Connecticut Administrative Code › Title 10 - Education and Culture › 145d - Standards for the Issuance of a Certificate for the Position of School Business Administrator › State Educator Certificates for School Marriage and Family Therapist › Part XIV - Administrative › D - Superintendent of Schools › Section 10-145d-585 - Initial educator certificate requirements

Current through July 10, 2024
To receive an initial educator certificate for
						superintendent of schools an applicant shall present evidence of meeting the
						following requirements, in addition to meeting the assessment requirements, as
						appropriate:
(a) Holds a master's
					 degree from an approved institution;
(b) Has completed 30 semester hours of
					 graduate credit beyond the master's degree;
(c) Has completed a minimum of 80 school
					 months of successful teaching or service, at least 50 school months of which
					 shall have been in public schools, approved nonpublic schools or nonpublic
					 schools approved by the appropriate governing body in another state, in a
					 position or positions requiring certification in the state in which employed,
					 or in a position or positions which would have required certification had the
					 service been in Connecticut public schools, or as a professional or managerial
					 staff member in a state education agency. This total may include the 30 school
					 months of administrative experience required in accordance with subsection (d)
					 of this Section;
(d) Has completed
					 a minimum of 30 school months of full-time administrative or supervisory
					 experience in public schools, approved nonpublic schools or nonpublic schools
					 approved by the appropriate governing body in another state, or as a managerial
					 staff member in a state education agency, in a position or positions which if
					 in Connecticut public schools would have required intermediate administrator or
					 supervisor certification. On specific recommendation of the preparing
					 institution, consideration may be given toward partial fulfillment of the
					 requirements of this subsection to applicants who have completed, as part of a
					 planned program of preparation for the superintendency, a one year period of
					 internship in general school administration under the supervision of the
					 institution recommending the applicant for certification;
(e) Presents the recommendation of an
					 approved institution where the applicant has completed a planned program of
					 preparation of superintendent of schools. The recommendation shall state that
					 the applicant is personally and professionally qualified to serve as a
					 superintendent of schools, and has completed an approved program at the
					 institution specifically in preparation for the position of superintendent of
					 schools. The program on which the institutional recommendation has been based
					 shall aggregate not less than 30 semester hours of graduate credit in addition
					 to the master's degree. Not less than 15 semester hours of this requirement
					 shall have been completed at the recommending institution, and additional
					 course work aggregating not less than 15 semester hours of credit shall have
					 been completed either at the recommending institution or at another approved
					 institution by arrangement with, or with the approval of, the recommending
					 institution;
(f) Has completed in
					 the graduate program, study in each of the following:
(1) Psychological and pedagogical foundations
					 of learning, which may include topics such as teaching styles, learning styles,
					 theories of human growth and development, and tests and measurement;
(2) Curriculum development and program
					 monitoring;
(3) School
					 administration, which may include topics such as school finance, school law,
					 public relations and leadership training;
(4) Personnel evaluation and supervision,
					 which may include topics such as theories and techniques, current practices,
					 staff development and human relations; and
(5) Contemporary educational problems and
					 solutions from a policy making perspective, which may include the use of
					 research; and