Iowa Admin. Code r. 282-18.4 - Area and grade levels of administrator endorsements
(1)
PK-12 principal and PK-12
supervisor of special education.
a.
Authorization. The holder of this endorsement is authorized to
serve as a principal of programs serving children from birth through grade 12,
a supervisor of instructional special education programs for children from
birth to the age of 21, and a supervisor of support for special education
programs for children from birth to the age of 21.
b.
Program requirements.
(1) Degree-master's.
(2) Content: Completion of a sequence of
courses and experiences that may have been a part of, or in addition to, the
degree requirements. Candidates who successfully complete a building-level
educational leadership preparation program understand and demonstrate the
capacity to promote the current and future success and well-being of each
student and adult by applying the knowledge, skills, and commitments necessary
to:
1. Collaboratively lead, design, and
implement a school mission, vision, and process for continuous improvement that
reflects a core set of values and priorities that include data use, technology,
equity, diversity, digital citizenship, and community (Mission, Vision, and
Improvement).
2. Advocate for
ethical decisions and cultivate and enact professional norms (Ethics and
Professional Norms).
3. Develop and
maintain a supportive, equitable, culturally responsive, and inclusive school
culture (Equity, Inclusiveness, and Cultural Responsiveness) to include meeting
the needs of all learners, as well as ensuring teachers meet the needs of
diverse learners, including:
* Students from diverse ethnic, racial and socioeconomic backgrounds.
* Students with disabilities, including preparation in developing and implementing individualized education programs and behavioral intervention plans, preparation for educating individuals in the least restrictive environment and identifying that environment, and strategies that address difficult and violent student behavior and improve academic engagement and achievement.
* Students who are struggling with literacy, including those with dyslexia.
* Students who are gifted and talented.
* English language learners.
* Students who may be at risk of not succeeding in school. This preparation will include classroom management addressing high-risk behaviors including but not limited to behaviors related to substance abuse.
4. Evaluate, develop,
and implement coherent systems of curriculum, instruction, data systems,
supports, and assessment (Learning and Instruction).
5. Strengthen student learning, support
school improvement, and advocate for the needs of their school and community
(Community and External Leadership).
6. Improve management, communication,
technology, school-level governance, and operation systems to develop and
improve data-informed and equitable school resource plans and to apply laws,
policies, and regulations, including a dedicated course in current issues of
special education administration (Operations and Management).
7. Build the school's professional capacity,
engage staff in the development of a collaborative professional culture, and
improve systems of staff supervision, evaluation, support, and professional
learning, including the completion of Iowa evaluator training (Building
Professional Capacity).
8.
Successfully complete an internship under the supervision of knowledgeable,
expert practitioners that engages candidates in multiple and diverse school
settings and provides candidates with coherent, authentic, and sustained
opportunities to synthesize and apply the knowledge and skills pursuant to this
rule in ways that approximate the full range of responsibilities required of
building-level leaders and enable them to promote the current and future
success and well-being of each student and adult in their school, including
planned experiences in elementary and secondary administration with special
education administration.
c.
Other. The applicant will
have three years of experience at the early childhood through grade 12 level
while holding a valid teaching license or professional service
license.
(2)
Reserved.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
(1) Eligibility for applicants who have completed a teacher preparation program. Applicants for the administrator license must first comply with the requirements for all Iowa practitioners set out in 282-Chapter 13.
(2) Specific requirements for an initial administrator license for applicants who have completed a teacher preparation program. An initial administrator license valid for a minimum of one year with an expiration date of June 30 may be issued to an applicant who:
a. Has completed a state-approved PK-12 principal and PK-12 supervisor of special education program (see subrule 18.9(1)); and
b. Has completed an evaluator approval program; and
c. Provides a recommendation for the specific license and administrator endorsement(s) from the designated recommending official at the recognized institution where the preparation was completed; and
d. Has met the experience requirement set forth for the desired administrator endorsement; and
e. Is not subject to any pending disciplinary proceedings in any state; and
f. Complies with all requirements with regard to application processes and payment of licensure fees.
(3) Eligibility for applicants who have completed a professional service endorsement program. Applicants for the administrator license must first comply with the requirements set out in 282-Chapter 27.
(4) Specific requirements for an initial administrator license for applicants who have completed a professional service endorsement. An initial administrator license valid for one year may be issued to an applicant who:
a. Is the holder of an Iowa professional service license; and
b. Has three years of experience in an educational setting in the professional service endorsement area or has six years of professional service and administrative experience provided that at least two years are professional service experience; and
c. Has completed a state-approved PK-12 principal and PK-12 supervisor of special education program (see subrule 18.9(1)); and
d. Is assuming a position as a PK-12 principal and PK-12 supervisor of special education (see subrule 18.9(1)) for the first time or has one year of out-of-state or nonpublic administrative experience; and
e. Has completed the required coursework in human relations, cultural competency, diverse learners and reading instruction set forth in 281-subrules 79.15(2) and 79.15(3); and
f. Has completed the professional education core in 281-paragraphs 79.15(5) "a" to "k"; and
g. Has completed an evaluator approval program.