Iowa Administrative Code › Agency 282 - Educational Examiners Board › Chapter 18 - Issuance of Administrator Licenses and Endorsements › Rule 282-18.9 - Area and Grade Levels of Administrator Endorsements

Current through Register Vol. 47, No. 3, July 24, 2024
(1)
PK-12 principal and PK-12
			 supervisor of special education.
a.
Authorization.
The holder of this endorsement is authorized to
			 serve as a principal of programs serving children from birth through grade
			 twelve, a supervisor of instructional special education programs for children
			 from birth to the age of 21, and a supervisor of support for special education
			 programs for children from birth to the age of 21 (and to a maximum allowable
			 age in accordance with Iowa Code section
			 256B.8) .
b.
Program requirements.
(1) Degree-master's.
(2) Content: Completion of a sequence of
			 courses and experiences which may have been a part of, or in addition to, the
			 degree requirements. Candidates who successfully complete a building-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 school mission, vision, and process for continuous improvement that
			 reflects a core set of values and priorities that include data use, technology,
			 equity, diversity, digital citizenship, and community (Mission, Vision, and
			 Improvement).
2. Advocate for
			 ethical decisions and cultivate and enact professional norms (Ethics and
			 Professional Norms).
3. Develop and
			 maintain a supportive, equitable, culturally responsive, and inclusive school
			 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:
* Students from diverse ethnic, racial and socioeconomic
				backgrounds.
* 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.
* Students who are struggling with literacy, including those
				with dyslexia.
* Students who are gifted and talented.
* English language learners.
* 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, develop, and
			 implement coherent systems of curriculum, instruction, data systems, supports,
			 and assessment (Learning and Instruction).
5. Strengthen student learning, support
			 school improvement, and advocate for the needs of their school and community
			 (Community and External Leadership).
6. Improve management, communication,
			 technology, school-level governance, and operation systems to develop and
			 improve data-informed and equitable school resource plans and to apply laws,
			 policies, and regulations, including a dedicated course in current issues of
			 special education administration (Operations and Management).
7. Build the school's professional capacity,
			 engage staff in the development of a collaborative professional culture, and
			 improve systems of staff supervision, evaluation, support, and professional
			 learning, including the completion of Iowa evaluator training (Building
			 Professional Capacity).
8.
			 Successfully complete an internship under the supervision of knowledgeable,
			 expert practitioners that engages candidates in multiple and diverse school
			 settings and provides candidates with coherent, authentic, and sustained
			 opportunities to synthesize and apply the knowledge and skills pursuant to this
			 section in ways that approximate the full range of responsibilities required of
			 building-level leaders and enable them to promote the current and future
			 success and well-being of each student and adult in their school, including
			 planned experiences in elementary and secondary administration with special
			 education administration.
c.
Other.
(1) The applicant must have had three years
			 of teaching experience at the early childhood through grade twelve level while
			 holding a valid license or have had six years of teaching and administrative
			 experience while holding a valid license, provided that at least two years are
			 teaching experience.
(2) Graduates
			 from out-of-state institutions who are seeking initial Iowa licensure and the
			 PK-12 principal and PK-12 supervisor of special education endorsement must meet
			 the coursework requirements for an Iowa teaching license in addition to the
			 experience requirements.