Topic:
LICENSING; TEACHER CERTIFICATION; TEACHERS; OCCUPATIONAL LICENSING; SCHOOL PERSONNEL;
Location:
SCHOOL ADMINISTRATORS; TEACHERS - CERTIFICATION AND EVALUATION;
Scope:
Connecticut laws/regulations;

OLR Research Report


January 22, 2002

 

2002-R-0059

SCHOOL ADMINISTRATOR CERTIFICATION REQUIREMENTS

By: Judith Lohman, Chief Analyst

You asked for a summary of the state educator certification requirements for intermediate level school administrators, school principals, and school superintendents.

Educator certification requirements are specified in State Department of Education regulations. There are two sets of educator certification regulations, the current ones and those that will apply to new certificates issued on and after July 1, 2003. Both the current and the new regulations have a general school administrator certificate that covers school principals and assistant principals, as well as deputy school superintendents and various other school administrators. The new regulations extend the administrator certificate requirements to more specific types of supervisors, including special education and pupil personnel services supervisors. Separate regulations apply to school superintendents.

Table 1 shows the current and post-July 1, 2003 requirements for intermediate level school administrators, including school principals (Ct. State Agency Regs., 10-145d-572 to 576 and 10-145d-726 to 730) and school superintendents (Ct. State Agency Regs., 10-145d-582 to 587 and 10-145d-735 to 740).

Table 1: Certification Requirements for School Administrators and Superintendents

CURRENT

AS OF JULY 1, 2003

INTERMEDIATE ADMINISTRATION OR SUPERVISION CERTIFICATE

ADMINISTRATOR AND SUPERVISOR ENDORSEMENT

Required for:

deputy or assistant school superintendent

principal

assistant principal

curriculum coordinator

supervisor of instruction

any other person primarily responsible for directing, coordinating, or managing certified staff and resources or for evaluating certified staff

Required for:

deputy or assistant school superintendent

principal

assistant principal

curriculum coordinator

supervisor of instruction

instructional area coordinator

director

supervisor of special education

supervisor of pupil personnel services

any person responsible for evaluating certified staff

any other person primarily responsible for directing, coordinating, or managing district-wide programs, certified staff, or resources

Initial Certificate

Master's degree from an approved institution.

18 semester hours of graduate credit above Master's.

50 school months of successful teaching or service in public or approved private schools. (Requirement may be partially met by a one-year internship in school administration as part of a planned preparation program.)

Recommendation from an approved school administrator preparation program where the applicant has taken at least 15 semester hours of graduate credit.

Graduate study in at least:

psychological and pedagogical foundations of learning,

curriculum development and program monitoring,

school administration,

personnel evaluation and supervision, and

contemporary educational problems and policy solutions.

A 36-clock-hour course in special education that includes growth and development of exceptional children (both handicapped and gifted and talented) and children requiring special education, and ways to identify, plan for, and work effectively with special-needs children in regular classes.

Master's degree from a regionally accredited institution.

Pass Praxis I (or meet waiver requirements) and School Leader's Licensure Assessment Test (or approved equivalent) prior to initial certification and Connecticut Administrators' Test (or approved equivalent) within first 12 months.

50 school months of successful teaching or administrative or specialist service in accredited or state-approved educational organizations, or 50 months as a professional or managerial staff member at a state education department. (Requirement may be partially met by 10-month residency in school administration and supervision as part of a planned preparation program.)

Planned program of graduate study in addition to master's degree at regionally accredited institution, designed to prepare school administrators in:

understanding the educated person, learning theory, and ways to motivate people to promote continuous improvement in learning;

research and experience-grounded knowledge of teaching and learning;

education's role in a pluralistic society, collaboratively in developing programs and instructional strategies incorporating different learning perspectives, and addressing the need to learn second languages;

goal setting and monitoring;

fostering collaboration among parents, students, and the community to improve learning;

establishing rigorous academic standards for all students and using many methods to monitor students' progress;

integrating staff selection, evaluation, professional development, and school improvement to improve teaching and learning for all students; and

developing and implementing polices and procedures to improve program effectiveness, staff productivity, and all students' learning.

Field experience in K-12 schools with various kinds of students to connect course content with school practice and provide practice in the above-listed skills

A 36-clock-hour course in special education that includes growth and development of exceptional children (both handicapped and gifted and talented) and children requiring special education, and ways to identify, plan for, and work effectively with special-needs children in regular classes.

Additional Requirements for Provisional Certificate

One of the following:

Successful completion of the Beginning Educator Support and Training (BEST) assessment, if available, and 10 school months of successful service under an initial or interim educator certificate or a durational shortage area permit.

Successful completion, within 10 years of the application, of at least 30 months of service as an administrator in a public or approved nonpublic school, or three years as a managerial or professional staff member for a state education agency.

Successful service in the same area in a Connecticut public school under a provisional teaching or provisional educator certificate during the year immediately before the application.

One of the following:

Successful completion of the BEST assessment, if available and 10 school months of successful service under an initial educator certificate.

Within 10 years of the application, of successful completion, under a valid certificate, of at least 30 months of administrative experience in a public or approved nonpublic school, or three years as a managerial or professional staff member for a state department of education.

Additional Requirements for Professional Certificate

Complete both of the following:

At least 30 school months of successful service under a provisional or interim certificate.

At least 30 semester hours of graduate credit in addition to the master's degree.

Complete both of the following:

At least 30 school months of successful service under a provisional certificate or three years as a manager in the Connecticut State Department of Education.

In addition to the courses required for an initial certificate, either (1) six semester hours of graduate credit at a regionally accredited institution in administration and supervision or (2) the equivalent through seminars and conferences provided by nationally recognized organizations.

CURRENT

AS OF JULY 1, 2003

SUPERINTENDENT OF SCHOOLS

Required for employment as a superintendent of schools or executive director of a regional educational service center.

Same

Initial Certificate

Meet appropriate assessment requirements.

Master's degree from approved institution.

At least 80 months of successful teaching, with at least 50 in public or approved private schools, in positions requiring or that would have required certification, or as a professional or managerial staff member in a state education agency. This total may include the 30 months of required administrative experience (see below).

30 school months of full-time administrative or supervisory experience in public or approved private schools, or as a managerial or professional staff member of a state education agency, in position requiring or that would have required intermediate administrator or supervisor certification. ((Requirement may be partially met by one-year internship in school administration as part of a planned superintendent preparation program.)

Recommendation from an approved superintendent preparation program where the applicant has taken at least 30 semester hours of graduate credit.

Graduate study in at least:

psychological and pedagogical foundations of learning,

curriculum development and program monitoring,

school administration,

personnel evaluation and supervision, and

contemporary educational problems and policy solutions.

A 36-hour course in special education that includes growth and development of exceptional children (both handicapped and gifted and talented) and children requiring special education, and ways to identify, plan for, and work effectively with special-needs children in regular classes.

Pass Praxis I (or meet waiver requirements), Praxis II, or equivalent.

Master's degree from accredited institution.

80 school months of successful teaching or administrative or specialist service in accredited or state-approved educational organizations or as a professional or managerial staff member at a state education department, with a minimum of 30 months in administration. (Requirement may be partially met by 10-month residency in school administration and supervision as part of a planned preparation program.)

Planned program of graduate study in addition to master's degree at regionally accredited institution, designed to prepare superintendents in:

current research and knowledge of the teaching-learning process and demonstrating ability to improve learning;

leadership in creating organizations and processes to improve student performance;

developing organizations that allow people at all levels to engage in making and implementing policy, building a shared vision through broad participation, and transmitting organizational cultural values;

raising expectations for student achievement, and developing standards and a learning culture driven by student performance;

respecting and encouraging diversity, providing programs that respond to school and community differences, and exemplifying this commitment;

developing and implementing an information system that disaggregates student performance data and establishes plans and programs to address achievement disparities;

articulating a clear mission and vision, setting priorities, and establishing a collaborative decision process;

developing management initiatives to involve the board of education in planning, policy development and analysis, and the politics of school improvement;

collaborating with outside agencies and organizations concerned with child welfare; and

using multiple resources to improve human resources, and an understandable, fair and valid staff and program accountability system that responds to improvements in student achievement.

Field experience in K-12 schools with various kinds of students to connect course content with school practice and provide practice in the above-listed skills.

A 36-clock-hour course in special education that includes growth and development of exceptional children (both handicapped and gifted and talented) and children requiring special education, and ways to identify, plan for, and work effectively with special-needs children in regular classes.

Additional Requirements for a Provisional Certificate

One of the following:

Successful completion of the BEST assessment and 10 school months of successful service under an initial or interim educator certificate or a durational shortage area permit.

Successful completion, within 10 years of the application, of at least 30 months of service as a superintendent in a public or approved nonpublic school or as an executive director of a regional educational service agency, or three years as a managerial or professional staff member for a state education agency.

Successful service in the same area in a Connecticut public school under a provisional teaching or provisional educator certificate during the year immediately before the application.

One of the following:

Successful completion of the BEST assessment, if available and 10 school months of successful service under an initial educator certificate.

Within 10 years of the application, of successful completion, under a valid certificate, at least 30 months of school superintendent experience in a public or approved nonpublic school, or three years as a manager for a state department of education .

Additional Requirements for a Professional Certificate

30 school months of successful service under a provisional or interim educator or provisional teaching certificate.

Both of the following:

30 school months of successful service under a provisional certificate.

In addition to courses required for an initial certificate, either (1) six semester hours of graduate credit in superintendency at a regionally accredited institution or (2) the equivalent through seminars and conferences provided by nationally recognized organizations.

JL:ts