Ed 500

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) “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 instructional leader, associate principal instructional leader, business administrator, special education administrator, curriculum administrator, school counseling director, career and technical education director, and a district administrator;

(b) “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;

(d) “Bureau” means the bureau of credentialing, division of educator support and higher education, department of education;

(e) “Certificate” means the electronic or paper form of any type of credential issued by the board;

(f) “College-level course” means a course from an institution accredited by a regional accrediting body approved by the U.S. Department of Education or from an institution approved by the New Hampshire higher education commission;

(g) “Commissioner” means the commissioner, department of education;

(h) “Credential” means any authorization, statement, or license issued by the state board including, but not limited to, beginning educator license (BEL), experienced educator license (EEL), in process of licensure authorization (IPLA), intern authorization (IA), emergency authorization (EA), statement of eligibility (SOE), educational interpreter/transliterator license (EITL), paraeducator I & II license (PARA I & PARA II), school nurse I, II & III license (SN I, SN II & SN III), and master teacher license (MTL);

(i) “Credential holder” means any individual who holds a credential, as defined in Ed 501.02(h);

(j ) “Credential verification request” means a request from a credential holder to fulfill a request for verification of a New Hampshire credential;

(k) “Degree” means a degree from an institution accredited by a regional accrediting body approved by the U.S. Department of Education or from an institution approved by the New Hampshire higher education commission;

(l) “Denial” means the refusal to grant a credential to an applicant;

(m) “Department” means the New Hampshire department of education;

(n) “Director” means the director, division of educator support and higher education, department of education;

(o) “Division” means the division of educator support and higher education, department of education;

(p) “Educational interpreter/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;

(q) “Educational organization” means a public school, a school administrative unit, a school district, a chartered public school, or a non-public school;

(r) “Educational specialist” means a person who provides non-instructional services to students at the pre-K, elementary, or secondary level including, a school counselor, school psychologist, school social worker, specialist in assessment of intellectual functioning, library media coordinator, and a school speech-language specialist;

(s) “Educator” means administrators, educational specialists, instructional specialists, teachers, paraeducators, educational interpreter/transliterator, and school nurses;

(t) “Emergency authorization” means the authorization issued by the bureau to a school district or school administrative unit to employ a non-credentialed educator to fill a vacancy as specified in Ed 504.04;

(u) “Endorsement” means the area specified on a credential that indicates the role for which the credential holder is authorized for employment;

(v) “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 a reading and writing specialist, digital learning specialist, library media specialist, and an elementary mathematics specialist for grades k-6.

(w) “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;

(x) “Intern authorization” means the authorization granted to an applicants pursuant to Ed 505.05 to perform educational services while a plans is being implemented;

(y) “License” means the document issued when an applicant meets full licensure requirements;

(z) “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);

(aa) “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;

(ab) “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;

(ac) “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;

(ad) “Revocation” means the department has permanently rescinded a credential from a credential holder;

(ae) “School nurse” means a person licensed by the board to provide health services in accordance with RSA 200:29;

(af) “Senior educational official” means the top executive in an education organization who makes the key decisions on spending, staffing and other education policies. For all New Hampshire public schools this is the superintendent and for all New Hampshire chartered public schools, semi-private academies, and non-public schools the senior education official is the head of school or headmaster, or similar title to indicate the head of the organization.

(ag) “Statement of eligibility” means a credential issued by the department of education that indicates that an individual has successfully met the entry requirements to seek employment and begin the site-based licensing plan described in Ed 505.05;

(ah) “Suspension” means the department has rescinded a credential from a credential holder for a specified period of time;

(ai) “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)(1), at any school or education institution except as otherwise noted in these rules; and

(aj) “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

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.

(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

Source. #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 under their own license 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 file a “School Nurse Application”, January 2020, with the bureau of credentialing along with the following additional materials:

(1) An official transcript from a board of nursing approved registered nursing program;

(2) A copy of a valid New Hampshire issued license as a registered nurse; and

(3) An employment verification letter from current or previous employers which demonstrates 3 years of work experience required in Ed 504.08(a).

(c) A school nurse I shall obtain skills, competencies, and knowledge, through the completion of 45 school nurse related continuing education hours during the 3-year life of the license as outlined in Ed 513.07.

(d) A school nurse I shall be assigned a mentor licensed as a school nurse II or III who shall:

(1) Be listed as an available mentor by the bureau;

(2) Be appointed by the senior educational official;

(3) Have at least 5 years of experience as a school nurse; and

(4) Be assigned to mentor during the 3 years of the original license of the school nurse I to which they are assigned.

(e) A school nurse I license shall be valid for 3 years and may be renewed one time with verification of compliance with Ed 504.08(f).

(f) A school nurse I shall submit to the bureau a verification of enrollment in a board of nursing approved ADN to BSN program that shows a completion date on or before the expiration date of the school nurse I original or renewal license.

Source. #12418, eff 11-14-17; renumbered by #12661 (formerly Ed 504.07); ss by #13100, eff 10-5-20

Ed 504.09 School Nurse II.

(a) School nurses appointed on or before August 25, 2019 shall have applied for a license prior to August 25, 2019. Any school nurse appointed on or before August 25, 2019 who has not applied for a license shall apply for school nurse I or school nurse III.

(b) A school nurse II shall obtain skills, competencies, and knowledge, through the completion of 45 continuing education hours during the 3-year life of the certificate as outlined in Ed 513.07 and shall follow the renewal procedures outlined in Ed 509.

Source. #12418, eff 11-14-17; renumbered by #12661 (formerly Ed 504.08; ss by #13100, eff 10-5-20

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 file a “School Nurse Application”, January 2020 edition, with the bureau of credentialing along with the following additional materials:

(1) Employment verification letters from a current or previous employer which outlines 3 years of work experience required in Ed 504.09(a);

(2) A copy of a valid New Hampshire issued license as a registered nurse at the bachelor’s degree level or higher; and

(3) An official transcript from an accredited college or university showing the successful completion of a BSN or higher.

(d) A school nurse III shall obtain skills, competencies, and knowledge, through the completion of 45 continuing education hours during the 3-year life of the license as outlined in Ed 513.07 and shall follow the renewal procedures outlined in Ed 509.

Source. #12418, eff 11-14-17; renumbered by #12661 (formerly Ed 504.09); ss by #13100, eff 10-5-20

Ed 504.11 Educational Interpreter/Transliterator for Children and Youth Ages 3-21.

(a) For purposes of this section, the following definitions shall apply:

(1) “Educational interpreter” 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 hearing;

(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) The following requirements shall apply to the licensure of an educational interpreter/transliterator for children and youth ages 3 to 21 years:

(1) Hold a minimum of an associate’s degree;

(2) Receive a passing grade on the Educational Interpreter Performance Assessment Written Test (EIPA-WT) as specified in (c); and

(3) Meet one of the following entry level requirements relative to education and experience:

a. Receive a passing grade as determined by the board on the practical examination in signing for the EIPA Performance Test (EIPA-PT) as specified in (c);

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 whose standards are equivalent to Ed 507.35.

(c) Candidates for the EIPA-WT and EIPA Performance Test shall demonstrate the following skills, competencies, and knowledge through a combination of a written examination and an actual practical examination in signing in the following areas:

(1) A knowledge of history of general interpreting/transliterating such as:

a. Educational interpreting/transliterating; and

b. Relevant federal, state and local organizations;

(2) The ability to identify resources that serve students who are deaf/hard of hearing (D/HH) including:

a. Services;

b . Programs; and

c. Agencies;

(3) A knowledge of the National Registry of Interpreters for the Deaf Code of Professional Conduct;

(4) The ability to establish an environment allowing for effective interpreting and transliterating in a wide variety of educational settings;

(5) A knowledge of different modes of communication which shall include but not limited to:

a. ASL;

b. Pidgin sign English (PSE);

c. Manually coded English;

d. Oral;

e. Cued speech; and

f. Tactile;

(6) In the area of the process of interpreting/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 in one of the following:

a. Simultaneously and consecutively interpret accurately, both expressively and receptively;

b. Simultaneously and consecutively transliterate accurately, both expressively and receptively; or

c. Simultaneously and consecutively orally transliterate accurately, both expressively and receptively;

(7) In the area of the professional roles, responsibilities and practices:

a. Knowledge of federal IDEA/504 and state laws and rules 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/neglect and explain the appropriate protocol to follow the laws and rules;

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/transliterator in an educational setting for children and youth ages 3 through 21;

e. The ability to interpret/transliterate accurately in a public forum; and

f. Knowledge of hearing loss and amplification in deaf and hard of hearing children;

(8) In the area of child development:

a. How students learn and develop cognitively, linguistically, socially, morally, emotionally, and physically; and

b. How the development of language in deaf students impacts their development cognitively, linguistically, socially, morally, and emotionally;

(9) In the area of principles and philosophies of public education:

a. Respect for the students’ varied talents and perspectives;

b. Knowledge and understanding of public schools as complex organizations within a larger community; and

c. Effective collaboration with school staff, parents, and others to support students’ learning and well-being;

(10) In the area of IEP and 504 process in educational settings in:

a. Basic knowledge of the individualized education program (IEP) process as specified in Ed 1109, and the 504 process; and

b. The ability to work with members of the IEP/504 team, contributing information about the child’s language including:

1. Most effective mode(s) of communication; and

2. Use of practical and functional language; and

(11) In the area of general studies:

a. A command of language, including the language of words, mathematics, and other common terms typically found in preschool through grade 12 curriculum;

b. The ability to comprehend reading materials commonly found in preschool through grade 12 educational programs and curriculum, including:

1. Mass media and social media;

2. Newspapers; and

3. Magazines;

c. The ability to write coherently using:

1. Correct spelling;

2. Grammar;

3. Punctuation; and

4. Appropriate vocabulary;

d. Sufficient cultural literacy including understanding of major principal events and significant figures in American and world cultures and other such information commonly presented in preschool through grade 12 curriculum;

e. Logical thinking and problem-solving ability which draws on a large spectrum of knowledge in the humanities, sciences and the arts; and

f. The ability to utilize technology/assistive technology to enhance and support the instruction of students who are deaf and hard of hearing.

(d) Candidates shall participate in professional development for both personal growth and school district’s master plan program improvement as specified in Ed 513.03(c) individual professional development plan, Ed 513.04 criteria for recertification of educators under the professional development master plan and Ed 513.05 criteria for recertification of educators not under the local professional development master plan.

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)

Ed 504.12 Criminal History Record Check Clearance.

(a) A criminal history records check clearance credential shall be required for any individual who seeks employment as a school bus driver or transportation monitor.

(b) Individuals currently employed as a school bus driver shall apply for a criminal history record check clearance no less than 60 days prior to the expiration of their current state issued driver’s license.

(1) A completed “Criminal History Record Check Clearance” form, February 2021 edition;

(2) A completed department of safety “Criminal History Record Release Form” referenced in Appendix II along with the fee indicated on the form;

(3) A copy of a valid government issued identification (ID) including, but not limited to:

a. A driver’s license;

b. A state issued photo ID;

c. A passport; or

d. A military ID; and

(4) The applicable credentialing fee as required in Ed 505.08;

(d) An application for a criminal history records check clearance shall be considered complete upon receipt of the applicant’s criminal history record.

(e) A criminal history records check clearance credential shall not be issued to any individual who, upon review by the department, is confirmed to be in violation of any of the acts enumerated in RSA 189:13-a, V.

(f) A completed application for criminal history records check clearance shall be reviewed by the department in accordance Ed 505.09(a)-(d).

(g) Board issued criminal history records check clearance credentials shall be valid for 5 years or, for new bus driver applicants, for the duration of the individual’s current state issued driver’s license.

(h) Renewal applications shall be submitted 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 Ed 504.12(c).

Source. #13167, INTERIM, eff 2-16-21, EXPIRES: 8-15-21

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.

(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 50^th 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;

(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

Ed 505.03 Professional Education Requirements. In addition to the requirements in Ed 505.05 for site-based licensing plans and Ed 505.06 for demonstrated competencies each applicant who is not already licensed shall demonstrate evidence of the following before licensure is granted:

(a) In the area of the learner and learning:

(1) Learner development, as demonstrated by:

a. An understanding of how learners develop, recognizing that patterns of learning and development vary individually within and across the personal, physical, social, and academic dimensions; and

b. The ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner;

(2) Learning differences, as demonstrated by:

a. An understanding of individual differences and diverse cultures and communities;

b. Ensuring inclusive learning environments that allow each learner to reach his or her full potential; and

c. The ability to employ universal design principles and assistive technology; and

(3) Learning environment, as demonstrated by:

a. Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner’s interests and passions; and

b. Use of learning environments not limited to the classroom, but extended into the larger community as well as virtual experiences;

(b) In the area of content:

(1) Content knowledge, as demonstrated by:

a. An understanding of the central concepts, tools of inquiry, and structure of his or her discipline(s); and

b. An ability to create learning experiences that make the discipline(s) accessible and meaningful for learners; and

(2) Innovative applications of content, as demonstrated by an understanding of how to connect concepts and use differing perspectives to engage learners in critical and creative thinking and collaborative problem-solving related to authentic local and global issues;

(1) Use of assessment, as demonstrated by an understanding and ability to use multiple methods of assessment to:

a. Engage learners in their own growth;

b. Document learner progress;

c. Provide learner feedback; and

d. Inform the educator’s ongoing planning and instructional practices;

(2) Planning for learning facilitation, as demonstrated by an ability, as an active member of a learning community, to draw upon knowledge of content area standards, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every learner in meeting rigorous learning goals; and

(3) Learning facilitation strategies, as demonstrated by:

a. An understanding and use of a variety of strategies and tools to encourage learners to develop deep understanding of content areas and their connections to other disciplines; and

b. An ability to build skills in accessing, applying, and communicating information; and

(d) In the area of professional responsibility:

(1) Reflection and continuous growth, as demonstrated by:

a. Being a reflective practitioner and using evidence to continually evaluate his or her practice, particularly the effects of choices and actions on students, families, and other professionals in the learning community; and

b. Ability to adapt practice to meet the needs of each learner; and

(2) Collaboration, as demonstrated by collaborating, as a member of the larger learning community, with learners, families, colleagues, other professionals, and community members to leverage resources that contribute to student growth and development, learning, and well-being.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20

Ed 505.04 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

Ed 505.05 Statement of Eligibility (SOE) and Site-Based Licensing Plan (SBLP).

(a) Before beginning an application for a SBLP, a candidate shall obtain a statement of eligibility (SOE), valid for 3 years from the date of issuance, from the department as follows:

(1) Meeting the entry requirements as follows:

a. Meeting the degree requirement and experience requirement of the endorsement sought as outlined in Ed 506 through Ed 508; and

b. Either:

1. Passing the subject area assessment for endorsements for which the board has adopted a cut score in accordance with Ed 505.01(b); or

2. Only if a subject area test does not exist, transcript analysis to determine a passing grade for 3 full semester, full college-level courses, comparable to 3 credit courses, which directly translate to required competencies in the endorsement area sought as enumerated in Ed 506 through Ed 508;

(2) Meeting the requirements of Ed 505.01(a) or (g); and

(3) Applying for a statement of eligibility following the application procedures outlined in Ed 505.07 through Ed 505.09.

(b) A SBLP shall be a qualifying method for licensure limited to the following:

(1) Applicants for an endorsement determined by the department to be a critical staffing shortage, published on the department’s website, who hold at least a bachelor’s degree, or who hold an associate’s degree for educational interpreter/transliterator for children and youth ages 3-21;

(2) Applicants for an endorsement in the career and technical specialties pursuant to Ed 507.03;

(3) Applicants for any endorsement for which there is no other available pathway to the license who hold at least a bachelor’s degree, or who hold an associate’s degree for educational interpreter/transliterator for children and youth ages 3-21;

(4) Applicants for a new endorsement for a period of 5 years from the effective date of a new endorsement rule and who hold at least a bachelor’s degree;

(5) Applicants for a business administrator endorsement who have successfully completed at least 4 college-level courses in the endorsement for which they seek a license;

(6) Applicants for a teaching endorsement who have successfully completed at least 10 college-level courses in the endorsement area for which they seek a license;

(7) Applicants for elementary K-6 education and early childhood education who have successfully completed at least 2 college-level content courses each in mathematics, English, social studies, and science; and

(8) Applicants for elementary K-8 education who 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.

(c) 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, if applicable, and the endorsement requirements enumerated in Ed 506 through Ed 508.

(d) Upon employment as an educator, the applicant and the senior educational official shall adhere to the application procedures and timeline outlined in Ed 505.07, Ed 505.08, and Ed 505.09(f).

(e) Upon employment as an educator under a statement of eligibility, 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 that 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

Ed 505.06 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

Ed 505.07 General Application Instructions.

(a) Persons interested in holding a New Hampshire educator credential shall complete and file an application with the bureau either online or by mail as follows:

(1) On the myNHDOE Educator Information System (EIS); or

(2) Bureau of Credentialing

Department of Education

101 Pleasant Street

Concord, NH 03301.

(b) Applicants for any credential shall complete and file the appropriate form as follows:

(1) “Statement of Eligibility” form, January 2020, for applicants seeking an SOE as outlined in Ed 505.05(a);

(2) “Application for Licensure – Educator Preparation Program Completer” form, January 2020, for all applicants seeking initial licensure or additional endorsements as outlined in Ed 505.04;

(3) “Recommended for Renewal Application” form, January 2020, for all New Hampshire licensed educators seeking to renew after recommendation as outlined in Ed 509.01;

(4) “DOE Renewal Application” form, January 2020, for all New Hampshire licensed educators seeking to renew directly to the bureau as outlined in Ed 509.02;

(5) “Emergency Authorization Request” form, January 2020, for senior educational officials requesting to employ an unlicensed educator as described in Ed 504.04;

(6) “Application for Emergency Authorization” form, January 2020, 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) “In Process of Licensure Authorization” form, January 2020, 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) “Paraeducator License Application” form, January 2020, for any applicant seeking a paraeducator license as outlined in Ed 504.06 and Ed 504.07; and

(9) “School Nurse License Application” form, January 2020, for any applicant seeking a school nurse or III license as outlined in Ed 504.08 through Ed 504.10;

(10) “Name Change Request” form, January 2020, for any credential holder seeking a credential issued with an official name change;

(11) “Educational Interpreter/Transliterator for Children and Youth ages 3-21” form, January 2020, as outlined in Ed 504.11.

(12) “Credential Verification Request” form, January 2020, for any credential holder seeking a verification of their New Hampshire credential;

(13) “Application for Licensure - Demonstrated Competencies” form, January 2020, for any applicant seeking licensure as outlined in Ed 505.06(b), Ed 505.06(c), and Ed 505.06(d);

(14) “Application for Licensure – Portfolio and Oral Board Review” form, January 2020, for all applicants seeking licensure as outlined in Ed 505.06(a);

(15) “Intern Authorization Application – Site-Based Licensing Plan” form, January 2020, for all applicants seeking licensure as outlined in Ed 505.05;

(16) “Site-Based Licensing Plan Completer” form, January 2020, for all applicants who have completed their SBLP and are ready for full licensure as outlined in Ed 505.09(f)(17); and

(17) “Criminal History Record Check Clearance” form, February 2021 edition, as referenced in Ed 504.12.

(c) If an applicant provides a social security number on any application form, the social security number shall be used by the bureau 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 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) above.

(e) For Ed 505.07(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.

(f) Filing of the completed application, supporting documentation, and application fee shall be the responsibility of the applicant.

(g) All applicants for any credential or endorsement issued by the state board shall acknowledge an understanding and adherence to the code of conduct as specified in Ed 510.01 through Ed 510.05 at the time of application.

(h) If an application receiving a conditional approval does not result in an approval and license, or the requirements outlined are not completed within the timeframe allotted in the conditional approval, 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 505.08.

Source. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20; amd by #13167, INTERIM, eff 2-16-21, EXPIRES: 8-15-21

Ed 505.08 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 either electronically at the time of application on the department website or by cash, money order or 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 505.07(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 I - 3 years with one time renewal	$75.00
School Nurse II	$0.00
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 (5 year cycle)	$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. (See Revision Note at part heading for Ed 505) #13101, eff 10-5-20; amd by #13167, INTERIM, eff 2-16-21, EXPIRES: 8-15-21

Ed 505.09 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 505.07(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 505.08.

(d) For applications outlined in Ed 505.07(b)(1)-(3) and Ed 505.07(b)(17), 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;

b. A determination that the applicant does not meet the requirements for the specified credential; or

(3) Conditional approval which includes:

a. An outlines of the specific areas that the applicant needs to address in order for the bureau to continue a full review of the application;

b. An applicant timeline for completing the conditional approval requirements, not to exceed 120 days; and

c. The following statement pursuant to Ed 505.07(h):“If the conditional approval does not result in an approval and license, or the requirements outlined are not completed within the timeframe allotted, the application will be closed and the applicant shall be required to begin a new application, to include all fees in accordance with the fee schedule outlined in Ed 505.08”.

(e) For applications pursuant to Ed 505.07(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 “Application for Licensure – Portfolio and Oral Board Review” form, January 2020;

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 505.08; and

c. Completed oral board review;

(3) Within 10 days of receipt of a completed “Application for Licensure – Portfolio and Oral Board Review” form, January 2020, if the department determines that an individual:

a. Qualifies under this method, the department 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. Videotapes;

3. Audiotapes; and

4. Art portfolio; or

b. Does not qualify under this method, the department 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 505.06(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 by the department along with the appropriate fee in accordance with the fee schedule outlined in Ed 505.08;

(5) Within 10 days of receipt of a portfolio submission and appropriate fee in accordance with the fee schedule outlined in Ed 505.08, 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 505.09(b) and (c) for completing a portfolio submission in accordance with Ed 505.09(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 (6) 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 (7) 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 505.07(b)(15), 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 505.05(d) shall download and complete the required SBLP application materials as follows:

a. “Competency Assessment Sheet”(s) by indicating whether each of the competencies listed, which match the competencies required in Ed 505.03 and Ed 506 through Ed 508, as applicable, have been met, and, if so, how each competency was acquired;

b. “Site-Based Licensing Plan” form, revised May 2020; and

c. “Site-Based Licensing Plan Beginning Plan” signature form, revised May 2020;

(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 in the pursuant to Ed 505.05(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 505.05(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 an “Intern Authorization Application – Site-Based Licensing Plan” form, January 2020, along with the appropriate fee pursuant to Ed 505.08;

(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, 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 an “Intern Authorization Application – Site-Based Licensing Plan” form, January 2020, 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 505.08;

(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 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 505.09(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 505.08, 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) A 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; and

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 505.09(f)(6)-(10);

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” form, January 2020 along with the appropriate fee pursuant to Ed 505.08;

(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 the competency to be acquired, the activity to be undertaken, the projected completion date, and the evidence to be provided upon completion;

b. The evidence of plan completion;

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 a “Site-Based Licensing Plan Completer” form, January 2020, 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 (7) and (8) above;

(21) Within 60 days of the department’s receipt of a complete “Site-Based Licensing Plan Completer” form, January 2020, 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 505.09(f)(13); and

(23) Applicants shall receive a beginning educator license or added endorsement on an existing license after approval by the department pursuant to (22)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, EXPIRES: 8-15-21

PART Ed 506 REQUIREMENTS AND CERTIFICATION FOR EDUCATIONAL LEADERSHIP AND ADMINISTRATION

Ed 506.01 Superintendent.

(a) An individual shall have the following entry level requirements to be certified as superintendent:

(1) Have completed at least 3 years of experience as an education administrator in a k-12 setting;

(2) Have completed a state board of education approved educational administration collegiate program at the post-master’s certificate of advanced graduate study (CAGS), educational specialist, or doctoral level; and

(3) Have acquired the competencies, skills, and knowledge itemized in (d) below through experience in comparable leadership positions in education or other professions if qualifying under Ed 505.03, Alternative 3: Demonstrated Competencies and Equivalent Experiences.

(b) The application procedures for certification shall be as follows:

(1) The candidate may obtain the necessary forms and information from the bureau of credentialing; and

(2) The candidate shall file the following materials and documents with the bureau of credentialing:

a. Completed application forms containing the information required in Ed 508.04;

b. Previous work record;

c. Education record; and

d. A minimum of 3 confidential references from persons who can attest to the candidate’s proficiencies in the required leadership area.

(c) If the bureau of credentialing determines that the materials described in (b)(2) above attest to the candidate’s successful completion of the requirements for certification, the candidate shall receive initial certification as superintendent from the bureau of credentialing. This certification shall enable the holder to apply for employment as a New Hampshire superintendent.

(d) Qualifications for superintendent shall include the following skills, competencies, and knowledge:

(1) As relating to vision, mission and goals, the candidate shall understand and demonstrate knowledge of, or competency in, promoting the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning and strong organization mission setting high expectations for every student that is shared and supported by the school community, including but not limited to:

a. Creating the vision establishes high, measurable goals for all students and educators;

b. Creating shared commitments in that the process of creating and sustaining the vision, mission, and goals is inclusive, building common understandings and genuine commitment among all school community members to implement vision and goals; and

c. Monitoring and evaluating progress toward the vision, mission, and goals based on systematic evidence to foster continuous improvement and ensure that the vision, mission, goals and implementation plans are realized;

(2) As relating to district culture and instructional programs, the candidate shall understand and demonstrate knowledge of, or competency in, promoting the success of all students by advocating, nurturing, and sustaining a district organizational culture and instructional program conducive to student learning and staff professional growth including, but not limited to:

a. Promoting achievement and success of all students by monitoring and continuously improving teaching and learning, 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;

b. Providing support, time, and resources for leaders and staff to examine their own beliefs, values, and practices in relation to the vision and goals for teaching and learning;

c. Developing shared understanding of rigorous curriculum and standards-based instructional programs, working with teams to analyze student work, monitor student progress, and redesign curricular and instructional programs to meet diverse needs; and

d. Promoting assessment and accountability by using various kinds of information and assessments such as test scores, work samples, and teacher judgment, to evaluate student learning, effective teaching, and program quality resulting in communication of progress toward vision, mission, and goals;

(3) 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. Using effective problem solving strategies to plan and maintain physical plant safety and student access, and evaluate and revise processes to continuously improve operational systems;

b. Aligning fiscal and human resources by establishing an infrastructure for finance and personnel that directs resources toward teaching and learning, within federal and state rules, that recruits and retains quality personnel, addresses the diverse needs of students, and conducts personnel evaluation processes in keeping with state and local policies;

c. Overseeing and directing labor relations, conflict resolution, collective bargaining, budget preparation and budget administration; and

d. Protecting the welfare and safety of students and staff by proactively involving parents, teachers, community members, and students to ensure a safe environment, and by addressing challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning;

(4) As relating to district, school and community, the candidate shall understand and demonstrate knowledge of, or competency in, promoting the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources to improve teaching and learning, including, but not limited to:

a. Collaborating with families and community members by 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;

b. Promoting community interests and needs by being actively involved with aspects of the greater district community using a variety of media, including various digital formats, to communicate with the community and capitalizing on diversity as an asset of the district community; and

c. Building on community resources by developing mutually beneficial partnerships to secure community support to sustain existing resources and add new resources that address the emerging needs of students;

(5) As relating to integrity and ethics, the candidate shall understand and demonstrate knowledge of, or competency in, promoting the success of all students by acting with integrity, fairness, and in an ethical manner, including, but not limited to:

a. Following ethical and legal standards, behaving in a trustworthy manner consistent with legal standards, and using professional influence and authority to enhance education and the common good;

b. Examining personal values and beliefs; assessing personal assumptions and practices that guide improvement of student learning; and modeling those behaviors in day to day practice; and

c. Maintaining high standards for self and others, modeling lifelong learning by continually deepening understanding and practice related to content, standards, assessment, data, teacher support, evaluation, and professional development strategies;

(6) As relating to social and cultural contexts, the candidate shall understand and demonstrate knowledge of, or competency in, promoting the success of all students by understanding, responding to, and influencing the larger interrelated systems of political, social, economic, legal, and cultural contexts affecting education to advocate for their teachers' and students' needs including, but not limited to:

a. Exerting professional influence, improving the broader political, social, economic, legal, and cultural context of education for all students and families through active participation in the local community and the larger educational policy environment;

b. Contributing to the educational policy environment and political support for excellence and equity in education, striving to uphold and influence federal, state, and local laws, policies, regulations, and statutory requirements, and effectively communicating with key decision makers in the community and in broader political contexts to support student learning; and

c. Working with policymakers to inform and improve education policymaking and effectiveness of the public's efforts to improve education.

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

Ed 506.02 Assistant Superintendent.

(a) An individual shall have the following entry level requirements to be certified as an assistant superintendent:

(1) Have completed at least 3 years of experience as an educational administrator in a k-12 setting; and

(2) Be enrolled in a state board of education approved school administration program at the post-master’s certificate of advanced graduate study (CAGS), educational specialist, or doctoral level.

(b) A candidate employed as an assistant superintendent shall meet the requirements of Ed 506.01 within 3 years of the issuance of an assistant superintendent endorsement. During this 3-year period, the candidate may remain employed as an assistant superintendent.

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

Ed 506.03 Business Administrator.

(a) An individual shall have the following entry level requirements to be certified as a business administrator:

(1) Have completed a state board of education approved program in the area of business administration at the bachelor’s or master’s degree level; or

(2) Completed a bachelor’s or master’s degree in business, and:

a. Have acquired the competencies, skill and knowledge as itemized in (c) below through experience in comparable business management positions as specified in Ed 505.03; or

b. Have demonstrated the equivalent of completing an approved program in business administration through experience in comparable business management position(s) and successfully completed an individualized professional development plan as specified in Ed 505.04.

(b) The candidate shall file the following materials and documents with the bureau of credentialing:

(1) Completed application forms containing the information required in Ed 508.05;

(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) Qualifications for business administrators shall include the following skills, competencies and knowledge in the following areas:

(1) Educational organization;

(2) Financial resource management;

(3) Human resource management;

(4) Facility and property management;

(5) Information management;

(6) Risk management;

(7) Pupil transportation; and

(8) Food service.

(d) In the area of educational organization, the candidate shall have the following abilities and knowledge:

(1) Ability to organize and administer, including the ability to:

a. Identify and apply management and leadership styles including, but not limited to, concepts of:

1. Behavioral science; and

2. Organizational structure theory;

b. Develop and maintain positive organizational culture; and

c. Manage organizational change;

(2) Knowledge of and ability to manage public policy and intergovernmental relations, including the ability to:

a. Assist in the development and application of policies and rules of local boards of education, state educational authorities, state legislatures, and the federal government;

b. Develop a financial model to monitor a school district’s financial health; and

c. Select professional advisors and contractors, including, but not limited to attorneys; and

(3) Knowledge of and ability to manage legal issues, including familiarity with:

a. RSAs 32, 33, 35, and others relating to budget, debt, and capital reserve funds;

b. Laws around various state aid programs including adequate education aid, building aid, and catastrophic aid;

c. Laws relating to federal aid and program requirements including RSA 94-142, IDEA, and ESEA grant programs;

d. State reporting requirements including department and revenue administration forms and reporting requirements;

e. State and federal constitutional rights that apply to individuals within the public education system;

f. Appropriate statutory and constitutional authority regarding the administration of public schools and significant statutory and case law relative to:

1. Financial resource management;

2. Human resource management;

3. Facility and property management;

4. Information management; and

5. Management of ancillary services; and

g. Practice and application of ethical standards as they relate to the entire profession of school business administration.

(e) In the area of financial resource management, the candidate shall have the following abilities and knowledge:

(1) Knowledge of and the ability to apply the principles of school finance, including ability to:

a. Explore alternative available revenue sources;

b. Interpret the state funding model; and

c. Analyze the impact of shifts in local, state, and federal funding, and the effect on local spending plans;

(2) Knowledge of and ability to implement budgeting and financial planning, including ability to:

a. Prepare a budget calendar to meet the time constraints of budget preparation; and

b. Prepare revenue projections and estimates of expenditures for school ~~sites~~ and district-wide budgets;

(3) Knowledge of and ability to manage purchasing including:

a. Ability to apply the following:

1. Generally accepted ethical concepts, as identified in the 2^nd Edition of the International School of Business Management Professional Standards and Code of Ethics as referenced in Appendix II; and

2. Computerized procedures in the bidding and purchasing process;

b. Use of regional or cooperative purchasing with other school districts, municipalities, counties, and the state purchasing bureau;

c. Specification and competitive bidding;

d. Contracting and contract administration;

e. Performance contracting;

f. Insurance and bonding; and

g. Lease purchasing;

(4) Knowledge of and ability to manage supply and fixed asset management including the ability to:

a. Manage and control inventories;

b. Plan and implement a program for the maintenance and repair of equipment;

c. Oversee the development and management of inventories; and

d. Monitor and distribute supplies and equipment;

(5) Knowledge of real property management including the ability to apply legal and ethical management policies, procedures, and practices;

(6) Knowledge of and ability to implement accounting, auditing, and financial reporting, including ability to:

a. Develop and monitor systems to account for, control, and report school district revenue and expense;

b. Prepare and analyze interim and annual financial reports for school board, community, and other appropriate entities;

c. Determine revenues and expenditures by fund, using state-approved charts of accounts;

d. Establish and verify compliance with finance-related legal and contractual provisions; and

e. Facilitate management control of all financial operations and funds, using appropriate technology;

(7) Ability to manage a school district’s cash, investments, and debt, including ability to:

a. Comprehend procedures and legal constraints for cash collection and disbursement;

b. Select professional advisors/contractors, including, but not limited to:

1. Bond counsel;

2. Accountants and auditors;

3. Actuaries;

4. Financial advisors;

5. Underwriters; and

6. Banking institutions; and

c. Analyze the legal constraints and methods of issuing long-term general obligation bonds and lease purchasing, including:

1. The bond rating process;

2. Role of the bonding attorney; and

3. Rating services; and

(8) Knowledge of and ability to evaluate technology available for school finance operations, including ability to:

a. Keep current with technology applications;

b. Maintain a working knowledge of the technology and software that are available for business and financial operations;

c. Evaluate and apply various technology tools for use in the business office;

d. Promote and assist in the development of staff training in technology for the business office;

e. Determine and advocate for the allocation of appropriate resources toward the purchase and installation of technology and technology infrastructures in the school and business office; and

f. Participate in the development and issuance of specifications for technology purchasing and technology infrastructure for school and business office functions.

(f) In the area of human resource management, the candidate shall have the following abilities and knowledge:

(1) Knowledge of and ability to manage human relations including ability to:

a. Identify and apply management theory and leadership styles including concepts of behavioral science and organizational structure theory;

b. Develop and maintain organizational culture; and

c. Manage organizational change;

(2) Knowledge of and ability to manage the administration of personnel and benefits, including:

a. Knowledge of federal and state laws, rules and regulations including, but not limited to, wage and hour requirements, Family Medical Leave Act, Fair Labor Standards Act, Comprehensive Omnibus Budget Reconciliation Act, Americans with Disabilities Act, workers compensation;

b. Ability to coordinate the development and management of an appropriate personnel information management system; and

c. Ability to administer collective bargaining agreements and personnel policies;

d. Procurement and contract management for employee benefits such as workers compensation, unemployment compensation, medical and disability insurance; and

e. Coordination of efforts relating to various employee committees such as safety committees, and wellness committees;

(3) Knowledge of and ability to manage business office staff development, including ability to assist district staff in determining their professional development needs for the enhancement of employee training and development programs; and

(4) Knowledge of and ability to manage labor relations and collective bargaining, including:

a. Knowledge of NH RSA 273, the public sector collective bargaining law, as well as case law pertaining to labor relations; and

b. Ability to analyze and review jurisdictional, state, rules and federal laws and regulations with respect to collective bargaining and impasse procedures, including, but not limited to mediation and fact finding.

(g) In the area of facility and property management, the candidate shall have the following abilities and knowledge:

(1) Knowledge of and ability to manage facilities planning, including ability to assist in developing and implementing a strategic plan for facilities;

(2) Knowledge of and ability to manage maintenance and operations, including ability to understand the steps and procedures required to keep schools clean, energy efficient, and well-kept through routine custodial services, preventive maintenance and energy management; and

(3) Knowledge and ability to manage facility construction, reconstruction, and renovation projects, including the ability to enter into:

a. Contracts for architectural, engineering, and construction;

b. Bonding and insurance;

c. Construction contract management and administration;

d. Permitting; and

e. School building approval and state construction aid programs.

(h) In the area of information management, the candidate shall have a knowledge of and ability to manage business office technology, including ability to:

(1) Oversee the technical aspects of information management;

(2) Direct, protect, analyze, and update the information managed by the business office; and

(3) Understand how district information is used in state and federal funding models.

(i) In the area of risk management, the candidate shall have the following abilities and knowledge:

(1) Ability to assure that a comprehensive risk management program is in place;

(2) Anticipate and manage risks, taking into consideration the individual nature of each situation;

(3) Develop strategies and action plans to reduce exposure to risks;

(4) Knowledge of legal requirements for insurance; and

(5) Ability to direct the process of selecting/employing an insurance consultant or risk manager.

(j) In the area of transportation, the candidate shall have the following abilities and knowledge:

(1) Knowledge of state requirements for a student transportation program;

(2) Knowledge of and ability to analyze the methods available for providing transportation;

(3) Ability to assure that a school bus maintenance and replacement program is established and maintained;

(4) Ability to develop, implement, and maintain an efficient and comprehensive routing and bus stop plan; and

(5) Ability to develop and implement a comprehensive human resource plan to include recruiting, training, and retention of bus drivers.

(k) In the area of food service, the candidate shall have the following abilities and knowledge:

(1) Knowledge of state and federal requirements of the food service program;

(2) Knowledge of and ability to analyze the methods available for providing food service and;

(3) Knowledge of food safety and sanitation.

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

Ed 506.04 Principal Instructional Leader.

(a) An individual shall have the following entry level requirements to be certified as a principal:

(1) Have completed at least 5 years’ experience as an educator; and

(2) One of the following:

a. Completed a master’s program in educational leadership or a related area approved by the state board of education and been recommended for this certification by the designated official of the preparing collegiate department of education; or

b. Completed a master’s program in education and demonstrated:

1. The competencies, skills, and knowledge as listed in (c) below; or

2. Experience in comparable educational leadership positions in education or other professions as specified in Ed 505.03.

(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.

(1) Educational leadership;

(2) Knowledge of school culture and instructional programs;

(3) Management of the organization and operation of the school;

(4) Relationships with the school and community;

(5) Integrity, fairness, and ethics in learning;

(6) The social and cultural context of learning; and

(7) Knowledge of how to develop local district goals.

(d) In the area of educational leadership, the candidate shall have the ability to:

(1) Facilitate the development, articulation, implementation, and stewardship of a vision of learning to share with and supported by the school community;

(2) Engage all shareholders in the development of the vision and make clear the relationship between vision and mission;

(3) Listen, analyze and respond clearly and appropriately to issues related to the needs of the school community;

(4) Communicate the school's vision regularly with parents, community members, and those connected directly with the school using a variety of methods; and

(5) Shape the educational plan and actions within the school reflecting the district's mission, planning, and assessment processes.

(e) In the area of the knowledge of school culture and instructional programs, the individual shall:

(1) Promote the success of all students by advocating, nurturing, and sustaining a school culture

and instructional program conducive to student learning and staff professional growth; and

(2) 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;