Iowa Administrative Code › Agency 282 - Educational Examiners Board › Chapter 18 - Issuance of Administrator Licenses and Endorsements › Rule 282-18.10 - Superintendent/aea Administrator

Current through Register Vol. 47, No. 3, July 24, 2024
(1)
Authorization.
The
			 holder of this endorsement is authorized to serve as a superintendent from the
			 prekindergarten level through grade twelve or as an AEA administrator. NOTE:
			 This authorization does not permit general teaching, school service, or
			 administration at any level except that level or area for which the
			 practitioner holds the specific endorsement(s).
(2)
Program requirements.
a. Degree-specialist (or its equivalent: A
			 master's degree plus at least 30 semester hours of planned graduate study in
			 administration beyond the master's degree).
b. Content. Through completion of a sequence
			 of courses and experiences which may have been part of, or in addition to, the
			 degree requirements, candidates who successfully complete a district-level
			 educational leadership preparation program understand and demonstrate the
			 capacity to promote the current and future success and well-being of each
			 student and adult by applying the knowledge, skills, and commitments necessary
			 to:
(1) Collaboratively lead, design, and
			 implement a district mission, vision, and process for continuous improvement
			 that reflects a core set of values and priorities that include data use,
			 technology, values, equity, diversity, digital citizenship, and community
			 (District Mission, Vision, and Improvement).
(2) Advocate for ethical decisions and
			 cultivate professional norms and culture (Ethics and Professional
			 Norms).
(3) Develop and maintain a
			 supportive, equitable, culturally responsive, and inclusive district culture
			 (Equity, Inclusiveness, and Cultural Responsiveness) to include meeting the
			 needs of all learners, as well as ensuring teachers meet the needs of diverse
			 learners, including:
1. Students from diverse
			 ethnic, racial and socioeconomic backgrounds.
2. Students with disabilities, including
			 preparation in developing and implementing individualized education programs
			 and behavioral intervention plans, preparation for educating individuals in the
			 least restrictive environment and identifying that environment, and strategies
			 that address difficult and violent student behavior and improve academic
			 engagement and achievement.
3.
			 Students who are struggling with literacy, including those with
			 dyslexia.
4. Students who are
			 gifted and talented.
5. English
			 language learners.
6. Students who
			 may be at risk of not succeeding in school. This preparation will include
			 classroom management addressing high-risk behaviors including, but not limited
			 to, behaviors related to substance abuse.
(4) Evaluate, design, cultivate, and
			 implement coherent systems of curriculum, instruction, data systems, supports,
			 assessment, and instructional leadership (Learning and Instruction).
(5) Understand and engage families,
			 communities, and other constituents in the work of schools and the district and
			 to advocate for district, student, and community needs (Community and External
			 Leadership).
(6) Develop, monitor,
			 evaluate, and manage data-informed and equitable district systems for
			 operations, resources, technology, and human capital management, including
			 instructional and noninstructional district support services (Operations and
			 Management).
(7) Cultivate
			 relationships, lead collaborative decision making and governance, and represent
			 and advocate for district needs in broader policy conversations (Policy,
			 Governance, and Advocacy).
(8)
			 Successfully complete an internship under the supervision of knowledgeable,
			 expert practitioners that engages candidates in multiple and diverse district
			 settings and provides candidates with coherent, authentic, and sustained
			 opportunities to synthesize and apply the knowledge and skills identified in
			 this section in ways that approximate the full range of responsibilities
			 required of district-level leaders and enable them to promote the current and
			 future success and well-being of each student and adult in their
			 district.