Missouri Code of State Regulations › Title 5 - DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION › Division 20 - Division of Learning Services › Chapter 400 - Office of Educator Quality › Section 5 CSR 20-400.610 - Certification Requirements for Initial Administrator Certificate

Current through Register Vol. 49, No. 14, July 15, 2024
PURPOSE: This amendment updates the requirements for
				  an Initial Administrator Certificate (Superintendent, Kindergarten-Grade
				  12).
(1) An applicant for a
				Missouri Initial Administrator Certificate (School Leader, Kindergarten-Grade
				12) who possesses good moral character may be granted an Initial Administrator
				Certificate (School Leader, Kindergarten-Grade 12) subject to the certification
				requirements found in
				5 CSR
				20-400.500 and the following additional certification
				requirements specific to Initial Administrator Certificate (School Leader,
				Kindergarten-Grade 12):
(A) Professional
				Requirements. An Initial Administrator Certificate (School Leader,
				Kindergarten-Grade 12) valid for a period of four (4) years from the effective
				date on the certificate, will be issued to applicants meeting the following
				requirements:
1. A permanent or professional
				Missouri teaching certificate of license to teach;
2. A minimum of three (3) years of classroom
				teaching experience approved by the Missouri Department of Elementary and
				Secondary Education (department);
3. The applicant must achieve a score equal
				to or in excess of the qualifying score on the required exit assessment(s) as
				defined in 5 CSR 20-400.310 and
				5 CSR
				20-400.440. The official score shall be submitted to
				the department;
4. Completion of a
				course in Psychology/Education of the Exceptional Child;
5. Completion of a master's degree in
				educational leadership from a regionally accredited college or university or
				the equivalent thereof from another educational leadership program meeting
				approval of the department; and
6.
				Recommendation for certification from the designated official of a regionally
				accredited college or university or other educational leadership program
				approved by the department. This recommendation shall be based upon the
				completion of a planned program for preparation of building level
				administrators which includes at least twenty-six (26) semester hours of
				approved graduate credit, or an equivalent thereof which is approved by the
				department, in education courses focused upon administration and supervision of
				the school. The approved graduate credit shall include:
A. Coursework must be at the graduate level
				and fall within the following five (5) domains-
(I) Visionary School Leadership;
(II) Instructional School
				Leadership;
(III) Managerial School
				Leadership;
(IV) Relational School
				Leadership; and
(V) Innovative
				School Leadership; and
B.
				Knowledge and/or competency in each of the following areas:
(I) Visionary Leadership-
(a) Understands the importance of a vision
				and can demonstrate how it relates to the context and culture of the school
				community;
(b) Understands and can
				communicate the importance of all stakeholders knowing the collective mission,
				vision, and core values; and
(c)
				Understands and can demonstrate how multiple sources of data are connected to a
				mission, vision, core values, and the legal and ethical handling of
				information;
(II)
				Instructional Leadership-
(a) Understands
				standards and can demonstrate how they apply to horizontal and vertical
				alignment of local curricula and content areas;
(b) Understands a variety of research-based
				instructional practices and can demonstrate how to appropriately match learning
				content;
(c) Understands and
				engages in meaningful feedback related to teacher professional
				growth;
(d) Understands and
				demonstrates how to assess student learning using a variety of formal and
				informal assessments;
(e) Engages
				in and demonstrates meaningful observation and feedback related to effective
				instructional practice;
(f)
				Understands and can demonstrate multiple strategies for analyzing data to
				inform the instructional process; and
(g) Understands the principles of adult
				learning and demonstrates how these help develop teacher capacity;
(III) Managerial Leadership-
(a) Knows and can demonstrate how a safe and
				functional school facility and grounds support student learning;
(b) Understands and can demonstrate how to
				evaluate routines, procedures, and schedules support the school
				environment;
(c) Understands the
				tools and can demonstrate the skills required to determine key attributes of
				effective personnel and the legal and ethical decisions impacting
				evaluation;
(d) Understands and can
				demonstrate the necessity of establishing and communicating clear expectations,
				guidelines, and procedures, which respect the rights of all staff and
				students;
(e) Understands and can
				demonstrate the role of observation, feedback, and intervention for improving
				or removing personnel;
(f) Is
				knowledgeable of and can reflectively evaluate and communicate legal and
				ethical requirements regarding personnel records and reports;
(g) Understands and can communicate the
				legalities of how a school budget works and the major sources of revenue
				available to support school goals and priorities; and
(h) Understands and can communicate how
				non-fiscal resources support school goals and priorities;
(IV) Relational Leadership-
(a) Knows how and why analysis of student
				demographics is used to determine the overall diversity of a school and can
				explain its impact on the teaching and learning process;
(b) Understands and can communicate the
				in-school and out-of-school strategies and resources available to support the
				welfare of each student;
(c)
				Understands and can demonstrate how to build positive relationships in support
				of student learning and well-being;
(d) Understands and can demonstrate the
				components of building effective relationships with staff and cultivating
				ethical behaviors in others;
(e)
				Understands and can demonstrate how to develop a culture of support and respect
				among staff;
(f) Serves as a
				teacher leader and understands and demonstrates the importance of promoting
				teacher leadership;
(g) Understands
				and can communicate a variety of strategies and legal implications for building
				relationships with families; and
(h) Recognizes the importance of and can
				demonstrate how to build positive relationships with other community
				stakeholders;
(V)
				Innovative Leadership-
(a) Recognizes and can
				apply the knowledge, skills, and best practices that support continuous
				professional growth;
(b)
				Understands and has the capacity to develop professional networks as a key
				element of professional growth;
(c)
				Understands the importance of reflection and demonstrates a commitment to
				ongoing learning;
(d) Understands
				and can demonstrate the importance of feedback for improving
				performance;
(e) Understands and
				can demonstrate how time management is a key factor for maintaining a focus on
				school priorities;
(f) Recognizes
				and can demonstrate that beliefs based on new knowledge and understandings are
				used as a catalyst for change; and
(g) Demonstrates flexibility by being willing
				to vary an approach when circumstances change, and models ethical personal
				conduct;