Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 543 - REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA › Part VII - Competencies for Endorsement › Article 4 - Administration and Supervision and Support Personnel › Section 8VAC20-543-570 - Administration and supervision preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
A. The program in administration and
					 supervision preK-12 shall ensure that the candidate has completed three years
					 of successful, full-time experience in a public school or accredited nonpublic
					 school in an instructional personnel position that requires licensure in
					 Virginia and demonstrated the following competencies:
1. Knowledge, understanding, and application
					 of planning, assessment, and instructional leadership that builds collective
					 professional capacity, including;
a.
					 Principles of student motivation, growth, and development as a foundation for
					 age-appropriate and grade-appropriate curriculum, instruction, and
					 assessment;
b. Collaborative
					 leadership in gathering and analyzing data to identify needs to develop and
					 implement a school improvement plan that results in increased student
					 learning;
c. Planning,
					 implementation, and refinement of standards-based curriculum aligned with
					 instruction and assessment;
d.
					 Collaborative planning and implementation of a variety of assessment
					 techniques, including examination of student work, that yield individual,
					 class, grade level, and school level data as a foundation for identifying
					 existing competencies and targeting areas in need of further
					 attention;
e. Incorporation of
					 differentiated and effective instruction that responds to individual learner
					 needs including appropriate response to cultural, ethnic, and linguistic
					 diversity;
f. Knowledge,
					 understanding, and application of the federal and state regulatory requirements
					 and expectations associated with identification, education, and evaluation of
					 students with disabilities; comprehension of (i) key special education laws and
					 regulations; (ii) individualized education program development; (iii) the roles
					 and responsibilities of special education teachers; and (iv) appropriate
					 behavior management practices;
g.
					 Collaboratively working with parents and school personnel to ensure that
					 students with disabilities are included as a valued part of the school
					 community, and that they receive effective and appropriately intensive
					 instruction to assist them in meeting the standards set for all students, as
					 well as individual goals outlined in their individualized education plans
					 (IEPs);
h. Integration of
					 technology in curriculum and instruction to enhance learner
					 understanding;
i. Identification,
					 analysis, and resolution of problems using effective problem-solving
					 techniques; and
j. Development,
					 articulation, implementation, and stewardship of a vision of excellence linked
					 to mission and core beliefs that promote continuous improvement consistent with
					 the goals of the school division.