Code of Maine Rules › 05 - DEPARTMENT OF EDUCATION › 071 - EDUCATION - GENERAL › Chapter 114 - PURPOSE, STANDARDS AND PROCEDURES FOR THE REVIEW AND APPROVAL OF PREPARATION PROGRAMS FOR EDUCATION PERSONNEL › Section 071-114-2 - INTRODUCTION - UNIT PROGRAM APPROVAL STANDARDS

Current through 2024-29, July 17, 2024
The Unit Program Approval Standards set forth in section
				  2 of this rule are used as a template
				  to analyze the unit's self-assessment document and supporting evidence, as well
				  as other relevant information that is gathered during the site visit by the
				  Review Team. Section 2 S tandard One is focused exclusively upon candidate
				  proficiencies and contains Maine's ten (10) initial teacher certification
				  standards and indicators the Council of Chief State School Officers' Interstate
				  Teacher Assessment and Support Consortium (InTASC) Common Core Teaching
				  Standards; the National Educational Technology Standards for Teachers (NETS.T);
				  the six (6) Interstate School Leaders Licensure Consortium (ISLLC)
				  administrator candidate standards which have been adopted by Maine;
				  administrator candidate internship standards; the National Educational
				  Technology Standards for Administrators (NETS.A); the standards for alternate
				  route candidates; and the standards for advanced programs. Section 2 S tandards
				  2 through 6 are adapted from National Council for the Accreditation of Teacher
				  Education (NCATE) unit standards. Collectively the standards and indicators,
				  provide the basis for a Review Team to recommend program approval to the Maine
				  State Board of Education. The indicators are to be interpreted holistically;
				  they are not to be used to make a separate judgment on each element of a
				  standard.
Conceptual Framework:
Each educator preparation program seeking initial program
				  approval or renewal of prior program approval must submit its conceptual
				  framework in the preliminary section of its application prior to offering
				  responses to each of the six (6) standards
.
In the preliminary
				  section of the application an overview of the unit's conceptual framework is
				  provided. It should help Review Team members understand how the conceptual
				  framework is integrated into the unit's programs and practices. The overview
				  should include a description of the framework, its development, and, for
				  renewal of program approval visits, changes since the previous visit. The
				  description of the framework should address the areas of shared vision,
				  coherence, professional commitments and attitudes, commitment to diversity,
				  technology, and candidate proficiencies aligned with the (InTASC) Common Core
				  Teaching Standards, the Maine Learning Standards, or the ISSLC Standards, and,
				  as appropriate, alignment with alternate route and advanced program candidate
				  standards. Evidence concerning each of these areas as well as documentation
				  clearly indicating that the framework is knowledge-based will be sought by
				  Review Team members. Evidence should represent the established and implemented
				  policies, procedures, activities, instruments, and the like of the unit and its
				  programs.
2.1
UNIT STANDARD ONE:
				Pre-Service Candidate, In-Service Teacher, School Building Administrator, and
				District Level Administrator - Performance, Knowledge, and Disposition
				Standards
The curriculum for educators must prepare candidates for the
				  areas in which they will seek certificates in accordance with the requirements
				  specified in Maine Department of Education Regulation Chapter 115:
				  Certification of Education Personnel: Standards and Procedures. The curriculum
				  must be informed by the standards and guidelines of the respective professional
				  society(ies), both for initial and advanced programs. Standard One is
				  exclusively focused upon candidate proficiencies and strategies for preparing
				  both teachers and school leaders. Unit Standard One is specifically enhanced by
				  inclusion of the National Educational Technology Standards for Teachers
				  (NETS.T); the National Educational Technology Standards for administrators
				  (NETS.A); by clarifying the provisions and expected outcomes of school building
				  and district level administrator internships; the standards for advanced
				  programs; the expectations for alternate route programs; as well as the
				  delineation of standards for delivery of educator preparation courses for
				  in-class, hybrid, and online modes of instruction. Unit Standard One is based
				  upon the ten (10) (InTASC) Common Core Teaching Standards, the Maine Learning
				  Standards, and the six (6) Interstate School Leaders Licensure Consortium
				  (ISLLC) administrative candidate performance standards which have been adopted
				  by the Maine State Board of Education. Additionally, the curriculum for
				  administrators must prepare candidates to meet the Internship provisions that
				  appear as Standard #18 as well as the National Educational Technology Standards
				  (NETS.T) and (NETS.A) which appear as Standards #11 and #19 respectively. The
				  related performance and knowledge indicators associated with each set of
				  standards are provided; they are meant to be holistically applied. The
				  indicators are included to guide the unit in determining how both initial and
				  in-service teacher mastery of each standard can be demonstrated and
				  assessed.
In order to help all students achieve Maine's Learning
				  Standards, initial and in-service teachers and school leaders will demonstrate
				  proficiencies associated with the following
2.1 Unit Standard One
				  standards:
Standard #1: Learner Development
The teacher understands how students learn 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.
Performance
				  - Indicators:
A teacher...
1(a)
Regularly assesses individual and group
				  performance in order to design and modify instruction to meet learners' needs
				  in each area of development (cognitive, linguistic, social, emotional, and
				  physical) and scaffolds the next level of development.
1 (b)
Creates developmentally appropriate
				  instruction that takes into account individual learners' strengths, interests
				  and needs and that enables each learner to advance and accelerate his/her
				  learning.
1(c)
Collaborates with families, communities,
				  colleagues and other professionals to promote learner growth and
				  development.
Essential
				  Knowledge - Indicators:
A teacher...
1 (d)
Understands how learning occurs-how
				  learners construct knowledge, acquire skills, and develop disciplined thinking
				  processes -and knows how to use instructional strategies that promote student
				  learning.
1 (e)
Understands that each learner's cognitive,
				  linguistic, social, emotional, and physical development influences learning and
				  knows how to make instructional decisions that build on learners' strengths and
				  needs.
1 (f)
Identifies readiness for learning, and
				  understands how development in any one area may affect performance in
				  others.
1 (g)
Understands the role of language and
				  culture in learning and knows how to modify instruction to make language
				  comprehensible and instruction relevant, accessible, and challenging.
2.1.1.
Critical Dispositions - Indicators:
A teacher...
1 (h)
Respects learner's differing strengths and
				  needs and is committed to using this information to further each learner's
				  development.
1 (j)
Is committed to using learners' strengths
				  as a basis for growth, and their misconceptions as opportunities for
				  learning.
1 (j)
Takes responsibility for promoting
				  learner's growth and development.
1 (k)
Values the input and contributions of
				  families, colleagues, and other professionals in understanding and supporting
				  each learner's development.
Standard # 2: Learning Differences
The teacher uses understanding of individual
						  differences and diverse cultures and communities to ensure inclusive learning
						  environments that allow each learner to reach his/her full potential.
2.1.2. Performance - Indicators :
A teacher...
2 (a)
Designs, adapts, and delivers instruction
				  to address each student's diverse learning strengths and needs and creates
				  opportunities for students to demonstrate their learning in different
				  ways.
2 (b)
Makes appropriate and timely provisions
				  (e.g. pacing for individual rates of growth, task demands, communication,
				  assessment, and response modes) for individual students with particular
				  learning differences or needs.
2 (c)
Designs instruction to build on learners'
				  prior knowledge and experiences, allowing learners to accelerate as they
				  demonstrate their understandings.
2 (d)
Brings multiple perspectives to the
				  discussion of content, including attention to learners' personal, family, and
				  community experiences and cultural norms.
2 (e)
Incorporates tools of language development
				  into planning and instruction, including strategies for making content
				  accessible to English language learners and for evaluating and supporting their
				  development of English proficiency.
2 (f)
Accesses resources, supports, and
				  specialized assistance and services to meet particular learning differences or
				  needs.
2.1.2. Essential Knowledge - Indicators:
A teacher...
2 (g)
Understands and identifies differences in
				  approaches to learning and performance and knows how to design instruction that
				  uses each student's strengths to promote growth.
2 (h)
Understands students' exceptional learning
				  needs (both disabilities and giftedness) and knows how to use strategies and
				  resources to serve these needs.
2 (i)
Knows about second language acquisition
				  processes and knows how to incorporate instructional strategies and resources
				  to support language acquisition.
2 (j)
Understands that learners bring assets for
				  learning based on their individual experiences, abilities, talents, and prior
				  learning, and peer and social group interactions, as well as language, culture,
				  family, and community values.
2 (k)
Knows how to access information about the
				  values and norms of diverse cultures and communities and how to incorporate
				  students' experiences, cultures, and community resources into
				  instruction.
2.1.2. Critical Dispositions - Indicators:
A teacher...
2 (l)
Believes that all learners can achieve at
				  high levels and persists in helping each learner reach his/her full
				  potential.
2(m)
Respects learners as individuals with
				  differing personal and family backgrounds and various skills, abilities,
				  perspectives, talents, and interests.
2 (n)
Makes learners feel valued and helps them
				  learn to value each other.
2 (o)
Values diverse languages and dialects and
				  seeks to integrate them into his/her instructional practice to engage students
				  in learning.
Standard # 3: Learning Environments
The teacher works with learners to create
						  environments that suppor t individual and collaborative learning, encouraging
						  positive social interaction, active engagement in learning, and self
						  motivation.
2.1.3. Performance - Indicators:
A teacher...
3 (a)
Collaborates with learners, families, and
				  colleagues to build a safe, positive learning climate of openness, mutual
				  respect, support, and inquiry.
3 (b)
Develops learning experiences that engage
				  learners in collaborative and self-directed learning and that extend learner
				  interaction with ideas and people locally and globally.
3 (c)
Collaborates with learners and colleagues
				  to develop shared values and expectations for respectful interactions, rigorous
				  academic discussions, and individual and group responsibility for quality
				  work.
3 (d)
Manages the learning environment to
				  actively and equitably engage learners by organizing, allocating, and
				  coordinating the resources of time, space, and learners' attention.
3 (e)
Uses a variety of methods to engage
				  learners in evaluating the learning environment and collaborates with learners
				  to make appropriate adjustments.
3 (f)
Communicates verbally and nonverbally in
				  ways that demonstrate respect for and responsiveness to the cultural
				  backgrounds and differing perspectives learners bring to the learning
				  environment.
3 (g)
Promotes responsible learner use of
				  interactive technologies to extend the possibilities for learning locally and
				  globally.
3 (h)
Intentionally builds learner capacity to
				  collaborate in face-to-face and virtual environments through applying effective
				  interpersonal communication skills.
2.1.3. Essential Knowledge - Indicators:
A teacher...
3 (i)
Understands the relationship between
				  motivation and engagement and knows how to design learning experiences using
				  strategies that build learner self direction and ownership of learning.
3 (j)
Knows how to help learners work
				  productively and cooperatively with each other to achieve learning
				  goals.
3 (k)
Knows how to collaborate with learners to
				  establish and monitor elements of a safe and productive learning environment
				  including norms, expectations, routines, and organizational structures.
3 (l)
Understands how learner diversity can
				  affect communication and knows how to communicate effectively in differing
				  environments.
3 (m)
Knows how to use technologies and how to
				  guide learners to apply them in appropriate, safe, and effective ways.
2.1.3. Critical Dispositions - Indicators:
A teacher...
3 (n)
Is committed to working with learners,
				  colleagues, families, and communities to establish positive and supportive
				  learning environments.
3 (o)
Values the role of learners in promoting
				  each other's learning and recognizes the importance of peer relationships in
				  establishing a climate of learning.
3 (p)
Is committed to supporting learners as
				  they participate in decision making, engage in exploration and invention, work
				  collaboratively and independently, and engage in purposeful learning.
3 (q)
Seeks to foster respectful communication
				  among all members of the learning community.
3 (r)
Is a thoughtful and responsive listener
				  and observer.
Standard #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 these aspects of the discipline
						  accessible and meaningful for learners.
2.1.4. Performance - Indicators:
A teacher...
4 (a)
Effectively uses multiple representations
				  and explanations that capture key ideas in the discipline, guide learners
				  through learning progressions, and promote each learner's achievement of
				  content standards.
4 (b)
Engages students in learning experiences
				  in the discipline(s) that encourage learners to understand, question, and
				  analyze ideas from diverse perspectives so that they master the content.
4 (c)
Engages students in applying methods of
				  inquiry and standards of evidence used in the discipline.
4 (d)
Stimulates student reflection on prior
				  content knowledge, links new concepts to familiar concepts, and makes
				  connections to learners' experiences.
4 (e)
Recognizes learner misconceptions in a
				  discipline that interfere with learning and, creates experiences to build
				  accurate conceptual understanding.
4 (f)
Evaluates and modifies instructional
				  resources and curriculum materials for their comprehensiveness, accuracy for
				  representing particular concepts in the discipline, and appropriateness for
				  his/her learners.
4 (g)
Uses supplementary resources and
				  technologies effectively to ensure accessibility and relevance to all
				  learners.
4 (h)
Creates opportunities for students to
				  learn, practice, and master academic language in their content.
4 (i)
Accesses school and/or district-based
				  resources to evaluate the learner's content knowledge in their primary
				  language.
2.1.4. Essential Knowledge - Indicators:
A teacher...
4 (j)
Understands major concepts, assumptions,
				  debates, processes of inquiry, and ways of knowing that are central to the
				  discipline(s) s/he teaches.
4 (k)
Understands common misconceptions in
				  learning the discipline and how to guide learners to accurate conceptual
				  understanding.
4 (l)
Knows and uses the academic language of
				  the discipline and knows how to make it accessible to learners.
4 (m)
Knows how to integrate culturally relevant
				  content to build on learners' background knowledge.
4 (n)
Has a deep knowledge of student content
				  standards and learning progressions in the discipline(s) s/he teaches.
2.1.5 Critical Dispositions - Indicators:
A teacher...
4 (o)
Realizes that content knowledge is not a
				  fixed body of facts but is complex, culturally situated, and ever evolving.
				  S/he keeps abreast of new ideas and understandings in the field.
4 (p)
Appreciates multiple perspectives within
				  the discipline and facilitates learners' critical analysis of these
				  perspectives.
4 (q)
Recognizes the potential bias in his/her
				  representation of the discipline and seeks to appropriately address problems of
				  bias
4 (r)
Is committed to work toward each learner's
				  mastery of disciplinary content and skills.
Standard # 5: Innovative Applications of
				  Content
T he teacher understands how to connect concepts
						  and use differing perspectives to engage learners in critical/creative thinking
						  and collaborative problem solving related to authentic local and global issues
						  .
2.1.5. Performance - Indicators:
A teacher...
5 (a)
Develops and implements projects that
				  guide learners in analyzing the complexities of an issue or question using
				  perspectives from varied disciplines and cross-disciplinary skills (e.g., a
				  water quality study that draws upon biology and chemistry to look at factual
				  information and social studies to examine policy implications).
5 (b)
Engages learners in applying content
				  knowledge to real world problems through the lens of interdisciplinary themes
				  (e.g., financial literacy, environmental literacy).
5 (c)
Facilitates learners' use of content tools
				  and resources to maximize content learning in varied contexts.
5 (d)
Engages learners in questioning and
				  challenging assumptions and approaches in order to foster innovation and
				  problem solving in local and global contexts.
5 (e)
Develops learners' communication skills in
				  disciplinary and interdisciplinary contexts by creating meaningful
				  opportunities to employ a variety of forms of communication that address varied
				  audiences and purposes.
5 (f)
Engages learners in generating and
				  evaluating new ideas and novel approaches, seeking inventive solutions to
				  problems, and developing original work.
5 (g)
Facilitates learners' ability to develop
				  diverse social and cultural perspectives that expand their understanding of
				  local and global issues and create novel approaches to solving problems.
5 (h)
Develops and implements supports for
				  learner literacy development across content areas.
2.1.5 Essential Knowledge - Indicators:
A teacher...
5 (i)
Understands the ways of knowing in his/her
				  discipline, how it relates to other disciplinary approaches to inquiry, and the
				  strengths and limitations of each approach in addressing problems, issues and
				  concerns.
5 (j)
Understands how current interdisciplinary
				  themes (e.g., civic literacy, health literacy, global awareness) connect to the
				  core subjects and knows how to weave those themes into meaningful learning
				  experiences.
5 (k)
Understands the demands of accessing and
				  managing information as well as how to evaluate issues of ethics and quality
				  related to information and its use.
5 (l)
Understands how to use digital and
				  interactive technologies for efficiently and effectively achieving specific
				  learning goals.
5 (m)
Understands critical thinking processes
				  and knows how to help learners develop high level questioning skills to promote
				  their independent learning.
5 (n)
Understands communication modes and skills
				  as vehicles for learning (e.g., information gathering and processing) across
				  disciplines as well as vehicles for expressing learning.
5 (o)
Understands creative thinking processes
				  and how to engage learners in producing original work.
5 (p)
Knows where and how to access resources to
				  build global awareness and understanding, and how to integrate them into the
				  curriculum.
2.1.5. Critical Dispositions - Indicators:
A teacher...
5 (q)
Is constantly exploring how to use
				  disciplinary knowledge as a lens to address local and global issues.
5 (r)
Values knowledge outside his/her own
				  content area and how such knowledge enhances student learning.
5 (s)
Values flexible learning environments that
				  encourage learner exploration, discovery and expression across content areas.
Standard # 6: Assessment
The teacher understands and uses multiple methods
						  of assessment to engage learners in their own growth, to document learner
						  progress, and to guide the teacher's on-going planning and instruction.
2.1.6. Performance - Indicators:
A teacher...
6 (a)
Balances the use of formative and
				  summative assessment as appropriate to support, verify, and document
				  learning.
6 (b)
Designs assessments that match learning
				  objectives with assessment methods and minimizes sources of bias that can
				  distort assessment results.
6 (c)
Works independently and collaboratively to
				  examine test and other performance data to understand each learner's progress
				  and to guide planning.
6 (d)
Engages learners in understanding and
				  identifying quality work and provides them with effective descriptive feedback
				  to guide their progress toward that work.
6 (e)
Engages learners in multiple ways of
				  demonstrating knowledge and skill as part of the assessment process.
6 (f)
Models and structures processes that guide
				  learners in examining their own thinking and learning as well as the
				  performance of others.
6 (g)
Effectively uses multiple and appropriate
				  types of assessment data to identify each student's learning needs and to
				  develop differentiated learning experiences.
6 (h)
Prepares all learners for the demands of
				  particular assessment formats and makes appropriate accommodations in
				  assessments or testing conditions, especially for learners with disabilities
				  and language learning needs.
6 (i)
Continually seeks appropriate ways to
				  employ technology to support assessment practice both to engage learners more
				  fully and to assess and address learner needs.
2.1.6 Essential Knowledge - Indicators:
A teacher...
6 (j)
Understands the differences between
				  formative and summative applications of assessment and knows how and when to
				  use each.
6 (k)
Understands the range of types and
				  multiple purposes of assessment and how to design, adapt, or select appropriate
				  assessments to address specific learning goals and individual differences, and
				  to minimize sources of bias.
6 (l)
Knows how to analyze assessment data to
				  understand patterns and gaps in learning, to guide planning and instruction,
				  and to provide meaningful feedback to all learners.
6 (m)
Knows when and how to engage learners in
				  analyzing their own assessment results and in helping to set goals for their
				  own learning.
6 (n)
Understands the positive impact of
				  effective descriptive feedback for learners and knows a variety of strategies
				  for communicating this feedback.
6 (o)
Knows when and how to evaluate and report
				  learner progress against standards.
6 (p)
Understands how to prepare learners for
				  assessments and how to make accommodations in assessments and testing
				  conditions, especially for learners with disabilities and language learning
				  needs.
2.1.6. Critical Dispositions - Indicators:
A teacher...
6 (q)
Is committed to engaging learners
				  actively in assessment processes and to developing each learner's capacity to
				  review and communicate about their own progress and learning.
6 (r)
Takes responsibility for aligning
				  instruction and assessment with learning goals.
6 (s)
Is committed to providing timely and
				  effective descriptive feedback to learners on their progress.
6 (t)
Is committed to using multiple types of
				  assessment processes to support, verify, and document learning.
6 (u)
Is committed to making accommodations in
				  assessments and testing conditions, especially for learners with disabilities
				  and language learning needs.
6 (v)
Is committed to the ethical use of various
				  assessments and assessment data to identify learner strengths and needs to
				  promote learner growth.
Standard # 7: Planning for Instruction
The teacher draws upon knowledge of content areas,
						  cross-disciplinary skills, learners, the community, and pedagogy to plan
						  instruction that supports every student in meeting rigorous learning
						  goals.
2.1.7. Performance - Indicators:
A teacher...
7 (a)
Individually and collaboratively selects
				  and creates learning experiences that are appropriate for curriculum goals and
				  content standards, and are relevant to learners.
7 (b)
Plans how to achieve student learning
				  goals, choosing appropriate strategies and accommodations, resources and
				  materials to differentiate instruction for individuals and groups of
				  learners.
7 (c)
Develops appropriate sequencing of
				  learning experiences and provides multiple ways to demonstrate knowledge and
				  skill.
7 (d)
Plans for instruction based on formative
				  and summative assessment data, prior learner knowledge, and learner
				  interest.
7 (e)
Plans collaboratively with professionals
				  who have specialized expertise (e.g., special educators, related service
				  providers, language learning specialists, librarians, media specialists) to
				  design and jointly deliver as appropriate learning experiences to meet unique
				  learning needs.
7 (f)
Evaluates plans in relation to
				  short-and-long-range goals and systematically adjusts plans to meet each
				  student's learning needs and enhance learning.
2.1.7 Essential Knowledge - Indicators:
A teacher...
7 (g)
Understands content and content standards
				  and how these are organized in curriculum.
7 (h)
Understands how integrating
				  cross-disciplinary skills in instruction engage learners purposefully in
				  applying content knowledge.
7 (i)
Understands learning theory, human
				  development, cultural diversity, and individual differences and how these
				  impact on-going planning.
7 (j)
Understands the strengths and needs of
				  individual learners and how to plan instruction that is responsive to these
				  strengths and needs.
7 (k)
Knows a range of evidence-based
				  instructional strategies, resources, and technological tools and how to use
				  them effectively to plan instruction that meets diverse learning needs.
7 (l)
Knows when and how to adjust plans based
				  on assessment information and learner responses.
7 (m)
Knows when and how to access resources and
				  collaborate with others to support student learning (e.g., special educators,
				  related service specialists, language learner specialists, media specialists,
				  community organizations).
2.1.7. Critical Dispositions - Indicators:
A teacher...
7 (n)
Respects students' diverse strengths and
				  needs and is committed to using this information to plan effective
				  instruction.
7 (o)
Values planning as a collegial activity
				  that takes into consideration the input of learners, colleagues, families, and
				  the larger community.
7 (p)
Takes professional responsibility to use
				  short-and-long-term planning as a means of assuring student learning.
7 (q)
Believes that plans must always be open to
				  adjustment and revision based on learner needs and changing
				  circumstances.
Standard # 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 access and
						  appropriately apply information.
2.1.8 Performance - Indicators:
A teacher...
8 (a)
Uses appropriate strategies and resources
				  to adapt instruction to the needs of individuals and groups of learners.
8 (b)
Continuously monitors student learning,
				  engages learners in assessing their progress, and adjusts instruction in
				  response to student learning needs.
8 (c)
Collaborates with learners to design and
				  implement relevant learning experiences, identify their strengths, and access
				  family and community resources to develop their areas of interest.
8 (d)
Varies his or her role in the
				  instructional process (e.g., instructor, facilitator, coach, audience) in
				  relation to the content and purposes of instruction and the needs of
				  learners.
8 (e)
Provides multiple models and
				  representations of concepts and skills with opportunities for learners to
				  demonstrate their knowledge through a variety of products and
				  performances.
8 (f)
Engages all learners in developing higher
				  order questioning skills and meta-cognitive processes.
8 (g)
Engages students in using a range of
				  learning skills and technology tools to access, interpret, evaluate, and apply
				  information.
8 (h)
Uses a variety of instructional strategies
				  to support and expand learners' communication through speaking, listening,
				  reading, writing, and other modes.
8 (i)
Asks questions to stimulate discussion
				  that serves different purposes, (e.g., probing for learner understanding,
				  helping students articulate their ideas and thinking processes, promoting
				  risk-taking and problem-solving, facilitating factual recall, stimulating
				  curiosity, and helping learners to question).
2.1.8. Essential Knowledge - Indicators:
A teacher...
8 (j)
Understands the cognitive processes
				  associated with various kinds of learning (e.g., critical and creative
				  thinking, problem framing and problem solving, invention, memorization and
				  recall) and how these processes can be stimulated.
8 (k)
Knows how to apply a range of
				  developmentally, culturally, and linguistically appropriate instructional
				  strategies, to achieve learning goals.
8 (l)
Knows when and how to use appropriate
				  strategies to differentiate instruction and engage all learners in complex
				  thinking and meaningful tasks.
8 (m)
Understands how multiple forms of
				  communication (oral, written, nonverbal, digital, visual) convey ideas, foster
				  self expression, and build relationships.
8 (n)
Knows how to use a wide variety of
				  resources, including human and technological, to engage student learning.
8 (o)
Understands how content and skill
				  development can be supported by media and technology and knows how to evaluate
				  these resources for quality, accuracy and effectiveness.
2.1.8. Critical Dispositions - Indicators:
A teacher...
8 (p)
Is committed to deepening awareness and
				  understanding the strengths and needs of diverse learners when planning and
				  adjusting instruction.
8 (q)
Values the variety of ways that people
				  communicate and encourages learners to develop and use multiple forms of
				  communication.
8 (r)
Is committed to exploring how the use of
				  new and emerging technologies can support and promote student learning.
8 (s)
Values flexibility and reciprocity in the
				  teaching process as necessary for adapting instruction to student responses,
				  ideas, and needs.
Standard # 9: Reflection and Continuous
				  Growth
The teacher is a reflective practitioner who uses
						  evidence to continually evaluate his/her practice, particularly the effects of
						  his/her choices and actions on others (students, families, and other
						  professionals in the learning community), and adapts practice to meet the needs
						  of each learner.
2.1.9. Performance - Indicators:
A teacher...
9 (a)
Engages in ongoing learning opportunities
				  to develop knowledge and skills in order to provide all learners with engaging
				  curriculum and learning experiences based on local and state standards.
9 (b)
Engages in meaningful and appropriate
				  professional learning experiences aligned with his/her own needs and the needs
				  of the learners, school, and system.
9 (c)
Independently, and in collaboration with
				  colleagues, the teacher uses a variety of data (e.g., systematic observation,
				  information about learners, research) to evaluate the outcomes of teaching and
				  learning and to adapt planning and practice.
9 (d)
Actively seeks professional, community,
				  and technological resources, within and outside the school, as supports for
				  analysis, reflection, and problem-solving.
9 (e)
Reflects on his/her personal biases and
				  accesses resources to deepen his/her own understanding of cultural, ethnic,
				  gender, and learning differences to build stronger relationships and create
				  more relevant learning experiences.
9 (f)
Advocates, models, and teaches safe,
				  legal, and ethical use of information and technology including appropriate
				  documentation of sources and respect for others in the use of social media.
2.1.9. Essential Knowledge - Indicators:
A teacher...
9 (g)
Understands and knows how to use a variety
				  of self-assessment and problem-solving strategies to analyze and reflect on
				  his/her practice and to plan for adaptations/adjustments.
9 (h)
Understands and knows how to use learner
				  data to analyze practice and differentiate instruction accordingly.
9 (i)
Understands how personal identity,
				  worldview, and prior experience affect perception and expectations, and
				  recognizes how they may bias behaviors and interactions with others.
9 (j)
Understands laws related to learners'
				  rights and teacher responsibilities (e.g., for educational equity, appropriate
				  education for learners with disabilities, confidentiality, privacy, appropriate
				  treatment of learners, reporting in situations related to possible child
				  abuse).
9 (k)
Knows how to build and implement a plan
				  for professional growth directly aligned with his/her needs as a growing
				  professional using feedback from teacher evaluations and observations, data on
				  learner performance, and school- and system-wide priorities.
2.1.9. Critical Dispositions - Indicators:
A teacher...
9 (l)
Takes responsibility for student learning
				  and uses ongoing analysis and reflection to improve planning and
				  practice.
9 (m)
Is committed to deepening understanding of
				  his/her own frames of reference (e.g., culture, gender, language, abilities,
				  ways of knowing), the potential biases in these frames, and their impact on
				  expectations for relationships with learners and their families.
9 (n)
Sees him/herself as a learner,
				  continuously seeking opportunities to draw upon current education policy and
				  research as sources of analysis and reflection to improve practice.
9 (o)
Understands the expectations of the
				  profession including codes of ethics, professional standards of practice, and
				  relevant law and policy.
Standard # 10: 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.
2.1.10. Performance - Indicators:
A teacher...
10 (a)
Takes an active role on the instructional
				  team, giving and receiving feedback on practice, examining learner work,
				  analyzing data from multiple sources, and sharing responsibility for decision
				  making and accountability for each student's learning.
10 (b)
Works with other school professionals to
				  plan and jointly facilitate learning on how to meet diverse needs of
				  learners.
10 (c)
Engages collaboratively in the
				  school-wide effort to build a shared vision and supportive culture, identify
				  common goals, and monitor and evaluate progress toward those goals.
10 (d)
Works collaboratively with learners and
				  their families to establish mutual expectations and ongoing communication to
				  support learner development and achievement.
10 (e)
Works with school colleagues to build
				  ongoing connections with community resources to enhance student learning and
				  well being.
10 (f)
Engages in professional learning,
				  contributes to the knowledge and skill of others, and works collaboratively to
				  advance professional practice.
10 (g)
Uses technological tools and a variety of
				  communication strategies to build local and global learning communities that
				  engage learners, families, and colleagues.
10 (h)
Uses and generates meaningful research on
				  education issues and policies.
10 (i)
Seeks appropriate opportunities to model
				  effective practice for colleagues, to lead professional learning activities,
				  and to serve in other leadership roles.
10 (j )
Seeks appropriate opportunities to model
				  effective practice for colleagues, to lead professional learning activities,
				  and to serve in other leadership roles.
10 (k)
Takes on leadership roles at the school,
				  district, state, and/or national level and advocates for learners, the school,
				  the community, and the profession.
2.1.10. Essential Knowledge - Indicators:
A teacher...
10 (l)
Understands schools as organizations
				  within a historical, cultural, political, and social context and knows how to
				  work with others across the system to support learners.
10 (m)
Understands that alignment of family,
				  school, and community spheres of influence enhances student learning and that
				  discontinuity in these spheres of influence interferes with learning.
10 (n)
Knows how to work with other adults and
				  has developed skills in collaborative interaction appropriate for both
				  face-to-face and virtual contexts.
10 (o)
Knows how to contribute to a common
				  culture that supports high expectations for student learning.
2.1.10. Critical Dispositions - Indicators:
A teacher...
10 (p)
Actively shares responsibility for
				  shaping and supporting the mission of his/her school as one of advocacy for
				  learners and accountability for their success.
10 (q)
Respects families' beliefs, norms, and
				  expectations and seeks to work collaboratively with learners and families in
				  setting and meeting challenging goals.
10 (r)
Takes initiative to grow and develop with
				  colleagues through interactions that enhance practice and support student
				  learning.
10 (s)
Takes responsibility for contributing to
				  and advancing the profession.
10 (t)
Embraces the challenge of continuous
				  improvement and change.
2.1.11. Standard # 11: Technology Standards for
				  Teachers - (NETS.T)
Effective teachers model and apply the National
						  Educational Technology Standards for Students (NETS.S) as they design,
						  implement, and assess learning experiences to engage students and improve
						  learning; enrich professional practice; and provide positive models for
						  students, colleagues, and the community. All teachers will meet the following
						  standards and performance indicators.
2.1.11. Performance - Indicators:
2.1.11.1. Facilitate and Inspire Student Learning and
				  Creativity
[Teachers use their knowledge of subject matter,
				  teaching and learning, and technology to facilitate experiences that advance
				  student learning, creativity, and innovation in both face-to-face and virtual
				  environments.]
Teachers...
11(a)
Promote, support, and model creative and
				  innovative thinking and inventiveness
11 (b)
Engage students in exploring real-world
				  issues and solving authentic problems using digital tools and resources
11 (c)
Promote student reflection using
				  collaborative tools to reveal and clarify students' conceptual understanding
				  and thinking, planning, and creative processes
11(d)
Model collaborative knowledge construction
				  by engaging in learning with students, colleagues, and others in face-to-face
				  and virtual environments.
2.1.11.2. Design and Develop Digital-Age Learning
				  Experiences and Assessments
[Teachers design, develop, and evaluate authentic
				  learning experiences and assessments incorporating contemporary tools and
				  resources to maximize content learning in context and to develop the knowledge,
				  skills, and attitudes identified in the NETS.S.]
Teachers...
11 (e)
Design or adapt relevant learning
				  experiences that incorporate digital tools and resources to promote student
				  learning and creativity
11 (f)
Develop technology-enriched learning
				  environments that enable all students to pursue their individual curiosities
				  and become active participants in setting their own educational goals, managing
				  their own learning, and assessing their own progress
11 (g)
Customize and personalize learning
				  activities to address students' diverse learning styles, working strategies,
				  and abilities using digital tools and resources
11 (h)
Provide students with multiple and varied
				  formative and summative assessments aligned with content and technology
				  standards and use resulting data to inform learning and teaching
2.1.11. 3. Model Digital-Age Work and
				  Learning
[Teachers exhibit knowledge, skills, and work processes
				  representative of an innovative professional in a global and digital society. ]
Teachers...
11 (i)
Demonstrate fluency in technology systems
				  and the transfer of current knowledge to new technologies and situations
11 (j)
Collaborate with students, peers,
				  parents, and community members using digital tools and resources to support
				  student success and innovation
11 (k)
Communicate relevant information and
				  ideas effectively to students, parents, and peers using a variety of
				  digital-age media and formats
11 (l)
Model and facilitate effective use of
				  current and emerging digital tools to locate, analyze, evaluate, and use
				  information resources to support research and learning
2.1.11. 4. Promote and Model Digital Citizenship and
				  Responsibility
[Teachers understand local and global societal issues
				  and responsibilities in an evolving digital culture and exhibit legal and
				  ethical behavior in their professional practices.]
Teachers...
11 (m)
Advocate, model, and teach safe, legal,
				  and ethical use of digital information and technology, including respect for
				  copyright, intellectual property, and the appropriate documentation of
				  sources
11 (n)
Address the diverse needs of all learners
				  by using learner-centered strategies and providing equitable access to
				  appropriate digital tools and resources
11 (o)
Promote and model digital etiquette and
				  responsible social interactions related to the use of technology and
				  information
11 (p)
Develop and model cultural understanding
				  and global awareness by engaging with colleagues and students of other cultures
				  using digital-age communication and collaboration tools
2.1.11. 5. Engage in Professional Growth and
				  Leadership
[Teachers continuously improve their professional
				  practice, model lifelong learning, and exhibit leadership in their school and
				  professional community by promoting and demonstrating the effective use of
				  digital tools and resources.]
Teachers...
11 (q)
Participate in local and global learning
				  communities to explore creative applications of technology to improve student
				  learning
11 (r)
Exhibit leadership by demonstrating a
				  vision of technology infusion, participating in shared decision making and
				  community building, and developing the leadership and technology skills of
				  others
11 (s)
Evaluate and reflect on current research
				  and professional practice on a regular basis to make effective use of existing
				  and emerging digital tools and resources in support of student learning
11 (t)
Contribute to the effectiveness,
				  vitality, and self-renewal of the teaching profession and of their school and
				  community
[Source:
ISTE (International Society for Technology
				  in Education), 2008, Teacher Standards.
]
2.1.12 -18 UNIT STANDARD ONE: School Building Leader
				  and School District Leader Performance and Knowledge Indicators
The field of school leadership has coalesced around the
				  Interstate School Leaders Licensure Consortium (ISLLC) Standards. Thirty-five
				  states have adopted them; the National Council for the Accreditation of Teacher
				  Education (NCATE) used them to develop their standards; tens of thousands of
				  candidates for principal licensure have taken the ISLLC licensing exam;
				  hundreds of preparation programs have revised their curricula aligned with the
				  ISLLC Standards; and other organizations such as the National Association of
				  State Boards of Education (NASBE) have openly endorsed the use of the ISLLC
				  Standards. The ISLLC Standards contain a common set of standards developed by a
				  national body of state departments of education and national leadership
				  organizations, including the National Policy Board for Educational
				  Administration (NPBEA), the National Association of Elementary School
				  Principals (NAESP), the National Association of Secondary School Principals
				  (NASSP), and the American Association of School Administrators (AASA). Unit
				  Standard One - Standards 12 - 18 are based on the ISSLC Standards.
The curriculum for school building and district level
				  administrators must prepare candidates for the areas in which they will seek
				  certification in accordance with the requirements specified in Maine Department
				  of Education Regulation Chapter 115: Certification of Educational Personnel:
				  Standards and Procedures. The following six (6) Interstate School Leaders
				  Licensure Consortium (ISLLC) administrator candidate standards have been
				  adopted by Maine. Additionally, the curriculum for administrators must prepare
				  candidates to meet the Internship provisions that appear as Standard #17, the
				  National Educational Technology Standards (NETS.A) which appear as Standard
				  #18, and the requirement that all school building leader and school district
				  leader candidates will be required to successfully complete an approved
				  exceptionality course as well as a course in special education law before
				  seeking initial certification. The related performance and knowledge indicators
				  are provided to suggest holistic ways that mastery of each standard can be
				  demonstrated.
In order to help all students achieve Maine's Learning
				  Standards, school building leader and school district leader candidates are
				  expected to demonstrate the following proficiencies:
Standard #12 - Vision, Mission, and Goals
Education leaders promote the achievement of all
						  students by guiding the development and implementation of a shared vision of
						  learning, strong organizational mission, and high expectations for every
						  student.
2.1.12. Element A: High Expectations for
				  All
[The vision and goals establish high, measurable
				  expectations for all students and educators.]
A leader...
12 A.1
Uses varied sources of information and
				  analyzes data about current practices and outcomes to shape a vision, mission,
				  and goals with high, measurable expectations for all students and
				  educators.
12 A.2
Aligns the vision, mission, and goals to
				  school, district, state, and federal policies (such as content standards and
				  achievement targets).
12 A.3
Incorporates diverse perspectives and
				  crafts consensus about vision, mission, and goals that are high and achievable
				  for every student when provided with appropriate, effective
				  opportunities.
12 A.4
Advocates for a specific vision of
				  learning in which every student has equitable, appropriate, and effective
				  learning opportunities and achieves at high levels.
2.1.12. Element B: Shared Commitments to Implement the
				  Vision, Mission, and Goals
[The process of creating and sustaining the vision,
				  mission, and goals is inclusive, building common understandings and genuine
				  commitment among all stakeholders.]
A leader...
12 B.1
Establishes, conducts, and evaluates
				  processes used to engage staff and community in a shared vision, mission, and
				  goals.
12 B.2
Engages diverse stakeholders, including
				  those with conflicting perspectives, in ways that build shared understanding
				  and commitment to vision, mission, and goals.
12 B.3
Develops shared commitments and
				  responsibilities that are distributed among staff and the community for making
				  decisions and evaluating actions and outcomes.
12 B.4
Communicates and acts from shared vision,
				  mission, and goals so educators and the community understand, support, and act
				  on them consistently.
12 B.5
Advocates for and acts on commitments in
				  the vision, mission, and goals to provide equitable, appropriate, and effective
				  learning opportunities for every student.
2.1.12. Element C: Continuous Improvement Toward the
				  Vision, Mission, and Goals
[Education leaders promote the achievement of all
				  students by guiding the development and implementation of a shared vision of
				  learning, strong organizational mission, and high expectations for every
				  student.]
A leader...
12 C.1
Uses or develops data systems and other
				  sources of information (e.g., test scores, teacher reports, student work
				  samples) to identify unique strengths and needs of students, gaps between
				  current outcomes and goals, and areas for improvement.
12 C.2
Makes decisions informed by data,
				  research, and best practices to shape plans, programs, and activities and
				  regularly reviews their effects.
12 C.3
Uses data to determine effective change
				  strategies, engaging staff and community stakeholders in planning and carrying
				  out changes in programs and activities.
12 C.4
Identifies and removes barriers to
				  achieving the vision, mission, and goals.
12 C.5
Incorporates the vision and goals into
				  planning (e.g., strategic plan, school improvement plan), change strategies,
				  and instructional programs.
12 C.6
Obtains and aligns resources to achieve
				  the vision, mission, and goals.
12 C.7
Revises plans, programs, and activities
				  based on systematic evidence and reviews of progress toward the vision, mission
				  and goals.
2.1.12. Element D: Essential Knowledge
Education leaders have knowledge and understanding of
				  :
learning goals in a pluralistic society
										the principles of developing and implementation
					 strategic plans
										 systems theory 
										information sources, data collection and data analysis
					 strategies 
										effective communication 
										effective consensus-building and negotiation skills
2.1.12. Element E: Critical Dispositions
Education leaders believe in, value, and are committed
				  to:
the educability of all
										 a school vision of high standards of learning
					 
										continuous school improvement
										the inclusion of all members of the school
					 community
										 ensuring that students have the knowledge, skills and
					 values needed to become successful adults 
										a willingness to continuously examine one's own
					 assumptions, beliefs and practices 
										doing the work required for high levels of personal and
					 organizational performance
2.1.12. Elements A - D: Key Performance and Knowledge
				  Indicators:
12. Program Quality Indicators for School Building
						  Leadership Standards
12. Program Quality Indicators for School District
						  Leadership Standards
Performance Indicators:
Performance Indicators:
SBL.1 Design, articulate, and support a collaborative
						  process for developing and implementing a vision and mission for a school.
SDL.1 Design, articulate, and support a collaborative
						  process for developing and implementing a vision and mission for a district.
SBL.2 Formulate plans and initiatives to implement the
						  vision and mission statements and communicate the vision and mission to the
						  appropriate constituencies.
SDL.2 Formulate plans and initiatives to implement the
						  vision and mission statements and communicate the vision and mission to the
						  appropriate district constituencies.
SBL.3 Develop and utilize data- based research
						  strategies and strategic planning processes that inform the development and
						  support of a vision and mission that promotes learning.
SDL.3 Develop and utilize data-based research strategies
						  and strategic planning processes that inform the development and support of a
						  vision and mission that promotes learning.
SBL.4 Involve stakeholders in collecting and utilizing
						  data to assess the effectiveness of the building and to generate building
						  improvement targets that promote learning.
SDL.4 Involve stakeholders in collecting and utilizing
						  data to assess the effectiveness of the district and to generate district
						  improvement targets that promote learning.
SBL.5 Create strategic, tactical and operational goals
						  and collaboratively develop implementation plans to achieve those goals.
SDL.5 Create strategic, tactical and operational goals
						  and collaboratively develop implementation plans to achieve those goals.
SBL.6 Develop school improvement plans that align with
						  district improvement plans and reflect these six concepts: vision, instruction,
						  management, collaboration, ethics, and political structure.
SDL.6 Develop district improvement plans that reflect
						  these six concepts: vision, instruction, management, collaboration, ethics, and
						  political structure.
SBL.7 Identify strategies and practices to build
						  organizational capacity to support continuous and sustainable school
						  improvement.
SDL.7 Identify strategies and practices to build
						  organizational capacity to support continuous and sustainable district
						  improvement.
SBL.8 Identify capacity building strategies for
						  developing school leadership capacity.
SDL.8 Identify capacity building strategies for
						  developing district leadership capacity.
SBL.9 Create a plan to implement change processes to
						  support continuous and sustainable improvement and ensure transformational
						  change at the building level
SDL.9 Create a plan to implement change processes to
						  support continuous and sustainable improvement and ensure transformational
						  change at the district-level.
SBL.10 Design a comprehensive building-level
						  professional development program.
SDL.10 Design a comprehensive district-level
						  professional development program.
SBL.11 Develop plans to monitor program development and
						  implementation to achieve school goals.
SDL.11 Develop plans to monitor program development and
						  implementation to achieve district goals.
SBL.12 Construct evaluation processes to assess the
						  effectiveness of school plans and programs.
SDL.12 Construct evaluation processes to assess the
						  effectiveness of district plans and programs
Knowledge Indicators:
Knowledge Indicators:
SBL.13 The nature of collaborative school visioning and
						  the impact of vision and mission on student achievement and various methods for
						  involving stakeholders in the visioning process and consensus building.
SDL.13 The nature of district-wide collaborative
						  visioning and the impact of vision and mission on student achievement various
						  methods for involving stakeholders in the visioning process and consensus
						  building.
SBL.14 Theories and relevant knowledge of vision and
						  mission including understanding of learning in a pluralistic society, the
						  diversity of learners and learners' needs, schools as interactive social and
						  cultural systems, and social and organizational change.
SDL.14 Theories and relevant knowledge of vision and
						  mission including understanding of learning in a pluralistic society, the
						  diversity of learners and learners' needs, school districts as interactive
						  social and cultural systems, and social and organizational change.
SBL.15 The purposes and processes for collecting,
						  analyzing and using appropriate data to drive decision making that impacts
						  student learning.
SDL.15 The purposes and processes for collecting,
						  analyzing and using appropriate data to drive decision making that impacts
						  student learning.
SBL.16 The design and utilization of assessment data for
						  learning.
SDL.16 The design and utilization of assessment data for
						  learning.
SBL.17 Organizational effectiveness and learning.
SDL.17 Organizational effectiveness and learning.
SBL.18 Strategic, tactical and operational program
						  planning, implementation, and evaluation.
SDL.18Strategic, tactical and operational program
						  planning, implementation, and evaluation.
SBL.19 School improvement planning processes.
SDL.19 District improvement planning processes.
SBL.20 Variables that affect student achievement.
SDL.20 Variables that affect student achievement.
SBL.21 The role of professional learning in continuous
						  and sustainable improvement.
SDL.21 The role of professional learning in continuous
						  and sustainable improvement.
SBL.22 Continuous and sustained improvement models and
						  processes.
SDL.22 Continuous and sustained improvement models and
						  processes.
SBL.23 Change processes, including continuous and
						  sustainable improvement and discontinuous transformational change at the
						  building- level.
SDL.23 Change processes, including continuous and
						  sustainable improvement and discontinuous transformational change at the
						  district-level.
SBL.24 Strategic management of human capital and its
						  impact on continuous and sustainable improvement.
SDL.24 Strategic management of human capital and its
						  impact on continuous and sustainable improvement.
SBL.25 Effective strategies for monitoring the
						  implementation and revision of plans to achieve school improvement goals.
SDL.25 Effective strategies for monitoring the
						  implementation and revision of plans to achieve district improvement goals.
SBL.26 Program evaluation models.
SDL.26 Program evaluation models.
Standard #13 - Teaching and Learning
Education leaders promote achievement and success
						  of all students by monitoring and continuously improving teaching and
						  learning.
2.1.13. Element A: Strong Professional
				  Culture
[A strong professional culture supports teacher
				  learning and shared commitments to the vision and goals.]
A leader...
13 A.1
Develops shared understanding,
				  capacities, and commitment to high expectations for all students and closing
				  achievement gaps.
13 A.2
Guides and supports job-embedded,
				  standards-based professional development that improves teaching and learning
				  and meets diverse learning needs of every student.
13 A.3
Models openness to change and
				  collaboration that improves practices and student outcomes.
13 A.4
Develops time and resources to build a
				  professional culture of openness and collaboration, engaging teachers in
				  sharing information, analyzing outcomes, and planning improvement.
13 A.5
Provides support, time, and resources for
				  leaders and staff to examine their own beliefs, values, and practices in
				  relation to the vision and goals for teaching and learning.
13 A.6
Provides ongoing feedback using data,
				  assessments, and evaluation methods that improve practice.
13 A.7
Guides and monitors individual
				  professional development plans and progress for continuous improvement of
				  teaching and learning.
2.1.13. Element B: Rigorous Curriculum and
				  Instruction
[Improving achievement of all students requires all
				  educators to know and use rigorous curriculum and effective instructional
				  practices, individualized for success of every student.]
A leader...
13 B.1
Develops shared understanding of rigorous
				  curriculum and standards-based instructional programs, working with teams to
				  analyze student work, monitor student progress, and redesign curricular and
				  instructional programs to meet diverse needs.
13 B.2
Provides coherent, effective guidance of
				  rigorous curriculum and instruction, aligning content standards, curriculum,
				  teaching, assessments, professional development, assessments, and evaluation
				  methods.
13 B 3
Provides and monitors effects of
				  differentiated teaching strategies, curricular materials, educational
				  technologies, and other resources appropriate to address diverse student
				  populations, including students with disabilities, cultural and linguistic
				  differences, gifted and talented, disadvantaged social economic backgrounds, or
				  other factors affecting learning.
13 B.4
Identifies and uses high-quality research
				  and data-based strategies and practices that are appropriate in the local
				  context to increase learning for every student.
All school building leader and school district
						  leader candidates will be required to successfully complete an approved
						  exceptionality course as well as a course in special education law before
						  seeking initial certification.
2.1.13. Element C: Assessment and
				  Accountability
[Improving achievement and closing achievement gaps
				  require that leaders make appropriate, sound use of assessments, performance
				  management, and accountability strategies to achieve vision, mission, and
				  goals.]
A leader...
13 C.1
Develops and appropriately uses aligned
				  standards-based accountability data to improve the quality of teaching and
				  learning.
13 C.2
Uses varied sources and kinds of
				  information and assessments (such as test scores, work samples, and teacher
				  judgment) to evaluate student learning, effective teaching, and program
				  quality.
13 C.3
Guides regular analyses and
				  disaggregation of data about all students to improve instructional
				  programs.
13 C.4
Uses effective data-based technologies
				  and performance management systems to monitor and analyze assessment results
				  for accountability reporting and to guide continuous improvement.
13 C.5
Interprets data and communicates progress
				  toward vision, mission, and goals for educators, the school community, and
				  other stakeholders.
2.1.13 Element D: Essential Knowledge
Education leaders have knowledge and understanding
				  of:
. student growth and development
. applied learning theories
. applied motivational theories
. curriculum design, implementation, evaluation and
				  refinement
. principles of effective instruction
. measurement, evaluation and assessment strategies
. diversity and its meaning for educational programs
. adult learning and professional development models
. the change process for systems, organizations and
				  individuals
. the role of technology in promoting student learning and
				  professional growth
. school cultures
2.1.13. Element E: Critical Dispositions
Education leaders believe in, value, and are committed
				  to:
student learning as the fundamental purpose of
					 schooling 
										 the proposition that all students can learn
										 the variety of ways in which students can
					 learn
										life-long learning for self and others
										 professional development as an integral part of school
					 improvement
										the benefits that diversity brings to the school
					 community
										a safe and supportive learning environment 
										 preparing students to be contributing members of
					 society
2.1.13. Elements A - D: Key Performance and Knowledge
				  Indicators
13. Program Quality Indicators for School Building
						  Leadership Standards
13. Program Quality Indicators for School District
						  Leadership Standards
Performance Indicators:
Performance Indicators:
SBL.1 Work collaboratively with others to accomplish
						  school improvement goals.
SDL.1 Work collaboratively with others (school board,
						  the community, etc.) to accomplish district improvement goals.
SBL.2 Incorporate cultural competence in development of
						  programs, curriculum, and instruction.
SDL.2 Lead change and collaboration that improves
						  district practices and student outcomes.
SBL.3 Monitor school programs and activities to ensure
						  integrated learning opportunities aligned with standards, and consistent with
						  the vision.
SDL.3 Incorporate cultural competence in development of
						  programs, curriculum, and instruction.
SBL.4 Recognize, celebrate, and incorporate diversity in
						  programs, curriculum, and instructional practices.
SDL.4 Recognize, celebrate, and incorporate diversity in
						  policies, programs, and practices.
SBL.5 Design comprehensive curriculum development plans.
SDL.5 Use data to analyze the state of district
						  curriculum and instruction.
SBL.6 Analyze instructional lessons.
SDL.6 Provide district resources to support quality
						  curriculum and instruction.
SBL.7 Collaborate with faculty to plan, implement, and
						  evaluate a coordinated and articulated curriculum.
SDL.7 Use technology to monitor and improve curriculum
						  and instruction.
SBL.8 Use technology to design, monitor and/or evaluate
						  instructional programs.
SDL.8 Apply human development theory, proven learning
						  and motivational theories and the influences of diversity to the learning
						  process.
SBL.9 Facilitate the use of appropriate content-based,
						  customized learning materials and learning strategies in the instruction of
						  students.
SDL.9 Use learning management systems to support
						  personalized learning.
SBL.10 Create and analyze individualized improvement
						  plans, use data to design learning plans, design and /or implement changes in
						  learning environments.
SDL.10 Develop district-wide comprehensive programs that
						  meet the diverse learning needs and interests of students and school personnel.
SBL.11 Develop school-wide comprehensive programs that
						  meet the diverse learning needs and interests of students and school personnel.
SDL.11 Promote equity, fairness, and respect among
						  school board members, administrators, faculty, parents, students, and the
						  community.
SBL.12 Promote equity, fairness, and respect among
						  students and faculty.
SDL.12 Provide feedback to improve district teaching and
						  learning.
SBL.13 Provide feedback to improve teaching and
						  learning.
SDL.13 Work collaboratively at the district-level to
						  improve practice.
SBL.14 Work collaboratively at the building-level to
						  improve practice for teaching and learning.
SDL.14 Monitor professional development and continuous
						  improvement programs.
SBL.15 Monitor individual professional development and
						  continuous improvement.
SDL.15 Align curriculum and instruction with assessment.
SBL.16 Use standards-based accountability data to
						  improve the quality of teaching and learning.
SDL.16 Design evaluation systems, make district plans
						  based on assessment data, and provide feedback based on data.
SBL.17 Provide feedback using data, assessments, and
						  evaluation methods to improve practice and student achievement.
SDL.17 Use technology to profile student and personnel
						  performance in a district and analyze differences among subgroups.
SBL.18 Design evaluation systems, make plans based on
						  assessment data, and provide feedback based on data.
SDL.18 Design, develop, and utilize district assessments
						  for instruction and reporting.
SBL.19 Design, develop, and utilize school assessments
						  for instruction and reporting.
SDL.19 Facilitate leadership through development
						  activities that focus on growth and student learning.
SBL.20 Participate in activities that apply principles
						  of effective instruction to improve instructional practices and curricular
						  materials.
SDL.20 Design district-level professional growth plans
						  that reflect national professional development standards.
SBL.21 Design building-level professional growth plans
						  that reflect national professional development standards.
SDL.21 Use a variety of approaches to improve staff
						  performance.
SBL.22 Use a variety of approaches to improve staff
						  performance.
SDL.22 Develop district systems for efficient management
						  of policies, procedures, and practices to optimize instructional time.
SBL.23 Provide and monitor the use of differentiated
						  strategies, materials, and technologies to maximize instructional time.
SDL.23 Use and promote technology to enrich district
						  curriculum and instruction, monitor instructional practices, and provide
						  assistance to administrators.
SBL 24 Support initiatives that utilize technologies for
						  improved teaching and student achievement.
SDL.24 Use technology for district improvement.
SBL.24 Use technology for school improvement.
SDL.24 Interpret information and communicate progress
						  toward vision and goals for educators, the district community, and other
						  stakeholders.
SBL.25 Interpret information and communicate progress
						  toward vision and goals for educators, the school community, and other
						  stakeholders.
SDL.25 Use disaggregated data to improve instructional
						  programs within the district.
SBL.26 Use disaggregated data to improve instructional
						  programs.
SDL.26 Use effective technology and performance
						  management systems where appropriate to improve instructional programs within
						  the district.
SBL.27 Use effective technology and performance
						  management systems where appropriate to improve classroom instruction.
SDL.27 Use technology to monitor, analyze, and evaluate
						  assessment results for accountability reporting and to guide continuous
						  district improvement.
SBL.28 Use technology to monitor, analyze, and evaluate
						  assessment results for accountability reporting and to guide continuous school
						  improvement.
Knowledge Indicators:
Knowledge Indicators:
SBL.29 The elements of school culture and ways it can be
						  influenced to ensure student success.
SDL.28 The elements of district culture and ways it can
						  be influenced to ensure student success.
SBL.30 The development of quality curriculum including
						  principles/theories of learning, appropriate instructional techniques,
						  monitoring and evaluating instruction, using data and technology to improve
						  instruction, and allocating resources.
SDL.29 How district culture influences school culture.
SBL.31 Human development theories, proven learning and
						  motivational theories and how diversity influences the learning process.
SDL.30 The development of quality curriculum including
						  principles/theories of learning, appropriate instructional techniques, and
						  monitoring and evaluating instruction.
SBL.32 Supervision strategies that ensure teachers are
						  demonstrating research based professional practices.
SDL.31 The use of benchmarks, indicators, research
						  methods, technology, and information systems to assess alignment of the
						  curriculum.
SBL.33 Individual professional development plans and
						  continuous progress.
SDL.32 The acquirement and allocation of resources.
SBL.34 Multiple methods of evaluation, accountability
						  systems, data collection, and analysis of data.
SDL.33 Human development theory, proven learning and
						  motivational theories, and how diversity influences the learning process.
SBL.35 Principles of quality professional development.
SDL.34 Standards for high quality teacher, principal,
						  and district practice.
SBL.36 Effective instructional techniques.
SDL.35 Multiple methods of evaluation, accountability
						  systems, data collection, and analysis of data.
SBL.37 Evaluation of professional development.
SDL.36 Principles of quality professional development.
SBL.38 School systems that promote efficient practices
						  in the management of people, processes, and resources.
SDL.37 Leadership theories.
SBL.39 Technology as pedagogical and administrative
						  tools.
SDL.38 Change processes.
SBL.40 Program Evaluation.
SDL.39 Evaluation of change and professional
						  development.
Standard #14: Managing Organizational Systems and
				  Safety
Education leaders promote the success of all
						  students by managing organizational systems and resources for a safe, high
						  performing learning environment.
2.1.14. Element A: Effective Operational
				  Systems
[Leaders distribute leadership responsibilities and
				  supervise daily, ongoing management structures and practices to enhance
				  teaching and learning.]
A leader...
14 A.1
Uses effective tools such as
				  problem-solving skills and knowledge of strategic, long-range, and operational
				  planning to continuously improve the operational system.
14 A.2
Maintains the physical plant for safety,
				  ADA requirements, and other access issues to support learning of every
				  student.
14 A.3
Develops and facilitates communication
				  and data systems that assure the timely flow of information.
14 A.4
Oversees acquisition and maintenance of
				  equipment and effective technologies, particularly to support teaching and
				  learning.
14 A.5
Distributes and oversees responsibilities
				  for leadership of operational systems.
14 A.6
Evaluates and revises processes to
				  continuously improve the operational system.
2.1.14. Element B: Aligned Fiscal and Human
				  Resources
[Leaders establish an infrastructure for finance and
				  personnel that operates in support of teaching and learning.]
A leader...
14 B.1
Operates within budget and fiscal
				  guidelines and directs them effectively toward teaching and learning.
14 B.2
Allocates funds based on student needs
				  within the framework of federal and state rules.
14B.3
Aligns resources (such as time, people,
				  space, and money) to achieve the vision and goals.
14B.4
Implements practices to recruit and retain
				  highly qualified personnel.
14B.5
Assigns personnel to address diverse
				  student needs, legal requirements, and equity goals.
14 B.6
Conducts personnel evaluation processes
				  that enhance professional practice, in keeping with district and state
				  policies.
14 B.7
Seeks and secures additional resources
				  needed to accomplish the vision and goals.
2.1.14. Element C: Protecting the Welfare and Safety of
				  Students and Staff
[ Leaders promote a safe environment by addressing real
				  and potential challenges to the physical and emotional safety and security of
				  students and staff that interfere with teaching and learning .]
A leader...
14 C.1
Advocates for and creates collaborative
				  systems and distributed leadership responsibilities that support student and
				  staff learning and well-being.
14 C.2
Involves parents, teachers, and students
				  in developing, implementing, and monitoring guidelines and norms for
				  accountable behavior.
14 C.3
Develops and monitors a comprehensive
				  safety and security plan.
2.1.14. Element D: Essential Knowledge
theories and models of organizations and the
					 principles of organizational development
										operational procedures at school and district
					 level
										principles and issues relating to school safety and
					 security
										 human resources management and development 
										principles and issues relating to fiscal operations of
					 school management
										principles and issues relating to school facilities and
					 use of space
										legal issues impacting school operations
										 current technologies that support management
					 functions
2.1.14. Element E: Critical Dispositions
Education leaders believe in, value, and are committed
				  to:
making management decisions to enhance learning and
					 teaching
										 taking risks to improve schools
										 trusting people and their judgments
										accepting responsibility
										 high-quality standards, expectations and
					 performances
										 involving stakeholders in management
					 processes
										a safe environment
2.1.14. Elements A - D: Key Performance and Knowledge
				  Indicators
14. Program Quality Indicators for School Building
						  Leadership Standards
14. Program Quality Indicators for School District
						  Leadership Standards
Performance Indicators:
Performance Indicators:
SBL.1 Analyze the school's processes and operations to
						  identify and prioritize daily and long-term challenges for the school.
SDL.1 Analyze the district's processes and operations to
						  identify and prioritize daily and long-term challenges for the district.
SBL.2 Write policies and procedures for the school.
SDL.2 Write policies and procedures for the district.
SBL.3 Implement and manage long range planning for the
						  school.
SDL.3 Implement and manage long range planning for the
						  district.
SBL.4 Identify and appropriate funds for the school
						  using a variety of tools and processes, including collaborating with
						  stakeholders.
SDL.4 Identify and appropriate funds for the district
						  using a variety of tools and processes, including collaborating with
						  stakeholders.
SBL.5 Develop multi-year fiscal plans and annual budgets
						  for the school.
SDL.5 Develop multi-year fiscal plans and annual budgets
						  for the district.
SBL.6 Audit the school's budget and financial status.
SDL.6 Audit the district's budget and financial status.
SBL.7 Develop facility and space utilization plans for
						  the school.
SDL.7 Develop facility and space utilization plans for
						  the district.
SBL.8 Project short-term, mid-term, and long-term
						  resource needs of the school.
SDL.8 Project short-term, mid-term, and long-term
						  resource needs of the district.
SBL.9 Use technology to manage school operations.
SDL.9 Use technology to manage district operations.
SBL.10 Create policies for a safe and secure building
						  environment.
SDL.10 Create policies to create safe and secure central
						  office and school-work environments.
SBL.11 Identify leadership capabilities of staff at
						  various levels of the school.
SDL.11 Identify leadership capabilities of staff at
						  various levels of the district.
SBL.12 Model collaboration skills.
						  ______________________________________ SBL.13 Authentically involves faculty
						  and staff in decision- making processes.
SDL.12 Model collaboration skills.
						  ____________________________________ SDL.13 Authentically involves district and
						  school personnel in decision-making processes.
SBL.14 Use power and political skills in ethical ways.
SDL.14 Use power and political skills in ethical ways.
SBL.15 Serve as a role model for effective management
						  and leadership.
SDL.15 Serve as a role model for effective management
						  and leadership.
SBL.16 Write school policies that protect instructional
						  time and schedules.
SDL.16 Write district policies that protect
						  instructional time and schedules.
SBL.17 Develop a master schedule for the school.
SDL.17 Develop a master schedule for the district.
Knowledge Indicators:
Knowledge Indicators:
SBL.18 How to assess and manage organizational,
						  operational, and legal resources of the school.
SDL.18 How to assess and manage organizational,
						  operational, and legal resources of the district.
SBL.19 How to manage the marketing and public relations
						  functions of the school.
SDL.19 How to manage the marketing and public relations
						  functions of the district.
SBL.20 How to strategically align the operations,
						  mission, vision, and goals of the school with the district's strategic
						  framework.
SDL.20 How to create and sustain strategic alignment
						  throughout the district.
SBL.21 Methods and procedures for managing the school's
						  resources, including human resource development.
SDL.21 Methods and procedures for managing the
						  district's resources, including human resource development.
SBL.22 Methods and procedures for managing the school's
						  operations.
SDL.22 Methods and procedures for managing the
						  district's operations.
SBL.23 Methods and procedures for managing school
						  facilities.
SDL.23 Methods and procedures for managing district
						  facilities.
SBL.24 Methods and procedures for strategically aligning
						  resources with school priorities.
SDL.24 Methods and procedures for strategically aligning
						  resources with district priorities.
SBL.25 Methods and procedures for forecasting resource
						  requirements for the school.
SDL.25 Methods and procedures for forecasting resource
						  requirements for the district.
SBL.26 Strategies for providing school personnel,
						  students, and visitors with a safe and secure building environment, including
						  how to plan for a substance, weapon, and violence-free school.
SDL.26 Strategies for providing district office and
						  school building personnel, students, and visitors with a safe and secure
						  building environment, including how to plan for a substance, weapon, and
						  violence-free work environment.
SBL.27 The meaning of distributed leadership and how to
						  create and sustain it.
SDL.27 The meaning of distributed leadership and how to
						  create and sustain it.
SBL.28 How to manage personal managerial and leadership
						  responsibilities.
SDL.28 How to manage personal managerial and leadership
						  responsibilities.
SBL.29 How to manage time and priorities.
SDL.29 How to manage time and priorities.
SBL.30 How to create and manage school schedules.
SDL.30 How to create and manage district schedules.
Standard #15: Collaboration with Families and
				  Stakeholders
Education leaders promote the success of all
						  students by collaborating with families and stakeholders who represent diverse
						  community interests and needs and mobilizing community resources that improve
						  teaching and learning.
2.1.15. Element A: Collaborating with Families and
				  Community Members
[Leaders extend educational relationships to families
				  and community members to add programs, services, and staff outreach and provide
				  what every student needs to succeed in school and life.]
A leader...
15 A.1
Brings together the resources of schools,
				  family members, and community to positively affect student and adult learning,
				  including parents and others who provide care for children.
15 A.2
Involves families in decision making
				  about their children's education.
15 A.3
Uses effective public information
				  strategies to communicate with families and community members (such as email,
				  night meetings, and written materials in multiple languages).
15 A.4
Applies communication and collaboration
				  strategies to develop family and local community partnerships.
15 A.5
Develops comprehensive strategies for
				  positive community and media relations.
2.1.15. Element B: Community Interests and
				  Needs
[Leaders respond and contribute to community interests
				  and needs in providing the best possible education for their
				  children.]
A leader...
15 B.1
Identifies key stakeholders and is
				  actively involved within the community, including working with community
				  members and groups that have competing or conflicting perspectives about
				  education.
15 B.2
Uses appropriate assessment strategies
				  and research methods to understand and accommodate diverse student and
				  community conditions and dynamics.
15 B.3
Seeks out and collaborates with community
				  programs serving students with special needs.
15 B.4
Capitalizes on diversity (such as
				  cultural, ethnic, racial, economic, and special interest groups) as an asset of
				  the school community to strengthen educational programs.
15 B.5
Demonstrates cultural competence in
				  sharing responsibilities with communities to improve teaching and
				  learning.
2.1.15. Element C: Building on Community
				  Resources
[Leaders maximize shared resources among schools,
				  districts, and communities that provide key social structures and gathering
				  places, in conjunction with other organizations and agencies that provide
				  critical resources for children and families.]
A leader...
15 C.1
Links to and collaborates with community
				  agencies for health, social, and other services to families and
				  children.
15 C.2
Develops mutually beneficial
				  relationships with business, religious, political, and service organizations to
				  share school and community resources (such as buildings, playing, parks,
				  medical clinics, and so on).
15 C.3
Uses public resources and funds
				  appropriately and effectively.
15 C.4
Secures community support to sustain
				  existing resources and add new resources that address emerging student
				  needs.
2.1.15. Element D: Essential Knowledge
emerging issues and trends that potentially impact the
					 school community
										the conditions and dynamics of the diverse school
					 community
										community resources
										community relations and marketing strategies and
					 processes
										 successful models of school, family, business,
					 community, government and higher education partnerships
2.1.15. Element E: Critical Dispositions
. schools operating as an integral part of the larger
				  community
. collaboration and communication with families
. involvement of families and other stakeholders in school
				  decision-making processes
. the proposition that diversity enriches the school
. families are partners in the education of their
				  children
. the proposition that families have the best interests of
				  their children in mind
. resources of the family and community needing to be brought
				  to bear on the education of students
. an informed public
2.1.15. Elements A - D: Key Performance and Knowledge
				  Indicators
15. Program Quality Indicators for School Building
						  Leadership Standards
15. Program Quality Indicators for School District
						  Leadership Standards
Performance Indicators:
Performance Indicators:
SBL.1 Use the appropriate strategies to collect, analyze
						  and interpret data and information pertinent to the school environment.
SDL.1Use the appropriate strategies to collect, analyze
						  and interpret data and information pertinent to the district environment.
SBL.2 Communicate information about the school to the
						  community.
SDL.2 Communicate information about the district to the
						  community.
SBL.3 Identify and use diverse community resources to
						  improve school programs and meet the needs of all students.
SDL.3 Identify and use diverse community resources to
						  improve district programs and meet the needs of all students.
SBL.4 Assess the needs of students, parents or
						  caregivers.
SDL.4 Assess the needs of students, parents or
						  caregivers.
SBL.5 Articulate a vision of school leadership
						  characterized by respect for children and their families.
SDL.5 Articulate a vision of district leadership
						  characterized by respect for children and their families.
SBL.6 Apply oral and written communication and
						  collaboration strategies to develop school relationships with families and
						  caregivers.
SDL.6 Apply oral and written communication and
						  collaboration strategies to develop district relationships with families and
						  caregivers.
SBL.7 Involve families and caregivers in decision making
						  about their children's education.
SDL.7 Involve families and caregivers in decision making
						  on the education of children within the district.
SBL.8 Assess the needs of school community partners.
SDL.8 Assess the needs of district community partners.
SBL.9 Articulate a vision of school leadership
						  characterized by respect for community partners.
SDL.9 Articulate a vision of district leadership
						  characterized by respect for community partners.
SBL.10 Apply oral and written communication and
						  collaboration strategies to develop school relationships with community
						  partners.
SDL.10 Apply oral and written communication and
						  collaboration strategies to develop district relationships with community
						  partners.
Knowledge Indicators:
Knowledge Indicators:
SBL.11 The collection and analysis of data and
						  information pertinent to the school educational environment.
SDL.11 The collection and analysis of data and
						  information pertinent to the district educational environment.
SBL.12 Cultural competence.
SDL.12 Cultural competence.
SBL.13 Diverse cultural, social and intellectual
						  community resources.
SDL.13 Diverse cultural, social and intellectual
						  community resources.
SBL.14 The needs of students, parents or caregivers.
SDL.14 The needs of students, parents or caregivers.
SBL.15 Organizational culture that promotes open
						  communication with families and caregivers.
SDL.15 Organizational culture that promotes open
						  communication with families and caregivers.
SBL.16 Strategies for effective oral and written
						  communication and collaboration with families and caregivers.
SDL.16 Strategies for effective oral and written
						  communication with families and caregivers.
SBL.17 The needs of school community partners.
SDL.17 The needs of school community partners.
SBL.18 School organizational culture that promotes open
						  communication with community partners.
SDL.18 District organizational culture that promotes
						  open communication with community partners.
SBL.19 School strategies for effective oral and written
						  communication and collaboration to develop and sustain productive relations
						  with community partners.
SDL.19 District strategies for effective oral and
						  written communication and collaborationto develop and sustain productive
						  relations with community partners.
Standard #16: Ethics and Integrity
Education leaders promote the success of all
						  students by being ethical and acting with integrity.
2.1.16 Element A: Ethical and Legal
				  Standards
[Leaders demonstrate appropriate ethical and legal
				  behavior expected by the profession.]
A leader...
16 A.1
Models personal and professional ethics,
				  integrity, justice, and fairness and expects the same of others.
16 A.2
Protects the rights and appropriate
				  confidentiality of students and staff.
16 A.3
Behaves in a trustworthy manner, using
				  professional influence and authority to enhance education and the common
				  good.
2.1.16. Element B: Examining Personal Values and
				  Beliefs
[Leaders demonstrate their commitment to examine
				  personal assumptions, values, beliefs, and practices in service of a shared
				  vision and goals for student learning.]
A leader...
16 B.1
Demonstrates respect for the inherent
				  dignity and worth of each individual.
16 B.2
Models respect for diverse community
				  stakeholders and treats them equitably.
16 B.3
Demonstrates respect for diversity by
				  developing cultural competency skills and equitable practices.
16 B.4
Assesses own personal assumptions,
				  values, beliefs, and practices that guide improvement of student
				  learning.
16 B.5
Uses a variety of strategies to lead
				  others in safely examining deeply held assumptions and beliefs that may
				  conflict with vision and goals.
16 B.6
Respectfully challenges and works to
				  change assumptions and beliefs that negatively affect students, educational
				  environments, and every student learning.
2.1.16 Element C: Maintaining High Standards for Self
				  and Others
[Leaders perform the work required for high levels of
				  personal and organizational performance, including acquiring new capacities
				  needed to fulfill responsibilities, particularly for high-stakes
				  accountability.]
A leader...
16 C.1
Reflects on own work, analyzes strengths
				  and weaknesses, and establishes goals for professional growth.
16 C.2
Models lifelong learning by continually
				  deepening understanding and practice related to content, standards, assessment,
				  data, teacher support, evaluation, and professional development
				  strategies.
16 C.3
Develops and uses understanding of
				  educational policies such as accountability to avoid expedient, inequitable, or
				  unproven approaches that meet short-term goals (such as raising test
				  scores).
16 C.4
Helps educators and the community
				  understand and focus on vision and goals for students within political
				  conflicts over educational purposes and methods.
16 C.5
Sustains personal motivation, optimism,
				  commitment, energy, and health by balancing professional and personal
				  responsibilities and encouragingsimilar actions for others.
2.1.16. Element D: Essential Knowledge
the purpose of education and the role of leadership in
					 modern society
										 various ethical frameworks and perspectives on
					 ethics
										the values of the diverse school community
										 professional codes of ethics
										the philosophy and history of education
2.1.16. Element E: Critical Dispositions
the ideal of the common good
										 the principles of the Bill of Rights and
					 responsibilities of citizenship
										 the right of every student to a free, quality
					 education
										 bringing ethical principles to the decision-making
					 process
										 subordinating one's own interest to the good of the
					 school community
										accepting the consequences for upholding one's
					 principles and actions
										 using the influence of one's office constructively and
					 productively in the service of all students and their families
										development of a caring school community
2.1.16. Elements A - D: Key Performance and Knowledge
				  Indicators
16. Program Quality Indicators for School Building
						  Leadership Standards
16. Program Quality Indicators for School District
						  Leadership Standards
Performance Indicators:
Performance Indicators:
SBL.1 Plan, implement, and evaluate policies,
						  procedures, and practices within the school that support students' academic and
						  social successes.
SDL.1 Plan, implement, and evaluate policies,
						  procedures, and practices within the district that support students' academic
						  and social successes.
SBL.2 Formulate a building-level leadership platform
						  grounded in ethical standards and practices.
SDL.2 Formulate a district-level leadership platform
						  grounded in ethical standards and practices.
SBL.3 Analyze decisions in terms of established ethical
						  standards. SBL.4 Develop, implement, and evaluate a professional development
						  plan for a school that clearly addresses democratic values, equity, and
						  diversity.
SDL 3 Analyze decisions in terms of established ethical
						  standards. SDL.4 Develop, implement, and evaluate district policies and
						  procedures that support democratic values, equitable practices, and a respect
						  for diversity district-wide.
SBL.5 Formulate sound solutions to educational dilemmas
						  across a range of content areas in educational leadership.
SDL.5 Formulate sound solutions to educational dilemmas
						  across a range of content areas in educational leadership.
SBL.6 Develop and evaluate school policies, programs,
						  and practices that ensure social justice, equity, confidentiality, acceptance,
						  and respect between and among students and faculty that support student
						  achievement.
SDL.6 Develop and evaluate district policies, programs,
						  and practices that ensure social justice, equity, confidentiality, acceptance,
						  and respect between and among students and faculty that support student
						  achievement.
SBL.7 Utilize federal, state, and local legal/policy
						  guidance to create operational definitions of accountability, equity, and
						  social justice.
SDL.7 Utilize federal, state, and local legal/policy
						  guidance to create operational definitions of accountability, equity, and
						  social justice.
SBL.8 Utilize legal and professional organizations'
						  information to understand the basic tenants of ethical behavior, the
						  relationship between ethical behavior, building culture and student
						  achievement.
SDL.8 Utilize legal and professional organizations'
						  information to understand the basic tenants of ethical behavior, the
						  relationship between ethical behavior, district culture and student
						  achievement.
Knowledge Indicators:
Knowledge Indicators:
SBL.9 The effect of ethical behavior on one's own
						  leadership.
SDL.9 The effect of ethical behavior on one's own
						  leadership.
SBL.10 Democratic values, equity, and diversity.
SDL.10 Democratic values, equity, and diversity.
SBL.11 Current ethical and moral issues facing
						  education, government, and business and their consequences.
SDL.11 Current ethical and moral issues facing
						  education, government, and business and their consequences.
SBL.12 The relationship between social justice, school
						  culture, and student achievement.
SDL.12 The relationship between social justice, district
						  culture, and student achievement.
Standard 17: The Education System
Education leaders promote the success of all
						  students by influencing interrelated systems of political, social, economic,
						  legal, and cultural contexts affecting education to advocate for their
						  teachers' and students' needs.
2.1.17. Element A: Exerting Professional
				  Influence
[Leaders improve the broader political, social,
				  economic, legal, and cultural context of education for all students and
				  families through active participation and exerting professional influence in
				  the local community and the larger educational policy
				  environment.]
A leader...
17 A.1
Facilitates constructive discussions with
				  the public about federal, state, and local laws, policies, regulations, and
				  statutory requirements affecting continuous improvement of educational programs
				  and outcomes.
17 A.2
Actively develops relationships with a
				  range of stakeholders and policymakers to identify, respond to, and influence
				  issues, trends, and potential changes that affect the context and conduct of
				  education.
17 A.3
Advocates for equity and adequacy in
				  providing for students' and families' educational, physical, emotional, social,
				  cultural, legal, and economic needs, so every student can meet educational
				  expectations and policy goals.
2.1.17 Element B: Contributing to the Educational
				  Policy Environment
A leader...
17 B.1
Operates consistently to uphold and
				  influence federal, state, and local laws, policies, regulations, and statutory
				  requirements in support of every student learning.
17 B.2
Collects and accurately communicates data
				  about educational performance in a clear and timely way, relating specifics
				  about the local context to improve policies and inform progressive political
				  debates.
17 B.3
Communicates effectively with key
				  decision makers in the community and in broader political contexts to improve
				  public understanding of federal, state, and local laws, policies, regulations,
				  and statutory requirements.
17 B.4
Advocates for increased support of
				  excellence and equity in education.
2.1.17. Element C: Policy Engagement
[Working with policymakers informs and improves
				  education policymaking and effectiveness of the public's efforts to improve
				  education.]
A leader...
17 C.1
Builds strong relationships with the
				  school board, district and state education leaders, and policy actors to inform
				  and influence policies and policymakers in the service of children and
				  families.
17 C.2
Supports public policies that provide for
				  present and future needs of children and families and improve equity and
				  excellence in education.
17 C.3
Advocates for public policies that ensure
				  appropriate and equitable human and fiscal resources and improve student
				  learning.
17 C.4
Works with community leaders to collect
				  and analyze data on economic, social, and other emerging issues that impact
				  district and school planning, programs, and structures.
2.1.17. Element D: Essential Knowledge
principles of representative governance that undergird
					 the system of American schools
										the role of public education in developing and renewing
					 a democratic society and an economically productive nation
										the law as related to education and
					 schooling
										 the political, social, cultural and economic systems
					 and processes that impact schools
										 models and strategies of change and conflict
					 resolution as applied to the larger political, social, cultural and economic
					 contexts of schooling
										 global issues and forces affecting teaching and
					 learning
										the dynamics of policy development and advocacy under
					 our democratic political system
										the importance of diversity and equity in a democratic
					 society
2.1.17. Element E: Critical Dispositions
education as a key to opportunity and social
					 mobility
										recognizing a variety of ideas, values and
					 cultures
										 importance of a continuing dialogue with other
					 decision makers affecting education
										 actively participating in the political and
					 policy-making context in the service of education
										 using legal systems to protect student rights and
					 improve student opportunities
2.1.17. Elements A - D: Key Performance and Knowledge
				  Indicators
17. Program Quality Indicators for School Building
						  Leadership Standards
17. Program Quality Indicators for School District
						  Leadership Standards
Performance Indicators:
Performance Indicators:
SBL.1 Analyze the complex causes of poverty and other
						  disadvantages and their effects on families, communities, children and
						  learning.
SDL.1 Serve as respectful spokespersons for the children
						  and families served by the district.
SBL.2 Advocate for school policies and programs that
						  promote equitable learning opportunities and success for all students.
SDL.2 Apply law and policy consistently, fairly and
						  ethically district-wide.
SBL.3 Communicate policies, laws, regulations and
						  procedures to appropriate school stakeholders.
SDL.3 Advocate for district policies and programs that
						  promote equitable learning opportunities and success for all students and
						  adults.
SBL.4 Identify emerging trends and issues likely to
						  impact the school.
SDL4. Communicate policies, laws, regulations and
						  procedures to appropriate district stakeholders.
SBL.5 Adapt leadership strategies and practice to
						  address emerging issues.
SDL.5 Identify emerging trends and issues likely to
						  impact the district.
SBL.6 Policies, laws and regulations enacted by state,
						  local and federal authorities that affect schools, especially those targeted to
						  improve educational and social opportunities.
SDL.6 Adapt leadership strategies and practice to
						  address emerging issues.
Knowledge Indicators:
Knowledge Indicators:
SBL.7 The larger political, social, economic, legal and
						  cultural context.
SDL.7 Policies, laws and regulations enacted by local,
						  state and federal authorities that affect school districts.
SBL.8 Knowledge of how to use power and political skills
						  to influence local, state and federal decisions.
SDL.8 The larger political, social, economic, legal and
						  cultural context.
SBL.9 Anticipating future issues and trends that can
						  affect schools.
SDL.9 Knowledge of how to use power and political skills
						  to influence local, state and federal decisions.
SBL.10 Contemporary and emerging leadership theories.
SDL.10 Anticipating future issues and trends that can
						  affect schools.
SDL.11 Contemporary and emerging leadership theories.
2.1.18 UNIT STANDARD ONE: The Internship
The internship provides significant opportunities
						  for candidates to synthesize and apply the knowledge and practice and develop
						  the skills identified in the ISSLC Standards 1-6 through authentic experiences
						  that are field-based, standards-based, sustained, and guided by qualified
						  on-site mentors for graduate credit.
Program Standards
Program Quality Indicators for School Building
						  Leadership Standards
Program Quality Indicators for School District
						  Leadership Standards
18.1 Field-based Internship Experiences
SBL.1 Candidates participate in planned and authentic
						  field experiences embedded within courses during the entire duration of the
						  program as assigned by institution faculty and approved by the on-site mentor.
SDL.1 Candidates participate in planned and authentic
						  field experiences embedded within courses during the entire course of the
						  program as assigned by institution faculty and approved by the on-site mentor.
SBL.2 Candidates document all field experiences.
SDL.2 Candidates document all field experiences.
SBL.3 Field experiences occur in a variety of school
						  leadership settings that allow candidates to demonstrate a wide range of
						  relevant knowledge and skills.
SDL.3 Field experiences occur in a variety of school
						  leadership settings that allow candidates to demonstrate a wide range of
						  relevant knowledge and skills.
SBL.4 Field experiences provide opportunities for
						  candidates to work with appropriate community organizations such as social
						  service groups and local businesses.
SDL.4 Field experiences provide opportunities for
						  candidates to work with appropriate community organizations such as social
						  service groups, parent groups, and school boards.
18.2 Standards-based Internship Experiences
SBL.5 Internship experiences provide candidates with
						  significant opportunities to synthesize and apply the knowledge and skill
						  abilities identified in the previous Standards 12 - 17.
SDL.5 Internship experiences provide candidates with
						  significant opportunities to synthesize and apply the knowledge and skill
						  abilities identified in the previous Standards 12 - 16.
SBL.6 Candidates demonstrate the ability to accept
						  genuine responsibility for leading, facilitating, and making decisions typical
						  of those made by educational leaders within a school.
SDL.6 Candidates demonstrate the ability to accept
						  genuine responsibility for leading, facilitating, and making decisions typical
						  of those made by educational leaders within a district.
SBL.7 Intern experiences provide candidates with
						  authentic school-level responsibilities that increase over time in amount and
						  complexity and involve direct interaction with staff, students, parents, and
						  school community leaders.
SDL.7 Intern experiences provide candidates with
						  authentic district-level responsibilities that increase over time in amount and
						  complexity and involve direct interaction with staff, school, parents,
						  students, school board, and district community leaders.
SBL.8 Candidates are provided opportunities to apply
						  knowledge and skills articulated by state standards and district policies for
						  educational leaders within a school.
SDL.8 Candidates are provided opportunities to apply
						  knowledge and skills articulated by state standards and district policies for
						  educational leaders within a district.
18.3 Sustained Experiences
SBL.9 Candidates are provided a six-month, full-time
						  (9-12 hours per week) internship experience. This experience need not be
						  consecutive and may include experiences of different lengths. However, the
						  internship must include an extended capstone experience to maximize the
						  candidate's opportunities to practice and refine their building-level knowledge
						  and skills. This experience may include two noncontiguous internships of three
						  months each, a four-month internship and two months of field experiences, or
						  another equivalent combination.
SDL.9 Candidates are provided a six-month, full-time
						  (9-12 hours per week) internship experience. This experience need not be
						  consecutive and may include experiences of different lengths. However, the
						  internship must include an extended capstone experience to maximize the
						  candidate's opportunities to practice and refine their district-level knowledge
						  and skills. This experience may include two noncontiguous internships of three
						  months each, a four-month internship and two months of field experiences, or
						  another equivalent combination.
SBL.10 Candidates submit an internship plan that is
						  approved by both the on-site mentor and institution faculty. The selected
						  internship site must be in a different educational setting than that in which
						  the candidate is employed.
SDL.10 Candidates submit an internship plan that is
						  approved by both the on-site mentor and institution faculty. The selected
						  internship site must be in a different educational setting than that in which
						  the candidate is employed.
18.4 Qualified On-site Mentor
SBL.11 A qualified on-site mentor is selected
						  collaboratively by the intern candidate and institution faculty.
SDL.11 A qualified on-site mentor is selected
						  collaboratively by the intern candidate and institution faculty.
SBL.12 Each on-site mentor has demonstrated successful
						  experience as an educational leader within a school.
SDL.12 Each on-site mentor has demonstrated successful
						  experience as an educational leader within a district.
SBL.13 High-quality training of on-site mentors is
						  provided by the supervising institution in order that the on-site mentor may
						  provide the intern candidate with ongoing supervision, guidance, and
						  evaluation.
SDL.13 High-quality training of on-site mentors is
						  provided by the supervising institution in order that the on-site mentor may
						  provide the intern candidate with ongoing supervision, guidance, and
						  evaluation.
18.5 Credit
SBL.14 Candidates take the internship for credit
						  according to the policies of the program.
SDL.14 Candidates take the internship for credit
						  according to the policies of the program.
2.1.19 UNIT STANDARD ONE: Technology Standards for
				  Administrators - (NETS.A)
Effective educational administrators model and
						  apply the National Educational Technology Standards for Administrators
						  (NETS.A). All administrators will meet the following standards and performance
						  indicators.
2.1.19. 1- 5 Performance - Indicators:
1.
Visionary Leadership.
[Educational Administrators inspire and lead
				  development and implementation of a shared vision for comprehensive integration
				  of technology to promote excellence and support transformation throughout the
				  organization.]
Educational
				  Administrators:
19 (a)
Inspire and facilitate among all
				  stakeholders a shared vision of purposeful change that maximizes use of
				  digital-age resources to meet and exceed learning goals, support effective
				  instructional practice, and maximize performance of district and school
				  leaders
19 (b)
Engage in an ongoing process to develop,
				  implement, and communicate technology-infused strategic plans aligned with a
				  shared vision
19 (c)
Advocate on local, state, and national
				  levels for policies, programs, and funding to support implementation of a
				  technology-infused vision and strategic plan
2.
Digital-Age Learning Culture.
[Educational Administrators create, promote, and
				  sustain a dynamic, digital-age learning culture that provides a rigorous,
				  relevant, and engaging education for all students.]
Educational
				  Administrators:
19 (d)
Ensure instructional innovation focused
				  on continuous improvement of digital-age learning
19 (e)
Model and promote the frequent and
				  effective use of technology for learning
19 (f)
Provide learner-centered environments
				  equipped with technology and learning resources to meet the individual, diverse
				  needs of all learners
19 (g)
Ensure effective practice in the study of
				  technology and its infusion across the curriculum
19 (h)
Promote and participate in local,
				  national, and global learning communities that stimulate innovation,
				  creativity, and digital-age collaboration
3.
Excellence in Professional
				Practice.
[Educational Administrators promote an environment of
				  professional learning and innovation that empowers educators to enhance student
				  learning through the infusion of contemporary technologies and digital
				  resources.]
Educational
				  Administrators:
19 (i)
Allocate time, resources, and access to
				  ensure ongoing professional growth in technology fluency and integration
19 (j)
Facilitate and participate in learning
				  communities that stimulate, nurture, and support administrators, faculty, and
				  staff in the study and use of technology
19 (k)
Promote and model effective communication
				  and collaboration among stakeholders using digital-age tools
19 (l)
Stay abreast of educational research and
				  emerging trends regarding effective use of technology and encourage evaluation
				  of new technologies for their potential to improve student
				  learning
4.
Systemic
				Improvement.
[Educational Administrators provide digital-age
				  leadership and management to continuously improve the organization through the
				  effective use of information and technology resources.]
Educational
				  Administrators:
19(m)
Lead purposeful change to maximize the
				  achievement of learning goals through the appropriate use of technology and
				  media-rich resources
19 (n)
Collaborate to establish metrics, collect
				  and analyze data, interpret results, and share findings to improve staff
				  performance and student learning
19 (o)
Recruit and retain highly competent
				  personnel who use technology creatively and proficiently to advance academic
				  and operational goals
19 (p)
Establish and leverage strategic
				  partnerships to support systemic improvement
19 (q)
Establish and maintain a robust
				  infrastructure for technology including integrated, interoperable technology
				  systems to support management, operations, teaching, and
				  learning
5.
Digital
				Citizenship.
[Educational Administrators model and facilitate
				  understanding of social, ethical, and legal issues and responsibilities related
				  to an evolving digital culture.]
Educational
				  Administrators:
19 (r)
Ensure equitable access to appropriate
				  digital tools and resources to meet the needs of all learners
19 (s)
Promote, model, and establish policies
				  for safe, legal, and ethical use of digital information and technology
19 (t)
Promote and model responsible social
				  interactions related to the use of technology and information
19 (u)
Model and facilitate the development of a
				  shared cultural understanding and involvement in global issues through the use
				  of contemporary communication and collaboration tools
2.1.20 Unit Standard One: Advanced
				  Programs
The curriculum for advanced programs must prepare candidates
				  for the areas in which they will seek certification in accordance with the
				  requirements specified in Maine Department of Education Regulation Chapter 115:
				  Certification of Educational Personnel: Standards and Procedures. Advanced
				  program designs are planned for individuals who have already successfully
				  completed basic programs qualifying them for initial certification. The
				  emphasis, in both content and rigor, is on advanced study. All advanced
				  programs must demonstrate alignment with the standards and guidelines of the
				  respective professional society or nationally recognized board or organization
				  that specializes in the offered field of study. All advanced programs will use
				  a variety of performance assessments of candidates' understanding and ability
				  to explore and apply new knowledge.
2.1.21 Advanced Study in Specialty Area
				  Education
The program's content area specialization provides for
				  breadth in the field for detailed study of one or more specialized aspects of
				  the field, and for access to new research, knowledge and developments. The
				  program uses a variety of assessments of candidates' understanding and ability
				  to apply that knowledge. Mastery of this standard can be demonstrated by the
				  ability to:
a) demonstrate specialized
				disciplinary knowledge through performance assessments aligned with
				professional expectations associated with the field of study.
b) explore specialized aspects of their field
				through examination of current professional research, and identify areas of
				study with potential to develop the critical, analytical and performance
				capacities of their students.
2.1.22 Unit Standard One: Alternate Route Program
				  Options
Alternate route programs are organized,
				  performance-and-standards-based professional preparation and support systems
				  delivered through units (as defined under option A or B - See § 1.2 for
				  definitions of "unit") leading to initial teacher certification. Participants
				  in such programs have appropriate undergraduate degrees. Alternate route
				  programs prepare candidates for the areas in which they will seek certificates
				  in accordance with the requirements specified in Maine Department of Education
				  Regulation Chapter 115: Standards and Procedures. Alternate route programs are
				  designed to prepare new teachers-of-record in 7-12 schools who have a degree
				  but lack the prerequisites for initial teacher certification as specified in
				  Regulation Chapter 115.
The following alternate route teacher preparation paths are
				  not intended to replace any existing alternate route program options offered by
				  or through Maine's state approved educator preparation programs; rather; they
				  are meant to expand upon the options that currently exist.
Non-Traditional Teacher Preparation Paths are designed
				  to:
delineate five (5) non-traditional teacher preparation
					 paths to initial certification in Maine; 
										 articulate the standards and requirements for each
					 clinical path; and 
										 ensure consistency in delivery and implementation
					 among all state approved non-traditional teacher preparation program path
					 providers.
It is anticipated that the non-traditional teacher
				  preparation paths will be of interest to individuals who are/have been employed
				  in other employment sectors. Such individuals must be currently employed by a
				  local school administrative unit and wish to pursue public school teaching as a
				  new career. Such individuals may include, but are not limited, to the
				  following:
educational specialists, 
										experienced instructors in the military, 
										educational technologists,
										experienced instructors in institutions of higher
					 education, 
										experienced individuals in business/industry/arts -
					 professionals who can provide instruction in secondary education teaching
					 fields (grades 7-12),
										 experienced instructors in private school
					 settings,
										holders of advanced degrees in content areas for which
					 the state issues renewable teacher certification,
										 completers of all coursework with an educator
					 preparation program and are eligible for, but did not complete, student
					 teaching,
Purpose:
This section of rule specifies the clinically-based content
				  standards and requirements for approving non-traditional teacher preparation
				  path providers designed for the preparation of teacher candidates and
				  complements the traditionally-based program standards and requirements
				  contained elsewhere in Title 20-A, Chapter 114,
Purpose, Standards and
				  Procedures for the Review and Approval of Preparation Programs for Educator
				  Personnel
and in Maine Department of Education Regulation Chapter 115.
				  These clinically-based standards and requirements are intended to guide the
				  development of non-traditional teacher preparation paths that will prepare
				  completers for teaching in ways that will positively impact Maine student
				  achievement and growth through research-based pedagogy. These clinically-based
				  provisions also delineate several non-traditional teacher preparation path
				  requirements related to new teacher support and induction programs that may be
				  used by non-traditionally prepared teachers for obtaining initial teacher
				  certification in Maine. A Maine State Board approved professional education
				  unit may opt to provide non-traditional teacher preparation paths that meet all
				  requirements and standards as delineated in this rule.
Definitions:
2.1.22.1 Non-Traditional Teacher Preparation
				  Paths
are defined as those paths which:
(a) Prepare individuals with a minimum of a
				four-year bachelor's degree, or a verifiable equivalent, in a content field
				that supports the academic content knowledge of the content field for which the
				individual is seeking initial certification, but whose undergraduate or
				graduate work did not include pedagogical knowledge and skills. Alternate
				teacher preparation path candidates will not have held an initial teaching
				certificate before.
(b) Feature a
				flexible timeframe for completion;
(c) Do not, necessarily, lead to a degree or
				college credit;
(d) Are job
				embedded allowing candidates to complete non-traditional preparation path
				requirements while employed as a classroom teacher, full-time or part-time, for
				at least two classes per day in a regionally accredited school administrative
				unit;
(e) Require that candidates
				are supported by a Local Support Team (LST) comprised of a school-based
				administrator, a school-based mentor or teaching coach, a supervisor employed
				by the non-traditional teacher preparation path provider, and a content
				specialist - if either the mentor or supervisor are not also a content
				specialist in the candidate's teaching field;
(f) Require an induction component that
				includes coaching and supervision for a minimum of one academic year;
(g) Provide curriculum, performance-based
				instruction, and assessment focused upon the pedagogical knowledge and skills
				necessary for the candidate to teach his/her validated academic content
				knowledge;
(h) Are individualized,
				based on the needs of each candidate, with respect to content knowledge,
				pedagogical skills, learning modalities, learning styles, interests, and
				readiness to teach - [needs are to be determined through assessments of
				candidate performance in the classroom, related specifically to path
				requirements that are based on teaching competencies rather than coursework
				seat-time]; and
(i) Use candidate
				and non-traditional teacher preparation path performance data to inform
				decision-making regarding continuous improvement of the non-traditional
				preparation path.
2.1.22.2 Individualized Induction Plan (IIP) -
is the name given to:
A comprehensive, coherent, and sustained professional
				  development process that is organized by a school district to train, support,
				  and retain new teachers, which then seamlessly progresses them into a lifelong
				  learning program.
Eligible Providers:
ANon-Traditional Teacher Preparation Paths program may be
				  offered by any participating Maine State Board of Education approved
				  professional education unit that can verify, through the program approval
				  process, the ability to provide non-traditional preparation paths and to
				  provide programs that meet all requirements and standards delineated in this
				  rule.
Non-Traditional Teacher Preparation Paths
There are five (5) non-traditional teacher preparation paths
				  leading to initial certification in Maine for individuals who:
hold a four-year bachelor's degree or higher from an
					 accredited institution; 
										did not complete a teacher education degree program;
					 and
										want to transition to the teaching profession.
Candidates must be employed as full-time teachers or as
				  part-time teachers who teach at least two classes per day by a local school
				  administrative unit for all paths leading to initial teacher certification. The
				  employing school administrative unit and the non-traditional teacher
				  preparation path provider (state approved educator professional education unit)
				  will assess the candidate's transcripts and the employing school unit's needs
				  to determine the appropriate path in which to place the candidate.
All teacher candidates will be required to
						  successfully complete an exceptionality course. Candidates will need to provide
						  the superintendent of the employing SAU valid documentation that the course
						  taken to meet this requirement has been approved by the Maine Department of
						  Education.
The non-traditional teacher preparation paths will equip
				  teachers with the skills necessary for initial success in their classrooms. All
				  non-traditional teacher preparation paths require structured supervision and
				  guidance by a team of qualified mentors and coaches, the Local Support Team
				  (LST), for a minimum of one academic year. This team should be comprised of a
				  school-based administrator, a school-based mentor/coach, a non-traditional
				  teacher preparation path provider supervisor, and a content specialist (if the
				  mentor or supervisor is not a content specialist in the candidate's content
				  field). The LST will assess the level of knowledge and skills with which a
				  teacher candidate performs while completing the assigned path utilizing a
				  valid, norm-referenced, non-traditional common assessment. Teacher candidates
				  must perform at, or above, the assessment's designated level of Proficiency.
				  The results of this assessment will determine the recommendation that the
				  candidate remain in the assigned path or be transferred to another path that
				  better provides the support needed for the candidate to meet the teaching
				  competencies, the pedagogical standards, and the dispositions, as delineated
				  elsewhere in this rule.
Through on-going monitoring and assessment of each
				  candidate's performance in the classroom and through the provision of evidence
				  of his/her knowledge, skills, and dispositions delineated in the teaching
				  competencies and pedagogical content standards required for successful
				  completion of the non-traditional teacher preparation path, the LST will
				  provide recommendations for advancement, retention, or termination of the
				  candidate's participation. Upon meeting all the required teacher competencies
				  and standards, including one academic year of mentor/coaching, candidates will
				  be recommended by the LST to the Maine Department of Education Certification
				  Office for initial teacher certification.
Non-Traditional Teacher Preparation Path - Program
				  Options
Program Admission Requirements
Specific program
				  admission and completion requirements for the non-traditional teacher
				  preparation paths, in addition to those mentioned previously, are described
				  below for each path.
Overview
The non-traditional teacher preparation
				  path is recommended for individuals who have demonstrated content knowledge in
				  their teaching fields through path specific requirements and are assigned to a
				  teaching field in that discipline, yet have little or no teaching experience.
				  Based on individual assessments of teaching performance, candidates appropriate
				  for each non-traditional path will have demonstrated gaps in knowledge, skills,
				  and dispositions in content, pedagogy, and/or student learning.
Candidates for the non-traditional paths must:
Hold a bachelor's degree or higher from an accredited
					 four-year college or university;
										 Pass the rigorous basic skills assessment as
					 determined by the Maine State Board of Education. Candidates with Master's
					 Degrees or higher are exempt from the rigorous basic skills
					 assessment;
										Middle Grades math, science, English/Language Arts, and
					 Social Studies must have a four-year bachelor's degree or higher with a 24
					 semester hours major in a concentration in the assigned content field; a
					 passing score on the rigorous knowledge content assessment(s) as defined by the
					 Maine State Board of Education and a transcript assessment confirming
					 successful completion of 24 semester hours in the assigned content field. If
					 the candidate does not have a major in the assigned content field - for
					 instance the candidate is accepted with a major in a related field or having
					 experience that supports the knowledge and skills in the content area, he/she
					 must have a passing score on the rigorous knowledge content assessment(s) as
					 defined by the Maine State Board of Education.
										Secondary math, life science and physical science,
					 Social Studies, English, World Language (K-12), and Fine Arts K-12 (music and
					 visual arts) must have a four-year bachelor's degree or higher with a major in
					 the assigned content field or a transcript assessment confirming successful
					 completion of 24 semester hours in the assigned content field and a passing
					 score on the rigorous knowledge content assessment(s) as defined by the Maine
					 State Board of Education. If the candidate does not have a major in the
					 assigned teaching field - for instance the candidate is accepted with a major
					 in a related field or having experience that supports the knowledge and skills
					 in the content area, he/she must have a passing score on the rigorous knowledge
					 content assessment(s) as defined by the Maine State Board of Education..
Non-Traditional Teacher Preparation Path Completion
				  Requirements
Non-traditional teacher preparation path providers shall
				  require candidates to:
pass the rigorous knowledge content assessment(s) as
					 defined by the Maine State Board of Education in the content field for which
					 initial certification is being sought; 
										 meet all of the teaching competencies, the pedagogical
					 content standards, and the dispositions delineated in this rule; and
					 
										 complete an Individual Induction Plan (IIP) - see
					 Definition 2.2
-
that includes the aforementioned requirements
					 and individual requirements resulting from candidate assessment data. The
					 candidate must complete a minimum of one academic year in a mentoring/coaching
					 non-traditional teacher preparation path supported through the Local Support
					 Team (LST).
Candidates will have up to three (3) years to complete the
				  following requirements for this path:
For a minimum of one (1) academic year candidates must
					 receive intensive support through the Local Support Team (LST). 
										 Must have an Individualized Induction Plan (IIP) - see
					 Definition 2.2
-
which the mentor will use to coach the candidate
					 in the teaching competencies and dispositions delineated in this rule.
					 
										Must complete all applicable Maine requirements as well
					 as pass the Principles of Learning and Teaching (PLT) assessment.
Non-Traditional Teacher Preparation
				  Paths:
(A)
ADJUNCT
				TEACHING PATH
1.
Purpose
The Adjunct Teaching Path (ATP) is designed for candidates
				  with content-specific knowledge and skills such as:
experienced instructors in the military, 
												institutions of higher education, 
												 business/industry/arts professionals who can provide
					 instruction in secondary education teaching fields (grades 7-12).
2.
Admission Requirements
The non-traditional teacher preparation path providers
					 shall accept candidates who hold at least a four-year bachelor's degree and
					 have passed a rigorous content knowledge assessment(s) as defined by the Maine
					 State Board of Education; have passed the Principles of Learning and Teaching
					 (PLT) assessment; and are employed by a local school administrative unit as a
					 full-time teacher or part-time teacher during the school year for at least the
					 equivalent of 15 weeks of full-time instruction (e.g. the same time frame as
					 required for student teaching in traditional teacher preparation programs).
3.
Path Completion Requirements:
No additional requirements.
(B)
ADVANCED
				DEGREE ALTERNATIVE PATH - (ADAP)
1.
Purpose
The Advanced Degree Alternative Path (ADAP) path provides
				  7-12 pedagogical preparation for individuals who:
hold advanced degrees in content areas for which the
					 state issues renewable teacher certification.
2.
Admission Requirements
The non-traditional teacher preparation program providers
				  shall accept candidates who hold at least a master's degree, a major in the
				  content field assignment, and who are employed by a local school administrative
				  unit as a full-time teacher or part-time teacher during the school year for at
				  least the equivalent of 15 weeks of full-time instruction (e.g. the same time
				  frame as required for student teaching in traditional teacher preparation
				  programs).
(C)
CORE ACADEMIC PREPARATION PATH - (CAP)*
*The CAP path has been available as a
						  non-traditional teacher preparation path to certification candidates for
						  several years. However, having been expanded upon, it is included in this
						  section of rule to make clear that it remains a viable option, among others,
						  for eligible individuals seeking initial teacher certification.
1.
Purpose
The Core Academic path is designed for teacher candidates in
				  Secondary 7-12 math, science, all subjects comprising social studies, English,
				  world language, art and music who have demonstrated content knowledge in their
				  content fields and can demonstrate the appropriate depth of pedagogical
				  knowledge and skills necessary for successful teaching.
2.
Admission Requirements
Thenon-traditional teacher preparation path providers shall
				  accept candidates who hold at least a bachelor's degree or higher with a major
				  in the content field to which he/she is assigned to teach for a majority of the
				  school day; a passing score or qualifying exemption on the rigorous basic
				  skills assessment as determined by the Maine State Board of Education or have a
				  Master's degree, or higher; a passing score on the rigorous content knowledge
				  assessment as determined by the Maine State Board of; and are employed by a
				  local school administrative unit as a full-time teacher or part-time teacher
				  during the school year for at least the equivalent of 15 weeks of full-time
				  instruction (e.g. the same time frame as required for student teaching in
				  traditional teacher preparation programs).
(D)
CLINICAL PRACTICE PATH - (CP)
1.
Purpose
The Clinical Practice Path (CP) is designed for individuals
				  who:
have successfully completed all coursework associated
					 with an educator preparation program and
												are eligible for, but did not attempt* student
					 teaching.
* The reason(s) for not attempting student
						  teaching will need to be documented and evaluated by the Local Support Team
						  prior to an individual being accepted to pursue this alternate route
						  path.
2.
Admission Requirements
Non-traditional teacher preparation
				program providers shall accept candidates who: 
				
												 upon affirmation of employment by a Maine school
					 administrative unit superintendent of schools, has been issued a conditional
					 certificate by the Department in the teaching assignment area; or 
												have successfully completed an education program at a
					 non-traditional program provider college or university; 
												are eligible for, but did not attempt student teaching;
					 and
												 are employed by a local school administrative unit as
					 a full-time teacher or part-time teacher during the school year for at least
					 the equivalent of 15 weeks of full-time instruction (e.g. the same time frame
					 as required for student teaching in traditional teacher preparation programs).
Note:
Taking the Principles of Learning and
				  Teaching (PLT) assessment may be waived if the transcript assessment shows that
				  the necessary coursework was satisfied while previously completing an education
				  program at an appropriately accredited, non-traditional program provider
				  college or university.
(E)
ONE-YEAR SUPERVISED PRACTICUM PATH - (OYSP)
1.
Purpose
The One-year Supervised Practicum (OYSP) path is designed to
				  provide pedagogical preparation for individuals seeking initial teacher
				  certification who have demonstrated content knowledge, pedagogical knowledge,
				  and have had experience teaching students in:
a private school; 
												a college or university; 
												 a corporate setting; or
												 a military setting.
2.
Admission Requirements
Non-traditional teacher preparation program path providers
				  shall accept candidates who are eligible for a conditional certificate in a
				  teaching field as specified in Department of Education Regulation Chapter 115
				  when prior to employment and admission into the practicum candidates:
hold at least a four-year bachelor's degree, or its
					 equivalent, in the content field;
												 have passed the rigorous content knowledge
					 assessment(s) as defined by the Maine State Board of Education. 
												 have a Master's degree or higher; and
												who are employed by a local school administrative unit
					 as a full-time teacher or part-time teacher during the school year for at least
					 the equivalent of 15 weeks of full-time instruction (e.g. the same time frame
					 as required for student teaching).
3.
Eligible Certification Fields and Related Path Requirements
· Non-traditional teacher preparation paths are
					 only available for the 7-12 teaching fields as stated earlier. These fields
					 have been selected as they match closely with Maine's on-going 7-12 teacher
					 shortage areas for the entire State of Maine. 
											
											
												.
Special Education Fields
To receive approval to offer non-traditional teacher
				  preparation paths to initial certification in the Special Education fields the
				  non-traditional teacher preparation path provider must, in addition to meeting
				  all standards and requirements stated in this rule, describe how candidates
				  will meet the appropriate special education content standards associated with
				  the following teacher endorsement areas:
282 - Teacher - Students With Disabilities (K-8)
					 
												282 - Teacher - Students With Disabilities
					 (7-12)
												286 - Teacher - Severe Impaired (K-12)
												291 - Blind/Visual Impaired (K-12) 
												292 - Deaf/Hearing Impaired (K-12)
Specialist, leadership, and other endorsement
					 certifications are not offered through non-traditional routes.
4.
Non-traditional Teacher Preparation Path Requirements:
(a) The non-traditional teacher preparation
				path providers shall assure that all teacher candidates meet the ten (10)
				INTASC Core Teaching Standards as well as the National Educational Technology
				Standards for Teachers (NET.T) by the time of path completion, through
				providing preparation, as needed, in the areas of curriculum, instruction,
				pedagogy, and assessment.
(b)
				Non-traditional teacher preparation path providerswill deliver training in
				coaching/mentoring for the Local Support Team (LST), which is to be comprised
				of a school-based administrator, school-based mentor/coach, a supervisor
				employed by the non-traditional preparation path provider, and a content
				specialist.
(c) Non-traditional
				teacher preparation path providers will assemble, for each candidate, an
				Individualized Induction Plan (IIP) - [see Definition 2.2, page ] - that is
				developed, monitored, and verified by signatures of the Local Support Team
				(LST).
(d)To help all students
				achieve Maine's Learning Standards, all non-traditional teacher path
				participants will be required, by path completion, to demonstrate proficiencies
				in the Performance, Essential Knowledge, and Critical Dispositions elements
				associated with each of the ten (10) InTASC Core Teaching Standards (see
				Section: 2.1 Unit Standard One: Initial and In-Service Teacher Performance).
(e)The non-traditional teacher
				preparation path provider will assure that teacher candidates demonstrate
				proficiency in the key pedagogical content areas of: Preparation, Assessment,
				Engagement, Classroom Management, and Ethics.
2.1.23 Unit Standard One: Educator Preparation Course
				  Delivery Standards
For programs that are state approved for the preparation of
				  educator personnel the following quality standards are applicable to course
				  delivery whether such courses are offered in a face-to-face, a hybrid/blended,
				  an online, or a dual method mode. These standards focus upon quality assurance
				  measures to be employed by Maine's higher learning institutions with educator
				  preparation programs. All courses need to incorporate a series of academic
				  requirements, or benchmarks, that are designed to ensure that one has acquired
				  the necessary skills, knowledge, and abilities to become an effective or a more
				  effective educator. At each benchmark, one's progress within a program leading
				  to teacher certification will need to be evaluated using assessments that align
				  with national and state professional standards. To guide the mastery and
				  evaluation of core professional concepts and principles, the following educator
				  preparation course standards are expected to be met by the unit.
Standards For Face-To-Face, Hybrid/Blended,
						  Online, and Dual Method Courses
1. Course Design
a)
The overall design and expectations of
						  each course are made clear to students at the beginning of the course. 1)
						  Students are informed on how to access course materials and resources. 2)
						  Students are informed as to what prerequisite knowledge and skills they should
						  have. 3) Students are informed of etiquette/"netiquette" expected within the
						  classroom and with all electronic communication. 4) Students are informed of
						  the importance of backing up artifacts.
2. Curriculum/Learning Objectives
a)
Student
						  performance objectives are clearly stated and have equivalent expectations for
						  same courses whether delivered by a face-to-face, hybrid/blended or in an
						  online format. 1) The performance objectives are clearly aligned with state
						  standards. 2) The performance objectives are articulated within a scope and
						  sequence so students are adequately prepared for the next level of study.
3. Assessments
a)
Assignments and artifacts of student
						  work are consistent with course activities and resources; they are sequenced,
						  varied, and appropriate to the desired performance outcomes for the course.
b)
The grading policy of the course is clearly stated.
c)
The criteria regarding how students are to be evaluated are stated
						  clearly and specifically.
4. Instructional Materials
a)
The instructional materials are
						  authentic, current and appropriately chosen for the level of the course. 1) The
						  materials have sufficient breadth and depth and meet State standards. 2) The
						  materials are of appropriate reading level, balanced and bias-free, and
						  properly cited. 3) Students understand the relationship between the materials
						  and the learning activities.
5. Instructor Quality and Interactions
a)
The instructor must have expertise in
						  the content area being taught.
b)
The instructor provides
						  connections among course content, other curricular areas, and the real world.
c)
The instructor monitors student work and discussions/postings
						  on a regular basis.
d)
The instructor provides appropriate and
						  timely feedback, guidance and direction.
e)
The instructor
						  utilizes effective strategies, matched to the content being taught, including
						  methods for supporting inquiry, analysis, and synthesis of content.
f)
The instructor fosters meaningful interactions with students, among
						  students, and between students and course materials to motivate students as
						  well as to foster intellectual commitment and personal development. 1) Students
						  know what to expect from their instructor. 2) Students know what kind of
						  interaction is expected of them during the course.
Online Courses
Additionally, for online courses, the instructor has
						  received appropriate training in online teaching that includes: 1) strategies
						  for engaging and involving students in the online environment; 2) appropriate
						  use of online "voice"; 3) use of the technology involved; and, 4) the ability
						  to assess support systems available to students and instructors.
To clarify the 2.1.23 Unit Standard One: Course
				  Delivery Standards as highlighted in the foregoing table, the course modality
				  terms used have the following meanings:
Face-to-Face :
In face-to-face courses participants, instructors, and
				  facilitators physically meet together in the same place and at the same time.
				  This method is referred to as Synchronous Delivery. Face-to-face courses may
				  also use web-based course materials that require basic computing skills, word
				  processing, and internet searching.
Hybrid/Blended:
These terms are often used interchangeably but have slightly
				  different meanings and modes of delivery.
Hybrid Course Delivery:
Hybrid courses present most of the course learning online
				  with some on-campus instruction.The bulk of the learning takes place in an
				  asynchronous online platform enriched by 1, 2 or more synchronous weekly,
				  biweekly, or monthly meetings. This delivery method is intended for distance
				  students, but may also have a synchronous component including an on-site
				  meeting time for students within proximity of the campus and/or a video
				  conferencing tool (Skype, GoToMeeting, Adobe Connect, and the like) in which to
				  allow synchronous meeting times for off-campus students.
Blended Course Delivery:
Blended Learning describes courses that are presented mostly
				  in a face-to-face setting and combine multiple approaches to learning. By use
				  of synchronous and asynchronous elements, learning can be accomplished through
				  the use of 'blended' virtual and physical resources, which can reduce "seat
				  time" in the regular classroom. An example of this delivery mode would be a
				  combination of technology-based materials and face-to-face sessions used
				  together to deliver instruction.
Blended Course Delivery may incorporate the use of
				  collaborated lists, blogs, podcasting, virtual meetings, teleconferences, and
				  text-messaging. This delivery method is intended for use with on-campus
				  students.
Online Course Delivery:
This term describes classes which are conducted completely
				  online. It is also referred to as asynchronous because both the participants
				  and instructors in the class are separated by time and place. The class is
				  conducted with online curriculum, discussions and resources.
Dual Delivery Method:
In some programs, faculty deliver course content to students
				  in both online and face-to-face formats in the same class. This delivery method
				  serves two separate groups of students simultaneously (at a distance and
				  on-campus) in two different modes of delivery - face to face and online. The
				  students may be linked through technology to share content and to participate
				  in Discussion Boards. This modality usually applies to substantially
				  under-enrolled courses and is offered to enhance the curriculum of the college
				  or university by including courses that might not otherwise be offered.