Acronym Guide
|
Acronym
|
Stands for
|
|
ASHA
|
American Speech Language Hearing
Association
|
|
CAEP
|
Counsel for the Accreditation of Educator
Preparation
|
|
CTE
|
Career Technical Education
|
|
EPP or TPP
|
Educator Preparation Program or Teacher Preparation
Program
|
|
ETS
|
Education Testing Services
|
|
IEP
|
Individual Education Plan
|
|
INTASC
|
Interstate Teacher Assessment and Support
Consortium
|
|
K
|
Kindergarten
|
|
L/RSBs
|
Local/Regional Standards Boards
|
|
LSB
|
Local Standards Board
|
|
ML
|
Multilingual Learner
|
|
NASDTEC
|
National Association of State Directors of Teacher
Education and Certification
|
|
NASP
|
National Association for School
Psychologists
|
|
NCSP
|
Nationally Certified School
Psychologists
|
|
NLN
|
National League for Nursing
|
|
PK
|
Pre-Kindergarten
|
|
PSEL
|
Professional Standards for Educational
Leaders
|
|
RN
|
Registered Nurse
|
|
ROPA
|
Results Oriented Program Approval
|
|
ROTC
|
Reserve Officers' Training Corps
|
|
RSB
|
Regional Standards Board
|
|
SD
|
School District
|
|
SLP
|
Speech Language Pathologist
|
|
SU
|
Supervisory Union
|
|
VSA.
|
Vermont Statutes Annotated
|
|
VSBPE
|
Vermont Standards for Board Professional
Educators
|
LICENSING RULES
5100
STATUTORY AUTHORITY
16 V.S.A. §
1691a;
16 V.S.A.
§
1692;
16 V.S.A.
§
1694;
16 V.S.A.
§
1695;
16 V.S.A.
§
1697.
5150. Definition of Terms.
For the purpose of these Licensing Rules, unless the context
otherwise clearly requires, the following definitions apply:
"Add-on" refers to an endorsement that may only be acquired
as an additional endorsement to an existing Level I or II Professional Educator
License and cannot be considered an endorsement on its own. Add-on endorsements
take on the degree requirements of the existing endorsement. For example, an
add-on to a Career Technical Education license would be considered a Career
Technical Education endorsement.
"Administrator" means an individual licensed under 16 V.S.A.
Chapter 51, the majority of whose time in a public school, school district, or
supervisory union is assigned to developing and managing school curriculum,
evaluating and disciplining personnel, or supervising and managing a
public-school system or public-school program.
"Administrative Experience" refers to the number of years
where the majority of time is spent as a professionally licensed administrator
developing and managing school curriculum, evaluating and disciplining
personnel, or supervising and managing a public-school system or public-school
program under an endorsement for which demonstration of competency with the
Vermont Core Leadership Standards is requisite.
Endorsement Areas for Educators Whose Employment is
Considered Administrative Experience
|
Endorsement Code
|
Endorsement
|
|
20
|
Assistant Director of Adult Education
|
|
92
|
Career Technical Center Director
|
|
N/A
|
Assistant Career Technical Center Director (must
hold endorsement 92)
|
|
93
|
Director of Curriculum
|
|
86
|
Director of Special Education
|
|
91
|
Principal
|
|
N/A
|
Assistant Principal (must hold endorsement
91)
|
|
90
|
Superintendent
|
|
N/A
|
Assistant Superintendent (must hold endorsement
90)
|
|
75
|
Supervisor (renewable, removed on
8/2/13)
|
"Applicant" means an individual applying for a license or
endorsement.
"Apprenticeship License" is a four (4) year conditional
license. See Rule 5340.
"Approved Educator Preparation Program(s)" means an
institution of higher education or other educational organization that meets
established standards for licensure according to these rules and is approved to
recommend candidates for Educator licensure by the Vermont Standards Board for
Professional Educators.
"Associate's Degree" means a credential from an institute of
higher education reflecting a minimum of forty-eight (48) college credit hours
from a regionally accredited or state-approved institution.
"Bachelor's Degree" means an academic undergraduate degree
conferred by a college or university upon those who complete the curriculum.
Also called baccalaureate.
"Conditional License" means a license under which an
applicant needs to meet additional requirements to be eligible for a
professional license. A conditional license includes Provisional,
Apprenticeship, and Emergency Licenses.
"Cooperating Educator" means an Educator assigned to a
student teacher or intern by a local school in order to fulfill the
requirements of Section 5924 of these rules.
"Core Content Areas" means English, math, science, and social
studies.
"Core Teaching Standards for Vermont Educators" means what
all Educators should know and be able to do as defined in the document titled A
Vision for Teaching, Leading, and Learning: Core Teaching and Leadership
Standards for Vermont Educators, developed, and periodically updated by the
Vermont Standards Board for Professional Educators.
"Core Leadership Standards for Vermont Educators" means what
all administrators should know and be able to do as defined in the document
titled A Vision for Teaching, Leading, and Learning: Core Teaching and
Leadership Standards for Vermont Educators, developed, and periodically updated
by the Vermont Standards Board for Professional Educators.
"Educational Entities" means Vermont public schools and
Technical Centers and Recognized Independent Schools.
"Educator" means any teacher, administrator, or professional
support staff requiring a license under 16 V.S.A. Chapter 51.
"Emergency License" is a one-year non-renewable conditional
Educator license. See Rule 5360.
"Endorsement" means the field and instructional level in
which an Educator is authorized to serve, pursuant to Rule 5440, as identified
by the code numbers printed on the license. A license shall bear one or more
endorsements.
"Field" means an administrative or instructional area or area
of professional practice.
"Initial Licensure" means the first Vermont professional
Educator license and endorsement acquired by an applicant. All subsequent
licenses and/or endorsements shall be considered additional.
"Instructional Level" means the grade level(s) or age ranges
an Educator is endorsed to teach.
"Internship" means a graduate experience in which one is
supervised by both an onsite supervisor and qualified faculty of an institution
of higher education.
"Interstate Agreement" means the system whereby a
recommendation for licensure from a state-approved Educator preparation program
at an accredited college or university, or a professional license, is
recognized in another state. The reciprocity is governed by the Interstate
Agreement developed by the National Association of State Directors of Teacher
Education and Certification (NASDTEC). It does not guarantee that a license in
one state can simply be 'traded in' for a license in another state. Each
jurisdiction that is a signatory to the Agreement sets its own requirements
under which a license will be issued.
"Jurisdiction Specific Requirements" means additional
requirements for licensure pursuant to Vermont Statute or as determined by the
Standards Board, pursuant to
16
V.S.A.§
1694 beyond the performance and
knowledge standards; including degree requirements, years of experience,
professional licensure, or credentials.
"Liberal Arts and Sciences" means those academic courses of
instruction intended to provide a general knowledge in the arts, humanities,
sciences, and mathematics, as opposed to professional and technical
subjects.
"License" means the authority to engage in teaching or school
administration, as the context requires, in the state and includes the
endorsements the licensee possesses.
"Licensee" means an individual licensed under 16 V.S.A.
Chapter 51.
"Licensing Action" means action that suspends, revokes,
limits, or conditions licensure or certification in any way and includes
warnings, reprimands, probation, and administrative penalties.
"Limitations" means any subject or instructional constraints
placed on an endorsement restricting what an Educator is licensed to teach or
constraints the Standards Board may apply.
"Local Standards Board (LSB)" means a board whose majority
membership shall be licensed teachers and that is established and maintained
pursuant to Rule 5620 for the primary purpose of recommending teachers for
relicensure pursuant to these rules.
"Major" means an academic course of study leading to a
bachelor's degree by an accredited/approved four-year institution. The
equivalent of a major is defined as a compilation of at least thirty (30)
credit hours in the specified major field from accredited/approved
institution(s), at least nine (9) of which shall be advanced undergraduate
courses or higher.
"Master's degree" means an advanced/graduate academic degree
conferred by a regionally accredited or state approved institute of higher
education.
"Minor" means an academic course of study earned as part of a
bachelor's degree by an accredited/approved four-year institution, or a
compilation of at least eighteen (18) credit hours in the specified course of
study from accredited/approved institution(s), at least six (6) of which shall
be advanced undergraduate courses or higher.
"Office" means the unit within the Vermont Agency of
Education responsible for professional standards, Educator licensing, and
pre-service approval.
"Online coursework" refers to learning that consists of
student-teacher interaction which is conducted over the Internet and through
the use of technology to support student learning with some element of student
control over time, place, path, and/or pace.
"Practicum" means a minimum of sixty (60) hours of supervised
field experience, that need not be consecutive.
"Professional Educator License" means a non-conditional,
current license comparable to a Level I or Level II Vermont Educator license
and does not include Provisional, Emergency, Teaching Intern, or Apprenticeship
licenses or their equivalent in other states.
"Professional Learning Plan" means a plan that sets forth how
an Educator with an apprenticeship license with a Career Technical Education
endorsement who has not met the requirements of Sections 5230-5235 of these
rules intends to meet those requirements.
"Professional Support Staff" means a person, other than a
teacher or administrator, who is required to hold an Educator license to be
employed in a public school.
"Provider" means an entity with the authority to recommend an
Educator for licensure or endorsement.
"Provisional License" is a conditional two-year license. See
Rule 5350.
"Regional Standards Board (RSB)" means a board whose majority
membership shall be licensed administrators and that is established and
maintained, pursuant to Rule 5630, for the primary purpose of recommending
administrators for relicensure pursuant to these rules.
"Relicensure Credit" means a unit of measure assigned by a
local or regional standards board, or the Office, to professional learning
activities, including academic credit bearing courses, that meet standards for
relicensure. Fifteen (15) hours of professional learning is equivalent to one
(1) relicensure credit. Relicensure credits and academic credits apply equally
toward relicensure requirements. Only academic course credits receiving a grade
of "B" or better are accepted.
"School Year" means the year beginning July 1 and ending the
next June 30.
"Secretary" means the Vermont Secretary of Education or an
agent designated by the Secretary to carry out a particular duty.
"Standards Board" means the Vermont Standards Board for
Professional Educators established under
16 V.S.A.
§
1693.
"Student Teaching" means a minimum of thirteen (13)
consecutive weeks of supervised, concentrated field experience, however named,
required for initial licensure, in which the candidate shall gradually assume
the full professional roles and responsibilities of an Educator in the initial
endorsement area sought.
"Superintendent" means the Superintendent of a Supervisory
Union (SU), Supervisory District (SD), or school district pursuant to
16 V.S.A.
§
241.
"Teacher" means an individual licensed under 16 V.S.A.
Chapter 51, the majority of whose employed time in a public-school district or
supervisory union is assigned to furnish to learners direct instructional or
other educational services, as defined by rule of the Standards Board, or who
is otherwise subject to licensing as determined by the Standards Board.
"Teaching Experience" means the number of years where the
majority of time is assigned to furnish to learners direct instructional or
other educational services under an endorsement for which demonstration of
competency with the Vermont Core Teaching Standards is requisite.
"Transcript Review" means the process of qualifying for an
additional endorsement and/or an initial license (only an option in a limited
number of endorsement areas) by documentation of qualifications via academic
transcripts and any additional requirements.
Endorsement Areas for Educators Whose Employment is
Considered Teaching Experience
|
Endorsement Code
|
Endorsement
|
Endorsement Code
|
Endorsement
|
|
02
|
Art
|
19
|
Middle Grades
|
|
03
|
Business Education
|
06
|
Modern and Classical Languages
|
|
17
|
Career Technical Education
|
40
|
Multilingual Learner
|
|
73
|
Career Technical Education School Counseling
Coordinator
|
12
|
Music
|
|
87
|
Career Technical Education Special Needs
Coordinator
|
08
|
Physical Education
|
|
14
|
Computer Science
|
78
|
Reading/English Arts Coordinator
|
|
38
|
Dance
|
76
|
Reading/English Language Arts
Specialist
|
|
10
|
Design and Technology Education
|
64
|
School Counselor
|
|
30
|
Driver and Traffic Safety Education (in-class and
in-vehicle instruction)
|
61
|
School Librarian
|
|
36
|
Early Childhood Education
|
66
|
School Psychologist
|
|
80
|
Early Childhood Special Education
|
13
|
Science
|
|
42
|
Educational Technology Specialist
|
15
|
Social Studies
|
|
84
|
Educational Speech Language
Pathologist
|
82
|
Special Educator
|
|
00
|
Elementary Education
|
85
|
Special Education
Consulting Teacher
|
|
05
|
English
|
79
|
Specialized Literacy Professional
|
|
09
|
Family and Consumer Sciences
|
67
|
Teacher of the Visually Impaired
|
|
31
|
Health Education
|
68
|
Teacher of the Deaf and Hard of Hearing
|
|
81
|
Intensive Special Education Teacher
|
37
|
Theatre Arts
|
|
72
|
Math Specialist
|
19
|
Middle Grades
|
Endorsement Areas for Educators Whose Employment is
Not Considered Teaching Experience
|
Endorsement Code
|
Endorsement
|
|
30
|
Driver and Traffic Safety Education (in-vehicle
only)
|
|
16
|
Junior ROTC Instructor
|
|
65
|
School Nurse
|
|
65A
|
Associate School Nurse
|
|
54
|
Social Worker
|
|
60
|
Work-Based Learning Coordinator
|
Endorsement Areas Where You Can Apply for Initial
Licensure via Transcript Review
|
Endorsement Code
|
Endorsement
|
Endorsement Code
|
Endorsement
|
|
20
|
Assistant Director for Adult
Education
|
16
|
Junior ROTC
|
|
03
|
Business Education
|
61
|
School Librarian
|
|
92
|
Career Technical Education Director
|
65
|
School Nurse
|
|
87
|
Career Technical Education Special Needs
Coordinator
|
65A
|
Associate School Nurse
|
|
10
|
Design Technology Education
|
66
|
School Psychologist
|
|
30
|
Driver and Traffic Safety Education (In-vehicle and
Full endorsement)
|
54
|
School Social Worker
|
|
84
|
Educational Speech Language
Pathologist
|
68
|
Teacher of the Deaf and Hard of Hearing
|
|
42
|
Educational Technology Specialist
|
67
|
Teacher of the Visually Impaired
|
|
09
|
Family and Consumer Sciences
|
60
|
Work-Based Learning Coordinator
|
5200
LICENSING RULES
5210. License
Expiration.
Any license issued shall expire on June 30 of the expiration
year specified on the license.
5211 Responsibilities of preparation programs
regarding rule and policy changes
5211.1 It
is the responsibility of higher education institutions with approved Educator
preparation programs to ensure that they are aware of all changes to licensing
rules and/or policies, including endorsement changes, including those made
subsequent to their program approval date. The Office will inform, in a timely
manner, higher education institutions with approved Educator preparation
programs and coordinators of approved alternate route to licensure programs of
any changes to licensing rules and/or policies.
5211.2 Approved Educator preparation programs
shall ensure that all general licensure competencies (if appropriate), specific
endorsement competencies and other licensure requirements are addressed for
each candidate in the program.
5211.3 Candidates for licensure via any
alternate route to licensure approved under 5332 are subject to licensure
requirements at the time of written notification of acceptance of their
credentials for review.
5220. Responsibilities for Licensure.
5220.1 Except as set forth in rule 5380, any
Educator employed in a public school shall possess a valid Vermont Educator
license, an endorsement appropriate to the professional assignment, and any
other license or credential required by these rules or the applicable
endorsement, on the first day of service.
5220.2 Except as set forth in rule 5380, any
individual who performs educational functions covered by any endorsement
authorization statement in these rules, whether as an independent contractor or
an employee of a school district or supervisory union, shall hold an
appropriate license and endorsement.
5220.3 In limited circumstances, qualified
professionals or skilled people trained in a field other than education may
perform educational functions without licensure providing they are
supplementing the educational functions performed by licensed school personnel.
"Supplementing" means extending or intensifying the educational functions
performed by licensed personnel. Individuals who are supplementing educational
functions shall work under the supervision of a licensed Educator(s) who is
appropriately endorsed for the assignment. For purposes of this rule,
"supervision" means direct responsibility for overseeing the work of the
non-licensed individual.
5220.4
Paraprofessionals, student teachers, and volunteers are not required to hold
licenses but shall work under the on-site supervision of licensed
Educators.
5220.5 A license and/or
an endorsement is not valid until it is issued in the name of the Standards
Board.
5220.6 It is the
responsibility of the Educator to maintain a license, an endorsement(s), and
any other license or credential required by these rules or by the applicable
endorsement throughout the period of service, to attend to all renewal
requirements, and to seek renewal in a timely manner.
5220.7 It is the responsibility of the
superintendent or director of a Career Technical Center to ensure that on the
first day of any assignment of duties requiring licensure under these rules,
that each Educator has a valid license, an appropriate endorsement, and any
other applicable license or credential for the Educator's assigned duties.
Additionally, they will ensure that the license and endorsement, as well as any
other applicable licenses or credentials, are maintained throughout the
assignment. Failure to do so may subject the superintendent or director of a
Career Technical Center to discipline under provisions of 16 V.S.A. Chapter 51.
Responsibility for Educator licensing for independent schools is addressed in
SBE Rules Series 2200.
5221 Clerical Error, Omission, or
Misrepresentation
Any license or endorsement mistakenly issued by the Standards
Board may be voided by the Secretary without need for revocation proceedings
under the following circumstances:
a)
clerical error by any party;
b)
omission of information required by the applicant; or
c) erroneous information provided by any
party.
When a license and/or endorsement is voided under this rule,
the holder shall receive written notice of the action and reason
thereof.
5230.
General Requirements for All Applicants for Professional Licensure.
5231 Except as otherwise noted by this
section, the applicant shall hold a baccalaureate degree from a regionally
accredited or state-approved institution and shall have successfully completed
a major, or its equivalent, in the liberal arts and sciences, or in the content
area of the endorsement sought.
5231.1
Requirements for all new applicants for Educational Speech Language Pathologist
endorsements. Educational Speech Language Pathologist (84) endorsements (Rule
5440-84.) shall be granted to Educators who:
a) hold a current clinical SLP License in
Vermont;
b) hold a conferred
master's degree or doctoral degree in speech language pathology from an
educational institution approved by the American Speech Language Hearing
Association (ASHA).
c) demonstrate
the educational speech language pathologist endorsement competencies
established by the Standards Board, and
d) submit passing scores on the Praxis Core
Series examination or other skills examination selected by the Standards Board
under Rule 5241.
5231.2
An applicant for a Career Technical Education endorsement (17), or an Educator
who holds a Career Technical Education endorsement, need not hold a bachelor's
degree or associate's degree, or have a major in the liberal arts and sciences.
However, an applicant for a Career Technical Education endorsement shall have
documented experience in the sub-endorsement, in order to qualify for a Level I
Professional Educator License. See Rule 5340.
5231.2.1 To qualify for the Apprenticeship
License, the individual must hold a high school diploma, or the equivalent, and
have (6) years of work experience (12,000 hours) in the career cluster field OR
hold at least an associate's degree in any field, or the equivalent, and have 4
years of work experience (8,000 hours) in the career cluster.
5231.2.2 To qualify for a Level I License,
the Apprenticeship holder must successfully complete an approved Career and
Technical Teacher Education Program, meet Vermont Licensure Portfolio
requirements, and pass Praxis Core or the equivalent.
5231.2.3 To qualify to apply directly for a
Level I License, the individual must: Meet CTE endorsement competencies and
Core Teaching Standards through recommendation from an approved program,
Transcript Review or Peer Review, AND have 4 years (8,000 hours) of work
experience in the career cluster field AND pass Praxis Core or the
equivalent.
5231.2.4 Applicants
applying for the Transportation CTE Sub-endorsement in Driver and Traffic
Safety Education who hold the Vermont Department of Motor Vehicles driver
education certification need not have 4 years (8,000 hours) of work experience
in driver education or if Educator has an associate's degree or 6 years (12,000
hours) if an Educator has less than an associate's degree in driver
education.
5231.3 Career
Technical Education Directors (92) seeking an additional administrative
endorsement must meet the requirement of three years of licensed teaching
experience.
5231.4 Applicants for
the Junior ROTC Instructor (17) endorsement need not hold a bachelor's
degree.
5231.5 An applicant for a
School Nurse (65) endorsement shall have graduated from a nationally
accredited, four-year nursing program. An applicant for an Associate School
Nurse endorsement shall hold at least an RN license and have completed at least
an associate's degree from a nationally accredited nursing program.
5231.6 Holders of Career Technical Education,
Junior ROTC Instructor, or Associate School Nurse endorsements must meet the
baccalaureate degree requirement in order to add additional endorsements other
than those exempted from the baccalaureate degree requirement in this
section.
5231.7 Applicants for:
Drivers Education (in vehicle), School Social Worker, School Nurse, Associate
School Nurse, Junior ROTC Instructor, or Work-Based Learning Coordinator
endorsements need not meet the requirements of sections 5233 and 5235 of these
rules. However, individuals holding endorsement(s) in one or more of these
areas must meet the requirements in sections 5233 and 5235 in order to qualify
for additional endorsements in any other teaching or administrative
area.
5232 The applicant
must provide documentation of the specified knowledge and performance standards
and additional requirements, if any, for the endorsement(s) being
sought.
5233 The applicant must
provide documentation of required student teaching or administrative supervised
field experience.
5233.1 Student Teaching.
Evidence of at least thirteen (13) consecutive weeks of student teaching, or an
equivalent learning experience, as determined by Standards Board policy or by
the requirements of the endorsement.
5233.2 Supervised Administrative Field
Experience. Evidence of at least 300 hours of supervised field experience for
those seeking an initial administrator endorsement.
5235 Demonstrated competency as specified in
the Vermont Core Teaching Standards
5235.1
Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas,
and designs and implements developmentally appropriate and challenging learning
experiences.
5235.2 Learning
Differences. The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that
enable each learner to meet high standards.
5235.3 Learning Environments. The teacher
works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
5235.4 Content Knowledge. The teacher
understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make the
discipline accessible and meaningful for learners to assure mastery of the
content.
5235.5 Application of
Content. The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global
issues.
5235.6 Assessment. The
teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teacher's
and learner's decision making.
5235.7 Planning for Instruction. The teacher
plans instruction that supports every learner in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
5235.8
Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to apply knowledge in
meaningful ways.
5235.9
Professional Learning and Ethical Practice. The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts
practice to meet the needs of each learner.
5235.10 Leadership and Collaboration. The
teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner
growth, and to advance the profession.
5236 Demonstrated competency as specified in
the Vermont Core Leadership Standards:
5236.1
Mission, Vision, and Core Values. Effective educational leaders develop,
advocate, and enact a shared mission, vision, and core values of high-quality
education and academic success and well-being of each student.
5236.2 Ethics and Professional Norms.
Effective educational leaders act ethically and according to professional norms
to promote each student's academic success and well-being.
5236.3 Equity and Cultural Responsiveness.
Effective educational leaders strive for equity of educational opportunity and
culturally responsive practices to promote each student's academic success and
well-being.
5236.4 Curriculum,
Instruction, and Assessment. Effective educational leaders develop and support
intellectually rigorous and coherent systems of curriculum, instruction, and
assessment to promote each student's academic success and well-being.
5236.5 Community of Care and Support for
Students. Effective educational leaders cultivate an inclusive, caring, and
supportive school community that promotes the academic success and well-being
of each student.
5236.6
Professional Capacity of School Personnel. Effective educational leaders
develop the professional capacity and practice of school personnel to promote
each student's academic success and well-being.
5236.7 Professional Community for Teachers
and Staff. Effective educational leaders foster a professional community of
teachers and other professional staff to promote each student's academic
success and well-being.
5236.8
Meaningful Engagement of Families and Community. Effective educational leaders
engage families and the community in meaningful, reciprocal, and mutually
beneficial ways to promote each student's academic success and
well-being.
5236.9 Operations and
Management. Effective educational leaders manage school operations and
resources to promote each student's academic success and well-being.
5236.10 School Improvement. Effective
educational leaders act as agents of continuous improvement to promote each
student's academic success and well-being.
5237 Applicants shall meet all other
requirements specified by law and rule.
5240. Examination Requirements for All
Applicants for Level I or Level II Professional Educator Licenses and
Additional Endorsements.
5241
Praxis Core examination and alternate measures of demonstration of basic skills
5241.1 Except as otherwise provided by Rule
5246, all applicants for initial licensure under sections 5310, 5320, 5330, or
5340 of these rules shall be required to meet the passing scores established by
the Standards Board on the Praxis Core Series examinations in reading, writing,
and mathematics or other examinations or measures determined by the Standards
Board.
5241.2 Other examinations
and measures for determining core skills beyond the Praxis Core series include:
A. Equivalent score on approved alternate
assessment as defined in Policy F3
B. Passing score on assessment of basic
skills approved for educator licensure in any other US state.
C. Demonstration of competence in basic
skills aligned with the Praxis Core through coursework that appears for credit
on an official transcript and for which the applicant received a grade of "B"
or better
5242 Except as otherwise provided by Rule
5246, all applicants for initial or additional endorsements shall be required
to meet the passing scores established by the Standards Board on the applicable
Praxis II examination or other examination required by the Standards Board in
the endorsement area sought.
5243
Alternatives to Examinations. The Standards Board may adopt an alternative
method of meeting an examination requirement when the alternative is shown to
provide evidence of basic skill or content competency comparable to that of the
passing scores on the required examinations.
5244 Before adopting new testing
requirements, including:
a) scores for passing
the examinations required under these rules;
b) examinations other than Praxis Core Series
and Praxis II;
c) alternative
methods of demonstrating competency; or
d) additional endorsement areas to be subject
to examination requirements, the Standards Board shall, after public notice of
its deliberations, consider the recommendations of interested individuals and
organizations. The effective date of any examination or alternative to an
examination adopted to take the place of the Praxis Core Series or Praxis II
examination requirement or the addition of new endorsement areas subject to
examination requirements shall be no less than one (1) year from the date of
adoption.
5245 Scores
adopted by the Standards Board for passing the examinations, or alternatives to
examinations required under these rules, shall apply to any application for
licensure submitted subsequent to the effective date specified at the time of
adoption.
A candidate who retakes an applicable examination in order to
achieve a passing score, or who seeks to qualify by applying for the second or
subsequent time with an alternative requirement, must meet the cut score in
effect when the score or alternative is submitted as part of an otherwise
complete application for licensure.
5246 Exemptions. Candidates meeting the
following criteria shall be exempt from the examination requirements set forth
in these rules:
5246.1 The following
endorsements shall be exempt from the Praxis Core testing requirements for
initial licensure:
|
Endorsement Code
|
Endorsement
|
Endorsement Code
|
Endorsement
|
|
30
|
Driver and Traffic Safety Education (In-Vehicle
only)
|
16
|
Junior ROTC Instructor
|
|
65
|
School Nurse
|
54
|
Social Worker
|
|
65A
|
Associate School Nurse
|
60
|
Work Based Learning Coordinator
|
5246.2 A candidate who is currently licensed
in a state participating in the NASDTEC Interstate Agreement (Rule
5320).
5246.3 A candidate who,
prior to the effective date of a particular examination requirement, has
received written notification from the Office or a panel convened to review
credentials under section 5330 of these rules that a license will be granted
upon completion of specified requirements.
5246.4 A candidate who otherwise qualifies
for a license or endorsement and is certified by the National Board for
Professional Teaching Standards in the applicable endorsement area.
5247 Waiver of Praxis Core Series
Requirement
5247.1 A superintendent, director,
head of an approved independent school, Career Technical Director, or may apply
for the waiver on behalf of the Educator.
5247.2 The school district would need to
demonstrate that not being given a waiver would substantially inhibit the
district's ability to carry out its locally established objectives.
5247.3 The prospective teacher on whose
behalf the waiver is being requested must document that the individual:
A. has undertaken additional efforts to
acquire knowledge and skills necessary such as tutoring, courses, or
content-based coaching;
B. has
exhausted all ETS procedures for accommodations for a disability if the
Educators has an identified and documented disability; and
C. has taken the exam a minimum of one time
without being able to meet the required cut scores.
5247.4 If A -Cc are met and the VSBPE or the
Office finds that the candidate is otherwise qualified, the Education Quality
Division's Licensing Office will issue a license that is restricted to teaching
in the Supervisory Union/District making the waiver request.
5247.5 An Education Preparation Program can
request a waiver on behalf of a candidate, if the EPP attests that the
candidate has demonstrated the basic skills and competencies to be a licensed
educator in the State of Vermont and documents that the educator:
A. has been supported by the requesting EPP
with documented additional efforts to acquire knowledge and skills necessary,
such as tutoring or coursework, and how the educator has demonstrated
competency in basic skills through these efforts;
B. has exhausted all ETS procedures for
accommodations for a disability if the educators has an identified and
documented disability; and
C. has
taken the exam a minimum of two times without being able to meet the required
cut scores.
5247.4 If A
- C are met and the VSBPE or the Office finds that the candidate is otherwise
qualified, the Education Quality Division's Licensing Office will issue a
license allowing the educator to seek licensure without meeting Praxis Core
requirements.
5300
PROCESSES FOR BECOMING LICENSED
Applicants may seek licensure, through application, by the
following methods:
5310.
Approved Vermont Educator Preparation Program.
The applicant has been recommended for licensure by a Vermont
Educator preparation program approved by the Standards Board pursuant to
Section 5900 of these rules. The applicant shall meet requirements for updated
knowledge and skills as established by Standards Board policy when there is a
time lapse of ten (10) or more years between the time of recommendation for
licensure and application for licensure.
If an approved Vermont Educator preparation program for a
specific endorsement does not exist, or has not existed within the past five
(5) years, the Standards Board or the Office will evaluate the knowledge and
skills of an applicant for initial licensure through Transcript Review. Only
coursework which appears for credit on an official transcript and for which the
applicant received a grade of "B" or better may be counted toward the
requirements for initial licensure through Transcript Review. In some cases, an
endorsement will require a clinical license. In these cases, Transcript Review
will ensure that the applicant holds a valid license, but will not determine an
applicant's qualifications for the clinical license itself.
5320. Interstate Agreement.
5321 An applicant who is not licensed and has
successfully completed an Educator preparation program approved by a nationally
recognized accrediting body in a state which has signed the NASDTEC Interstate
Agreement will be considered for licensure as if they had completed an approved
Educator preparation program in Vermont. Applicants will be subject to the same
requirements for initial licensees awarded in Vermont including testing,
criminal background checks, and affirmations. The applicant shall meet
requirements for updated knowledge and skills when there is a time lapse of ten
(10) or more years between the time of recommendation for licensure and
application for licensure.
5322 An
applicant who is not licensed and has successfully completed an Educator
preparation program approved by a nationally recognized accrediting body in a
state which has not signed the NASDTEC Interstate Agreement may apply for
licensure though transcript review. An applicant who meets the requirements
specified and Jurisdiction Specific Requirements as defined and specified in
these rules shall be issued a comparable license and/or endorsement(s)
according to the provisions of these rules. The applicant shall meet
requirements for updated knowledge and skills when there is a time lapse of ten
(10) or more years between the time of recommendation for licensure and
application for licensure.
5323 An
applicant for licensure or an endorsement in Vermont who holds a professional
license in another state which has signed the NASDTEC Interstate Agreement,
holds the degree required for the endorsement, and meets the specified
Jurisdiction Specific Requirements shall be issued a Level I Professional
Educator License with a comparable endorsement(s). Educators already holding a
Vermont Professional Educator License will have the endorsement added to a
Level I Professional Educator License regardless of the license held.
5323.1 An applicant for licensure or an
endorsement in Vermont who holds an Educational Speech Language Pathologist or
School Nurse endorsement in another state which has signed the NASDTEC
Interstate Agreement, holds the degree required for the endorsement, and meets
the specified Jurisdiction Specific Requirements shall be issued a Level I
Professional Educator License with a comparable endorsement(s) contingent on
the applicant holding the required clinical license.
5324 The Standards Board or Office will
evaluate an applicant who comes from a state that does not participate in the
NASDTEC Interstate Agreement or is applying for an endorsement not covered by
the Agreement through Transcript Review. Only coursework which appears for
credit on an official transcript and which the applicant received a grade of
"B" or better may be counted toward the requirements for initial licensure
through transcript review. The applicant shall meet requirements for updated
knowledge and skills as established by Standards Board policy.
5325 An applicant for Vermont licensure who
is certified by the National Board for Professional Teaching Standards shall be
issued a license in the comparable endorsement area.
5326 A Vermont license and endorsement(s)
issued through the NASDTEC Interstate Agreement shall be subject to renewal
provisions of Section 5430 of these rules.
5327 The Office will annually post the states
which have signed the NASDTEC Interstate Agreement.
5330. Alternate Routes to
Licensure.
5332 An individual who
holds at least a baccalaureate degree from a regionally accredited or
state-approved institution and has successfully completed a major, or its
equivalent, in the liberal arts and sciences or in the content area of the
endorsement sought may be licensed by completing an alternate route to
licensure approved by the Standards Board (except as noted in 5231). For
endorsement areas requiring an advanced degree, the individual must hold the
specified advanced degree in order to be deemed eligible to proceed with any
other alternate route to licensure approved by the Standards Board.
5332.1 An applicant for Driver and Traffic
Safety Education candidacy through Peer Review must demonstrate coursework to
meet Knowledge Standards 1.1, 1.4 and Performance Standards 2.1, 2.2 and
2.4.
5340.
Apprenticeship License for Individuals Seeking Licensure as Career Technical
Educators.
5340.1 Upon employment by a Career
Technical Center, an applicant for licensure as an Educator with a Career
Technical Education endorsement who does not otherwise meet the requirements of
Rules 5231 - 5236 as demonstrated through one of the processes outlined in
Rules 5310 - 5332 shall develop a Professional Learning Plan which sets forth
how the applicant intends to meet those requirements.
5340.2 The Professional Learning Plan shall
be developed by the applicant and the director of an approved career technical
teacher education program and be approved by the director/superintendent of the
employing Career Technical Center and the Office.
5340.3 An Apprenticeship License may be
issued when the Apprenticeship License Application with an approved
Professional Learning Plan is submitted to the Standards Board or the Office.
The Apprenticeship License shall be valid for up to four (4) years. An
Apprenticeship License or endorsement request shall not be approved before June
1 for the ensuing year.
5340.4 The
director of the career technical teacher education program will verify
satisfactory completion of the Professional Learning Plan based on licensing
procedures.
5340.5 The
Apprenticeship License shall not be extended unless the Standards Board or the
Office determine extenuating circumstances exist that prevented the holder from
satisfactorily completing an associate's degree, or the equivalent, or the
Professional Learning Plan within the four (4) years. Under these conditions, a
second Apprenticeship License may be issued for one (1) school year.
5340.6 The Educator examination requirements
of Rules 5240-5246 shall not apply to applicants for Apprenticeship
Licenses.
5340.7 Applicants for an
Apprenticeship Career Technical endorsement in human services/personal care
must hold appropriate licenses via the Vermont Office of Professional
Regulation.
5340.8 Applicants for
an Apprenticeship Career Technical endorsement in Driver and Traffic Safety
Education must hold appropriate licenses via the Vermont Department of Motor
Vehicles.
5350.
Temporary Licenses: Provisional Licenses and Endorsements.
5351 The Standards Board, or the Office,
shall issue a two-year Provisional License with an endorsement to an individual
on the application of a superintendent, director, head of an approved
independent school, Career Technical Director, or entities receiving state
appropriated grants for Statewide Hearing Impaired, Statewide Deaf/Hard of
Hearing, Statewide intensive needs special education when the local district or
approved independent school is unable to find an appropriately licensed and/or
endorsed applicant after making all reasonable efforts to do so or when a
licensed or endorsed applicant does not possess the qualifications necessary
for the specific assignment. The application for a Provisional License or
endorsement shall include a plan for obtaining a Level I Professional Educator
License or endorsement and an explanation of how the applicant will be mentored
and supervised during the two-year period of the Provisional License by a
professionally licensed Vermont Educator.
Qualifications - With the exceptions below, applicants for a
Provisional License and/or endorsement shall possess a baccalaureate degree and
meet at least one of the following criteria:
A. possess any valid professional Educator
license from Vermont or from another state;
B. possess any expired professional Vermont
Educator license or any expired professional Educator license from another
state, provided the license expired no fewer than two (2) years and no longer
than ten (10) years ago;
C. have a
major or the equivalent in the content area of the provisional endorsement
sought;
D. have successfully
completed a licensure content assessment (e.g. Praxis) for the provisional
endorsement sought.
i. Applicants for a
Provisional School Nurse or Associate School Nurse endorsement must hold an RN
degree and a current Vermont nursing license.
ii. Applicants for Provisional Associate
School Nurse endorsements must have an associate's degree/diploma from a
nursing program accredited by the National League for Nursing (NLN) but are
exempt from the baccalaureate degree requirement.
iii. Applicants for a Provisional Career
Technical Education endorsement must have a current Level I or Level II Vermont
Educator License but are exempt from the baccalaureate degree requirement when
adding a second Career Technical Education endorsement.
iv. Applicants for a Provisional Educational
Speech Language Pathologist endorsement must hold a current Vermont clinical
SLP license.
v. Applicants for
Provisional Junior ROTC Instructor endorsements must hold the Department of
Defense certification as a Junior ROTC instructor and are exempt from the
baccalaureate degree requirement.
vi. Applicants for Provisional Driver and
Traffic Safety Education endorsement must demonstrate coursework to meet
Knowledge Standards 1.1., 1.2. and 1.4. and Performance Standards 2.1., 2.2.
and 2.4 as well as the Standards 4 and 5.
vii. Applicants for a Provisional School
Psychologist endorsement must hold a current Vermont Clinical Psychologist
license; be a currently Nationally Certified School Psychologist (NCSP) through
the National Association for School Psychologists (NASP); hold a current
non-conditional School Psychologist license through a U.S. State Education
Agency; or are currently enrolled in a NASP- approved and/or accredited school
psychology graduate program of study, have completed all core coursework and
school based practicum experiences, and are adhering to the supervision,
competency outcomes, evaluation processes, and assessment outcomes of the NASP
Standards for Graduate Preparation of School Psychologists and/or VSBPE Rule
5924.5..
viii. Applicants for a
Provisional endorsement in human services/personal care must hold appropriate
licenses via the Vermont Office of Professional Regulation.
5352 A provisional
endorsement may be requested without making all reasonable attempts to find a
properly endorsed person when the superintendent wishes to assign a current
employee who is licensed in Vermont, but not properly endorsed for the
assignment, or an unlicensed individual who is a candidate in a diversity
program approved by the Secretary. In either instance, the individual must
submit a plan to qualify for an endorsement and/or licensure within the
two-year provisional period. If the employee is not properly endorsed at the
expiration of the provisional endorsement, the district shall make all
reasonable efforts to seek a properly endorsed applicant.
5353 Provisional License or endorsement
requests shall not be approved before June 1 for the ensuing year unless the
request is for an administrator whose assignment for the ensuing year begins
prior to that date. Provisional License requests for administrator assignments
shall not be approved prior to April 1 for the ensuing school year.
5354 A Provisional License or endorsement
shall expire on June 30 of the second school year for which it was
granted.
5355 A Provisional License
or endorsement shall not be extended for any individual.
5355.1 If the Standards Board or the Office
determine that extenuating circumstances exist that prevented the individual
from obtaining the license and/or endorsement they may issue, upon application,
a second Provisional License or endorsement for up to one additional school
year.
5355.2 A Provisional License
or endorsement shall not be granted a second time in the same endorsement area
for any individual (with the exceptions outlined in 5355.1)
5356 The Standards Board, or the
Office, shall issue a two-year Provisional License with an endorsement to an
individual on the application of a superintendent, director, head of an
approved independent school, or entity receiving state appropriated grants for
Statewide Hearing Impaired, Statewide Deaf/Hard of Hearing, or Statewide
intensive needs special education when the local district or approved
independent school is unable to find appropriately licensed and/or endorsed
applicants after making all reasonable efforts to do so. The application for a
Provisional License shall include an explanation of how the applicant will be
mentored and supervised during the two-year period of the Provisional License
by a professionally licensed Vermont Educator.
An Educator who holds a Provisional License may be employed
by any SU/SD, CTE, approved independent school, or entity receiving state
appropriated grants for Statewide Hearing Impaired, Statewide Deaf/Hard of
Hearing, or Statewide intensive needs special education during the life of the
Provisional License if the employing entity shows need in accord with Section
5351 of these rules. The hiring superintendent, head of school or CTE director
assumes all responsibility of supervising and mentoring for the remainder of
the license cycle.
5360.
Conditional Licenses: Emergency Licenses and Endorsements.
The Standards Board, or the Office, shall issue a one-year
Emergency License with an endorsement to an individual on the application of a
superintendent, director, head of an approved independent school, Career
Technical Director, or entities receiving state appropriated grants for
Statewide Hearing Impaired, Statewide Deaf/Hard of Hearing, Statewide intensive
needs special education when the local district or approved independent school
is unable to find appropriately licensed and/or endorsed applicants, after
making all reasonable efforts to do so. The application for an Emergency
License shall include an explanation of how the applicant will be mentored and
supervised during the one-year period of the Emergency License by a
professionally licensed Vermont Educator.
An Emergency License and endorsements shall be issued to
individuals who meet one of the following criteria:
A. Emergency License applicants must hold a
baccalaureate degree, but do not meet the qualifications for a Provisional
License as stated in Section 5351 of these rules. Applicants for Emergency
Career Technical Education endorsements need not meet the baccalaureate degree
requirement.
B. Emergency License
applicants must have held a Vermont Educator license in the requested
endorsement area within the last five (5) years and have certified having no
intention of reinstating the endorsement at the time of application.
C. An applicant must demonstrate possession
of licenses or credentials specific to the emergency endorsement sought.
Accordingly:
i.
Applicants for an Emergency School Nurse or Associate School Nurse endorsement
must hold a current Vermont nursing license, CPR, and AED. Associate School
Nurse will additionally need First Aid certification.
ii. Applicants for an Emergency Educational
Speech Language Pathologist endorsement must hold a current Vermont clinical
SLP license.
iii. Applicants for an
Emergency Junior ROTC Instructor endorsement must hold the Department of
Defense certification as a Junior ROTC Instructor.
iv. Applicants for an Emergency Driver and
Traffic Safety Education. endorsement must meet standards 4 and 5 of
endorsement 5440-30..
v. Applicants
for an Emergency endorsement in CTE Human Services/Personal Care must hold
appropriate licenses via the Vermont Office of Professional
Regulation.
vi. Applicants for an
Emergency endorsement in CTE Health must hold appropriate licenses via the
Vermont Office of Professional Regulation.
vii. Applicants for an Emergency endorsement
in Health Education must hold current certificates in First Aid full or
compression only CPR and AED.
viii.
Applicants for an Emergency endorsement in Physical Education must hold current
certificates in CPR, AED, and First Aid.
D. For all endorsement areas except those
listed in 5363, an applicant must hold a current Vermont Educator license in an
area other than the requested endorsement area, been eligible to qualify for a
provisional or apprenticeship license in requested endorsement area, and
certify no intention of pursuing the endorsement at the time of
application.
5361 An
Emergency License or endorsement shall expire on June 30 of the school year in
which it was issued and shall be valid only for the assignment for which it was
issued. An Emergency License can neither be extended for a second year nor be
issued for any endorsement more than once.
5362 An Emergency License shall not be issued
for the following endorsements except as outlined in 5360 (b):
-- 20 Assistant Director for Adult Education
-- 92 Career Technical Center Director
-- 73 Career Technical Education School Counseling
Coordinator
-- 87 Career Technical Education Special Needs
Coordinator
-- 93 Director of Curriculum
-- 86 Director of Special Education
-- 30 Driver and Traffic Safety Education
-- 80 Early Childhood Special Educator
-- 84 Educational Speech Language Pathologist
-- 81 Intensive Special Education Teacher
-- 16 Junior ROTC Instructor
-- 91 Principal
-- 65 School Nurse
-- 65A Associate School Nurse
-- 64 School Counselor
-- 66 School Psychologist
-- 54 School Social Worker
-- 82 Special Educator
-- 85 Special Education Consulting Teacher
-- 90 Superintendent
-- 68 Teacher of the Deaf and Hard of Hearing
-- 67 Teacher of the Visually Impaired
5380. Substitute Educators.
5381 Qualifications
Each local school board shall adopt a policy establishing
employment qualifications for persons who substitute for Educators in their
absence. Each policy shall require at minimum that the substitute has graduated
from high school.
5382 Time
Limits and Extensions
An unlicensed person employed as a substitute pursuant to
local school board policy may substitute for up to thirty (30) student days in
the same assignment. In order to continue to employ an unlicensed person in
this assignment beyond thirty (30) student days, the superintendent shall apply
for a Provisional or Emergency License for the person pursuant to Sections 5350
and 5360 of these rules.
Licensed Educators may substitute in a field outside of their
endorsement field for thirty student days in the same assignment. Upon
application by the superintendent, the Standards Board or the Office may grant
one extension for an additional thirty (30) days. In order to continue to
employ licensed Educators beyond sixty (60) days outside of their endorsement
field, the superintendent shall apply for a Provisional License for the person
pursuant to Section 5350 of these rules.
5400 ISSUANCE OF LICENSE AND ENDORSEMENT
The issuance of a license authorizes the holder to practice
as an Educator in the endorsement area(s) and instructional level(s) specified.
Each license issued shall indicate the type of license and the endorsement(s)
and instructional level(s) for which the license is valid.
5410. Level I Professional Educator License.
A Level I Professional Educator License is valid for three
(3) years, shall expire on June 30 of the third school year for which it was
issued, and may be renewed subject to the provisions of Section 5430 of these
rules. The expiration date of any additional Level I endorsement(s) shall be
the expiration date of the current Level I Professional Educator
License.
5411 An applicant
who holds a professional license in another state, the degree required for the
endorsement sought, and meets Jurisdiction Specific Requirements shall be
issued a Level I Professional Educator License with a comparable endorsement(s)
according to the provisions of these rules.
5412 An applicant applying for initial
licensure who has satisfactorily met all requirements in Sections 5230 through
5246 through one of the processes in Section 5300 or met the requirements for
an additional endorsement in Section 5443 of these rules shall be granted a
Level I Professional Educator License. An applicant with a recommendation from
an accredited Educator preparation program outside of Vermont in a state that
is a signatory to the NASDTEC interstate agreement shall be granted a Level I
License with a comparable endorsement.
5420. Level II Professional Educator License.
A Level II Professional Educator License is valid for five
(5) years, shall expire on June 30 of the fifth school year for which it was
issued, and may be renewed subject to the provisions of Section 5430 of these
rules.
5421 A Level II
Professional Educator License shall be issued upon recommendation of an L/RSB
(or the Office if the Educator is not employed by an entity served by an L/RSB)
to Educators who have:
a) Practiced in Vermont
in the endorsement area(s) for three (3) years under a Level I Professional
Educator License;
b) Provided
documentation of three (3) credits or 45 hours of professional learning. Only
academic course credits receiving a grade of "B" or better will be accepted. At
least one (1) credit or fifteen (15) hours must address the specific knowledge
and performance standards of the endorsement being moved to Level II
Professional Educator License and must occur within the three (3) years
preceding application for the Level II Professional Educator License in each
endorsement area;
c) Provided
verification from the Educator's current supervising administrator that the
Educator is performing at a professional level in relation to the Core Teaching
or Leadership Standards. Level I Superintendents transitioning to a Level II
must have the Chair of the Supervisory Union/Supervisory District sign the
appropriate Transition Form, and private school Educators without a licensed
administrator may have the Head of School sign the appropriate Transition Form.
(All Transitions forms provided by the Office.); and
d) Provided documentation of any valid
licenses or credentials that are required by the endorsement(s)
sought.
5422 When an
Educator holding both a Level I and Level II Professional Educator License is
recommended to transition a Level I endorsement(s) to a Level II license, the
expiration date of the transitioned endorsement(s) shall be the expiration date
of the current Level II Professional Educator License.
5423 A Level II Professional Educator License
may not revert back to a Level I Professional Educator License after it has
been moved to a Level II Professional Educator License.
5424. Retired Educator License.
This license may only be issued for current Level II
endorsements held by the Educator at the time of application. A person who has
a minimum of fifteen (15) years of experience as a licensed Educator, has
withdrawn from active service, and is receiving a retirement allowance from the
Vermont State Teachers Retirement System for service as an Educator shall
qualify for a five (5) year Retired Educator License upon application to the
Office. Educators with fifteen (15) years teaching experience under a current
license in a position exempt from participation in the Vermont State Teachers
Retirement System can qualify for a Retired Educator License. A Retired
Educator License may only be issued to an Educator who has completed three (3)
professional learning credits or 45 hours of professional learning. Only
academic course credits receiving a grade of "B" or better are accepted for
professional learning credits. At least one (1) credit or fifteen (15) hours
must address the specific knowledge and performance standards of the
endorsement(s) being sought and must occur within the three (3) years preceding
application for the Retired Educator License in each endorsement area.
Licensed Level II Professional Educators employed in a
Vermont entity served by a local or regional standards board shall have their
professional learning credits approved by the board. The Office shall serve in
place of a local or regional standards board for licensed Level II Professional
Educators not employed by a Vermont entity served by a local or regional
standards board at the time of application.
5430. License Renewal and Reinstatement.
A license and endorsement(s) shall be renewed or reinstated
in the name of the Standards Board as set forth in Sections 5431 through 5435
of these rules. When an endorsement requires an additional license or
credential, a copy of the valid document shall be provided by the Educator at
the time of renewal or reinstatement.
5431. Level I Professional Educator License
Renewal.
5431.1 Educators who have worked in
Vermont under the Level I endorsement for three (3) years shall seek a
recommendation from their local or regional standards board (or from the Office
if the Educator is employed by an entity not served by a local or regional
board) for a Level II endorsement pursuant to section 5421 of these rules.
a) A licensed Level I Educator who does not
receive a recommendation to move a Level I endorsement to a Level II
Professional Educator License upon first application shall renew the Level I
endorsement for three (3) years and re-apply to move the endorsement to a Level
II Professional Educator License prior to the expiration of the renewal. To
renew a Level I endorsement, the Educator must show:
i. Professional learning through completion
of a minimum of three (3) credits or forty-five (45) hours in the endorsement
area. Only academic course credits receiving a grade of "B" or better are
accepted. At least one (1) credit or fifteen (15) hours must address the
specific knowledge and performance standards of the endorsement(s) being
renewed and must occur within the three (3) years preceding renewal of the
Level I Professional Educator License in each endorsement area. Professional
learning will be verified in accordance with Standards Board policy by the
local or regional standards Board or the Office who will determine the
applicability of the professional learning activities.
ii. Documentation of any required additional
licenses or credentials specific to a particular endorsement.
b) The Level I endorsement of an
Educator who does not receive a recommendation to move the endorsement to a
Level II Professional Educator License after the second application shall lapse
and may not be reinstated.
5431.2 Educators who have not worked under
the Level I endorsement for three (3) years shall seek a recommendation from
their local or regional standards board (or from the Office if the Educator is
employed by an entity not served by a local or regional board) for a renewal of
a Level I endorsement.
a) To receive a three
(3) year renewal of a Level I endorsement under which the Educator has not
practiced for three (3) years, the Educator shall show:
i. Professional learning through completion
of a minimum of three (3) credits or forty-five (45) hours in the endorsement
area. Only academic course credits receiving a grade of "B" or better are
accepted. At least one (1) credit or fifteen (15) hours must address the
specific knowledge and performance standards of the endorsement(s) being
renewed and must occur within the three (3) years preceding application for the
Level I Professional Educator License in each endorsement area. Professional
learning will be verified in accordance with Standards Board policy by the
local or regional standards Board or the Office who will determine the
applicability of the professional learning activities.
ii. Documentation of any required additional
licenses or credentials specific to a particular endorsement.
b) The holder of a Level I
endorsement that has been renewed shall continue to seek renewal of that
endorsement in accordance with Rule 5431.1 until such time as the Educator
qualifies to apply for renewal of the endorsement as a Level II
endorsement.
5432. Level II Professional Educator License
Renewal.
5432.1 A licensed Level II
Professional Educator shall seek a recommendation for renewal of their Level II
Professional Educator License and endorsement(s) from their local or regional
standards board (or from the Office if the Educator is employed by an entity
not served by a local or regional board).
5432.2 A licensed Level II Professional
Educator employed by a Vermont independent school shall seek a recommendation
for renewal from a local standards board designated by the Standards Board to
serve independent schools or may seek a recommendation for renewal from the
local standards board for the school district in which the independent school
is located if that board agrees to serve that independent school or Educator.
A. To renew a Level II endorsement, the
Educator must show:
i. Professional learning
through completion of a minimum of six (6) credits or ninety (90) hours in the
endorsement area. Professional learning may apply to more than one endorsement
if applicable, however, at least two (2) credits or thirty (30) hours must
address the specific knowledge and performance standards of the endorsement(s)
being renewed and must occur within the five (5) years preceding the renewal of
the Level II Professional Educator License in each endorsement area.
Professional learning will be verified in accordance with Standards Board
policy by the local or regional standards Board or the Office who will
determine the applicability of the professional learning activities.
ii. Evidence of any required additional
licenses or credentials specific to a particular endorsement.
5432.3 Approved
professional learning activities shall be accepted on a reciprocal basis by
local and regional standards boards and by the Office when the Educator is not
under the jurisdiction of a local or regional standards board.
5433. Retired Educator License
Renewal.
A Retired Educator License may be renewed every five (5)
years. The expiration date of any additional endorsement(s) shall be the
expiration date of the current Retired Educator License. Educators who have
worked in Vermont under the Retired License shall seek a recommendation from
their local or regional standards board (or from the Office if the Educator is
employed by an entity not served by a local or regional board).
To renew a Retired License endorsement, the Educator must
show:
A) Evidence of any required
additional licenses or credentials specific to a particular
endorsement.
B) Verification that
the licensee is receiving a retirement allowance from the Vermont State Teacher
Retirement System for service as an Educator, if applicable. Educators who
exceed the earnings cap determined by the Vermont State Teachers Retirement
System must reinstate their Level II Professional Educator License.
C) Professional learning through completion
of a minimum of three (3) credits or forty-five (45) hours in the endorsement
area. Only academic course credits receiving a grade of "B" or better are
accepted. At least one (1) credit or fifteen (15) hours must address the
specific knowledge and performance standards of the endorsement(s) being
renewed and must occur within the three (3) years preceding application for the
Retired Educator License in each endorsement area. Professional learning will
be verified in accordance with Standards Board policy by the local or regional
standards Board or the Office who will determine the applicability of the
professional learning activities.
5435. Reinstatement of Lapsed Professional
Educator Licenses or Endorsements.
5435.1 An
Educator with an expired Vermont Professional License who does not wish to
reinstate the endorsement held in the lapsed license may apply for licensure
with a new endorsement by the same pathways as an Educator applying for initial
licensure. However, if an Educator chooses to reinstate a previously held
endorsement, the processes outlined in Rule 5435 shall be in effect.
5435.2 If an applicant reinstating a lapsed
license or endorsement is served by a local or regional standards board, the
board shall evaluate and verify the professional learning activities and other
required credentials. The applicant must then submit documentation of this
approval to the Office who will review the application for
reinstatement.
5435.3 If an
applicant is not under the jurisdiction of a local or regional standards board
the applicant shall apply for reinstatement directly to the Office, including
submission of documentation of professional learning activities for
approval.
5435.4 To reinstate a
lapsed Level II endorsement, six (6) credits or ninety (90) hours of
professional learning is required within the last five (5) years in the
endorsement(s) being sought. To reinstate a lapsed Level I or Retired
Professional Educator License, three (3) credits or forty-five (45) hours of
professional learning is required within the last three (3) years in the
endorsement(s) being sought. Any additional licenses or credentials specific to
a particular endorsement are required. Only academic course credits receiving a
grade of "B" or better are accepted.
5435.5 Licenses issued under previous rules
shall be reinstated at the equivalent level of licensure when all requirements
for reinstatement are met.
If the applicant was eligible to move a Level I endorsement
to a Level II Professional Educator License at the time the license lapsed,
then the license will be reinstated as a Level I, and the applicant will have
to apply to move the endorsement to a Level II Professional Educator License
before expiration of the reinstated Level I Professional Educator
License.
5435.6
Reinstatement of a revoked or suspended license and/or endorsement is subject
to provisions in Section 5700 of these rules.
5436 License Extension for Educators
Returning from Active Military Service
Pursuant to Act 177 (2014), licensed Educators returning to
their educational placements from active service of more than 6 months shall
have their license extended for a period of time commensurate with the length
of their active service.
A) A license
shall be extended for one year if the active service was for more than 6 months
but less than 18 months.
B) A
license shall be extended for two years if the active service was for more than
18 months but less than 30 months.
C) A license shall be extended for three
years if the active service was for more than 30 months but less than 42
months.
D) There shall be no cost
for this extension.
E) The Educator
shall make the request for the extension and present a copy of discharge orders
to confirm the length of active service.
5440. Endorsements.
5441 In order to be valid, each Professional
Educator License shall have one or more endorsement.
Each license shall have a code(s) as specified in Section
5445 that indicates the endorsement and instructional level(s) in which the
holder is authorized to practice.
5442 Limited Endorsements
Endorsements limited in time, instructional level, or subject
area may be issued by the Standards Board or the Office for reasons including
but not limited to the applicant's education, background, assessment, and
experience. These endorsements shall permit practice in a specialized area
within a broader endorsement field or restrict assignment to specific
instructional levels or periods of time.
5443 Additional Endorsements
5443.1 The holder of any license who wishes
to qualify for an additional endorsement via transcript review shall present
evidence of meeting the current knowledge and performance standards, recency of
study, and Jurisdiction Specific Requirements of the endorsement. A minimum of
eighteen (18) credit hours, or as specified by the endorsement, is required.
Only coursework for which the applicant received a grade of "B" or better may
be counted toward the requirements for any additional endorsement.
Additional endorsements added to a Level I Professional
Educator License shall expire on the same date as the Level I License.
5443.2 An Educator applying for an
additional endorsement who has received a recommendation through Peer Review or
Transcript Review shall be issued a Level I Professional Educator License.
Additional endorsements for which an applicant is eligible under the Interstate
Agreement shall be granted as a Level I Professional Educator
License.
5443.3 An Educator who
holds a Career Technical Educator (17) endorsement, who wants to add another
sub-endorsement to their Career Technical Educator License, does not need to go
through transcript review. However, the applicant must provide documentation of
work experience in that sub-endorsement area. Documented work experience of 6
years (12,000 hours) if an Educator initially held an Apprenticeship License
with less than an associate's degree, or the equivalent, or 4 years (8,000
hours) if an Educator held an associate's degree, or the equivalent, when first
licensed.
5443.4 Applicants
applying for the Transportation CTE Sub-endorsement in Driver and Traffic
Safety Education who hold the Vermont Department of Motor Vehicles driver
education certification need not have 4 years (8,000 hours) of work experience
in driver education or if Educator has an associate's degree or 6 years (12,000
hours) if an Educator has less than an associate's degree in driver
education.
5444
Endorsement Standards
The Standards Board shall establish and amend as needed the
standards an applicant must meet in order to obtain an endorsement in a
specific field of practice.
5445 Endorsements for Vermont Educators
Endorsements may be obtained in the areas beginning on page
58. For the purposes of these rules, the number preceding each endorsement
title shall be the code for that endorsement.
5500 CODE OF PROFESSIONAL ETHICS AND RULES OF
PROFESSIONAL CONDUCT FOR VERMONT EDUCATORS
5510. Code of Ethics for Professional
Educators.
The essential qualities of the competent and caring Educator
include moral integrity, humane attitudes, reflective practice, and a sound
understanding of academic content and pedagogy. The public vests Educators with
trust and responsibility for educating the children of Vermont. We believe that
fulfilling this charge requires Educators to demonstrate the highest standards
of professional conduct.
We, as professional Educators, respect the dignity and
individuality of every human being. We are committed to, and model for our
learners, the lifelong pursuit of learning and academic excellence.
We are dedicated to effective scholarly practice, further
enhanced by collaboration with colleagues and with those in the greater
educational community. Furthermore, we are dedicated to compassionate service
on behalf of our learners and their families, and we advocate for them in the
school and community settings.
We recognize and accept both the public trust and the
magnitude of responsibility inherent in our profession. To this end, we put
forth these rules of conduct as the foundation for professional practice for
all Vermont Educators to honor and follow.
5520. Model Code of Professional Ethics.
What follows is a statement of fundamental principles which
all Vermont Educators should follow, each of which is accompanied by an
enumeration of examples of unprofessional conduct which could subject an
Educator to licensing action.
5521 Principle I: Responsibility to the
Profession
The professional Educator is aware that trust in the
profession depends upon a level of professional conduct and responsibility that
may be higher than required by law. This entails holding one and other
Educators to the same ethical standards.
A) The professional Educator demonstrates
responsibility to oneself as an ethical professional by:
1. Acknowledging that lack of awareness,
knowledge, or understanding of the Code is not, in itself, a defense to a
charge of unethical conduct;
2.
Knowing and upholding the procedures, policies, laws and regulations relevant
to professional practice regardless of personal views;
3. Holding oneself responsible for ethical
conduct;
4. Monitoring and
maintaining sound mental, physical, and emotional health necessary to perform
duties and services of any professional assignment; and taking appropriate
measures when personal or health- related issues may interfere with
work-related duties;
5. Refraining
from professional and personal activity that may lead to reducing one's
effectiveness within the school community;
6. Avoiding the use of one's position for
personal gain and avoiding the appearance of impropriety;
7. Taking responsibility and credit only for
work actually performed or produced, and acknowledging the work and
contributions made by others.
B) The professional Educator fulfills the
obligation to address and attempt to resolve ethical issues by:
1. Confronting and taking reasonable steps to
resolve conflicts between the Code and the implicit or explicit demands of a
person or organization;
2.
Maintaining fidelity to the Code by taking proactive steps when having reason
to believe that another Educator may be approaching or involved in an ethically
compromising situation;
3. Neither
discriminating nor retaliating against a person on the basis of having made an
ethical complaint;
4. Neither
filing nor encouraging frivolous ethical complaints solely to harm or
retaliate.
5. Cooperating fully
during ethics investigations and proceedings
C) The professional Educator promotes and
advances the profession within and beyond the school community by:
1. Influencing and supporting decisions and
actions that positively impact teaching and learning, educational leadership
and student services;
2. Engaging
in respectful discourse regarding issues that impact the profession;
3. Enhancing one's professional effectiveness
by staying current with ethical principles and decisions from relevant sources
including professional organizations;
4. Actively participating in educational and
professional organizations and associations; and
5. Advocating for adequate resources and
facilities to ensure equitable opportunities for all
students.
5522
Principle II: Responsibility for Professional Competence
The professional Educator is committed to the highest levels
of professional and ethical practice, including demonstration of the knowledge,
skills and dispositions required for professional competence.
A) The professional Educator demonstrates
commitment to high standards of practice through:
1. Incorporating into one's practice state
and national standards, including those specific to one's discipline.
2. Using the Model Code of Educator Ethics
and other ethic codes unique to one's discipline to guide and frame educational
decision-making;
3. Advocating for
equitable educational opportunities for all students;
4. Accepting the responsibilities, performing
duties and providing services corresponding to the area of certification
licensure, and training of one's position.
5. Reflecting upon and assessing one's
professional skills, content knowledge and competency on an ongoing basis;
and
6. Committing to ongoing
professional learning.
B)
The professional Educator demonstrates responsible use of data, materials,
research and assessment by:
1. Appropriately
recognizing others' work by citing data or materials, published, unpublished,
or electronic sources when disseminating information;
2. Using developmentally appropriate
assessments for the purposes for which they are intended and for which they
have been validated to guide educational decisions;
3. Conducting research in an ethical and
responsible manner with appropriate permission and supervision;
4. Seeking and using evidence, instructional
data, research, and professional knowledge to inform practice;
5. Creating, maintaining, disseminating,
storing, retaining and disposing of records and data relating to one's research
and practice, in accordance with district policy, state and federal laws;
and
6. Using data, data sources, or
findings accurately and reliably.
C) The professional Educator acts in the best
interest of all students by:
1. Increasing
students' access to curriculum, activities, and resources in order to provide a
quality and equitable educational experience.
2. Working to engage the school community to
close achievement, opportunity, and attainment gaps; and
3. Protecting students from any practice that
harms or has the potential to harm students.
5523 Principle III: Responsibility to
Students
The professional Educator has a primary obligation to treat
students with dignity and respect. The professional Educator promotes the
health, safety and well-being of students by establishing and maintaining
appropriate verbal, physical, emotional and social boundaries.
A) The professional Educator respects the
rights and dignity of students by:
1.
Respecting students by taking into account their age, gender, culture, setting
and socioeconomic context;
2.
Interacting with students with transparency and in appropriate
settings;
3. Communicating with
students in a clear, respectful, and culturally sensitive manner;
4. Taking into account how appearance and
dress can affect one's interactions and relationships with students;
5. Considering the implication of accepting
gifts from or giving gifts to students;
6. Engaging in physical contact with students
only when there is a clearly defined purpose that benefits the student and
continually keeps the safety and wellbeing of the student in mind;
7. Avoiding multiple relationships with
students which might impair objectivity and increase the risk of harm to
student learning or well-being or decrease Educator effectiveness;
8. Acknowledging that there are no
circumstances that allow for Educators to engage in romantic or sexual
relationships with students; and
9.
Considering the ramifications of entering into an adult relationship of any
kind with a former student, including but not limited to, any potential harm to
the former student, public perception, and the possible impact on the
Educator's career. The professional Educator ensures that the adult
relationship was not started while the former student was in
school.
B) The
professional Educator demonstrates an ethic of care through:
1. Seeking to understand students',
educational, academic, personal and social needs as well as students' values,
beliefs, and cultural background;
2. Respecting the dignity, worth, and
uniqueness of each individual student including, but not limited to, actual and
perceived gender, gender expression, gender identity, civil status, family
status, sexual orientation, religion, age, disability, race, ethnicity,
socioeconomic status, and culture; and
3. Establishing and maintaining an
environment that promotes the emotional, intellectual, physical, and sexual
safety of all students.
C) The professional Educator maintains
student trust and confidentiality when interacting with students in a
developmentally appropriate manner and within appropriate limits by:
1. Respecting the privacy of students and the
need to hold in confidence certain forms of student communication, documents,
or information obtained in the course of professional practice;
2. Upholding parents'/guardians' legal
rights, as well as any legal requirements to reveal information related to
legitimate concerns for the well-being of a student; and
3. Protecting the confidentiality of student
records and releasing personal data in accordance with prescribed state and
federal laws and local policies.
5524 Principle IV: Responsibility to the
School Community
The professional Educator promotes positive relationships and
effective interactions, with members of the school community, while maintaining
professional boundaries.
A) The
professional Educator promotes effective and appropriate relationships with
parents/guardians by:
1. Communicating with
parents/guardians in a timely and respectful manner that represents the
students' best interests;
2.
Demonstrating a commitment to equality, equity, and inclusion as well as
respecting and accommodating diversity among members of the school
community;
3. Considering the
implication of accepting gifts from or giving gifts to parents/guardians;
and
4. Maintaining appropriate
confidentiality with respect to student information disclosed by or to
parents/guardians unless required by law.
B) The professional Educator promotes
effective and appropriate relationships with colleagues by:
1. Respecting colleagues as fellow
professionals and maintaining civility when differences arise;
2. Resolving conflicts, whenever possible,
privately and respectfully and in accordance with policy;
3. Working to ensure a workplace environment
that is free from harassment;
4.
Collaborating with colleagues in a manner that supports academic achievement
and related goals that promote the best interests of students;
5. Keeping student safety, education, and
health paramount by maintaining and sharing educational records appropriately
and objectively in accordance with local policies and state and federal
laws;
6. Enhancing the professional
growth and development of new Educators by supporting effective field
experiences, mentoring
7. Ensuring
Educators who participate as mentors for new Educators, cooperating teachers,
and leadership positions are prepared and supervised to assume these roles;
and
8. Demonstrating a commitment
that Educators are assigned to positions in accordance with their educational
credentials, preparation and/or training to maximize students' opportunities
and achievement;
C) The
professional Educator promotes effective and appropriate relationships with the
community and other stakeholders by:
1.
Maintaining the highest professional standards of accuracy, honesty, and
appropriate disclosure of information when representing the school or district
within the community and in public communications;
2. Advocating for policies and laws
benefiting students and families within the school community; and
3. Collaborating with community agencies,
organizations and individuals in order to advance students' best
interests.
D) The
professional Educator promotes effective and appropriate relationships with
employers by:
1. Exhibiting personal and
professional conduct that is in the best interest of the organization, learning
community, school community and profession;
2. Using property, facilities, materials and
resources in accordance with local policies and state and federal
laws;
3. Respecting intellectual
property rights (e.g., original lesson plans, district level curricula,
syllabi, gradebooks) when sharing materials; and
4. Considering the implications of offering
or accepting gifts and/or preferential treatment by vendors or an individual in
a position of professional influence or power.
E) The professional Educator understands the
problematic nature of multiple relationships by:
1. Considering the risks that multiple
relationships might impair objectivity and increase the likelihood of harm to
students' learning and well-being or diminish Educator effectiveness;
2. Considering the risks and benefits of a
professional relationship with someone with whom the Educator has a current or
past personal relationship;
3.
Considering the implications and possible ramifications of engaging in a
personal or professional relationship with parents and guardians, student
teachers, colleagues, and supervisors; and
4. Ensuring that professional
responsibilities to paraprofessionals, student teachers or interns do not
interfere with responsibilities to students, their learning, and
well-being.
5525 Principle V: Responsible and Ethical Use
of Technology
The professional Educator considers the impact of consuming,
creating, distributing and communicating information through all technologies.
The ethical Educator is vigilant to ensure appropriate boundaries of time,
place and role are maintained when using electronic communication.
A) The professional Educator uses technology
in a responsible manner by:
1. Using social
media responsibly, transparently, and primarily for purposes of teaching and
learning per school and district policy. The professional Educator considers
the ramifications of using social media and direct communication via technology
on one's interactions with students, colleagues, and the general
public;
2. Staying current with
trends and uses of school technology;
3. Evaluating information obtained
electronically for reliability and bias;
4. Respecting intellectual property rights,
copyright and fair use when accessing, using and documenting proprietary
materials;
5. Understanding and
abiding by policy and procedures on the use of technology and
communication;
6. Recognizing that
some electronic communications are records under the Freedom of Information Act
(FOIA) and state public access laws;
7. Considering the implications of sharing
legally protected or other sensitive information electronically either via
professional or personal devices/accounts; and
8. Exercising vigilance in maintaining
separate and professional virtual profiles and keeping personal and
professional lives distinct.
B) The professional Educator ensures
students' safety and well-being when using technology by:
1. Being vigilant in identifying, addressing
and reporting (when appropriate and in accordance with local district, state,
and federal policy) inappropriate and illegal materials/images in electronic or
other forms;
2. Respecting the
privacy of students' presence on social media unless given consent to view such
information or if there is a possibility of evidence of a risk of harm to the
student or others; and
3. Being
attentive to (and appropriately reporting) information concerning possible
cyber bullying incidents and their potential impact on the student learning
environment.
C) The
professional Educator maintains confidentiality in the use of technology by:
1. Taking appropriate and reasonable measures
to maintain confidentiality of privileged information and stored or transmitted
educational records;
2.
Understanding the intent of Family Educational Rights to Privacy Act (FERPA)
and how it applies to sharing student records electronically;
3. Ensuring the rights of third parties,
including the right of privacy, are not violated via the use of technology;
and
4. Protecting information from
being shared with unintended third parties through
technology.
D) The
professional Educator promotes the appropriate use of technology in educational
settings by:
1. Advocating for equal and
equitable access to technology for all students;
2. Promoting the benefits and clarifying the
limitations of various appropriate technological applications with colleagues,
appropriate school personnel, parents and community members;
3. Promoting technological applications that
assist and enhance the teaching and learning process; and
4. Practicing and advocating for
cybersecurity to protect oneself, others and the integrity of the
network.
Application Notes:
1.
The foregoing Code of Professional Ethics is adopted in accordance with
16 V.S.A.
§
1694(5).
Nothing in these Rules can, or is intended to, vary the
definition of "unprofessional conduct" which is contained in
16 V.S.A.
§
1698. Rather, these Rules enumerate a
non-exclusive list of conduct which, if proven in a particular case, might
constitute unprofessional conduct.
5600 ADMINISTRATIVE BODIES
5610. The Vermont Standards Board for
Professional Educators (Standards Board).
5610.1 Employment Status Change
Members whose employment status changes during their term on
the board shall remain on the Standards Board for the duration of their
appointed term.
5610.2
Allowable Expenses
Standards Board members shall be eligible for reimbursement
by the Vermont Agency of Education for allowable expenses as defined by
32 V.S.A.
§
1010. Institutions which employ
Educator members shall be reimbursed for the cost of substitutes. Members of
the Standards Board shall receive a per diem in addition to their
expenses.
5610.3 Policy
Agenda and Annual Report
The Standards Board may develop an annual policy agenda in
consultation with the Secretary and the State Board of Education which includes
ongoing work and new issues for study.
The Standards Board may submit an annual report to the
Secretary and the State Board of Education.
5610.4 Duties
The duties of the Standards Board, in addition to those
duties specified in 16 V.S.A. Chapter 51, include:
1. defining high quality, practical
professional learning that includes, but is not limited to, linking school
practitioners and higher education;
2. examining issues in Educator preparation,
licensure, and relicensure;
3.
developing relicensing policies and procedures for the Office and local and
regional standards boards;
4.
approving local and regional standards boards' plans of operation and
amendments to the plans;
5.
monitoring, promoting, and supporting the effective operations of the local and
regional standards boards and local and regional relicensing
procedures.
5620. Local Standards Board (LSB).
5621 Establishment and Maintenance
5621.1 A local standards board shall be
established and maintained for each supervisory unions/districts and the
Community High School of Vermont.
5621.2 Educational entities, other than
supervisory union/districts, that employ licensed Educators may establish a
local standards board, or a collaborative board, subject to approval by the
Standards Board. Such boards shall be subject to all conditions that apply to
local standards boards in supervisory unions/districts.
5621.3 Each supervisory union/district,
through its superintendent, shall be responsible for facilitating and
supporting the local standards board development and operation.
5621.4 Educational entities other than
supervisory unions/districts that choose to have a local standards board shall
designate a person to be responsible for facilitating and supporting the
development and operation of the board.
5622 Primary Purpose
A local standards board shall be established and maintained
for the primary purpose of recommending teachers for relicensure. Such
recommendations shall be based on the following: verified professional learning
activities, these rules herein, standards defined by the Standards Board, and
procedures set forth in a local plan of operation that has been approved by the
Standards Board. Current teachers who also hold administrator endorsements
shall renew those endorsements through the local standards board.
5623 Membership
Membership of the LSB shall be composed of not less than five
licensed Educators. At least a majority of the membership shall be licensed
teachers selected by licensed teachers.
5624 Plan of Operation
5624.1 Each local standards board shall
follow the VSBPE plan for operation according to guidelines, policies, and
procedures.
5624.2 The plan of
operation shall indicate that an annual report will be submitted to the
Standards Board or the Office on or before a date to be determined by the
Standards Board or the Office.
5624.3 The plan of operation shall be subject
to approval by the Standards Board or the Office.
5624.4 The plan of operation may be amended
according to procedures defined in said plan. All amendments shall be subject
to approval by the Standards Board or the Office.
5625 Reciprocity of Professional Learning
Verified professional learning has reciprocity across local
standards boards and with the Office.
5626 Transfers
Educators transferring from one Vermont supervisory
union/district, or other educational entity with a local standards board, to
another shall be responsible for transferring their professional learning
records to the new local or regional standards board within six (6) months of
employment.
5627 Volunteer
Service
For the purposes of
1 V.S.A.
§
310(3), a local
standards board is an administrative body and is not a board, council or
commission, nor a committee or subcommittee of a board, council or commission
of a political subdivision of the state. Further, for the purposes of
3 V.S.A.
§
1101(b)(4), a member
of a local standards board is a volunteer for the Standards Board and provides
services at the request of and under the direction and control of the Standards
Board.
5630. Regional
Standards Board (RSB).
5631
Establishment and Maintenance
A regional standards board shall be established and
maintained in each of the five (5) regions in the state. Unless otherwise
determined by the Standards Board or the Office, the five regions shall be
those that correspond to the existing Superintendent regions.
Supervisory unions/districts in each region, through their
superintendents, shall be responsible for facilitating and supporting the
regional standards board development and operation.
5632 Primary Purpose
A regional standards board shall be established and
maintained for the primary purpose of recommending administrators for
relicensure. Such recommendations shall be based on the following: verified
professional learning activities, these rules herein, standards defined by the
Standards Board, and procedures set forth in a regional plan of operation that
has been approved by the Standards Board.
Current administrators who also hold endorsements in fields
other than administration shall renew those endorsements through the regional
standards board.
5633
Determination of Administrator Status
For relicensing purposes, an Educator shall be considered an
administrator and utilize the services of a regional standards board when the
majority of employed time in a school, school district, or supervisory union is
devoted to direct responsibility for the evaluation and discipline of
personnel, the development and management of the curriculum of the school, or
supervision or internal management of a school system or school program. When a
question arises as to the appropriate standards board to handle an Educator
relicensing request, the endorsement under which the Educator practices for the
majority of the time shall determine the appropriate board.
5634 Membership
The membership of a regional standards board shall include a
majority of licensed administrators.
5635 Plan of Operation
5635.1 Each regional board shall follow the
Vermont Standards Board for Professional Educators plan for operation according
to guidelines, policies, and procedures established by the Standards
Board.
5635.2 The plan of operation
shall provide that an annual report will be submitted to the Standards Board or
the Office on or before a date to be determined by the Standards Board or the
Office.
5635.3 The plan of
operation shall be subject to approval by the Standards Board or the
Office.
5635.4 The plan of
operation may be amended according to procedures defined in said plan. All
amendments shall be subject to approval by the Standards Board or the
Office.
5636 Reciprocity
of Professional Learning
Verified professional learning has reciprocity across
regional standards boards and with the Office.
5637 Transfers
Administrators transferring from one supervisory
union/district, or other educational entity with a regional standards board, to
another shall be responsible for transferring their professional learning
records to the new regional standards board within six (6) months of
employment.
5638 Volunteer
Service
For the purposes of
1 V.S.A.
§
310(3), a regional
standards board is an administrative body and is not a board, council or
commission, nor a committee or subcommittee of a board, council or commission,
of a political subdivision of the state. Further, for the purposes of
3 V.S.A.
§
1101(b) (4), a member
of a regional standards board is a volunteer for the Standards Board and
provides services at the request of and under the direction and control of the
Standards Board.
5700
LICENSE SURRENDER, NEGOTIATED SETTLEMENT, REINSTATEMENT AFTER SUSPENSION OR
REVOCATION, REPRIMANDS, AND POSTING OF LICENSING ACTIONS
5710. Requirements for
Reinstatement/Re-application after Suspension or Revocation.
A) In addition to the requirements of
Sections 5430 through 5435.6, a license or endorsement that has been suspended
or revoked may be reinstated or reapplication granted if:
i. the period of the suspension has passed
and any and all conditions that may have been placed on
reinstatement/re-application have been satisfied.
ii. the Educator whose license has been
revoked demonstrates, by clear and convincing evidence, that he/she has been
rehabilitated.
B) A
license or endorsement, including one that is limited in time, level or scope
may be issued subject to terms deemed necessary for ensuring compliance with
licensing requirements and professional standards if the license has been
suspended or revoked.
5711 Negotiated Settlement
A negotiated settlement of a licensing action may be entered
into between the Educator and the Secretary at any stage of the investigation
or proceedings.
5712
Surrender of License
At any stage of investigation or proceedings, an Educator may
surrender a license or endorsement. A surrendered license or endorsement shall
be considered to have the same force and effect as a revocation and any
re-application or request for reinstatement shall be dealt with in accordance
with Section 5710 of these rules.
5713 Private Reprimands
The existence of a private reprimand and the grounds for the
reprimand shall be public information within the meaning of
1 V.S.A.
§
317 et seq. but the identity of the
Licensee, including any information that would lead to the identification of
the Licensee, shall be confidential.
5714 Public Reprimands
The existence of a public reprimand shall be public
information within the meaning of
1 V.S.A.
§
317 et seq. and the details of the
reprimand itself shall be subject to disclosure.
5715 Posting of Licensing Actions on Agency
Website
All private reprimands shall be reported on the Agency of
Education website and shall include only the grounds for such disciplinary
action, absent any information that would lead to the identification of the
Licensee.
All public reprimands, suspensions and revocations shall be
reported on the Agency of Education website and shall include:
A. Name of Licensee;
B. Business address at time of
action;
C. School where incident
occurred or where licensee was employed;
D. License type/endorsement(s);
E. Grounds;
F. Disciplinary Action; and
G. Date of Action.
5800 ADMINISTRATIVE PROVISIONS
5840. Access to License Records.
Any person, who makes a request for information shall be
informed of the license status of any individual subject to licensure. All
other access to licensing records shall be in accordance with the provisions of
1 V.S.A.
§
315 -
320 and
16 V.S.A.
§
1708. Public records and documents, as
that term is defined in
1 V.S.A.
§
315, shall be made available to the
public upon request unless the information is otherwise exempt from disclosure
under 1
V.S.A. §
317. This includes public
records or documents relating to the final disposition of disciplinary
complaints that result from the filing of disciplinary charges by the
Secretary. The suspension or revocation of a license shall be reported to the
National Association of State Directors of Teacher Education and Certification
(NASDTEC) after the period of time for appeal has expired except as provided
otherwise. Access to licensing records by Agency employees is limited to those
with work-related needs.
5900 AUTHORITY TO RECOMMEND FOR
LICENSURE
5910. Approval Process
Statement of Purpose.
Approval by the Standards Board authorizes an institution or
educational organization to recommend a person who satisfactorily completes the
approved program as eligible for licensure and/or endorsement.
The institution or educational organization's recommendation
of a candidate for licensure and/or endorsement shall be indicated by a
statement on the candidate's transcript, a method approved by the Standards
Board, or the Office indicating that the candidate is being recommended for
licensure and/or endorsement by the program provider and shall indicate the
endorsement title, sub-endorsement title, if any, and grade levels of the
recommendation.
5911
Approval includes evaluation of two distinct types of portfolios developed
through guidelines adopted by the Standards Board:
5911.1 The institution or educational
organization shall complete a self-study resulting in the preparation of an
Institutional Portfolio, a program assessment and planning report that
documents the effectiveness of the program provider at assuring that it
recommends qualified Educators details plans for continuous improvement, and
describes meeting current and evolving standards of best practice in Educator
preparation.
5911.2 An individual
Level I Licensure Portfolio using the Vermont Licensure Portfolio (VLP) shall
be maintained by each candidate seeking initial licensure and contain
appropriate and sufficient documentation of the individual's
competence.
5920.
Approval Criteria.
5921 The
institution or educational organization must demonstrate that its
administrative procedures for operating and maintaining approved programs
ensure:
5921.1 Consistency with licensing
rules, current Vermont education rules and statute (for example, Act 77
initiatives and Education Quality Standards), the Core Teaching and Leadership
Standards for Vermont Educators, requirements for endorsements, and the program
approval granted by the Standards Board;
5921.2 Accurate and timely maintenance and
transmittal of transcripts and other records;
5921.3 Advance notification to the Office of
any substantive change affecting an approved program or administrative
procedures;
5921.4 A program that
meets the requirements of Sections 5922 and 5923 of these rules.
5922 In order to have the
authority to recommend for teacher licensure or endorsement, a provider must:
5922.1 Ensure that candidates have the
necessary content and pedagogical knowledge to help all students learn and
create learning experiences that make the content area accessible and
meaningful for learners;
5922.2 Use
valid and reliable methods to systematically evaluate candidates' knowledge and
performance competencies, monitor candidates' progress, and acquire data that
is used in making programmatic improvements. This includes follow-up studies of
graduates and those who have hired recent graduates;
5922.3 Ensure high-quality field experiences
in which candidates demonstrate effective teaching and take responsibility for
student learning;
5922.4 Ensure
that programs and candidates have the resources to meet current Vermont
education rules and statute (for example, Act 77 initiatives and Education
Quality Standards), Vermont's Core Teaching and/or Core Leadership Standards,
and endorsement requirements.
5922.5 Ensure that candidates understand and
demonstrate professional responsibility as it relates to issues of equity and
inclusion.
5923 In order
to have the authority to recommend for administrator licensure or endorsement,
a provider must:
5923.1 Ensure that candidates
have the necessary content and pedagogical knowledge as detailed in Vermont's
Core Leadership Standards and current Vermont education rules and
statute;
5923.2 Use valid and
reliable methods to systematically evaluate candidates' knowledge and
performance competencies, monitor candidates' progress, and acquire data that
is used in making programmatic improvements. This includes follow-up studies of
graduates and those who have hired recent graduates;
5923.3 Ensure high-quality field experiences
in which candidates demonstrate effective leadership and take responsibility
for student learning;
5923.4 Ensure
that programs and candidates have the resources to meet current Vermont
education rules and statute (for example, Act 77 initiatives and Education
Quality Standards), Vermont's Core Leadership Standards, and endorsement
requirements.
5923.5 Candidates
create welcoming and equitable school environments that are inclusive of all
students, school personnel, families, and community members.
5924. Student Teaching
Requirements.
5924.1 Except as otherwise
provided, all candidates for student teaching shall meet the following
qualifications:
A. academic competence as
attested by an overall 3.0 grade point average (on a 4-point scale) and a 3.0
grade point average in the field of major studies as defined by the institution
or written certification of intellectual competence by an academic dean;
institutions that use alternate grading systems have the responsibility of
demonstrating how their assessment is commensurate to a 3.0 grade point
average.
B. through related
coursework, completion of a minimum of sixty (60) hours of supervised field
experience (i.e. practicum), that need not be consecutive and may accumulate to
sixty (60) hours.
5924.2
The placement of student teachers is the responsibility of the teacher
preparation program and shall meet the following requirements:
A) a minimum of thirteen (13) consecutive
weeks of supervised, concentrated field experience required for initial
licensure (e.g., student teaching, internship, or other concentrated field
experience however named) in which the candidate shall gradually assume the
full professional roles and responsibilities of an Educator in the initial
endorsement area sought;
B) the
assignment shall be with a licensed Educator in an appropriate setting as
determined by the school district and Educator preparation program.
C) Exceptions shall be documented and
submitted to the Standards Board or the Office for approval; a written
agreement with the school in which the student teacher is placed outlines the
responsibilities of each party;
D)
cooperating Educators have been trained by the teacher preparation program in
the strategies and methods being taught in the Educator preparation
program;
E) the placement process
and student teacher expectations are incorporated in a student teaching
handbook.
5924.3 The
supervision and evaluation of student teachers by the teacher preparation
program's faculty shall meet the following requirements:
A) supervision shall be provided by qualified
faculty from the teacher preparation program's staff including adjunct faculty.
An individual shall not serve simultaneously as the cooperating Educator and
the supervisor from the institution's faculty;
B) the teacher preparation program's
supervisors shall observe and advise the student teacher at least once every
ten (10) teaching days;
C) the
teacher preparation programs supervisors shall not be assigned more student
teachers than can be adequately supervised and supported;
D) a specific student teaching evaluation
process shall be detailed in the student teaching handbook, including
collection of data on the candidate's performance, a process for feedback to
the candidate, and use of the data to provide additional assistance.
5924.4 The supervision and
evaluation of school counselors by the counseling preparation program's faculty
shall comply with VSBPE policy on supervision and meet the following
requirements:
A) supervision shall be provided
by qualified faculty from the counseling preparation program's staff including
adjunct faculty. An individual shall not serve simultaneously as the
cooperating Educator and the supervisor from the institution's
faculty;
B) the counseling
preparation program's supervisors shall advise the counseling intern at least
once every ten (10) teaching days;
C) the counseling preparation program's
supervisors shall not be assigned more counseling interns than can be
adequately supervised and supported;
D) a specific counseling candidate evaluation
process shall be detailed in a handbook, including collection of data on the
candidate's performance, a process for feedback to the candidate, and use of
the data to provide additional assistance.
5924.5 The supervision and evaluation of
school psychologist candidates by the school psychology preparation program's
faculty shall comply with VSBPE policy on supervision and meet the following
requirements
A. supervision shall be provided
by qualified faculty from the school psychologist preparation program's staff
including adjunct faculty, as defined by NASP Standards for Graduate
Preparation of School Psychologists. An individual shall not serve
simultaneously as the cooperating Educator and the supervisor from the
institution's faculty;
B. the
school psychologist preparation program's supervisors shall provide weekly,
individual, face-to-face field-based supervision with structured mentoring
focused on the intern's attainment of competencies. Field-based internship
supervision must additionally meet an average of at least 2 hours of
supervision per full-time week or the equivalent for part-time
placement
C. the school
psychologist preparation program's supervisors shall not be assigned more
school psychologist interns than can be adequately supervised and
supported;
D. specific competency
outcomes are clearly articulated for each field experience, and program
documents reflect supervision and evaluation of candidate learning outcomes
relevant to particular courses, all NASP domains of school psychology practice,
and field experiences in a systematic manner;
E. multiple measures of data are used to
ensure candidates demonstrate the knowledge and skills needed for effective
school psychology service delivery; the ability to integrate competencies
across the NASP domains of school psychology practice; and direct, measurable
effects on children and youth, families, schools, and other
consumers.
5924.6 To
successfully complete a student teaching, school counseling placement, a
candidate shall achieve at least a grade of "B." Prior to issuing a candidate's
grade, the Educator preparation program shall consider the evaluation by the
cooperating Educator. Institutions that use alternate grading systems have the
responsibility of demonstrating how their assessment is commensurate to a
"B."
5924.7 To earn a
recommendation from an education preparation program, upon completion of the
program a candidate shall achieve an overall 3.0 grade point average and 3.0
grade point average in the field of major study as defined by the
institution.
5930.
Review Process for Program Approval.
5931 All licensure programs must be approved
by the Standards Board in order to recommend for licensure or endorsement.
Unless otherwise specified by the Standards Board, program approval shall be
for seven (7) years. Approval shall continue until such time as the Standards
Board acts otherwise.
5932 An
institution or educational organization that wishes to initiate, add, or
reactivate an Educator preparation program that is not currently approved shall
submit in advance a written request for approval to the Standards Board.
Approval of new or reactivated programs shall be limited to a two-year
conditional approval. An institution or educational organization that wishes to
revise an approved program to meet new standards shall follow the above
procedure.
5933 An institution or
educational organization shall notify the Standards Board in advance if it
intends to significantly alter or discontinue a currently approved
program.
5934 Each review shall
include an evaluation by a review team appointed by the Standards Board. The
review team shall:
5934.1 Include, but not be
limited to: one member of the Standards Board, one Educator preparation
professional, and two at-large members. The Standards Board, at its discretion,
may alter the composition of the team. The review team chair shall be appointed
by the Standards Board;
5934.2
Conduct both off-site and on-site evaluation that includes review of the
Institutional Portfolio and individual Level I Teaching Licensure Portfolios
using the Vermont Licensure Portfolio (VLP). At the conclusion of the
evaluation, a summary of the off-site and on-site review team's evaluation
shall be presented in an Exit Report with the institution's president and/or
designees.
5936. Reports
and Responses.
5936.1 The review team shall
submit a written draft report of its findings that include commendations and
recommendations to the institution. The institution may respond to any factual
error(s).
5936.2 The review team
shall submit a written final report to the Chair of the Standards Board. The
report shall be sent to the president of the institution or educational
organization. The report shall include a recommendation for action by the
Standards Board.
5936.3 The
institution or educational organization shall submit a written response to the
Chair of the Standards Board regarding the contents of the report. The response
shall include plans to address the stipulations and concerns specified in the
report of the review team.
5936.4
The Chair of the Standards Board shall schedule a meeting of the Standards
Board, or committee thereof, at which the chair or designee of the review team
shall present the report. Before the Standards Board takes action, the
institution or educational organization shall receive notice and be offered an
opportunity for a hearing.
5936.5
The Standards Board shall establish time frames for reports and
responses.
5940. Action
by the Vermont Standards Board for Professional Educators.
5941 Action by the Standards Board shall be
on a program by program basis. However, a finding that an institution or
educational organization's administrative procedures for operating and
maintaining approved programs are insufficient shall apply to all programs at
that institution.
5941.1 After review of each
Educator preparation program offered or proposed by a program provider, the
Standards Board may take one of the following actions:
A. grant full approval;
B. grant conditional approval for a specified
time period;
C. grant provisional
approval; or
D. deny
approval.
5941.2
Notwithstanding Section 5931 of these rules, approval of all proposed new
programs shall be limited to provisional approval.
5942 Action Subsequent to Full or Conditional
Program Approval
5942.1 Follow-up Review of
Approved Programs
A. notwithstanding Section
5931, the Standards Board may review any approved program during its approval
period when there is concern about its continued compliance with program
approval requirements;
B.
notwithstanding Section 5931, the Standards Board may review programs with
conditional approval at any time during the conditional approval period when
there is concern about its continued compliance with program approval
requirements;
C. follow-up review
by the Standards Board may be based on written documentation submitted by the
institution and may include a report submitted by one or more individuals
assigned by the Standards Board to review the program(s) in question. The
review may also include an on- site evaluation.
5942.2 After a follow-up review, the
Standards Board may find that:
A. a program
that meets requirements shall remain fully approved or a conditionally approved
program that has satisfied conditions shall be granted full approval until the
next scheduled approval review;
B.
a program that does not meet the requirements of its approval may have its
approval suspended, revoked, or continued for a specified time period with
conditions attached.
5942.3 Before the Standards Board takes
action, the institution or educational organization shall receive notice and be
offered an opportunity for a hearing.
5950. VSBPE Waiver Rule.
5951 The VSBPE or Office may consider waiving
its established rules under the following circumstances:
A. When strict application and/or enforcement
of the existing VSBPE rules would create an unintended consequence, the result
of which would be contrary to the intent of the VSBPE's rules as a whole;
or
B. When strict application
and/or enforcement of the VSBPE's existing rules would create an undue hardship
for a licensee, an applicant, an Educator preparation program, or a school
district.
5952 The VSBPE
or Office shall only waive its rules under extraordinary circumstances and
under circumstances in which the interests of all affected learners are
protected. In considering a waiver request, the decision of the VSBPE shall be
final. This rule shall not apply to the consideration of particular waiver
requests which are currently or may be in the future, covered by separate and
more specific rules regarding waivers (such as any such rule pertaining to
Praxis testing). Waiver requests approved by the Office will be documented in
the Staff Report and submitted to the VSBPE at the next scheduled Board
meeting.
5440 LICENSING
ENDORSEMENTS
ADMINISTRATOR ENDORSEMENTS
|
Name
|
Endorsement
#
|
Page #
|
|
Assistant Director for Adult
Education
|
20
|
58
|
|
Career Technical Center
Director
|
92
|
59
|
|
Director of Curriculum
|
93
|
60
|
|
Director of Special
Education
|
86
|
61
|
|
Principal
|
91
|
62
|
|
Superintendent
|
90
|
63
|
|
Supervisor
|
75
|
63
|
5440-20.
Assistant Director for Adult Education.
The holder is authorized to design, implement, and administer
educational and employment and training programs for adults in Vermont's career
and technical centers.
1 In order to
qualify for any Vermont administrator endorsement, the candidate shall
demonstrate competencies in Core Leadership Standards for Vermont Educators
through experiences and expertise as evidenced below:
1.1 Master's Degree
1.2 Leadership coursework
1.3 Coursework required for the specific
administrator license
1.4 Knowledge
and application of school law, state regulations, and school board process to
develop policies
1.5 Leadership
experience evidenced by documentation of 300 hours of supervised field
experience that shows competency in the Core Leadership Standards through
evidence aligned to each of the Professional Standards for Educational
Leaders.
2 To add this
endorsement as an additional administrator endorsement, a 60-hour practicum is
required when 60 hours of professional experience in the endorsement area is
not documented
3. ETS Test Code
6990 is required for all Educators seeking any administrator endorsement unless
they have completed a post-Baccalaureate degree in educational leadership,
completed a ROPA-approved teacher leadership program, or hold a current
administrator endorsement.
4 In
order to qualify for an Assistant Director for Adult Education endorsement, the
candidate shall also demonstrate the following:
4.1 Three (3) or more years of experience in
workforce development/training (e.g., human resources, employee training and
development, career technical education or counseling, management of a
post-secondary continuing education program)
4.2 Principles of adult learning and
knowledge of local, regional, state, and federal resources available to adult
learners
4.3. The ability to
conduct work force and community needs assessments (e.g., identify individual
training needs for personal and/or professional growth, identify community
needs)
5440-92. Career Technical Center Director.
The holder is authorized to serve as Director of a Career
Technical Center. An Educator serving as Assistant Career Technical Center
Director, however named, shall hold a Career Technical Center Director
endorsement.
1. In order to qualify
for any Vermont administrator endorsement, the candidate shall demonstrate
competencies in Core Leadership Standards for Vermont Educators through
experiences and expertise as evidenced below:
1.1. Master's Degree
1.2. Leadership coursework
1.3. Coursework required for the specific
administrator license
1.4.
Knowledge and application of school law, state regulations, and school board
process to develop policies
1.5.
Leadership experience evidenced by documentation of 300 hours of supervised
field experience that shows competency in the Core Leadership Standards through
evidence aligned to each of the Professional Standards for Educational
Leaders.
2. To add this
endorsement as an additional administrator endorsement, a 60-hour practicum is
required when 60 hours of professional experience in the endorsement area is
not documented.
3. ETS Test Code:
6990; is required for all Educators seeking any administrator endorsement
unless they have completed a post-Baccalaureate degree in educational
leadership, completed a ROPA-approved teacher leadership program, or hold a
current administrator endorsement.
4. In order to qualify for a Career Technical
Center Director endorsement, the candidate shall also demonstrate the
following:
4.1. Three (3) or more years of
experience in PK-16, career technical education, or teaching or workforce
development/training (e.g., training management in business or industry,
vocational training or counseling, management of a post-secondary continuing
education program)
4.2. Two (2) or
more years of employment experience in a career cluster, or the equivalent in
documented experience, working collaboratively with business and industry
regarding matters of career and workforce development (e.g., serving on a
chamber of commerce, or as a Workforce Investment Board member) not included in
4.1 above
5. Knowledge
of local, state and federal laws related to Career Technical Education, labor,
and industry
5440-93.
Director of Curriculum.
The holder is authorized to coordinate the curriculum,
instruction, assessment, and professional learning activities of a school
district or supervisory union.
1. In
order to qualify for any Vermont administrator endorsement, the candidate shall
demonstrate competencies in Core Leadership Standards for Vermont Educators
through experiences and expertise as evidenced below:
1.1. Master's Degree
1.2. Leadership coursework
1.3. Coursework required for the specific
administrator license
1.4.
Knowledge and application of school law, state regulations, and school board
process to develop policies
1.5.
Leadership experience evidenced by documentation of 300 hours of supervised
field experience that shows competency in the Core Leadership Standards through
evidence aligned to each of the Professional Standards for Educational
Leaders.
2. To add this
endorsement as an additional administrator endorsement, a 60-hour practicum is
required when 60 hours of professional experience in the endorsement area is
not documented
3. ETS Test Code
6990 is required for all Educators seeking any administrator endorsement unless
they have completed a post-Baccalaureate degree in educational leadership,
completed a ROPA-approved teacher leadership program, or hold a current
administrator endorsement
4. In
order to qualify for a Director of Curriculum endorsement, the candidate shall
also demonstrate the following:
4.1. Three or
more years of PK-12 teaching experience
4.2. Advance study and experiences in
curriculum instruction and assessment.
5440-86. Director of Special Education.
The holder is authorized to provide, administer, supervise
and evaluate special education programs and services, and to coordinate them
with regular education programs, home-based services, and community-based
services for students with disabilities. An Educator serving as an Assistant
Director of Special Education, however named, shall hold a Director of Special
Education endorsement.
1. In order to
qualify for any Vermont administrator endorsement, the candidate shall
demonstrate competencies in Core Leadership Standards for Vermont Educators
through experiences and expertise as evidenced below:
1.1. Master's Degree
1.2. Leadership coursework
1.3. Coursework required for the specific
administrator license
1.4.
Knowledge and application of school law, state regulations, and school board
process to develop policies
1.5.
Leadership experience evidenced by documentation of 300 hours of supervised
field experience that shows competency in the Core Leadership Standards through
evidence aligned to each of the Professional Standards for Educational
Leaders.
2. To add this
endorsement as an additional administrator endorsement, a 60-hour practicum is
required when 60 hours of professional experience in the endorsement area is
not documented.
3. ETS Test Code
6990 is required for all Educators seeking any administrator endorsement unless
they have completed a post-Baccalaureate degree in educational leadership,
completed a ROPA-approved teacher leadership program, or hold a current
administrator endorsement.
4. In
order to qualify for a Director of Special Education endorsement the candidate
shall also demonstrate the following:
4.1.
Three or more years of experience as a licensed special educator, educational
speech language pathologist, school psychologist, school counselor, reading
coordinator/specialist, principal, or superintendent
4.2. In-depth knowledge of local, state and
federal laws and regulations concerning the education of students with
disabilities
4.3. The ability to
lead, develop, administer, and evaluate programs and services for students with
disabilities including: screening; assessment; eligibility determination;
development of IEPs; facilitation, development and adaptation of educational
materials, curricula, and instructional strategies; evaluation of student
progress; and inclusion of students with disabilities into the regular
classroom setting
4.4. Knowledge of
school law, state regulations, and school board process to develop policies,
special education law
5440-91. Principal.
The holder is authorized to serve as a School Principal. An
Educator serving as an Assistant Principal, however named, shall hold a
Principal endorsement.
1. In order to
qualify for any Vermont administrator endorsement, the candidate shall
demonstrate competencies in Core Leadership Standards for Vermont Educators
through experiences and expertise as evidenced below:
1.1. Master's Degree
1.2. Leadership coursework
1.3. Coursework required for the specific
administrator license
1.4.
Knowledge and application of school law, state regulations, and school board
process to develop policies
1.5.
Leadership experience evidenced by documentation of 300 hours of supervised
field experience that shows competency in the Core Leadership Standards through
evidence aligned to each of the Professional Standards for Educational
Leaders.
2. To add this
endorsement as an additional administrator endorsement, a 60-hour practicum is
required when 60 hours of professional experience in the endorsement area is
not documented.
3. ETS Test Code
6990 is required for all Educators seeking any administrator endorsement unless
they have completed a post-Baccalaureate degree in educational leadership,
completed a ROPA-approved teacher leadership program, or hold a current
administrator endorsement
4. In
order to qualify for a Principal endorsement, the candidate shall also
demonstrate the following:
4.1. Three or more
years of PK-12 teaching experience as a licensed educator
5440-90. Superintendent.
The holder is authorized to serve as the chief executive
officer of a school district. An Educator serving as an Assistant
Superintendent, however named, shall hold a Superintendent endorsement.
1. In order to qualify for any Vermont
administrator endorsement, the candidate shall demonstrate competencies in Core
Leadership Standards for Vermont Educators through experiences and expertise as
evidenced below:
1.1. Master's
Degree
1.2. Leadership
coursework
1.3. Coursework required
for the specific administrator license
1.4. Knowledge and application of school law,
state regulations, and school board process to develop policies
1.5. Leadership experience evidenced by
documentation of 300 hours of supervised field experience that shows competency
in the Core Leadership Standards through evidence aligned to each of the
Professional Standards for Educational Leaders.
2. ETS Test Code 6990 is required for all
Educators seeking any administrator endorsement unless they have completed a
post-Baccalaureate degree in educational leadership, completed a ROPA-approved
teacher leadership program, or hold a current administrator
endorsement.
3. In order to qualify
for a Superintendent endorsement, the candidate shall also demonstrate the
following:
3.1 Six or more years of
experience including:
3.3.1 Three or more
years of PK-12 teaching experience as a licensed educator, and
3.3.2 Three or more years of educational
administration experience as a licensed administrator.
(75) Supervisor
The holder is authorized to supervise and evaluate
instructional personnel and/or programs within the supervisor's specific
area(s) of expertise.
Educators with a supervisor endorsement can retain, renew,
and reinstate this endorsement. No new supervisor endorsements will be issued
(effective August 2, 2013).
TEACHING ENDORSEMENTS
|
Endorsement
Description
|
Endorsement #
|
Page #
|
|
Art
|
02
|
67
|
|
Associate School Nurse
|
65A
|
184
|
|
Bilingual Education
|
39
|
69
|
|
Business Education
|
03
|
71
|
|
Career Technical
Education
|
17
|
73
|
|
Career Technical Education School Counseling
Coordinator
|
73
|
75
|
|
Career Technical Education Special Needs
Coordinator
|
87
|
82
|
|
Computer Science
Educator
|
14
|
86
|
|
Dance
|
38
|
89
|
|
Design and Technology
Education
|
10
|
91
|
|
Driver and Traffic Safety
Education
|
30
|
94
|
|
Early Childhood
Education
|
36
|
96
|
|
Early Childhood Special
Educator
|
80
|
99
|
|
Educational Speech Language
Pathologist
|
84
|
105
|
|
Educational Technology
Specialist
|
42
|
107
|
|
Elementary Education
|
00
|
109
|
|
English
|
05
|
117
|
|
Multilingual Learner
|
40
|
154
|
|
Family and Consumer
Sciences
|
09
|
121
|
|
Health Education
|
31
|
123
|
|
Intensive Special Education
Teacher
|
81
|
126
|
|
Junior ROTC Instructor
|
16
|
132
|
|
Mathematics
|
11
|
133
|
|
Math Specialist
|
72
|
136
|
|
Middle Grades
|
19
|
139
|
|
Middle Grades: English
|
19A
|
142
|
|
Middle Grades:
Mathematics
|
19B
|
145
|
|
Middle Grades: Science
|
19C
|
148
|
|
Middle Grades: Social
Studies
|
19D
|
150
|
|
Modern and Classical
Languages
|
06
|
152
|
|
Music
|
12
|
158
|
|
Online Teaching
Specialist
|
25
|
160
|
|
Physical Education
|
08
|
162
|
|
Reading/English Language Arts
Coordinator
|
78
|
165
|
|
Reading/English Language Arts
Specialist
|
76
|
167
|
|
School Counselor
|
64
|
172
|
|
School Librarian
|
61
|
176
|
|
School Nurse
|
65
|
180
|
|
School Psychologist
|
66
|
188
|
|
School Social Worker
|
54
|
191
|
|
Science
|
13
|
193
|
|
Social Studies
|
15
|
196
|
|
Special Education Consulting
Teacher
|
85
|
198
|
|
Special Educator
|
82
|
201
|
|
Specialized Literacy
Professional
|
79
|
205
|
|
Teacher of the Deaf and Hard of
Hearing
|
68
|
212
|
|
Teacher of the Visually
Impaired
|
67
|
216
|
|
Theatre Arts
|
37
|
220
|
|
Work Based Learning
Coordinator
|
60
|
222
|
5440-02. Art.
(Revised June 2018)
The holder is authorized to teach art and design in grades
PK-8, 5-12, or PK-12, based on practicum and student teaching experience.
Revised March 2018.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
1.1. Demonstrates
knowledge of art, design and art education concepts and skills delineated in
current National Art Education Association professional standards and National
Core Arts Standards including:
1.2.
The processes and stages of artistic and aesthetic development
1.3. Understanding philosophical and ethical
issues related to the visual arts, recognizing that art and design can be
approached from a variety of contexts such as political, social, historical,
societal, and cultural
1.4. Art and
design as a mode of communication and a source of creative personal
realization
1.5. Philosophies and
methods of art and design including historical, contemporary and innovative
practices
1.6. Principles,
purposes, and design of assessments in the visual arts, including the current
concepts and mandates
1.7. Artistic
practices of creating, presenting, connecting and responding
1.8. Depth of study in one or more of the
visual and/or design arts as demonstrated by presentation and exhibition of
one's work
1.9. Breadth of study in
a variety of art and design media and materials
2. Performance Standards:
Implements a visual arts curriculum that enables students to
become artistically literate citizens. Specifically, the educator:
2.1. Fosters an environment where artistic
risk-taking, self-exploration, collaboration, discovery, experimentation,
problem solving, and reflection can take place
2.2. Utilizes a variety of resources,
materials, and technologies, that support students
2.3. Models and develops artistic visual
literacy and process through content and context to build students' capacity to
create describe, respond and connect to works of art
2.4. Creates opportunities for students to
embrace diversity of peoples, philosophies and cultural histories
2.5. Develop a repertoire of assessment
strategies consistent with instructional goals, teaching methods and individual
student needs
2.6. Reflect on their
teaching practice to extend their knowledge, improve their teaching, and refine
their evolving philosophy of education
2.7. Makes adaptations and differentiates to
ensure full access to the discipline
2.8. Collaborates and forms interdisciplinary
connections within the school and community
2.9. Exposes students to art and design
related careers
2.10. Advocates for
a rich visual arts and design education for all students. For example, through
collaboration, evidence-based practices, participation in professional
organizations visibly within the community
2.11. Coordinates and plans presentations of
student learning in the arts
2.12.
Incorporates the transferable skills into instruction, curriculum and
assessment including communication, collaboration, creativity, innovation,
inquiry, problem solving and the use of technology
3. A major in art or design, or the
equivalent with foundational course of study in art that reflects depth and
breadth of artistic study in undergraduate and/or graduate coursework
4. A minimum of a practicum, or the
equivalent, in art education at the elementary (PK-8) or middle/secondary
(5-12) instructional level, depending on the authorization sought. For the full
PK-12 authorization, a minimum of a practicum, or the equivalent, in art
education at both the PK-8 and 5-12 instructional levels is required.
5. REQUIRED TESTING: Praxis II Art: Content
and Analysis - Test Code 5135.
5440-39. Bilingual Education.
(Revised June 2018)
The holder is authorized to teach students who are English
Language Learners (ELLs) and/or native speakers of English, in a language other
than English, as well as in English at the PK-12 level. This endorsement is an
add-on endorsement only and is limited to holders of endorsements in early
childhood, elementary education, middle grades, special education, English
Language Learners, science, social studies, mathematics, or English language
arts. The holder's language(s) of concentration and instructional level shall
be indicated on the endorsement.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
1.1. Measurable academic
language proficiency in English and a second language including listening,
speaking, reading and writing skills.
1.2. Knowledge of how race, culture and the
acculturation process impact student's perceptions, learning styles, and
affective needs at different age (developmental) levels;
1.3. Knowledge of the special problems and
unique qualities for bilingual-multicultural education, including a respect for
cultural diversity and a special sensitivity to the development of self-concept
and special needs of children of different cultures, as well as
1.4. knowledge of the history and culture of
peoples associated with the students' dominant language
1.5. Knowledge of the differences between the
sound systems, forms and structures of the second language and English, as well
as knowledge of sociolinguistics and psycholinguistics necessary
1.6. Knowledge of how to assess students'
language abilities and how to adapt instructional materials and technologies to
meet students' needs and abilities in alignment wish curriculum, content
standards and local, state and federal regulation.
2. Performance Standards:
2.1. Ability to teach (contingent upon
holding an endorsement in the subject area) academic content in the students'
dominant language, according to the students' needs and abilities including the
integration of technology.
2.2.
Ability to assist students in maintaining and extending their command of their
first language as well as the English language
2.3. Ability to identify cultural biases in
existing curricula, materials, and/or teaching techniques and to modify these
as appropriate. Ability to develop students' awareness of and appreciation for
cultural diversity
2.4. Ability to
assist students in maintaining and extending identification with and pride in
their culture heritage, and help develop their understanding of the
contribution of their cultural or ethnic group to American culture, history,
and life style while at the same time facilitating learning to be successful in
the dominant culture
2.5. Ability
to foster the relationships between families of bilingual students, schools and
community
2.6. Ability to stimulate
community participation in the school program and to enhance sociocultural
exchanges among all groups
3. A minimum of a practicum, or the
equivalent, in Bilingual/Dual Language Education at the elementary (PK-6) or
middle/secondary (7-12) instructional level, depending on the authorization
sought.
4. For the full PK-12
authorization, a minimum of a practicum, or the equivalent, in Bilingual/Dual
Language Education setting at both the PK-6 and 7-12 instructional levels is
required.
5440-03.
Business Education.
(Revised June 2018)
The holder is authorized to teach Business Education in
grades 5-12 in middle and high schools.
1. Knowledge Standards; to qualify for this
endorsement, the candidate shall demonstrate the following:
1.1. Knowledge of business education concepts
and skills delineated in The National Standards for Business Education,
Vermont's Career and Technical Business and Administration Program
Competencies, the Jump$tart Coalition for Personal Financial Literacy National
Standards and any future, relevant state initiatives
1.2. Knowledge of financial decision making
including: spending and saving, credit and debt, employment and income,
investing and risk management and insurance
1.3. Knowledge of the career
development/planning process, occupational skills standards, workplace skills
requirements, recognized industry standards and the relationship between work
and learning as related to the foundations of business
1.4. Knowledge of existing student
organizations and processes to integrate student organization activities into
the curriculum
1.5. Knowledge of
leadership skills and development
1.6. Knowledge of current and emerging
business technology applications, procedures and systems
1.7. Knowledge of the e-commerce business
model and how to meet customer needs in an online environment
1.8. Knowledge of Generally Accepted
Accounting Principles (GAAP) and ability to explain how the application of GAAP
impacts the recording of financial and the preparation of financial
statements
1.9. Knowledge of macro
and micro economic principles
1.10.
Knowledge of principles of business law, the legal environment of business and
issues related to ethics and social responsibility in business
1.11. Knowledge of organizational structures
and advantages and disadvantages of each
1.12. Knowledge of entrepreneurship including
traits of successful entrepreneurs, steps in starting a business, and factors
influencing the success and failure of a business
1.13. Knowledge of principles of marketing
and market research and their impact on individuals, business, and
society
1.14. Knowledge of English
mechanics and communication skills when writing, speaking, listening, and
presenting in a variety of personal and business environments
1.15. Knowledge of statistical analysis to
interpret consumer and business data to solve problems, make decisions, set
goals, and plan for future development
1.16. Knowledge of the components of a
business plan, steps and procedure for writing a business plan, and strategies
for applying the business plan when starting a business
1.17. Knowledge of the basic techniques of
mathematics and quantitative analysis in business
1.18. Knowledge of the role of international
business; how it impacts business at all levels, including local, state,
national and international
1.19.
Knowledge of the interrelatedness of the social, cultural, political, legal,
and economic factors that shape and impact the global business
environment
2.
Performance Standards:
Implements a comprehensive, standards-based business
education curriculum that enables students to acquire the knowledge, skills,
and attitudes that will prepare them to be successful in their personal
financial lives as employees/entrepreneurs, consumers and citizens and to
prepare those students who seek further training in business. Specifically, the
educator:
2.1. Plans, delivers, and
evaluates instruction based upon knowledge of the business and administration
field, The National Standards for Business Education, and Vermont's Career and
Technical Business and Administration Program Competencies, the Jump$tart
Coalition for Personal Financial Literacy National Standards and any future
relevant state initiatives
2.2.
Teaches students to recognize and be sensitive to the cultural expectations in
personal and professional environments
2.3. Teaches student to recognize the
customer-oriented nature of business and analyze the impact of business
activities on the individual, the workplace, and society
2.4. Teaches personal development and
leadership skills
2.5. Collaborates
with colleagues, community, post-secondary institutions, business/industry, and
families to maximize curricular and instructional resources
2.6. Plans, organizes, manages and
collaborates as necessary so that learning environments and /technical
facilities are safe and comply with state and national laws, regulations and
guidelines
2.7. Teaches students
how to communicate and present themselves in a manner appropriate to the
business environment, both face-to-face and through the use of
technology
2.8. Identifies,
compares, selects, evaluates, uses and recommends relevant technologies for
business
3. The
candidate demonstrates work and/or volunteer experience using business and
administrative skills through a resume
5440-17. Career Technical Education.
(Revised June 2014)
The holder is authorized to teach one or more career cluster
area courses of study in a career and technical center in grades 7-12 as
specified on the endorsement.
In order to qualify for this endorsement, a candidate must
demonstrate the following:
1.
Knowledge Standards:
1.1. The Educator
demonstrates knowledge of how to plan, deliver, and evaluate instruction as
reflected in the standards approved by the State Board of Education for
students, and student, community and workforce needs, including industry
standards and procedures. Specifically, the educator understands:
1.2. The legal and ethical requirements and
safety issues pertaining to the specific trade or industry
1.3. Career Technical Education curriculum
and assessment strategies and instructional methods that enable integration,
via applied learning opportunities and activities, of Vermont's standards,
Grade Level Expectations, and the Common Career Technical Core Standards with
the industrial skills necessary for success in the specific career cluster area
of study and related pathway(s)
1.4. Equity issues in Career Technical
Education including occupational stereotypes and strategies to break down
barriers to opportunities for male and female students in non-traditional
occupations
1.5. Skills,
techniques, and procedures for effectively integrating students with special
needs, including individuals with disabilities, individuals from economically
disadvantaged families, individuals preparing for non-traditional fields, etc.
in Career Technical Education settings
1.6. The career development/planning process
and how to integrate employability skills into the curriculum
1.7. The significant role in Career Technical
Education of partnerships and collaborative relationships with industry,
organized labor, parents, community agencies, and post-secondary institutions
in delivering the curriculum, and how to form advisory committees that include
these parties
1.8. How to foster
the development of students' leadership skills through delivery of the
curriculum, and incorporation of appropriate career and technical student
organization standards into the curriculum
2. Performance Standards:
2.1. The Educator implements a comprehensive,
standards-based curriculum that incorporates industry skill standards and
enables students to acquire the knowledge, skills, and attitudes that will
prepare them to succeed in the chosen trade or industry. Specifically, the
educator:
2.2. Integrates the
teaching of Vermont's standards, Grade Level Expectations, and the Common
Career Technical Core Standards throughout all instructional
activities
2.3. Creates
instructional activities that provide students with the knowledge and skills to
successfully complete the program of study assessments within the particular
trade or industry
2.4. Collaborates
with the Career Technical Education Special Needs Coordinator to effectively
integrate students with special needs, including individuals with disabilities,
individuals from economically disadvantaged families, individuals preparing for
non-traditional fields, etc., into his/her classroom and to meet each student's
individual learning needs
2.5.
Consults with industry advisory committees, colleagues, the community, and
parents to maximize curricular and instructional resources, and develops
experiential learning opportunities for students
2.6. Plans, organizes, and manages
laboratories/technical facilities for instruction so that activities are
carried out in accordance with state and national safety guidelines and in
compliance with all local, state, and federal regulatory codes governing the
trade or industry
2.7. Demonstrates
sensitivity to inequities in technical education learning and career
opportunities by incorporating specific instructional activities that promote
equity
2.8. Fosters the development
of students' leadership, teamwork, and effective communication skills, and
teaches deportment in a manner appropriate to the industry
2.9. Advises students in the career planning
process and teaches employability skills as indicated in the program core
competencies developed by industry and education
An applicant may apply for a license or endorsement in the
following fields:
A. Agriculture &
Natural Resources
B. Architecture
& Construction
C. Arts &
Communication
D. Business
E. Education and Training
F. Health
G. Hospitality
H. Human Services
1. Personal Care
2. Family & Community
Services
I. Information
Technology
J. Law & Public
Safety
K. Manufacturing
L. Transportation
1. Driver and Traffic Safety
Education
M.
Engineering
5440-73. Career Technical Education School
Counseling Coordinator.
(Revised August 2015)
The holder is authorized to coordinate and provide Career
Technical Education school counseling services in grades 7-12.
The CTE School Counseling Coordinator Endorsement is divided
into two domains, the School Counseling domain and the Career and Technical
Education domain.
School Counseling Domain
1. School Counseling Programs
School counselors should possess the knowledge, abilities,
skills and attitudes necessary to plan, organize, implement and evaluate a
comprehensive, developmental, results-based school counseling program.
1.1. Knowledge Standards
1.1.1. The organizational structure and
components of an effective school counseling program that aligns with the ASCA
National Model
1.1.2. Barriers to
student learning and use of advocacy and data-driven school counseling
practices to close the information, opportunity, and achievement gaps
1.1.3. Leadership principles and
theories
1.1.4. Individual
counseling, group counseling and classroom instruction ensuring equitable
access to resources promoting academic achievement, career development and
personal/social development for every student
1.1.5. Collaborations with stakeholders such
as parents and guardians, teachers, administrators and community leaders to
create learning environments that promote educational equity and success for
every student
1.1.6. Legal, ethical
and professional issues in pre-K-12 schools
1.1.7. Developmental theory, learning
theories, multicultural competency theory, social justice advocacy theory,
counseling theories, and career counseling theories
1.1.8. The continuum of mental health
services, including prevention and intervention strategies to enhance student
success
1.2. Performance
Standards
1.2.1. Plans, organizes, implements
and evaluates a school counseling program
1.2.2. Serves as a leader in the school,
district/supervisory union, and community
1.2.3. Advocates for student success at the
student, school and public arena levels of intervention
1.2.4. Acts as a systems change agent to
create an environment promoting and supporting student success
1.2.5. Every student can learn, and every
student can succeed
1.2.6. Every
student should have access to and opportunity for a high-quality education and
school counseling program
1.2.7.
Students from traditionally under-represented groups face systemic inequities
that need to be identified and interrupted
1.2.8. Every student should graduate from
high school and be prepared for employment or college and other post-secondary
education
1.2.9. School counselors
are cultural beings with internalized biases that need to be identified and
interrupted
1.2.10. The
effectiveness of school counseling programs should be measurable using process,
perception and outcome data
2. Foundations
School counselors should possess the knowledge, abilities,
skills and attitudes necessary to establish the foundations of a school
counseling program.
2.1. Knowledge
Standards
2.1.1. Beliefs and vision of a
school counseling program that align with school improvement and student
success initiatives at the school, district, and state level and reflect the
structure and governance of the American educational system
2.1.2. Educational systems, philosophies and
theories and current trends in education, including federal and state
legislation
2.1.3. Learning
theories
2.1.4. History and purpose
of school counseling, including traditional and transformed roles of school
counselors
2.1.5. Human development
theories and developmental issues affecting student success
2.1.6. District, state and national student
standards and competencies, including ASCA Mindsets and Behaviors for Student
Success and other student standards that may complement and inform the
comprehensive school counseling program
2.1.7. The three domains of academic
achievement, career planning and personal/social development
2.1.8. Multicultural and Social Justice
Advocacy Competencies
2.1.9.
Macro-systemic forces that marginalize students from traditionally
underrepresented groups such as: classism, abilityism, Heteronormativity,
color-blind modern racism, cis-normativity, sexism and sizeism.
2.2. Performance Standards
2.2.1. Develops the beliefs and vision of the
school counseling program that align with current school improvement and
student success initiatives at the school, district and state level
2.2.2. Develops a school counseling mission
statement aligning with the school, district and state mission
2.2.3. Applies the ethical standards and
principles of the school counseling profession and adheres to the legal aspects
of the role of the school counselor
2.2.4. Has an impact on every student rather
than a series of services provided only to students in need
2.2.5. Is an integral component of student
success and the overall mission of the school and school district
2.2.6. Promotes and supports academic
achievement, career planning and personal/social development for every
student
3.
Management
School counselors should possess the knowledge, abilities,
skills and attitudes necessary to manage a school counseling program.
3.1. Knowledge Standards
3.1.1. Leadership principles, including
sources of power and authority and formal and informal leadership
3.1.2. Organization theory to facilitate
advocacy, collaboration and systemic change
3.1.3. Presentation skills for programs such
as teacher in-services, parent workshops and presentation of results reports to
school boards
3.1.4. Time
management, including long-and short-term using tools such as schedules and
calendars management
3.1.5.
Data-driven decision making
3.1.6.
Current and emerging technologies such as use of the Internet, Web-based
resources and information management systems
3.2. Performance Standards
3.2.1. Self-evaluates his/her own
competencies leading to and resulting in the formulation of an appropriate
professional development plan
3.2.2. Familiarity and understanding of the
value of a diverse advisory council
3.2.3. Accesses or collects relevant data,
including process, perception and outcome data, to monitor and improve student
behavior and achievement
3.2.4.
Assesses use of time in direct and indirect student services and program
management and school support
3.2.5. Develops calendars to ensure the
effective implementation of the school counseling program
3.2.6. Designs and implements action plans
support activities aligning with school and school counseling program goals and
conduct self-appraisals
3.2.7. A
school counseling program/department must be managed like other programs and
departments in a school
3.2.8.
Planning, organizing, implementing an d evaluating a school counseling program
are critical responsibilities for a school counselor
3.2.9. Management of a school counseling
program must be done in collaboration with administrators
4. Delivery
School counselors should possess the knowledge, abilities,
skills and attitudes necessary to deliver a school counseling program.
4.1. Knowledge Standards
4.1.1. The distinction between direct and
indirect student services
4.1.2.
The concept of a school counseling core curriculum
4.1.3. Counseling theories and techniques
that work in school, such as solution-focused brief counseling, cognitive
behavioral theory, narrative theory, play theory and interventions,
person-centered counseling, group work theory and family systems
4.1.4. Counseling theories and techniques in
different settings, such as individual planning, group counseling and classroom
lessons
4.1.5. Classroom
management
4.1.6. Principles of
career planning and college admissions, including financial aid and athletic
eligibility
4.1.7. Principles of
working with students from traditionally under-represented social locations,
i.e. students of color, New Americans, English language learners, students with
a (dis)ability, lesbian, gay, or bisexual (LGB) students, students from
non-dominant religious traditions, gender nonconforming students, and students
from poor and working class families.
4.1.8. Principles of multi-tiered approaches
within the context of a comprehensive school counseling program
4.1.9. Responsive services (counseling and
crisis response) including grief and bereavement
4.2. Performance Standards
4.2.1. Implements the school counseling core
curriculum
4.2.2. Facilitates
individual student planning
4.2.3.
Provides responsive services
4.2.4.
Understands how to make referrals to appropriate professionals when
necessary
4.2.5. Shares strategies
that support student achievement with parents, teachers, other Educators and
community organizations
4.2.6.
Partners with parents, teachers, administrators and education stakeholders for
student achievement and success
4.2.7. Engages in broaching conversations
with students and families from traditionally under-represented groups, i.e.
students of color, New Americans, students with (dis)abilities, transgender
students, Lesbian, Gay, or Bisexual (LGB) students, and students who identity
as poor or working class.
4.2.8.
School counseling is one component in the continuum of care that should be
available to all students
4.2.9.
School counselors coordinate and facilitate counseling and other services to
ensure all students receive the care they need
4.2.10. School counselors engage in
developmental counseling and short-term responsive counseling
4.2.11. School counselors should refer
students to district or community resources to meet more extensive needs such
as long-term therapy or diagnoses of disorders
4.2.12. School counselors have an integral
role in interrupting societal inequities that marginalize students from
traditionally under-represented groups.
5. Accountability
School counselors should possess the knowledge, abilities,
skills and attitudes necessary to monitor and evaluate the processes and
results of a school counseling program aligning with the ASCA National
Model.
5.1. Knowledge Standards
5.1.1. Basic concepts of results-based school
counseling and accountability issues
5.1.2. Basic research sampling, methodology
and analysis concepts to understand research outcomes
5.1.3. Use of data to evaluate program
effectiveness and to determine program needs
5.1.4. Culturally sensitive school counseling
program assessments and results reports
5.2. Performance Standards
5.2.1. Analyzes data from school data profile
and results reports to evaluate student outcomes and program effectiveness and
to determine program needs
5.2.2.
Understands and advocates for appropriate school counselor performance
appraisal process based on school counselor competencies and implementation of
the comprehensive school counseling program
5.2.3. School counseling programs should
achieve demonstrable results
5.2.4.
School counselors should be accountable for the results of the school
counseling program
5.2.5. School
counselors should use quantitative and qualitative data to evaluate their
school counseling program and to demonstrate program results
5.2.6. The outcomes of the school counseling
program should be analyzed and presented in the context of the overall school
and district performance
5.2.7.
School counselors use data to identify systemic barriers for students from
traditionally under-represented groups.
6. Career Counseling
6.1. Career Development Theory-Knowledge
Skills:
6.1.1. Theories and models of career
development
6.1.2. Theoretical
models for career development and associated counseling and
information-delivery techniques and resources
6.1.3. Role relationships which facilitate
life-work planning
6.1.4.
Information, techniques, and models related to career planning and
placement
6.2.
Individual and Group Counseling Skills-Performance Standards:
6.2.1. Identify and understand clients'
personal characteristics related to career
6.2.2. Identify and understand social
contextual conditions affecting clients' careers
6.2.3. Identify and understand familial,
sub-cultural and cultural structures and functions as they are related to
clients' careers
6.2.4. Identify
and understand clients' career decision-making processes
6.2.5. Identify and understand clients'
attitudes toward work and workers
6.2.6. Identify and understand clients'
biases toward work and workers based on gender, race, and cultural
stereotypes
6.2.7. Challenge and
encourage clients to take action to prepare for and initiate role transitions
by locating sources of relevant information and experience and by obtaining and
interpreting information and experiences, and acquiring skills needed to make
role transitions
6.2.8. Assist the
client to acquire a set of employability and job search skills
6.2.9. Support and challenge clients to
examine life-work roles, including the balance of work, leisure, family, and
community in their careers
6.3. Individual/Group Assessment-Performance
Standards:
6.3.1. Assess leisure interests,
learning style, life roles, self-concept, career maturity, vocational identity,
career indecision, work environment preference (e.g., work satisfaction), and
other related life style/development issues
6.3.2. Assess conditions of the work
environment (such as tasks, expectations, norms, and qualities of the physical
and social settings)
6.3.3.
Evaluate and select valid and reliable instruments appropriate to the client's
gender, sexual orientation, race, ethnicity, and physical and mental
capacities
6.4.
Information/Resource-Knowledge Standards:
6.4.1. Education, training, and employment
trends; labor market information and resources that provide information about
job tasks, functions, salaries, requirements and future outlooks related to
broad occupational fields and individual occupations
6.4.2. Resources and skills that clients
utilize in life-work planning and management
6.4.3. Community/professional resources
available to assist clients in career planning, including job search
6.4.4. Changing roles of women and men and
the implications that this has for education, family, and leisure
6.4.5. Methods of good use of computer-based
career information delivery systems (CIDS) and computer-assisted career
guidance systems (CACGS) to assist with career planning
6.5. Program Promotion, Management and
Implementation--Knowledge Standards:
6.5.1.
Societal trends and state and federal legislation that influence the
development and implementation of career development programs
6.5.2. Mount an outreach and public relations
campaign in behalf of career development activities and services
6.6. Coaching, Consultation, and
Performance Improvement-Performance Standards:
6.6.1. Establish and maintain a productive
consultative relationship with people who can influence a client's
career
6.7. Diverse
Populations-Performance Standards:
6.7.1.
Advocate for the career development and employment of diverse
populations
6.7.2. Design and
deliver career development programs and materials to hard-to-reach
populations
6.8.
Technology--Demonstration of knowledge of:
6.8.1. Ways in which to use computer-based
systems and Internet services to assist individuals with career planning that
are consistent with ethical standards
6.8.2. Various computer-based guidance and
information systems as well as services available on the Internet Career and
Technical Education Domain
7. CTE counseling coordinators demonstrate
working knowledge of and comply with current federal, state, and local
government policies and district policies, including funding sources and
barriers to access, and residency requirements.
8. CTE counseling coordinators assist
students in planning for transitions by assessing students' career interests
and skills and helping them design and explore career-related experiences
inside and outside of the classroom.
9. Master's degree, with a concentration in
school counseling or the equivalent
10. A supervised internship experience (600
clock hours) in counseling of which a minimum of 60 hours of the experience
occurs in school counseling at the middle/secondary level (7-12), under the
supervision of a licensed school counselor or CTE School Counseling Coordinator
(The internship would likely be completed in the process of earning a Master's
degree in school counseling and is not in addition to the internship required
for the degree.)
11. Two years of
work experience outside of the area of education.
5440-87. Career Technical Education Special
Needs Coordinator.
(Revised August 2015)
The holder is authorized to provide academic support
services, to conduct basic academic skill assessments, to coordinate
educational support services with the sending schools, and to assist IEP teams
with the determination of appropriate placements in Career Technical Education
programs for individuals from special populations, as that term is defined in
federal regulations pertaining to special education eligibility, who are or
will be enrolled in Career Technical Education programs.
For this endorsement, "special populations" refers to the
definitions found in 20 USC
§
2302(29) and Vermont
State Board of Education rule 2370.
The CTE Special Needs Coordinator Endorsement is divided into
two domains, the Special Education domain and the Career and Technical
Education domain.
1. Special Education
Domain
1.1 Learner Development and Individual
Learning Differences Special Educators understand how exceptionalities may
interact with development and learning and use this knowledge to support
learning experiences for individuals with exceptionalities. Specifically, they:
1.1.1 understand how language, culture, and
family background influence the learning of individuals with
exceptionalities.
1.1.2 use
understanding of development and individual differences to respond to the needs
of individuals with exceptionalities.
1.1.3 demonstrate a dedication to helping
students achieve college and career readiness
1.2 Special Educators create safe, inclusive,
culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional
well-being, positive social interactions, and self-determination. Specifically,
they:
1.2.1 collaborate with academic teams
and other colleagues to create safe, inclusive, culturally responsive learning
environments to engage individuals with exceptionalities in meaningful learning
activities and social interactions.
1.2.2 use motivational and instructional
interventions to support individuals with exceptionalities how to adapt to
different environments.
1.2.3 know
how to intervene safely and appropriately with individuals with
exceptionalities in crisis.
1.3 Curriculum Content Knowledge
Special Educators use knowledge of general and specialized
curricula to support individualized learning for individuals with
exceptionalities. Specifically, they:
1.3.1 understand the central concepts,
structures of the discipline, and tools of inquiry of the content areas they
teach, and can organize this knowledge, integrate cross-disciplinary skills,
and develop meaningful learning progressions for individuals with
exceptionalities.
1.3.2 understand
and use general and specialized content knowledge for teaching across
curricular content areas to individualize learning for individuals with
exceptionalities.
1.3.3 support
general and specialized curricula to make them accessible to individuals with
exceptionalities.
1.3.4 have
knowledge of current student learning standards and relevant state and national
education initiatives.
1.3.5
consider needs of students based on their demonstrated proficiencies and help
students achieve those needs through personalized instruction.
1.4 Special Educators use multiple
methods of assessment and data-sources in making educational decisions.
Specifically, they:
1.4.1 select and use
technically sound formal and informal assessments that minimize bias.
1.4.2 use knowledge of measurement principles
and practices to interpret assessment results and guide educational decisions
for individuals with exceptionalities.
1.4.3 collaborate with colleagues and
families using multiple types of assessment information in making decisions
about individuals with exceptionalities.
1.4.4 engage individuals with
exceptionalities to work toward quality learning and performance and provide
feedback to guide them.
1.5 Instructional Planning and Strategies
Special Educators select, adapt, and use a repertoire of
evidence-based instructional strategies (including intervention used in
academic and specialized curricula) to advance learning of individuals with
exceptionalities. Specifically, they:
1.5.1 consider an individual's abilities,
interests, learning environments, and cultural and linguistic factors in the
selection, development, and adaptation of learning experiences for individual
with exceptionalities.
1.5.2 use
technologies to support instructional assessment, planning, and delivery for
individuals with exceptionalities.
1.5.3 demonstrate familiarity with
augmentative and alternative communication systems and a variety of assistive
technologies to support the communication and learning of individuals with
exceptionalities.
1.5.4 use
strategies to enhance language development and communication skills of
individuals with exceptionalities
1.5.5 support a variety of education and
transition plans for individuals with exceptionalities across a wide range of
settings and different learning experiences in collaboration with individuals,
families, and teams.
1.5.6 support
mastery and promote generalization of learning.
1.5.7 teach cross-disciplinary knowledge and
skills such as critical thinking and problem solving to individuals with
exceptionalities.
1.6
Professional Learning and Ethical Practice
Special Educators use foundational knowledge of the field and
their professional Ethical Principles and Practice Standards to inform special
education practice, to engage in lifelong learning, and to advance the
profession. Specifically, they:
1.6.1
use professional ethical principles and professional practice standards to
guide their practice.
1.6.2
understand how foundational knowledge and current issues influence professional
practice.
1.6.3 understand that
diversity is a part of families, cultures, and schools, and that complex human
issues can interact with the delivery of special education services.
1.6.4 understand the significance of lifelong
learning and participate in professional activities and learning
communities.
1.6.5 advance the
profession by engaging in activities such as advocacy and mentoring
1.6.6 provide guidance and direction to
paraeducators, tutors, and volunteers.
1.7 Collaboration
Special Educators collaborate with families, other Educators,
related service providers, individuals with exceptionalities, and personnel
from community agencies in culturally responsive ways to address the needs of
individuals with exceptionalities across a range of learning experiences.
Specifically, they:
1.7.1 use the
theory and elements of effective collaboration.
1.7.2 serve as a collaborative resource to
colleagues.
1.7.3 use collaboration
to promote the well-being of individuals with exceptionalities across a wide
range of settings and collaborators.
2. Career and Technical Education Domain
2.1 CTE special needs coordinators manage
student behavior through procedures, clear expectations, and
structure.
2.2 CTE special needs
coordinators communicate effectively with students, parents, colleagues, and
community members
2.3 CTE special
needs coordinators demonstrate working knowledge of and comply with current
federal, state, and local government policies and district policies.
2.4 CTE special needs coordinators work with
other service providers within the school and the broader community to support
and promote a positive learning environment for all students.
2.5 CTE special needs coordinators students
plan for transitions by assessing students' career interests and skills and
helping them design and explore career-related experiences inside and outside
of the classroom.
2.6 CTE special
needs coordinators understand how to communicate the unique context of special
needs students in career and technology centers so that sending high school
understand the CTE context and CTEs understand the context of special needs
populations.
2.7 CTE special needs
coordinators recognize and support all special populations with awareness of
how their status interacts with the unique educational setting of a
CTE.
3. A minimum of 21
credits in special education
4. A
minimum of a practicum, or the equivalent, in special education at the
middle/secondary (grade 7-age 21) instructional level A practicum is defined as
a minimum of 60 hours of supervised field experience.
5. A minimum of two years of teaching
experience in special education or Career Technical Education.
5440-14. Computer Science
Educator.
(Revised June 2018)
The holder is authorized to teach computer science in grades
7-12.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
1.1. Demonstrates
knowledge of essential computer science concepts and skills,
including:
1.2. Historical Context
1.2.1. Important contributions of individuals
or groups, particularly those made by underrepresented populations', to the
development of computer technology
1.2.2. Generational milestones in the
historical development of computer technology
1.3. Algorithmic Thinking
1.3.1. The basic steps in algorithmic
problem-solving to design solutions (e.g., problem statement and exploration,
examination of sample instances, design, implementing a solution, testing,
evaluation, revising).
1.4. Computing Systems
1.4.1. The function, application,
capabilities and limitations of computers, their operating systems, software
applications, and networking components
1.4.2. Appropriate use of hardware components
(e.g. input, processing, output, primary/secondary storage devices) with
respect to functionality, cost, size, speed, accessibility, and
aesthetics
1.4.3. The role of
compilers and interpreters in translating programming languages into machine
instructions
1.5.
Networks and The Internet
1.5.1. Various types
of networks and their performance characteristics, models for defining network
standards and protocols, and network topology
1.5.2. Cybersecurity including identifying
features and functions of security tools (e.g., firewalls, antivirus programs,
filtering software, and encryption).
1.5.3. The relationship between clients and
servers on a network (e.g., cloud storage, web browsers, email)
1.6. Data Analysis
1.6.1. Collecting, aggregating, cleaning, and
modeling data
1.6.2. Using
simulations, visualizations, and statistical models to perform exploratory data
analysis
1.7. Algorithms
and Programming
1.7.1. Fluency in at least one
high-level language used in current pedagogy including variables, data types,
creating and using methods, passing data between methods, control structures,
and data structures
1.7.2.
Programming languages, including the definition and structure of languages and
comparison of existing high-level languages, particularly including
object-oriented program design
1.7.3. The specification, design,
implementation, testing, modification, and debugging of software
1.7.4. Apply problem-solving strategies such
as design specification, top-down design, step-wise refinement, object-oriented
design
1.7.5. Algorithm analysis
using big-O notation to evaluate best-, average-, and worst-case space and time
techniques
1.7.6. Important
programming concepts such as modularity, abstraction, recursion, libraries and
Application Programming Interfaces (APIs)
1.8. Impacts of Computing
1.8.1. Ethical acquisition (e.g., citing
sources using established methods) and acceptable versus unacceptable use of
information (e.g., privacy, hacking, piracy, vandalism, viruses, current laws
and regulations).
1.8.2.
Intellectual property rights and related issues (e.g., copyright laws, fair
use, patents, trademarks) when using, manipulation, and editing electronic
data.
1.8.3. Issues related to the
equitable use of technology (e.g. gender, ethnicity, language, disabilities,
access to technology)
1.8.4.
Digital citizenship, digital footprints, and other ways technology is shaping
culture and social interactions
1.8.5. Identifying and avoiding online
threats including phishing schemes, sextortion, and identity theft among
others.
1.9. The
concepts, vocabulary, and issues found in two or more of the sub-disciplines of
computer science (including but not limited to: abstract data types, advanced
computer science algorithms, computer architecture, networks and data
communications, physical computing, digital forensics, machine
learning)
2. Performance
Standards:
Implements an inquiry-based computer science curriculum that
integrates conceptual understanding and skill development. Specifically, the
educator:
2.1. Plans and implements
instruction that allows students to use computer science in problem-solving and
decision-making situations
2.2.
Keeps current with the use of technology in education and issues related to
legal and ethical use of technology resources
2.3. Designs and implements activities which
reinforce verbal and written technical communication skills central to computer
science
2.4. The ability to use the
basic steps in algorithmic problem-solving to design solutions (e.g., problem
statement and exploration, examination of sample instances, design,
implementing a solution, testing, evaluation)
2.5. Uses effective management strategies for
teaching computer science (e.g. laboratory work, cooperative learning,
electronic communication)
2.6. Uses
appropriate instructional strategies for teaching computer science (e.g., case
studies, role-playing, manipulatives, visualizations, simulations,
modeling)
3. A minor in
Computer Science, or the equivalent, in undergraduate and/or graduate
coursework.
4. A minimum of a
practicum, or the equivalent, in Computer Science.
5440-38. Dance.
(Revised 2014, Reviewed January 2018, no revisions)
The holder is authorized to teach dance in grades PK-6, 7-12,
and PK-12, as specified on the endorsement.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
Knowledge of how to plan, deliver, and evaluate
age-appropriate instruction in dance as delineated in current national
professional standards and as reflected in standards approved by the State
Board of Education for students. Specifically, the educator understands:
1.1 The goals and purposes of dance arts
education, including:
1.1.1 Promoting an
awareness of dance as a fundamental expression of human communication and
emotion and the various ways dance impacts society (e.g. culture, economy,
history, religion);
1.1.2 Enriching
students' lives with lifelong skills, perspectives, sensibilities, and
understandings;
1.1.3 Inspiring
students to become life-long learners in dance and the arts.
1.2 Dance in contemporary and past
cultures in both western and non-western societies, including:
1.2.1 Various types of dance, including
ballet, ballroom, ethnic, folk, jazz, and modern;
1.2.2 Dance history and philosophy, including
the relationship of historical and cultural context to techniques, style, and
choreography;
1.2.3 Social and
political history as influenced by dance.
1.3 Elements of dance:
1.3.1 The essential elements of stagecraft,
dance accompaniment, and music;
1.3.2 Basic dance literacy, including the
vocabulary of dance, reading and writing about dance, and dance
notation;
1.3.3 The elements of
time, space, and energy and their use in the making of a dance as well as
knowledge of the creative process with specific application through
improvisation in dance;
1.3.4 Safe
movement practices, basic anatomy, the principles of kinetics, nutrition, and
healthful body maintenance;
1.3.5
Choreographic structure;
1.3.6
Dance production;
1.4
Arts advocacy and the importance of collaborating with colleagues across the
curriculum to advance dance education.
2. Performance Standards:
2.1 Ability to implements an age-appropriate
dance curriculum that enables students to engage in dance as an artistic,
kinesthetic, educational, social, cultural, and theatrical experience.
Specifically, the Educator:
2.2
Demonstrates the ability to:
2.2.1 Create
dances in a variety of dance styles with in-depth mastery of at least one dance
style;
2.2.2 Perform technical
skills in a variety of dance forms;
2.2.3 Critically analyze movement, dance
techniques, and choreography;
2.2.4
Incorporate one's own artistic experience into dance pedagogy;
2.2.5 Use the artistic processes of creating,
performing, and responding as a conceptual model to understand and appreciate
dance as an art form;
2.2.6
Collaborate across the curriculum with classroom and other arts
Educators;
2.2.7 Effectively
communicate the importance of dance education.
2.3 Develops student appreciation of dance by
employing a variety of dance instructional and assessment methods, including,
but not limited to:
2.3.1 Dynamic
alignment;
2.3.2 Imagery;
2.3.3 Verbal and visual prompts;
2.3.4 Accurate technical and artistic
demonstration;
2.3.5 Sharing
effective processes of dance critique and reflection.
2.4 Selects and adapts age-appropriate dance
materials and theatrical accompaniments to meet the motor skill development
needs of students, including those with special needs.
2.5 Applies effective choreographic process
by:
2.5.1 Guiding students in the development
of a movement vocabulary based on the elements of dance and movement
concepts;
2.5.2 Engaging students
in purposeful dance creation using the elements of dance and movement concepts
and principles of choreography to communicate meaning; and
2.5.3 Fostering the use of appropriate
terminology to describe, analyze, and evaluate dance;
2.6 Organizes and teaches dance content based
on national, state and local standards for students that includes:
2.6.1 Exploratory, self-directed, and
collaborative learning opportunities;
2.6.2 Progression of dance skills from novice
to advanced dance ability;
2.6.3
Practices to promote health and safety.
3. A minimum of a practicum, or the
equivalent, in dance education.
5440-10. Design and Technology Education.
(Revised August 2015)
The holder is authorized to teach Design and Technology
Education in grades 5-12 in middle and high schools.
1. Knowledge
The Educator will develop students' technological thinking
and problem solving and promote critical thinking and analysis through
innovation, creation, collaboration, sustainability, and emerging technologies.
The Educator will work to develop students' focus on precision, technology,
design, and application through selection and use of the proper tools.
1.1. The Educator demonstrates knowledge of
the following spheres of design and technology education:
1.1.1. The Nature of Technology
1.1.2. Technology and Society
1.1.3. Design
1.1.4. Abilities for a Technological
World
1.1.5. The Designed
World
1.2. The Educator
will focus on applications and habits of mind in design thinking, engineering
processes, developing solutions to problems, the evolution of technology,
integration and collaboration of STEAM (science, technology, engineering, arts,
mathematics).
1.3. The Educator
will demonstrate ethical use and application of various technologies through
social, economic, cultural, and political roles.
1.4. In addition to meeting proficiency in
the core areas of Engineering Design and Application and STEAM Applications,
the candidate will demonstrate competency in a minimum of 3 other areas of
focus:
1.4.1. Energy, Power and
Transportation
1.4.2.
Communication
1.4.3. Invention
& Innovation in Manufacturing
1.4.4. Architecture and
Construction
1.4.5.
Biotechnologies
1.4.6. New &
Emerging Technologies
1.4.7.
Universal engineering principles and design
1.5. The Educator will promote the effective
and safe use of tools and machines, proper uses and purposeful applications of
a variety of natural and synthetic materials and their appropriate application
in the above areas to support students in the design and fabrication of
artifacts to demonstrate knowledge and learning in identified areas.
2. Performance
The Educator implements an inquiry-based technology education
curriculum that integrates technology and STEAM concepts, problem solving
skills, and content. Furthermore, the educator facilitates development of the
habits of mind that support technological inquiry.
The Educator:
2.1.
Designs and implements investigations and assessments that engage students in
problem solving activities exploring the core concepts of technology in which
they design and construct models, test through simulations and perform analyses
that demonstrates solutions to particular problems. (Corresponds to ITEEA
Content Standards for Technological Literacy 2, 8, 9. 10)
2.2. Models the skills and attitudes of
technological problem solving by formulating meaningful questions. (STL
10)
2.3. Teaches students how to be
responsible consumers of technology, including understanding the positive and
negative consequences of individual and societal choices. (STL 5, 13)
2.4. Creates opportunities for students to
develop and demonstrate leadership, communication, and teamwork skills by
working collaboratively to design solutions and to present and discuss them
with a variety of audiences. (STL 6, 11)
2.5. Integrates physical, mathematical,
scientific, and technological tools inventions and innovations (e.g. laser
engravers, CNC, rapid prototyping technologies, and design software)
appropriate to students' ages and abilities and facilitate technological
inquiry and problem solving concepts. (STL 12, 13)
2.6. Conveys to students how the development
of technology and technological theory and understanding is a historical
process with continuous creation of new knowledge and refinement or rejection
of "old" knowledge through project-based learning. (STL 7, 10)
2.7. Designs and implements investigations
and assessments that engage students in experimental design, data collection,
data analysis, and problem solving, and that provide them with frequent
interactions with the natural world as a regular part of the Design and
Technology program. (STL 1, 3, 10, 13)
2.8. Conveys to students the application of
STEAM, incorporating the roles and responsibilities of scientists, engineers,
and mathematicians with respect to social, economic, cultural and political
systems. Provides students with opportunities to actively explore the full
scope of career choices available to people in the field of technology. (STL 3,
4, 5, 6, 7)
2.9. Demonstrates
sensitivity to inequities in design technology education teaching and careers
by incorporating specific instructional strategies that promote equity and
responsibility across all technological areas. (STL 3, 4, 5, 6, 7)
2.10. Assists student in identifying complex
real world problems and evaluating solutions based on prioritized criteria and
trade-offs that include cost, safety, reliability, and aesthetics and model
social, cultural, and environmental impacts of solutions. (STL 4, 5, 6, 7,
11)
2.11. Organizes equipment,
work, and learning spaces so that project-based learning is carried out safely
and in accordance with state and national safety guidelines.
3. A practicum in a school,
community, or work-based setting that applies the design and engineering
processes to solve a problem, including the manipulation of materials to make
and test a prototype.
4. A minimum
of a bachelor's degree in an area related to Design and Technology
Education.
5440-30.
Driver and Traffic Safety Education.
(Revised May 2016)
The holder is authorized to teach driver and traffic safety
education in grades 9-12.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
Knowledge Standards:
1. The Educator demonstrates a thorough
knowledge of:
1.1. In-vehicle instructional
techniques
1.2. The zone control
system of driving entailing visual tracking and risk assessment process of
driving including concepts of space management and risk management and risk
prevention.
1.3. Traffic safety
education, including methods and materials for teaching driver and traffic
safety education, and administration of a driver and traffic safety education
program
1.4. General traffic safety
(e.g., other highway users), relevant state and vehicular law, the relationship
between substance abuse and operating a motor vehicle, emergency driving
techniques, insurance and financial responsibility
1.5. The Educator has the ability to
recognize impairment as the result of substance misuse or otherwise.
1.6. An area of the behavioral sciences such
as educational psychology, adolescent psychology, or human
development
2.
Performance Standards - Specifically, the Educator:
2.1. Educates students with the goal to
develop positive attitude toward safe driving with special emphasis on having
students understand the serious responsibilities associated with safely
operating a motor vehicle
2.2.
Educates students with the goal to develop the necessary visual, vehicle
control, space management and risk prevention skills to drive safely
2.3. Plans, organizes, implements, and
evaluates a driver and traffic safety education program, including procuring
vehicles, performing the necessary recordkeeping, and carrying out other
administrative duties associated with driver education
2.4. At all times, models for students a high
level of self-driving performance
2.5. Maintains effective public relations
with the community, including remaining aware of community needs and making the
community aware of the need for driver education
3. A driver education endorsement limited to
behind-the-wheel instruction only shall be issued to individuals who meet
Knowledge Standards 1.1, 1.2, and 1.4 and Performance Standards 2.1, 2.2, and
2.4, as well as the Additional Requirements below.
4. A driver education endorsement limited to
in-class instruction only shall be issued to individuals who meet Knowledge
Standards 1.3, 1.4, 1.5, and 1.6 and Performance Standards 2.1, 2.2, and 2.3,
and 2.5, as well as the Additional Requirements below.
4.1. If adding the endorsement to an existing
educator license, an educator can qualify for an in-class only endorsement
without meeting Knowledge Standard 1.6 and Performance Standards 2.3 and
2.5.
5. Possess a valid
Vermont Motor Vehicles Operator's license, or a valid operator's license from
an adjacent state provided the person is a legal resident of that state, with
at least five years of driving experience. Provide a certified Department of
Motor Vehicles (DMV) copy of the applicant's driver's license
history.
6. Provide evidence of a
model driving safety record defined as:
6.1.
no more than one moving traffic conviction in the preceding one-year
period
6.2. no more than three
moving traffic convictions in the preceding three years
6.3. no alcohol or drug related traffic
convictions within the preceding ten years
6.4. no driver's license suspension,
cancellation, revocation, or denial within the preceding ten years
5440-36. Early
Childhood Education.
(Revised March 2023)
The holder is authorized to teach young children birth
through PK, PK through grade three, or birth through grade three, as specified
on the endorsement.
1. Child
Development and Learning in Context: Early childhood Educators base their
practice on a deep understanding of early child development. Early childhood
Educators:
1.1. Understand the developmental
period of early childhood from birth through age 8 across physical, adaptive,
cognitive, social and emotional, and linguistic domains, including
bilingual/multilingual development.
1.2 Understand and value each child as an
individual with unique developmental variations, experiences, strengths,
interests, abilities, challenges, approaches to learning, and with the capacity
to make choices.
1.3 Understand the
ways that child development and the learning process occur in multiple
contexts, including family, culture, language, community, and early learning
setting, as well as in a larger societal context that includes structural
inequities.
1.4 Use this
multidimensional knowledge--that is, knowledge about the developmental period
of early childhood, about individual children, and about development and
learning in cultural contexts--to make evidence-based decisions that support
each child.
2.
Family-Teacher Partnerships and Community Connections: Early childhood
Educators understand that successful early childhood education depends upon
Educators' partnerships with the families of the young children they serve.
Early childhood Educators:
2.1. Understands
family systems theory and principles of family centered practice.
2.2. Know about, understand, and value the
diversity of families.
2.3
Collaborate as partners with families in young children's development and
learning through respectful, reciprocal relationships and engagement.
2.4 Use community resources to support young
children's learning and development and to support families, and build
partnerships between early learning settings, schools, and community
organizations and agencies.
3. Child Observation, Documentation, and
Assessment: Early childhood Educators understand that assessments are used to
guide practice and individualize instruction. Early childhood Educators:
3.1. Understand that assessments (formal and
informal, diagnostic, formative and summative) are conducted to make informed
choices about instruction and for planning in early learning
settings.
3.2. Know a wide range of
types of assessments, their purposes, and their associated methods and
tools.
3.3. Use screening and
assessment tools in ways that are ethically grounded and developmentally,
ability, culturally, and linguistically appropriate in order to document
developmental progress and promote positive outcomes for each child.
3.4. Build assessment partnerships with
families and professional colleagues.
4. Developmentally, Culturally, and
Linguistically Appropriate Teaching Practices: Early childhood Educators
understand that teaching and learning with young children is a complex
enterprise, and its details vary depending on children's ages and
characteristics and on the settings in which teaching and learning occur.
4.1. Understand and demonstrate positive,
caring, supportive relationships and interactions as the foundation of Early
Childhood Educators' work with young children.
4.2. Understand and use teaching skills that
are responsive to the learning trajectories of young children and to the needs
of each child, recognizing that differentiating instruction, incorporating play
as a core teaching practice, and supporting the development of executive
function skills are critical for young children.
4.3. Use a broad repertoire of
developmentally appropriate, culturally and linguistically relevant, anti-bias,
evidence-based teaching skills and strategies that reflect the principles of
universal design for learning.
5. Knowledge, Application, and Integration of
Academic Content in the Early Childhood Curriculum: Early Childhood Educators
have knowledge of the content of the academic disciplines (e.g., language and
literacy, the arts, mathematics, social studies, science, technology and
engineering, physical education) and of the pedagogical methods for teaching
each discipline.
5.1 Understand content
knowledge--the central concepts, methods and tools of inquiry, and
structure--and resources for each of the academic disciplines in an early
childhood curriculum:
5.1.1 language and
literacy
5.1.2. the arts
5.1.3. mathematics
5.1.4. social studies
5.1.5. science, technology, and
engineering
5.1.6. physical
education, movement, and play
5.2 Understand pedagogical content
knowledge--how young children learn in each discipline--and how to use the
teacher knowledge and practices described in Standards 1 through 4 to support
young children's learning in each content area.
5.3 Modify teaching practices by applying,
expanding, integrating, and updating their content knowledge in the
disciplines, their knowledge of curriculum content resources, and their
pedagogical content knowledge.
6. Professionalism as an Early Childhood
Educator: Early Childhood Educators uphold ethical and professional guidelines,
promote the profession, and engage in continuous reflection and improvement.
Early Childhood Educators:
6.1 Identify and
involve themselves with the early childhood field and serve as informed
advocates for young children, families, and the profession.
6.2. Know about and uphold ethical and other
early childhood professional guidelines.
6.3. Use professional communication skills,
including technology-mediated strategies, to effectively support young
children's learning and development and to work with families and
colleagues.
6.4. Engage in
continuous, collaborative learning to inform practice.
6.5. Develop and sustain the habit of
reflective and intentional practice in their daily work with young children and
as members of the early childhood profession.
7. Inclusion: Early Childhood Educators
understand that inclusive practices benefit all children and see children with
disabilities as children first. Early Childhood Educators:
7.1. Understands how to use inclusive
assessments and practices (e.g. Early Multitiered Systems of Support, Universal
Design for Learning, Ages & Stages Questionnaires, etc.) to foster positive
learning outcomes for each and every child.
7.2. Are committed to collaboration with
Early Childhood Special Educators, Speech and Language Pathologists, OT/PT,
Early Childhood Mental Health Practitioners and/or other service providers in
order to best support the needs of diverse learners in the classroom. This
includes a basic knowledge of the Early Childhood Special Education referral
process and ways to deliver and implement plans for children with special
needs.
8. A minimum of a
practicum, or the equivalent, in early childhood education at the birth-to-5
and/or 5-8 age levels, depending on the authorization sought.
For the full birth through grade 3 authorization, practica at
both the birth-to-5 and 5-8 age levels are required.
9. Required Testing: Educators receiving the
endorsement in the Birth - Grade 3 or PK - Grade 3 span must receive a passing
score on the ETS Praxis Early Childhood Education Test: Multiple Subjects or
Elementary Education test: Multiple Subjects
5440-80. Early Childhood Special Educator.
(Revised May 2015)
The holder is authorized to provide early childhood
education, birth through preschool, and early intervention and special
education services, including service coordination, case management and
comprehensive evaluation services, to children from birth to age 6.
1. Learner Development and Individual
Learning Differences
Special Educators understand how exceptionalities may
interact with development and learning and use this knowledge to support
learning experiences for individuals with exceptionalities. For Early Childhood
Special Educators this includes the following knowledge and skill
standards:
1.1 Knowledge Standards
1.1.1 Theories of typical and atypical early
childhood development
1.1.2
Biological and environmental factors that affect pre-, peri-, and postnatal
development and learning
1.1.3
Specific disabilities, including the etiology, characteristics, and
classification of common disabilities in infants and young children, and
specific implications for development and learning in the first years of
life
1.1.4 Impact of medical
conditions and related care on development and learning
1.1.5 Impact of medical conditions on family
concerns, resources, and priorities
1.1.6 Factors that affect the mental health
and social-emotional development of infants and young children
1.1.7 Infants and young children develop and
learn at varying rates
1.1.8 Impact
of child's abilities, needs, and characteristics on development and
learning
1.1.9 Impact of language
delays on cognitive, social-emotional, adaptive, play, temperament and motor
development
1.1.10 Impact of
language delays on behavior
1.2 Performance Standards
1.2.1 Develop, implement, and evaluate
learning experiences and strategies that respect the diversity of infants and
young children, and their families
1.2.2 Develop and match learning experiences
and strategies to characteristics of infants and young children
1.2.3 Support and facilitate family and child
interactions as primary contexts for development and learning
1.2.4 Support caregivers to respond to
child's cues and preferences, establish predictable routines and turn-taking,
and facilitate communicative initiations
1.2.5 Establish communication systems for
young children that support self-advocacy
2. Learning Environments
Special Educators create safe, inclusive, culturally
responsive learning environments so that individuals with exceptionalities
become active and effective learners and develop emotional well-being, positive
social interactions, and self-determination. For Early Childhood Special
Educators this includes the following knowledge and skill standards:
2.1 Knowledge Standards
2.1.1 Impact of social and physical
environments on development and learning
2.2 Performance Standards
2.2.1 Select, develop, and evaluate
developmentally and functionally appropriate materials, equipment, and
environments
2.2.2 Organize space,
time, materials, peers, and adults to maximize progress in natural and
structured environments
2.2.3 Embed
learning opportunities in everyday routines, relationships, activities, and
places
2.2.4 Structure social
environments, using peer models and proximity, and responsive adults, to
promote interactions among peers, parents, and caregivers
2.2.5 Provide a stimulus-rich indoor and
outdoor environment that employs materials, media, and adaptive and assistive
technology, responsive to individual differences
2.2.6 Implement basic health, nutrition and
safety management procedures for infants and young children
2.2.7 Use evaluation procedures and recommend
referral with ongoing follow-up to community health and social
services
3.
Curricular Content Knowledge
Special Educators use knowledge of general and specialized
curricula to support individualized learning for individuals with
exceptionalities. For Early Childhood Special Educators this includes the
following knowledge and skill standards:
3.1 Knowledge Standards
3.1.1 Concept of universal design for
learning
3.1.2 Theories and
research that form the basis of developmental and academic curricula and
instructional strategies for infants and young children
3.1.3 Developmental and academic
content
3.2 Performance
Standards
3.2.1 Apply current research to the
five developmental domains, play and temperament in learning
situations
3.2.2 Plan, implement,
and evaluate developmentally appropriate curricula, instruction, and
adaptations based on knowledge of individual children, the family, and the
community
3.2.3 Implement and
evaluate preventative and reductive strategies to address challenging
behaviors
3.2.4 Plan and implement
developmentally and individually appropriate curriculum
4. Assessment
Special Educators use multiple methods of assessment and
data-sources in making educational decisions. For Early Childhood Special
Educators this includes the following knowledge and skill standards:
4.1 Knowledge Standards
4.1.1 Role of the family in the assessment
process
4.1.2 Legal requirements
that distinguish among at-risk, developmental delay and disability
4.1.3 Alignment of assessment with
curriculum, content standards, and local, state, and federal
regulations
4.1.4 Connection of
curriculum to assessment and progress monitoring activities
4.2 Performance Standards
4.2.1 Assist families in identifying their
concerns, resources, and priorities
4.2.2 Integrate family priorities and
concerns in the assessment process
4.2.3 Assess progress in the five
developmental domains, play, and temperament
4.2.4 Select and administer assessment
instruments in compliance with established criteria
4.2.5 Use informal and formal assessment to
make decisions about infants and young children's development and
learning
4.2.6 Gather information
from multiple sources and environments
4.2.7 Use a variety of materials and contexts
to maintain the interest of infants and young children in the assessment
process
4.2.8 Participate as a team
member to integrate assessment results in the development and implementation of
individualized plans
4.2.9
Emphasize child's strengths and needs in assessment reports
4.2.10 Produce reports that focus on
developmental domains and functional concerns
4.2.11 Conduct ongoing formative child,
family, and setting assessments to monitor instructional
effectiveness
5. Instructional Planning & Strategies
Special Educators select, adapt, and use a repertoire of
evidence-based instructional strategies (including intervention used in
academic and specialized curricula) to advance learning of individuals with
exceptionalities. For Early Childhood Special Educators this includes the
following knowledge and skill standards:
5.1 Knowledge Standards
5.1.1 Understands the progression of student
skills defined by the Vermont Early Learning Standards
5.2 Performance Standards
5.2.1 Facilitate child-initiated development
and learning
5.2.2 Use
teacher-scaffolded and initiated instruction to complement child-initiated
learning
5.2.3 Link development,
learning experiences, and instruction to promote educational
transitions
5.2.4 Use individual
and group guidance and problem-solving techniques to develop supportive
relationships with and among children
5.2.5 Use strategies to teach social skills
and conflict resolution
5.2.6 Use a
continuum of intervention strategies to support access of young children in the
general curriculum and daily routines
5.2.7 Develop, implement, and evaluate
individualized plans, with family members and other professionals, as a member
of a team
5.2.8 Design intervention
strategies incorporating information from multiple disciplines
5.2.9 Implement developmentally and
functionally appropriate activities, using a variety of formats, based on
systematic instruction
5.2.10 Align
individualized goals with developmental and academic content
5.2.11 Develop individualized plans that
support development and learning as well as caregiver responsiveness
5.2.12 Develop an individualized plan that
supports the child's independent functioning in the child's natural
environments
5.2.13 Make
adaptations for the unique developmental and learning needs of children,
including those from diverse backgrounds
5.2.14 Implement the Vermont Early Learning
Standards (VELS)
6. Professional Learning & Ethical
Practice
Special Educators use foundational knowledge of the field and
their professional Ethical Principles and Practice Standards to inform special
education practice, to engage in lifelong learning, and to advance the
profession. For Early Childhood Special Educators this includes the following
knowledge and skill standards:
6.1
Knowledge Standards
6.1.1 Historical,
philosophical foundations and legal basis of services for infants and young
children both with and without exceptional needs
6.1.2 Trends and issues in early childhood
education, early childhood special education, and early intervention
6.1.3 Legal, ethical, and policy issues
related to educational, developmental, and medical services for infants and
young children, and their families
6.1.4 Advocacy for professional status and
working conditions for those who serve infants and young children, and their
families
6.2 Performance
Standards
6.2.1 Recognize signs of emotional
distress, neglect, and abuse, and follow reporting procedures
6.2.2 Integrate family systems theories and
principles into professional practice
6.2.3 Respect family choices and
goals
6.2.4 Apply evidence-based
and recommended practices for infants and young children including those from
diverse backgrounds
6.2.5 Advocate
on behalf of infants and young children and their families
6.2.6 Implement family services consistent
with due process safeguards
7. Collaboration
Special Educators collaborate with families, other Educators,
related service providers, individuals with exceptionalities, and personnel
from community agencies in culturally responsive ways to address the needs of
individuals with exceptionalities across a range of learning experiences. For
Early Childhood Special Educators this includes the following knowledge and
skill standards:
7.1 Knowledge
Standards
7.1.1 Structures supporting
interagency collaboration, including interagency agreements, referral, and
consultation
7.2
Performance Standards
7.2.1 Apply models of
team process in early childhood
7.2.2 Collaborate with caregivers,
professionals, and agencies to support children's development and
learning
7.2.3 Support families'
choices and priorities in the development of goals and intervention
strategies
7.2.4 Implement
family-oriented services based on the family's identified resources,
priorities, and concerns
7.2.5
Provide consultation in settings serving infants and young children
7.2.6 Involve families in evaluation of
services
7.2.7 Participate as a
team member to identify and enhance team roles, communication, and
problem-solving
7.2.8 Employ adult
learning principles in consulting and training family members and service
providers
7.2.9 Assist the family
in planning for transition
7.2.10
Implement processes and strategies that support transitions among settings for
infants and young children
8. Inclusion
The National Association for the Education of Young Children
(NAEYC) and the Division for Early Childhood of the Council for Exceptional
Children (DEC) have issued a joint position statement on early childhood
inclusion. This position statement represents dispositions desired of Vermont's
early childhood Educators and early childhood special Educators.
"Early childhood inclusion embodies the values, policies, and
practices that support the right of every infant and young child and his or her
family, regardless of ability, to participate in a broad range of activities
and contexts as full members of families, communities, and society. The desired
results of inclusive experiences for children with and without disabilities and
their families include a sense of belonging and membership, positive social
relationships and friendships, and development and learning to reach their full
potential. The defining features of inclusion that can be used to identify high
quality early childhood programs and services are access, participation, and
supports."
9. Bachelor's
degree with a recommendation for licensure in early childhood special
education, or a minimum of 21 credits in early childhood special
education
10. A minimum of a
practicum (60 hours), or the equivalent, in early childhood special education
at both the infant/toddler (birth to age 2) AND preschool (age 3 to age 6)
levels.
5440-84.
Educational Speech Language Pathologist.
(Revised 2019)
The holder is authorized to provide speech and language
services, including case management and comprehensive evaluation services, to
individuals age 3 through 21. (Requires the clinical SLP License)
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Qualification for the Vermont Speech Language Pathology License is a
prerequisite for this endorsement. In addition, the candidate shall demonstrate
the following knowledge and skills related to the practice of Speech Language
Pathology in a public education setting:
2. Knowledge Standards:
2.1 Current state and federal laws,
regulations, and procedures governing the referral, identification, evaluation,
eligibility determination, educational placement, and accommodation of
individuals with communication delays and disorders
2.2 The impact of receptive or expressive
language delays or disorders (including hearing loss or auditory processing
disorder) on the acquisition of literacy
2.3 The impact of communication delays and
disorders on development across the domains and on the results of other forms
of assessment (e.g., psychosocial, cognitive, or vocational)
2.4 Teaching strategies and accommodations
which support the learning of individuals with communication delays and
disorders, including instructional methodologies and augmentative or
alternative communication systems that support language development and/or
communication in all modalities
3. Performance Standards:
3.1 Applies appropriate screening and
assessment measures to identify individuals with communication delays and
disorders who are eligible for special services under federal and state
regulations, using appropriate technologies as needed
3.2 Works collaboratively with teachers,
parents/caregivers, and other professional personnel to design and implement,
or supervise the implementation of, developmentally-appropriate educational
plans for individuals with communication delays and disorders, including
directly teaching, or supervising the teaching of, the communication skills
essential to literacy development
3.3 Evaluates individuals' communication
status and/or progress in relation to their educational plan goals and
communicates information about their needs and progress clearly and effectively
to parents and other school personnel, both orally and in writing
3.4 Acts as a case manager to ensure
coordinated services for individuals with communication delays and disorders
who are eligible for special services
3.5 Assists classroom teachers in
accommodating individuals with communication delays and disorders within the
regular classroom by identifying or developing educational materials or
curricula, aspects of the classroom environment, teaching techniques, and/or
classroom management techniques which support the educational and therapeutic
needs of individuals with communication delays and disorders
3.6 Trains and supports family members and
other communication partners of individuals with communication delays and
disorders in techniques and/or strategies to enhance their communication
effectiveness
3.7 Provides training
and consulting services to teachers, administrators, and other school personnel
regarding the implications of communication delays and disorders for learning,
as well as modifications and/or accommodations to support the learning of these
individuals
3.8 Collaborates with
audiologists in the assessment of auditory processing disorders in cases in
which there is evidence of speech, language and/or other
cognitive-communication disorders; and provides or supervises the intervention
for individuals with auditory processing disorders
3.9 Collaborates with teachers of English as
a Second Language to enhance students' communication effectiveness
3.10 Trains and supervises support personnel
according to American Speech Language Hearing Association (ASHA) guidelines for
supervision
4. Clinical
licensure as a Speech Language Pathologist in the state of Vermont
A minimum of a practicum in an educational setting in the
diagnosis and management of individuals with communication delays and disorders
under the supervision of a licensed Educational Speech Language Pathologist or
ASHA certified Speech Language Pathologist.
5440-42. Educational Technology Specialist.
(Revised June 2018)
The holder is authorized to plan and implement instruction
and evaluate student learning in the use and integration of educational
technologies in grades PK-12.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
1.1. Demonstrates
knowledge of topics, concepts, and skills essential to the effective
integration of technology in the teaching and learning process, as delineated
in current national professional standards, including but not limited to the
International Society for Technology in Education (ISTE) Standards for Coaches:
1.1.1. The history and cultural significance
of educational technologies and the impact of educational technology on
learning, today's society, cultural diversity, and sustainability
1.1.2. Methods to address content standards
and student technology standards through the integration of
technology
1.1.3. Identifying
strategies for initiating and sustaining technology innovations and managing
the change process in schools and classrooms
1.1.4. Ways technology can be used to
implement high-quality, standards-based curriculum, instruction, and assessment
in all content areas, including instructional design principles that rely upon
research-based learning theories to guide the use of computers and other
technologies in education
1.1.5.
Knowledge of current innovative, and effective educational technologies and
pedagogies, including those that support online and blended learning,
collaborative processes, and support the diverse needs and interests of
students
1.1.6. Strategies and
theories for supporting all students in the integration of technology including
Assistive Technology and Universal Design for Learning
2. Performance Standards:
2.1. Guides the effective integration of
technology throughout all areas of the school's curriculum as delineated in
Vermont's Framework of Standards and Learning Opportunities. Specifically, the
Educator:
2.1.1. Visionary Leadership
2.1.1.1 Contributes to the development,
communication, and implementation of a shared vision for the comprehensive use
of technology to support a digital-age education for all students by advocating
for policies, procedures, programs, and funding strategies to support
implementation of the digital learning plan
2.1.2. Teaching, Learning, and Assessments
2.1.2.1 Collaborate with teachers and model
the design and implementation of technology-enhanced learning experiences using
a variety of research based, learner-centered instructional strategies and
assessment tools to address the diverse needs and interests of all
students
2.1.2.2 Collaborate with
teachers and model the effective use of technology tools and resources to
continuously assess student learning and student ability to choose and use
appropriate technology
2.1.2.3
Collaborate with teachers and model the effective use of technology tools and
resources to collect and analyze student achievement data, interpret results,
and communicate findings to inform instructional practice and maximize student
learning
2.1.3. Digital
Age Learning Environments
2.1.3.1 Collaborate
with teachers and model the use of online and blended learning, digital
content, and collaborative learning networks to support and extend student
learning as well as expand opportunities and choices for online professional
development for teachers, administrators, and staff
2.1.3.2 Collaborate with teachers and
administrators to select and evaluate digital tools and resources that enhance
teaching and learning and are compatible with the school technology
infrastructure
2.1.3.3 Research and
recommend the use of adaptive and assistive technologies to support student
learning in coordination with a student support team
2.1.3.4 Troubleshoot basic technology
problems common in digital learning environments
2.1.4. Developing Professional Learning
2.1.4.1 Design, develop, and implement
technology-rich professional learning programs that model principles of adult
learning and promote digital age best practices in teaching, learning, and
assessment
2.1.5.
Digital Citizenship
2.1.5.1 Model and promote
strategies for achieving equitable access and ethical use of digital tools and
resources and technology-related best practices for all students and
teachers.
5440-00. Elementary Education.
(Revised March 2013, Reviewed June 2018 to revise the
instructional range)
The holder is authorized to teach grades K-6. Upon the
request of a Superintendent the VSBPE or office can extend the instructional
range and issue a K-8 restricted license for a particular location if the
individual is working in a PK/K-8 school.
The candidate shall demonstrate the following knowledge and
performance standards for four major content areas of the elementary curriculum
in conjunction with the Vermont Core Teaching Standards. This requires
elementary teachers to develop and implement appropriate instruction so that
all students have access to a high-quality curriculum, effective teaching and
learning, high expectations, and the support and resources needed to maximize
their learning potential. This also requires teachers to hold themselves and
their colleagues accountable for the success of every student and for their
personal and collective professional growth toward effective teaching and
learning. In order to qualify for this endorsement, teachers must show evidence
of the following:
1. English Language
Arts Knowledge Standards
1.1. The Educator
demonstrates knowledge of research-based principles and processes underlying
literacy development, and the components of effective instruction, as reflected
in the standards approved by the State Board of Education for students.
Specifically, the Educator understands:
1.1.1.
Foundational Skills
-- The developmental progression of print concepts
phonological and phonemic awareness fluency phonics and word recognition
-- The factors that influence fluency
-- The developmental stages of spelling and morphological
awareness
1.1.2. Development
of Oral Language and Literacy
-- The development of emergent and early literacy processes
principles and dimensions of oral language and stages of second language
acquisition
-- The impact of physical emotional and cultural factors on
language development and acquisition of reading and writing the relationship
between oral language development and literacy development
1.1.3. Literature, Informational Text, and
Media
-- The quantitative and qualitative dimensions used to
measure text complexity levels
-- Text structures genre features and critical reading
strategies for text analysis
-- Techniques for incorporating fine and performing arts as
expressions of human emotion culture communication and as vehicles for
enhancing learning opportunities across the curriculum
1.1.4. Speaking and Listening
-- The elements of effective verbal and non-verbal
communication in a variety of settings for a variety of purposes including
grammar and usage point of view reasoning and effective use of evidence and
rhetoric
1.1.5. Vocabulary
Development
-- The purposes of language and approaches to analyzing
language
-- Vocabulary development and its relationship to literacy
acquisition
-- Knowledge of the distinction between general academic and
domain specific vocabulary
-- Strategies to determine word meaning (i.e. contextual and
morphological analysis)
1.1.6. Reading Comprehension
-- Reading as the process of constructing meaning through
interactions with text factors that influence comprehension
-- Typical elements and features of literature and
informational texts and how readers' awareness of these features supports
comprehension
-- Cognitive and metacognitive strategies and instructional
approaches for supporting reading comprehension
1.1.7. Written Expression
-- Writing as symbolic representation; the stages of early
writing development; the writing process including appropriate planning
organization and style for task purpose and audience
-- The characteristics of quality writing and types of
writing including but not limited to narratives informational text and
arguments focused on domain specific content
-- The conventions of written English (i.e., grammar, usage,
mechanics, punctuation, and spelling)
-- Methods for conducting research to build and present
knowledge the process of citing evidence from multiple sources
2. English
Language Arts Performance Standards
2.1. The
Educator implements a language arts curriculum that is responsive to the
individual needs of students by designing interdisciplinary instruction that
provides students with the communication skills necessary to understand and
influence their own lives and to learn about the world. Specifically, the
Educator:
2.1.1. Foundational Skills
-- Uses a variety of explicit and interactive approaches to
assess and teach foundational skills including concepts of print phonological
awareness fluency phonics and word recognition
-- Uses instructional strategies to help students apply
skills in authentic reading and writing tasks
2.1.2. Development of Oral Language and
Literacy
-- Uses active instructional strategies to promote various
dimensions of oral language development
-- Facilitates conversation and
collaboration
2.1.3.
Literature, Informational Text, and Media
-- Uses a wide variety of fiction and non-fiction textual
materials including digital texi-and student self-selected material to increase
students' motivation to read independently for information pleasure and
personal growth
-- Purposefully select a wide variety of quality
developmentally and instructionally appropriate texts across genres eras
perspectives and cultures
-- Selects and reads quality literature and informational
text aloud and applies critical thinking skills and tools of analysis to
facilitate discussions of central themes and ideas
-- Integrates visual information and technology with
authentic reading writing speaking and listening tasks
-- Teaches students how to identify and analyze the
credibility of print and nonprint communications
2.1.4. Speaking and Listening
-- Models and teaches the elements of effective verbal and
non-verbal communication;
-- Models and facilitates active listening conversations and
collaborations
-- Models effective methods of discourse
2.1.5. Vocabulary Development
-- Employs effective instructional strategies for the
development of general academic and domain specific vocabulary to improve the
quality of comprehension and communication
2.1.6. Reading Comprehension
-- Provides explicit instruction in how to use cognitive and
metacognitive reading strategies flexibly to understand analyze and interpret a
variety of texts
-- Provides opportunities for students to cite evidence from
text to support conclusions when responding to literature and informational
text orally and in writing
-- Models how to interpret author's purpose craft point of
view and rhetoric
-- Provide opportunities to distinguish fact opinion and
reasoned judgment in a text;
-- Encourages students to makes connections between reading
writing and literacy across content areas
2.1.7. Written Expression
-- Provides opportunities that are developmentally
appropriate for writers to learn that print carries meaning to practice writing
with purposefully and to apply sound-symbol relations in written tasks
-- Promotes high quality writing using a variety of
instructional strategies and topics to teach structures and composition
-- Uses exemplars as instructional models for all types of
composition (i.e. creative/narrative informational/expository and
opinion/argumentative)
-- Models and teaches appropriate conventions of
English
-- Implements strategies to build fluency accuracy and
automaticity in written communication
-- Models methods of conducting short and sustained research
to build and present knowledge
-- Employs a range of instructional approaches to support
writing across the content areas
-- Employs instruction in proper letter formation.
3. Social
Studies Knowledge Standards
3.1. The Educator
demonstrates knowledge of the historical and social science content, concepts,
and skills of history, government, geography, and economics, as reflected in
the standards approved by the State Board of Education for students.
Specifically, the Educator understands concepts and processes related to the
four core disciplines within social studies and social studies inquiry,
including skills related to
-- Developing questions and planning inquiries
-- Applying disciplinary concepts and tools
-- Evaluating sources and using evidence including
data
-- Communicating conclusions
-- Civic engagement
3.1.1. History
-- Major developments and significant events and perspectives
in U.S. and regional history and how they are relevant to life in the
twenty-first century
-- Major eras events and perspectives in the development of
world civilization
3.1.2.
Civics
-- Major concepts and processes of local and national
government including features and concepts of the social contract citizenship
and civic responsibility in a democratic society and how to engage in the
government process and advocate for a particular cause that benefits
society
3.1.3. Geography
-- Major features and processes of cultural and physical
geography including physical and human environmental interactions
-- Map reading and creation
-- Human population trends migrations
-- How people of different cultural backgrounds interact with
their environment family neighborhoods and communities
-- Current events
-- Global interconnections
3.1.4. Economics
-- Basic principles of economic decision-making the local
national and global economy and how they relate to historical and contemporary
issues
4. Social Studies Performance Standards
4.1. The Educator implements history and
social sciences curriculum by designing interdisciplinary units of instruction
that integrate social studies skills and content and enables development of the
habits of mind that support inquiry within social studies specifically the
Educator
4.1.1. Models how historians,
geographers, and other social scientists view research analyze and interpret
the world
4.1.2. Incorporates
instructional activities that enable students to make connections among
themselves their classroom their community their environment and the larger
world by sharing and experiencing community-based service by exploring content
and texts that represent the varied perspectives of people currently and
historically by participating in the arts and by reading informational
texts
4.1.3. Recognizes common
historical preconceptions
-- Predicts and seeks out likely student
misconceptions
-- Proactively plans to address and correct those
misconceptions
4.1.4.
Provides opportunities for students to
-- Examine and interpret historical and contemporary events
and issues using historical geographical and social science research methods
tools and technologies including accessing and using local historical resources
and data
4.1.5. Creates or
adopts instructional and assessment tasks that teach students to:
-- Analyze and interpret primary and secondary sources
-- Identify webs of cause and effect
-- Differentiate between fact opinion and
interpretation
-- Develop claims with supportive evidence
4.1.6. Integrates strategies for identifying
and analyzing central ideas assumptions and questions in social studies
resources and for seeking out and respecting multiple perspectives during
social studies inquiry
5. Math Knowledge Standards
The Educator demonstrates knowledge of the standards for
school mathematics. These standards, cited from the National Council of Teacher
of Math, describe the mathematical understanding knowledge and skills that
students should acquire from prekindergarten through the grades. Each Standard
consists of two to four specific goals that apply across all the grades.
5.1. Numbers and Operations
-- Understand numbers ways of representing numbers
relationships among numbers and number systems
-- Understand meanings of operations and how they relate to
one another
-- Compute
5.2. Algebra
-- Understand patterns relations and functions
-- Represent and analyze mathematical situations and
structures using algebraic symbols
-- Use mathematical models to represent and understand
quantitative relationships
-- Analyze change in various contexts
5.3. Geometry
-- Analyze characteristics and properties of two-and
three-dimensional geometric shapes and develop mathematical arguments about
geometric relationships
-- Specify locations and describe spatial relationships using
coordinate geometry and other representational systems
-- Apply transformations and use symmetry to analyze
mathematical situations
-- Use visualization spatial reasoning and geometric modeling
to solve problems
5.4.
Measurement
-- Understand measurable attributes of objects and the units
systems and processes of measurement
-- Apply appropriate techniques tools and formulas to
determine measurements
5.5.
Data and Probability
-- Formulate questions that can be addressed with data and
collect organize and display relevant data to answer them
-- Select and use appropriate statistical methods to analyze
data
-- Develop and evaluate inferences and predictions that are
based on data
-- Understand and apply basic concepts of
probability
6.
Math Performance Standards
The Educator implements these standards through
6.1. Problems Solving
-- Building new mathematical knowledge through problem
solving
-- Solving problems that arise in mathematics and in other
contexts
-- Applying and adapt a variety of appropriate strategies to
solve problems
-- Monitor and reflect on the process of mathematical problem
solving
6.2. Reasoning and
Sense Making
-- Recognize reasoning and proof as fundamental aspects of
mathematics
-- Making and investigating mathematical conjectures
-- Developing and evaluating mathematical arguments and
justifications
-- Selecting and using various types of reasoning and methods
of justification
6.3.
Communication
-- Organizing and consolidating their mathematical thinking
through communication
-- Communicating their mathematical thinking coherently and
clearly to peers' teachers and others
-- Analyzing and evaluating the mathematical thinking and
strategies of others;
-- Using the language of mathematics to express mathematical
ideas precisely
6.4.
Connections
-- Recognize and use connections among mathematical
ideas
-- Understand how mathematical ideas interconnect and build
on one another to produce a coherent whole
-- Recognize and apply mathematics in contexts outside of
mathematics
6.5.
Representation
-- Creating and using representations to organize record and
communicate mathematical ideas
-- Select apply and translate among mathematical
representations to solve problems
-- Use representations to model and interpret physical social
and mathematical phenomena
7. Science Knowledge Standards
7.1. The Educator demonstrates scientific
knowledge that supports the development of scientific proficiency in both
science as a body of knowledge and science as a process This includes
-- The development of students' scientific thinking
-- The scientific inquiry process
-- The engineering design cycle and the skills of science and
engineering design process and application within the following domains
-- life sciences physical sciences earth and space sciences
and engineering as reflected in the standards approved by the State Board of
Education for students
7.1.1.
Specifically, the Educator understands the central practices of scientists and
engineers including
-- Asking questions in sciences and defining problems in
engineering
-- Developing and using models
-- Planning and carrying out investigations
-- Analyzing and interpreting data
-- Using mathematics and computational thinking
-- Constructing explanations in science and designing
solutions in engineering
-- Engaging in argument from evidence
-- Obtaining evaluating and communicating
information
7.1.2. How
science is related to other ways of knowing including
-- How science and technology affect our society
-- The relationship of scientific study to contemporary
historical technological and societal issues and how the concepts and processes
of science pertain to current controversies
7.1.3. Crosscutting concepts across
disciplines including
-- Patterns
-- Cause and effect
-- mechanism and explanation
-- scale proportion and quantity
-- systems and system models
-- energy and matter
-- flows cycles and conservation
-- structure and function
-- and stability and change
7.1.4. Physical Science
-- Fundamental concepts including the structure properties
and interactions of matter
-- Force and motion
-- Energy waves and their interactions with
matter
7.1.5. Life Science
-- Fundamental concepts including
-- The structures and processes of molecules and
organisms
-- Ecosystems and their interactions energy and
dynamics
-- Heredity inheritance and variation of traits
-- Biological evolution unity and diversity
7.1.6. Earth and Space Science
-- Fundamental concepts including
-- earth's place in the universe
-- the solar system
-- earth's history
-- earth's materials and systems
-- weather and climate
-- earth and human activity
7.1.7. Engineering Design Process and
Application
-- Fundamental concepts and applications of science
including
-- engineering design and design solutions
-- the interdependence and influence of science engineering
and technology on society and the natural world
8. Science Performance Standards
8.1. The Educator implements science
curricula by designing interdisciplinary units of instruction that integrate
skills and content and enable development of the habits of mind that support
effective scientific inquiry specifically the Educator
8.1.1. Models how scientists and engineers
work
8.1.2. Provides opportunities
for students to
-- Locate appropriate resources
-- Design and conduct inquiry-based open-ended scientific
investigations
-- Solve specific engineering challenges
-- Interpret findings communicate results/solutions in words
pictures and with graphical representations
-- Make conclusions based on evidence
8.1.3. Designs a variety of activities so
that all students use inquiry to
-- Learn about the world
-- Design and conduct investigations using appropriate
methodology and technology
-- Learn from books and other sources of information
-- Communicate their findings using appropriate
technology
-- Reconstruct previously learned knowledge
8.1.4. Understands and maintains safe science
practices including but not limited to the ethical and appropriate use and care
for living organisms and scientific equipment and the safe storage use and
disposal of chemicals
8.1.5.
Recognizes common prescientific notions and preconceptions
-- Predicts likely student misconceptions and proactively
plans to address and correct those misconceptions
8.1.6. Creates a spectrum of scientific
investigations for students including simple investigations and experiments in
the classroom using everyday materials field studies outside the classroom and
student-designed investigations
8.1.7. Structures integrated lessons using
crosscutting concepts
9. A minimum of a practicum or the equivalent
in elementary education at both the primary (K-2) and upper elementary (3-6)
instructional levels is required
10. REQUIRED TESTING: Praxis II Subject
Assessment in Elementary Education - Test Code 5001 series
(5002-5005)
5440-05.
English.
(Revised March 2017)
The holder is authorized to teach English language arts in
grades 7-12.
In this endorsement, the word "text" refers to a variety of
media including print and nonprint, multimedia, and multi-modal text.
Content Knowledge
1.
Educators demonstrate knowledge of English Language Arts subject matter content
that specifically includes literature and multimedia texts as well as knowledge
of the nature of adolescents as readers.
1.1.
Educators are knowledgeable about text--print and nonprint texts, various forms
of media, multimodal texts, and classic and contemporary texts, including young
adult literature--that represent a range of world literatures, historical
traditions, genres, and the experiences of different genders, ethnicities, and
social classes.
1.2. Educators
interpret, analyze, and critique a range of texts, including use of literary
theories (e.g. Feminism) and literary devices (e.g. symbolism).
1.3. Educators are knowledgeable about how
adolescents read various text types and know how to recommend and select texts
that reflect students' cultures and interests or expose students to new
perspectives.
2.
Educators demonstrate knowledge of English Language Arts subject matter that
specifically includes language and writing as well as knowledge of adolescents
as language users.
2.1. Educators can compose
a range of formal and informal, written and digital texts taking into
consideration the interrelationships among form, audience, context, and
purpose.
2.2. Educators are
knowledgeable about how adolescent writers compose texts through a recursive
process.
2.3. Educators can use
contemporary technologies to compose text (e.g., various digital platforms,
video, etc.)
2.4. Educators know
the conventions of English language (grammar, usage, and mechanics) as they
relate to various forms, audience, context, and purpose.
2.5. Educators understand the impact of
language on society and recognize that language continues to evolve.
Content Pedagogy: Planning Literature and Reading Instruction
in ELA
3.
Educators plan instruction and design assessments for the reading and study of
literature and other text types that promote learning for all students.
3.1. Educators use their knowledge of theory,
research, and practice in English Language Arts to plan standards-based,
coherent, relevant, and authentic learning experiences that utilize a range of
texts--across genres, periods, forms, authors, cultures, and various forms of
media.
3.2. Educators demonstrate
their knowledge of English Language Arts instructional strategies that are
motivating and accessible to all students, including English language learners,
students with special needs, students from diverse language and learning
backgrounds, those designated as high achieving, and those at risk of
failure.
3.3. Educators design a
range of authentic assessments (e.g., formal and informal, formative and
summative) of reading and literature that demonstrate an understanding of how
learners develop and that address interpretive, critical, and evaluative
literacy skills.
3.4. Educators
utilize a variety of reading strategies to guide students' comprehension,
fluency, analysis, and interpretation.
3.5. Educators design or knowledgeably select
appropriate reading assessments to gather data about student interests, reading
proficiencies, and reading processes in order to adjust and/or target
instruction, flexibly group students, and match students with reading
materials.
3.6. Educators can
evaluate texts by qualitative and quantitative means (e.g., text features,
vocabulary, levels of meaning, structure, literary elements, themes) in order
to match text to readers and scaffold and plan instruction.
3.7. Educators integrate curriculum and
incorporate interdisciplinary teaching methods and materials.
3.8. Educators plan instruction that
facilitates the understanding of the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including words with
multiple meanings or language that is particularly fresh, engaging, or
beautiful.
3.9. Educators plan
instruction that facilitates analyses of authors' structural choices for
specific parts of a text (e.g., the sentence structure, features of a text, the
choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to the text's overall structure and meaning and
aesthetic impact.
3.10. Educators
plan learning experiences that foster interest in reading as a way for students
to understand and influence their own lives and to learn about the world,
including exploring personal identity and social relationships, making ethical
judgments, and critically evaluating ideas.
Content Pedagogy: Planning Writing Instruction in ELA
4. Educators plan
instruction and design assessments for composing texts (i.e., oral, written,
and visual) to promote learning for all students.
4.1. Educators use their knowledge of theory,
research, and practice in English Language Arts to plan standards-based,
coherent and relevant composing experiences that utilize individual and
collaborative practices and contemporary technologies.
4.2. Educators employ a variety of
instructional approaches to writing processes and strategies to support their
intended purpose, audience and modalities.
4.3. Educators apply their understanding of
writing as a recursive process by including multiple opportunities for students
to confer, reflect, receive feedback and revise their work.
4.4. Educators develop ongoing assessments
that are appropriate to the writing task and are consistent with current
research and theory.
4.5. Educators
provide opportunities and resources that empower students to become
independent, engaged writers.
4.6.
Educators design instruction in the strategic use of language conventions
(grammar, usage, and mechanics) in the context of students' writing.
4.7. Educators design instruction that
enables students to skillfully control their rhetorical choices and language
practices for a variety of audiences and purposes.
4.8. Educators design instruction that
incorporates students' home and community languages to enable skillful control
over their rhetorical choices and language practices.
Understanding and Engaging Learners
5. Educators use data about their
students' individual differences, identities, and funds of knowledge for
literacy learning to guide students to think of literacy as a way to construct
and discover the self, other, and world as they explore who they are as
literate citizens.
5.1. Educators value the
humanities and provide opportunities for students to identify the impact the
humanities have on society.
5.2.
Educators value multiple literacies (i.e. musical, critical, media) and
encourage students to use their strengths to explore and represent their
knowledge.
5.3. Educators help
students develop as critical evaluators and consumers of content.
5.4. Educators encourage students to be
creators and not just consumers of content.
5.5. Educators create opportunities for
self-directed and inquiry-based learning.
5.6. Educators provide multiple pathways for
students to learn and demonstrate proficiency of ELA competencies.
5.7. Educators empower students to choose
texts and genres to demonstrate proficiency of ELA competencies.
5.8. Educators remain current on Vermont
education initiatives and consider how they are applicable to ELA instruction
and assessment.
Professional Knowledge and Skills
6. Educators demonstrate evolving
knowledge of how theories and research about social justice, diversity, equity,
student identities, and schools as institutions can enhance students'
opportunities to learn in English Language Arts.
6.1. Educators plan and implement English
Language Arts and literacy instruction that promotes social justice and
critical engagement with complex issues related to maintaining a diverse,
inclusive, equitable society.
6.2.
Educators use knowledge of theories and research to plan ELA instruction
responsive to students' local, national and international histories, individual
identities (including race, ethnicity, gender expression, age, appearance,
ability, spiritual belief, sexual orientation, socioeconomic status, and
community environment), and languages/dialects.
6.3. Educators recognize the value of
engaging the broader community and know when and how to link the classroom and
community.
7. Educators
demonstrate evolving knowledge of how theories and research in pedagogical
content knowledge can enhance students' opportunities to learn in English
Language Arts.
7.1. Educators are prepared to
engage in leadership and collaborative roles in English Language Arts
professional learning communities, and actively develop as professional
Educators.
7.2. Educators engage in
and reflect on the changing uses and modes of technology related to ELA
instruction and assessment.
8. A major in English, Comparative
Literature, Creative Writing, or the equivalent in undergraduate and/or
graduate coursework; A minimum of a practicum, or the equivalent, at the
middle/secondary level (7-12) in an endorsement that requires competency with
the Vermont Core Teaching Standards.
9. REQUIRED TESTING: Praxis II Subject
Assessment in English - Test Code 5039
5440-09. Family and Consumer Sciences.
(Revised June 2018)
The holder is authorized to teach family and consumer
sciences in grades 5-12 in middle and high schools.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
Demonstrates knowledge of family and consumer sciences
education concepts and skills delineated in current national professional
standards including standards from the National Association of State
Administrators of Family and Consumer Sciences and Jump$tart.
1.1. Personal Development & Life
Planning: Personal development, life planning, and career exploration skills,
including Vermont's Transferable Skills
1.2. Nutrition, Wellness & Food Science:
Principles of food science, food, sustainability and nutrition, and their
relationship to growth, development, health, and wellness
1.2.1. Understanding of nutrition principles,
preparation techniques and dietary plans over the lifetime
1.2.2. Understanding of biological, chemical
and physical properties of food and food preservation methods
1.2.3. Understanding of kitchen lab
maintenance and related equipment supplies
1.2.4. Understanding of food production and
distribution
1.3.
Consumer & Resource Management: Principles and practices of consumer
resource management relative to human, material, and environmental factors,
with emphasis on financial literacy
1.3.1.
Including strategies to monitor income and expenses
1.3.2. Planning for spending and saving for
future goals
1.3.3. Management of
individual and family resources such as food, clothing, housing, health care,
recreation and transportation
1.4. Family & Interpersonal
Relationships: Changing roles and needs of individuals in the context of
relationships with others and within the family system; multiple factors
influencing the wellbeing of families and interpersonal relationships including
economic, environmental, gender, sexuality, and legal issues
1.5. Parenting & Human Development: Human
growth and development, with emphasis on early childhood development;
parent/guardian roles and responsibilities
1.6. Clothing, Textiles, & Related Arts:
Historical, cultural, social, and other factors influencing fashion trends and
individual apparel needs; clothing and textile characteristics, design,
construction, and maintenance
2. Performance Standards:
Implements a comprehensive family and consumer sciences
curriculum that integrates content and process standards and enables students
to acquire the knowledge, skills, and attitudes that will assist them in their
personal, family, and career lives.
Specifically, the Educator:
2.1. Plans, delivers, and evaluates
research-based instruction that incorporates national and state standards, and
student, family, community, and societal needs
2.2. Facilitates instruction which includes
the following: analysis of recurring and evolving family, workplace, and
community concerns; application of scientific inquiry to test theories and gain
factual knowledge on which to base judgments; and use of reasoning processes,
individually and collaboratively, to take responsible and ethical action for
self, others, and society
2.3.
Creates activities which enable students to apply their knowledge of Family and
Consumer Sciences to make informed decisions
2.4. Plans, organizes, and manages classroom
laboratory experiences in accordance with state and national safety guidelines,
with emphasis on equipment and food safety
2.5. Collaborates with colleagues, families,
and community members to maximize instructional resources and
effectiveness
5440-30. Health Education.
The holder is authorized to teach health education in grades
PK-8, 5-12, or PK-12, as specified on the endorsement.
1. The candidate shall demonstrate knowledge
of Vermont statutes (Vermont Act 1, V.S.A 16: 131, 906, 136, and the Education
Quality Standards (e.g., proficiency- based learning, personalized learning,
and flexible pathways) that guide comprehensive health education in Vermont, as
well as policies that relate to the school setting
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
2. Knowledge Standards:
2.1. Demonstrates knowledge of health and
health education concepts and skills delineated in current national
professional standards, in SHAPE America - National Standards for Initial
Health Education Teacher Education (2018) and in National Health Education
Standards, Center of Disease Control (CDC) Health Education Curriculum Analysis
Tool (HECAT) and National Sexuality Education Standards including:
2.2. Process for implementing teaching
skills-based Health Education
2.3.
Teaching Health Skills (Interpersonal communication, media literacy, advocacy,
analyzing influences, decision-making, goal setting, and accessing health
information, products, and services)
2.4. Human development, including the typical
progression of early childhood through early adolescent development (for PK-8)
and/or early adolescent through adult growth and development (for 5-12), and
age-appropriate indicators of intellectual, physical, social and emotional
health for each stage of development
2.5. Human body structure and
functioning
2.6. Personal health
(mental, physical, social intellectual, and the value of annual well care
visits and healthful stress maintenance skills)
2.7. Nutrition (basic nutrition concepts,
nutrient needs, dietary guidelines for Americans, and common nutritional
problems of children and adults, including disordered eating)
2.8. Physical activity (the health benefits
of physical activity, research on physical activity and academic performance,
factors that influence participation in physical activity, and strategies for
collaborating with physical education colleagues to promote physical
activity)
2.9. Disease (etiology of
diseases, including their origins, progression, diagnosis, treatment, and
prevention, [e.g. immunizations] HIV/AIDS and other sexually transmitted
infections)
2.10 Intentional and
unintentional injury prevention (safety issues and violence prevention,
including bullying harassment, sexual abuse, and physical and mental/emotional
trauma)
2.11 Alcohol, tobacco,
marijuana, and other drugs (physiological, psychological, and sociological
effects of substance use and abuse on the individual, family, and society;
legal issues; and curriculum and teaching strategies for effective substance
abuse prevention)
2.12 Family
health and comprehensive sexuality education (issues of human growth and
development, families, relationships, reproductive health, abstinence,
premature sexual activity, contraception, adolescent pregnancy, childbirth,
adoption, and abortion)
2.13
Community and consumer health (media literacy, advocacy, and accessing health
information, products, and services)
3. Performance Standards
3.1. Planning: Plan relevant and meaningful
school health education instruction and programs that are sequential and
aligned with national standards and leads students to health education
proficiency
3.1.1. Collect and analyze data
(e.g., Youth Risk Behavior Survey, School Health Index results) to plan
relevant school health instruction and programs that meet the diverse needs of
all learners and the community.
3.1.2. Design a logical scope and sequence of
meaningful, comprehensive and challenging learning experiences that meet the
diverse needs of all learners.
3.1.3. Construct measurable, developmentally
appropriate, performance-based objectives that are aligned with the national
standards.
3.1.4. Plan instruction
that facilitates skill development and application of functional health
knowledge for all learners.
3.1.5.
Collaborate and design health education instruction and programs that integrate
components of the Whole School, Whole Community, and Whole Child (WSCC)
Model.
3.1.6. Plan instruction that
incorporates technology, media and other appropriate resources in order to
enhance student's digital literacy and to engage all learners
3.2. Implementation: Implement a
range of school health education proficiency- based learning instructional
strategies, while incorporating technology, to support student learning.
3.2.1. Use a variety of instructional
strategies to facilitate students' development of health-related skills and
their application of functional health knowledge in order to meet the needs of
all students.
3.2.2. Implement
instructional strategies that incorporate technology, media and other
appropriate resources to enhance student learning and engage all
learners.
3.2.3. Implement
instructional strategies that support all learners regardless of race, ethnic
origin, gender, gender identity, gender expression, sexual orientation,
religion, cognitive ability or physical ability, in order to create and sustain
a productive, inclusive and supportive learning environment.
3.2.4. Apply communications skills, feedback
and classroom management strategies equitably to promote a safe, inclusive and
supportive learning environment that meets the needs of all learners.
3.2.5. Reflect on student learning outcomes
and instructional practices, and adjust lessons to meet the needs of all
learners.
3.3.
Assessment: Use multiple methods of assessment to plan instruction, engage all
learners, monitor learner progress, provide meaningful feedback, and reflect on
and adjust units and lessons to enhance the acquisition of functional health
knowledge and health skills proficiency for all learners.
3.3.1. Analyze and select assessment
strategies, tools, and technologies to determine their appropriateness for
enhancing learning of all students.
3.3.2. Implement a variety of formative and
summative assessments, aligned with proficiency-based learning principles, that
measure and monitor students' progress, and to accommodate the needs of all
students.
3.3.3. Use assessment
data to plan instruction, analyze student learning, reflect on implementation
practices, provide meaningful feedback and adjust units and lessons so they
meet the needs of all students.
3.4. Advocates for health education as an
essential component of the school community that supports the diverse needs of
all learners and contributes to the school's mission.
4. Current certificates in First Aid,
cardiopulmonary resuscitation (CPR), and the use of an Automated External
Defibrillator (AED).
5. A minimum
of a practicum, or the equivalent, in health education at the elementary (PK-8)
or middle/secondary (5-12) instructional level, depending on the authorization
sought. For the full PK-12 authorization, a minimum of a practicum, or the
equivalent, in health education at both the PK-6 and 7-12 instructional levels
is required.
6. REQUIRED TESTING:
Praxis II Subject Assessment: Health
5440-81. Intensive Special Education Teacher.
(Revised August 2015)
The holder is authorized to provide comprehensive special
education services, in any public education setting, to individuals age 3
through 21 with intensive special needs, as defined in federal regulations
pertaining to special education eligibility. The holder is authorized to
provide or oversee the provision of instructional services and to collaborate
with an interdisciplinary team to design, implement, and evaluate educational
plans and accommodations for individuals with intensive special needs.
1. Learner Development and Individual
Learning Differences
1.1 Special Educators
understand how exceptionalities may interact with development and learning and
use this knowledge to support learning experiences for individuals with
exceptionalities. Specifically, they:
1.1.1
understand how language, culture, and family background influence the learning
of individuals with exceptionalities.
1.1.2 use understanding of development and
individual differences to respond to the needs of individuals with
exceptionalities.
1.1.3 demonstrate
a dedication to helping students achieve college and career readiness
1.2 Intensive Needs Special
Educators this includes the following knowledge standards:
1.2.1 Medical aspects and implications for
learning for students with intensive needs
1.2.2 Core and associated characteristics of
students with intensive needs
1.2.3
Co-existing conditions and ranges that exist at a higher rate than in the
general population
1.2.4 Sensory
challenges of students with intensive needs
1.2.5 Speech, language, and communication of
students with intensive needs
1.2.6
Adaptive behavior needs of students with intensive needs
1.2.7 Impact of theory of mind, central
coherence, and executive function on learning and behavior
1.2.8 Impact of neurological differences on
learning and behavior
1.2.9 Impact
of self-regulation on learning and behavior
2. Learning Environments
2.1 Special Educators create safe, inclusive,
culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional
well-being, positive social interactions, and self-determination. Specifically,
they:
2.1.1 collaborate with academic teams
and other colleagues to create safe, inclusive, culturally responsive learning
environments to engage individuals with exceptionalities in meaningful learning
activities and social interactions.
2.1.2 use motivational and instructional
interventions to support individuals with exceptionalities how to adapt to
different environments.
2.1.3 know
how to intervene safely and appropriately with individuals with
exceptionalities in crisis.
2.2 For Intensive Needs Special Educators
this includes the following Performance Standards:
2.2.1 Plan instruction for independent
functional life skills and adaptive behavior
2.2.2 Plan and implement instruction and
related services for students with intensive needs that is both age-respectful
and ability-appropriate
2.2.3 Use
specialized instruction to enhance social participation across
environments
2.2.4 Plan systematic
instruction based on learner characteristics, interests, and ongoing
assessment
2.2.5 Understand that
social needs extend beyond the classroom and students with intensive special
needs may need more focused efforts to engage socially with the school
community and beyond through extracurricular and other out of classroom
activities
3.
Curricular Content Knowledge
3.1 Special
Educators use knowledge of general and specialized curricula to support
individualized learning for individuals with exceptionalities. Specifically,
they:
3.1.1 understand the central concepts,
structures of the discipline, and tools of inquiry of the content areas they
teach, and can organize this knowledge, integrate cross-disciplinary skills,
and develop meaningful learning progressions for individuals with
exceptionalities.
3.1.2 understand
and use general and specialized content knowledge for teaching across
curricular content areas to individualize learning for individuals with
exceptionalities.
3.1.3 support
general and specialized curricula to make them accessible to individuals with
exceptionalities.
3.1.4 have
knowledge of current student learning standards and relevant state and national
education initiatives.
3.1.5
consider needs of students based on their demonstrated proficiencies and help
students achieve those needs through personalized instruction.
3.2 Intensive Needs Special
Educators this includes the following knowledge standards:
3.2.1 Evidence-based career/vocational
transition programs for students with intensive Needs
3.3 Intensive Needs Special Educators this
includes the following performance Standards
3.3.1 Provide pragmatic language instruction
that facilitates social skills
3.3.2 Provide students with intensive needs
strategies to avoid and repair miscommunications
3.3.3 Plan instruction for independent
functional life skills and adaptive behavior
3.3.4 Plan and implement academic instruction
and related services for students with intensive needs that is aligned to grade
level content, age-respectful, and entry- level appropriate to a student's
ability
3.3.5 Use specialized
instruction to enhance social participation across environments
3.3.6 Plan systematic instruction based on
learner characteristics, interests, and ongoing assessments
4. Assessment
4.1 Special Educators use multiple methods of
assessment and data-sources in making educational decisions. Specifically,
they:
4.1.1 select and use technically sound
formal and informal assessments that minimize bias.
4.1.2 use knowledge of measurement principles
and practices to interpret assessment results and guide educational decisions
for individuals with exceptionalities.
4.1.3 collaborate with colleagues and
families using multiple types of assessment information in making decisions
about individuals with exceptionalities.
4.1.4 engage individuals with
exceptionalities to work toward quality learning and performance and provide
feedback to guide them.
4.2 Intensive Needs Special Educators
includes the following knowledge standards:
4.2.1 specialized terminology used in the
assessment of students with intensive needs
4.2.2 Assessments of environmental conditions
that promote maximum performance of students with intensive needs
4.2.3 Components of assessment for the core
areas for students with intensive needs
4.2.4 Individual strengths, skills and
learning styles
4.3
Intensive Needs Special Educators includes the following knowledge standards:
4.3.1 Select, adapt and use assessment tools
and methods to accommodate the abilities and needs of students with intensive
needs
4.3.2 Develop strategies for
monitoring and analyzing challenging behavior and its communicative
intent
4.3.3 Conduct functional
behavior assessments that lead to development of behavior support
plans
5.
Instructional Planning & Strategies
5.1
Special Educators select, adapt, and use a repertoire of evidence-based
instructional strategies (including intervention used in academic and
specialized curricula) to advance learning of individuals with
exceptionalities. Specifically, they:
5.1.1
consider an individual's abilities, interests, learning environments, and
cultural and linguistic factors in the selection, development, and adaptation
of learning experiences for individual with exceptionalities.
5.1.2 use technologies to support
instructional assessment, planning, and delivery for individuals with
exceptionalities.
5.1.3 demonstrate
familiarity with augmentative and alternative communication systems and a
variety of assistive technologies to support the communication and learning of
individuals with exceptionalities.
5.1.4 use strategies to enhance language
development and communication skills of individuals with
exceptionalities
5.1.5 support a
variety of education and transition plans for individuals with exceptionalities
across a wide range of settings and different learning experiences in
collaboration with individuals, families, and teams.
5.1.6 support mastery and promote
generalization of learning.
5.1.7
teach cross-disciplinary knowledge and skills such as critical thinking and
problem solving to individuals with exceptionalities.
5.2 Intensive Needs Special Educators
includes the following knowledge and skill standards:
5.2.1 specialized curriculum designed to meet
the needs of students with intensive needs
5.2.2 Evidence-based career/vocational
transition programs for students with intensive needs
5.3 Intensive Needs Special Educators include
the following performance standards:
5.3.1
match levels of support to changing needs of the individual
5.3.2 implement instructional programs that
promote effective communication skills using verbal and
augmentative/alternative communication systems for students with intensive
needs
5.3.3 provide specialized
instruction for spoken language, reading and writing for students with
intensive needs
5.3.4 provide
specialized instruction in mathematics
5.3.5 use instructional strategies that fall
on a continuum of child-directed to adult-directed in natural and structured
context
5.3.6 consistently use of
proactive strategies and positive behavioral supports
5.3.7 involve students with intensive needs
in the transition planning process
5.3.8 plan for transition needs including
linkages to supports and agencies focusing on lifelong needs
5.3.9 provide instruction in community-based
settings
5.3.10 structure the
physical environment to provide optimal learning for students with intensive
needs
5.3.11 provide instruction in
self-regulation
5.3.12 utilize
student strengths to reinforce and maintain social skills
5.3.13 plan instruction for independent
functional life skills and adaptive behavior
5.3.14 plan and implement instruction and
related services for students with intensive needs that is both age-respectful
and ability-appropriate
5.3.15 use
specialized instruction to enhance social participation across
environments
5.3.16 plan systematic
instruction based on learner characteristics, interests, and ongoing
assessment
6.
Professional Learning & Ethical Practice
6.1 Special Educators use foundational
knowledge of the field and their professional Ethical Principles and Practice
Standards to inform special education practice, to engage in lifelong learning,
and to advance the profession. Specifically, they:
6.1.1 use professional ethical principles and
professional practice standards to guide their practice.
6.1.2 understand how foundational knowledge
and current issues influence professional practice.
6.1.3 understand that diversity is a part of
families, cultures, and schools, and that complex human issues can interact
with the delivery of special education services.
6.1.4 understand the significance of lifelong
learning and participate in professional activities and learning
communities.
6.1.5 advance the
profession by engaging in activities such as advocacy and mentoring
6.1.6 provide guidance and direction to
paraeducators, tutors, and volunteers.
6.2 Intensive Needs Special Educators
includes the following knowledge standards:
6.2.1 definitions and issues related to the
identification of students with intensive needs
6.2.2 continuum of placement and services
available for students with intensive needs
6.2.4 historical foundations and classic
studies of intensive needs
6.2.5
trends and practices in the field of intensive needs
6.2.6 theories of behavior problems of
students with intensive needs
6.2.7
perspectives held by students with intensive needs
6.2.8 concepts of self-determination,
self-advocacy, community and family support and impact in the lives of students
with intensive needs
6.2.9
enactment of least dangerous assumptions model that creates inclusive
classrooms that presume competence and encourage high expectations for all
students
7.
Collaboration
7.1 Special Educators
collaborate with families, other Educators, related service providers,
individuals with exceptionalities, and personnel from community agencies in
culturally responsive ways to address the needs of individuals with
exceptionalities across a range of learning experiences. Specifically, they:
7.1.1 use the theory and elements of
effective collaboration.
7.1.2
serve as a collaborative resource to colleagues.
7.1.3 use collaboration to promote the
well-being of individuals with exceptionalities across a wide range of settings
and collaborators.
7.2
Intensive Needs Special Educators includes the following knowledge standards:
7.2.1 services, networks, and organizations
for individuals, professionals, and families with intensive needs
7.2.2 parent involvement occurs on multiple
levels (IEP, physical and emotional support, advocacy, medical). ISEs need to
understand how to aid and educate families in all of the roles that parents
play in support of their children
7.3 Intensive Needs Special Educators
includes the following performance standards:
7.3.1 collaborate with team members to plan
transition to adulthood that encourages full community participation
8. Completion of a
bachelor's level teacher preparation program in the education of students with
severe and multiple disabilities, or a minimum of 30 credits in the education
of students with severe and multiple disabilities
9. A minimum of a practicum, or the
equivalent, in the teaching of students with severe and multiple
disabilities.
5440-16.
Junior ROTC Instructor.
(Reviewed December 2016)
The holder is authorized to provide junior Reserve Officer
Training Corps instruction to students in grades 9-12 who are enrolled in
junior ROTC programs.
Current certification as a Junior Reserve Officer Training
Corps Instructor by the federal Department of Defense.
5440-11. Mathematics.
(Revised May 2016)
The holder is authorized to teach mathematics in grades
7-12.
1. Content Knowledge --Effective
teachers of secondary mathematics know, understand, teach, and communicate
their mathematical knowledge with the breadth of understanding that reflects
proficiency within and among the mathematical domains (Number, Algebra,
Geometry, Trigonometry, Statistics, Probability, Calculus, and Discrete
Mathematics) as outlined in the NCTM NCATE Mathematics Content for
Secondary.
2. Mathematical
Practices --Effective teachers of secondary mathematics:
2.1. Demonstrate proficiency in using
problem-solving as a vehicle for understanding mathematics by:
2.1.1. Developing conceptual understanding of
mathematical concepts through problem-solving
2.1.2. Making sense of a wide variety of
problems and persevering in solving them
2.1.3. Applying various strategies to solve
problems arising in mathematics and other contexts
2.1.4. Formulating and testing conjectures to
generalize mathematical phenomena
2.2. Demonstrate proficiency in processes for
doing mathematics by:
2.2.1. Reasoning
abstractly, reflectively, and quantitatively with attention to units
2.2.2. Constructing and critiquing viable
arguments and proofs
2.2.3.
Representing and modeling generalizations using mathematics
2.2.4. Recognizing structure and expressing
regularity in patterns of mathematical reasoning
2.2.5. Using multiple representations to
model and describe mathematics
2.2.6. Organizing mathematical thinking and
communicating ideas through appropriate mathematical vocabulary and symbols for
multiple audiences
2.2.7.
Formulating, representing, analyzing, and interpreting mathematical models
derived from real-world contexts and mathematical problems.
2.3. Demonstrate an understanding
of making mathematical connections by:
2.3.1.
Showing the interconnectedness of mathematical ideas and how they build on one
another
2.3.2. Applying
mathematical connections among mathematical ideas and across various content
areas and real-world context
3. Content Pedagogy --Effective teachers of
secondary mathematics:
3.1. Apply knowledge of
curriculum standards for secondary mathematics and their relationship to
student learning within and across mathematical domains.
3.2. Analyze and consider research in
planning for and leading students in rich mathematical learning
experiences.
3.3. Plan lessons and
units that incorporate a variety of strategies, differentiated instruction for
diverse populations, and mathematics-specific and instructional technologies in
building all students' conceptual understanding and procedural
proficiency.
3.4. Provide students
with opportunities to communicate about mathematics and make connections among
mathematics, other content areas, everyday life, and the workplace.
3.5. Implement techniques related to student
engagement and communication including selecting high quality tasks, guiding
mathematical discussions, identifying key mathematical ideas, identifying and
addressing student misconceptions, and employing a range of questioning
strategies.
3.6. Plan, select,
implement, interpret, and use formative and summative assessments to inform
instruction by reflecting on mathematical proficiencies essential for all
students.
3.7. Monitor students'
progress, make instructional decisions, and measure students' mathematical
understanding and ability using formative and summative assessments.
For further exploration of Content Pedagogy, please see
"Mathematical Teaching Practices" (from NCTM's Principles to Actions: Ensuring
Mathematical Success for All).
4. Mathematical Learning Environment
--Effective teachers of secondary mathematics:
4.1. Exhibit knowledge of adolescent
learning, development, and behavior and demonstrate a growth mindset toward
mathematical processes and learning.
4.2. Plan and create developmentally
appropriate, sequential, and challenging learning opportunities grounded in
mathematics education research in which students are actively engaged in
building new knowledge from prior knowledge and experiences with connections
between math and the real world.
4.3. Incorporate knowledge of individual
differences and the cultural and language diversity that exists within
classrooms and include culturally relevant perspectives as a means to motivate
and engage students.
4.4.
Demonstrate an understanding of how race, class, and gender can affect
students' experiences with mathematics teaching and learning; actively combat
stereotypes to avoid replication of historic patterns; and demonstrate a
commitment to equitable treatment of and high expectations for all
students.
4.5. Apply mathematical
content and pedagogical knowledge to select and use instructional tools such as
manipulatives and physical models, drawings, virtual environments,
spreadsheets, presentation tools, and mathematics- specific technologies (e.g.,
graphing tools, interactive geometry software, computer algebra systems, and
statistical packages); and integrate tools and technology as essential
resources to help students learn and make sense of mathematical ideas, reason
mathematically, and communicate their mathematical thinking.
4.6. Flexibly assess evidence of student
mathematical proficiency for learning that takes place outside of the school,
the school day, or the classroom.
5. Impact on Student Learning --Effective
teachers of secondary mathematics:
5.1. Verify
that secondary students demonstrate conceptual understanding; procedural
fluency; the ability to formulate, represent, and solve problems; logical
reasoning and continuous reflection on that reasoning; productive disposition
toward mathematics; and the application of mathematics in a variety of contexts
within major mathematical domains.
5.2. Promote personalization for each
student, allowing students to demonstrate proficiency by presenting multiple
types of evidence, including but not limited to teacher- or student-designed
assessments, portfolios, performances, exhibitions and projects.
5.3. Collect, organize, analyze, and reflect
on diagnostic, formative, and summative assessment evidence, including
authentic performance tasks and determine the extent to which students'
mathematical proficiencies have increased as a result of their
instruction.
5.4. Convey how the
development of mathematical theory and understanding is a historical process
with continuous creation of new knowledge and the refinement or previous
knowledge.
5.5. Convey roles and
responsibilities of mathematicians with respect to social, economic, cultural
and political systems.
6. Professional Knowledge and Skills
--Effective teachers of secondary mathematics:
6.1. Take an active role in their
professional growth and maintain a current understanding of changes in the
content and pedagogy of mathematics and learning theory by participating in
professional learning experiences that directly relate to the learning and
teaching of mathematics.
6.2.
Engage in continuous and collaborative learning that draws upon research in
mathematics education to inform practice; enhance learning opportunities for
all students' mathematical knowledge learning; involve colleagues, other school
professionals, families, and various stakeholders; and advance their learning
as a reflective practitioner.
6.3.
Demonstrate knowledge of misconceptions typically held by adolescents and
effective methods for intervening to correct such misconceptions.
6.4. Utilize resources from professional
mathematics education organizations such as print, digital, and virtual
resources/collections.
7. A major in mathematics, or the equivalent
in undergraduate and/or graduate coursework in mathematics (at least 30 hours
of which at least 9 must be at the advanced undergraduate level or
higher).
8. A minimum of a
practicum, or the equivalent, at the middle/secondary level (7-12) in an
endorsement requiring competencies with the Core Teaching Standards.
9. REQUIRED TESTING: Praxis II Subject
Assessment: Mathematics
5440-72. Math Specialist.
(Created August 2023)
The holder is authorized to function as a school-wide
resource to support teachers and schools in implementing evidence-based
mathematics instruction and assessment practices, and to provide instruction in
mathematics to students in grades PK-12. This endorsement is limited to those
who hold or who are eligible to hold endorsements in early childhood,
elementary education, middle grades mathematics, secondary mathematics, or
special education.
1. Content
Knowledge - Effective Mathematics Specialists know, understand, teach and
communicate their mathematical knowledge with the breadth of understanding that
reflects proficiency within and among the mathematical domains identified by
AMTE and NCTM.
1.1. Number and
Operations
1.2. Algebra and
Functions
1.3. Geometry and
Measurement
1.4. Data Analysis and
Probability
1.5.
Trigonometry
1.6.
Calculus
1.7. Discrete
Mathematics
2.
Pedagogical Knowledge - Math Specialists further student engagement and
proficiency by promoting personalized instruction, critical thinking, equitable
learning, student exploration, and authentic connections in the classroom. Math
Specialists:
2.1. Review and implement current
research around best practices in mathematics instruction, its structure, the
progression of central concepts and skills, prerequisite relationships, and
methods of inquiry.
2.2. Have
knowledge of mathematical language, models, and strategies for instruction
across mathematical domains and grade levels.
2.3. Promote and facilitate student and
teacher discourse.
2.4. Make
meaningful connections to scaffold learning, support engagement, and build
student understanding between essential knowledge and skills.
2.5. Promote learning environments where all
students have access to a high-quality mathematics curriculum, effective
teaching and learning, high expectations, and the support and resources needed
to maximize their learning potential.
3. Intervention Strategies - Math specialists
work with diverse stakeholders to implement supports that promote mathematical
thinking for struggling and reluctant learners. Math specialists make
curricular decisions and adjustments that consider the learner's strengths and
learning context. Math Specialists:
3.1. Are
knowledgeable of how to support students with different learning
styles.
3.2. Collaborate with
classroom teachers, Special Educators, school administrators, educational
support teams, students, families, and additional diverse stakeholders to
identify appropriate interventions for students.
3.3. Support students and families in
accessing practices and resources beyond the classroom.
3.4. Identify essential ideas, standards,
and/or proficiencies to accommodate learner needs and to support classroom
teachers with curricular pacing.
3.5. Support classroom teachers in creating
more equitable classroom environments and materials that maximize opportunity
for in-classroom differentiation and reduce the need for pull-out interventions
during class time.
3.6. Reflect on
personal bias to ensure appropriate accommodations for students from
marginalized populations.
4. Curricular Development - Math Specialists
understand the application of mathematics curriculum in equitable classroom
environments and engage in discourse with colleagues and stakeholders to make
decisions that improve classroom, schoolwide, and/or districtwide curriculum.
Math Specialists:
4.1. Have a working
knowledge of mathematics as a curriculum and its vertical progression from
prek-12.
4.2. Work with colleagues
and specialists in researching and developing relevant curriculum to meet the
needs of individual students.
4.3.
Find accessible and equitable resources that meet the needs of all
learners.
4.4. Evaluate mathematics
programs using district curriculum, Vermont state content standards, and
current research.
5.
Assessment and Data - Math Specialists use current research in student
assessment and data design to select appropriate formative and summative
assessment methods. Math Specialists share their knowledge and collaborate with
colleagues to make data informed classroom-, school-, and district-based
decisions in the best interest of all students. Math Specialists:
5.1. Support classroom teachers,
administrators, students, families, and stakeholders in interpreting results of
special education, state, district, and classroom assessments to develop data
informed action steps for individual students and education systems.
5.2. Understand how to use formative,
summative, and diagnostic assessments, and communicate the differences between
them.
5.3. Utilize asset-based
assessment strategies to meet the needs of all learners.
5.4. Recognize and address the existence of
test bias for multilingual learners, students with special needs, and
additional marginalized populations.
5.5. Understands the limitations of
traditional standardized assessments and can utilize holistic or informal
assessments, when appropriate, to meet the needs of all learners.
6. Teacher Leader Knowledge - Math
Specialists foster a collaborative learning environment that includes staff,
students, families, and the community. They use current research to lead
improvement in practices, promote professional learning with adult learners,
and advocate for student needs and for the educational profession. Math
Specialists:
6.1. Use the principles of adult
learning and mentorship to support school leadership in developing a culture of
collegiality, trust, and respect that focuses on continuous improvement in
instruction, student learning, and leadership decisions.
6.2. Conduct needs assessments to prioritize,
promote, design, and facilitate job- embedded professional learning aligned
with school, district, and state improvement goals.
6.3. Understand that families, cultures, home
language(s), and communities are essential components in educational processes
and student learning and work with colleagues to promote ongoing systematic
collaboration with families, community members, business and community leaders,
and other stakeholders to improve the educational system.
6.4. Understand how educational policy is
made at the local, state, and national level as well as the roles of school
leaders, boards of education, legislators, and other stakeholders in
formulating those policies. They use this knowledge to advocate for student
needs and for practices that support effective teaching and increase student
learning.
7. 21 credits
in Mathematics Education
8. A
minimum of a practicum, or the equivalent, in mathematics instruction at the
PK/elementary (PK-8) or middle/secondary (5-12) instructional level, depending
on the authorization sought. For the full PK-12 authorization, a minimum of a
practicum, or equivalent, in a PK/Elementary School setting and a second
practicum, or equivalent, in a separate Middle/High School setting is
required.
5440-19.
Middle Grades.
(Revised May 2016 - Specific Middle Grades content revisions
noted in each content area)
The holder is authorized to teach one or more of the
following content areas - English Language Arts,
Mathematics, Science, or Social Studies - in grades 5-9, as
specified on the endorsement.
The middle grades standards interpret "all young adolescents"
to be inclusive, comprising students of diverse ethnicity, race, language,
religion, socioeconomic status, gender, sexual orientation, family composition,
regional or geographic origin, and those with exceptional learning
needs.
1. Young Adolescent Growth and
Development
1.1. Growth and Development
Middle grades teachers demonstrate a comprehensive knowledge
of the cognitive, physical, social, emotional, and moral characteristics,
needs, and interests of young adolescents to create healthy, respectful,
supportive, and challenging learning environments for all.
1.2. Diversity
Middle grades teachers employ middle grades practices that
celebrate and are responsive to young adolescents' local, national, and
international histories, language/dialects, and individual identities (e.g.,
race, ethnicity, culture, age, appearance, ability, sexual orientation,
socioeconomic status, family composition).
Aligned with Learner and Learning Category of Vermont Core
Teaching Standards
2. Curriculum
2.1. Student Learning Standards:
Middle grades teachers use their knowledge of student
learning standards to design, implement, and evaluate developmentally
responsive, meaningful, and challenging curricula for every learner.
2.2. Integrated Nature of
Knowledge:
2.2.1. Middle grades teachers help
learners make connections among content, ideas, interests, and experiences by
developing and implementing relevant, challenging, integrative, and innovative
curricula.
2.2.2. Middle grades
teachers create learning opportunities within and across their disciplinary
fields that enhance students' transferable skills.
2.2.3. Middle grades teachers integrate
student voice into learning while strengthening students' informational,
critical, technological, quantitative, multicultural, and media literacies.
Aligned with Content Category of Vermont Core Teaching
Standards
3. Philosophy and School Organization
3.1. Middle grades teachers understand the
major concepts, principles, theories, and research underlying the philosophical
foundations of developmentally responsive middle grades programs and
schools.
3.2. Middle grades
teachers create and support democratic classrooms in which student voice and
student-centered pedagogy empower students with agency and choice in their
learning.
3.3. Middle grades
teacher effectively employ practices such as interdisciplinary teaming,
advisory programs, flexible grouping, flexible block schedules, personalized
schedules, and common teacher planning time.
3.4. Middle grades teachers implement the
elements of a middle grades philosophy regardless of grade configuration of the
building.
3.5. Middle grades
teachers understand the differential needs of students, including familiarity
with and access to technology.
Aligned with Content Category of Vermont Core Teaching
Standards
4.
Instruction and Assessment
4.1. Instructional
Strategies
4.1.1. Middle grades teachers
engage students in challenging proficiency-based instruction that is
personalized to be flexible, differentiated, ongoing, and targeted towards the
specific needs of every student.
4.1.2. Middle grades teachers use
instructional strategies and technologies to help students identify, explore,
and promote local and global issues of personal significance in order to engage
students in their learning.
4.1.3.
Middle grades teachers emphasize critical thinking, problem solving, evaluation
of information, and organizational skills in addition to disciplinary
content.
4.1.4. Middle grades
teachers help students use strategies to identify, set, and achieve
personalized learning goals.
4.2. Assessment and Data-informed Instruction
4.2.1. Middle grades teachers collaborate
with each other and with students to define proficiency and determine progress
toward achieving it.
4.2.2. Middle
grades teachers measure students' prior learning through a comprehensive and
balanced-assessment system and adjust instruction and help students design
their personalized learning plans.
4.3. Engagement
4.3.1. Middle grades teachers demonstrate
their ability to motivate and engage all students and facilitate their learning
through the establishment of equitable, caring, and productive learning
environments and developmentally responsive materials and resources (e.g.,
technology, manipulative materials, contemporary media, personalized learning
plans).
4.3.2. Middle grades
teachers adopt a student-centered pedagogy that includes anytime, anywhere
learning and provides multiple pathways for students to demonstrate proficiency
including portfolios, performances, exhibitions, and projects
Aligned with Instructional Practice Category of Vermont Core
Teaching Standards
5. Professional Roles
5.1 Advocacy and Developmentally Responsive
Practices
Middle grades teachers advocate for developmentally
responsive schooling practices and policies for every student.
5.1. Family Engagement
5.1.1. Middle grades teachers understand and
value the ways diverse family structures and cultural backgrounds influence and
enrich learning.
5.1.2. Middle
grades teachers communicate and collaborate with all family members to build
positive, collaborative relationships with families from diverse cultures and
backgrounds.
5.1.3. Middle grades
teachers employ technology so that teachers and families can enhance
communication, collaboration, decision-making, and the ability of students to
work at home.
5.1.4. Middle grades
teachers understand that access to and familiarity with technology differ
widely for families.
5.1.5. Middle
grades teachers help families understand the systems used to support
personalized learning (e.g., learning management systems, personalized learning
plans, portfolios).
5.2.
Community Involvement
Middle grades teacher's partner with the local and global
community to bring the community into the classroom and the classroom into the
community.
5.3.
Dispositions and Professional Behaviors
5.3.1.
Middle grades teacher's model high standards of ethical behavior and
professional competence.
5.3.2.
Middle grades teachers are continuous, collaborative learners who demonstrate
knowledgeable, reflective, critical perspectives on their practice.
6. A minimum of a
practicum, or the equivalent, at the middle grades level (5-9) in science,
social studies, math, or English.
5440-19A. Middle Grades: English.
1. Knowledge Standards - English Language
Arts:
Demonstrates knowledge of research-based principles and
processes underlying literacy development, and the components of effective
literacy instruction, as delineated in current national professional standards
and reflected in Vermont's Framework of Standards and Learning Opportunities.
Specifically, the Educator understands and/or knows:
1.1. Development of Oral Language and
Literacy - Processes, principles, and dimensions of oral language acquisition;
the relationship between oral language development and literacy development;
the impact of physical, emotional, and cultural factors on language development
and acquisition of reading and writing; role of metacognition in language and
literacy development; the elements of effective verbal and non-verbal
communication
1.2. Literature and
Media - A wide variety of quality, age-appropriate literature and non-print
media (i.e., film, video) across genres, eras, cultures, and subcultures;
literary elements and strategies for textual analysis
1.3. Language and Word Study - The purposes
of language and approaches to analyzing language; etymology of the English
language; the pronunciation of English phonemes and their graphemes; the
developmental progression of phonological awareness; vocabulary development and
its relationship to literacy acquisition; the developmental stages of spelling
and morphological analysis
1.4.
Reading Comprehension and Fluency - Reading as the process of constructing
meaning from text; the components of fluency; factors that influence
comprehension and fluency; typical elements and features of narrative and
expository texts, and how readers' awareness of these features supports
comprehension; cognitive strategies and instructional approaches for supporting
comprehension and fluency
2. Written Expression - The composing
processes that writers use, and planning strategies most appropriate for
particular kinds of writing; dimensions of quality writing and types of
writing; the conventions of written English; uses of writing portfolios and
benchmarks and standards for various age/grade levels
3. Assessment and Adaptation of Literacy
Instruction - The importance of individualizing the literacy program to address
the needs and strengths of learners; a variety of valid and efficient language
arts assessments appropriate for different purposes; the observable
characteristics of a variety of reading and writing difficulties; strategies
for modifying literacy instruction to support the needs of individual learners,
including English Language Learners (ELLs)
4. Performance Standards - English Language
Arts:
Implements a language arts curriculum that fosters interest
and growth in all aspects of oral and written literacy in order to provide
students with the communication skills necessary to understand and influence
their own lives and to learn about the world. Specifically, the
Educator:
4.1. Literacy Development
through Literature and Media
4.1.1. Uses a
wide variety of fiction and non-fiction textual materials, including some of
students' own selection, to increase students' motivation to read independently
for information, pleasure and personal growth
4.1.2. Selects and reads quality literature
aloud and applies tools of literary analysis to the facilitation of discussions
of central themes and ideas within literature and non-print media
4.1.3. Uses active instructional strategies
to promote various dimensions of oral language development, and to facilitate
critical analysis and interpretation
4.1.4. Teaches students to distinguish
between fact, opinion, and interpretation, and how to analyze and judge the
credibility of print and non-print communications
4.1.5. Models, fosters, and teaches active
listening in order to enable thoughtful, equitable, and respectful classroom
discourse
4.1.6. Implements
strategies to include parents as partners in the literacy development of their
children
4.1.7. Models and teaches
the elements of effective verbal and non-verbal communication
5. Language and Word
Study
5.1. Teaches students to use syntactic,
semantic, and graphophonemic cues to identify and spell words
5.2. Employs effective instructional
strategies for the development of a broad, independent vocabulary
6. Reading Comprehension and
Fluency
6.1. Provides explicit instruction in
how to flexibly use pre-, during, and post-reading cognitive strategies to
understand, analyze, and interpret a variety of types of texts
6.2. Employs a range of instructional
approaches to support comprehension across the content areas
6.3. Uses instructional strategies to build
or strengthen fluency
7.
Written Expression
7.1. Organizes and
implements a writing portfolio program that promotes high-quality writing by
including a variety of instructional strategies and topics to teach purposes,
structures, and composition
7.2.
Uses required writing rubrics and benchmarks for assessing student writing, and
teaches students to use these to analyze their own writing
7.3. Models and teaches appropriate grammar,
usage, and mechanics
8.
Assessment and Adaptation of Literacy Instruction
8.1. Uses a variety of valid assessment
strategies to regularly evaluate students' progress in all of the individual
dimensions of literacy development
8.2. Uses the results of literacy assessments
to adjust and/or target instruction, to flexibly group students, when needed,
and to appropriately match students with reading material
9. A minor in English or Comparative
Literature, or the equivalent in undergraduate and/or graduate
coursework.
10. REQUIRED TESTING
Praxis II Subject Assessment: Middle Grades English - Test Code 5047. Also
accepted for MG English testing - Praxis II Subject Assessment in
English
5440-19B. Middle
Grades: Mathematics.
(Revised May 2016)
1. Content Knowledge-Effective teachers of
middle grades mathematics know, understand, teach and communicate their
mathematical knowledge with the breadth of understanding that reflects
proficiency within and among the mathematical domains (Number, Algebra,
Geometry, Trigonometry, Statistics, Probability, and Calculus) as outlined in
the NCTM NCATE Mathematics Content for Middle Grades.
2. Mathematical Practices-Effective teachers
of middle grades mathematics:
2.1. Demonstrate
proficiency in using problem-solving as a vehicle for understanding mathematics
by:
2.1.1. Developing conceptual understanding
of mathematical concepts through problem-solving
2.1.2. Making sense of a wide variety of
problems and persevere in solving them
2.1.3. Applying various strategies to solve
problems arising in mathematics and other contexts
2.1.4. Formulating and testing conjectures to
generalize mathematical phenomena
2.2. Demonstrate proficiency in processes for
doing mathematics by:
2.2.1. Reasoning
abstractly, reflectively, and quantitatively with attention to units
2.2.2. Constructing and critiquing viable
arguments and proofs
2.2.3.
Representing and modeling generalizations using mathematics
2.2.4. Recognizing structure and expressing
regularity in patterns of mathematical reasoning
2.2.5. Using multiple representations to
model and describe mathematics
2.2.6. Organizing mathematical thinking and
communicating ideas through appropriate mathematical vocabulary and symbols for
multiple audiences
2.2.7.
Formulating, representing, analyzing, and interpreting mathematical models
derived from real-world contexts or mathematical problems.
2.3. Demonstrate an understanding of making
mathematical connections by:
2.3.1. Showing
the interconnectedness of mathematical ideas and how they build on one
another
2.3.2. Applying
mathematical connections among mathematical ideas and across various content
areas and real-world contexts
3. Content Pedagogy-Effective teachers of
middle grades mathematics:
3.1. Apply
knowledge of curriculum standards for middle grades mathematics and their
relationship to student learning within and across mathematical
domains.
3.2. Analyze and consider
research in planning for and leading students in rich mathematical learning
experiences.
3.3. Plan lessons and
units that incorporate a variety of strategies, differentiated instruction for
diverse populations, and mathematics specific and instructional technologies in
building all students' conceptual understanding and procedural
proficiency.
3.4. Provide students
with opportunities to communicate about mathematics and make connections among
mathematics, other content areas, everyday life, and the workplace.
3.5. Implement techniques related to student
engagement and communication including selecting high quality tasks, guiding
mathematical discussions, identifying key mathematical ideas, identifying and
addressing student misconceptions, and employing a range of questioning
strategies.
3.6. Plan, select,
implement, interpret, and use formative and summative assessments to inform
instruction by reflecting on mathematical proficiencies essential for all
students.
3.7. Monitor students'
progress, make instructional decisions, and measure students' mathematical
understanding and ability using formative and summative assessments.
4. Mathematical Learning
Environment-Effective teachers of middle grades mathematics:
4.1. Exhibit knowledge of adolescent
learning, development, and behavior and demonstrate a growth mindset toward
mathematical processes and learning.
4.2. Plan and create developmentally
appropriate, sequential, and challenging learning opportunities grounded in
mathematics education research in which students are actively engaged in
building new knowledge from prior knowledge and experiences with connections
between math and the real world.
4.3. Incorporate knowledge of individual
differences and the cultural and language diversity that exists within
classrooms and include culturally relevant perspectives as a means to motivate
and engage students.
4.4.
Demonstrate an understanding of how race, class, and gender can affect
students' experiences with mathematics teaching and learning; actively combat
stereotypes to avoid replication of historic patterns; and demonstrate a
commitment to equitable treatment of and high expectations for all
students.
4.5. Apply mathematical
content and pedagogical knowledge to select and use instructional tools such as
manipulatives and physical models, drawings, virtual environments,
spreadsheets, presentation tools, and mathematics-specific technologies (e.g.,
graphing tools and interactive geometry software); and integrate tools and
technology as essential resources to help students learn and make sense of
mathematical ideas, reason mathematically, and communicate their mathematical
thinking.
4.6. Flexibly assess
evidence of student mathematical proficiency for learning that takes place
outside of the school, the school day, or the classroom.
5. Impact on Student Learning--Effective
teachers of middle grades mathematics:
5.1.
Verify that middle grades students demonstrate conceptual understanding;
procedural fluency; the ability to formulate, represent, and solve problems;
logical reasoning and continuous reflection on that reasoning; productive
disposition toward mathematics; and the application of mathematics in a variety
of contexts within major mathematical domains.
5.2. Promote personalization for each
student, allowing students to demonstrate proficiency by presenting multiple
types of evidence, including but not limited to teacher- or student-designed
assessments, portfolios, performances, exhibitions and projects.
5.3. Collect, organize, analyze, and reflect
on diagnostic, formative, and summative assessment evidence, including
authentic performance tasks and determine the extent to which students'
mathematical proficiencies have increased as a result of their
instruction.
5.4. Convey how the
development of mathematical theory and understanding is a historical process
with continuous creation of new knowledge and the refinement or previous
knowledge.
5.5. Convey roles and
responsibilities of mathematicians with respect to social, economic, cultural
and political systems.
6. Professional Knowledge and
Skills-Effective teachers of middle grades mathematics:
6.1. Take an active role in their
professional growth and maintain a current understanding of changes in the
content and pedagogy of mathematics and learning theory by participating in
professional learning experiences that directly relate to the learning and
teaching of mathematics
6.2. Engage
in continuous and collaborative learning that draws upon research in
mathematics education to inform practice; enhance learning opportunities for
all students' mathematical knowledge learning; involve colleagues, other school
professionals, families, and various stakeholders; and advance their learning
as a reflective practitioner.
6.3.
Demonstrate knowledge of misconceptions typically held by adolescents and
effective methods for intervening to correct such misconceptions.
6.4. Utilize resources from professional
mathematics education organizations such as print, digital, and virtual
resources/collections.
7. A minor in mathematics, or the equivalent
in undergraduate and/or graduate coursework (at least 18 academic credits of
which at least 6 must be at the advanced undergraduate level or
higher).
8. A minimum of a
practicum, or the equivalent, at the middle level (5-9) in an endorsement
requiring competency with the Core Teaching Standards.
9. REQUIRED TESTING Praxis II Subject
Assessment: Middle Grades Math - Test Code 5169. Also accepted for MG Math
testing - Praxis II Subject Assessment: Mathematics
5440-19C. Middle Grades: Science.
1. Knowledge Standards - Science:
Demonstrates knowledge of scientific content, concepts, and
skills delineated in current national professional standards and in Vermont's
Framework of Standards and Learning Opportunities, including:
1.1. Scientific method, investigatory
processes and procedures, the nature of theory, roles and responsibilities of
scientists, history of science
1.2.
Typical scientific misconceptions or naive ideas held by early
adolescents
1.3. Life Sciences -
Cell structure and function; anatomy and physiology; molecular basis of
heredity; biological evolution; interdependence of organisms; matter, energy
and organization in living systems; behavior of organisms
1.4. Physical Sciences - The structure of
atoms; structure and properties of matter; chemical reactions; motion and
forces; conservation of energy and increase in disorder; interactions of energy
and matter
1.5. Earth,
Environmental, and Atmospheric Sciences - The Earth as an integrated system of
chemical, physical and biological processes interconnecting the geosphere,
hydrosphere, atmosphere, and biosphere; the origins and evolution of the Earth,
solar system, and universe, and forces effecting and shaping them over
time
1.6. Living and Non-Living
Systems - The concept of living and non-living systems as collections of
interrelated parts and interconnected systems; continuity and change in living
and non-living systems from the micro to the macro scale; how personal and
collective actions can affect the sustainability of interrelated
systems
2. Performance
Standards -- Science:
Implements a science curriculum that integrates scientific
inquiry skills and science content, and enables conceptual development and
development of the habits of mind that support scientific inquiry.
Specifically, the Educator:
2.1.
Anticipates and elicits the naive scientific ideas, emerging concepts, and/or
misconceptions that students are likely to have prior to instruction
2.2. Models the skills and habits of mind
inherent in scientific inquiry
2.3.
Asks scientific questions that engage students and helps them to formulate
meaningful scientific questions of their own
2.4. Designs and implements investigations
and assessments that engage students in experimental design, data collection,
data analysis, and problem solving, and that provide them with frequent
interactions with the natural world as a regular part of the science
program
2.5. Creates opportunities
for students to collaboratively design and implement scientific investigations,
and to present and discuss the results of their investigations
2.6. Organizes equipment, work, and learning
spaces so that scientific investigations are carried out safely in accordance
with state and national safety guidelines
2.7. Teaches forms of scientific
communication including how to write clear, well- organized science reports;
how to read sources of scientific information; and how to understand and use
representation and scientific notation
2.8. Integrates physical, mathematical,
scientific, and technological tools appropriate to students' ages and abilities
in order to facilitate scientific inquiry
2.9. Conveys to students how the development
of scientific theory and understanding is a historical process with continuous
creation of new knowledge and refinement or rejection of "old"
knowledge
2.10. Conveys to students
the roles and responsibilities of scientists with respect to social, economic,
cultural, and political systems, and provides them with opportunities to
actively explore the full scope of career choices available to people in the
sciences
2.11. Demonstrates
sensitivity to inequities in science teaching and careers by incorporating
specific instructional strategies that promote equity
3. A minor in biology, chemistry, physics, or
earth/environmental/atmospheric sciences, or a combination thereof, or the
equivalent in undergraduate and/or graduate coursework.
4. REQUIRED TESTING Praxis II Subject
Assessment: Middle Grades Science. Also accepted for MG Science testing -
Praxis II Subject Assessment: General Science
5440-19D. Middle Grades: Social Studies.
1. Knowledge Standards - Social Studies:
Demonstrates knowledge of historical and social science
content, concepts, and skills delineated in current national professional
standards and in Vermont's Framework of Standards and Learning Opportunities,
including:
1.1. Methods of historical
and social science investigation and analysis, including criteria for critical
evaluation of evidence and data, and use of primary sources and varied
perspectives to interpret historical events and analyze public issues
1.2. The development of students' historical
thinking, including common misconceptions in the historical thinking of
students
1.3. History - Multiple
perspectives on significant eras, developments, and turning points in ancient
and modern history; causes and effects in human society; forces of historical
and cultural continuity and change
1.4. Cultural Geography - An understanding of
the world in spatial terms, the physical and human characteristics of places
and regions, human systems, and the interaction of environment and
society
1.5. Diversity, Unity,
Identity, and Interdependence - Culture, including cultural identity,
expressions, and universals; the origins of conflict; consequences of
discrimination, stereotyping, and prejudice on individuals and groups
1.6. Citizenship - Forms of government and
their underlying concepts; principles and responsibilities of democratic
citizenship; principles of American federalism; origins and evolution of the
concepts of equality, justice, freedom, human, and civil rights
1.7. Economics - Forms of economic systems;
consequences of economic systems on people and environments
2. Performance Standards - Social
Studies:
Implements a history and social sciences curriculum that
integrates historical and social science content, concepts, and inquiry skills,
and enables students to view and analyze communities, societies and/or
cultures, and events as apprentice historians and social scientists, to
interpret social issues, and to participate purposefully toward the common good
in society. Specifically, the Educator:
2.1. Chooses developmentally appropriate
activities to teach historical/social science concepts and processes
2.2. Models how historians, geographers, and
other social scientists view, analyze, and interpret the world
2.3. Provides opportunities for students to
examine and interpret historical and contemporary events and issues through
active learning strategies such as research, role-play, debate, and
discussion
2.4. Provides
opportunities for students to participate in community-based investigations and
service projects, and to access and use local resources
2.5. Creates or adopts instructional and
assessment tasks that teach students to analyze and interpret primary and
secondary sources of all types, identify webs of cause and effect, and
differentiate between fact, opinion, and interpretation
2.6. Provides opportunities for students to
use historical, geographical, and social science research methods, tools, and
technologies
2.7. Teaches students
how to read and understand historical narratives, issue analyses, and
persuasive essays, and how to write well-crafted pieces in these genres,
including preparing portfolio pieces
2.8. Models respect for students' diverse
opinions and backgrounds in all classroom interactions, and teaches students
how to engage in civil discussions about controversial issues
3. A minor in history, political
science, economics, geography, or a combination thereof, or the equivalent in
undergraduate and/or graduate coursework. (Coursework in cultural anthropology
and non-Western area studies may be counted toward geography.)
REQUIRED
4. TESTING Praxis II
Subject Assessment: Middle Grades Social Studies. Also accepted for MG Social
Studies testing - Praxis II Subject Assessment: Social Studies
5440-06. Modern and Classical
Languages.
(Revised February 2017, Reviewed May 2018 to update testing
requirements)
The holder is authorized to teach a modern (including
American Sign Language) and/or classical language(s) in grades PK-6, 7-12, or
PK-12, as specified on the endorsement.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
Demonstrates knowledge of target language. Demonstrate
knowledge of the current national standards related to modern and classical
languages/ASL (i.e. The 5 C's of American Council of the Teaching of Foreign
Languages, American Classical League, American Sign Language Teachers
Association).
1.1. Proficiency in
speaking, reading, writing, and listening comprehension in the target
language(s)
1.2. The structure,
phonetic system, and different socio-linguistic levels of the target
language(s)
1.3. The practices,
products, and perspectives of the target culture(s), including a broad general
foundation in the arts, history, geography, economics, and literature of the
target culture(s)
1.4. The
individual and societal advantages of learning another language
1.5. The developmental process of second
language acquisition (SLA) at the early childhood/elementary and/or
middle/secondary levels
1.6.
Research-based instructional methods and strategies that develop target
language communication skills as they relate to the continuum of instruction
and the endorsement level.
2. For American Sign Language, in addition to
the above:
2.1. Proficiency in receptive and
expressive language
2.2. The
application of concepts of phonology, syntax, morphology, and pragmatics to the
teaching of American Sign Language
2.3. Knowledge of the history, social
structure, artistic, and literary contributions of the Deaf culture
2.4. The ability to interpret contemporary
lifestyles, customs, and cultural patterns of the Deaf culture in American Sign
Language-speaking communities
3. Performance Standards:
Implements target language curriculum that provides students
with opportunities to achieve the cultural and linguistic outcomes specified in
current national standards (i.e. The 5 C's of American Council for the Teaching
of Foreign Languages (ACTFL), American Classical League ACL, and American Sign
Language Teachers Association ASLTA)
Specifically, the Educator:
3.1. Applies knowledge of research-based
methods and strategies to design of developmentally appropriate learning
activities for students with diverse learning styles, interests, and linguistic
backgrounds
3.2. Uses appropriate
technologies to enhance instruction and learning.
3.3. Incorporates authentic materials and
media (e.g. music, art, food, film, literature, or print or online resources)
in order to develop students' understanding and appreciation of the target
language and its cultures' history, geographical regions, values, and
customs
3.4. Designs instruction to
develop linguistic and cross-cultural competence, and interdisciplinary
connections through critical thinking, problem solving and
communication.
3.5. Designs a
variety of learning activities that incorporate all modes of communication
(interpretive, interpersonal and presentational).
3.6. Integrates classroom curricular themes
with the target language curriculum (early childhood/elementary)
3.7. Advocates for all students to acquire
foreign language skills and cultural knowledge at the earliest possible
age
4. A major in a
modern or classical language, or the equivalent in undergraduate and/or
graduate coursework. (Native speakers and speakers of ASL are exempt from this
requirement.)
5. A minimum of a
practicum, or the equivalent, in modern and classical languages at the
elementary (PK-6) or middle/secondary (7-12) instructional level, depending on
the authorization sought. For the full PK-12 authorization, a minimum of a
practicum, or the equivalent, in modern and classical languages at both the
PK-6 and 7-12 instructional levels is required.
6. REQUIRED TESTING: Praxis II subject
assessments in the Target Language.
If applicant/Educator is seeking an endorsement in a language
with no specified Praxis II requirement, applicant/Educator must take
appropriate ACTFL examination for that language. See
www.languagetesting.com
for more info.
5440-40. Multilingual Learner.
(Revised August 2015, May 2022)
The holder is authorized to provide instruction in English
language development to Multilingual Learners (ML) and to support the learning
of ML students in all content areas through collaboration with teachers,
administrators, and parents. The holder is authorized to teach grades PK-8,
5-12, or PK-12, as specified on the endorsement.
Standard 1 Knowledge About Language:
Teachers demonstrate knowledge of English language
structures, English language use, second language acquisition and development,
and language processes to help Multilingual Learners (ML) acquire academic
language and literacy skills specific to various content areas.
1.1 Teachers demonstrate knowledge of English
language systems of grammar (including phonology, morphology and syntax) in
different discourse contexts (i.e. pragmatics, and semantics) to promote the
development of students' reading, writing, speaking, and listening skills
across content areas. Teachers serve as language models for ML
students.
1.2 Teachers demonstrate
knowledge of second language acquisition theory, developmental process of
language learning, and common ML learning standards (e.g. WIDA English Language
Development (ELD) Standards) to set appropriate expectations for and facilitate
language learning.
1.3 Teachers
demonstrate knowledge of language processes (e.g., interlanguage and language
progressions) across different developmental levels and diverse cultural groups
to facilitate and monitor students' language learning in English.
1.4 Teachers apply knowledge of English
academic language functions, learning domains, content-specific language and
discourse structures, and vocabulary to promote intellectual rigor and academic
proficiency for ML students across content areas.
Standard 2 Multilingual Learners in the Sociocultural
Context:
Teachers demonstrate and apply knowledge of how dynamic
intersectional factors of academic, personal, familial, racial, cultural,
gender, sexual identity, social, socioeconomic, and sociopolitical contexts
impact the education and language acquisition of Multilingual Learners as
supported by research and theories. Teachers investigate the academic and
personal characteristics of each student, as well as family circumstances and
literacy practices, to develop individualized, effective instructional and
assessment practices. Teachers recognize the need for diversity and cultural
awareness and how Educator identity, role, culture, and biases impact the
interpretation of ML students' strengths and needs.
2.1 Teachers demonstrate knowledge and
appreciation of how dynamic intersectional factors impact the education of
students and seek resources to better understand and appreciate the inherent
heterogeneity within culturally and linguistically diverse groups.
2.2 Teachers demonstrate knowledge of
research and theories of cultural and linguistic diversity and equity that
promote academic and social language learning for students as well as promote
critical awareness of the intersection between language, race, and
identity.
2.3 Teachers devise and
implement methods to understand each students' academic characteristics
including background knowledge, educational history, and current performance
data and develop effective, individualized instructional and assessment
practices. Teachers utilize current best practice to support students who have
experienced trauma and/or have had limited or interrupted formal education.
These instructional and assessment plans build upon the students' strengths and
provide the supports and accommodations needed for students to express their
knowledge.
2.4 Teachers devise and
implement methods to learn about personal characteristics of the individual
student (e.g., interests, motivations, aspirations, strengths, needs) and their
family (e.g., language use, literacy practices, and the experiences of migrant,
transnational, undocumented and/or refugee families) to develop effective and
culturally responsive instructional practices to be implemented throughout the
students' academic day. Teachers also use this knowledge to support and
celebrate students' development of their own unique cultural identity and to
ensure families can authentically engage in their students'
education.
2.5 Teachers identify
and describe the impact of their identity, role, cultural understandings,
personal biases, critical knowledge of U.S. culture, and hidden curriculum bias
on their interpretation of the educational strengths and needs of individual
students and Multilingual Learners in general.
Standard 3 Planning and Implementing Instruction:
Teachers plan supportive environments for Multilingual
Learners, design and implement standards-based instruction using
evidence-based, student-centered, interactive approaches. Teachers make
instructional decisions by reflecting on individual student outcomes and
adjusting instruction. Teachers demonstrate understanding of the role of
collaboration with colleagues and communication with families to support their
students' acquisition of English language and literacies in the content areas.
Teachers use and adapt relevant resources, including appropriate technology, to
effectively plan, develop, implement, and communicate about instruction for
students.
3.1 Teachers plan for
culturally responsive, linguistically relevant, supportive, and inclusive
environments that promote students' learning. Teachers design scaffolded
instruction of language and literacies to support standards and curricular
objectives for ML students in the content areas.
3.2 Teachers instruct students using
evidence-based, student-centered, and developmentally appropriate interactive
approaches, and ensure equitable access to instructional technology and
materials.
3.3 Teachers balance
academic support and rigor by adjusting instructional performance indicators
based on critical reflection of students' learning outcomes in both language
and content. Teachers distinguish between indicators of language acquisition
and indicators of learning disabilities.
3.4 Teachers collaborate with other
Educators, school personnel, community partners, and ML students' and their
families to foster an equitable and inclusive learning environment that
supports rigorous learning of language and literacies in the content
areas.
3.5 Teachers use and adapt
relevant materials and resources which facilitate a culturally responsive
curriculum across content areas; make appropriate accommodations for students
who lack equitable access to digital resources; support communication with
other Educators, school personnel, relevant community partners, interpreters,
ML students', and ML families to foster student learning of language and
literacies in the content areas.
Standard 4 Assessment and Evaluation:
Teachers apply assessment principles to analyze and interpret
multiple and varied assessments for Multilingual Learners, including
classroom-based, standardized, and language proficiency assessments. Teachers
understand how to analyze and interpret data to make informed decisions that
promote English language and content learning. Teachers understand the
importance of evaluating progress results in an accessible format for other
Educators as well as in the home language(s) of students and their
families.
4.1 Teachers apply knowledge
of validity, reliability, and assessment purposes to analyze and interpret
student data from multiple sources, including norm-referenced and
criterion-referenced tests. Teachers make informed instructional decisions in
collaboration with other school specialists (i.e., reading specialists, special
Educators), if applicable, that support language learning.
4.2 Teachers demonstrate understanding of
classroom-based formative, summative, and diagnostic assessments scaffolded for
both English language and content assessment. Teachers understand how to
approach assessments and results with a critical understanding of test-bias
towards non-native speakers of English. Teachers determine language and content
learning goals based on assessment data and their understanding of individual
student abilities. Teachers distinguish between indicators of language
acquisition and indicators of learning disabilities.
4.3 Teachers demonstrate knowledge of
state-approved administrative considerations, accessibility features, and
accommodations appropriate to ML students for standardized
assessments.
4.4 Teachers
demonstrate understanding of how English language proficiency assessment
results are used for identification, placement, and reclassification of
individual students and are aware of relevant local, state and federal
guidelines. Teachers demonstrate knowledge in what makes data accurate, valid
and reliable and critically examines student assessment data with this
lens.
Standard 5 Professionalism and Leadership
Teachers demonstrate professionalism and leadership by
collaborating with other Educators, knowing policies and legislation and the
rights of Multilingual Learners, advocating for students and their families,
engaging in self-assessment and reflection, pursuing continuous professional
development, and honing their teaching practice through collaborative
teaching.
5.1 Teachers demonstrate
knowledge of effective collaborative strategies to establish norms and
expectations of support with content area teachers, school leadership,
multicultural liaisons, and other school staff; to co-design effective Tier I
instruction; to serve as a resource for culturally relevant ML instruction; and
to advocate for students and their families.
5.2 Teachers apply knowledge of school,
district, and governmental policies and legislation that impact ML students'
educational rights in order to provide adequate resources and advocate for
students and their families.
5.3
Teachers practice self-assessment and reflection, make adjustments for self-
improvement, and plan for continuous professional development in the field of
multilingual learning and teaching.
5.4 Teachers engage in supervised or
collaborative teaching to apply and develop their professional practice using
self-reflection and feedback from their teaching colleagues and school
leadership.
A minimum of a practicum, or the equivalent, in Multilingual
Learner instruction at the PK/elementary (PK-8) or middle/secondary (5-12)
instructional level, depending on the authorization sought. For the full PK-12
authorization, a minimum of a practicum, or equivalent, in a PK/Elementary
School setting and a second practicum, or equivalent, in a separate Middle/High
School setting is required.
Required Testing: Passing Score on the PRAXIS II Content Area
Test as determined by VSBPE.
5440-12. Music.
(Revised June 2018)
The holder is authorized to teach music in grades PK-8, 5-12,
or PK-12, based on practicum and student teaching experience.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
Demonstrate knowledge of music and music education concepts
and skills delineated in current national professional standards and in the
National Core Arts Standards, including:
1.1. The processes and stages of student
musical development
1.2.
Philosophies and methods of music education for example, Dalcroze, Feierabend
Gordon, Kodaly, Orff, Suzuki,
1.3.
The historical development and role of music in contemporary and past cultures
and music as a fundamental expression of human emotion and form of
communication
1.4. Music theory,
including an understanding of composition, arranging and expressive
elements
1.5. Basic improvisational
techniques and how to teach them including but not limited to imitation,
variation, and techniques specific to various styles
1.6. Sight-reading and sight-singing
skills
1.7. Basic knowledge of
performance and pedagogy in the areas of brass, keyboard, percussion, string,
voice and woodwind; and expert performance ability in at least one
area
1.8. Understanding of current
technologies used in music production including but not limited to sound
reinforcement and software for music performance creation, recording, and
notation
1.9. Awareness of aware of
career opportunities available in music and how to introduce them to
students
1.10. Principles,
purposes, and design of assessments in music, including the concepts of
critical response and self-assessment
1.11. Best practices for arts
integration
2.
Performance Standards:
Implements a music curriculum that enables students to
experience the beauty, emotional intensity, and thoughtfulness of music through
making, studying, interpreting, and evaluating music. Specifically, the
Educator:
2.1. Demonstrates
comprehensive performing, creating and responding musicianship skills and
specialized knowledge in general, choral, or instrumental music, while proving
students with quality, sequential instruction in music
2.2. Applies effective techniques for
conducting and rehearsing with small and large groups
2.3. Selects a developmentally appropriate
music repertoire for study and performance
2.4. Creates an emotionally and physically
safe environment where artistic risk-taking, self-exploration, collaboration,
discovery, experimentation, problem solving, and reflection can take
place
2.5. Creates, selects, and
adapts a variety of resources, materials, and technologies that support
students as they learn through and about music
2.6. Supports students in the development of
independent musicianship including but not limited to student driven selection,
rehearsing, evaluating and refining repertoire
2.7. Models the use of the vocabulary of
music to respond and connect to musical works
2.8. Creates opportunities for students to
learn tolerance and respect for others through instruction in multicultural
music
2.9. Uses a variety of
appropriate methods, including student self-assessment, to assess students'
musical development, and uses assessment results to evaluate the effectiveness
of one's teaching and curriculum
2.10. Adapts materials, tasks etc. to ensure
the full access of all students, including special needs students, to a rich
music education
2.11. Advocates for
a rich music education for all students at the earliest possible age
3. A major in music, or the
equivalent in undergraduate and/or graduate coursework.
4. A minimum of a practicum, or the
equivalent, in music education at the elementary (PK-8) or middle/secondary
(-5-12) instructional level, depending on the authorization sought. For the
full PK-12 authorization, a minimum of a practicum, or the equivalent, in music
education at both the PK-68 and 57-12 instructional levels is
required.
5. REQUIRED TESTING:
Praxis II Subject Assessment Music - Test Code 5114.
5440-25. Online Teaching Specialist.
(Revised June 2018)
The holder is authorized to teach students from a distance
who are enrolled in online coursework. This endorsement is an add-on
endorsement only and is limited to holders of PK-12 endorsements whose
employment is considered teaching experience. The holder's area of online
instruction and instructional level shall be indicated on the
endorsement.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
1.1. Demonstrates
knowledge of how to plan, deliver, and evaluate online instruction as
delineated in current national professional standards and as reflected in
Vermont's Framework of Standards. Specifically, the Educator understands and/or
knows:
1.2. Central concepts -
central concepts and current and developing theories that are central to the
field of online teaching and learning.
1.3. Technology Skills- A continuum of
technologies relevant to the online learning environment both existing and
emerging, that effectively support student learning and engagement in the
online environment
1.4. Teaching in
an Online Environment- principles of effective online instruction and
strategies that promote creativity and innovation in virtual
environments
1.5. Legal and Ethical
Practice- Legal and ethical online behavior related to technology use
1.6. Accommodating Students with Special
Needs- Legal mandates stipulated by Americans with Disabilities Act (ADA), the
Individuals with Disabilities Education Act (IDEA), and Section 508
requirements for accessibility including how to adapt curriculum, instruction,
and assessments to accommodate students with special needs in the online
environment
1.7. Online
Assessments- How to design, develop, and implement online assessments to
accurately measure student learning and how to evaluate relevant data
2. Performance Standards:
2.1. Implements a comprehensive,
standards-based curriculum in subject area of educator's endorsement that
incorporates technology standards and enables students to acquire content
knowledge and skills. Specifically, the Educator:
2.2. Uses a range of technologies relevant to
online learning environments to support student learning that are appropriate
to students' ages and abilities, such as multimedia, synchronous and
asynchronous communication technologies, and Open Education Resources
(OER)
2.3. Establishes clear
expectations, employs effective, prompt communication, and provides regular
feedback to students in a variety of formats.
2.4. Creates personalized, online learning
environments for students that encourage active learning, real- world
application, participation, and collaboration including collecting and using
student data from the learning management system to inform instructional
improvements
2.5. Models and
manages safe, legal, and ethical online behavior
2.6. Adapts curriculum and instruction to
meet diverse student needs in the online environment, including accommodating
students with special needs
2.7.
Organizes materials, instruction, and procedures to online meet standards-based
and personalized learning goals
2.8. Creates and implements a variety of
assessments in online learning environments in ways that ensure academic
integrity and that accurately demonstrate student learning
2.9 credits in online instruction, a minimum
of a practicum in online instruction in the area of the instructor's teaching
endorsement at the K-12 level.
5440-08. Physical Education.
(Revised May 2016)
The holder is authorized to teach physical education in
grades PK-6, 7-12, or PK-12, as specified on the endorsement.
Individuals who are physically literate move with competence
and confidence in a wide variety of physical activities in multiple
environments that benefit the healthy development of the whole person.
Physically literate individuals consistently develop the motivation and ability
to understand, communicate, apply, and analyze different forms of movement.
They are able to demonstrate a variety of movements confidently, competently,
creatively and strategically across a wide range of health-related physical
activities. These skills enable individuals to make healthy, active choices
that are both beneficial to and respectful of their whole self, others, and
their environment. In order for students to achieve these goals, physical
Educators should have knowledge and skills in the following domains:
1. Scientific and Theoretical
Knowledge--Physical Educators know and apply discipline- specific scientific
and theoretical concepts critical to the development of physically educated
individuals. Physical Educators will:
1.1.
Understand how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical domains and age-appropriate indicators of
physical development
1.2. Know and
apply discipline-specific scientific and theoretical concepts critical to the
development of physically literate individuals. In a variety of educational
settings, they will describe and apply:
1.2.1.
physiological and biomechanical concepts related to skillful movement, physical
activity and fitness
1.2.2. motor
development theory
1.2.3.
psychological and/or behavioral theory
1.3. Identify historical, philosophical and
social perspective of physical education issues and legislation.
1.4. Understand the core tenets of Physical
Literacy and demonstrate the scientific and theoretical knowledge, skill-based
competence, planning and implementation, and instructional delivery and
management to help students achieve physical literacy.
1.5. Recognize and understand the effects of
age, gender, class, and size upon physical activity preferences and
participation and create safe spaces for all students to become physically
literate.
1.6. Adopt strategies for
modifying instruction in order to be sensitive to students' diverse physical
abilities, skills, learning styles, and prior experiences.
1.7. Adopt techniques for designing,
implementing, adapting, and extending physical education learning experiences
to meet the needs of all students.
2. Planning, Implementation, and
Assessment--Physical Educators plan, implement, and assess developmentally
appropriate, standards-based learning experiences aligned with state and
national standards to address the diverse needs of all students. Physical
Educators will:
2.1. Design and implement
short- and long-term plans that are linked to program and instructional goals,
as well as a variety of student needs.
2.2. Develop and implement measurable,
developmentally appropriate, performance-based lessons with content, goals and
objectives aligned with state learning standards.
2.3. Plan for and manage resources to provide
active, fair, equitable, and flexible learning experiences.
2.4. Plan and adapt instruction for diverse
student needs, adding specific accommodations and/or modifications for student
exceptionalities.
2.5. Plan and
implement progressive and sequential instruction that addresses the diverse
needs of all students.
2.6. Select
or create appropriate assessments that will measure student achievement of
goals and objectives.
2.7. Use
appropriate assessments to evaluate student learning before, during, and after
instruction.
2.8. Utilize the
reflective cycle to implement change in teacher performance, student learning,
and instructional goals and decisions.
3. Instructional Delivery and
Management--Physical Educators use effective pedagogical skills and strategies
to facilitate development of physical literacy in response to unique and
diverse needs. Physical Educators will:
3.1.
Demonstrate effective verbal and non-verbal communication skills across a
variety of personalized instructional pathways (EQS 2120.2).
3.2. Demonstrate how to connect cross-content
concepts and uses differing perspectives and strategies to engage learners in
acquisition of transferable skills (e.g. clear and effective communication,
creative and practical problem solving, responsible and involved citizen) (EQS
2120.6).
3.3. Provides multiple
effective instructional strategies and feedback (peer, self-evaluation, and
teacher feedback) for skill acquisition, student learning, and motivation
within a multi-tiered system of supports (EQS 2120.1) (EQS 2120.2).
3.4. Creates and adapts a dynamic environment
that supports individual and group learning by encouraging positive social
interactions and active engagement in learning and self-motivation (EQS
2120.2).
3.5. Implements rules,
routines, transitions, and positive behavior management strategies to create
and maintain a safe, inclusive, and effective learning environment.
3.6. Employs technological tools that
facilitate learning and assessment of physical education and engage students in
practical application of technological tools in the monitoring and improvement
of their own Physical Literacy.
4. Professionalism and Leadership--Physical
Educators demonstrate dispositions essential to becoming effective
professionals. Physical Educators will:
4.1.
Demonstrates dispositions/behaviors that all students can become physically
literate individuals.
4.2.
Demonstrate behaviors that are consistent with the professional best practice
as established by SHAPE AMERICA.
5. Skill-Based and Fitness-Based
Competence--Physical Educators are physically literate individuals with the
knowledge and skills necessary to demonstrate competent movement performance
and health-enhancing fitness as defined in state standards. Physical Educators
will:
5.1. Demonstrate personal competence in
motor skills performance for a variety of physical activities and movement
patterns.
5.2. Demonstrate
performance concepts related to skillful movement in a variety of physical
activities.
5.3. Document and
reflect upon their own personal fitness and develop a plan to achieve their
fitness goals.
6. A
minimum of a practicum, or the equivalent, in physical education at the
elementary (PK-6) or middle/secondary (7-12) instructional level, depending on
the authorization sought. For the full PK-12 authorization, a minimum of a
practicum, or the equivalent, in physical education at both the PK-6 and 7-12
instructional levels is required.
7. Current certificates in cardiopulmonary
resuscitation (CPR), Automated External Defibrillator (AED), and first
aid.
8. REQUIRED TESTING: Praxis II
Subject Assessment Physical Education - Test Code 5095.
5440-78. Reading/English Language Arts
Coordinator.
(Revised March 2005)
The holder is authorized to provide leadership in the
implementation of reading instruction and assessment practices that are
informed by research, including coordination and management of all aspects of
the school's or district's reading program and guidance of professional
development in the area of reading, in order to help all students achieve
standards. This endorsement is limited to those who hold or who are eligible to
hold the Reading/English Language Arts Specialist endorsement.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1. The
Reading/English Language Arts Coordinator must be eligible to hold the
Reading/English Language Arts Specialist endorsement through demonstration of
each of the knowledge and performance standards required for that endorsement.
In addition, the Reading/English Language Arts Coordinator understands concepts
and demonstrates skills essential to systemic leadership of reading instruction
and assessment, including:
1.1 Knowledge
Standards:
1.1.1 Research design and program
evaluation
1.1.2 Principles and
models of effective needs- and standards-based staff development
programs
1.1.3 Planning and
administration of a program of reading instruction and assessment, including
purposes of and eligibility criteria for the various federal and state
supplemental and intervention programs designed to help students with reading
and writing problems
1.1.4 Federal,
state, and local laws, regulations, and policies related to reading instruction
and assessment
1.2
Performance Standards:
1.2.1 Curriculum,
Instruction, and Assessment: Collaborates with teachers and administrators to
develop and implement a school- or district-wide program of literacy
instruction and assessment that is research-and standards-based and aligned
with other school and/or district improvement efforts
1.2.2 Selects materials, technologies, and
tools to support the school's or district's literacy program
1.2.3 Implements literacy support programs to
enhance literacy development throughout the school community
1.2.4 Communicates information about school-
or district-wide literacy program and progress to administrators, other staff
members, school board members, parents, and the community, including
delineating expectations for students and best practices in instruction and
assessment at different grade levels
1.2.5 Professional Development: Designs and
implements an effective need- and standards-based staff development program
that is focused on the core areas of effective classroom pedagogy - content,
context, methodology, and assessment
1.2.6 Research and Program Evaluation:
Develops and implements comprehensive program evaluation processes to evaluate
student and staff progress toward the goals of the literacy instruction and
assessment program
1.2.7
Collaborates with administrators and teachers to use program evaluation results
to inform on-going curriculum, instruction, and assessment, and professional
development planning
1.2.8 Obtains
and interprets literacy research that includes a range of methodologies (e.g.,
ethnographic, descriptive, experimental, historical), and conducts and supports
classroom-level research projects
2. A Master's degree. A minimum of 21 credits
in reading/English language arts. A minimum of a practicum, or the equivalent,
in reading instruction and assessment.
3. REQUIRED TESTING: Praxis II Subject
Assessment in Reading Specialist is required -Test Code: 5301.
Educators with a reading/English language arts coordinator
endorsement can retain, renew, and reinstate this endorsement. No new
reading/English language arts coordinator endorsements will be issued
(effective 2021).
5440-76. Reading/English Language Arts
Specialist.
(Revised March 2005)
The holder is authorized to function as a school-wide
resource to support teachers to implement reading instruction and assessment
practices that are informed by research, and to provide instruction in reading
to students in grades PK-12. This endorsement is limited to those who hold or
who are eligible to hold endorsements in early childhood, elementary education,
middle grades, the secondary content areas, special education, or English as a
Second Language.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
Demonstrates knowledge of major theories and research-based
principles and processes underlying language and literacy development, the
components of effective literacy instruction and assessment at the student and
school levels, a variety of literacy difficulties and intervention strategies,
and strategies for facilitating best practice school-wide, as delineated in
current national professional standards. Specifically, the Educator understands
and/or knows:
1.1 Foundations:
1.1.1 Reading Comprehension and Fluency:
1.1.1.1 Reading as the complex cognitive
process of constructing meaning through the interaction of the reader's
existing knowledge, the information suggested by the text, and the context of
the reading situation
1.1.1.2
Components of reading comprehension, including strategies, vocabulary, and
background/conceptual knowledge; ways that readers demonstrate comprehension;
the distinction among independent, instructional, and frustration levels for
individual students
1.1.1.3
Components of fluency, and appropriate ranges of reading fluency rates at
different grade levels
1.1.1.4
Individual and textual factors that influence comprehension
1.1.1.5 The particular features of narrative
and expository text across genres; and how readers' awareness of these features
supports comprehension
1.1.1.6
Development of early and emergent literacy, including "concepts of
print"
1.1.2 Literature
and Media:
1.1.2.1 A wide variety of quality,
age-appropriate literature across genres, eras, cultures, and subcultures,
including texts that support a range of reading abilities (e.g., decodable
texts, leveled books) and resources for selecting and reviewing new
materials
1.1.2.2 Critical theories
of children's literature
1.1.2.3
Literary elements and strategies for analysis of literature and non-textual
media
1.1.3 Language
Development:
1.1.3.1 The phonemic, morphemic,
semantic, syntactic, and pragmatic systems of language and their relationship
to the reading and writing process
1.1.3.2 Processes, principles, and dimensions
of oral language acquisition and the relationship between oral language
development and literacy development
1.1.3.3 Components of phonological
processing
1.1.3.4 The development
of the phonological skills essential to fluent decoding
1.1.3.5 The impact of physical, emotional,
and cultural factors on language development and acquisition of reading and
writing
1.1.3.6 Role of
metacognition in reading, writing, listening, speaking, and representing
visually
1.1.3.7 Elements of
effective verbal and non-verbal communication
1.1.3.8 The process of second language
acquisition, benefits and challenges Second language acquisition poses to
students' reading and writing development, and distinctions between language
learning issues and learning disabilities
1.1.4 Word Study:
1.1.4.1 Written language as a symbolic system
based on the alphabet and orthography/spelling
1.1.4.2 The pronunciation of English phonemes
and their graphemes
1.1.4.3 The
developmental stages of spelling and morphological analysis
1.1.4.4 Speech to print correspondence at the
sound, syllable pattern, and morphological levels, including predictability and
patterns in English spelling, and grammatical endings and prefixes, suffixes,
and roots
1.1.4.5 The differences
among approaches to teaching phonics
1.1.4.6 Vocabulary development and its
relationship to literacy acquisition
1.1.4.7 Relationships among phonology,
decoding, orthography, fluency, vocabulary, and comprehension
1.1.5 Written Expression:
1.1.5.1 The writing development continuum
from pre-writers through adults
1.1.5.2 Dimensions of quality writing, types
of writing, the composing processes that writers use, and planning strategies
most appropriate for particular kinds of writing
1.1.5.3 The conventions of written
English
1.1.5.4 Uses of writing
portfolios and approaches to assessing student writing, including appropriate
benchmarks and standards for various ages/grade levels
1.1.6 Individual Differences and
Individualized Instruction:
1.1.6.1 The
characteristics of and multiple causes of reading and writing difficulties,
including how environmental/contextual and physiological/neurological factors
can influence language, reading, and writing development
1.1.6.2 How contextual factors in the school
can influence student learning and reading
1.1.6.3 A variety of individual and group
instructional approaches, interventions, and supplemental programs to address
specific difficulties in language, reading, and writing skills
1.1.7 Assessment:
1.1.7.1 Indicators of proficiency or
difficulty in the various component areas of reading
1.1.7.2 Purposes for assessment in English
language arts, including screening, diagnosis, evaluation of outcomes, guidance
of instruction, and progress monitoring, and a range of valid and reliable
assessment tools appropriate to each purpose
1.1.7.3 Ability to administer and interpret
formal and informal assessments appropriate for different purposes
1.1.7.4 The importance of a feasible,
comprehensive, and ongoing reading/language arts assessment program to evaluate
student and school achievement of standards, and a variety of potential
approaches to accomplish this
1.1.8 Consultation and Collaboration:
1.1.8.1 Principles and practices of effective
collaboration and consultation in learning environments
1.1.8.2 Purposes of and eligibility criteria
for various local supplemental and intervention programs designed to help
students with reading and writing difficulties
1.1.8.3 Appropriate roles and
responsibilities of paraeducators and their supervision
1.1.9 Research and Evaluation:
1.1.9.1 How to interpret, analyze, and apply
research findings to instructional practice
1.1.9.2 Strategies for classroom-based
literacy research
1.1.9.3
Appropriate criteria for determining the effectiveness of reading programs,
including comprehensive programs, supplemental, and intervention
programs
2. Performance Standards:
The Reading/English Language Arts Specialist provides
individualized and small group reading and writing support and instruction to
students based upon their needs; collaborates with other Educators to plan
individualized programs for students with reading or writing disabilities; and
assists with school-wide implementation of best practices in reading
instruction and assessment, including selection of materials, application of
research to practice, provision of professional development in the area of
reading, and evaluation of the effectiveness of the school's literacy program.
Specifically, the Educator:
2.1
Individualized instruction:
2.1.1 Based on
student needs, supports students both in and out of their regular classrooms by
explicitly and systematically teaching one or more of the components of
literacy
2.1.2 Uses a wide variety
of teacher and student-selected texts, including authentic and extended texts,
appropriate to individual students' reading levels, in order to increase
students' skills, sense of self-efficacy as readers, and motivation to
read
2.1.3 Appropriately selects
from a variety of active and engaging individual and/or small group
instructional approaches, supplementary programs, or interventions, and adjusts
pace and degree of explicit instruction, in order to meet the needs of
individual students
2.1.4 Uses
remedial and tutorial programs which have been validated by research
2.2 Assessment:
2.2.1 Uses the results of literacy
assessments to target instruction, to flexibly group students for small groups
when needed, to appropriately match students with reading material, and to
assess curriculum-specific learning outcomes as they relate to the students
learning and program effectiveness
2.2.2 Uses a range of progress monitoring
tools to regularly evaluate individual students' progress, and adjusts
approaches, interventions, and supplementary instruction, depending on student
progress
2.3
Consultation and Collaboration:
2.3.1 Helps to
develop individual educational plans for students with learning disabilities
related to literacy
2.3.2
Implements and evaluates systemic strategies to include parents as partners in
the literacy development of their children and adolescents
2.3.3 Collaborates with classroom teachers to
support their implementation of research-based best practices in all aspects of
literacy instruction and assessment, including modeling or co-teaching of
specific instructional approaches when appropriate; joint problem solving;
and/or assistance with the acquisition of resources
2.3.4 Facilitates the review and selection of
instructional materials for literacy instruction, including those that are
technology based
2.4
Research and Evaluation:
2.4.1 Interprets
research findings related to the improvement of reading instruction and
assessment and communicates these findings to colleagues and the wider
community in order to improve classroom practice
2.4.2 Communicates information about
school-wide literacy program and progress to administrators, other staff
members, school board members, parents, and the community
2.4.3 Assists with the program evaluation
process to gauge the effectiveness of the school's literacy curriculum using a
variety of appropriate indicators of effectiveness
2.4.4 Facilitates and supports
classroom-level research in literacy instruction
3. A minimum of 18 credits in
reading/English language arts
4. A
minimum of a practicum, or the equivalent, in reading instruction and
assessment.
5. REQUIRED TESTING:
Praxis II Subject Assessment in Reading Specialist is required - Test Code:
5301.
Educators with a reading/English language arts specialist
endorsement can retain, renew, and reinstate this endorsement. No new
reading/English language arts specialist endorsements will be issued (effective
2021).
5440-64.
School Counselor.
(Revised March 2023)
The holder is authorized to provide school counseling
services in grades PK-12.
1.
Foundational Knowledge
School counselors demonstrate knowledge of the history of
school counseling, and the structure and organization of the U.S. education
system. School counselors understand the developmental trajectories of diverse
learners in the school environment.
1.1. Describe the organizational structure,
governance, and evolution of the U.S. education system as well as cultural,
political, and social influences on current educational practices and on
individual and collective learning environments.
1.2. Describe the evolution of the school
counseling profession (including historical and contemporary inequitable
practices), the basis for a comprehensive school counseling program, and the
school counselor's role in supporting growth and learning for all
students.
1.3. Describe aspects of
human development, such as cognitive, language, social/emotional, identity
(e.g. racial, gender, and sexual identities), and physical development, as well
as the impact of environmental stressors and societal inequities on learning
and life outcomes.
1.4. Describe
the needs of marginalized populations and the role of School Counselors in
addressing them as described in ASCA Ethical Standards for School Counselors
and current ACSA position statements.
2. Core Theories and Concepts
School counselors demonstrate knowledge of established and
emerging counseling and educational theories and methods, evidence-based
techniques, and utilize relationship-building skills that are foundational to
successful outcomes for students.
2.1.
Describe established and emerging counseling and educational methods, including
but not limited to childhood and adolescent development (including racial,
gender, and sexual identity development models), learning theories, behavior
modification and classroom management, social justice, multiculturalism, group
counseling, college/career readiness, and crisis response.
2.2. Demonstrate strengths-based counseling
and relationship-building skills to support student growth and promote equity
and inclusion.
2.3. Describe and
critically analyze established and emerging counseling theories and
evidence-based counseling techniques that have been established in the
literature as effective in a school setting; examples include Adlerian,
Motivational Interviewing, Solution-Focused Brief Counseling, play therapy
techniques and trauma informed techniques, etc.
2.4. Engage in self-reflection, develop
knowledge and skills in cultural competence, and advocate for the equitable
treatment of all students.
3. Instructional and School Counseling
Interventions
School counselors use multiple data points to assess
individual students' needs and identify a range of school counseling techniques
to meet those needs. School counselors utilize digital literacy and technology
tools to support the school counseling program and to track the academic,
college/career, and social/emotional development of all students.
3.1. Use multiple data points, including
student interviews, direct observation, educational records, consultation with
parents/families/staff, and test results to systematically identify student
needs and collaboratively establish goals. Include qualitative data in
decision-making to prevent the isolation, minimization, or exclusion of
marginalized or minority group students.
3.2. Identify research-based individual
counseling, group counseling, and classroom instruction techniques to promote
academic achievement, college/career readiness, and social/emotional
development for every student.
3.3.
Demonstrate digital literacy and appropriate use of technology to track student
progress, communicate effectively to stakeholders, analyze data, and assess
student outcomes.
3.4. Understand
how test bias and evidence based on the experiences, characteristics and/or
culture of majority populations can affect students in the minority, and work
with Educational Support Teams to avoid misdiagnosis or inequitable
interventions.
4.
Student Learning Outcomes
School counselors create and implement data-informed school
counseling programs that positively impact student outcomes and promote
educational equity and access. School counselors use pedagogical skills,
collaborative strategies and referral systems to support student learning that
reflect ASCA Mindsets and Behaviors for Student Success.
4.1. Plan, organize, and implement a variety
of instructional and counseling strategies as part of a comprehensive school
counseling program (direct and indirect student services) to improve preK-12
student attitudes, knowledge, and skills.
4.2. Collaborate with Educational Support
Teams and stakeholders such as families, teachers, support personnel,
administrators, and community partners to create learning environments that
promote educational equity, and support success and well-being for every
student.
4.3. Describe how to
access school and community resources to make appropriate referrals based on
the needs of students.
4.4.
Demonstrate pedagogical skills, including classroom management strategies,
lesson planning, and personalized instruction.
4.5. Utilize an understanding of students'
customs, culture, characteristics, experience, home language(s), and
perspectives as tools for better student outcomes, while recognizing students
as individuals to avoid making assumptions based on their presenting
characteristics.
4.6. Is an
integral component of student success and the overall mission of the school and
school district.
5.
Designing, Implementing, and Assessing Comprehensive School Counseling
Programs.
School counselors use school data and school counseling
program assessments to identify areas of strength and needed improvement for
program activities and interventions that reflect ASCA Mindsets and Behaviors
for Student Success.
5.1. Use data and
student standards, such as the ASCA Mindsets and Behaviors for Student Success
and relevant state standards, to create school counseling program goals and
action plans aligned with school improvement plans.
5.2. Use process, perception, and outcome
data, program and needs assessments, a diverse advisory council, and other
survey tools to monitor and refine the school counseling program.
5.3. Use school-wide data to promote systemic
change within the school so every student is prepared for post-secondary
success.
5.4. Develops the beliefs,
vision and, mission statement of the school counseling program that align with
current school improvement and student success initiatives at the school,
district and state level.
5.5.
Implements the school counseling core curriculum.
6. Professional Practice
School counselors demonstrate the scope of school counseling
practice in varied educational settings, understand their role as a leader,
collaborator, advocate, and agent for systemic change, and engage in
opportunities to support their professional growth and identity development
that reflects the ASCA School Counselor Professional Standards &
Competencies.
6.1. Explain a scope of
practice for school counselors defined as the overall delivery of the
comprehensive school counseling program, providing education, prevention,
intervention, and referral services to students and their families.
6.2. Demonstrate leadership, advocacy and
collaboration for the promotion of student learning and achievement, the school
counseling program, and the profession.
6.3. Engage in local, state and national
professional growth and development opportunities and demonstrate an emerging
professional identity as a school counselor.
7. Ethical Practice
School counselors demonstrate ethical and culturally
responsive behavior, maintain the highest standard of professionalism and legal
obligation, and use consultation and ongoing critical reflection to prevent
ethical lapses.
7.1. Engage in
professional behavior that reflects ASCA Ethical Standards for School
Counselors and relevant federal and state laws and district policies.
7.2. Describe the impact of federal and state
laws and regulations, as well as district policies, on schools, students,
families, and school counseling practice.
7.3. Seek consultation and supervision to
support ongoing critical reflection in an effort to identify cultural blind
spots and prevent ethical lapses.
7.4. Advocate to school leadership for the
needs of marginalized school populations.
8. Master's degree, with a concentration in
school counseling or the equivalent.
9. A supervised internship experience (600
clock hours) in counseling with a minimum of 60 hours of experience in school
counseling at the elementary (PK-8) or middle/secondary (5-12) instructional
level, depending on the authorization sought. For the full PK-12 authorization,
a practicum, or equivalent, in a PK/Elementary School setting and a second
practicum, or equivalent, in a separate Middle/High School setting is
required.
5440-61.
School Librarian.
(Revised March 2017)
The holder is authorized to provide library media services
and instruction in grades PK-12.
1.
Teaching for Learning
School librarians promote dynamic and innovative curriculum
and pedagogy.
1.1 Knowledge Standards
1.1.1 Knowledge of learners and learning
1.1.1.1 Possess knowledge of learning styles,
stages of human growth and development, and cultural influences on
learning
1.1.1.2 Assess learner
needs and design instruction that reflects evidence-based practices
1.1.1.3 Support the learning of all members
of the learning community, including those with diverse learning styles and
special physical and intellectual needs
1.1.1.4 Demonstrate cultural competence as
they personalize learning and help all students move towards
proficiency
1.1.2
Effective and knowledgeable teacher
1.1.2.1
Use best practices to design and implement quality instruction that engages all
learners
1.1.2.2 Use a variety of
instructional strategies and assessment tools to design and develop authentic
learning experiences and assessments in partnership with classroom teachers and
other educators
1.1.2.3 Document
and communicate the impact of collaborative instruction on student
achievement
1.1.3
Instructional partner
1.1.3.1 Model, share,
and promote effective principles of teaching and learning as collaborative
partners with other educators
1.1.3.2 Participate in curriculum
development, engage in the school improvement processes, and design
professional learning opportunities.
1.1.4 Integration of learning standards and
transferrable skills
1.1.4.1 Collaborate with
other teachers to plan and implement instruction of the current AASL standards,
transferrable skills, and state student curriculum standards
1.1.4.2 Employ strategies to integrate
multiple literacies with content curriculum
1.1.4.3 Integrate the use of technologies for
effective and creative teaching and to support student's inquiry and evaluation
of their learning
2. Literacy and Reading
School Librarians promote literacy and reading for all
students through modeling and knowledge.
2.1 Literature: Demonstrate a deep knowledge
of a wide range of children's, young adult, and professional literature in
multiple formats and languages to support reading for information, reading for
pleasure, reading for critical thinking, and reading for lifelong
learning
2.2 Personal Reading and
Engagement: Employ a variety of strategies to encourage engagement with
literature in and out of school in order to develop habits of creative
expression, critical thinking, and lifelong learning
2.3 Respect for Diversity: Demonstrate the
ability to develop a collection of reading and information materials in print
and digital formats that support the diverse developmental, cultural, social,
and linguistic needs of all students and their communities
2.4 Literacy Strategies: Collaborate with
classroom teachers to reinforce a wide variety of instructional reading
strategies to help students create meaning from text
3. Information and Knowledge
School Librarians curate physical, digital, and virtual
collections that promote ethical and equitable access to knowledge and
information.
3.1 Behaviors of
efficient and ethical information-seeking, evaluation, and use
3.1.1 Identify and provide support for the
diverse information needs of students
3.1.2 Model multiple strategies for students,
teachers, and administrators to inquire, evaluate, select, synthesize, and
ethically use appropriate information
3.1.3 Collaborate with students, teachers,
and administrators to efficiently access, interpret, and communicate
information
3.2 Access
to information
3.2.1 Support flexible, open
access for library services
3.2.2
Develop solutions for addressing physical, social, and intellectual barriers to
equitable access to resources and services
3.2.3 Facilitate access to information in
multiple formats
3.2.4 Model and
communicate professional principles including intellectual freedom,
intellectual ownership, privacy, and the legal and ethical codes of the
profession
3.3
Information technology
3.3.1 Demonstrate
ability to design and adapt curricula that engage students in authentic,
relevant, and personalized learning experiences through the use of digital
tools and resources
3.3.2 Model and
facilitate the effective use of tools to locate, analyze, evaluate, use, and
reflect on information resources to support research, learning, creation, and
communication in a digital society
3.4 Research and knowledge creation
3.4.1 Use evidence-based, action research to
collect data
3.4.2 Interpret and
use data to create and share new knowledge to improve practice in school
libraries.
3.4.3 Model knowledge
creation from evidence-based inquiry for students, teachers, and
administrators
4. Advocacy and Leadership
School Librarians advocate for dynamic school library
programs and positive learning environments that focus on student
learning.
4.1 Networking
4.1.1 Establish connections with other
libraries
4.1.2 Cooperate with
library colleagues to facilitate access to information
4.2 Professional learning
4.2.1 Participate in professional growth and
leadership opportunities
4.2.2
Maintain active membership in professional associations
4.2.3 Seek knowledge of relevant and current
professional practices and emergent Technologies
4.3 Leadership
4.3.1 Communicate the role and relationship
of the school library program's impact on student learning
4.3.2 Communicate ways in which the library
program can enhance school improvement efforts
4.4 Advocacy
4.4.1 Advocate for the school library program
to stakeholders within and outside the school community
4.4.2 Define and promote the role of the
school librarian to allow teachers and administrators to take full advantage of
Ihe knowledge and skills librarians bring to the school
5. Program Management and
Administration School Librarians develop, manage, advocate for, and administer
high quality library programs.
5.1 Collections
5.1.1 Evaluate and select resources to
develop and manage a quality collection designed to meet the diverse
curricular, personal, and professional needs of students, teachers, and
administrators
5.1.2 Organize and
curate school library collections to serve their users
5.2 Professional Ethics
5.2.1 Practice the ethical principles of
their profession, advocate for intellectual freedom and privacy, and promote
and model digital citizenship and responsibility
5.2.2 Educate the school community on the
ethical use of information and ideas.
5.3 Personnel, Funding, and Facilities
5.3.1 Apply best practices related to
planning, budgeting, and evaluating human, information, physical, and virtual
resources
5.3.2 Design and organize
library learning spaces to enhance the use of information resources and
services and to ensure equitable access for all users
5.3.3 Develop, implement, and evaluate
policies and procedures that support teaching and learning in school
libraries
5.4 Strategic
Planning and Assessment
5.4.1 Communicate and
collaborate with students, teachers, administrators, and community members to
develop a library program that aligns resources, services, and standards with
the school's mission
5.4.2 Make
effective use of data and information to evaluate and reflect on how the
library program addresses the needs of their diverse communities.
6. A minimum of 18
credits in library and information science.
7. A minimum of a practicum, or the
equivalent, in school library media services and instruction divided equally
between a PK-6 and 7-12 setting.
5440-65. School Nurse.
(Revised March 2017)
The holder is authorized to provide school health services in
grades PK-12 and to collaborate with teachers and administrators to integrate
health and wellness knowledge and skills throughout the school and curriculum
based on knowledge of pediatric, community health, emergency, adult, and mental
health nursing.
1. Standards of
Practice
1.1. The school nurse demonstrates
knowledge in general nursing and school nursing concepts and skills delineated
in
1.1.1. The Standards of Practice School
Health Services Manual (Authors: Vermont Agency of Education and Vermont
Department of Health, September 2015)
1.1.2. Framework for 21 [ st ] Century School
Nursing Practice (Author: National Association of School Nurses,
2015)
1.1.3. School Nursing: Scope
and Standards of Practice 2nd Ed. (Authors: American Nurses Association (ANA)
and National Association of School Nurses (NASN), 2011).
1.2. The school nurse develops protocols,
training, supervision and evaluation for delegated activities. The school nurse
evaluates the health needs of students and the school environment through the
prescribed nursing process of Assessment, Diagnosis, Outcome Identification,
Planning, Implementation and Evaluation (NASN, 2011). The school nurse works to
develop and maintain communication within the school, local health agencies and
providers. The school nurse incorporates school health services into the Whole
School, Whole Community, Whole Child (WSCC) Model (CDC, October 2015) and
aligns these services with goals with the Local Education Agency's Continuous
School Improvement plans. The school nurse cultivates a relationship between
the school and the community's health network to coordinate care. The school
nurse reports suspected child abuse and/or neglect as required by
law.
1.3. Standards of Practice
include: Clinical Competence, Clinical Guidelines, Code of Ethics, Critical
Thinking, Evidence-based Practice, NASN Position Statements, Nurse Practice
Act, Knowledge of and adherence to current state and federal laws, regulations,
and procedures governing identification, referral, healthcare, privacy issues,
placement, and accommodation of students.
2. Leadership
2.1. School nurses lead in the development of
policies, programs, and procedures for the provision of school health services
at an individual or district level, relying on student-centered, evidence-based
practice and performance data to inform care. Integrating ethical provisions
into all areas of practice, the school nurse leads in delivery of care that
preserves and protects student and family autonomy, dignity, privacy, and other
rights sensitive to diversity in the school setting.
2.2. As an advocate for the individual
student, the school nurse provides skills and education that encourage
self-empowerment, problem solving, effective communication, and collaboration
with others. Promoting the concept of self-management is an important aspect of
the school nurse role and enables the student to manage his/her condition and
to make life decisions. The school nurse advocates for safety by participating
in the development of school safety plans to address bullying, school violence,
and the full range of emergency incidents that may occur at school.
2.3. At the policy development and
implementation level, the school nurse provides system-level leadership and
acts as a change agent, promoting education and healthcare reform.
2.4. Leadership includes: Advocacy, Change
Agents, Lifelong Learner, Models of Practice, Technology, Policy Development
and Implementation, Professionalism, Systems-level Leadership, Acts as a
resource person in promoting health careers.
3. Community/Public Health
3.1. School nursing is grounded in
community/public health. The goal of community/public health moves beyond the
individual to focus on community health promotion and disease prevention and is
one of the primary roles of the school nurse. School nurses employ cultural
competency in delivering effective care in culturally diverse
communities.
3.2. The school nurse
employs primary prevention by providing health education that promotes physical
and mental health and informs healthcare decisions, prevents disease, and
enhances school performance. Addressing such topics as healthy lifestyles,
risk-reducing behaviors, developmental needs, activities of daily living, and
preventive self-care, and the school nurse uses teaching methods that are
appropriate to the student's developmental level, learning needs, readiness,
and ability to learn. Screenings, referrals, and follow-up are secondary
prevention strategies that school nurses utilize to detect and treat
health-related issues in their early stage. School nurses provide tertiary
prevention by addressing diagnosed health conditions and concerns.
3.3. The school nurse provides a safe and
healthy school environment through control of infectious disease, which
includes, preventative immunization programs utilization of school-wide
infection control measures, and disease surveillance and reporting to the
Vermont Department of Health.
3.4.
Community and Public Health includes: Access to Care, Cultural Competency,
Disease Prevention, Environmental Health, Health Equity, Health Promotion,
Outreach, Population-based Care, Risk Reduction, Screenings/Referral/Follow-up,
Social Determinants of Health, Family and Group Dynamics.
4. Care Coordination
4.1. School nurse strengthens and facilitates
the educational process by improving and protecting the health status of
students and staff; identifying, assisting, overseeing, and collaborating with
other school personnel in the removal or modification of health-related
barriers to the learning of individual students; and collaborating with other
school personnel to promote health education and a healthy learning environment
for students and staff. The school nurse coordinates student health care
between the medical home, family, and school. The school nurse participates as
the health professional member on a variety of teams, including the child 3
education evaluation teams that develop Individual Education Programs (IEPs),
504 Plans, Educational Support Team (EST) recommendations, and other
specialized plans for students. The school nurse acts as the case manager of
504 Plans for students with health issues. The school nurse develops, provides,
and/or oversees implementation of student Individualized Healthcare Plans,
health management protocols, and policies for all students with health needs,
and recommends modifications to the school program.
4.2. The school nurse delivers quality health
care and nursing interventions for actual and potential health problems. The
school nurse provides for the direct care needs of the student, including
medication administration and routine treatments and procedures. The school
nurse provides education of school staff for the successful management of a
child with a chronic condition or special healthcare needs.
4.3. The school nurse delegates healthcare
tasks to unlicensed assistive personnel in order to support the health and
safety needs of students in accordance with Administrative Rules of the Vermont
Board of Nursing.
4.4. Care
Coordination includes: Case Management, Chronic Disease Management,
Collaborative Communication, Direct Care, Education, Interdisciplinary Teams,
Motivational Interviewing/Counseling, Student-Centered Care, Student
Self-empowerment, Transition Planning.
5. Quality Improvement
5.1. The school nurse uses the nursing
process: assessment, identification of the issue, development of a plan of
action, implementation of the plan, and evaluation of the outcome. The school
nurse collects data and utilizes evidence-based practice in order to facilitate
continuous quality improvement.
5.2. Quality Improvement includes:
Documentation/Data Collection, Evaluation, Meaningful Health/Academic Outcomes,
Research, Uniform Data Set.
6. Bachelors or Master's degree from a
nursing program accredited by the National League for Nursing or the Commission
on Collegiate Nursing Education (CCNE).
7. A current license in good standing as a
registered nurse (RN) from the Vermont Office of Professional
Regulation.
8. 6000 hours of
clinical nursing experience beyond nursing education OR 2016 or more current
national certification from the National Board for the Certification of School
Nurses.
9. Current certificates in
cardiopulmonary resuscitation (CPR) with Automated External Defibrillator (AED)
for health care providers with in-person skill session.
OR Instead of 6, 7, 8, 9: A bachelor's degree or higher in a
health-related field relevant to school nursing, including or in addition to a
total of six (6) credits for undergraduate or graduate courses in any
combination of the following subjects: Management of primary health care
problems of children and/or adolescents; Health assessment of children and/or
adolescents; Public health/community health/epidemiology/school nursing;
Nursing Informatics.
A current license in good standing as a registered nurse (RN)
from the Vermont Office of Professional Regulation
6000 hours of clinical nursing experience beyond nursing
education
Current certificates in cardiopulmonary resuscitation (CPR)
with Automated External Defibrillator (AED) for health care providers with
in-person skill session.
OR Instead of 6, 7, 8, 9: A baccalaureate degree from a
regionally accredited or state-approved institution and successful completion
of a major, or its equivalent, in the liberal arts and sciences, or in the
content area of the endorsement sought, may be licensed by completing an
alternate preparation process approved by the Standards Board.
A current license in good standing as a registered nurse (RN)
from the Vermont Office of Professional Regulation.
6000 hours of clinical nursing experience beyond nursing
education
Current certificates in cardiopulmonary resuscitation (CPR)
with Automated External Defibrillator (AED) for health care providers with
in-person skill session.
Completion of an educational orientation program provided
through the Vermont Department of Health and based on the requirements for
delivery of health services as defined in the Agency of Education Manual of
Rules and Practices, Series 2000 - Education Quality
Standards.
5440-65A. Associate School Nurse.
The holder is authorized to provide school health services in
grades PK-12.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
Demonstrates general nursing and school nursing concepts and
skills delineated in current national professional nursing and school nursing
standards and health concepts and skills delineated in Vermont's Framework of
Standards and Learning Opportunities, including:
1.1. Standards of Practice
1.1.1. The associate school nurse
demonstrates knowledge in general nursing and school nursing concepts and
skills delineated in
1.1.2. The
Standards of Practice School Health Services Manual (Authors: Vermont Agency of
Education and Vermont Department of Health)
1.1.3. Framework for 21st Century School
Nursing Practice (Author: National Association of School Nurses,
2015)
1.1.4. School Nursing: Scope
and Standards of Practice 2nd Ed. (Authors: American Nurses Association (ANA)
and National Association of School Nurses (NASN), 2017).
1.1.5. Code of Ethics for Nurses With
Interpretive Statements (Authors: American Nurses Association (ANA
2015)
1.1.6. Standards Of Practice
Include:
1.1.6.1. Clinical Competence,
Clinical Guidelines, Code of Ethics, Critical Thinking, Evidence-based
Practice, NASN Position Statements, Nurse Practice Act, Knowledge of and
adherence to current state and federal laws, regulations, and procedures
governing identification, referral, healthcare, privacy issues, placement, and
accommodation of students.
1.1.6.2.
As an advocate for the individual student, the associate school nurse provides
skills and education that encourage self-empowerment, problem solving,
effective communication, and collaboration with others. Promoting the concept
of self-management is an important aspect of the associate school nurse role
and enables the student to manage his/her condition and to make life decisions.
The associate school nurse advocates for safety by participating in the
development of school safety plans to address bullying, school violence, and
the full range of emergency incidents that may occur at school.
1.2. Community/Public
Health
1.2.1. School nursing is grounded in
community/public health. The goal of community/public health moves beyond the
individual to focus on community health promotion and disease prevention and is
one of the primary roles of the associate school nurse. Associate school nurses
employ cultural competency in delivering effective care in culturally diverse
communities. School nursing is grounded in community/public health. The goal of
community/public health moves beyond the individual to focus on community
health promotion and disease prevention and is one of the primary roles of the
associate school nurse. Associate school nurses employ cultural competency in
delivering effective care in culturally diverse communities.
1.2.2. Access to Care, Cultural Competency,
Disease Prevention, Environmental Health, Health Equity, Health Promotion,
Outreach, Population-based Care, Risk Reduction, Screenings/Referral/Follow-up,
Social Determinants of Health, Family and Group Dynamics.
1.2.3. The associate school nurse employs
primary prevention by providing health education that promotes physical and
mental health and informs healthcare decisions, prevents disease, and enhances
school performance. Addressing such topics as healthy lifestyles, risk-reducing
behaviors, developmental needs, activities of daily living, and preventive
self-care, and the associate school nurse uses teaching methods that are
appropriate to the student's developmental level, learning needs, readiness,
and ability to learn. Screenings, referrals, and follow-up are secondary
prevention strategies that associate school nurses utilize to detect and treat
health-related issues in their early stage. Associate school nurses provide
tertiary prevention by addressing diagnosed health conditions and
concerns.
1.2.4. The associate
school nurse provides a safe and healthy school environment through control of
infectious disease, which includes, preventative immunization programs
utilization of school-wide infection control measures, and disease surveillance
and reporting to the Vermont Department of Health.
1.3. Care Coordination
1.3.1. The associate school nurse delivers
quality health care and nursing interventions for actual and potential health
problems. The associate school nurse provides for the direct care needs of the
student, including medication administration and. routine treatments and
procedures. The associate school nurse provides education of school staff for
the successful management of a child with a chronic condition or special
healthcare needs.
1.3.2. The
associate school nurse delegates healthcare tasks to unlicensed assistive
personnel in order to support the health and safety needs of students in
accordance with Administrative Rules of the Vermont Board of Nursing.
1.3.3. The associate school nurse develops,
provides, and/or oversees implementation of student Individualized Healthcare
Plans, health management protocols, and policies for all students with health
needs, and recommends modifications to the school program.
1.3.4. Case Management, Chronic Disease
Management, Collaborative Communication, Direct Care, Education,
Interdisciplinary Teams, Motivational Interviewing/Counseling, Student-Centered
Care, Student Self-empowerment, Transition Planning.
1.4. Quality Improvement
1.4.1. The associate school nurse uses the
nursing process: assessment, identification of the issue, development of a plan
of action, implementation of the plan, and evaluation of the outcome. The
associate school nurse collects data and utilizes evidence-based practice to
improve one's own school nursing practice and student outcomes.
1.4.2. The associate school nurse uses the
nursing process: assessment, identification of the issue, development of a plan
of action, implementation of the plan, and evaluation of the outcome. The
associate school nurse collects data and utilizes
1.4.3. Quality Improvement includes:
Documentation/Data Collection, Evaluation, Meaningful Health/Academic Outcomes,
Research, Uniform Data Set.
2. Performance Standards:
The associate school nurse improves and protects the health
status of students and staff by identifying and participating in the removal or
modification of health related barriers to the learning of individual students.
Specifically, the associate school nurse:
2.1. Provisions of Health Services
2.1.1. Provides health assessments for
individual students and initiates referrals to other school personnel and
community health resources for health management or treatment as
necessary
2.1.2. Provides direct
health services and/or health counseling to assist students, families, and
staff in making informed decisions on choices related to health
2.1.3. Develops, provides, and/or oversees
implementation of student health care plans, management protocols, and policies
to meet health needs of students and recommends modifications to the school
program
2.1.4. Interprets the
student's health status to parents/guardians and school personnel
2.1.5. Identifies or assists in
identification, referral, and follow through on child abuse and neglect as
required by law
2.1.6. Identifies
and refers students for psychosocial and substance abuse issues and evaluates
interventions
2.2.
Preventative Health:
2.2.1. Maintains,
evaluates, and interprets individual student health records
2.2.2. Develops and implements procedures and
protocols for the prevention and management of injury and acute and chronic
illness
2.2.3. Promotes and assists
in the control of communicable diseases through development and/or
implementation of early detection programs and preventative immunizations,
surveillance and follow up of contagious diseases, and reporting, as
appropriate, to the Vermont Department of Health
2.2.4. Provides health information to
individuals
2.3.
Involvement with Other School and Community Personnel:
2.3.1. Contributes as needed as the health
professional on a variety of teams, including the child education evaluation
teams that develop Individual Education Programs (IEPs), 504 Plans, Educational
Support Team (EST) recommendations, and other specialized plans for
students
2.3.2. Joins with other
school and community personnel to ensure a safe and health-promoting school
environment and program for students and staff
2.3.3. Participates in a Coordinated School
Health Program (CSHP)
2.3.4. Serves
as a liaison on health issues among home, school, and community
2.3.5. Develops protocols for, trains, and
oversees those school personnel delegated to carrying out health service
activities in accordance with Vermont Standards of Practice: School Health
Services
2.3.6. Develops procedures
concerning health issues in accordance with school policies
3. Associate's
Degree/Diploma from a nursing program accredited by the National League for
Nursing (NLN). A current license as a Registered Nurse (RN) in the state of
Vermont.
4. Current certificates in
cardiopulmonary resuscitation (CPR), Automated External Defibrillator (AED),
and first aid.
5. 6000 hours of
clinical nursing as an RN with an active Register Nurse license. Experience
must include community health and pediatric nursing. Completion of an approved
educational orientation program provided through the Agency of Education and
based on the requirements for delivery of health services as defined in the
Vermont School Quality Standards and the Vermont manual titled Standards of
Practice; School Health Services.
5440-66. School Psychologist.
(Revised August 2022)
The holder is authorized to provide school psychological
services grades PK-12.
A Nationally Certified School Psychologist (NCSP) shall be
considered to have fulfilled all of the Knowledge and Performance Standards and
all Additional Requirements for licensure as a School Psychologist in Vermont.
NCSP status does not supersede the requirement to have a passing score on the
PRAXIS Core exam. The following delineates the knowledge, skills, and services
available from school psychologists:
1. Practices That Permeate All Aspects of
Service Delivery
1.1. Data-Based Decision
Making
School psychologists understand and utilize assessment
methods for identifying strengths and needs; developing effective
interventions, services, and programs; and measuring progress and outcomes
within a multitiered system of supports. School psychologists use a
problem-solving framework as the basis for all professional activities. School
psychologists systematically collect data from multiple sources as a foundation
for decision-making at the individual, group, and systems levels, and they
consider ecological factors (e.g., classroom, family, and community
characteristics) as a context for assessment and intervention.
1.2. Consultation and Collaboration
School psychologists understand varied models and strategies
of consultation and collaboration applicable to individuals, families, groups,
and systems, as well as methods to promote effective implementation of
services. As part of a systematic and comprehensive process of effective
decision making and problem solving that permeates all aspects of service
delivery, school psychologists demonstrate skills to consult, collaborate, and
communicate effectively with others.
2. Direct and Indirect Services for Children,
Families, and Schools
2.1. Student-Level
Services
2.1.1. Academic Interventions and
Instructional Supports
School psychologists understand the biological, cultural, and
social influences on academic skills; human learning, cognitive, and
developmental processes; and evidence-based curricula and instructional
strategies.
School psychologists, in collaboration with others, use
assessment and data collection methods to implement and evaluate services that
support academic skill development in children.
2.1.2. Mental and Behavioral Health Services
and Interventions
School psychologists understand the biological, cultural,
developmental, and social influences on mental and behavioral health,
behavioral and emotional impacts on learning, and evidence-based strategies to
promote social-emotional functioning. School psychologists, in collaboration
with others, design, implement, and evaluate services that promote resilience
and positive behavior, support socialization and adaptive skills, and enhance
mental and behavioral health.
2.2. Systems-Level Services
2.2.1. School-Wide Practices to Promote
Learning
School psychologists understand systems structures,
organization, and theory; general and special education programming;
implementation science; and evidence-based, school-wide practices that promote
learning, positive behavior, and mental health. School psychologists, in
collaboration with others, develop and implement practices and strategies to
create and maintain safe, effective, and supportive learning environments for
students and school staff.
2.2.2. Services to Promote Safe and
Supportive Schools
School psychologists understand principles and research
related to social- emotional well-being, resilience and risk factors in
learning, mental and behavioral health, services in schools and communities to
support multitiered prevention and health promotion, and evidence-based
strategies for creating safe and supportive schools. School psychologists, in
collaboration with others, promote preventive and responsive services that
enhance learning, mental and behavioral health, and psychological and physical
safety and implement effective crisis prevention, protection, mitigation,
response, and recovery.
2.2.3. Family, School, and Community
Collaboration
School psychologists understand principles and research
related to family systems, strengths, needs, language, and cultures;
evidence-based strategies to support positive family influences on children's
learning and mental health; and strategies to develop collaboration between
families and schools. School psychologists, in collaboration with others,
design, implement, and evaluate services that respond to culture and context.
They facilitate family and school partnerships and interactions with community
agencies to enhance academic and social-behavioral outcomes for
children.
3. Foundations of School Psychological
Service Delivery
3.1. Equitable Practices for
Diverse Student Populations
School psychologists have knowledge of individual
differences, abilities, disabilities, and other diverse characteristics and the
impact they have on development and learning. They also understand principles
and research related to diversity in children, families, schools, and
communities, including factors related to child development, religion, culture
and cultural identity, language, race, sexual orientation, gender identity and
expression, socioeconomic status, and other variables. School psychologists
implement evidence-based strategies to enhance services in both general and
special education and address potential influences related to diversity. School
psychologists demonstrate skills to provide professional services that promote
effective functioning for individuals, families, and schools with diverse
characteristics, cultures, and backgrounds through an ecological lens across
multiple contexts. School psychologists recognize that equitable practices for
diverse student populations, respect for diversity in development and learning,
and advocacy for social justice are foundational to effective service delivery.
While equality ensures that all children have the same access to general and
special educational opportunities, equity ensures that each student receives
what they need to benefit from these opportunities.
3.2. Research and Evidence-Based Practice
School psychologists have knowledge of research design,
statistics, measurement, and varied data collection and analysis techniques
sufficient for understanding research, interpreting data, and evaluating
programs in applied settings. As scientist practitioners, school psychologists
evaluate and apply research as a foundation for service delivery and, in
collaboration with others, use various techniques and technology resources for
data collection, measurement, and analysis to support effective practices at
the individual, group, and/or systems levels.
3.3. Legal, Ethical, and Professional
Practice
School psychologists have knowledge of the history and
foundations of school psychology; multiple service models and methods; ethical,
legal, and professional standards; and other factors related to professional
identity and effective practice as school psychologists. School psychologists
provide services consistent with ethical, legal, and professional standards;
engage in responsive ethical and professional decision-making; collaborate with
other professionals; and apply professional work characteristics needed for
effective practice as school psychologists, including effective interpersonal
skills, responsibility, adaptability, initiative, dependability, technological
competence, advocacy skills, respect for human diversity, and a commitment to
social justice and equity.
4. A Specialist-level degree with a minimum
of 60 graduate semester hours or a Doctoral degree from a National Association
of School Psychologists (NASP) approved program or its equivalent. OR A
Doctoral degree in School Psychology or Clinical Psychology in an American
Psychological Association (APA) accredited program or its equivalent.
AND Individuals will have completed an internship or
equivalent field-based supervised with at least 1,200 clock hours, 600 of which
must be in a school setting, or other appropriate educational setting with
students, under the supervision of a licensed or certified School Psychologist
who has a minimum of three years of post-degree experience;
5. Testing Requirements:
Passing Score on the School Psychologist PRAXIS II. Note:
passage of the PRAXIS II examination is not required if the applicant has a
NASP or APA accredited doctoral degree in school psychology.
5440-54. School Social Worker.
(Revised May 2015)
The holder is authorized to provide school social work
services to students and their families in grades PK-12.
1. Ethics and Values
School social workers shall adhere to the ethics and values
of the social work profession and shall use the NASW Code of Ethics as a guide
to ethical decision making, while understanding the unique aspects of school
social work practice and the needs of the students, parents, and communities
they serve
2. Qualifications
School social workers shall meet the provisions for
professional practice set by NASW and possess knowledge and understanding basic
to the social work profession as well as the education system.
3. Assessment
School social workers shall conduct assessments of
individuals, families and systems/organizations (namely, classroom, school,
neighborhood, district, state) with the goal of improving student social,
emotional, behavioral, and academic outcomes.
4. Intervention
School social workers shall understand and use
evidence-informed practices in their interventions.
5. School social workers shall use data to
guide service delivery and to evaluate their practice regularly to improve and
expand services.
6. Record Keeping
School social workers shall maintain accurate data and
records that are relevant to planning, implementation, and evaluation of school
social work services.
7.
Workload Management
School social workers shall organize their workloads to
fulfill their responsibilities and clarify their critical roles within the
educational mission of the school or district in which they
work.
8. Cultural
Responsiveness
School social workers are dedicated to ensuring students and
their families are provided services within the context of multicultural
understanding and responsiveness.
9. Interdisciplinary Leadership and
Collaboration
School social workers shall provide leadership in developing
a positive school climate and work collaboratively with school administration,
school personnel, family members, and community professionals as appropriate to
increase accessibility and effectiveness of services.
10. Advocacy
School social workers shall engage in advocacy that seeks to
ensure that all students have equal access to education and services to enhance
their academic progress.
11.
A Master's degree in social work from an accredited program, or the equivalent
AND Supervised internship experience (600 clock hours) in
social work with a minimum of 60 hours of experience in school social work in
each an elementary (PK-6) AND a middle/secondary (7-12) setting, under the
supervision of a licensed school social worker, or the school-based
equivalent.
5440-13. Science.
The holder is authorized to teach science in grades
7-12.
1. The Learner and Learning
1.1. Learning Environments
Effective science Educators are able to plan for engaging all
students in science learning by setting appropriate goals that are consistent
with knowledge of how students learn science and are aligned with Vermont state
science standards. Instructional plans reflect the nature of science and
three-dimensional learning that integrates Disciplinary Core Ideas, Science and
Science and Engineering Practices, and Crosscutting Concepts. Instructional
plans reflect the nature and social context of science, and inquiry. Educators
design and select learning activities, instructional settings, and
resources--including science-specific technology--to achieve those
goals.
1.1.1. Educators use a variety
of instructional strategies that demonstrate knowledge and understanding of how
to select the appropriate teaching and learning activities - including
laboratory or field settings and applicable instruments and/or technology--to
allow all students to learn. These strategies are inclusive and motivating for
all students.
1.1.2. Educators
create a knowledge-building culture that encourages intellectual risk-taking
and provides a safe environment for students to propose solutions and explore
the accuracy of their explanations.
1.1.3. Educators develop learning
opportunities where students construct explanations for observed phenomena and
find evidence to support these explanations or design solutions to engineering
problems.
1.1.4. Educators provide
students with equitable opportunities to develop their scientific
understandings of the Vermont state science standards.
1.2. Physical Safety
Effective science Educators can demonstrate and maintain
safety procedures, chemical safety, and the ethical treatment of living
organisms.
1.2.1. Design activities
that demonstrate the safe and proper techniques for the preparation, storage,
dispensing, supervision, and disposal of all instructional materials.
1.2.2. Design and demonstrate activities that
show an ability to implement emergency procedures and the maintenance of safety
equipment, policies, and procedures that comply with established state and/or
national guidelines. Educators ensure safe activities appropriate for the
abilities of all students.
1.2.3.
Design and demonstrate activities that show ethical decision-making with
respect to the treatment of all living organisms in and out of the classroom.
They emphasize safe, humane, and ethical treatment of animals and comply with
the legal restrictions on the collection, keeping, and use of living
organisms.
2.
Content Knowledge and Skills
2.1. Educators
demonstrate understanding of the major concepts, principles, theories, laws,
and interrelationships of the major fields of science and the supporting roles
of science-specific technology.
2.1.1.
Physical Science
2.1.1.1. Matter and Its
Interactions
2.1.1.2. Motion and
Stability: Forces and Interactions
2.1.1.3. Energy and Waves
2.1.2. Life Science
2.1.2.1. From Molecules to Organisms:
Structures and Processes
2.1.2.2.
Ecosystems: Interactions, Energy, and Dynamics
2.1.2.3. Heredity: Inheritance and Variation
of Traits
2.1.2.4. Biological
Evolution: Unity and Diversity
2.1.3. Earth & Space Sciences
2.1.3.1. Earth's Place in the
Universe
2.1.3.2. Earth's
Systems
2.1.3.3. Earth and Human
Activity
2.1.4.
Engineering Design Process (N.B., This does not refer to engineering content,
but an understanding of how to integrate engineering design processes across
science disciplines.)
3. Instructional Practice
Effective science educators understand how students learn and
develop scientific knowledge. They strive to develop students' deep
understanding of core scientific principles rather than a cursory understanding
of discrete facts. Educators integrate Disciplinary Core Ideas, Science and
Engineering Practices, and Crosscutting Concepts to develop this knowledge for
all students.
3.1. Pedagogical Content
Knowledge
3.1.1. Educators provide
opportunities for students to engage in scientific thinking that involves
collecting and interpreting data to evaluate their understandings and develop
scientific explanations. Applications of science-specific technology are
included in the lessons where appropriate.
3.1.2. Educators create opportunities for
students to collaboratively design and implement scientific investigations,
present and discuss the results of their investigations, construct
explanations, and solve engineering problems.
3.1.3. Educators design instruction and
assessment strategies that elicit misconceptions and cause students to confront
and question their emergent scientific ideas. Educators leverage student
misconceptions to personalize future instruction.
3.2. Three-dimensional Learning
3.2.1. Instruction addresses Disciplinary
Core Ideas, Science and Engineering Practices, and Crosscutting Concepts
concurrently around an identified scientific idea or engineering
problem.
3.2.2. Educators design
learning opportunities where students explore a Disciplinary Core Idea through
Science and Engineering Principles and make connections to the Crosscutting
Concepts.
3.3.
Assessment
Effective science Educators:
3.3.1. Plan fair and equitable assessment
strategies that integrate three-dimensional learning to analyze student
learning and evaluate how the learning goals are met.
3.3.2. Design formative, interim, and
summative assessment strategies to continuously evaluate preconceptions and
ideas that students hold and how these ideas evolve.
3.3.3. Scaffold student learning to
distinguish science from nonscience, understand the evolution and practice of
science as a human endeavor, and critically analyze assertions made in the name
of science.
4. A major in biology, chemistry, physics, or
earth/environmental/atmospheric sciences, or the equivalent in undergraduate
and/or graduate coursework. For the full endorsement, a candidate must have at
least one course that addresses each content knowledge area; a single class
could potentially address multiple areas.
5. A minimum of a practicum, or the
equivalent, at the middle/secondary level (7-12) in an endorsement requiring
competency with the Core Teaching Standards.
6. Required Testing: Praxis II Subject
Assessment: General Science. Candidates must achieve a passing score on the
General Science test AND one Science subject specific test. (Biology,
Chemistry, Earth Science, or Physics)
5440-15. Social Studies.
(Revised June 2018)
The holder is authorized to teach social studies in grades
7-12.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
Demonstrates knowledge of the social studies disciplines,
content, concepts, and skills delineated in current national professional
standards such as the College, Career and Civic Life (C3) Framework for Social
Studies State Standards, including:
1.1. Methods of historical and social science
investigation and analysis, including criteria for developing questions and
planning inquiries; applying disciplinary concepts and tools; evaluating
sources and using evidence including the nature of primary and secondary
sources; constructing arguments; communicating conclusions and taking informed
action
1.2. The development of
students' historical and social science thinking, including addressing common
misconceptions in the historical and social science thinking of
students
1.3. Civics - Forms of
government and their underlying concepts; principles and responsibilities of
democratic citizenship; principles of American federalism; origins and
evolution of civic virtues and democratic principles, especially equality,
justice, freedom, participation, deliberation, and human and civil rights;
interaction of processes, rules and laws at local, state, national and
international levels
1.4. Economics
- Economic decision making including personal financial literacy; the nature of
exchanges and markets and their consequences on people and environments; the
national and global economy including economic systems, the government's role
in economic policy, concepts of economic interdependence, and principles of
micro and macro economics
1.5.
Geography - An understanding of the world in spatial and cultural terms; the
physical and human characteristics of places, regions, and cultures;
interaction of environment and society; spatial patterns and movements of human
population; local regional and global interconnections
1.6. History - Multiple perspectives on
significant eras, developments, and turning points from prehistoric times to
the present; causes and effects in human society; forces of historical and
cultural continuity and change; the impact of historical context, such as
specific circumstance of time and place, in relation to broader regional,
national, or global processes.
1.7.
Social and Behavioral Sciences - An understanding of how individual behavior is
affected by learning, personal identity, and development; how human behavior is
influenced by society and society's groups and institutions; how culture and
cultural change, human adaption, and diversity influence human
behavior
1.8. Diversity, Unity,
Identity, and Interdependence - Cultural competency including interpersonal
interactions and socio-cultural assets; consequences of discrimination, bias,
stereotyping, marginalization, and prejudice on individuals and groups; the
origins of conflict and cooperation; benefits of working for the common good,
both within and between cultures
2. Performance Standards:
Implements a and social studies curriculum that integrates
historical and social science content, concepts, and inquiry skills, and
enables students to view and analyze communities, societies and/or cultures,
and events as apprentice historians and social scientists, to interpret social
issues, and to participate purposefully toward the common good in society.
Specifically, the Educator:
2.1.
Chooses developmentally-appropriate activities to teach social studies concepts
and processes
2.2. Models how
historians, political scientists, economists, geographers, and other social
scientists view, analyze, and interpret the world
2.3. Provides opportunities for students to
examine and interpret historical and contemporary events and issues through
active learning strategies such as research, role-play, debate, and
discussion
2.4. Provides
opportunities for students to participate in community-based investigations and
service projects, and to access and use local resources, and to take informed
action
2.5. Creates or adopts
instructional and assessment tasks that teach students to analyze and interpret
primary and secondary sources of all types, identify webs of cause and effect,
and differentiate among fact, opinion, and interpretation
2.6. Provides opportunities for students to
use historical, geographical, and social science research methods and tools, as
well as develop and practice digital literacy
2.7. Teaches students how to read, interpret
and understand historical narratives, issue analyses, relevant data and
argumentative essays, and how to create well-crafted pieces that synthesize
learning and demonstrate proficiency
2.8. Models respect for students' diverse
opinions and backgrounds in all classroom interactions, and teaches students
how to engage in civil discussions about controversial issues
3. A major in history, political
science, economics, geography, or other social science disciplines such as
sociology, psychology, global studies, anthropology and world religions. The
candidate must successfully complete a minimum of one course in each of the
following: American History, World History, Economics, Geography, Political
Science and either Psychology or Sociology.
4. A minimum of a practicum, or the
equivalent, at the secondary level (7-12) in, social studies.
5. REQUIRED TESTING: Praxis II Subject
Assessment: Social Studies - Test Code 5086.
5440-85. Special Education Consulting
Teacher.
(Revised April 2015)
The holder is authorized to provide comprehensive special
education services, in any public education setting, to students in grades K-8
and/or grade 7 through age 21, as specified on the endorsement, and to provide
leadership in the implementation of best practices in special education. The
holder may provide instruction to students who are visually impaired, Deaf, or
who have intensive special needs, as those terms are defined in federal
regulations pertaining to special education eligibility, in consultation with a
Teacher of the Visually Impaired, Teacher of the Deaf and Hard of Hearing, or
Intensive Special Education Teacher.
1.
Assessment
Consulting teachers use valid and reliable assessment
practices to minimize bias.
1.1.
Consulting teachers minimize bias in assessment.
1.2. Consulting teachers design and implement
assessments to evaluate the effectiveness of practices and programs.
2. Curricular Content Knowledge
Consulting teachers use their knowledge of general and
specialized curricula to improve programs, supports, and services at classroom,
school, community, and system levels.
2.1. Consulting teachers align educational
standards to provide access to challenging curriculum to meet the needs
individuals with exceptionalities.
2.2. Consulting teachers broaden and deepen
professional knowledge, and expand expertise with instructional technologies,
curriculum standards, effective teaching strategies, and assistive technologies
to support access to and learning of challenging content.
2.3. Consulting teachers use understanding of
diversity and individual learning differences to inform the selection,
development, and implementation of comprehensive curricula for individuals with
exceptionalities
3.
Program Services and Outcomes
Consulting teachers facilitate the continuous improvement of
general and special education programs, supports, and services at the
classroom, school, and system levels for individuals with
exceptionalities.
3.1. Consulting
teachers design and implement evaluation activities to improve programs,
supports, and services for individuals with exceptionalities.
3.2. Consulting teachers use understanding of
cultural, social, and economic diversity and individual learner differences to
inform the development and improvement of programs, supports, and services for
individuals with exceptionalities.
3.3. Consulting teachers apply knowledge of
theories, evidence-based practices, and relevant laws to advocate for programs,
supports, and services for individuals with exceptionalities.
3.4. Consulting teachers use instructional
and assistive technologies to improve programs, supports, and services for
individuals with exceptionalities.
3.5. Consulting teachers evaluate progress
toward achieving the vision, mission, and goals of programs, services, and
supports for individuals with exceptionalities.
4. Research and Inquiry
Consulting teachers conduct, evaluate, and use inquiry to
guide professional practice.
4.1.
Consulting teachers evaluate research and inquiry to identify effective
practices.
4.2. Consulting teachers
use knowledge of the professional literature to improve practices with
individuals with exceptionalities and their families.
4.3. Consulting teachers foster an
environment that is supportive of continuous instructional improvement and
engage in the design and implementation of research and inquiry.
5. Leadership and Policy
Consulting teachers provide leadership to formulate goals,
set and meet high professional expectations, advocate for effective policies
and evidence-based practices and create positive and productive work
environments.
5.1. Consulting teachers
model respect for and ethical practice for all individuals and encourage
challenging expectations for individuals with exceptionalities.
5.2. Consulting teachers support and use
linguistically and culturally responsive practices.
5.3. Consulting teachers create and maintain
collegial and productive work environments that respect and safeguard the
rights of individuals with exceptionalities and their families.
5.4. Consulting teachers advocate for
policies and practices that improve programs, services, and outcomes for
individuals with exceptionalities.
5.5. Consulting teachers advocate for the
allocation of appropriate resources for the preparation and professional
development of all personnel who serve individuals with
exceptionalities.
6.
Professional and Ethical Practice
Consulting teachers use foundational knowledge of the field
and professional Ethical Principles and Practice Standards to inform special
education practice, engage in lifelong learning, advance the profession, and
perform leadership responsibilities to promote the success of professional
colleagues and individuals with exceptionalities.
6.1. A comprehensive understanding of the
history of special education, legal policies, ethical standards, and emerging
issues informs consulting teacher leadership.
6.2. Consulting teachers model high
professional expectations and ethical practice, and create supportive
environments that safeguard the legal rights and improve outcomes for
individuals with exceptionalities and their families.
6.3. Consulting teachers model and promote
respect for all individuals and facilitate ethical professional
practice.
6.4. Consulting teachers
actively participate in professional development and learning communities to
increase professional knowledge and expertise.
6.5. Consulting teachers plan, present, and
evaluate professional development focusing on effective and ethical practice at
all organizational levels.
6.6.
Consulting teachers actively facilitate and participate in the preparation and
induction of prospective special Educators.
6.7. Consulting teachers actively promote the
advancement of the profession.
7. Collaboration
Consulting teachers collaborate with stakeholders to improve
programs, services, and outcomes for individuals with exceptionalities and
their families.
7.1. Consulting
teachers use culturally responsive practices to enhance
collaboration.
7.2. Consulting
teachers use collaborative skills to improve programs, services, and outcomes
for individuals with exceptionalities
7.3. Consulting teachers collaborate to
promote understanding, resolve conflicts, and build consensus for improving
program, services, and outcomes for individuals with
exceptionalities.
7.4. Consulting
teachers engage classroom teachers in innovative practice to ensure students
with disabilities have full access to the universal core program.
8. Master's degree, in special
education or the equivalent
9. Two
years of teaching experience
10. A
minimum of a practicum (60 hours), or the equivalent, in special education at
the elementary/middle (grades K-8) or middle/secondary (grade 7-age 21)
instructional level. For the full K-age 21 endorsement, a minimum of a
practicum (60 hours), or the equivalent, in special education at both the
elementary/middle (grades K-8) and middle/secondary (grade 7-age 21)
instructional levels is required.
5440-82. Special Educator.
(Revised March 2023)
The holder is authorized to provide specialized instruction
and intervention services, including case management, in any public education
setting, to students in grades K-8 and/or grade 7 through age 21, as specified
on the endorsement. The holder may also provide comprehensive evaluation and
Individual Education Program (IEP) development services with professional and
technical assistance from a Consulting Teacher or Director of Special
Education. The holder may provide instruction to students who are visually
impaired, Deaf, or who have intensive special needs as those terms are defined
in federal regulations pertaining to special education eligibility, in
consultation with a Teacher of the Visually Impaired, Teacher of the Deaf and
Hard of Hearing, or Intensive Special Education Teacher.
1. Learner Development and Individual
Learning Differences
Special Educators understand how exceptionalities may
interact with development and learning and use this knowledge to support
learning experiences for individuals with exceptionalities. Specifically,
they:
1.1. understand how language,
culture, and family background influence the learning of individuals with
exceptionalities.
1.2. use
understanding of development and individual differences to respond to the needs
of individuals with exceptionalities.
1.3. demonstrate a dedication to helping
students achieve college and career readiness
2. Learning Environments
Special Educators create safe, inclusive, culturally
responsive learning environments so that individuals with exceptionalities
become active and effective learners and develop emotional well-being, positive
social interactions, and self-determination. Specifically, they:
2.1. collaborate with academic teams and
other colleagues to create safe, inclusive, culturally responsive routines and
learning environments that engage individuals with exceptionalities in
meaningful learning activities and social interactions.
2.2. use effective routines and procedures to
create safe, caring, respectful, and productive learning environments for
teaching appropriate student behavior and social skills.
2.3. use motivational and instructional
interventions to support individuals with exceptionalities to adapt to
different environments.
2.4. know
how to intervene safely and appropriately with individuals with
exceptionalities in crisis.
3. Curriculum Content Knowledge
Special Educators use knowledge of general and specialized
curricula to support individualized learning for individuals with
exceptionalities. Specifically, they:
3.1. understand the central concepts,
structures of the discipline, and tools of inquiry of the content areas they
teach, and can organize this knowledge, integrate cross-disciplinary skills,
and develop meaningful learning progressions for individuals with
exceptionalities.
3.2. understand
and use general and specialized content knowledge for teaching across
curricular content areas to individualize learning for individuals with
exceptionalities.
3.3. support
general and specialized curricula to make them accessible to individuals with
exceptionalities.
3.4. have
knowledge of current student learning standards and relevant state and national
education initiatives.
3.5.
consider needs of students based on their demonstrated proficiencies and help
students make progress through needs-based, personalized instruction.
3.6. have the requisite content knowledge to
help students access the Common Core State Standards.
3.7. understands how the Common Core State
Standards are constructed and can be used as a resource to design and implement
high quality instruction.
3.8. use
their understanding of evidence-based curriculum to develop IEPs for students
who are eligible for special education. Special Educators ensure that students
receive specialized instruction and related services within the least
restrictive environment (LRE) to ensure equal access to education and
learning.
4. Assessment
Special Educators use multiple methods of assessment and
data-sources in making educational decisions. Specifically, they:
4.1. select and use multiple technically
sound formal and informal, culturally and linguistically appropriate measures
and procedures that are valid, reliable and minimize bias to contribute to
eligibility determination for special education services.
4.2. use knowledge of measurement principles
and practices to interpret assessment results and guide educational decisions
for individuals with exceptionalities.
4.3. collaborate with colleagues and families
using multiple types of assessment information in making decisions about
individuals with exceptionalities.
4.4. engage individuals with exceptionalities
to work toward quality learning and performance and provide feedback to guide
them.
4.5. use comprehensive
evaluations to determine appropriate supports and instruction for a student who
needs educational services that are different from grade-level peers.
4.6. Interpret multiple data sources for
reporting progress on IEP goals and objectives.
5. Instructional Planning and Strategies
Special Educators select, adapt, and use a repertoire of
evidence-based instructional strategies (including intervention used in
academic and specialized curricula) to advance learning of individuals with
exceptionalities. Specifically, they:
5.1. consider an individual's abilities,
interests, learning environments, and cultural and linguistic factors in the
selection, development, and adaptation of learning experiences for individual
with exceptionalities.
5.2. use
technologies to support instructional assessment, planning, and delivery for
individuals with exceptionalities.
5.3. demonstrate familiarity with
augmentative and alternative communication systems and a variety of assistive
technologies to support the communication and learning of individuals with
exceptionalities.
5.4. use
strategies to enhance language development and communication skills of
individuals with exceptionalities
5.5. support a variety of education and
transition plans for individuals with exceptionalities across a wide range of
settings and different learning experiences in collaboration with individuals,
families, and teams.
5.6. support
mastery and promote generalization of learning.
5.7. teach cross-disciplinary knowledge and
skills such as critical thinking and problem solving to individuals with
exceptionalities.
5.8. design and
implement targeted intervention that align with the universal core program at
the grade level at which a student is enrolled.
6. Professional Learning and Ethical Practice
Special Educators use foundational knowledge of the field and
their professional Ethical Principles and Practice Standards to inform special
education practice, to engage in lifelong learning, and to advance the
profession. Specifically, they:
6.1.
use professional ethical principles and professional practice standards to
guide their practice.
6.2.
understand how foundational knowledge and current issues influence professional
practice.
6.3. understand that
diversity is a part of families, cultures, and schools, and that complex human
issues can interact with the delivery of special education services.
6.4. understand the significance of lifelong
learning and participate in professional activities and learning
communities.
6.5. advance the
profession by engaging in activities such as advocacy and mentoring.
6.6. provide supervision, guidance, and/or
direction to paraeducators, tutors, and volunteers.
6.7. Understand special education laws, the
rights of families, and the requirements of school-based personnel in ensuring
Free Appropriate Public Education (FAPE) in the Least Restrictive Environment
(LRE).
7. Collaboration
Special Educators collaborate with families, other Educators,
related service providers, individuals with exceptionalities, and personnel
from community agencies in culturally responsive ways to address the needs of
individuals with exceptionalities across a range of learning experiences.
Specifically, they:
7.1. use the
theory and elements of effective collaboration and communication to serve as a
resource to colleagues and families.
7.2. use collaboration to promote the
well-being of individuals with exceptionalities across a wide range of settings
and collaborators.
7.3. engage
classroom teachers in innovative practice to ensure students with disabilities
have full access to the content area programs.
7.4. facilitate the special education process
to assist teams in creating consensus agreements that lead to individualized
educational programs with beneficial outcomes for students with
disabilities.
8. A
minimum of a bachelor's degree with a recommendation for licensure in special
education, or a minimum of 21 credits in special education
9. A minimum of a practicum (60 hours), or
the equivalent, in special education at the elementary/middle (grades K-8) or
middle/secondary (grade 7-age 21) instructional level.
For the full grade K-age 21 endorsement, a minimum of a
practicum (60 hours), or the equivalent, in special education at both the
elementary/middle (grades K-8) and middle/secondary (grade 7-age 21)
instructional levels is required.
5440-79. Specialized Literacy Professional.
(Revised 2016)
The holder is authorized to function as a school-wide
resource to support teachers and schools in implementing literacy instruction
and assessment practices that are informed by research, and to provide
instruction in literacy to students in grades PK-12. This endorsement is
limited to those who hold or who are eligible to hold endorsements in early
childhood, elementary education, middle grades, the secondary content areas,
special education, or English as a Second Language.
*The term "literacy" means the ability to identify,
understand, interpret, create, compute, and communicate using visual, audible,
and digital materials across disciplines and in any context. Components of
literacy include reading, writing, speaking, listening, viewing, and visually
representing.
1. Foundational Knowledge
Specialized Literacy Professionals understand the theoretical
and evidence-based foundations of literacy.
1.1. Understand major theories and empirical
research that describe the cognitive, linguistic, motivational, and
sociocultural foundations of reading and writing development, processes, and
components, including word recognition, language comprehension, strategic
knowledge, and reading-writing connections.
1.1.1. Recognize major theories and research
evidence related to reading and writing development and instruction.
1.1.2. Interpret major theories of reading
and writing processes and development to understand the needs of all readers in
diverse contexts.
1.1.3. Understand
the essentials of language development, including phonemic, morphemic,
semantic, syntactic, and pragmatic aspects of language and their relationship
to the reading and writing process.
1.1.4. Understand the processes, principles,
and dimensions of oral language acquisition and the relationship between oral
language development, including vocabulary knowledge, and literacy
development.
1.1.5. Understand the
interdependency of word structure, fluency, vocabulary, comprehension, and
language and consider these relationships in the design of literacy instruction
and assessment.
1.1.6. Understand
the characteristics and multiple causes of reading and writing difficulties,
including how environmental/contextual and physiological/neurological factors
can influence language, reading, and writing development.
1.1.7. Understand the specific reading and
writing expectations of PreK-12 students as described in state and national
standards.
1.1.8. Demonstrate a
critical stance toward the scholarship of the reading profession and seek to
understand the theoretical knowledge base in relation to one's professional
role.
1.1.9. Read and understand
the literature and research about factors that contribute to reading success
(e.g., social, cultural, cognitive, linguistic, and physical).
1.1.10. Inform other Educators about major
theories of reading and writing processes, components, and development with
supporting research evidence, including information about the relationship
between the culture and native language of English learners as a support system
in their learning to read and write in English.
1.1.11. Demonstrate broad knowledge of
children's and adolescent literature and informational texts that represent a
range of world literatures, historical traditions, genres, and the experiences
of different genders, ethnicities, and social classes.
1.2. Understand the historically shared
knowledge of the profession and changes over time in the perceptions of reading
and writing development, processes, and components.
1.2.1. Identify evidence-based instructional
approaches, techniques, and procedures relevant to the reading and writing
demands of PreK-12 instruction.
1.2.2. Critically examine practices
contributing to applied knowledge of reading education, to inform Educators and
others about the historically shared knowledge base in reading and writing and
its role in reading education.
1.3. Understand the role of professional
judgment and practical knowledge for improving all students' literacy
development and achievement.
1.3.1. Encourage,
model, and communicate fair-mindedness, empathy, and ethical behavior in
teaching students and working with other professionals.
2. Curriculum and Instruction
Specialized Literacy Professionals use instructional
approaches, materials, and an integrated, comprehensive, balanced curriculum to
support student learning in literacy.
2.1. Use foundational knowledge to design,
implement and or evaluate an integrated, comprehensive, and balanced
curriculum.
2.1.1. Demonstrate an
understanding of the research and literature that undergirds the literacy
instruction for all pre-K-12 students.
2.1.2. Guide planning and instruction around
state and national literacy standards.
2.1.3. Provide opportunities for review and
alignment of curriculum with standards.
2.2. Use appropriate and varied instructional
approaches, including those that develop word recognition, language
comprehension, strategic knowledge, and interdisciplinary reading-writing
connections.
2.2.1. Provide ongoing,
integrated professional development opportunities that allow the demonstration
and modeling of practical and evidence-based approaches.
2.2.2. Provide professional materials and
encourage study/discussion groups.
2.2.3. Understand universal, targeted, and
intensive/intervention, including in the design of IEPs/504s and multi-tiered
support systems (tiered instruction).
2.2.4. Understand the purposes and
eligibility criteria of various federal and state supplemental and intervention
programs designed to help students with reading and writing
difficulties.
2.3.
Demonstrate a critical stance towards instructional materials used for literacy
instruction.
2.3.1. Provide opportunities for
demonstrations, evaluations, and usage of a wide range of instructional
materials that support student learning.
2.3.2. Develop and implement the curriculum
to meet the specific needs of all students based on instructional data and
learning trajectories
2.3.3.
Support teachers and administrators in the design, implementation, and
evaluation of a vertically and horizontally aligned literacy curriculum across
PreK-12
2.3.4. Support teachers in
designing and implementing curriculum that allows for demonstration of literacy
across multiple disciplines.
3. Assessment and Evaluation
Specialized Literacy Professionals use a variety of
assessment tools and practices to plan and evaluate effective literacy
instruction.
3.1. Understand types of
assessments and their purposes, strengths, and limitations and apply them
appropriately in instructional settings.
3.1.1. Demonstrate an understanding of
literature and research related to assessments, their uses and
misuses.
3.1.2. Explain assessment
designs, state and district assessment frameworks, proficiency standards, and
benchmarks.
3.1.3. Understand the
relative strengths and limitations of norm-referenced, criterion-referenced,
formative, summative, and performance-based assessments
3.1.4. Demonstrate an understanding of
established purposes for assessing the performance of all students, including
tools for screening, diagnosis, progress monitoring, and measuring
outcomes.
3.1.5. Recognize the
basic technical adequacy of assessments (e.g., reliability, content, and
construct validity).
3.2. Select, develop, administer, and
interpret assessments, both traditional print and electronic, for specific
purposes for all students.
3.2.1. Support the
development of a sound, feasible, comprehensive assessment program within
schools and across schools and within the district.
3.2.2. Understand the time and fiscal
resources needed to facilitate the implementation of a comprehensive assessment
program
3.2.3. Consider the
abilities of all students through a universal design approach.
3.2.4. Seek out or develop equitable literacy
assessments for culturally and linguistically diverse populations
3.2.5. Use assessment information, from
multiple data sources to evaluate the efficacy of instruction and make
instructional and programmatic decisions. Use student data to facilitate and
advise curricular development, grouping, and literacy staffing pattern
decisions across and within schools and the district.
3.2.6. Administer and interpret appropriate
assessments for students, especially those who struggle with reading and
writing.
3.2.7. Lead school-wide or
larger scale analyses to select assessment tools that provide a systemic
framework for assessing the reading, writing, and language growth of all
students.
3.2.8. Use multiple data
sources to analyze individual student performance and to plan instruction and
intervention.
3.2.9. Lead and
collaborate with teachers and administrators in analyzing and using classroom,
individual, grade-level, or school-wide assessment data to make instructional
decisions
3.2.10. Plan facilitate
and evaluate professional development initiatives in assessment literacy and
data literacy.
3.3.
Communicate assessment results and implications to a variety of audiences.
3.3.1. Analyze and report state and local
assessments results to internal and external partners.
3.3.2. Analyze and communicate literacy
performance goals as identified in federal and state law and implications of
those goals on literacy curriculum, instruction, and assessment.
4. Diversity
Specialized Literacy Professionals create and engage their
students in literacy practices that develop awareness, understanding, respect,
and a valuing of differences in society. For this section we use the current
definition of the ILA definition of diversity.
4.1. Recognize, understand, and value the
many forms of diversity that exist in society and their importance in the
development of learning to read and write.
4.1.1. Examine, evaluate and articulate how
awareness of diversity informs pedagogy, selection of curricula, and
professional development practices.
4.1.2. Support the development of reading and
writing instruction that is responsive to a diverse student
population.
4.1.3. Understand and
support the process of second language acquisition, the benefits and challenges
second language acquisition poses to students' reading and writing development,
and distinctions between language learning issues and learning
disabilities.
4.1.4. Plan for and
sustain a school culture that is supportive of diversity that exists among
teachers, students, and community.
4.1.5. Collaborate with all stakeholders to
mobilize efforts to be responsive to students' diversity.
4.2. Use a literacy curriculum and engage in
instructional practices that positively impact students' knowledge, beliefs,
and engagement with the features of diversity.
4.2.1. Examine, evaluate, and articulate how
instructional programs, curriculum materials, and assessment practices impact
the literacy outcomes of diverse students.
4.2.2. Identify human and material resources
to effectively shape learning environments that are responsive to the various
features of student diversity.
4.2.3. Provide differentiated instruction and
instructional materials, including print and digital resources.
4.3. Develop and implement
strategies to advocate for equity.
4.3.1.
Ensure that school contexts, structures, and teachers' professional practices
are supportive of, responsive to, and respectful of teachers', students', and
parents' or guardians' diversity.
4.3.2. Provide support and leadership to
Educators, parents and guardians, students, and other members of the school
community in valuing the contributions of diverse people and traditions to
literacy learning.
5. Literate Environment
Specialized Literacy Professionals create a literate
environment that fosters reading and writing by integrating foundational
knowledge, instructional practices, approaches and methods, curriculum
materials, and the appropriate use of assessments to meet the developmental
needs of all learners.
5.1. Design the
physical environment to optimize students' use of print, digital, and online
resources with variety in text types, genres, and reading and writing
instruction.
5.1.1. Arrange instructional
areas to provide easy access to books and other instructional materials for a
variety of individual, small-group, and whole-class activities, and support
teachers in doing the same.
5.1.2.
Modify the arrangements to accommodate students' changing needs.
5.1.3. Plan for and analyze environments that
foster and support individual motivation to read and write (e.g., access to
print, choice, variety, challenge, interests).
5.1.4. Identify and promote curricula
considering technology as both a tool and topic of literacy
instruction.
5.2. Design
a social environment that is low risk and includes choice, motivation, and
scaffolded support to optimize students' opportunities for learning to read and
write.
5.2.1. Foster a school climate that
consistently demands positive social interactions from adults and students,
including those who struggle with reading and writing.
5.2.2. Model inclusive language and practices
that support teachers and learners.
5.2.3. Create supportive environments where
English learners are encouraged and given many opportunities to use English
while continuing to support students in using and maintaining their
L1.
5.3. Use routines to
support reading and writing instruction (e.g., time allocation, transitions
from one activity to another, discussions, and peer feedback).
5.3.1. Understand the role of routines in
creating and maintaining positive learning environments for reading and writing
instruction using multi-modal strategies for teaching and for demonstration of
learning (e.g. print, digital, and online resources)
5.3.2. Provide a school level infrastructure
that supports the use of effective classroom routines for all students,
especially those who struggle with reading and writing.
5.4. Use a variety of classroom
configurations (i.e., whole class, small group, and 1individual) to
differentiate instruction.
5.4.1. Provide
resources and encourage flexibility in differentiating instruction. (e.g.,
recruit community members as mentors, tutors, volunteers, and
resource-providers to support literacy growth at the school.)
5.4.2. Use evidence-based grouping practices
to meet the needs of all students, especially those who struggle with reading
and writing.
6. Professional Learning and Leadership
Specialized Literacy Professionals recognize the importance
of professional learning and lead investment in professional learning as a
career-long effort and responsibility.
6.1. Demonstrate foundational knowledge of
adult learning theories and related research about organizational change,
systems thinking, professional development, and school culture.
6.1.1. Understand how to interpret, analyze,
and apply research findings to instructional practice.
6.1.2. Use literature and research findings
about adult learning, organizational change, professional development, and
school culture in working with teachers and other professionals.
6.1.3. Understand and implement effective
coaching
6.1.4. Apply knowledge
from a variety of disciplines to promote a positive school culture and climate
for students and adults.
6.1.5. Use
the research base to assist in building an effective professional development
program.
6.2. Display
positive dispositions related to their own reading and writing, the teaching of
literacy, and pursue the development of individual professional knowledge and
reflective practice.
6.2.1. Ensure a positive
and ethical learning context for reading that respects students, families,
teachers, colleagues, and communities.
6.2.2. Foster community involvement in
school-wide literacy initiatives.
6.2.3. Encourage and support teachers and
reading professionals to develop their knowledge, skills, and
dispositions.
6.2.4. Facilitate the
critical use of technology among teachers and other personnel for their own
learning and for improving student learning.
6.2.5. Articulate the research base related
to the connections among teacher dispositions, student learning, and the
involvement of parents, guardians, and the community.
6.2.6. Promote the value of literacy in and
out of school by modeling a positive attitude toward reading and writing with
students, colleagues, administrators, and parents and guardians.
6.2.7. Join and participate in professional
literacy organizations, symposia, conferences, and workshops with other
teachers and administrators.
6.2.8.
Demonstrate effective interpersonal, communication, facilitation, and
leadership skills.
6.3.
Participate in, design, facilitate, lead, and evaluate effective and
differentiated professional learning programs.
6.3.1. Collaborate with school staff to plan,
implement, and evaluate sustained, embedded professional development programs
to meet established needs, grade/discipline, or individual levels.
6.3.2. Provide varied professional
development opportunities for other teachers and administrators.
6.3.3. Support teachers in their efforts to
use technology in literacy assessment and instruction.
6.3.4. Demonstrate the ability to engage in
reflective dialogue with individuals and groups of teachers, work
collaboratively with teachers and administrators, and facilitate group
meetings.
6.4.
Understand and influence local, state, or national policy decisions.
6.4.1. Understand the importance of hiring
highly effective literacy personnel, providing clear role descriptions for
literacy positions, and supporting individuals in those positions.
6.4.2. Use knowledge of students and teachers
to build effective professional development programs.
6.4.3. Understand and critique models and
comprehensive literacy programs in order to coordinate improvement efforts in
literacy
6.4.4. Coordinate
continuous improvement efforts in literacy, and design improvement strategies
based on comprehensive literacy assessment data and evidence-based
practices.
7.
A master's degree
7.1. A minimum of 21 credits
in reading/English language arts
7.2. A minimum of a practicum, or the
equivalent, in reading instruction and assessment
This endorsement reflects the International Literacy
Association's Standards for Reading Professionals--Reading Specialists/Literacy
Coaches and Administrators (2017).
5440-68. Teacher of the Deaf and Hard of
Hearing.
(Revised August 2015)
The holder is authorized to provide comprehensive special
education services, in any public education setting, to individuals age 3
through 21 who are Deaf or hard of hearing as defined in federal regulations
pertaining to special education eligibility. The holder is authorized to
provide or oversee the provision of instructional services and to collaborate
with an interdisciplinary team to design, implement, and evaluate educational
plans and accommodations for individuals who are Deaf or hard of
hearing.
1. Learner Development and
Individual Learning Differences
Special Educators understand how exceptionalities may
interact with development and learning and use this knowledge to support
learning experiences for individuals with exceptionalities. For Teachers of the
Deaf and Hard of Hearing this includes the following knowledge
standards:
1.1. Knowledge Standards
1.1.1. Cognitive and language development of
individuals who are deaf and hard of hearing.
1.1.2. Effects of the interrelationship among
onset of hearing loss, age of identification, and provision of services on the
development of the individuals who are deaf or hard of hearing.
1.1.3. Influence of experience and
educational placement on all developmental domains.
1.1.4. Influence of cultural identity and
language on all developmental domains.
1.1.5. Components of linguistic and
non-linguistic communication
1.1.6.
Importance of early intervention to language development.
1.1.7. Effects of sensory input on the
development of language and learning.
1.1.8. Spoken and visual communication
modes.
1.1.9. Current theories of
the development of spoken language and signed languages.
2. Learning Environments
Special Educators create safe, inclusive, culturally
responsive learning environments so that individuals with exceptionalities
become active and effective learners and develop emotional well-being, positive
social interactions, and self-determination. For Teachers of the Deaf and Hard
of Hearing this includes the following knowledge and skill standards:
2.1. Knowledge Standards
2.1.1. Influence of family communication and
culture on all developmental domains.
2.2. Performance Standards
2.2.1. Provide ongoing opportunities for
interactions between individuals who are deaf or hard of hearing with peers and
role models who are deaf or hard of hearing.
2.2.2. Provide access to incidental language
experiences.
2.2.3. Prepare
individuals who are deaf or hard of hearing to use interpreters.
2.2.4. Manage assistive technology for
individuals who are deaf or hard of hearing.
2.2.5. Design a classroom environment that
maximizes opportunities for visual and/or auditory learning and meets
developmental and learning needs
3. Curricular Content Knowledge
Special Educators use knowledge of general and specialized
curricula to support individualized learning for individuals with
exceptionalities. For Teachers of the Deaf and Hard of Hearing this includes
the following skill standards:
3.1.
Performance Standards
3.1.1. Plan and
implement transitions across service continuums.
3.1.2. Integrate language instruction into
academic areas.
4. Assessment
Special Educators use multiple methods of assessment and
data-sources in making educational decisions. For Teachers of the Deaf and Hard
of Hearing this includes the following knowledge and skill standards:
4.1. Knowledge Standards
4.1.1. Specialized terminology used in
assessing individuals who are deaf or hard of hearing.
4.2. Performance Standards
4.2.1. Administer assessment tools using the
individuals preferred mode and language of communication.
4.2.2. Develop specialized assessment
procedures that allow for alternative forms of expressive
communication.
4.2.3. Collect and
analyze spoken, signed, or written communication samples.
5. Instructional Planning &
Strategies
Special Educators select, adapt, and use a repertoire of
evidence-based instructional strategies (including intervention used in
academic and specialized curricula) to advance learning of individuals with
exceptionalities. For Teachers of the Deaf and Hard of Hearing this includes
the following knowledge and skill standards:
5.1. Knowledge Standards
5.1.1. Visual tools and organizers that
support content mastery and retention by individuals who are deaf or hard of
hearing
5.2. Performance
Standards
5.2.1. Apply strategies to
facilitate cognitive and communicative development.
5.2.2. Implement strategies for stimulating
and using residual hearing.
5.2.3.
Facilitate independent communication in all contexts.
5.2.4. Implement strategies for developing
spoken language in orally communicating individuals and sign language
proficiency in signing individuals.
5.2.5. Use specialized technologies,
resources, and instructional strategies unique to individuals who are deaf or
hard of hearing.
5.2.6. Develop
successful inclusion experiences.
5.2.7. Develop proficiency in the languages
used to teach individuals who are deaf or hard of hearing.
5.2.8. Provide activities to promote print
literacy and content area reading and writing through instruction via spoken
language and/or American Sign Language.
5.2.9. Apply first and second language
teaching strategies to the instruction of the individual.
5.2.10. Provide balance among explicit
instruction, guided instruction, peer learning, and reflection.
6. Professional
Learning & Ethical Practice
Special Educators use foundational knowledge of the field and
their professional Ethical Principles and Practice Standards to inform special
education practice, to engage in lifelong learning, and to advance the
profession. For Teachers of the Deaf and Hard of Hearing this includes the
following knowledge and skill standards:
6.1. Knowledge Standards
6.1.1. Model programs for individuals who are
deaf or hard of hearing.
6.1.2.
Roles and responsibilities of teachers and support personnel in educational
practice for individuals who are deaf or hard of hearing.
6.1.3. Professional resources relevant to the
field of education of individuals who are deaf or hard of hearing.
6.1.4. Knowledge of professional
organizations in the field of deaf education.
6.1.5. Incidence and prevalence figures for
individuals who are deaf and hard of hearing.
6.1.6. Sociocultural, historical, and
political forces unique to deaf education.
6.1.7. Etiologies of hearing loss that can
result in additional learning challenges.
6.2. Performance Standards
6.2.1. Communicate proficiently in spoken
language or American Sign Language.
6.2.2. Increase proficiency and sustain a
life-long commitment to maintaining instructional language
competence.
6.2.3. Explain
historical foundations and research evidence upon which educational practice is
based.
6.2.4. Develop and enrich
cultural competence relative to the Deaf community.
7. Collaboration
Special Educators collaborate with families, other Educators,
related service providers, individuals with exceptionalities, and personnel
from community agencies in culturally responsive ways to address the needs of
individuals with exceptionalities across a range of learning experiences. For
Teachers of the Deaf and Hard of Hearing this includes the following knowledge
and skill standards:
7.1. Knowledge
Standards
7.1.1. Services, organizations, and
networks that support individuals who are deaf or hard of hearing.
7.2. Performance Standards
7.2.1. Provide families with support to make
informed choices regarding communication modes, philosophies, and educational
options.
8.
Completion of a bachelor's level teacher preparation program in Deaf education
and 30 credits in a related field (e.g., education, speech and language,
communication, psychology, audiology, or an academic content area), or a
Master's degree in deaf education
9. A minimum of a practicum, or the
equivalent, in the teaching of students who are Deaf or hard of
hearing.
5440-67.
Teacher of the Visually Impaired.
(Revised August 2015)
The holder is authorized to provide comprehensive special
education services, in any public education setting, to individuals age 3
through 21 who are visually impaired as defined in federal regulations
pertaining to special education eligibility. The holder is authorized to
provide or oversee the provision of instructional services and to collaborate
with an interdisciplinary team to design, implement, and evaluate educational
plans and accommodations for individuals with visual impairments.
1. Learner Development and Individual
Learning Differences
Special Educators understand how exceptionalities may
interact with development and learning and use this knowledge to support
learning experiences for individuals with exceptionalities.
1.1. Knowledge Standards
1.1.1. Development of the human visual
system
1.1.2. Development of
secondary senses when vision is impaired
1.1.3. Effects of visual impairment on
development
1.1.4. Impact of visual
impairment on learning and experience
1.1.5. Psychosocial aspects of visual
impairment and cultural identity
1.1.6. Effects of visual impairment on
receptive and expressive literacy and communication
1.1.7. Understanding and application of
Expanded Core Curriculum
1.2. Performance Standards
1.2.1. Select and develop teaching strategies
addressing age, visual impairment and visual prognosis
1.2.2. Use strategies to address the effects
of visual impairment on the family and the reciprocal impact on the
individuals' self-esteem
1.2.3.
Select, adapt and use instructional strategies to address the impact of
additional exceptionalities
2. Learning Environments
Special Educators create safe, inclusive, culturally
responsive learning environments so that individuals with exceptionalities
become active and effective learners and develop emotional well-being, positive
social interactions, and self-determination.
2.1 Knowledge Standards
2.1.1 Classroom organization to accommodate
materials, equipment, & technology for vision loss and other
disabilities
2.1.2 Importance of
role models with visual impairments
2.2 Performance Standards
2.2.1 Design multi-sensory learning
environments that encourage active participation in group and individual
activities
2.2.2 Provide access to
incidental learning experience
2.2.3 Understanding of the full continuum of
placements available, including instruction in regular classes, special
classes, special schools, home, hospital, and residential settings
3. Curricular Content
Knowledge
Special Educators use knowledge of general and specialized
curricula to support individualized learning for individuals with
exceptionalities.
3.1. Knowledge
Standards
3.1.1. Relationship among
assessment, development of individualized education program, 504 plan, and
placement as they affect vision-related services
3.2. Performance Standards
3.2.1. Sequence, implement, and evaluate
learning objectives based on the expanded core curriculum for individuals with
visual impairments
3.2.2. Obtain
and organize specialized materials to implement instructional goals
4. Assessment
Special Educators use multiple methods of assessment and
data-sources in making educational decisions.
4.1 Knowledge Standards
4.1.1 Specialized terminology used in
assessing individuals with visual impairments
4.1.2 Alternative assessment techniques for
individuals with visual impairments
4.1.3 Basic terminology related to the
function of the human visual system.
4.2 Performance Standards
4.2.1 Administer and interpret assessments
specific to people with visual impairments, including, but not limited not,
learning media, functional vision, and Braille literacy assessments and provide
recommendations based on results
4.2.2 Use functional evaluations related to
the expanded core curriculum
4.2.3
Select, adapt, and use assessment information when tests are not validated on
individuals with visual impairments
4.2.4 Participate in the standardization
process for local and state assessments
4.2.5 Interpret and apply background
information and family history related to the individual's visual
status
5.
Instructional Planning & Strategies Special Educators select, adapt, and
use a repertoire of evidence-based instructional strategies (including
intervention used in academic and specialized curricula) to advance learning of
individuals with exceptionalities.
5.1.
Knowledge Standards
5.1.1. Engage in local,
state, and national discussions surrounding best practices for teaching
students with visual impairments and seek appropriate professional development
in order to help students learn new concepts
5.1.2. Strategies for teaching visual
efficiency skills and use of print adaptations, optical devices, and
non-optical devices
5.1.3.
Strategies for teaching organization and study skills
5.1.4. Strategies for teaching tactual
perceptual skills including, but not limited to, Braille and tactile
graphics
5.1.5. Strategies for
teaching adapted physical and recreational skills
5.1.6. Strategies for teaching social, daily
living, and functional life skills
5.1.7. Strategies for teaching
career-vocational skills and providing vocational counseling maximizing
Vermont's initiatives in personalized learning and flexible pathways
5.1.8. Strategies to prepare individuals with
progressive eye conditions to achieve a positive transition to alternative
skills
5.1.9. Techniques for
teaching human sexuality
5.1.10.
Strategies for responding to and understanding the implications of non-verbal
communication
5.1.11. Strategies
for teaching listening and compensatory auditory skills
5.1.12. Strategies for teaching concept
development
5.2.
Performance Standards
5.2.1. Select and use
assistive technologies and other resources to accomplish instructional
objectives
5.2.2. Teach
communication through technology and adaptations specific to visual
impairments
5.2.3. Integrate the
individualized health care plan into daily programming
5.2.4. Select and adapt materials in Braille,
accessible print, and other formats
5.2.5. Teach the use of braillewriter, slate
and stylus, and computer technology to produce Braille materials
5.2.6. Teach the use of adaptive math and
science equipment (for example, abacus, talking calculator, tactile graphics,
and adapted science equipment)
5.2.7. Prepare individuals for sighted guide
and pre-cane orientation and mobility instruction
5.2.8. Teach literacy skills to individuals
who have vision loss as well as other disabilities
6. Professional Learning &
Ethical Practice Special Educators use foundational knowledge of the field and
their professional Ethical Principles and Practice Standards to inform special
education practice, to engage in lifelong learning, and to advance the
profession.
6.1 Knowledge Standards
6.1.1 Access rights to specialized equipment
and materials for individuals with visual impairments
6.1.2 Historical foundations of education of
individuals with visual impairments
6.1.3 Incidence and prevalence for
individuals with visual impairments
6.1.4 Basic terminology related to the
function of the human visual system
6.2 Performance Standards
6.2.1 Use strategies to address the effects
of visual impairment on the family while remaining aware of culturally specific
responses to the impairment and the reciprocal impact on the individuals'
self-esteem and level of self-determination
6.2.2 Select, adapt and use instructional
strategies to address the impact of additional exceptionalities
6.2.3 Articulate an instructional and
professional philosophy that responds to the specific implications of visual
impairment within the general curriculum drawing on specialized knowledge
within the continuum of instructional options
6.2.4 Participate in the activities of
professional organizations in the field of visual impairment
6.2.5 Advocate for educational policy related
to visual impairment
6.2.6 Educate
the wider school community on opportunities and challenges facing students with
visual impairments
7. Collaboration
Special Educators collaborate with families, other Educators,
related service providers, individuals with exceptionalities, and personnel
from community agencies in culturally responsive ways to address the needs of
individuals with exceptionalities across a range of learning
experiences.
7.1 Knowledge Standards
7.1.1 Strategies for assisting families and
other team members in transition planning
7.1.2 Knowledge of services, networks,
publications, and organizations for individuals with visual
impairments
7.2
Performance Standards
7.2.1 Structure and
supervise the activities of Para Educators and others who work with individuals
with visual impairments
7.2.2
Collaborate with all appropriate school staff, including regular education,
special education teachers, and families to provide consultative support with
the general and expanded common curriculum
8. Completion of a bachelor's level teacher
preparation program in the education of the visually impaired, or a minimum of
30 credits in the education of the visually impaired
9. A minimum of a practicum, or the
equivalent, in the teaching of students who are visually impaired. Competency
with the Core Teaching Standards.
5440-37. Theatre Arts.
(Revised June 2018)
The holder is authorized to teach theatre arts in grades
PK-8, 5-12, and PK-12, as specified on the endorsement.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
Knowledge of instruction, curriculum, and assessment in
theatre arts as reflected in the National Core Arts Standards approved by the
State Board of Education for students. Specifically, the Educator
understands:
1.1. The goals and
purposes of theatre arts education, including:
1.1.1. Theatre arts as a fundamental and
collaborative expression of human communication and emotion and the various
ways theatre arts impacts society (e.g. culture, economy, history, politics,
religion)
1.1.2. How theatre arts
can foster artistic literacy through lifelong communication skills, creative
personal realization, cultural and historical connections, while enhancing
well-being, and community engagement
1.1.3. Inspiring students to appreciate and
value the theatre arts and become life-long supporters and/or participants in
the arts.
1.1.4. Developing
students' ability to investigate and respond diverse perspectives and
approaches in storytelling and theatrical work
1.1.5. Developing students' ability to relate
artistic ideas, traditions, and work with societal, cultural, and historical
context to deepen understanding
1.2 Dramatic Literature: How to respond to,
analyze, and critique key works of the evolving canon of dramatic literature
from different historical periods and cultures and perspectives including
feminist, theatre from various ethnic groups, gay, lesbian, bisexual,
transgender, political, religious, and indigenous theatre
1.3 Theatre History: The social and cultural
context of dramatic works and the reciprocal impact they have on the evolution
of the theatre arts and society
1.4
Creative Process: How to foster the creative process using a variety of
techniques and the essential acts of imagining, interpreting, researching,
collaborating, analyzing, expressive risk taking, and creative choice making,
intrinsic to each sub-discipline below:
1.4.1
Acting: Theories of acting, including acting styles and techniques, character
creation, and improvisation; the fundamentals of speech, such as articulation
and production; the audition, rehearsal, and performance processes;
1.4.2 Directing: Theories of directing;
making directorial and/or performance choices for a variety of styles and
media; staging and blocking; writing, devising, analyzing and evaluating
dramatic texts for artistic merit based on the six aspects of drama; and
theatrical production and management that complies with legal and ethical
standards and safety codes and regulations.
1.4.3 Technical Theatre: Fundamentals of
technical theatre and design, including set design, properties, stage
management, publicity, costuming, make-up, lighting, sound and video.
2. Performance
Standards: arts curriculum that engages students in theatre arts and other
dramatic forms as an artistic, educational, social, and cultural experience.
Specifically, the Educator:
2.1. Demonstrates
the ability to teach, demonstrate, and/or practice the following:
2.1.1. Dramatic literature; as well as the
fundamentals of speech and movement for a variety of media;
2.1.2. Skills associated with styles and
techniques of acting, directing, and technical theatre, with in-depth mastery
in at least one area;
2.1.3. A
comprehensive theatre arts curriculum within the school context including
planning, direction and production in compliance with legal and ethical
standards and safety codes and regulations;
2.1.4. Effective processes of theatre
critique and reflection;
2.1.5.
Advocates for the importance of theatre arts education.
2.1.6. Linking 21st century transferable
skills acquired through theatre arts practice such as clear and effective
communication, creative and practical problem solving, and informed and
integrative thinking, etc. to inspire college and career readiness in theatre
arts professions.
2.2.
Motivates students and develop their appreciation of the theatre arts and
media.
2.3. Develops students'
unique artistic expression through script writing, acting, designing,
directing, devising and production of a variety of dramatic forms.
2.4. Directs students in the safe and proper
use of current technologies and multimedia to amplify and augment performances
and productions.
2.5. Collaborates
across the curriculum with classroom and other arts Educators using a variety
of techniques for theatre arts integration to both draw out creativity and
achieve interdisciplinary learning goals in a variety of settings and content
areas.
2.6. Differentiates and
personalizes the curriculum, instruction, assessment, and experiences to meet
the developmental level, needs, interests and abilities of students
3. A minimum of a practicum, or
the equivalent, in theatre education.
5440-60. Work Based Learning Coordinator.
(Created February 2015)
The holder is authorized to establish and coordinate
experiential learning opportunities between industry and other community
employers and secondary institutions in order to reinforce a student's program
of study, career interests, and goals.
In order to qualify for this endorsement, the candidate shall
demonstrate the following:
1.
Knowledge Standards:
Knowledge of how to create, promote, and maintain work-based
learning programs, including how to develop and evaluate work-based learning
partnerships, work sites, and learning plans or training agreements that are in
alignment with Vermont's Work-Based Learning Gold Standards and relevant state
student standards.
1.1 Knowledge of
how learners grow and develop, how they vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and how to
design, implement, adapt, and assess developmentally appropriate and
challenging work-based learning experiences.
1.2 Knowledge of local, state and federal
wage, hour, and safety laws, especially those related to child labor, training,
and risk management policies.
1.3
Knowledge of how to access information about the values of diverse cultures and
communities and how to address gender equity issues in the creation of
experiential learning opportunities.
1.4 Knowledge of local economic development
and labor markets; post-secondary career and educational opportunities;
business, industry, and community organizations and resources; current and
trending workplace practices, including pre-employment screening.
1.5 Familiarity with relevant technology and
electronic resources to support and document student performance in work-based
learning experiences.
2.
Performance Standards:
2.1 Ability to plan,
implement, and evaluate work-based learning programs including the ability to:
2.1.1 Provide individual student support
services and facilitate development of activities related to career awareness,
exploration and preparation.
2.1.2
Match and place students to appropriate work-based activities, ensure necessary
accommodations and equitable access in order to meet students' unique learning
needs
2.1.3 Evaluate student
progress by collecting and sharing feedback from work-based mentor on student
performance in order to address deficient areas.
2.1.4 Develop and maintain work-based
learning partnerships and safe, closely supervised work site learning
environments in accordance with Vermont's Work-Based Learning Gold
Standards.
2.1.5 Develop formal
work-based learning plans for students in partnership with the student, family,
academic teachers and special Educators (as applicable), and work site
supervisor that include goals, guidelines, and assessments in order to ensure
meaningful work-based learning experiences (in accordance with Vermont State
School Board Rule 2120.2-"Flexible Pathways").
2.1.6 Maintain program regulatory compliance
with local, state and federal wage, hour, and safety laws, especially those
related to child labor, training, and risk management policies.
2.2 Engage in ongoing professional
learning and collaboration, particularly in relation to regional, state, and
national occupational trends.
