ARC 8307C

ARC 8307C

Proposing rulemaking related to administrator licenses and endorsements
and providing an opportunity for public comment

A Regulatory Analysis for this rulemaking was published in the Iowa Administrative Bulletin on August 21, 2024. A public hearing was held on the following date(s):

●September 11, 2024

Any persons who intend to attend a public hearing and have special requirements, such as those related to hearing or mobility impairments, should contact the Board and advise of specific needs.

ITEM 1.Rescind 282—Chapter 18 and adopt the following new chapter in lieu thereof:

CHAPTER 18

ADMINISTRATOR LICENSES AND ENDORSEMENTS

282—18.1(256) Administrator licenses.

18.1(1) Applicants from Iowa institutions. The applicant will complete all degree and coursework requirements to receive a recommendation for the specific license and endorsement(s) from the designated recommending official at the recognized institution where the preparation was completed.

18.1(2) Applicants from non-Iowa institutions.

a.Original application. An applicant from a non-Iowa institution applying for the applicant’s first Iowa administrator license:

(1)Will meet the requirements set forth in Iowa Code sections 256.152 and 272C.12. Endorsements will be granted based on comparable Iowa endorsements, and endorsement requirements may be waived in order to grant the most comparable endorsement.

(2)Will not be subject to any pending disciplinary proceedings in any state or country.

b.Holders of an Iowa administrator license who applied under this rule prior to June 16, 2022, may submit a new application if the requirements in this subrule would have been met at the time of their initial application.

282—18.2(256) Initial administrator license. An initial license valid for a minimum of one year with an expiration date of June 30 may be issued to an applicant who meets the general requirements set forth in rule 282—18.1(256).

282—18.3(256) Professional administrator license. A professional administrator license valid for five years may be issued to an applicant who does all of the following:

18.3(1) Completes the requirements in rule 282—18.1(256).

18.3(2) Successfully meets each standard pursuant to rule 281—83.10(284A).

18.3(3) Completes one year of administrative experience in an Iowa public school and completes the administrator mentoring program while holding an administrator license, or successfully completes two years of administrative experience in a nonpublic or out-of-state school setting.

282—18.4(256) Area and grade levels of administrator endorsements.

18.4(1) PK-12 principal and PK-12 supervisor of special education.

a.Authorization. The holder of this endorsement is authorized to serve as a principal of programs serving children from birth through grade 12, a supervisor of instructional special education programs for children from birth to the age of 21, and a supervisor of support for special education programs for children from birth to the age of 21.

b.Program requirements.

(1)Degree—master’s.

(2)Content: Completion of a sequence of courses and experiences that may have been a part of, or in addition to, the degree requirements. Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to:

1.Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community (Mission, Vision, and Improvement).

2.Advocate for ethical decisions and cultivate and enact professional norms (Ethics and Professional Norms).

3.Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture (Equity, Inclusiveness, and Cultural Responsiveness) to include meeting the needs of all learners, as well as ensuring teachers meet the needs of diverse learners, including:

●Students from diverse ethnic, racial and socioeconomic backgrounds.

●Students with disabilities, including preparation in developing and implementing individualized education programs and behavioral intervention plans, preparation for educating individuals in the least restrictive environment and identifying that environment, and strategies that address difficult and violent student behavior and improve academic engagement and achievement.

●Students who are struggling with literacy, including those with dyslexia.

●Students who are gifted and talented.

●English language learners.

●Students who may be at risk of not succeeding in school. This preparation will include classroom management addressing high-risk behaviors including but not limited to behaviors related to substance abuse.

4.Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment (Learning and Instruction).

5.Strengthen student learning, support school improvement, and advocate for the needs of their school and community (Community and External Leadership).

6.Improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations, including a dedicated course in current issues of special education administration (Operations and Management).

7.Build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning, including the completion of Iowa evaluator training (Building Professional Capacity).

8.Successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills pursuant to this rule in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school, including planned experiences in elementary and secondary administration with special education administration.

c.Other. The applicant will have three years of experience at the early childhood through grade 12 level while holding a valid teaching license or professional service license.

18.4(2) Reserved.

282—18.5(256) Superintendent/area education agency (AEA) administrator.

18.5(1) Authorization. The holder of this endorsement is authorized to serve as a superintendent from the prekindergarten level through grade 12 or as an AEA administrator. Note: This authorization does not permit general teaching, school service, or administration at any level except that level or area for which the practitioner holds the specific endorsement(s).

18.5(2) Program requirements.

a.Degree—specialist (or its equivalent: a master’s degree plus at least 30 semester hours of planned graduate study in administration beyond the master’s degree).

b.Content. Through completion of a sequence of courses and experiences, which may have been part of, or in addition to, the degree requirements, candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to:

(1)Collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community (District Mission, Vision, and Improvement).

(2)Advocate for ethical decisions and cultivate professional norms and culture (Ethics and Professional Norms).

(3)Develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture (Equity, Inclusiveness, and Cultural Responsiveness) to include meeting the needs of all learners, as well as ensuring teachers meet the needs of diverse learners, including:

1.Students from diverse ethnic, racial and socioeconomic backgrounds.

2.Students with disabilities, including preparation in developing and implementing individualized education programs and behavioral intervention plans, preparation for educating individuals in the least restrictive environment and identifying that environment, and strategies that address difficult and violent student behavior and improve academic engagement and achievement.

3.Students who are struggling with literacy, including those with dyslexia.

4.Students who are gifted and talented.

5.English language learners.

6.Students who may be at risk of not succeeding in school. This preparation will include classroom management addressing high-risk behaviors, including but not limited to behaviors related to substance abuse.

(4)Evaluate, design, cultivate, and implement coherent systems of curriculum, instruction, data systems, supports, assessment, and instructional leadership (Learning and Instruction).

(5)Understand and engage families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs (Community and External Leadership).

(6)Develop, monitor, evaluate, and manage data-informed and equitable district systems for operations, resources, technology, and human capital management, including instructional and noninstructional district support services (Operations and Management).

(7)Cultivate relationships, lead collaborative decision making and governance, and represent and advocate for district needs in broader policy conversations (Policy, Governance, and Advocacy).

(8)Successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse district settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in this rule in ways that approximate the full range of responsibilities required of district-level leaders and enable them to promote the current and future success and well-being of each student and adult in their district.

18.5(3) Administrative experience. The applicant will meet one of the following:

a.The applicant will have had three years of experience as a building principal while holding a valid license.

b.The applicant will have three years of administrative experience in any of the following areas: PK-12 regional education agency administrative experience, PK-12 state department of education administrative experience, PK-12 educational licensing board administrative experience or PK-12 building/district administrative experience while holding a valid Iowa administrator license.

c.The applicant will have six years of teaching and administrative experience, provided that at least two years are teaching experience and one year is administrative experience, all while holding a valid license.

282—18.6(256) Director of special education.

18.6(1) Authorization. The holder of this endorsement is authorized to serve as a director of special education.

18.6(2) Program requirements.

a.Degree—master’s.

b.Endorsement. An applicant will hold or meet the requirements for one of the following:

(1)PK-12 principal and PK-12 supervisor of special education;

(2)Superintendent/AEA administrator;

(3)Supervisor of special education—instructional;

(4)Professional service administrator; or

(5)A letter of authorization for the special education supervisor issued prior to October 1, 1988.

c.Content. An applicant will have completed a sequence of courses and experiences of at least 15 additional semester hours to include the following:

(1)Knowledge of current issues in special education and administration, supervision, and evaluation of special education programs.

(2)Knowledge of special education school law and legislative and public policy issues affecting children and families including special education ethics.

(3)Mediation and conflict resolution in special education.

(4)Knowledge of the powers and duties of the director of special education pursuant to Iowa Code section 273.5.

(5)Practicum in administration, supervision, and evaluation of special education programs.

18.6(3) Other.

a.Option 1: Instructional. An applicant will hold a special education endorsement and have two years of teaching experience in special education or hold an administrator license with two years of experience in the administration of special education programs.

b.Option 2: Support. An applicant will meet the practitioner licensure requirements for one of the following endorsements and have three years of experience as a:

(1)School audiologist;

(2)School psychologist;

(3)School social worker; or

(4)Speech-language pathologist.

NOTE: An individual holding a statement of professional recognition is not eligible for the director of special education endorsement.

These rules are intended to implement Iowa Code chapter 256.