and
(b)
Have
the following knowledge, skills, and dispositions through a combination of academic and supervised practical
experiences in the following areas:
(1)
In the area of foundations, the ability to:
a.
Identify
models, theories, and philosophies that provide the basis for educational practice for individuals who are deaf
or have hearing disabilities;
b.
Articulate
educational definitions, identification criteria, labeling issues, incidence,
and prevalence figures for individuals who are deaf or have hearing
disabilities;
c.
Identify
etiologies of hearing loss that can result in additional sensory, motor, or
learning differences;
d.
State
issues and trends in the field of education of individuals who are deaf or have
hearing disabilities;
e.
Identify
major contributors to the field of education of individuals who are deaf or
have hearing disabilities;
f.
Apply
theories, philosophies, and models of practice to the education of individuals
who are deaf or have hearing disabilities;
g.
Explain
basic audiological principles; and
h.
Identify:
1.
Amplification
systems, including, but not limited to, personal hearing aids and cochlear
implants; and
2.
Assistive
listening devices, including, but not
limited to, C-print, CART,
and relay services;
(2)
In the area of development and characteristics of learners, the ability to:
a.
Apply
theories of cognitive development of individuals who are deaf or have hearing
disabilities;
b.
Identify
characteristics and effects of the cultural and environmental milieu on an
individual with hearing loss and the individual's family;
c.
integrate
current knowledge about the effects of various medications and medical and
technological advancements on individuals with hearing loss;
d.
Explain
the hierarchy of auditory development; and
e.
Describe
the impact of the age of onset of hearing loss, age of identification,
incidental learning, and provision of services on the development of the
individual who is deaf or has hearing disabilities;
(3)
In the area
of individual learning differences, the ability to:
a.
Analyze
the impact of educational placement
options with regard to cultural
identity and linguistic, academic, social, and emotional development;
b.
Assess the cultural implications of hearing loss that may impact an individual;
c.
Apply
information on the cognitive, physical, cultural, social, academic, and
emotional characteristics of children who have special needs in addition to
hearing loss; and
d.
Evaluate
the impact of various hearing losses, including, but not limited to,
unilateral, hard of hearing and deaf, on an individual's social, emotional,
cognitive, and language development;
(4)
In the area of instructional strategies, the ability to:
a.
Demonstrate
the language used to teach an individual who is deaf or who has hearing disabilities specific to the methodology determined by the individualized
education program or 504 team;
b.
Integrate
the sources of specialized instructional and assessment materials for an
individual who is deaf or has hearing disabilities;
c.
Select
the appropriate procedures and technologies consistent with a variety of
philosophies necessary to educate individuals who are deaf or have hearing
disabilities;
d.
Prepare
individuals who are deaf or have hearing disabilities in the use of
interpreters, note takers, peer tutors, amplification devices, and assistive
listening devices;
e.
Apply
various applicable language teaching strategies to the needs of an individual;
f.
Implement
educational designs and practices of various programming options for
individuals who are deaf or have hearing disabilities;
g.
Select
appropriate auditory training techniques that will maximize residual hearing
for deaf or individuals with hearing disabilities; and
h.
Maintain
and troubleshoot hearing aids, cochlear implants, and FM systems using radio
broadcast technology;
(5)
In the area
of learning environments and social interactions, the ability to:
a.
Promote
the processes for establishing ongoing interactions of individuals who are deaf
or hard of hearing with peers and role models who are deaf or hard of hearing;
b.
Promote
opportunities for interaction with communities of individuals who are deaf or
hard of hearing on local, state, and national levels;
c.
Make
accommodations to the instructional environment to meet the physical,
cognitive, cultural, social, and communication needs of the individual who is
deaf or hard of hearing;
d.
Promote
incidental language experiences to fit the visual and other sensory needs of
individuals who are deaf or hard of hearing; and
e.
Design
a classroom environment that maximizes opportunities for visual or auditory
teaming, or both, for individuals who are deaf or hard of hearing
via:
1.
Daily routines;
2.
Improving
classroom acoustics;
3.
Limiting
distance, noise, and reverberation; and
4.
Suggesting
modifications and accommodations as necessary;
(6)
In
the area of communication, the ability to:
a.
Demonstrate fluency in communication approaches
salient to the individual who is deaf or
hard of hearing that are necessary to enhance cognitive,
emotional, and social development;
b.
Evaluate
the communication approaches salient to the individual who is deaf or hard of
hearing; ·
c.
Apply
the various components of nonlinguistic and linguistic communication used by
individuals who are deaf or hard of hearing;
d.
Apply
strategies to facilitate cognitive and communicative development in individuals
who are deaf or hard of hearing;
e.
Develop
communication between the individual who is deaf or hard of hearing and his or
her family or community; and
f.
Select
appropriate communication strategies and resources to facilitate understanding
of subject matter for students whose
primary language is not English;
(7)
In the area of instructional planning,
the ability to:
a.
Identify
and evaluate programs, including career, vocational and transition, for
individuals who are deaf or hard of hearing;
b.
Select,
design, and use technology, materials, and resources required to educate
individuals who are deaf or hard of hearing;
c.
Integrate
speech skills, as consistent with the individual's ability and the program's
educational philosophy, into all areas of the curriculum;
d.
Modify
instruction for individuals who are deaf or hard of hearing and who have
multiple disabilities and special needs;
e.
Define
roles and responsibilities of the educational interpreter related to
instruction, intervention, and direct service; and
f.
Prepare
individuals to self- advocate as related to
hearing loss;
(8)
In the area of assessment, the ability to:
a.
Explain
specialized technology used in assessing individuals who are deaf or hard of
hearing;
b.
Utilize
the specialized materials and procedures for evaluation, eligibility,
placement, and program planning for individuals who are deaf or hard of
hearing;
c.
Gather
and analyze verbal and nonverbal communication samples;
d.
Articulate
the specialized policies on referral and placement procedures for individuals
who are deaf or hard of hearing;
e.
Report
assessment results using effective communication;
f.
Evaluate
instruction and monitor progress of individuals who are deaf or hard of
hearing;
g.
Develop
or modify individualized assessment strategies;
h.
Use
performance data and informal input from students, parents, educators, and
administrators to do the following for individuals who are deaf or hard of
hearing:
i.
Identify
appropriate modifications in the learning environment;
1.
Develop
instructional assessment strategies;
2.
Evaluate
results of instruction and appropriateness of program options; and
3.
Assess
developmental skill levels in the domains of cognition, language, motor, and
social emotional development;
(9)
In the area of professional practice,
the ability to:
a.
Promote
appropriate roles and responsibilities of
teachers and support personnel in
educational practice for individuals
who are deaf or hard of hearing;
b.
Model
adherence to professional conduct and confidentiality policies;
c.
Participate
in professional development activities to increase knowledge and skills related
to educating and communicating with individuals who are deaf or hard of
hearing; and
d.
Utilize
the knowledge of the various organizations and publications relevant to the
field of education of individuals who are deaf or hard of hearing; and
(10)
In the area
of collaboration, the ability to:
a.
Understand
the various services, networks, and organizations available to individuals who are
deaf or hard of hearing at the local, state and national levels;
b.
Coordinate
support personnel to meet the diverse communication needs of the individual who
is deaf or hard of hearing;
c.
Provide
families with resources, knowledge, skills, and support to make choices
regarding communication modes, philosophies, and educational options across the
lifespan;
d.
Promote
effective communication and collaboration with individuals with exceptional
teaming needs, including families, school personnel, and community members;
e.
Collaborate
with school personnel, parents, clinical personnel, and community members in
integrating individuals with exceptional learning needs into various settings;
f.
Model
techniques and coach others in the use of instructional methods and
accommodations;
g.
Demonstrate
the ability to impart specific knowledge of the needs of deaf and hard of
hearing individuals to educational staff; and
h.
Support
instruction in the regular education classroom by observing, evaluating, and
providing specific knowledge to
educational and support staff.
Source.
#8229, eff 12-17-04; ss by #9157, eff
7-1-08; ss by #11153, eff 8-16-16; renumbered by #12603 (formerly Ed 507.41)
Ed 507.44 Special Education Teacher in Area of
Emotional and Behavioral Disabilities.
To be certified as teacher
in the area of emotional and behavioral disabilities, the candidate shall:
(a)
Have at least a bachelor's degree and certification in general special education
under Ed 507.40; and
(b)
Have the following
knowledge, skills, and dispositions through a
combination of academic and
supervised practical experiences in
the following areas:
(1)
In the area of foundations, the ability to:
a.
Understand law, policies, and principles regarding
behavior management, planning, and implementation;
b.
Understand
legal, judicial, and educational systems as related to emotional and behavioral
disabilities, including handling confidential information as required by laws
and regulations;
c.
Understand
principles of normalization and concept of least restrictive environment for
individuals with emotional and behavioral disabilities; and
d.
Understand
the theory of reinforcement techniques in serving individuals with emotional
and behavioral disabilities;
(2)
In the area of development and characteristics of learners, the ability to:
a.
Demonstrate knowledge of the etiology and identification of emotional and behavioral
disabilities;
b.
Understand
current trends and treatment of physical development, disability, and health
impairments related to individuals with emotional and behavioral disabilities;
and
c.
Demonstrate
an understanding of the social characteristics of individuals with emotional
and behavioral disabilities;
(3)
In the area of individual learning
differences, the ability
to:
a.
Recognize
variations in beliefs, traditions, and values across and within cultures and
their effects on relationships among individuals with emotional and behavioral
disabilities and their families in a school setting; and
b.
Demonstrate
an understanding of the learning differences among individuals from culturally
diverse backgrounds;
(4)
In
the area of instructional strategies, the ability to:
a.
Identify
and use appropriate specialized materials for individuals with emotional and
behavioral disabilities;
b.
Implement
prevention and intervention strategies for individuals at risk of emotional and
behavioral disabilities;
c.
Consider
the advantages and limitations of instructional strategies and practices for
teaching individuals with emotional and behavioral disabilities;
d.
Use
a variety of resources and techniques while transitioning individuals with
emotional and behavioral disabilities into and out of school and post-school environments;
and
e.
Utilize
strategies for integrating student-initiated learning experiences into ongoing
instruction for individuals with emotional and behavioral disabilities;
(5)
In
the area of learning environments and social interactions, the ability to:
a.
Maintain
consistent teacher attitudes and behaviors that influence behavior of
individuals with emotional and behavioral disabilities;
b.
Teach
appropriate social skills needed for educational and other environments;
c.
Understand
the advantages and disadvantages of placement options and the continuum of
services for individuals with emotional and behavioral disabilities;
d.
Utilize
functional classroom designs for individuals with emotional and behavioral
disabilities;
e.
Create
a safe, equitable, positive, and supporting learning environment in which
diversities are valued;
f.
Identify
realistic expectations for personal and social behavior in various settings and
identify supports needed for successful integration;
g.
Design
learning environments that encourage active participation in individual and
group activities by modifying the learning environment to manage behaviors;
h.
Use
the least intensive behavior management strategy consistent with the specific
needs of an individual with emotional and behavioral disabilities;
i.
Teach
self-advocacy strategies and skills so that an individual with emotional and
behavioral disabilities can be more proactive;
j.
Structure,
direct, and support the activities of paraeducators, volunteers, and tutors to
support and encourage self-advocacy and increased independence;
k.
Establish
a consistent classroom routine for individuals with emotional and behavioral
disabilities; and
l.
Use
skills in problem solving
and conflict resolution;
(6)
In the area of language, the ability to:
a.
Consider the effects of cultural and linguistic differences on growth,
development, and communication;
b.
Understand
the ways of behaving and communicating among cultures that can lead to
misinterpretation and misunderstanding; and
c.
Use
strategies to support and enhance communication skills of individuals;
(7)
In the area of instructional planning,
the ability to:
a. Utilize theories and research for the basis
of curriculum development and instructional practice
relating to state-recommended curriculum;
b. Use technology for planning and managing the
teaching and learning environment as related to emotional and behavioral
disabilities;
c. Understand the roles and responsibilities of
the paraeducator relating to instructional support, intervention, and direct
service;
d. Design, locate, and use specialized materials
for individuals with emotional and behavioral disabilities;
e. Use procedures to increase an individual's
self-awareness, self-management, self control, self-reliance, self-esteem, and
self-advocacy;
f. Use a variety of non-aversive techniques to
control targeted behaviors and maintain attention of individuals with emotional
and behavioral disabilities;
g. Plan and implement individualized
reinforcement systems and environmental modifications at levels equal to the
intensity of the behavior;
h. Integrate academic instruction, affective
education, and behavior management for individuals and groups with emotional
and behavior disabilities;
i. Involve the individual and family in setting
instructional goals and monitoring progress;
j. Use functional assessments to develop
intervention plans;
k. Integrate affective, social, and life skills
with academic curricula;
l. Develop and select instructional content,
resources, and strategies that respond to cultural, linguistic, gender, and
individual differences;
m. Make responsive adjustments to instruction
based on continual observations; and
n. Prepare individuals to react in a positive
manner that reflects self-esteem in response to societal attitudes and actions;
(8)
In the area of assessment, the ability to:
a.
Understand
and utilize basic terminology used in assessment of emotional and behavioral
disabilities;
b.
Utilize
appropriate policies and procedures involved in the screening, identification,
programming, and placement of individuals with emotional and behavioral
disabilities including academic and social behaviors;
c.
Understand
types and importance of information concerning individuals with emotional and
behavioral disabilities available in collaboration with families and public or
private agencies;
d.
Assess
appropriate and problematic social behaviors of individuals with emotional and
behavioral disabilities;
e.
Use
assessment information in making eligibility, program, and placement decisions
for individuals with emotional and behavioral disabilities;
f.
Collect,
analyze, and interpret formal and informal assessment data to report to all
stakeholders using effective communication skills; and
g.
Monitor
intragroup behavior changes from subject to subject and activity to activity
applicable to individuals with emotional and behavioral disabilities;
(9)
In the area of professional practice, the ability to:
a.
Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession;
b.
Conduct
professional activities in compliance with applicable laws and policies as
related to emotional and behavioral disabilities;
c.
Demonstrate
sensitivity for the culture, language, religion, gender, disability,
socioeconomic status, and sexual orientation of individuals with emotional and
behavioral disabilities;
d.
Demonstrate
knowledge of organizations and publications relevant to the field of emotional
and behavioral disabilities; and
e.
Participate
in activities of professional organizations relevant to the field of emotional
and behavioral disabilities; and
(10)
In
the area of collaboration, the ability to:
a.
Understand
services, networks, and organizations for individuals with emotional and
behavioral disabilities and their transition into the community;
b.
Provide
parent education programs and behavior management guides that address severe
behavioral problems and facilitate communication for individuals with emotional
and behavioral disabilities; ·
c.
Utilize
collaborative and consultative roles of special and general educators in the
integration or reintegration of individuals with emotional and behavioral
disabilities;
d.
Understand
the role of professional groups and referral agencies in identifying,
assessing, and providing confidential services to individuals with emotional
and behavioral disabilities;
e.
Understand
and utilize elements of the community culture that promote effective
communication and collaboration with individuals with emotional and behavioral
learning needs, families, school personnel, and community members;
f.
Maintain
confidential communication about individuals with emotional and behavioral
disabilities;
g.
Foster
respectful and beneficial relationships between families and professionals,
including families with cultural diversity;
h.
Collaborate
with school personnel and community members in integrating individuals with
emotional and behavioral disabilities into various settings;
i.
Model
techniques and coach others in the use of instructional methods;
j.
Communicate
with school personnel about the characteristics and needs of individuals with
emotional and behavioral disabilities;
k.
Observe,
evaluate, and provide feedback to paraeducators and support them by providing documentation;
and
l.
Teach
parents to use appropriate behavior management and counseling techniques.
Source. #8229, eff 12-17-04; ss by #9157, eff 7-1-08;
ss by #11153, eff 8-16-16; renumbered by #12603 (formerly Ed 507.42)
Ed 507.45 Special Education Teacher in Area of
Specific Learning Disabilities. To be certified as a teacher in the area of specific learning disabilities, the
candidate shall:
(a)
Have at least a bachelor's degree and certification in general special education
under Ed
507.40; and
(b)
Have
the following knowledge, skills, and dispositions
through a combination of academic
and supervised practical
experiences in the following areas:
(1)
In the area of foundations, the ability to:
a.
Understand
philosophies, theories, models, and issues related to individuals with specific
learning disabilities;
b.
Understand
laws and policies regarding pre-referral, referral, and placement procedures
for individuals who might have specific learning disabilities; and
c.
Understand
current definitions, issues, and research related to the identification of
individuals with specific learning disabilities;
(2)
In the area of development and characteristics of learners,
the ability to:
a.
Understand the etiologies
of specific learning disabilities;
b.
Understand
the neurobiological and medical factors that might impact the learning of
individuals with specific learning disabilities;
c.
Understand
psychological, social, and emotional characteristics of individuals with
specific learning disabilities;
d.
Identify
differing learning needs and styles of individuals with specific learning
disabilities and implications on instructional design process;
e.
Understand
current research and trends concerning individuals with specific learning
disabilities; and
f.
Understand
and consistently apply federal, state, and local criteria in the process of
identification of individuals with
specific learning disabilities;
(3)
In the area
of individual learning
differences, the ability to:
a.
Understand
the impact of co-existing conditions and exceptionalities on individuals with
specific learning disabilities;
b.
Understand
the impact of specific learning disabilities on core curriculum areas;
c.
Understand
how individual learning differences affect acquisition of knowledge;
d.
Know
current definitions and characteristics of individuals with specific learning
disabilities and their effect on individuals' development and educational
performance;
e.
Recognize
the effects of phonological awareness on the reading abilities of individuals
with specific learning disabilities; and
f.
Recognize
the impact specific learning disabilities may have on auditory and information processing skills;
(4)
In the area of instructional strategies, the ability to:
a.
Identify
and use methods for ensuring academic success for individuals with specific
learning disabilities in the general curriculum in one-to-one, small group, and
large group settings;
b.
Provide
appropriate high-quality, research-based instruction in genera! education
settings consistent with the federal Elementary and Secondary Education Act
(ESEA);
c.
Use
reading methods appropriate to an individual with learning disabilities;
d.
Implement
systematic instruction to teach accuracy, fluency, and comprehension in content
area reading and written language;
e.
Implement
systematic instruction in teaching reading comprehension and monitoring
strategies;
f.
Use
methods for increasing accuracy and proficiency in math calculations and math
problem solving;
g.
Use
methods to teach mathematics appropriate to individuals with specific learning
disabilities;
h.
Use
specialized methods for teaching basic skills;
i.
Teach
strategies for organizing and composing written products;
j.
Demonstrate
thorough knowledge of the structure of oral and written language and its
influence on literacy;
k.
Instruct
appropriate strategies to prepare for and to take tests;
l.
Use
methods for teaching individuals to independently use cognitive processing to
solve problems;
m.
Use
research-supported methods for academic and nonacademic instruction of
individuals with specific learning disabilities;
n.
Use
methods for guiding individuals in identifying and organizing critical content;
o.
Modify
the pace of instruction and provide organizational cues;
p.
Use
instructional methods to strengthen and compensate for deficits in perception,
comprehension, memory, and retrieval;
q.
Identify
and teach basic structures and relationships within and across curricula;
r.
Integrate
social skills instruction into the curriculum;
s.
Use
responses and errors to guide instructional decisions and provide feedback to
learners;
t.
Collect
and use data to make adjustments to instruction and document progress;
u.
Identify
and teach essential concepts, vocabulary, and content across the general
curriculum; and
v.
Teach
learning strategies and study skills to acquire academic content;
(5)
For the area of learning
environments and social interactions, the ability to:
a.
Provide opportunities for meaningful and ongoing social
interactions;
b.
Teach skills to promote
self-awareness, self-determination, and self-advocacy; and
c.
Teach
individuals with specific learning disabilities to give and receive meaningful
feedback from peers and adults;
(6)
In the area
of language, the ability to:
a.
Understand
typical language development and how that might differ for individuals with
specific learning disabilities;
b.
Understand
the impact of language development and listening comprehension on academic and
non-academic learning of individuals with specific learning disabilities;
c.
Enhance
vocabulary development;
d.
Teach
strategies for spelling accuracy and generalization;
e.
Teach
methods and strategies for producing legible documents; and
f.
Teach
individuals with specific learning disabilities to monitor for errors in oral
and written communications;
(7)
In the area of instructional planning, the ability to:
a.
Incorporate
state and local curricular standards in the development and implementation of lesson
plans to meet unique needs of individuals with specific learning disabilities;
b.
Participate
in curriculum development and utilize instructional practices based on
research;
c.
Challenge
individuals with specific learning disabilities to high academic standards,
with appropriate accommodations as needed;
d.
Incorporate
and implement instructional and assistive technology into the IEP as
appropriate;
e.
Make
responsive adjustments to instruction based on continual observations and
ongoing assessment;
f.
Identify
and prioritize areas of the general curriculum and accommodations to address
individual needs based on the IEP;
g.
Select
appropriate specialized curricula, materials, and resources for individuals
with specific learning disabilities;
h.
Involve
individual and family in setting instructional goals and monitoring progress;
i.
Use
functional behavioral assessments to develop intervention plans; and
j.
Integrate
affective, social, and life skills into academic curricula;
(8)
In the area
of assessment, the ability to:
a.
Understand terminology and procedures used in the assessment of individuals with specific
learning disabilities;
b.
Understand
the use and limitations of formal and informal assessment instruments;
c.
Coordinate,
interpret, and report assessment results to appropriate individuals using
effective communication skills;
d.
Understand
factors that could lead to misidentification of individuals as having specific
learning disabilities;
e.
Understand
and follow procedures to identify young children who may be at risk for specific
learning disabilities;
f.
Choose
and administer assessment instruments appropriate to an individual with
specific learning disabilities; and
g.
Ensure
participation of individuals with specific learning disabilities in state- and
district-wide assessments;
(9)
In the area of professional practice, the ability to:
a.
Understand the responsibility to advocate for
appropriate services for individuals with specific learning disabilities;
b.
Identify
knowledge of professional organizations and sources of information relevant to
the field of learning disabilities;
c.
Participate
in activities of professional organizations relevant to the field of learning
disabilities; and
d.
Use
research findings and theories to guide practice; and
(10)
In
the area of collaboration, the ability to:
a.
Incorporate
co-planning and co-teaching methods to strengthen content acquisition of
individuals with specific learning disabilities;
b.
Develop
effective partnerships with families of individuals with specific learning disabilities;
c.
Promote
positive attitudes towards individuals with specific learning disabilities and
their families; and
d.
Develop
and implement appropriate IEPs in collaboration with team members.
Source. #9157, eff 7-1-08; ss by #11153, eff 8-16-16;
renumbered by #12603 (formerly Ed 507.43)
Ed 507.46 Special Education Teacher in Area of
Physical and Health Disabilities. To be certified as teacher in the area of physical and
health disabilities, the candidate shall:
(a) Have at least a bachelor's degree and
certification in general special education under Ed 507.40; and
(b) Have the following
knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:
(1)
In the area of foundations, the ability to:
a.
Identify
issues, historical practices, and educational definitions of individuals with
physical and health disabilities;
b.
Identify
laws and policies related to the provision of specialized health care in the
educational setting; and
c.
Articulate
the services delivered to individuals with physical and health disabilities;
(2)
In the area of development and characteristics of learners, the ability to:
a.
Identify
medical terminology related to physical and health disabilities;
b.
Describe
the etiology and characteristics of individuals with physical and health
disabilities across the life span;
c.
Identify
secondary health care issues that accompany specific physical and health
disabilities; and
d.
Describe
types and transmission routes of infectious
and communicable diseases;
(3)
In the area of individual learning
differences, the ability
to:
a.
Apply
current best practice research related to individuals with physical and health
disabilities and the results of informal and formal evaluations into the
development of students' educational programs;
b.
Explain
the complex interrelationships among behavior, communication, sensory, and
movement differences and how culture mediates their expression; and
c.
Describe
the impact of physical and health disabilities on individuals, families, and
society;
(4)
In the area of instructional strategies, the ability to:
a.
Utilize
a variety of evidence-based instructional methods and individual and group
instruction to:
1. Teach individuals with physical and health disabilities; and
2. Help individuals with physical and
health disabilities generalize new knowledge, skills, and dispositions;
b.
Design and coordinate
natural and specialized supports in the classroom, school, and community in the areas of:
1.
Curriculum
2.
Communication;
3.
Assistive
technology, including both low and high technologies;
4.
Instruction;
and
5.
Medical
and related services;
c.
Demonstrate
awareness of principles, strategies, and equipment relating to the following
areas and collaborate with others to provide
support to individuals with physical and health
disabilities in these areas:
1.
Appropriate
seating;
2.
Personal
care;
3.
Sensory
impairment;
4.
Medical
and health needs; and
5.
Mobility;
d.
integrate
graduation planning into the IBP for an individual's participation in a variety of typical adult roles and
integrated community environments, including, but not limited to:
1.
Postsecondary
education;
2.
Work;
3.
Housing;
and
4.
Community living;
e.
Demonstrate
instructional practices, strategies, and adaptations necessary to accommodate
the physical and communication characteristics of individuals with physical and
health disabilities;
f.
Identify
sources of specialized materials, equipment, and assistive technology for
individuals with physical and health disabilities; and
g.
Demonstrate
use of adaptations and assistive technology to provide individuals with
physical and health disabilities full participation and access to the general curriculum;
(5)
In the area of learning environments and social interactions, the ability to:
a.
identify
barriers to the development of individuals' social relationships and develop
strategies for avoiding or overcoming them;
b.
Facilitate
interactions between individuals with disabilities, their age appropriate
classmates without disabilities, and other peers in order to develop, maintain,
and enhance social communicative relationships;
c.
Identify
opportunities and facilitate support for an individual's participation in
typical extra- and co-curricular activities, based on the individual’s
interests and desires;
d.
Demonstrate
understanding of specialized health care interventions for individuals with
physical and health disabilities;
e.
Identify
barriers to accessibility and acceptance of individuals with physical and
health disabilities;
f.
Demonstrate
use of techniques of physical management of individuals with physical and
health disabilities to ensure participation in academic and social
environments;
g.
Demonstrate
appropriate body mechanics to ensure individual and teacher safety in transfer,
lifting, positioning, and seating;
h.
Demonstrate
use of positioning techniques to enhance participation; and
i.
Facilitate
understanding in assisting individuals to develop sensitivity toward those who
have communicable diseases;
(6)
In the area of language, the ability to:
a.
Describe
the unique role of communication by
individuals who use augmentative and alternative communication and use
advanced assessment and
problem-solving skills to enhance their interactions with others; and
b.
Integrate
and promote the use of a variety of augmentative communication symbols, modes, aids, and
techniques that support students'
active participation, learning, and communication in the general curriculum, during typical school routines, and
in the community;
(7)
In the area of instructional planning, the ability to:
a.
Collaborate
with others, including, but not limited to, parents, general
education teachers, related service providers, school nurse, paraprofessionals,
and other members of the community who have professional contact with
individuals with physical and health
disabilities, to develop IEP that reflect individualized goals based on the
content of the general education curriculum,
including:
1.
Subject
matter knowledge from general curriculum subject areas;
2.
Literacy,
including functional literacy;
3.
Social
skills;
4.
Vocational
planning and career skills, including driver education;
5.
Community
service learning;
6.
Skills
for community living;
7.
Self-determination
and self-advocacy; and
8.
General
learning habits and behaviors;
b.
Design
positive approaches to challenging behavior and support teams in their
implementation of individualized support plans;
c.
Develop
and use a technology plan based on assistive technology assessment;
d.
Interpret
sensory and physical information to create or adapt appropriate learning plans
for individuals with physical and health disabilities;
e.
Design
and implement instructional programs that address independent living,
postsecondary education, and career education for individuals with physical and
health disabilities;
f.
Design
and implement curriculum and instructional strategies for medical self
management procedures; and
g.
Integrate
an individual's health care plan into daily programming;
(8)
In the area of assessment, the ability to:
a.
Assess
individuals' learning and
communication styles, strengths, and needs using a variety of authentic
assessment strategies, including, but not limited to:
1. Criterion-based assessments;
2. Play-based assessments;
3. Ecological inventories;
4. Futures planning assessments; and
5. Other classroom or typical activity-based strategies;
b.
Assess
the factors that affect learning and communication, including, but not limited to:
1.
Physical
and sensory environments;
2.
The
curriculum;
3.
Instructional
methods;
4.
Individual
characteristics; and
5.
Attitudes
of the family, culture, classmates, and teachers;
c.
Conduct
comprehensive functional behavioral assessments;
d.
Identify
opportunities for learning and communication
in a variety of environments, including, but not limited to:
1.
General
education classrooms;
2.
Typical
school routines and activities;
3.
Extracurricular
activities;
4.
In
the community; and
5.
At
home;
e.
Develop
meaningful documentation procedures to evaluate individuals' learning and
communication skills and provide this information for general education and
alternate assessment purposes;
f.
Evaluate
educational programs in order to improve team collaboration, enhance the
effectiveness of supports, and maximize student achievement;
g.
Identify
specialized terminology used in assessing individuals with physical and health
disabilities;
h.
Describe
specialized policies on referral and placement procedures for individuals with
physical and health disabilities;
i.
Modify
and adapt assessment procedures for use with individuals with physical and
health disabilities; and
j.
Monitor
the effects of medication on individual performance;
(9)
In the area of professional practice,
the ability to:
a.
Identify
organizations and publications relevant to the field of education;
b.
Integrate
information about protocols and procedures to assist individuals with physical
and health disabilities to participate in school and community activities; and
c.
Participate
in the activities of professional organizations in the field of physical and
health disabilities; and
(10)
In the area of collaboration, the ability to:
a. Demonstrate
leadership skills to promote:
1.
An individual's:
(i) Access to and achievement within the general
curriculum in the general education classroom;
(ii) Learning of functional life skills;
(iii) Development of social relationships; and
(iv) Access to and use of augmentative and alternative
communication and assistive technology; and
2.
General school reform and systems
change;
b. Provide intensive and sustained facilitation
and leadership to teams, including, but not limited to, parents, general
education teachers, related service providers, school nurses, and paraeducators
as they plan, implement, and evaluate individuals' educational programs;
c. Collaborate with others to secure funding for
augmentative communication and other learning and assistive technology and
facilitate their optimum functioning through regular maintenance and service;
d. Coordinate and provide professional
development and, when appropriate, supervision, for professionals,
administrators, paraeducators, family members, and the general community in the
areas of quality education and communication supports for individuals with
intellectual developmental disabilities; and
e. Collaborate and promote the development of
leadership skills of individuals' families by connecting them with self-advocacy
and community resources.
Source. #9157, eff 7-1-08; ss by #11153, eff 8-16-16;
renumbered by #12603 (formerly Ed 507.44)
Ed 507.47 Special Education Teacher in Area of Blind
and Vision Disabilities. To be certified as teacher in the
area of blind and vision disabilities, the candidate shall:
(a)
Have at least a bachelor's degree;
and
(b)
Have the following
knowledge, skills, and dispositions through a combination of academic and supervised practical experiences in the following areas:
(1)
In the area of foundations, the ability to:
a.
Identify
federal entitlements that provide specialized equipment and materials for individuals
with blindness and vision disabilities;
b.
Understand
educational definitions, identification criteria, labeling issues, and
incidence and prevalence figures for individuals with blindness and vision
disabilities;
c.
Understand
basic terminology related to the structure, function, and development of the
human visual system; and
d.
Understand
terminology related to diseases and disorders to the human visual system;
(2)
In the area
of development and characteristics of learners, the ability to:
a.
Aid
in the development of secondary senses when vision is impaired;
b.
Observe
effects of visual disability on development;
c.
Understand
the impact of visual disability on teaming and experience;
d.
Understand
the psychosocial aspects of visual disability; and
e.
Understand
the medical implications related to eye conditions;
(3)
In the area of individual learning
differences, the ability to understand the impact of other disabilities on
individuals with blindness and vision disabilities;
(4)
In
the area of instructional strategies, the ability to:
a.
Develop
strategies for teaching:
1.
Braille
and Nemeth reading and writing;
2.
Signature
writing to individuals who are blind;
3.
Listening
and compensatory auditory skills;
4.
Keyboarding
skills;
5.
Technology
skills to individuals with blindness and vision disabilities;
6.
Use
of the abacus, talking calculator, tactile graphics, and adapted science
equipment;
7.
Basic
concepts to individuals with blindness and vision disabilities;
8.
Organization
and study skills to individuals with blindness and vision disabilities;
9.
Visual
efficiency skills and use of print adaptations, optical aides, and non-optical
devices;
10. Spatial concepts, body awareness,
and familiarization techniques, including preparation for orientation and
mobility instruction;
11. Tactual perceptual skills to
individuals with blindness and vision disabilities;
12. Human sexuality to individuals with
blindness and vision disabilities;
13. Adapted physical and recreational
skills to individuals with blindness and vision disabilities;
14. Social, daily living, and
functional life skills to individuals with blindness and vision disabilities;
and
15. Career and vocational skills,
including provision of vocational counseling for individuals with blindness and
vision disabilities;
b.
Develop
techniques for modifying instructional methods and materials for individuals
with blindness and vision disabilities;
c.
Develop
strategies to prepare students with progressive eye conditions to achieve a
positive transition to alternative skills;
d.
Prepare
adapted or modified materials in Braille, accessible print, and other fonts;
e.
Transcribe,
proofread, and interline materials in contracted literary and Nemeth Braille
materials;
f.
Use
Braillewriter, slate and stylus, and computer technology to produce Braille
materials; and
g.
Prepare
individuals with blindness and vision disabilities to access information and
services from the community;
(5)
In the area of learning environments and social interactions, the ability to:
a.
Observe
the roles of paraeducators who work directly with individuals with blindness
and vision disabilities;
b.
Identify
the role of classroom teacher; and
c.
Enhance
instruction for individuals with blindness and vision disabilities through modification of the environment;
(6)
In the area of language, the ability to:
a.
Understand
the unique nature of communication by students who use augmentative and
alternative communication and use advanced assessment and problem-solving
skills to enhance their interaction with others;
b.
Promote
the use of a variety of augmentative communication symbols, modes, aids, and
techniques, including, but not limited to, objects, letters, words, graphic
language symbols, sign or gesture symbols, posture and gaze, communication
boards and books, electronic and non-electronic communication devices, that
support students' active participation, learning, and communication in the
general curriculum, during typical school routines, and in the community; and
c.
Develop
strategies for teaching alternatives to nonverbal communication;
(7)
In the area of instructional planning, the ability to:
a.
Identify
and develop relationships among assessment, IEP development, and placement as
they affect vision-related services;
b.
Understand
programs for individuals with blindness and vision disabilities and principles
of orientation and mobility;
c.
Sequence,
implement, and evaluate learning objectives based on the expanded core
curriculum for individuals with blindness and vision disabilities; and
d.
Obtain
and organize special materials to implement instructional goals for individuals
with blindness and vision disabilities;
(8)
In the area of assessment, the ability to:
a.
Use
specialized terminology used in assessing individuals with blindness and vision
disabilities;
b.
Apply
laws and policies for assessment of individuals with blindness and vision
disabilities;
c.
Identify
and contact state and local policies on referral, identification, and placement
procedures;
d.
Use
alternative evaluation techniques for individuals with blindness and vision
disabilities;
e.
Understand
the interpretation and application of scores of assessments of individuals with
blindness and vision disabilities;
f.
Interpret
eye reports and other vision-related diagnostic information;
g.
Use
disability-specific assessment instruments;
h.
Adapt
and use assessment procedures when evaluating individuals with blindness and
vision disabilities;
i.
Maintain
disability-related records for individuals with blindness and vision
disabilities; and
j.
Interpret
and use assessment data for instructional planning with individuals with
blindness and vision disabilities;
(9)
In
the area of professional practice,
the ability to identify organizations and publications relevant to the field of
blindness and vision disabilities; and
(10)
In the area of collaboration, the ability to:
a.
Demonstrate leadership skills to promote:
1.
An individual's:
(i)
Access
to and achievement within the general curriculum in the general education
classroom;
(ii)
Learning
of functional life skills;
(iii)
Development
of social relationships; and
(iv)
Access
to and use of augmentative and alternative communication and assistive
technology; and
2.
General school reform and systems change;
b.
Provide intensive and sustained facilitation and leadership to teams,
including, but not limited to, parents,
general education teachers, related service providers, school nurses, and
paraeducators as they plan, implement, and evaluate· individuals' educational programs;
c.
Co1Iaborate
with others to secure funding for augmentative communication and other learning
and assistive technology and facilitate their optimum functioning through
regular maintenance and service; and
d.
Coordinate
and provide professional development and, when appropriate, supervision, for
professionals, administrators, paraeducators, family members, and the general community in the areas of quality education and communication
supports for individuals with blindness and vision disabilities.
Source. #9157, eff 7-1-08; ss by #11153, eff 8-16-16;
renumbered by #12603 (formerly Ed 507.45)
Ed 507.48 RESERVED
Source.
#8229, eff 12-17-04 (renumbered by
#9157, from Ed 507.40); ss by #10246, eff 12-21-12; renumbered by #12603
(formerly Ed 507.46); rpld by #13635, eff 5-12-23
Ed 507.49 Comprehensive
Business Educator.
(a) To be eligible for licensure as a
comprehensive business educator, a candidate shall:
(1) Have at least a bachelor’s
degree;
(2) Qualify for licensure
under one of the alternatives in Ed 505.01-505.06;
(3) Meet the qualifications
for licensure as a career and technical education teacher as provided in Ed
507.02; and
(4) Meet the requirements of
(b) below.
(b) To be eligible for licensure
as a comprehensive business educator, a candidate shall have the following
skills, competencies, and knowledge through a combination of academic and
supervised practical experiences:
(1) In the area of
accounting, demonstrate the ability to:
a. Explain the role that
accountants play in business and society;
b. Explain options for
careers in the accounting profession;
c. Demonstrate the business
and professional skills and competencies required to succeed in the accounting
profession;
d. Analyze and interpret an
annual report or a financial statement to make informed business decisions;
e.
Assess the financial condition and operating results of a company and
analyze and interpret financial statements to make informed business decisions;
f. State generally accepted
accounting principles and practices (GAAP) and explain their impact on
financial transactions, including:
1.
Balance sheets;
2. Revenue and expense items;
3. Income taxation; and
4. Managerial systems;
g. Complete all steps of the
accounting cycle and prepare financial statements for a proprietorship,
partnership, and corporation;
h.
Use planning and control procedures to evaluate the organization’s
performance and apply differential analysis and present value concepts to make
informed business decisions;
i.
Prepare, interpret, and analyze financial statements using manual and
computerized systems;
j.
Explain the individual income tax procedures and requirements to comply
with tax laws and regulations including the difference between GAAP and income
tax law; and
k. Understand and apply
legal and ethical principles pertaining to accounting;
(2) In the area of
management and administration, demonstrate the ability to:
a. Analyze respectful,
responsible, inclusive, and ethical behavior with the importance of the basic
tenets of management theories in a business environment within a digital world;
b.
Analyze various organizational structures and evaluate the advantages
and disadvantages of each;
c. Identify and develop personal management
skills to function effectively and efficiently in a business environment;
d.
Explain human resource systems and functions and its importance to
successful operations of a business venture;
e. Describe the role of
organized labor and its influences on government and business;
f.
Create a positive and safe work environment which allows managers and
employees to have cooperative and positive relationships and promote conduct of
business in a safe, ethical environment;
g.
Apply generally accepted operations management principles and procedures
in order to be able to design an operations plan;
h.
Demonstrate the ability to use information and technology to conduct
business efficiently and effectively for both in-person and electronic
environments;
i.
Analyze the competitive position of a company within a specific industry
using internal and external data;
j. Apply principles and
methods of decision making and mathematical operations from internal and
external sources leading to quantitative and qualitative analysis;
k.
Identify and react to issues of corporate and global culture and
managing in global environments;
l. Differentiate between
ethical and legal issues related to social responsibility and business
management;
m. Explain the various management functions and
their interrelationships; and
n.
Apply legal and ethical principles pertaining to management and
administration;
(3) In the area of business
communications, demonstrate the ability to:
a.
Actively use communication including listening, reading, researching,
and using technology to efficiently communicate verbally and non-verbally;
b. Apply collaboration,
leadership, and interpersonal skills to enhance professional relationships;
c.
Prepare clear, concise, and professional written messages using
appropriate business vocabulary;
d. Understand the impact of
the cultural and global differences as they relate to interpersonal business
relationships;
e.
Use professional speaking techniques for individual and group
communications; and
f.
Apply legal and ethical principles pertaining to business
communications;
(4) In the area of business
law, demonstrate the ability to:
a.
Describe the major types of business organizations, including sole proprietorships,
partnerships, corporations, and limited liability companies, and operating
within the socioeconomic arena of the national and international marketplace;
b.
Apply knowledge relating to:
1. The relationship between
ethics, social responsibility, and the law;
2. The sources of the law;
3. The structure of the
court system;
4. The different
classifications of procedural law;
5. The different
classifications of substantive law;
6.
Alternate dispute resolution; and
7.
Criminal and tort law;
c. Describe and analyze the
relationships among contract law, law of sales, and consumer law;
d. Analyze the role and
importance of agency law and employment law, and the ability to apply such laws
as they relate to the conduct of business in the national and international
marketplaces;
e. Describe and apply legal
rules that apply to personal property, real property, and intellectual
property;
f. Apply advancements in
computer technology and how they affect areas such as property law, contract
law, criminal law, international law, intellectual law, tort law, intellectual
property, and substantive law relevant to business areas and knowledge of other
legal issues that affect business;
g. Apply legal and ethical
principles pertaining to business law; and
h.
Describe and analyze the functions of negotiable instruments, insurance,
secured transactions, and bankruptcy;
(5) In the area of
entrepreneurship, demonstrate the ability to:
a. Examine the role entrepreneurs play in
economic systems and the unique personal characteristics possessed by
successful entrepreneurs;
b.
Identify trends in society that can lead to business opportunities;
c. Apply the data-driven financial concepts and
tools needed by the entrepreneur in making business decisions, including but
not limited to cost analysis and marketing strategies;
d. Develop a business and
management plan needed to make data-driven business decisions;
e. Describe the different
forms of management and ownership within an industry; and
f.
Apply legal and ethical principles pertaining to entrepreneurship;
(6) In the area of economics
and personal finance, demonstrate the ability to:
a. Apply the concepts of
personal finance to make sound data-driven financial decisions as they apply to
self, consumers, and workers;
b. Explain the different
agencies that address consumer issues and concerns;
c. Apply a decision-making
model to consumer economic principles relating to consumer purchases of goods
and services to maximize satisfaction;
d.
Apply financial decision-making models in the areas of taxes, budgeting,
and investing;
e.
Evaluate debit and credit options offered by financial institutions and
other mechanisms of financial transactions;
f. Develop, balance, and
evaluate a spending or savings plan;
g.
Evaluate investment options to meet short- and long-term goals;
h.
Analyze choices for and financing for post-secondary education; and
g.
Apply legal and ethical principles pertaining to financial literacy;
(7) In the area of finance
and economic systems, demonstrate the ability to:
a. Explain the features of
different economic systems, including the major features of the United State
economy;
b. Explain the role of exchange
and money in an economic system;
c.
Explain the role of government in an economic system, especially the
role of government in the United States economy;
d. Explain the role of
international trade and investment and international monetary relations in the
global economy;
e.
Apply basic economic principles as they relate to microeconomic and
macroeconomic theories and principles; and
f.
Apply legal and ethical principles pertaining to finance and economic
systems;
(8) In the area of
international business, demonstrate the ability to:
a. Explain why societies
develop economic systems;
b.
Identify the role of international business and its benefits and costs
to all businesses, including domestic and international economies;
c.
Apply principles of different economic systems and philosophies and
recognize how differences in culture, language, values, technology, social
media, and social behavior affect the ethical conduct of business across
domestic and international borders;
d. Explain international
business as it relates to ethics, finance, management, marketing, import and
export trade concepts, communication, human resources, technology, social
media, culture, and the environment;
e.
Analyze the effect of interdependence on economic activity;
f. Illustrate the different
types of competitive structures and the role of competitive markets in the
United States and other economies;
g. Understand the importance
of economic relationships among nations; and
h.
Apply legal and ethical principles pertaining to international business;
(9) In the area of business
information systems and technology applications, demonstrate the ability to:
a. Understand the development
and impact of information technology and telecommunications on a diverse global
society;
b. Analyze, use, cite,
synthesize, evaluate, and apply information from technology sources to solve
problems, increase productivity, and improve personal quality of life;
c. Apply learning principles
as they relate to skill development when learning software applications;
d.
Apply technology in communicating, collaborating, conducting research,
and solving problems;
e.
Apply the legal and ethical principles pertaining to information systems
and technology applications; and
f. Understand the importance of respectful,
responsible, and inclusive behavior in a digital world;
(10) In the area of
marketing, demonstrate the ability to:
a.
Recognize the customer-oriented nature of marketing and analyze the
effect of marketing activities on the individual, business, and society;
b. Analyze the elements of a
marketing mix, their interrelationships, and how they are used in the marketing
process;
c.
Conduct, prepare, and analyze marketing research in decision making;
d.
Apply concepts in developing the elements, design, and purpose of
marketing plans for various types of businesses using multiple media formats;
e.
Understand and apply the processes and systems implemented to monitor,
plan, and control the day-to-day activities required to maintain and improve
operational functions;
f.
Identify and analyze the characteristics, predispositions, and behaviors
of consumers; and
g.
Identify and analyze the impact of internal factors on the marketing
process, such as:
1.
Government and legal regulations;
2.
Ethical implications;
3.
Economic implications;
4.
Competitions;
5.
Stakeholders; and
6.
Social and cultural implications; and
(11) In the area of career
development, demonstrate the ability
to:
a. Use knowledge from individual assessments to assist students
with developing a comprehensive set of career goals;
b. Use knowledge of career services
to assist students
with developing a career
portfolio addressing domestic and international careers;
c. Assist students with identifying the relationship between
career readiness standards and
career development;
d. Assist students with development of workplace communication and collaboration
skills; and
e. Assist students with developing a transition plan from school
to career.
Source. #8229, eff 12-17-04 (renumbered by #9157,
from Ed 507.41); ss by #10246, eff 12-21-12; renumbered by #12603 (formerly Ed
507.47); ss by #13635, eff 5-12-23
Ed 507.50 Comprehensive Family and Consumer Science
Education Teacher.
(a)
To
be certified as a comprehensive family and consumer science education teacher,
an individual shall meet the qualifications for certification as a career
and technical education teacher as provided in
Ed 507.02 and meet the requirements of (b) and (c) below.
(b)
In
addition to the requirements of (c) below,
a candidate for certification as a comprehensive
family and consumer science education teacher shall have the following skills,
competencies, and knowledge through a combination of academic and supervised
practical experiences:
(1)
In the area of human development, early childhood, and parenting, the candidate shall be able to:
a.
Analyze
principles of human growth and development throughout the lifespan;
b.
Analyze
and evaluate roles and responsibilities of parenting and parenting practices;
c.
Identify
strategies that promote growth and development over an individual's life span;
d.
Identify
external support systems that provide services for parents;
e.
Identify
career paths within the fields of human services and early childhood education;
f.
Integrate
curriculum and instruction to meet children's developmental needs and
interests;
g.
Create
a safe and healthy learning environment and collaborative relationships with or
for children;
h.
Demonstrate
knowledge of professional standards and practices related to working with
children and families; and
i.
Demonstrate
knowledge of and appreciation for diverse perspectives, needs, and
characteristics of individuals and families;
(2)
In the area of family and interpersonal relationships, the candidate shall be able to:
a.
Identify
external community resources that provide services to parents and families;
b.
Comprehend
and apply knowledge of the development of interpersonal relationships;
c.
Comprehend
and utilize principles of social resources management;
d.
Demonstrate
understanding of cross-cultural communication styles; and
e.
Demonstrate
knowledge of family's needs and priorities throughout the life cycle;
(3)
In the area of consumer education
and resource management, the candidate shall be able
to:
a.
Identify
essential family and individual needs for food, clothing, shelter, and
nutrition and how families meet those essential needs in different ways;
b.
Describe
how the resources of time, energy, skill, and money are used to fulfill needs;
c.
Describe
effective consumer practices and personal resource management strategies;
d.
Evaluate
the effect of consumer practices on the environment; and
e.
Analyze
technologies available to families
and evaluate their effect on family function; and
(4)
In the area of nutrition, food preparation, and wellness, the candidate shall be able
to:
a.
Identify
the factors that influence nutrition and wellness practices over an
individual's lifespan;
b.
Identify
the nutritional needs of individuals and families at all different ages;
c.
Identify
the impact of science and technology on nutrition, food composition, and
preparation safety;
d.
Demonstrate
knowledge of food safety and sanitation procedures within a foods lab setting;
and
e.
Acquire,
prepare, and use foods to meet nutritional needs of individuals and families
at all different ages.
(c)
In addition to the requirements above, a candidate for certification
as a comprehensive family and
consumer science education teacher in New Hampshire shall have skills,
competencies, and knowledge in one of the following areas through a combination
of academic and supervised practical experiences:
(1)
In
the area of housing, interiors, textiles, and apparel management and design, the candidate shall be able to:
a.
Identify
the properties, characteristics, and uses of fibers and textiles;
b.
Identify
career opportunities in textiles, apparel, fashion, housing, and interiors
industries;
c.
Identify
financial and legal aspects and industry standards impacted by local, state,
and national housing policy issues;
d.
Assess
apparel decisions in terms of value, function, design, and appearance;
e.
Apply
elements and principles of design in the selection of textile and apparel
products;
f.
Define
basic skills needed to produce, alter, and repair textile products and apparel;
g.
Evaluate
fibers, design concepts, and construction techniques in textile products;
h.
Demonstrate
evidence of skills and knowledge to teach students about safety of equipment
used to produce, alter, and repair products and apparel within a lab setting;
i.
Demonstrate
knowledge related to decisions involving space allocations, space planning, and
technological influences on housing and its environment; and
j.
Compare
architectural styles, furniture
designs, and floor plans; or
(2)
ln the area of hospitality, tourism,
and facilities, the candidate shall be able to:
a.
Explore
the career opportunities in the hospitality and tourism industry;
b.
Apply
the concepts of service to meet customer expectations;
c.
Identify
organizational skills related to the management of functions, programs, events,
and travel;
d.
Demonstrate
knowledge of housekeeping standards and procedures; and
e.
Demonstrate
knowledge of procedures and standards applied to safety, security,
housekeeping, and environmental issues.
Source. #8229, eff 12-17-04 (renumbered by #9157,
from Ed 507.42); EXPIRED: 12-17-12
New. #11154, eff 8-16-16; renumbered by #12603
(formerly Ed 507.48)
Ed 507.51 Dance Teacher. A candidate
for certification as a dance
teacher shall have the following
skills, competencies and knowledge through a combination of academic and
supervised practical experiences in the following areas:
(a)
In the area of content, process, and methodology of dance as an
art form, the ability to:
(1)
Embody artistic
expression by:
a.
Creating
dances;
b.
Performing
technical skills in a variety of dance forms;
c.
Critically
analyzing and interpreting movement, dance techniques, and choreography; and
d.
Incorporating
personal experiences, research, and context into dance-making;
(2)
Incorporate
one's own artistic experience into creating dances and dance pedagogy; and
(3)
Conceptualize and defend dance as
an art form;
(b)
In
the area of distinguishing dance as an artistic, educational, socio-cultural, and theatrical experience, the ability to:
(1)
Analyze and evaluate choreographic diversity by:
a.
Experiencing a range of professional performances; and
b.
Demonstrate
different dance genres
to expand personal movement
vocabulary by giving a visible form
to an idea or feeling; and
(2)
Explore
and manipulate movement material from a variety of sources and inspirations for
various purposes, including, but not limited to, the environment, daily life
and art forms other than dance; and
(3)
Demonstrate
how the production elements of lighting, sound, costuming, or setting can
contribute to the meaning of a dance or dance event;
(c)
In
the area of dance history and culture, the ability to relate historical and
cultural context to dance techniques, styles, or choreography; and
(d)
In
the area of dance pedagogy, the ability to:
(1)
Employ a variety of dance
instructional methods, including:
a.
Functional
alignment;
b.
Imagery;
c.
Verbal
prompts and instructions;
d.
Accurate
technical demonstration, either personally or through example; and
e.
Observation
and self-reflection to improve somatic learning;
(2)
Design
compositional and improvisational structures to explore dance concepts and
communicate meaning;
(3)
Apply
the choreographic process by:
a.
Guiding
students in the development of a movement vocabulary based on the elements of
dance;
b.
Engaging
students in a purposeful dance creation using choreographic devices to
communicate meaning; and
c.
Applying
appropriate dance terminology to describe, analyze, interpret, and evaluate dance;
(4)
Employ
various methods of critique for reflecting on, revising, and improving work, including:
a.
Self-reflection;
b.
Peer
to peer; and
c.
Teacher to student;
(5)
Develop
safe movement practices by:
a.
Fostering
safe dance practices by applying principles of anatomy and kinesiology;
b.
Embedding
injury prevention strategies into instructional practices;
c.
Designing
physically safe spaces where planned and spontaneous activities can occur; and
d.
Communicating
the importance of nutrition and hydration for developing and maintaining
strong, healthy, and engaged minds and bodies; and
(6)
Describe and advocate for a comprehensive K-12 dance program that:
a.
Develops dance skills and concepts sequentially over
time;
b.
Aligns
with local, state, and national standards detailed in the 2014 National Core
Arts Standards in Dance, as specified in Appendix II;
c.
Includes
appropriate learning materials;
d.
Addresses
opportunities available beyond the regular classrooms; and
e.
Can
be made available, in appropriate ways, to all students.
Source. #9306, eff 10-25-08; ss by #12145, eff
3-24-17; renumbered by #12603 (formerly Ed 507.49)
Ed
507.52 Reading and Writing Teacher. The following requirements
shall apply to the licensure of a reading and writing
teacher:
(a)
The candidate shall:
(1)
Qualify for licensure
under one of the alternatives in Ed 505.05 - Ed 505.07;
(2)
Have completed at least 2 years of successful classroom teaching experience
while holding an educator credential; and
(3)
Meet the requirements of (b) below.
(b)
The candidate shall have the following skills, competencies, and knowledge,
gained through a combination of academic and supervised field-based experience
in the following areas:
(1)
In the area of
the foundations of reading and writing processes and instruction, the ability
to demonstrate knowledge of:
a.
Social and cognitive development of children and adolescents;
b.
Psychological,
cultural, and linguistic foundations of reading and writing processes and
instruction, as shown by the ability to explain, compare, contrast, and
critique major theories in the foundational areas as they are related to
reading and writing;
c.
Current practices,
research, and historical developments in teaching reading and writing;
d.
The diverse
languages, cultures, histories, and experiences of English language learners;
e.
Language development as it relates to acquisition of reading and writing, and
the variations related to cultural and linguistic diversity, including the
ability to:
1.
Identify,
explain, compare, and contrast the theories and research in the areas of
language development in relation to the process of learning to read and write;
and
2.
Describe
development of a child’s reading and writing in relation to cultural and
linguistic context;
f.
The major components of reading curriculum, including the ability to:
1.
Understand the relationship between print and sounds, including phonemic
awareness, phonics
and other identification strategies, and their role in fluent reading;
2.
Explain how background knowledge, vocabulary, comprehension strategies,
meaning, and
motivation are integrated in reading; and
3.
Describe how
reading strategies are taught in curricular areas, including science, English,
social studies, and mathematics;
g.
The major components of writing instruction, including the ability to:
1.
Understand
the writing process and appropriate strategies for planning, drafting,
revision, editing,
and sharing writing;
2.
Demonstrate
knowledge of the development of spelling, its instruction, and its relationship
to word recognition and word meaning;
3.
Recognize and identity stages of student progress in spelling from early
strategies that map letters
to sounds to more sophisticated processes that draw on semantic relationships
in spelling;
4.
Describe
age- and grade-appropriate uses of punctuation and text organization and how
such conventions serve communication;
5.
Describe models for integrating writing across the curriculum; and
6.
Demonstrate knowledge of how students learn to encode their ideas in manuscript
and cursive as well as through technology; and
h.
Electronic
and technology-based literacies;
(2)
In the area of
instructional strategies and curriculum materials in reading and writing, the
ability to:
a.
Use flexible
instructional options to address individual differences through grouping and
individual instruction;
b.
Select appropriate
instructional practices, approaches, and methods, including but not limited to,
technology-based practices for addressing the needs of students;
c.
Provide and employ effective reading and writing instruction for learners at
different stages of
literacy and from different cultural and linguistic backgrounds, including the
ability to:
1.
Select appropriate reading materials, including literature for children and adolescents,
basal and core programs, trade books, digital media, and content area
textbooks;
2.
Organize
classrooms to support reading and writing instruction;
3.
Engage students
in reading for personal, academic, and professional reasons, and in writing to
communicate content, including feelings, ideas, and knowledge, for a purpose to
an audience;
4.
Develop students’
writing from planning through drafting, editing, revision, and sharing with
peers, teachers, and others;
5.
Engage students
in using genres appropriate to personal, social, academic, and vocational or
professional content, purposes, and audience; and
6.
Frame focused lessons to:
(i)
Address skill needs, including spelling and punctuation; and
(ii)
Further competence in cognitive aspects of writing, including text and sentence
organization, word choice, and voice; and
d.
Use instructional strategies that support, challenge, and develop language and
literacy of English language learners;
(3)
In the area
of assessment, diagnosis, and evaluation or reading and writing, the ability
to:
a.
Understand
the terminology, processes, and procedures used in formal and informal
assessments;
b.
Compare, contrast, use, and interpret a wide range of assessment tools and
practices, including standardized
instructions and informal measures including informal inventories,
curriculum-based measures, and observational schemes, complemented by analyses
of artifacts, portfolios, and work samples that provide the ability to;
1.
Evaluate
students’ development in literacy using holistic, analytical, and diagnostic
schemes; and
2.
Understand
and apply principles of response-to-instruction paradigms;
c.
Use assessment information to plan, evaluate, and revise effective instruction
that meets the needs of all students, including those at different developmental
stages and those from different cultural and linguistic backgrounds, by:
1.
Using in-depth assessment information to plan individual instruction for those
struggling with reading and writing;
2.
Selecting
and administering developmentally appropriate formal and informal assessments;
3.
Engaging
students appropriately in using assistive technology to address their needs in
learning and communicating; and
4.
Collaborating with other education professionals to implement appropriate
reading and writing instruction for individual students;
(4)
In the area of creating a literate environment that fosters reading and
writing, the ability to:
a.
Use students’
interests, abilities in reading and writing, and backgrounds as a foundation
for developing their abilities in reading and writing, including the ability
to;
1.
Inventory
and assess students’ interests, reading abilities, and backgrounds;
2.
Select literature, materials, and activities that match the reading levels,
writing development,
and cultural and linguistic backgrounds of students;
3.
Use instructional
practices that allow for explicit instruction, provide authentic purposes for
reading and writing, and incorporate cooperative learning and problem solving;
and
4.
Establish forums for students to write in a variety of genres, and to share and
to respond to one another’s writing;
b.
Model
reading and writing as valued lifelong activities, including the ability to
demonstrate:
1.
Personal
commitment to reading and writing; and
2.
Model reading
and writing for real purposes in daily interactions with students and education
professionals;
c.
Motivate learners to be lifelong readers and to write for personal, social,
academic, and vocational or professional purposes; and
d.
Demonstrate
how students’ abilities to read and to write support academic achievement, personal
inquiry, identity, and self expression by:
1.
Providing students with the opportunities to use reading of text and electronic
media to explore areas of interest and intellectual curiosity; and
2.
Developing students’ abilities to express themselves as they write about their
own experiences, describe insights and opinions, and seek to persuade others;
and
(5)
In the area of viewing professional development as a career-long effort and
responsibility, the ability to:
a.
Display professional
and collaborative dispositions related to the teaching of reading and writing,
including the ability to:
1.
Enlist public support for high quality programs in literacy by working with
families, colleagues, study groups, and communities;
2.
Develop the literacy of each and every student through his or her instruction;
3.
Respect the importance
of confidentiality in protecting students’ privacy; and
4.
Develop relationships with other professional persons, striving for harmony,
avoiding personal controversy,
encouraging cooperative effort, and making known the obligations and services
rendered by professionals in reading;
b.
Broaden
and extend their understanding of teaching reading and writing, including the
ability to:
1.
Research
specific aspects of reading and writing instruction, including:
(i)
Identification of those areas of knowledge, skills, or dispositions related to
their teaching of reading and writing;
(ii)
Planning of strategies to address the identified areas of knowledge, skills, or
dispositions related to the teaching of reading and writing;
(iii) Implementation of the planned strategies; and
(iv)
Articulation and showing of evidence of the results;
2.
Stay informed about professional issues; and
3.
Provide educational opportunities, information, and support for families and
the community; and
c.
Collaborate
with colleagues to observe, analyze, and provide feedback on each other’s
practice, including ability to:
1.
Engage in collaboration and dialogue with teachers and reading specialists to
gain recommendations
and advice on teaching practices and ideas;
2.
Articulate
the research base related to these recommendations; and
3.
Conduct
action research as a means of addressing instructional issues.
Source. #9799, eff 10-15-10; amd by #10506, eff
1-17-14; renumbered by #12603 (formerly Ed 507.50); EXPIRED in paragraph (b)
10-15-18; ss by #13690, eff 7-21-23
Ed
507.53 Physical Science Teacher For
Grades 7-12.
(a) To be certified as a physical
science teacher for grades 7-12, the candidate shall:
(1) Meet the qualifications for certification as
a science teacher as provided in Ed 507.30; and
(2) Meet the requirements of (c) below.
(b) For candidates seeking certification under an
alternative 3, 4, or 5 pathway, the department of education shall assess the
skills, competencies and knowledge of candidates for certification as physical
science teachers by reviewing evidence, such as, but not limited to, college
course work, documented professional experience, letters of recommendation,
professional development hours or CEU's, and artifacts of professional practice.
(c) A candidate for certification in physical
science teacher for grades 7-12 shall have skills, competencies, and knowledge
in the following areas:
(1) In the area of fundamental knowledge, the candidate
shall have the ability
to:
a. Represent visually and verbally how the world
works at the atomic, micro, and macro levels;
b. Demonstrate content knowledge in the following
fundamental areas of chemistry:
1.
Structure and properties of matter, including, but not limited
to:
(i) Atomic structure and substructure;
(ii) Periodic table and organization;
(iii) Electrical forces between atoms; and
(iv) Types of bonds and behavior of substances,
such as solubility, conductivity, and malleability;
2. Chemical reactions, including,
but not limited to:
(i) Exothermic and endothermic reactions;
(ii) Chemical reactions, products, and
conservation laws;
(iii) Kinetic, thermal, and bond energy; and
(iv) Transformation of processes;
3.
Nuclear processes, including, but not limited to:
(i) Fusion, fission, and radioactive decays; and
(ii) Applications
of nuclear energy;
c. Demonstrate
content knowledge in the following fundamental areas of physics:
1.
Relationship between energy,
forces and matter,
including, but not limited to:
(i) Newton's laws of motion;
(ii) Conservation of momentum;
(iii) Universal law of gravitation;
(iv) Coulomb's law;
(v) Electrical and magnetic forces; and
(vi) Electromagnetic spectrum; and
2.
Waves, including, but not limited
to, properties of waves, interactions with matter and other waves, and electromagnetic radiation as follows:
(i) Magnetic and
electrical forces and the electromagnetic spectrum;
(ii) Particle and wave models of electromagnetic
radiation;
(iii) Electromagnetic interaction with matter; and
(iv) Information technologies and instrumentation
that transmit data through electromagnetic waves; and
d.
Understand and be able to apply mathematical
concepts and techniques including,
but not limited to variable analysis
as related to physical science at least through the level of college statistics.
Source. #10506, eff 1-17-14; ss by #12459, eff
1-12-18; renumbered by #12603 (formerly Ed 507.51)
Ed 507.54 Computer Science Educator.
(a) A candidate seeking a credential as a computer science educator for grades K-12 shall meet the following education requirements:
(1) Either:
a. Have at least a bachelor's degree; or
b. Hold a current industry-recognized credential as defined in RSA
200-O:2, II; and
(2) Meet
the requirements of (c) below.
(b) Candidates seeking a credential shall use one
of the alternatives in Ed 505.05 – Ed 505.07 after meeting the requirements of
(c) below.
(c) A candidate seeking a credential as a computer science educator for grades K-12 shall have the following skills, competencies, and knowledge through a combination of learning activities such as, but not limited to, academic and supervised clinical experience in the following areas:
(1) In the area of impacts of computing, the candidate shall have the ability to:
a. Use computing to:
1. Express creativity;
2. Solve problems;
3. Communicate;
4. Collaborate; and
5. Innovate in a variety of fields and careers;
b. Assess obstacles to equal access to computing as well as the impacts of these obstacles;
c. Assess impacts
of computing innovations and practices with respect to:
1. Beneficial and harmful effects;
2. Ethical practices; and
3. Privacy, security, and legal issues;
and
d. Keep current with knowledge on emerging technologies and their potential impacts;
(2) In the area of algorithms and computational thinking, the candidate shall have the
ability to:
a. Analyze algorithmic processes and develop algorithms using:
1. Pattern recognition;
2. Problem decomposition; and
3. Abstraction;
b. Convert between binary, decimal, and hexadecimal number systems;
c. Use different fonts to represent, develop and analyze algorithms including, but not limited to natural language, flowcharts, and pseudocode;
d. Use heuristic solutions to address computing limitations including, but not limited to, time, space, and solvability;
e. Use standard algorithms including, but not limited to, searching and sorting algorithms and analyze implementations of those algorithms for correctness, efficiency, and clarity; and
f. Use simple recursive algorithms including, but not limited to, fractals, Zeno's paradox, and Towers of Hanoi;
(3) In the area of programming, the candidate shall have the ability to:
a. Write and modify computer programs in block-based and at least one text-based programming language;
b. Analyze
computer programs in terms of:
1. Correctness;
2. Usability;
3. Readability;
4. Extensibility;
5. Modifiability; and
6. Reusability;
c. Program using the following elements:
1. Basic control structures;
2. Standard operators;
3. Variables and data types;
4. Functions; and
5. Data structures;
d. Write event-driven programs that respond to external events including, but not limited to, sensors, messages, and clicks;
e. Use libraries and APIs;
f. Use and evaluate multiple development and execution environments;
g. Facilitate collaboration in the development of software;
h. Program user interactions with graphical and other user interface components;
i. Demonstrate knowledge of various software development models;
j. Model
practices in software development, including:
1. User requirements analysis;
2. Program design;
3. Implementation and documentation;
4. Testing and debugging; and
5. Evolution driven by feedback;
k. Develop object-oriented programs; and
l. Model the process of program compilation and interpretation;
(4) In the area of data and analysis, the candidate shall have the ability to:
a. Model concepts of processing data, including:
1. Encoding;
2. Compression; and
3. Encryption;
b. Create and use models and simulations; and
c. Work with data
using computational tools, including to:
1. Collect, aggregate, and generate;
2. Store, manage, and manipulate; and
3. Process, analyze, and visualize; and
(5) In the area of computing systems and networks, the candidate shall have the ability to:
a. Evaluate and compare computing systems using various criteria;
b. Evaluate and compare local, network, and cloud computing and storage;
c. Model computer
networks in terms of:
1. Protocol stack components; and
2. Network protocols, such as:
(i) Transmission control protocol/internet protocol (TCP/IP);
(ii) Domain
name servers (DNS);
and
(iii)
Hypertext transfer
protocol secure (HTTPS); and
d. Demonstrate fundamental concepts of cybersecurity including, but not limited to, confidentiality, integrity, availability, non-repudiation, and authentication.
Source. #12419, eff 11-14-17; renumbered by #12603
(formerly Ed 507.52); ss by #13822, eff 12-15-23, EXPIRES: 6-12-24
Ed 507.55 English Language Arts Teacher For Grades
5-8.
(a)
A
candidate for certification as an
English language arts teacher for grades 5-8 shall have the skills, competencies and knowledge, gained
through a combination of academic and supervised practical
experience, as outlined in Ed 507.24(c).
Source. #12417, eff 11-14-17 (formerly Ed 507.241);
renumbered by #12603 (formerly Ed 507.53)
Ed
507.56 Social Studies Teacher For
Grades 5-8.
(a) To be certified as
a social studies teacher for grades 5-8, the candidate shall meet the
requirements of Ed 507.28.
Source. #8725, eff 9-9-06; ss by #9525, eff 8-14-09;
ss by #12452, eff 1-12-18; ss by #12452, eff 1-12-18 (formerly Ed 507.271);
renumbered by #12603 (formerly Ed 507.54)
Part Ed 508
REQUIREMENTS FOR EDUCATIONAL SPECIALISTS AND INSTRUCTIONAL SPECIALISTS
REVISION NOTE:
Document #13102, effective 10-5-20,
readopted with amendment and renumbered existing rules Ed 507.01 and Ed 507.06
as Ed 506.09 and Ed 506.10 within Part Ed 506 titled “Requirements and
Certification for Educational Leadership and Administration.” Document #13102 also readopted with amendment
various rules in Part Ed 507 titled “Requirements and Certification for
Educational Personnel in Specific Areas” and renumbered them within Part Ed 508
as noted below. Document #13102 also
changed the heading for Part Ed 508 from “Application for Certification” to
“Requirements for Educational Specialists and Instructional Specialists.”
The source notes for rules Ed 508.01
through Ed 508.10 include the filing information for the former rules in Part
Ed 507, which were renumbered as follows:
Former Rule New
Rule
Ed
507.07 Ed
508.01
Ed
507.08 Ed
508.02
Ed
507.14 Ed
508.03
Ed
507.19 Ed
508.04
Ed
507.23 Ed
508.05
Ed
507.20 Ed
508.06
Ed
507.21 Ed
508.07
Ed 507.22 Ed 508.08
Ed 507.12 Ed 508.09
Ed 507.251 Ed 508.10
See also the Revision Note at the part
heading for Ed 505, filed under Document #13101, effective .10-5-20, which
readopted with amendment and renumbered the former rules Ed 508.01 through Ed
508.06 as rules in Ed 505.
See also the Revision Note for Ed 512,
filed under Document #12661, effective 11-9-18, which had previously readopted
with amendment and renumbered the former Ed 508.07, titled “Denial of Initial
Application”, as Ed 512.01 titled “Denial of Credential” in Part Ed 512 titled
“Denial of Certification.”
Document #13103, effective 10-5-20,
subsequently readopted with amendment Ed 512.01.
Ed 508.01 School
Counselor.
(a)
An individual shall have the following
entry level requirements to be a licensed school counselor:
(1) Have completed a state board of education
approved school counseling collegiate program at the master’s degree level or
higher; or
(2) Have acquired the competencies, skills, and
knowledge of a school counselor through:
a. Completion of courses related to school
counseling at the master’s degree level or higher and completion of a
counseling internship in a public school setting; or
b. Experience in comparable positions in school counseling
or other master’s level or higher professions closely related to school
counseling.
(b)
A candidate for licensure as a school
counselor shall have the following skills, competencies, and knowledge in the
following areas:
(1) In the area of comprehensive school
counseling programs, the ability to:
a. Align the school counseling program with
school district mission and goals;
b. Design, develop, implement, and evaluate a
school counseling program based on state and national models;
c. Include and implement career, academic, and
personal-social competencies for student learning;
d. Integrate the program into a total school
curriculum;
e. Develop and implement a school counseling
calendar;
f. Use data for program design to be responsive
to school needs; and
g. Apply knowledge of state standards to program
goals;
(2) In the area of foundations of school
counseling, knowledge and skills that include:
a. Legal and professional standards, including:
(i) The American School Counselor Association
(ASCA) Ethical Standards for School Counselors, revised 2016, as referenced in
Appendix II;
(ii) ASCA 2019 School Counselor Professional
Standards & Competencies, as referenced in Appendix II; and
(iii) ASCA 2014 Mindsets and Behaviors for Student
Success: K-12 College- and Career-Readiness Standards for Every Student, as
referenced in Appendix II;
b. Confidentiality in a school setting;
c. Collaboration, teamwork and supervision and
the ability to apply self-awareness;
d. Basic counseling skills and techniques;
e. The ability to translate counseling theory
into the practice of school counseling;
f. The ability to apply a knowledge of human
growth & development to the school counseling program;
g. The ability to build a school counseling
program that includes the student domains of academic, career, and
personal-social; and
h. Multicultural counseling competencies;
(3) In the area of management of school
counseling, the ability to:
a. Use data to analyze current program needs;
b. Use technology in school counseling,
record-keeping, and student information systems;
c. Formulate, follow, and evaluate student,
school, and community needs;
d. Manage and address the cyclical needs of
students, including the cyclical nature of the school year;
e. Gather data and translate data into
understandable reports for others including state, colleges, town, teachers,
students, and teams;
f. Communicate about the
counseling program to students, teachers, school boards, administrators, and
parents;
g. Participate in, or build and implement a
counselor evaluation system;
h. Build leadership skills in self and others;
and
i. Develop and participate in an advisory
committee to the school counseling program;
(4) In the area of delivery of the school
counseling program, the skills and abilities to:
a. Develop and implement curriculum that is for
all students;
b. Apply effective short-term individual and
group counseling;
c. Develop and apply crisis prevention and
response;
d. Understand and utilize
current research and practices in counseling theories, family systems, human
development, and community needs;
e. Address student needs for college and career
readiness knowledge and skills; and
f. Apply presentation skills and group
management; and
(5) In the area of accountability, knowledge,
skills, and application in:
a. Research and assessment;
b. Scheduling and graduation requirements;
c. Counselor-to-student ratios;
d. Data-gathering for accountability;
e. Advocacy of the role of school counselor;
f. Advocacy of the school counseling program
including the ability to report yearly, to relevant partners, on the effect of
the school counseling program on attendance, behavior, and student learning
outcomes;
g. Self-reflection and peer supervision; and
h. Management of one’s own continuing
professional development.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff
10-5-96, EXPIRED: 10-5-04
New. #8206,
INTERIM, eff 11-18-04, EXPIRES: 5-17-05; ss by #8335, eff 4-23-05, EXPIRED:
4-23-13
New. #10785, eff
2-20-15; ss by #13102, eff 10-5-20 (formerly Ed 507.07) (see Revision Note at
part heading for Ed 508)
Ed 508.02 School
Psychologist.
(a) The following shall be the entry level
requirements for an individual to be licensed as school psychologist:
(1) Completion of any state board of education
approved school psychology program at the
doctoral, certificate of advanced graduate study, specialist, or
master’s level; or
(2) Meeting both of the following requirements:
a. Completion of at least 60 semester hours or
the equivalent of graduate study culminating in at least a master’s degree, of
which at least 54 hours are exclusive of credit for the supervised internship
experience as described in b.; and
b. Experience in a supervised internship in a
general school setting for 1,200 clock hours, full-time over one year or half
time over 2 consecutive years in a general school setting, provided that if
additional experiences are provided in mental health clinics, psychiatric
hospitals, and other institutions for children, such experiences shall not
replace the supervised internship in a general school setting for more than 600
of the 1,200 hours.
(b)
A candidate for licensure as a school psychologist shall have the skills,
competencies, and knowledge in the following areas:
(1) Practices that permeate all aspects of
service delivery through:
a. Data-based decision making and
accountability; and
b. Consultation and collaboration;
(2) Direct and indirect services for children,
families and schools which include:
a. Student-level services including:
1. Conducting,
interpreting, and communicating the findings of assessments of students,
including but not limited to their:
(i) Intellectual ability;
(ii) Cognitive processing;
(iii) Academic achievement;
(iv) Behavior;
(v) Social and emotional functioning;
(vi) Learning environments; and
(vii) Adaptive functioning;
2. Designing, implementing, monitoring, and
adapting instructional and behavioral supports and interventions; and
3. Creating, implementing, and evaluating mental
health interventions and direct services to develop social/emotional and life
skills;
b. Systems-level services including:
1. Interacting effectively in a school setting
by understanding systems, roles, curriculum, instruction, and assessment to
promote socialization, learning, and mental health; and
2. Implementing and evaluating school wide
practices that promote learning; and
c. Preventative and responsive services
including:
1. Applying principles of resilience and risk
factors in learning and mental health;
2. Promoting multi-tiered systems of support;
and
3. Formulating evidence-based strategies for
effective crisis preparation, response, and recovery; and
(3) Foundations of professional school
psychological services which include:
a. Understanding and analyzing the diversity in
human development and learning including culture, context, and individual
differences;
b. Explaining typical and atypical psychological
and educational development in children and youth;
c. Synthesizing, evaluating, and applying
theories and models of research, empirical findings, and techniques related to
student learning;
d. Utilizing research design, statistics,
measurement, and varied data collection and analysis techniques;
e. Designing and implementing program evaluation
to support evidence-based practices at the individual, group, and/or systems
levels;
f. Integrating the history and foundations of
psychology into a professional identity and practice as a school psychologist;
and
g. Adhering to ethical, legal, and professional
standards including:
1. Ethical and professional decision making; and
2. Professional work characteristics and
disposition that reflect personal integrity.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff
10-5-96, EXPIRED: 10-5-04
New. #8206,
INTERIM, eff 11-18-04, EXPIRES: 5-17-05; ss by #8335, eff 4-23-05; ss by #8667,
eff 7-1-06, EXPIRED: 7-1-14
New. #10785, eff
2-20-15; ss by #13102, eff 10-5-20 (formerly Ed 507.08) (see Revision Note at
part heading for Ed 508)
Ed 508.03 School Social Worker.
(a) For an individual to be licensed as a school social
worker, the individual shall:
(1) Have completed a master’s level specialist
program in school social work consisting of a full time, or its equivalent in
part-time, coordinated sequence of specifically focused study at the graduate
level, culminating in at least a master’s degree in the area of social work
from an accredited institution; or
(2) Have earned a master’s degree in social work
and one of the following:
a. Have completed an approved conversion program
in school social work which shall include a 2-year internship supervised by a
licensed school social worker; or
b. Have acquired the knowledge and skills of a
school social worker under Ed 505.04, or Ed 505.05.
(b) A candidate for licensure as a school social
worker shall have skills, competencies, and knowledge in the following areas:
(1) Social welfare and educational policy,
including:
a. History of education, social work, and human
services systems;
b. Role of policy at local, state, and national
levels in education and school social work practice;
c. Process of policy formation and
implementation and its impact on student and family systems, schools,
organizations, and communities;
d. Use of policy practice to analyze, influence,
and advocate; and
e. State and federal laws related to school
social work practice, such as education, special education, 504, child welfare,
homeless and displaced students, mental health, and juvenile justice;
(2) Social work values and ethics, including:
a. Mission of public education;
b. Mission of school social work to insure
student learning, educational equity, and social justice for every student by
reducing or eliminating the social, economic, and environmental barriers;
c. Demonstration and promotion of the values of
the profession as delineated in the National Association of Social Workers
(NASW) Code of Ethics (2017), as specified in Appendix II;
d. Professional school social work and pupil
services standards as stated in the NASW Standards for School Social Work
Services (2012), as specified in Appendix II; and
e. Ability to use an ethical decision-making
model to guide practice;
(3) Social and economic justice and populations
at risk, including:
a. Understanding risk/resiliency factors for
populations at risk;
b. Understanding the dynamics of risk factors
for school failure and the strategies to address them;
c. Understanding how group membership and
various forms of oppression affect access to resources and educational
opportunities;
d. Strategies to combat discrimination,
oppression, institutional racism, and economic deprivation;
e. Advocacy for non-discriminatory social and
economic systems; and
f. Identification of inequities in access to
school and community programs and services for children, youth, and families;
(4) Skills in systematic assessments, data
gathering, and interpretation at multiple levels using a variety of methods to
assess the needs, characteristics, and interactions of students, families, and
school personnel;
(5) Effective prevention and intervention with
individuals, families, schools, and communities including:
a. Utilization of a strength-based approach to
enhance students’ capacities, with special emphasis on students in populations
at risk;
b. Design and
implementation of practice strategies with persons from diverse backgrounds;
c. Partnership with families and others to
resolve challenges in the home, school, and community;
d. Counseling;
e. Crisis intervention and other mental health
services;
f. Casework and case management;
g. Group work;
h. Mediation and conflict resolution;
i. Advocacy;
j. Development of positive
behavioral intervention strategies for all students;
k. Program development and management;
l. Provision of professional development and
community education;
m. Collaboration, consultation, and coordination
as leaders or members of interdisciplinary teams and community partnerships;
and
n. Community organization, including
mobilization of school and community resources;
(6) Human behavior and social environment,
including:
a. Biological, psychological, and sociological
variables affecting development, learning, and educational achievement; and
b. Application of theoretical frameworks to
understand the interaction among individuals and between individuals and social
systems such as families, groups, organizations, and communities;
(7) Diversity, including:
a. Cultural factors in race, gender, ethnicity,
sexual orientation, and social class and how culture affects individual,
family, group, organizational, and community behavior;
b Understanding of, and affirmation and respect
for, people from diverse backgrounds and recognition of diversity within and
between groups;
c. Development of trust, open communication,
mutual respect, and ongoing collaboration with members of diverse populations;
and
d. Ability to take cultural and other diversity
factors into account in assessments and interventions; and
(8) Research, including:
a. Qualitative and quantitative methodologies;
and
b. Use of practice literature and
empirically-based knowledge in the areas of children, youth, families, and
schools to:
1. Provide school social work services and
educational interventions;
2. Monitor and assess programs and services;
3. Monitor and assess academic and social
progress; and
4. Initiate change and improve practice, policy,
and programs.
(c)
For the purposes of Ed 507.14, populations at risk shall include, but
not be limited to:
(1) Children with special educational needs;
(2) School age parents;
(3) Homeless youth and families;
(4) Students affected by mental health and substance
misuse issues;
(5) Lesbian, gay, bisexual, transgender, and
questioning youth;
(6) Abused and neglected students;
(7) Students living in poverty;
(8) Children of color;
(9) Adjudicated and incarcerated youth;
(10) English language learners;
(11) Students whose families are in crisis; and
(12) Other marginalized groups of students.
Source. #6349, eff 10-5-96, EXPIRED: 10-4-04
New. #8229, eff
12-17-04; ss by #9306, eff 10-25-08; ss by #12144, eff 3-24-17; ss by #13102,
eff 10-5-20 (formerly Ed 507.14) (see Revision Note at part heading for Ed 508)
Ed 508.04 Specialist in Assessment of Intellectual
Functioning (SAIF).
(a) To be licensed as
a specialist in assessment of intellectual functioning (SAIF), an individual
shall:
(1) Hold a master's degree and a valid:
a. Beginning educator or experienced educator
license from the state board in education, school counseling, administration,
or speech language specialist;
b. License as a psychologist from the New
Hampshire board of psychologists;
c. License as an occupational therapist from the
governing board of occupational therapists; or
d. License as a speech-language pathologist from
the governing board of speech-language pathologists;
(2) Have at least 4 years of documented school
experience in education, school counseling, administration, speech therapy, or
occupational therapy; and
(3) Either:
a. Have successfully completed a SAIF program
approved by the state board of education; or
b. Have acquired the competencies, skills and
knowledge described in (b) below through other experiences and training so as
to qualify under Ed 505.06, Demonstrated Competencies.
(b)
To qualify as a SAIF, an individual
shall have the following:
(1) Knowledge of:
a. Relevant local, state, and federal laws,
policies, regulations, and procedures pertaining to education;
b. General principles of learning and research-validated
teaching strategies;
c. Human development theory, including
application to children in a school setting;
d. The learning characteristics of individuals
with disabilities;
e. Statistics, research methods, and
professional literature pertinent to the processes of assessment and program
development; and
f. Those ethical principles applicable to the
professional school psychology practice in the reporting of assessment results
to school teams aimed at protecting the rights of individuals as set forth in
the National Association of School Psychologists Principles for Professional
Ethics (2010) as referenced in Appendix II; and
(2) Competency and skill in:
a. Developing professional interactions for the
purpose of obtaining and communicating information;
b. Consulting with staff members and parents
regarding students’ current and future needs;
c. Translating referral questions and concerns
into a set of assessment procedures that follow Ed 1107 and 20 U.S.C. 1400;
d. Administering, scoring,
and interpreting assessments of individual intelligence and cognitive
processing, assessments of academic achievement, and assessments of functional
achievement;
e. Conducting a test session with sufficient
proficiency to ensure fluent administration and adding meaningful clinical
observation concerning the test session, as well as having sufficient expertise
to reflect on the student’s performance and its implication for further
assessment;
f. Integrating background information and
assessment results into a description of how the child learns;
g. Developing appropriate recommendations based
upon assessments and best practices;
h. Assisting team members in planning strategies
and interventions for students and assessing their effectiveness; and
i. Assisting the administration in planning and
facilitating professional development and improvement efforts; and
(3) Expertise in:
a. The
nature, uses, and limitations of a variety of psychological educational
assessments; and
b. Research-validated educational accommodations,
modification, supports, and interventions.
Source. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8206,
INTERIM, eff 11-18-04, EXPIRES: 5-17-05; ss by #8335, eff 4-23-05; ss by #8699,
eff 8-3-06, EXPIRED: 8-3-14
New. #12089, eff
1-26-17; ss by #12539, eff 5-31-18; ss by #13102, eff 10-5-20 (formerly Ed
507.19) (see Revision Note at part heading for Ed 508)
Ed
508.05 School Counseling Director. A candidate
for licensure as a school counseling director shall have the
following entry-level education and employment experiences:
(a) Completion of a school counseling program from an
institution accredited by a regional accrediting body approved by the U.S.
Department of Education at the master’s
degree level or higher;
(b) Current possession of a
state license as a school counselor;
(c) At least 3 years of
full-time experience in the field of school counseling, with recent leadership experience that encompasses comprehensive knowledge of school
operations;
(e)
Principles and techniques of effective staff and program management as they
relate to school counseling in the areas of:
(1) Recruitment and selection;
(2) Assignment and deployment of
personnel;
(3) Supervision;
(4) Leadership and support;
(5) Development and implementation
of a comprehensive program;
(6) School equity and civil rights
issues;
(7) Integrated use of technology
and information systems;
(8) State and national laws,
rules, policies, and ethical guidelines; and
(9) Individual and program evaluation.
Source. #7043, eff 7-1-99; ss by #8229, eff 12-17-04;
ss by #9117, eff 3-27-08, EXPIRED: 3-27-16
New. #12384, eff
9-20-17; ss by #13102, eff 10-5-20 (formerly Ed 507.23)
(see Revision Note at part heading for Ed 508); rpld by #13610, eff 4-14-23;
ss by #13655, eff 7-1-23 (formerly Ed 506.10)
Ed 508.06 Library
Media Coordinator.
(a) A candidate shall have the following entry
level requirements to be licensed as a library media coordinator:
(1) Have completed a minimum of 3 years’
experience as a library media specialist as documented by positive recommendations or evaluations from the candidate’s supervisor(s)
which demonstrate that the candidate has acquired the competencies outlined in
Ed 507.21; and
(2) Have at least completed a master's degree
program in library science, library and information studies, or a closely
related field such as education.
(b)
Candidates shall file the following materials and documents with the
bureau of credentialing:
(1)
Completed application forms containing the information required in Ed
508.04;
(2) Previous
work record;
(3)
Education record; and
(4) A minimum of 3 confidential references
from persons who can attest to the candidate’s proficiencies in the required
leadership area.
(c) Candidates for licensure as a library media
coordinator shall have skills, competencies, and knowledge in the following
areas:
(1) In the area of program management and
leadership, the ability to:
a. Provide effective
leadership and coordination in developing, implementing, and evaluating a
comprehensive, system-wide school library media program;
b. Develop and implement a strategic plan for
the school library media program to meet system-wide goals while allowing for
differences of individual schools;
c. Communicate the school library media
program's vision, goals, and priorities to the educational system and the
community;
d. Coordinate collection development and
programming for system-wide libraries;
e. Plan and manage information literacy
instruction efforts for students and teachers;
f. Plan and manage virtual
and physical resources, systems, and services to support teaching and learning;
g. Coordinate the planning and design of new,
renovated, and existing school library media facilities and system-wide
infrastructure;
h. Develop policy recommendations and implement
established adopted policies and procedures; and
i. Advocate for the centrality of the library
media program to the learning of students;
(2) In the area of fiscal management, the ability
to:
a. Prepare budgets in collaboration with school
leaders, departments, or agencies to ensure equitable services and resources;
b. Maintain accurate records and inventories to
prepare reports; and
c. Research grants and other external funding
opportunities for the support and enhancement of student learning resources and
results;
(3) In the area of information management, the
ability to:
a. Provide trustworthy information on promising
and proven practices keyed to system-wide priorities to improve student
achievement as well as educator and school leader effectiveness;
b. Collaborate with other libraries and agencies
to share resources and enhance the system's learning climate, learning
opportunities, and learning results;
c. Advise all school system personnel regarding
the importance of the principles of intellectual freedom and ethical behavior,
and advocate for the integration of these principles in system policies and
programs; and
d. Work with system and school leaders as well
as educators to ensure standardization of equipment and equity of resources
across programs and buildings; and
(4) In the area of personnel management, the
ability to:
a. Advocate for the American Association of
School Librarians (AASL) recommended level of staffing for school library media
centers;
b. Collaborate with principals and site-based
committees in the selection and placement of school library media personnel;
and
c. Work with school leaders to supervise,
support and evaluate the system's school library media personnel in the
operation of their school library media program.
Source. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff
12-17-04; ss by #10276, eff 2-22-13; ss by #13102, eff 10-5-20 (formerly Ed
507.20) (see Revision Note at Part heading for Ed 508)
Ed
508.07 Library Media Specialist.
(a) To be licensed as a library media specialist,
the candidate shall have a bachelor’s degree.
(b) A candidate for licensure as a library media
specialist shall have skills, competencies, and knowledge in the following
areas:
(1) In the area of teaching for learning, the
ability to:
a Demonstrate that she or he is a skilled
instructional specialist who ensures that learners become effective and ethical
users and creators of ideas and information, through:
1.
Applying knowledge of learners and learning, including:
(i)
Learning styles;
(ii)
Stages of human development;
(iii)
Cultural influences; and
(iv)
Physical and intellectual abilities and needs;
2.
Providing instruction in multiple literacies;
3.
Promoting inquiry-based learning; and
4.
Providing authentic learning experiences;
b Design and implement instructional strategies
that engage students' interests and develop their ability to:
1.
Inquire;
2. Think
both critically and creatively; and
3.
Ethically gain and share knowledge;
c. Utilize the assessment of student learning to
inform practice;
d. Model, share, and promote effective
principles of teaching and learning as collaborative partners with other
educators;
e. Collaborate with students, other educators,
and administrators to efficiently access, interpret, and communicate
information;
f. Design and provide
professional development which enables other educators and administrators to:
1. Locate
research-based information relevant to their professional practice; and
2.
Integrate best practices into their curricula; and
g. Integrate the use of current technologies as
a means for effective and creative teaching and to support students’ conceptual
understanding, critical thinking, and creative processes;
(2) In the area of literacy and reading, the
ability to:
a. Demonstrate knowledge of children’s, young
adult, and professional literature to guide and support reading for
information, reading for pleasure, and reading for lifelong learning in
multiple languages and formats such as but not limited to materials in print,
e-book, digital, audio, and braille;
b. Use a variety of strategies to promote
reading, viewing, and listening, for learning, personal growth, and enjoyment;
c. Develop a collection of reading and
information materials in print and digital formats that support the diverse
developmental, cultural, social, and linguistic needs of the learning
community;
d. Collaborate with staff to design and
implement authentic and engaging instructional strategies that reinforce
reading instruction to ensure students are able to create meaning from text;
e. Model personal enjoyment of reading in order
to motivate lifelong reading in students; and
f. Integrate the use of current technologies
that support literacy and reading;
(3) In the area of information and knowledge, the
ability to:
a. Model multiple strategies for students,
teachers and administrators and other members of the school community to
locate, evaluate, and ethically use information;
b. Identify physical, socioeconomic, and
intellectual barriers to equitable school, home and community access to
learning resources and services;
c. Develop and promote solutions to address
barriers to equitable access to learning resources and services;
d. Provide a variety of
learning resources and services to support the needs of diverse learners;
e. Support flexible, open access to library
services, including, but not limited to 24/7 access to online databases,
library websites, and related instructional support resources;
f. Model and communicate the legal and ethical
principles of the profession;
g. Demonstrate proficiency in the use of 21st
century tools to continuously improve their professional practice; and
h. Interpret and use a variety of data,
including evidence-based action research, to create and share new knowledge to
improve practice in school libraries;
(4) In the area of advocacy and leadership, the
ability to:
a Utilize evidence-based practice and research
to communicate the centrality of the library program to a school's ability to:
1. Meet and exceed local, state and national
content standards;
2. Improve student learning;
3. Meet the challenges of the learners, the
skills, and the learning environments of the 21st century; and
4. Integrate the use of current technologies as
a means for effective and creative teaching and learning;
b. Advocate for intellectual freedom, equity of
access, and privacy rights;
c. Educate the school community on the ethical
use of information and ideas;
d. Establish connections with other libraries
and strengthen cooperation among library colleagues for resource sharing,
networking, and facilitating access to information;
e. Plan for and participate in ongoing
professional growth and leadership opportunities, informed by reflective
practice;
f. Engage in school
improvement processes, such as but not limited to curriculum development; and
g. Document and communicate the impact of
collaborative instruction on student learning; and
(5) In the area of program management and
administration, the ability to:
a. Communicate and
collaborate with students, staff, administrators, and community members to
design and develop a library program that aligns resources and services with
the school’s mission, in accordance with New Hampshire school approval
standards Ed 306.08, instructional resources, and Ed 306.42, digital literacy
program;
b. Manage, organize, and evaluate school library
physical resources such as facilities, fiscal resources such as budgets, and
human resources such as personnel, including volunteers, to enhance the use of
information resources and services and to ensure equitable access to all
resources for all users;
c. Make use of data to evaluate and improve the
school library program;
d. Develop, implement, and evaluate policies and
procedures consistent with:
1. School, district, state, and national
standards;
2. Relevant laws and legislation;
3. Privacy rights;
4. Equity of access; and
5. The tenets of intellectual freedom;
e. Create and implement a collection development
policy that demonstrates knowledge of principles related to selection,
acquisition, organization, evaluation, and reconsideration of library
resources;
f. Evaluate and select print, non-print, and
digital resources using professional selection tools and evaluation criteria to
develop a relevant, balanced collection designed to meet the diverse
curricular, personal, and professional needs of students, staff, and
administrators;
g. Organize a school
library collection according to current library cataloging and classification
principles and standards; and
h. Ensure integration of current research
findings and best practices into the school library program by keeping up to
date with local, state, and national education, technology, and information
initiatives.
Source. #6349, eff
10-5-96; ss by #7925, eff 7-24-03; ss by #9939, INTERIM, eff 6-9-11, EXPIRED:
12-6-11
New.
#10151, eff 6-22-12; ss by #13102, eff 10-5-20 (formerly Ed 507.21) (see
Revision Note at part heading for Ed 508)
Ed
508.08 Digital Learning Specialist. The following requirements shall apply to the
licensure of a digital learning specialist:
(a) To be licensed as a digital learning
specialist, the candidate shall have:
(1) At least a bachelor’s degree; and
(2) Qualify for licensure under one of the
credentialing pathways in Ed 505.01 – Ed 505.05 having also met the
requirements of (c) below.
(b) A candidate for licensure
as a digital learning specialist shall have skills, competencies, and knowledge
as a digital designer, digital learner, digital citizen, collaborative coach,
and visionary leader as follows:
(1) As a digital designer, effectively use
technology with differentiation, rigor, relevance, and engaging learning
experiences in his or her practice of teaching, learning, and assessment by the
ability to:
a. Design and implement digitally-based learning
experiences with multiple and varied formative and summative assessments;
b. Model and promote the use of adaptive and
assistive technologies and other digital tools and resources to personalize and
differentiate activities for all learners;
c. Collaborate with other educators to help
design and implement the student digital portfolio processes and procedures as
specified in Ed 306.42; and
d. Promote student
reflection using collaborative tools to reveal and clarify students conceptual
understanding;
(2) As a digital learner, continue to deepen
knowledge and expertise with technological concepts and pedagogy as follows:
a. Use knowledge of digital tools to model,
promote, and facilitate experiences that advance learner competency,
creativity, and innovation in both face-to-face and virtual environments;
b. Collaborate with other educators to promote
innovative and creative thinking using digital tools to engage learners in
real-world problem solving;
c. Collaborate with other educators to model,
design, and implement technology-enhanced learning experiences addressing both
technology and content standards; and
d. Illustrate how state and national standards
are implemented within the curriculum;
(3) As a digital citizen, model responsible and
safe participation in the digital world with the ability to:
a. Model and promote safe, ethical, and legal
practices related to digital tools and resources;
b. Model and promote
digital etiquette, awareness of digital identity and privacy, and responsible
social interactions related to the use of digital tools and resources; and
c. Model and promote diversity, cultural
understanding, and global awareness using digital communication and
collaborative tools and resources to interact locally and globally;
(4) As a collaborative coach, develop innovative
professional learning opportunities and evaluate the impact on instructional
practice and learner competencies with the ability to:
a. Model and promote effective management and
use of digital tools and resources to support technology rich learning
environments;
b. Evaluate, adapt, and reflect on digital tools,
resources, and emerging trends by participating in local and global learning
communities and by reviewing current research and evidence-based innovative
practices; and
c. Promote the role of digital media literacies
to best equip learners to succeed in a globally interconnected, multicultural
world; and
(5) As a visionary leader, promote and
participate in the development and implementation of collaborative strategies
for the comprehensive integration of technology to foster excellence to support
transformational change throughout the instructional environment with the
ability to:
a. Promote and participate in the development
and implementation of a shared vision for the comprehensive integration of
technology to support learning opportunities for all learners and educators;
b. Promote and participate in the planning,
development, communication, implementation, and evaluation of
technology-infused strategic plans and adoption of new digital resources and
tools at the district and school levels; and
c. Promote and participate in the implementation
strategies for initiating and sustaining technology innovations and manage the
change process in schools and classrooms.
Source. #7042, eff 8-1-99, EXPIRED: 8-1-07
New. #9813, eff
11-11-10; ss by #12662, eff 11-9-18; ss by #13102, eff 10-5-20 (formerly Ed
507.22) (see Revision Note at part heading for Ed 508)
Ed
508.09 Reading and Writing Specialist.
(a) A candidate for licensure as a reading and
writing specialist for grades K-12 shall meet the following entry level
requirements:
(1) At least a master’s degree in literacy or a
related field;
(2) The general education requirements specified
in Ed 505.02;
(3) The professional education requirements
specified in Ed 505.03 if applicable; and
(4) Completed at least 3 years of classroom
teaching;
(b) A candidate for licensure as a reading and
writing specialist for grades K-12 shall have skills, competencies, and
knowledge in the following areas:
(1) In the area of knowledge of the theoretical
and evidence-based foundations of reading and writing processes and
instruction, the ability to:
a. Demonstrate knowledge of cognitive,
sociocultural, and diverse linguistic foundations of reading and writing
processes and instruction;
b. Demonstrate knowledge of current practices,
research, and historical developments in reading and writing;
c. Demonstrate knowledge of language development
as it relates to acquisition of reading and writing, the variations related to
sociocultural and linguistic diversity, and the basics of second language
acquisition;
d. Demonstrate knowledge of the major components
of reading instruction and curriculum, including the ability to:
1. Understand the
relationship between print and sounds, including phonemic awareness, phonics,
and other word identification strategies, and their role in fluent reading;
2. Explain how background knowledge, vocabulary
knowledge, text comprehension strategies, and motivation are integrated in
reading; and
3. Describe how reading strategies are taught
across all content areas, including but not limited to English, ESOL,
mathematics, science, and social studies; and
e. Demonstrate knowledge of major components of
writing instruction, including the ability to:
1. Demonstrate knowledge of the development of
spelling, its instruction, and its relationship to word recognition and word
meaning;
2. Demonstrate the knowledge of the mechanics of
writing, including punctuation, grammar, spelling, and letter formation;
3. Understand recursive strategies for planning,
drafting, revising, and editing writing; and
4. Describe models for integrating writing
across the curriculum;
(2) In the area of instructional strategies and
curriculum materials in reading and writing, the ability to recognize the importance
of, demonstrate, and facilitate professional learning and leadership by:
a. Selecting and implementing instructional
approaches and materials that utilize evidence-based rationale, consider
student needs, and support classroom teachers and paraeducators in their use of
instructional strategies and grouping; and
b. Using a wide range of evidence-based
curriculum materials including structured literacy approaches in effective
reading and writing instruction for struggling reluctant learners, including
those identified through the screening required by RSA 200:59, I as having
potential indicators or risk factors of dyslexia and related disorders at
different stages of literacy development and from different sociocultural and
linguistic backgrounds;
(3) In the area of assessment and evaluation of
reading and writing, the ability to:
a. Understand the
terminology, processes, and procedures used in formal and informal assessments,
including English language learners’ proficiency levels;
b. Use a variety of formal and informal
assessment tools and practices to plan, evaluate and communicate effective
reading and writing instruction by:
1. Supporting the classroom teacher in the
assessment of the reading and writing abilities of individual students; and
2. Extending the assessment further to determine
proficiencies and difficulties for appropriate services;
c. Use assessment information to plan, evaluate,
differentiate, and revise effective instruction that meets the needs of all students,
including those identified through the screening required by RSA 200:59, I as
having potential indicators or risk factors of dyslexia and related disorders
by:
1. Assisting teachers, specialists, and
paraeducators in using assessments to plan and implement instruction for all
students;
2. Engaging students in using assistive
technology to address their needs in learning and communicating; and
3. Collaboratively collecting, analyzing, and
using school-wide assessment data to improve school and district literacy
instruction and programs;
d. Communicate results of assessments and
screenings to a variety of audiences, including students, families,
administrators, teachers, specialists, and policymakers; and
e. Demonstrate knowledge of current issues,
practices, and policies related to the assessment, evaluation, and instruction
of reading and writing;
(4) In the area of creating a literate
environment that fosters reading and writing, the ability to:
a. Use students’ interests, backgrounds, and
abilities in reading and writing, as foundations for the reading and writing
program, including the ability to:
1. Assist the classroom teacher in demonstrating
a respectful attitude toward all learners and understand the roles of choice,
motivation, and scaffolded instructional support in creating positive and
supportive environments;
2. Assist the classroom teacher and paraeducator
in selecting literature, materials, and activities that match the reading
levels and writing development of all students;
3. Demonstrate models of teaching that provide
authentic purposes for reading and writing; and
4. Help the classroom teacher to use
evidence-based rationale to make and monitor flexible instructional grouping
options for students;
b. Select books, technology-based information,
and non-print materials representing multiple levels, broad interest, and
cultural and linguistic backgrounds;
c. Provide opportunities for learners to write
for personal, social, academic, and vocational, or professional purposes;
d. Collaborate with building and district
administrators to establish and to manage a literacy budget; and
e. Provide educational
opportunities, information, and support for families and the community; and
(5) In the area of viewing professional
development as a career-long effort and responsibility, the ability to:
a. Participate in, initiate, implement, and
evaluate professional development programs;
b. Support, demonstrate, and assist professional
development in the teaching of reading and writing to paraeducators, teachers,
and administrators;
c. Engage in collaboration and dialogue with
teachers and reading specialists to reflect on teaching practices and improve
instruction;
d. Display positive habits related to the
candidate’s own reading and writing and the teaching of reading and writing,
and pursue the development of individual professional knowledge and behaviors;
and
e. Advocate for important professional needs
with administrators, school boards, and local, state, and federal policymaking
bodies.
Source. #6349, eff 10-5-96; rpld by #7923, eff
7-24-03
New. #9306, eff
10-25-08; amd by #9993, eff 9-16-11; amd by #10506, eff 1-17-14; ss by #12142,
eff 3-24-17; ss by #13102, eff 10-5-20 (formerly Ed 507.12) (see Revision Note
at part heading for Ed 508)
Ed 508.10 Elementary
Mathematics Specialist for Grades K-6.
(a) A candidate for
licensure as a mathematics specialist for grades K-6 shall meet the following
entry level requirements:
(1) At least a master’s degree in mathematics,
education, or a related field and can document a passing score on the Praxis II
Middle School Mathematics test or equivalent;
(2) The general education requirements specified
in Ed 505.02;
(3) The professional education requirements
specified in Ed 505.03;
(4) Hold a valid experienced educator
endorsement; and
(5) Completed at least 3 years of successful
classroom teaching of mathematics within grades pk-6.
(b) A candidate for licensure as an elementary
mathematics specialist for grades pk-6 shall have skills, competencies, and
knowledge in the following areas:
(1) In the area of content knowledge, the ability
to:
a. Apply knowledge of major pre-K-6 mathematical
concepts, algorithms, procedures and connections;
b. Demonstrate an
understanding of the sequential nature of mathematics and the mathematical
structures and connections inherent in the following content domains:
1. In the domain of number and operations have
the ability to:
(i) Demonstrate
knowledge of pre-number and early number concepts;
(ii)
Interpret and represent number systems including whole numbers,
integers, rationals, irrationals, reals and the application of their
properties;
(iii)
Demonstrate knowledge of concepts and applications of number theory
including multiplicative arithmetic;
(iv)
Demonstrate a variety of interpretations of the 4 operations of
arithmetic and of the common ways they can be applied; and
(v) Use
proportional reasoning demonstrating connections to fractions, ratios, rates,
and scaling;
2. In the domain of functions and algebra have
the ability to:
(i)
Analyze and generalize a wide variety of patterns and functions for
example linear, quadratic, and exponential moving fluently among representations
including tables, graphs, written word, and symbolic rules;
(ii) Analyze change and rates of change in
various contexts including proportional and inversely proportional
relationships;
(iii) Model and solve problems, both mathematical
and “real world,” using algebraic methods; and
(iv) Apply
the conventions of algebra that is the order of operations and the properties
of real numbers commutative, associative, distributive, identity, inverse, and
zero properties to algebraic expressions, equations, and inequalities;
3. In the domain of measurement have the ability
to:
(i)
Utilize non-standard and standard units of measure using appropriate
units, techniques, and tools;
(ii) Model
and use common units of geometric measures for: angles, perimeter, area and
volume, through mathematical and practical contexts;
(iii) Employ estimation as a way of understanding
measurement units and processes of measuring those attributes;
(iv) Apply
measurement conversion strategies; and
(v) Connect
proportionality to measurement including similar figures;
4. In the domain of geometry have the ability
to:
(i) Build
and manipulate representations of 2- and 3-dimensional objects using concrete
models, perspective drawings, projections, and dynamic geometry software;
(ii)
Analyze properties and relationships among geometric shapes and
structures;
(iii) Specify locations and describe spatial
relationships using coordinate geometry;
(iv) Apply transformations and compositions of transformations
including dilations, translations, rotations, and reflections with symmetry,
congruence, and similarity; and
(v) Use
geometric constructions and axiomatic reasoning to make and prove conjectures
about geometric shapes and relations;
5. In the domain of data analysis and
probability have the ability to:
(i) Use
data from a random sample to draw inferences about a population;
(ii)
Construct and interpret graphical displays of univariate data
distributions for example, box plots and histograms;
(iii)
Summarize and describe univariate data in relation to its context by
using measures including the mean, median, mode, interquartile range, and mean
absolute deviation;
(iv) Use
scatterplots to analyze bivariate data and utilize lines of best fit to model
the relationship between the variables; and
(v)
Determine the empirical and theoretical probability for both simple and
compound events; and
c. Demonstrate knowledge of the history of
mathematics, including the contributions of different individuals and cultures
toward the development of mathematics and the role of mathematics in culture
and society;
(2) In the area of mathematical practices have
the ability to:
a. Communicate and
demonstrate the importance of problem solving and its use in developing
conceptual understanding;
b. Represent and model mathematical ideas;
c. Reason abstractly, reflectively, and
quantitatively including constructing viable arguments and proofs;
d. Attend to precision;
e. Identify elements of structure and express
regularity in patterns of mathematical reasoning;
f. Utilize appropriate mathematical vocabulary
and symbols to communicate mathematical ideas; and
g. Demonstrate the interconnectedness of
mathematical ideas including making connections across various content areas
and real-world contexts;
(3) In the area of mathematical pedagogy have the
ability to:
a. Plan and assist others in planning
instruction incorporating a variety of strategies including mathematics-specific
instructional technologies to build all students’ conceptual understanding and
procedural proficiency;
b. Analyze and consider research in planning for
mathematics instruction;
c. Select and apply instructional techniques
that assist in identifying and addressing student misconceptions;
d. Use mathematical content and pedagogical
knowledge to select, use, adapt and determine the suitability of mathematics
curricula and teaching materials for particular learning goals;
e . Understand students’
development in mathematics using holistic, analytical, and diagnostic tools;
and
f. Demonstrate developmentally appropriate use
of assessments in their practice and train classroom teachers to administer and
interpret assessment results; and
(4) In the area of professional knowledge and
skills have the ability to:
a. Demonstrate mathematics-focused instructional
leadership;
b. Plan, develop, implement and evaluate
mathematics-focused professional development programs;
c. Evaluate the alignment of state mathematical
standards, district curricula, and state and local assessments and recommend
appropriate adjustments;
d. Support teachers in systematically reflecting
on and learning from their mathematical practice;
e. Collaborate with school-based professionals
to develop evidence-based interventions for high-and low-achieving students;
and
f. Analyze and interpret mathematics assessment
data and communicate results to appropriate and varied audiences.
Source. #10506, eff 1-17-14; ss by #13102, eff
10-5-20 (formerly Ed 507.251) (see Revision Note at part heading for Ed 508)
PART
Ed 509 CREDENTIAL RENEWAL AND VALIDITY
Ed 509.01 Recommended
Renewal; Process for Educators Currently Employed Under a Local NH Professional
Development Master Plan.
(a)
Educator licenses shall be renewed every 3 years. School nurse I may
renew one time after the first 3 years of the initial license.
(b)
In addition to compliance with the requirements of this section, the
following shall be required for renewal:
(1) Documentation that
the licensed educator has met the requirements of Ed 509.03 and Ed 513.04, or
Ed 504.08, 504.09 and 513.07 for school nurse; and
(2) Payment of the
renewal fee pursuant to Ed 505.08.
(c)
The department shall provide opportunity for electronic submission of
the documentation required under Ed 509.03 by the senior educational official.
(d)
The senior educational official shall verify that each licensed educator
whose license requires renewal has completed professional development as
required in Ed 513.04. Verification shall include the name of the licensed
educator and the licensed educator’s area(s) of endorsement.
(e)
The licensed educator shall pay the appropriate fee in a timely manner
to the department before the expiration of the educator’s license.
(f) Verifications under (c) and (d) above shall
be made and the fee under (e) above shall be paid no later than June 30 of the
year in which the license is required to be renewed. Late filings shall be treated in accordance
with Ed 509.04.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED: 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04; ss by #10362, eff
6-15-13; ss by #12418, eff 11-14-17; ss by #13103, eff 10-5-20
Ed 509.02 Department
of Education Renewal; Process for Educators Not Currently Employed Under a
Local NH Professional Development Master Plan.
(a)
Educator licenses shall be renewed every 3 years. School nurse I may renew one time after the
first 3 years of the initial license.
(b)
In addition to compliance with the requirements of this section, the
following shall be required for renewal:
(1) Documentation that
the licensed educator has met the requirements of Ed 509.03 and Ed 513.05, or
Ed 504.08, 504.09 and 513.07 for school nurse; and
(2) Payment of the
renewal fee pursuant to Ed 505.08.
(c)
Any licensed educator not currently employed by an, or teaching in an,
educational organization with a valid New Hampshire license may submit
documentation electronically to the department or may apply for a renewal
directly by following the application procedures outlined in Ed 505.07(b)(3),
Ed 505.08, and Ed 505.09(a)-(d).
(d)
Every licensed educator not currently employed by an educational
organization under a professional development master plan shall comply with Ed
513.05, Ed 513.06(b), or Ed 513.07(b) as required by the educator’s specific
license type, and:
(1) Submit
documentation electronically to the department of such compliance; or
(2) Mail documentation
directly to the department documenting such compliance.
(e)
Licensees not employed under the jurisdiction of a state approved local
master plan for professional development shall submit evidence of approved
professional development activities during the 3-year period preceding the
application for license renewal as outlined in Ed 513.05, Ed 513.06, and Ed
513.07 as required by the specific license type.
(f)
A development activity shall be approved by the department for purposes
of (e) above if it includes one or more of the activities listed in Ed
513.02(c)(6).
(g)
An educator who holds a valid license and is not employed in education
for 3 or more years of service shall submit to the department evidence of
satisfactory professional growth listed in Ed 509.03 or Ed 5123.05 as a
basis for renewal of his/her license.
(h) The educator shall file all required
documentation and pay the renewal fee, as outlined in Ed 505.08, no later than
June 30 of the year in which the license is required to be renewed.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED: 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04; ss by #10362, eff
6-15-13; ss by #12418, eff 11-14-17; ss by #13103, eff 10-5-20
Ed 509.03 Renewal
Documentation.
(a)
The school administrative unit shall submit to the department, for each
educator whose license is required to be renewed, verification of professional
development activities taking place within the 3 years preceding expiration
date of the license consistent with the local master plan for professional
development pursuant to Ed 513.
(b) Evidence of
approved professional development activities in each subject area or field of
specialization as required in accordance with Ed 513.04 or Ed 513.05, as
applicable, shall be required for each educator who holds a license in more
than one endorsement area.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; amd by #7923, eff 7-24-03;
paragraphs (a)-(c) & (e) EXPIRED: 10-5-04; ss by #8229, eff 12-17-04; amd
by #9993, eff 9-16-11; ss by #10362, eff 6-15-13; ss by #13103, eff 10-5-20
Ed 509.04 Late Filing.
(a) A renewal application shall be considered a
late filing if it is received by the department after July 1 of the year of
filing, provided that the department provided notice that a license was due for
renewal at least 3 months before July 1 to the licensee.
(b)
A late filing shall be accepted by the department if the applicant meets
renewal requirements and files:
(1) A late filing fee
of $50.00; and
(2) The appropriate
filing fee pursuant to Ed 505.08, which fee reflects the actual cost of
processing the late filing as authorized under RSA 186:11, X(b).
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
amd by #3198, eff 2-21-86; ss by #4851, eff 6-25-90; EXPIRED :6-25-96
New. #6349, eff 10-5-96; ss by #7923, eff 7-24-03;
ss by #8229, eff 12-17-04; ss by #10362, eff 6-15-13; ss by #13103, eff 10-5-20
Ed 509.05 Fees.
Payment of renewal fees shall be made in accordance with the rules and
fee schedule in Ed 505.08.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New.
#6349, eff 10-5-96; rpld by #6822, eff 9-1-98; ss by #10362, eff 6-15-13
(formerly Ed 509.06); ss by #13103, eff 10-5-20
PART Ed 510
CODE OF CONDUCT
REVISION NOTE:
Document #12661, effective 11-9-18,
adopted some new rules, repealed some existing rules, and readopted with amendment,
and often renumbered, other existing rules in Chapter Ed 500, especially in
Part Ed 510 through Ed 512. The source
notes in the existing rules that were readopted with amendment and renumbered,
or simply renumbered, by Document #12661 indicate the former rule number.
Document #12661 adopted Ed 510.01 through Ed 510.04 in a
new Part Ed 510 titled “Code of Conduct.”
Document #12661 also readopted with amendment and renumbered the
existing Ed 510.01 as Ed 510.05. The
existing Ed 510.05, titled “Voluntary Surrender of a Document”, was repealed.
The
prior filings for the former Ed 510.05 included the following documents:
#6349, effective 10-5-96, EXPIRED,
10-5-04
#8194,
effective 10-26-04
#10089,
effective 2-23-12
Document
#12661 also adopted Ed 511.01 titled “Complaints, Cases, and Investigations” in
Part Ed 511 titled “Investigations and Disciplinary Proceedings”, which was
formerly numbered Part Ed 510 and titled “Proceedings.” Document #12661 readopted with amendment the
existing Ed 510.02, Ed 510.03, and Ed 510.04 and renumbered them as,
respectively, Ed 511.03, Ed 511.02, and Ed 511.04.
Document
#12661 also readopted with amendment and renumbered the existing Ed 508.07,
formerly titled “Denial of Initial Application”, as Ed 512.01 titled “Denial of
Credential” in Part Ed 512 titled “Denial of Certification”. Part Ed 512 had formerly been numbered as
Part Ed 511 and titled “Denial, Suspension, or Revocation for Certified
Personnel.” Document #12661 renumbered,
but did not readopt, the existing Part Ed 512 and Part Ed 513 as, respectively,
Part Ed 513 and Part Ed 514.
Document
#12661 repealed the following existing rules in Part Ed 511:
Ed
511.01 Grounds for Denial of License
for Educator Certification.
Ed
511.02 Grounds for Suspension or
Revocation of Educator’s Certification.
Ed
511.04 Effects of Certificate
Surrender.
Ed
511.05 Investigations.
Ed
511.06 Due Process for Denial of
Licensure for an Educator or Endorsement or Renewal or Reinstatement.
The
prior filings for Ed 511.01 and Ed 511.02 through Ed 511.06 included the
following documents:
#2055,
effective 6-16-82 #6822,
effective 9-1-98
#2714,
effective 5-16-84 #7091,
effective 9-4-99
#4851,
effective 6-25-90, EXPIRED 6-25-96 #8194,
effective 10-26-04
#6349,
effective 10-5-96 #10089,
effective 2-23-12
Ed
510.01 Principle 1 - Responsibility
to the Education Profession and Educational Professionals.
(a) In fulfilling responsibilities to the
education profession and educational professionals, a credential holder shall
exemplify honesty and integrity in the course of professional practice.
(b) Unprofessional conduct shall include, but not
be limited to:
(1)
Discrimination against a fellow professional as specified in RSA
354-A:1;
(2) Failure to self-report
within 5 business days if he or she has been arrested for any violation of
offenses enumerated in RSA 189:13-a, V;
(3) Falsifying,
fraudulently altering, or deliberately misrepresenting professional
qualifications, including, but not limited to, degrees, academic awards, and
related employment history when applying for a credential;
(4) Unlawful
possession of a drug;
(5) Possessing,
using, or being under the influence of alcohol or drugs not prescribed for the
use of the credential holder when on school premises or at a school sponsored
activity where students are present or may reasonably be expected to be
present;
(6) Failure to
notify the state at the time of application for credential of past criminal
convictions, or of revocations or suspensions of a credential or license by New
Hampshire or any other jurisdiction; and
(7) Falsifying
or deliberately misrepresenting information submitted to the department in the
course of an official inquiry, investigation, or both.
Source. #12661, eff 11-9-18 (See Revision Note at
part heading for Ed 510)
Ed
510.02 Principle 2 - Responsibility
to Students.
(a) In
fulfilling responsibilities to students a credential holder shall maintain a
professional relationship with all students, both inside and outside the
educational setting, and make reasonable efforts to protect students from
conditions which are harmful to their health and safety.
(b) Unprofessional conduct shall include, but not
be limited to:
(1)
Discrimination against a student as specified in RSA 354-A:1;
(2) Failure to
provide appropriate supervision of students, pursuant to local school district policy
adopted as specified in Ed 306.04, at school or school-sponsored activities or
the failure to ensure the safety and well-being of students;
(3) Furnishing
alcohol or illegal or unauthorized drugs to any student, or allowing or
encouraging a student to consume alcohol or illegal or unauthorized drugs;
(4) Committing
any of the following acts to any minor, or any student or prior student up to
10 months after the student’s graduation, departure, or departure in cases as
specified in Ed 1102.01(f)(1), including, but not limited to:
a. Abuse,
including, but not limited to physical and emotional abuse;
b. Cruelty or
any act of endangerment;
c. Any sexual
act with or from any student; and
d. Harassment
as defined by state or federal law or regulations;
(5) Soliciting
or encouraging participation in a romantic or sexual relationship, whether
written, verbal, or physical, with a student the credential holder knows or
should know is a student or prior student up to 10 months after the student’s
graduation, departure, or departure in cases as specified in Ed 1102.01(f)(1);
and.
(6) Soliciting
a student, or a former student up to 10 months after the student’s graduation,
departure, or departure in cases as specified in Ed 1102.01(f)(1), to engage in
any illegal activity.
Source. #12661, eff 11-9-18 (See Revision Note at
part heading for Ed 510)
Ed
510.03 Principle 3-Responsibility to
the School Community.
(a) In fulfilling the responsibilities to the
school community a credential holder shall communicate responsibly among
members of the school community, while maintaining appropriate professional
boundaries.
(b) Unprofessional conduct shall include, but not
be limited to:
(1)
Discrimination against a parent or guardian of a student or other member
of the community who is on the school property as specified in RSA 354-A:1;
(2) Accepting
or soliciting gratuities, gifts, or favors for personal use or gain where there
might be an actual or appearance of a conflict of interest. Gifts of a small
amount shall not be deemed a conflict of interest;
(3) Misuse
of funds intended for use by the school, to include funds which are collected
from parents and students; and
(4)
Intentionally altering or misrepresenting student assessments,
assessment results, or official school records.
Source. #12661, eff 11-9-18 (See Revision Note at
part heading for Ed 510)
Ed
510.04 Principle 4-Responsible and
Ethical Use of Technology.
(a) In fulfilling the responsibilities and
ethical use of technology a credential holder shall consider the impact of
consuming, creating, distributing, and communicating information through the
use of any and all types of technology.
(b) Unprofessional conduct shall include, but not
be limited to:
(1) Engaging in
any activities as specified in Ed 510.02(b)(4)-(7) via electronic media with a
student or former student up to 10 months after the student’s graduation,
departure, or departure as specified in Ed 1102.01(f)(1); and
(2) Engaging in
inappropriate communication with a student or former student up to 10 months
after the student’s graduation, departure, or departure as specified in Ed
1102.01(f)(1) via electronic media.
(c) For the purposes of this section,
inappropriate communication shall be determined by considering:
(1) The intent,
timing, subject matter, and amount of communication; and
(2) Whether:
a. The
communication made was covert in nature;
b. The
communication could reasonably be interpreted as solicitous, sexually explicit,
or romantic in nature; and
c. The
communication involved discussion(s) of the physical or sexual attractiveness
or the sexual activities or fantasies of either the credential holder or the
student.
Source. #12661, eff 11-9-18 (See Revision Note at
part heading for Ed 510)
Ed
510.05 Duty to Report.
(a) Any credential holder shall report any
suspected violation of the code of conduct following the school, school
district, or SAU reporting procedures.
(b) Each principal shall report to the
superintendent of the school district or SAU where the principal is employed,
the chief executive officer of a chartered public school
or public academy, or the headmaster of a nonpublic school, if the principal
has been notified of, or is personally aware that a credential holder has
violated any of the rules of professional conduct as enumerated in Ed 510,
which occurred on or off duty.
(c) The superintendent, chief executive officer
of a chartered public school or public academy, or headmaster of a nonpublic
school, shall report any of the following to the office of credentialing;
(1) When a superintendent
has knowledge that a credential holder, as defined in Ed 501.02(h), has been
arrested and charged with an offense enumerated in RSA 189:13-a, V; and
(2) When a
superintendent has knowledge that a credential holder has violated the code of
conduct as specified in Ed 510.01 through Ed 510.04.
(d) If a credential holder suspects that a
superintendent has violated the code of conduct, as specified in Ed 510.01
through Ed 510.04, or if a credential holder has made a report and believes the
local reporting procedures have not been followed, the reporting credential
holder shall notify the department directly.
(e) Credential holders who have reason to suspect
that a student has been, or is being, abused or neglected, shall report the
same to:
(1) His or her
immediate supervisor, superintendent, or both; and
(2) The
department of health and human services, pursuant to RSA 169-C:29.
(f) If the department has reason to suspect that any
violation of the code of conduct enumerated in Ed 510.01 through Ed 510.04 was
known by a credential holder and not reported, the department shall undertake
an investigation, as enumerated in Ed
511.01, against that credential holder as required by Ed 510.05(a), (b), or
(c).
(g) The office of credentialing shall open a
case, as enumerated in Ed 511.01, in response to a report made pursuant to Ed
510.05(a), (b), (c), or (d) above.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8194,
eff 10-26-04; ss by #10089, eff 2-23-12; ss and renumbered by #12661, eff
11-9-18 (formerly Ed 510.01) (See Revision Note at part heading for Ed 510)
PART Ed 511
INVESTIGATIONS AND DISCIPLINARY PROCEEDINGS
REVISION NOTE:
Document #12661, effective 11-9-18, adopted some new rules,
repealed some existing rules, and readopted with amendment, and often
renumbered, other existing rules in Chapter Ed 500, especially in Part Ed 510
through Ed 512. The source notes in the
existing rules that were readopted with amendment and renumbered, or simply
renumbered, by Document #12661 indicate the former rule number.
Document #12661 adopted Ed 510.01 through Ed 510.04 in a
new Part Ed 510 titled “Code of Conduct.”
Document #12661 also readopted with amendment and renumbered the
existing Ed 510.01 as Ed 510.05. The
existing Ed 510.05, titled “Voluntary Surrender of a Document”, was repealed.
The
prior filings for the former Ed 510.05 included the following documents:
#6349, effective 10-5-96, EXPIRED, 10-5-04
#8194, effective 10-26-04
#10089, effective 2-23-12
Document #12661 also adopted Ed 511.01 titled “Complaints,
Cases, and Investigations” in Part Ed 511 titled “Investigations and
Disciplinary Proceedings”, which was formerly numbered Part Ed 510 and titled “Proceedings.” Document #12661 readopted with amendment the
existing Ed 510.02, Ed 510.03, and Ed 510.04 and renumbered them as,
respectively, Ed 511.03, Ed 511.02, and Ed 511.04.
Document #12661 also readopted with amendment and
renumbered the existing Ed 508.07, formerly titled “Denial of Initial
Application”, as Ed 512.01 titled “Denial of Credential” in Part Ed 512 titled
“Denial of Certification”. Part Ed 512
had formerly been numbered as Part Ed 511 and titled “Denial, Suspension, or
Revocation for Certified Personnel.”
Document #12661 renumbered, but did not readopt, the existing Part Ed
512 and Part Ed 513 as, respectively, Part Ed 513 and Part Ed 514.
Document
#12661 repealed the following existing rules in Part Ed 511:
Ed
511.01 Grounds for Denial of License
for Educator Certification.
Ed
511.02 Grounds for Suspension or
Revocation of Educator’s Certification.
Ed
511.04 Effects of Certificate
Surrender.
Ed
511.05 Investigations.
Ed
511.06 Due Process for Denial of Licensure for an Educator or Endorsement or
Renewal or Reinstatement.
The prior filings for Ed 511.01 and Ed 511.02 through Ed
511.06 included the following documents:
#2055,
effective 6-16-82 #6822,
effective 9-1-98
#2714,
effective 5-16-84 #7091,
effective 9-4-99
#4851,
effective 6-25-90, EXPIRED 6-25-96 #8194,
effective 10-26-04
#6349,
effective 10-5-96 #10089,
effective 2-23-12
Ed
511.01 Complaints, Cases and
Investigations.
(a) A case shall be opened when a complaint of
possible misconduct against a credential holder has come to the attention of
the department either through direct reporting or other means.
(b) After an initial review, if the department
determines that a possible violation of the code of conduct, as specified in Ed
510.01 through 510.04, has occurred, an investigation shall be opened.
(c) Investigations into allegations of
unprofessional conduct, as specified in Ed 510.01 to Ed 510.04, shall
not constitute a disciplinary hearing and shall not constitute a finding of
misconduct against a credential holder.
(d) Credential holders shall be notified in
writing, via certified mail, that an investigation has been opened and the
nature of the investigation and the status of the credential holder’s
credential pending the investigation.
(e) The credential holder’s current
superintendent shall be notified in writing by the department that an
investigation has been opened, unless the notification compromises, or has the
appearance of compromising, the investigation.
(f) Investigations shall be handled by the
department.
(g) The department shall make every attempt to
interview all people, including the credential holder, who might have
information which might be relevant to the investigation.
(h) Investigations, including those based upon
allegations in a complaint, shall be conducted on an ex parte basis.
(i) The department shall make every attempt to
obtain any and all documentation which might be relevant to the investigation.
(j) Once the investigation is complete, the
following procedures shall apply:
(1) The
department shall create a report which documents the results of the
investigation;
(2) If the
investigation finds a credential holder in violation of a rule of the code of
conduct as specified in Ed 510.01 through Ed 510.04, the department shall
propose a form of discipline as follows:
a. Suspension;
b. Revocation;
or
c. Reprimand;
and
(3) The
department shall determine the sanctions to be imposed after considering the
presence of aggravating or mitigating circumstances as specified in Ed
511.01(j)(4)-(5);
(4) The
following shall be considered aggravating circumstances:
a. The
seriousness of the offense;
b. The
credential holder’s prior disciplinary record;
c. The
credential holder’s lack of willingness to cooperate with the department during
an investigation;
d. Potential
harm to public health and safety; and
e. The purpose
of the rule violated;
(5) The
following shall be considered mitigating circumstances:
a. Absence of a
prior disciplinary record;
b. The credential holder’s willingness to cooperate
with the department during an investigation;
c. The
credential holder’s acknowledgment of his or her wrongdoing; and
d. The purpose
of the rule or statute violated;
(6) The
credential holder shall be notified in writing of any proposed discipline;
(7) If no
disciplinary sanction is proposed, the department shall notify the credential
holder in writing that the investigation is closed.
(k) Investigatory reports and all information
gathered during the course of an investigation shall be confidential, with the
following exceptions:
(1) The report
shall be made available to the parties in any adjudicatory proceedings
resulting therefrom; and
(2) If further
disciplinary proceedings are to be conducted as a result of the investigation,
the department shall provide information gathered in the disciplinary
investigation to the following:
a. A law
enforcement agency when the agency is conducting a criminal investigation of
the credential holder;
b. A certifying
agency of another jurisdiction for:
1. Purposes of
certification of the credential holder in the other jurisdiction; or
2. An
investigation of the credential holder by the other jurisdiction when:
(i) The
credential holder was the subject of a formal investigation under Ed 511; or
(ii)
Disciplinary action was taken against the credential holder by the board
pursuant to Ed 511;
c. Other
states’ licensing board investigators or prosecutors; and
d. Expert
witnesses or assistants retained by a prosecutor or investigator in the same
related disciplinary matters.
Source. #12661, eff 11-9-18 (See Revision Note at
part heading for Ed 511)
Ed
511.02 Reprimand, Suspension, or
Revocation.
(a) If the department determines that a
credential holder has violated the code of conduct as specified in Ed 510.01
through Ed 510.04, and the credential holder agrees to the proposed
disciplinary finding, the credential holder shall agree to a reprimand,
suspension, or revocation.
(b) All reprimands, suspensions, or revocations
shall be documented in writing, and shall set out the terms of the
discipline. The credential holder shall
receive a copy of the discipline in writing and a copy shall be placed in the
credential holder’s electronic credentialing file at the department once it is
signed by all required parties, to include the credential holder.
(c) Any credential holder whose credential is
revoked or who voluntarily agrees to a revocation shall be prohibited from
applying or reapplying for any other credential issued by the New Hampshire
state board of education.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; ss by #6822, eff 9-1-98;
ss by #8194, eff 10-26-04; ss by #10089, eff 2-23-12; ss and renumbered by
#12661, eff 11-9-18 (formerly Ed 510.03) (See Revision Note at part heading for
Ed 511)
Ed
511.03 Disciplinary Hearings.
(a) If a credential holder does not agree with
the proposed disciplinary finding as a result of an investigation as
specified in Ed 511.01, a credential holder may request an adjudicatory
hearing which shall commence pursuant to Ed 200 after the following:
(1) Completion
of an informal or formal investigation; and
(2) Filing of a
written report and recommendation pursuant to Ed 511.01(j).
(b) The provisions of Ed 200 shall apply to all
disciplinary hearings and such hearings shall commence not more than 15
days after the disciplinary finding.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96
New. #8194, eff 10-26-04; ss by #10089, eff
2-23-12; ss and renumbered by #12661, eff 11-9-18 (formerly Ed 510.02) (See
Revision Note at part heading for Ed 511)
Ed
511.04 Status of a Credential Pending
Completion of Disciplinary Proceeding.
(a) When the department receives information
indicating that a credential holder has been arrested for one of the offenses
enumerated in RSA 189:13-a, V, the credential holder’s credential and any and
all endorsements shall be immediately suspended pursuant to RSA 541-A:30, III.
(b) The department shall notify the credential
holder and the employing school district that the credential holder’s
credential has been suspended pending an investigation by the department.
(c) In accordance with RSA 541-A:30, III,
unless waived, an adjudicatory hearing shall commence within 10 working days
after the suspension of the credential. Such hearings shall be governed by the
process set forth in Ed 200.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8194, eff 10-26-04; ss by #10089, eff
2-23-12; ss and renumbered by #12661, eff 11-9-18 (See Revision Note at part
heading for Ed 511)
Ed
511.05 Grounds for Reinstatement
After Suspension.
(a) A credential which has been suspended
shall be reinstated for one of the following reasons:
(1) The period
of the suspension has passed and any and all terms and conditions regarding
possible reinstatement have been satisfied; and
(2) A credential holder whose credential has been
suspended demonstrates by clear and convincing evidence that he or she has
corrected the deficiencies or conduct which led to the original suspension.
(b) Upon reinstatement, the department may issue
a credential which is limited in time, level, or scope, or subject to other
terms as the department deems necessary, to include a reinstatement fee. If the
credential is so limited, then the credential holder may appeal that decision
using the process specified in Ed 200.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New.
#6349, eff 10-5-96; ss by #6822, eff 9-1-98; ss by #8194, eff 10-26-04;
ss by #10089, eff 2-23-12; ss and renumbered by #12661, eff 11-9-18 (See
Revision Note at part heading for Ed 511)
PART Ed 512
DENIAL OF CERTIFICATION
REVISION NOTE:
Document
#12661, effective 11-9-18, adopted some new rules, repealed some existing
rules, and readopted with amendment, and often renumbered, other existing rules
in Chapter Ed 500, especially in Part Ed 510 through Part Ed 512. The source notes in the existing rules that
were readopted with amendment and renumbered, or simply renumbered, by Document
#12661 indicate the former rule number.
See Revision Notes for Part Ed 510 and Part Ed 511 for explanation of
the changes to those rules.
Relative
to Part Ed 512, Document #12661 readopted with amendment and renumbered the
existing Ed 508.07, formerly titled “Denial of Initial Application”, as Ed
512.01 titled “Denial of Credential” in Part Ed 512 titled “Denial of
Certification”. Part Ed 512 had formerly
been numbered Part Ed 511 and titled “Denial, Suspension, or Revocation for
Certified Personnel.” Document #12661
also renumbered, but did not readopt, the existing Part Ed 512 and Part Ed 513
as, respectively, Part Ed 513 and Part Ed 514.
Ed
512.01 Denial of Credential.
(a) A credential application shall be denied by
the state board based on the following grounds:
(1) Failure to meet the conditions for issuance of the
license, endorsement, renewal, or reinstatement;
(2)
The applicant has been charged pending
disposition for, or convicted, of any violation or attempted violation of one
of the statutes listed in RSA 189:13-a, V, or has been convicted of any felony
in any other state, territory, or country;
(3) The applicant is confirmed to have a
finding of abuse as described in RSA 169-C:35;
(4) The applicant is under
investigation for, under suspension for, or has been revoked for a violation of
the principles of professional conduct enumerated in Ed 510.01 through Ed
510.04; or
(5) The applicant
is under investigation, under suspension, or has been revoked in any other
state, jurisdiction, territory, or country.
(b) An
applicant aggrieved by the decision of the department to deny an application
may file a petition for reconsideration along with supporting documentation to
the director within 20 days after receipt of the denial decision. If the
petition for reconsideration is denied, the applicant may appeal the
department's decision pursuant to RSA 21-N:11, III, and Ed 200.
Source. #6349, eff 10-5-96, EXPIRED: 10-5-04
New. #8229, eff 12-17-04; ss by #10362, eff
6-15-13; ss and renumbered by #12661, eff 11-9-18 (formerly Ed 508.07) (See
Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20; ss by #13374,
INTERIM, eff 4-26-22, EXPIRED: 10-23-22
New. #13562, eff 2-22-23
PART Ed 513 PROFESSIONAL DEVELOPMENT MASTER PLAN AND
RENEWAL
Ed 513.01 Basic Requirement. Each school
administrative unit, local school district, or participating nonpublic school
shall prepare a 5-year master plan in accordance with requirements of this
part.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84;
ss by #4851, eff 6-25-90; EXPIRED 6-25-96
New. #6349, eff 10-5-96; ss by #7045, eff 7-1-01;
ss by #8335, eff 4-23-05; ss by #10245, eff 12-21-12; renumbered by #12661 (See
Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20
Ed 513.02 Criteria for State Approval of Local
Professional Development Master Plan.
The following criteria shall apply to the approval of the master plan:
(a)
Each school administrative unit, local school district, or participating
nonpublic school shall file with the department the 5-year master plan required
by Ed 513.01;
(b)
The senior educational official shall establish a local professional
development committee which shall include representation of licensed educators
including teachers, paraeducators, certified licensed service professionals,
and administrators. This committee may
include local school board members, parents, or community lay persons;
(c)
The local professional development committee shall develop and monitor
the master plan according to Ed 513.02(Ed) through (g) under the direction of
the senior educational official in accordance with local school board policies,
state statutes, and state board rules;
(d)
The professional development master plan shall include the following:
(1) The process and
procedures for establishment of a local professional development committee;
(2) A statement
describing the purpose of the master plan that includes but is not limited to:
a. The educational organization’s definition of professional
development that directs continuous professional learning to increase educator
effectiveness and improve results for all students;
b. The role of the
plan in increasing educator effectiveness and the relationship between
professional learning and the local evaluation system;
c. The role of the
plan in increasing student learning and academic achievement;
d. The alignment with
local, state, and national professional development standards; and
e. The function and
role of the plan for license renewal of all educators;
(3) A statement
describing the role and function of the local professional development
committee which includes, but is not limited to:
a. How the committee
will develop, monitor, implement, evaluate, and propose changes to the plan;
b. How the committee
will collaborate with other district committees or teams in developing an
overarching framework for professional development including, but not limited
to:
1. School improvement
committees;
2. Local improvement
committees; and
3. Leadership teams;
and
c. How the committee
shall be involved with individual educator license renewal and how appeals of
decisions in the local process will be handled;
(4) A description of
the needs assessment process that includes a data collection system and how the
school or district makes decisions regarding professional development
priorities in order to:
a. Identify student
learning needs;
b. Determine
individual licensed educator goals;
c. Determine
educational organization goals;
d Evaluate student
learning and licensed educator growth;
e. Measure the
effectiveness of an individual professional development plan; and
f. Evaluate the
effectiveness of the master professional development plan on an ongoing basis;
(5) Procedures for
recommending licensed educators for licensure renewal that provide
evidence of each licensed educator’s growth in:
a. Knowledge of
content area(s), subject, or field of specialization including requirements of
individual endorsement areas in Ed 506, Ed 507, and Ed 508;
b. Pedagogy and
knowledge of learners and learning as defined in Ed 610.02 and Ed 505.03;
c. Professional
standards as referenced in the local evaluation system; and
d. Effective
instructional practices related to school and district goals that increase
student achievement as demonstrated by data such as but not limited to:
1. The education
improvement and assessment program, RSA 193C:3, III;
2. Portfolios;
3. Analysis of student
work;
4. Standardized and
other local assessment instruments; and
5. Performance
evaluations and portfolios of professional work;
(6) A description of
the job-embedded and formal professional development activities that the school
or district supports for a comprehensive, sustained, and intensive approach to
improving educator effectiveness in raising student achievement such as but not
limited to:
a. Observations;
b. Independent study;
c. Study groups and
professional learning communities;
d. Action research;
e. Educational peer
coaching;
f. Mentoring;
g. Curriculum,
instruction, and assessment development;
h. Lesson study;
i. Collegiate or
graduate course work; and
j. Workshops, webinars
and professional conferences;
(7) How the activities
in (6) shall:
a. Be facilitated by school principals, school-based
professional development coaches, mentors, master teachers, or other teacher
leaders;
b. Engage licensed
educators in a continuous cycle of improvement;
c. Foster collective
responsibility for improved student performance;
d. Support coherent,
sustained, and evidenced-based learning strategies; and
e. Provide coaching or
other forms of support to transfer new knowledge and skills to the classroom;
and
(8) Describe
differentiated processes to address the unique professional learning needs of
all credential holders;
(e)
The professional development master plan shall comply with state
credentialing rules and with federal, state and local laws, rules, and
regulations, including the local education improvement plan required in federal
grant applications;
(f)
The professional development master plan shall include the following
processes for developing comprehensive 3-year individual professional
development plans that describe how:
(1) Individual plans
are developed and goals are determined;
(2) Individual plans
and goals are approved;
(3) Individual plans
are formatively assessed and summatively evaluated;
(4) Progress is
documented and recorded by the district;
(5) Activities and
documentation from in-progress plans are accepted and transferred into the
school or district including how district requirements are pro-rated for the
remainder of the 3 year cycle;
(6) Requirements for
endorsements that are added mid-cycle are pro-rated;
(7) Disputes are
handled including an appeals process;
(8) Licensed educators
reflect on and provide evidence of the impact of professional learning on their
own educational practices and on student learning; and
(9) Recommendations
for licensure renewal are determined;
(g)
The professional development master plan shall allow individuals
licensed educators to document and provide evidence that they have met the
requirements for licensure renewal as part of the differentiation of
professional learning for the unique needs of licensed educators as follows:
(1) For all of the
methods, the professional development master plan shall specify how individual
licensed educators reflect on and provide evidence of the impact of
professional learning on their own educational practices and on student
learning and provide evidence that the professional development addresses:
a. Increases in
educator learning;
b. Growth in student
learning and academic achievement;
c. Content area
knowledge and pedagogy;
d. The individual
educational organization goal(s); and
e. Professional
standards such as those in the local evaluation plan; and
(2) Using any one of
the following methods:
a. The development of a body of evidence that documents
jobembedded or formal professional development;
b. An accumulation of
a minimum of 75 continuing education hours with 30 hours for each endorsement
area and 45 hours documenting jobembedded or formal professional development;
or
c. A combination of
less than 75 continuing education units and evidence that together document
job-embedded or formal professional development addressing the school or
district improvement goal(s) and content area;
(h)
The department shall review each professional development master plan
and:
(1) Approve such plan
in writing if it meets the requirements of this section; or
(2) Confirm in writing
that the plan needs modification and a timeline for completing the required
revisions;
(i)
If the professional development master plan is amended by the school or
district, the amendments shall be made in accordance with this section, as
confirmed by the department; and
(j) Representatives of the department
shall make an on-site visitation, on an as-needed basis as determined by the
department, in order to observe whether the local administration of the master
plan adheres to the criteria set forth in this section.
Source. #6349, eff 10-5-96; ss by #7045, eff 7-1-01;
ss by #8335, eff 4-23-05; ss by #10245, eff 12-21-12; renumbered by #12661 (See
Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20
Ed 513.03 Individual Professional Development Plan.
(a)
Each licensed educator shall develop, in collaboration with a
supervisor or the supervisor’s designee, an individual plan as follows:
(1) A licensed
educator shall file the individual professional development plan with the
educational organization for review and approval according to the criteria in
(3) below;
(2) The individual
professional development plan shall be developed for a 3-year period consistent
with the licensed educator’s endorsement(s) and incorporate one of the 3
options as defined in the local master plan, referenced in Ed 513.02(g)(2);
(3) The individual
professional development plan shall include one or more goals for improving
student learning and be developed from:
a. The licensed
educator’s self-assessment or reflection on competencies referenced in Ed
505.03 and the content area standards referenced in Ed 506, Ed 507, and Ed 508;
b. Analysis of student
work;
c. Analysis of student
achievement data, if available; and
d. A review of the
educational organization master plan needs assessment; and
(4) The individual
professional development plan shall outline the licensed educator’s growth in
the following:
a. Knowledge of
content area(s), subject, or field of specialization, including requirements of
individual endorsement(s) in Ed 506, Ed 507, and Ed 508;
b. Pedagogy and
knowledge of learners and learning as defined in Ed 505.03;
c. Professional
standards as referenced in the local evaluation system; and
d. Effective
instructional practices related to educational organization goals that increase
student achievement.
(b)
Each licensed educator whose license expires in a given year shall
provide evidence of their individual plan including reflection. The individual plan shall be summatively evaluated
as specified in the local professional development master plan.
(c)
Professional development completed after nomination or election pursuant
to RSA 189:14-a, shall be counted toward the next 3-year licensure
renewal cycle.
(d)
A licensed educator who is employed under a master plan and who holds a
professional certificate that supports his or her current assignment shall
develop an individual professional development plan that supports the
educator’s current assignment.
(e)
For multiple endorsement areas, the individual professional development
plan shall address each endorsement area.
Source. #6349, eff 10-5-96; ss by #7045, eff 7-1-01;
ss by #8335, eff 4-23-05; ss by #10245, eff 12-21-12; renumbered by #12661 (See
Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20
Ed 513.04 Criteria for License Renewal of Educators
Under the Professional Development Master Plan. The following criteria shall apply for
license renewal of educators under the professional development master plan:
(a)
The senior educational official shall verify the successful completion
of the licensed educator’s individual professional development plan, based on
one of the options referenced in Ed 513.02(g)(2);
(b) The individual professional development plan
shall address the elements described in Ed 513.03(a)(4); and
(c)
Upon recommendation for renewal the licensee shall submit the
“Recommended for Renewal Application” form, January 2020, as referenced in Ed
505.07(b)(4), in accordance with the application procedures outlined in Ed
505.09(a)-(d), along with the appropriate fee as outlined in Ed 505.08.
Source. #7045, eff 7-1-01; ss by #8335, eff 4-23-05;
ss by #10245, eff 12-21-12; renumbered by #12661 (See Revision Note at part
heading for Ed 512); ss by #13103, eff 10-5-20
Ed 513.05 Criteria For License Renewal of Educators
Not Under the Local Professional Development Master Plan.
(a) Licensed educators, excluding those
enumerated in Ed 513.06 and Ed 513.07, seeking licensure renewal who are not
employed by an educational organization under a professional development master
plan, shall submit an individual professional development plan developed for a
3-year period, consistent with the licensed educator’s endorsement(s), to the
department for review.
(b) The individual
professional development plan shall be approved by the department
if it meets the following requirements:
(1) An accumulation of
a minimum of 75 continuing education hours with 30 hours for each endorsement
area and 45 hours aligned with Ed 505.03 or a body of evidence as an
alternative to the hours; and
(2) Two or more goals
for improving student learning, as developed from the educator’s
self-assessment or reflection on competencies referenced in Ed 505.03 and the
content area standards referenced in Ed 506, Ed 507, and Ed 508.
Source. #7045, eff 7-1-01; ss by #8335, eff 4-23-05;
ss by #10245, eff 12-21-12; renumbered by #12661 (See Revision Note at part
heading for Ed 512); ss by #13103, eff 10-5-20
Ed 513.06 Licensed Paraeducators and Educational
Interpreter and Transliterators. Requirements
for paraeducators and educational interpreter and transliterators licensed
under Ed 504.06, Ed 504.07, and Ed 504.11 shall be as follows:
(a)
For those licensed paraeducators who are employed by an agency listed in
Ed 513.01, a minimum of 50 continuing education units shall be required in
areas determined by the local professional development master plan required by
this part; and
(b)
For those licensed paraeducators who are not employed by an agency
listed in Ed 513.01, a minimum of 50 continuing education units of paraeducator
growth shall be required.
Source. #7045, eff 7-1-01; ss by #8335, eff 4-23-05;
amd by #8667, eff 7-1-06; ss by #10245, eff 12-21-12; renumbered by #12661 (See
Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20
Ed 513.07 School Nurse. In addition to the renewal requirements under
Ed 504.08 and Ed 504.09, renewal requirements for school nurse shall be as
follows:
(a)
For those licensed school nurses who are employed by an agency listed in
Ed 513.01, a minimum of 45 school nurse related continuing education units
shall be required; and
(b)
For those licensed school nurses who are not employed by an agency
listed in Ed 513.01, a minimum of 45 school nurse related continuing education
units shall be required.
Source. #12418, eff 11-14-17; renumbered by #12661
(See Revision Note at part heading for Ed 512); ss by #13103, eff 10-5-20
APPENDIX I
Rule |
Specific State Statute the Rule
Implements |
Ed 501 |
RSA 186:8, II; RSA 189:39 |
Ed 502 |
RSA 186:11, X(a) |
Ed 503.01 |
RSA 189:39 |
Ed 503.01(a) |
RSA 21-N:9, II(q); RSA 186:8, III |
Ed 503.01(b) |
RSA
189:39 |
Ed 503.02 |
RSA 21-N:9, II(s) |
Ed 503.03 |
RSA 186:11, X(a) |
Ed 504.01 |
RSA 21-N:9, II(s) |
Ed 504.02 |
RSA 21-N:9, II(s) |
Ed 504.03 |
RSA 21-N:9, II(s) |
Ed 504.031 |
RSA 189:14-f |
Ed 504.04 |
RSA 21-N:9, II(s) |
Ed 504.04 |
RSA 21-N:9, II(s); RSA 189:39-b |
Ed 504.05 |
RSA 21-N:9,
II(s) |
Ed 504.06 |
RSA 21-N:9, II(s) |
Ed 504.07 |
RSA 21-N:9, II(s) |
Ed 504.08-Ed 504.10 |
RSA 200:29 |
Ed 504.11 |
RSA 21-N:9, II(s); RSA 186-C:2 |
Ed 504.12 |
RSA 21-N:9, II(s); RSA 21-N:9, II(y); RSA 186:11, X(a); RSA 189:13-b(II); RSA 189:13-b |
Ed 505.01 |
RSA 21-N:9, II(s) |
Ed 505.02 - 505.04 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 505.06 (formerly Ed 505.05) |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 505.04 |
RSA 21-N:9, II(s); RSA 186:11, X(a); RSA 186:8, IV |
Ed 505.05 - Ed 505.06 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 505.07 |
RSA 21-N:9, II(s); RSA 186:11, X(a) and (b) |
Ed 505.08 |
RSA 186:11, X(a) and (b); RSA 200:29 |
Ed 505.09 |
RSA 186:11, X(a); RSA 541-A:29 |
Ed 506.01 - 506.03 |
RSA 186:11, X(a) |
Ed 506.04 |
RSA 21-N:9, II(s) |
Ed 506.04(b) |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 506.04(c) |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 506.05 |
RSA 21-N:9, II(s) |
Ed 506.06 |
RSA 186:11, X(a) |
Ed 506.07 |
RSA 21-N:9, II(s) |
Ed 506.07(b)(1)d. |
RSA 186-C:2, III; 34 CFR 300.15; CFR 341-350 |
Ed 506.08 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 506.08(f) intro and (4) |
RSA 21-N:9, II(s) |
Ed 506.09 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 506.10 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 507.01 - Reserved |
|
Ed 507.02 - 507.03 |
RSA 186:11, X(a) |
Ed 507.04 - Reserved |
|
Ed 507.05 |
RSA 186:11, X(a) |
Ed 507.06 - Reserved |
|
Ed 507.07 - Reserved |
|
Ed 507.08 - Reserved |
|
Ed 507.09 |
RSA 186:11, X(a) |
Ed 507.10 |
RSA 21-N:9, II(s) |
Ed 507.11 |
RSA 21-N:9, II(s) |
Ed 507.12 - Reserved |
|
Ed 507.13 |
RSA 186:11, XXXI; RSA 263:19, I |
Ed 507.14 - Reserved |
|
Ed 507.15 |
RSA 186:11, X(a) |
Ed 507.16 |
RSA 21-N:9, II(s) |
Ed 507.16(b)(6)b |
RSA 21-N:9, II(s) |
Ed 507.17 |
RSA 186:11, X(a) |
Ed 507.18 |
RSA 21-N:9, II(s) |
Ed 507.19 - Reserved |
|
Ed 507.20 - Reserved |
|
Ed 507.21 - Reserved |
|
Ed 507.22 - Reserved |
|
Ed 507.23 - Reserved |
|
Ed 507.24 |
RSA 186:8, III-IV, RSA 186:11,X(a) |
Ed 507.25 - Ed 507.26 |
RSA 186:8, III- IV, RSA 186:11,X(a), RSA 21-N:9,II(s) |
Ed 507.251 |
RSA 186:8, III- IV, RSA 186:11,X(a) |
Ed 507.27 |
RSA 186:8, III- IV, RSA 186:11,X(a), RSA 21-N:9,II(s) |
Ed 507.28 - Ed 507.33 |
RSA 186:8, III-IV, RSA 186:11,X(a) |
Ed 507.34 |
RSA 186:11, X(a) |
Ed 507.35 |
RSA 21-N:9, II(s) |
Ed 507.36 - Reserved |
|
Ed 507.37 |
RSA 21-N:9, II(s) |
Ed 507.38 |
RSA 186:11, X(a) |
Ed 507.39 |
RSA 21-N:9, II(s) |
Ed 507.391 |
RSA 186:11, X(a) |
Ed 507.40 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 507.41 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 507.42 |
RSA 21-N:9, II(s) |
Ed 507.43 |
RSA 21-N:9, II(s) |
Ed 507.44 |
RSA 21-N:9, II(s) |
Ed 507.45 |
RSA 21-N:9, II(s) |
Ed 507.46 - 507.47 |
RSA 186:11, X(a) |
Ed
507.49 |
RSA
21-N:9, II(s) |
Ed 507.50 |
RSA 186:11, X(a) |
Ed 507.50(a) |
RSA 186:8, III-IV, RSA 186:11,X(a) |
Ed 507.51 |
RSA 186:8, III-IV, RSA 186:11,X(a) |
Ed 507.52 |
RSA 21-N:9, II(s); RSA 186:11, X |
Ed 507.53 |
RSA 186:8, III-IV, RSA 186:11,X(a) |
Ed 507.54 |
RSA 186:11, X(a); RSA 200-O:4, I |
Ed 508.01 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 508.02 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 508.03 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 508.04 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 508.05 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 508.06 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 508.07 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 508.08 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 508.09 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 508.10 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 509.01-509.02 |
RSA 200:29, RSA 186:11, X(a) |
Ed 509.03 |
RSA 21-N:9, II(s); RSA 186:11, X(a) |
Ed 509.04 |
RSA 21-N:9, II(s); RSA 186:11, X(b) |
Ed 509.05 |
RSA 186:11, X(a) |
Ed 510 |
RSA 186:11, X(e); RSA 21-N:9, II(cc) |
Ed 511 |
RSA 186:11, X(a); RSA 189:14-a, (b) and (c) |
Ed 512 |
RSA 186:11, X(a) |
Ed 512.07 |
RSA 200:29; RSA 21-N:9, II(s) |
Ed 513 |
RSA 186:11, X(a) |
Ed 513.06 introduction and (b) |
RSA 21-N:9, II(s) |
Ed 513.07 |
RSA 200:29; RSA 21-N:9, II(s) |
APPENDIX II
Rule |
Title |
Obtain at |
Ed 507.14 (b)(2)d |
National Association of Social Workers. Code of Ethics, 2008 |
Available
for download online at https://www.socialworkers.org/pubs/code/code.asp?print=1& Purchase
online from NASW Press: http://www.naswpress.org/publications/standards/code.html Bulk
order: $125.00 for 40 copies. Single
copy: $5.00; please call 1-800-227-3590 for ordering individual copies. |
Ed 507.14 (b)(2)c |
National
Association of Social Workers. Standards for School Social Work Services, 2012. |
Available
for download online at https://www.socialworkers.org/practice/standards/School_Social_Work.asp Purchase
online from NASW Press: http://www.naswpress.org/publications/standards/school-services.html Bulk
order: $85.00 for 40 copies. Single
copy: $4.00; please call
1-800-227-3590 for ordering individual copies. |
Ed
507.15 (a)(8) |
Joint
Committee on National Health Standards. National Health Education Standards/Achieving Excellence, 2nd ed., 2007. |
Available
online at Center
for Disease Control and Prevention http://www.cdc.gov/healthyyouth/sher/standards/index.htm American
Cancer Society Bookstore 250
Williams Street NW Online
bookstore: http://www.cancer.org/cancer/bookstore/index Paperback $29.95; ebook $19.99; CD ROM $19.95 |
Ed 507.19(b) |
NASP Principles of Professional Ethics (2010) |
Go to: https://www.nasponline.org/standards-and-certification/professional-ethics
No cost for PDF document
4340 East West Highway, Suite 402 Bethesda, MD 20814
Cost: Member Price: $48.00; Nonmember Price: $60.00 |
Ed 507.19(b)(8) |
NASP Principles of Professional Ethics (2010) |
Go
to http://www.nasponline.org/assets/Documents/Standards%20and%
20Certification/Standards/1_%20Ethical%20Principles.pdf No
cost for PDF document National
Association of School Psychologists 4340
East West Highway, Suite 402 Bethesda,
MD 20814 Phone:
(301) 657-0270/Toll Free: (866) 331-NASP Cost: Member Price: $48.00; Nonmember Price: $60.00 |
Ed 507.29(d)(4)a. |
National Science Teachers
Association’s Position Statement on the Responsible Use of Live Animals and
Dissection in the Science Classroom, March 2008 |
|
Ed 507.29(d)(4)b |
The Globally Harmonized System for Hazard Communication of 2007 |
http://www.unece.org/trans/danger/publi/ghs/ghs_rev02/02files_e.html |
Ed 507.37(b)(3)b. |
American Sign Language Teachers’ Association Area 1
(2014) |
Available online at the American Sign Language
Teachers’ Association https://aslta.org https://aslta.org/2014/07/aslta-standards-for-teachers-of-american-sign-language/ |
Ed 507.37(b)(3)c. |
Gallaudet University’s ASL Proficiency Interview
Diagnostics |
Available online at the Galludet University |
Ed 507.37(c)(1)a. |
American Council on the Teaching of Foreign
Languages (ACTFL) Proficiency Guidelines (2012) |
Available online at American Council on the Teaching
of Foreign Language https://www.actfl.org https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012 |
Ed 507.37(c)(1)b. |
New Hampshire Guidelines for World
Language Learning K-College |
Available online at NH Association
of World Language Teachers http://nhawlt.org http://nhawlt.org/images/Handouts/nhwlguidelines.pdf |
Ed
507.40 |
34
CFR 300.504, May 2017 |
|
Ed 507.49 (d)(6)b |
2014 National Core Arts Standards in
Dance |
Available for download online at http://www.nationalartsstandards.org/ |
Ed
508.01(b)(2)a.(i) |
The
American School Counselor Association (ASCA) Ethical Standards for School Counselors, revised 2016 |
https://www.schoolcounselor.org/school-counselors/standards Free |
Ed
508.01(b)(2)a.(ii) |
ASCA
2019 School Counselor Professional
Standards & Competencies |
https://www.schoolcounselor.org/school-counselors/standards Free |
Ed
508.01(b)(2)a.(iii) |
ASCA
2014 Mindsets and Behaviors for Student
Success: K-12 College- and Career-Readiness Standards for Every Student |
https://www.schoolcounselor.org/school-counselors/standards Free |
Ed
508.03(b)(2)c. |
National
Association of Social Workers (NASW)
Code of Ethics (2017) |
https://www.socialworkers.org/about/ethics/code-of-ethics/code-of-ethics-english Available
for purchase for $6.99 |
Ed
508.03(b)(2)d. |
NASW
Standards for School Social Work
Services (2012) |
https://www.socialworkers.org/LinkClick.aspx?fileticket=1Ze4-9-Os7E%3d&portalid=0 Free |
Ed
508.04(b)(1)f. |
National Association of School
Psychologists Principles for Professional Ethics (2010) |
https://www.nasponline.org/standards-and-certification/professional-ethics Free |
Ed 504.12(c)(2)a |
Criminal History Record Release Form, DSSP382, Effective 10/1/16 |
https://www.nhsp.dos.nh.gov/resources/documents-and-forms
|
Ed 504.12(c)(2)b |
Contracted
School Transportation Providers |
New Hampshire Department of Safety, Division of State Police, Central Repository for Criminal Records, 33 Hazen Drive, Concord, NH 03305 |