PURPOSE: The State Board of Education is authorized to grant certificates of license to teach in any of the public schools of the state and establish requirements and qualifications for those certificates. This rule outlines the requirements for application for each of the various areas of certification within the Initial Administrator Certificate.

1. (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):

   1. (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. 1. A permanent or professional

Missouri teaching certificate of license to teach;

1. 2. A minimum of three (3) years of

classroom teaching experience approved by the Missouri Department of Elementary and Secondary Education (department);

1. 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;

1. 4. Completion of a course in

Psychology/Education of the Exceptional Child;

1. 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

1. 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:

1. A. Coursework must be at the gradu-

ate level and fall within the following five (5) domains—

1. (I) Visionary School Leadership;
2. (II) Instructional School Leadership;
3. (III) Managerial School Leadership;
4. (IV) Relational School Leadership;

and

1. (V) Innovative School Leadership;

and

1. B. Knowledge and/or competency in

each of the following areas:

1. (I) Visionary Leadership—

   1. (a) Understands the importance

of a vision and can demonstrate how it relates to the context and culture of the school community;

1. (b) Understands and can commu-

nicate the importance of all stakeholders knowing the collective mission, vision, and core values; and

1. (c) Understands and can demon-

strate how multiple sources of data are connected to a mission, vision, core values, and the legal and ethical handling of information;

1. (II) Instructional Leadership—

   1. (a) Understands standards and

can demonstrate how they apply to horizontal and vertical alignment of local curricula and content areas;

1. (b) Understands a variety of

research-based instructional practices and can demonstrate how to appropriately match learning content;

1. (c) Understands and engages in

meaningful feedback related to teacher professional growth;

1. (d) Understands and demon-

strates how to assess student learning using a variety of formal and informal assessments;

1. (e) Engages in and demonstrates

meaningful observation and feedback related to effective instructional practice;

1. (f) Understands and can demon-

strate multiple strategies for analyzing data to inform the instructional process; and

1. (g) Understands the principles of

adult learning and demonstrates how these help develop teacher capacity;

1. (III) Managerial Leadership—

   1. (a) Knows and can demonstrate

how a safe and functional school facility and grounds support student learning;

1. (b) Understands and can demon-

strate how to evaluate routines, procedures, and schedules support the school environment;

1. (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;

1. (d) Understands and can demon-

strate the necessity of establishing and communicating clear expectations, guidelines, and procedures, which respect the rights of all staff and students;

1. (e) Understands and can demon-

strate the role of observation, feedback, and intervention for improving or removing personnel;

1. (f) Is knowledgeable of and can

reflectively evaluate and communicate legal and ethical requirements regarding personnel records and reports;

1. (g) Understands and can commu-

nicate the legalities of how a school budget works and the major sources of revenue available to support school goals and priorities; and

1. (h) Understands and can commu-

nicate how non-fiscal resources support school goals and priorities;

1. (IV) Relational Leadership—

   1. (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;

1. (b) Understands and can commu-

nicate the in-school and out-of-school strategies and resources available to support the welfare of each student;

1. (c) Understands and can demon-

strate how to build positive relationships in support of student learning and well-being;

1. (d) Understands and can demon-

strate the components of building effective relationships with staff and cultivating ethical behaviors in others;

1. (e) Understands and can demon-

strate how to develop a culture of support and respect among staff;

1. (f) Serves as a teacher leader and

understands and demonstrates the importance of promoting teacher leadership;

1. (g) Understands and can commu-

nicate a variety of strategies and legal implications for building relationships with families; and

1. (h) Recognizes the importance of

and can demonstrate how to build positive relationships with other community stakeholders;

1. (V) Innovative Leadership—

   1. (a) Recognizes and can apply the

knowledge, skills, and best practices that support continuous professional growth;

1. (b) Understands and has the

capacity to develop professional networks as a key element of professional growth;

1. (c) Understands the importance

of reflection and demonstrates a commitment to ongoing learning;

1. (d) Understands and can demon-

strate the importance of feedback for improving performance;

1. (e) Understands and can demon-

strate how time management is a key factor for maintaining a focus on school priorities;

1. (f) Recognizes and can demon-

strate that beliefs based on new knowledge and understandings are used as a catalyst for change; and

1. (g) Demonstrates flexibility by

being willing to vary an approach when circumstances change, and models ethical personal conduct;

1. (B) Field and Clinical Experiences (three

1. (3) semester hours with a minimum of three hundred (300) clock hours)—

   1. 1. Major Clinical Experience (defined

as an emphasis in either an elementary or secondary school placement). The major clinical experience in school leadership includes placements in which candidates have the opportunity to observe the importance and implementation of a school’s vision, mission, and goals; focus on teaching and student learning; effective management of organizational systems; importance of collaborating with families and stakeholders; maintaining ethical standards and integrity; and the role of continuous improvement through professional development. The experience will provide the candidate with the opportunity to lead and direct specific activities. Candidates are active participants completing required assignments, and, as requested, working with students, faculty, staff, and stakeholders while under the supervision of the on-site and preparation program supervisors. The candidate must log a total of two hundred (200) clock hours in the major experience, divided into the required number of hours per leadership domain as specified in the Missouri Standards for Professional Educators (MoSPE); and

1. 2. Minor Clinical Experience (defined

as an emphasis in either an elementary or secondary school placement). The minor clinical experience in school leadership includes placements for candidates to be active participants completing required assignments and, as requested, working with students, faculty, staff, and stakeholders while under the supervision of the on-site and preparation program supervisors. This includes placements in which candidates have the opportunity to observe the importance and implementation of a school’s vision, mission, and goals; focus on teaching and student learning; effective management of organizational systems; importance of collaborating with families and stakeholders; maintaining ethical standards and integrity; and the role of continuous improvement through professional development. The candidate must log a total of fifty (50) clock hours in the minor experience, divided into the required number of hours per leadership domain as specified in the Missouri Standards for Professional Educators (MoSPE). The remaining fifty (50) clock hours will be at the discretion of the program and candidate and will be divided among the leadership domains.

1. (2) An applicant for a Missouri Initial Administrator Certificate (Career and Technical Education Administrator, Grades 7-12) who possesses good moral character may be granted an Initial Administrator Certificate (Career and Technical Education 5 CSR 20-400

Administrator, Grades 7-12) subject to the certification requirements found in 5 CSR 20- 400.500 and the following additional certification requirements specific to Career and Technical Education Administrator, Grades 7-12:

1. (A) Professional Requirements. An Initial Administrator Certificate (Career and Technical Education Administrator, Grades 7-12), 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. 1. A permanent or professional educa-

tion Missouri teaching certificate of license to teach;

1. 2. A minimum of three (3) years of

career education or secondary subject area teaching experience approved by the department;

1. 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 20-400.320 and 5 CSR 20-400.440. The official score shall be submitted to the department;

1. 4. Completion of a course in

Psychology/Education of the Exceptional Child;

1. 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 which included knowledge and/or competency in each of the five (5) domains identified for the Initial Administrator Certificate (Career and Technical Education Administrator, Grades 7-12);

1. 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 career and technical education 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 career center. The approved graduate credit shall include:

1. A. Coursework must be at the gradu-

ate level and fall within the following five (5) domains—

1. (I) Visionary Leadership—

   1. (a) Understands the importance

of a vision and can demonstrate how it relates to the context and culture of the school community; SECONDARY EDUCATION

1. (b) Understands and can commu-

nicate the importance of all stakeholders knowing the collective mission, vision, and core values;

1. (c) Understands and can demon-

strate how multiple sources of data are connected to a mission, vision, and core values and the legal and ethical handling of information;

1. (d) Knows the importance of uti-

lizing employment trends and forecasting data to improve and expand Career and Technical Education (CTE) programming;

1. (e) Understands the importance

of using common criteria and quality indicator (CCQI) of high quality CTE; and

1. (f) Understands how the history

and philosophy of CTE impacts leadership in CTE;

1. (II) Instructional Leadership—

   1. (a) Understands standards and

can demonstrate how they apply to horizontal and vertical alignment of local curricula and content areas;

1. (b) Understands a variety of

research-based instructional practices and can demonstrate how to appropriately match learning content;

1. (c) Understands and engages in

meaningful feedback related to teacher professional growth;

1. (d) Understands and demon-

strates how to assess student learning using a variety of formal and informal assessments;

1. (e) Engages in and demonstrates

meaningful observation and feedback related to effective instructional practice;

1. (f) Understands and can demon-

strate multiple strategies for analyzing data to inform the instructional process;

1. (g) Understands the principles of

adult learning and can demonstrate how these help develop teacher capacity;

1. (h) Understands the process of

CTE curriculum development and implementation utilizing business/industry/workforce partners with the importance of assessing performance and industry credentials;

1. (i) Ensures CTE instruction

entails Career Technical Student Organizations (CTSO) components (e.g., technical, academic, workplace, personal skills); and

1. (j) Implements instructional

goals, assessment methods, and work-based learning by utilizing business/industry/workforce partners to address workforce needs;

1. (III) Managerial Leadership—

   1. (a) Knows and can demonstrate

how a safe and functional school facility and grounds supports student learning;

1. (b) Understands and can demon-

strate how routines, procedures, and schedules support the school environment;

1. (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;

1. (d) Understands and can demon-

strate the necessity of establishing and communicating clear expectations, guidelines, and procedures which respect the rights of all staff and students;

1. (e) Understands and can demon-

strate the role of observation, feedback, and intervention for improving or removing personnel;

1. (f) Is knowledgeable of and can

reflectively evaluate and communicate legal and ethical requirements regarding personnel records and reports;

1. (g) Understands and can commu-

nicate the legalities of how a school budget works and the major sources of revenue available to support school goals and priorities;

1. (h) Understands and can commu-

nicate how non-fiscal resources support school goals and priorities;

1. (i) Utilizes CCQI to develop,

evaluate, expand, and improve local CTE programs, including CTSOs and business, industry, and workforce partnerships;

1. (j) Assesses stakeholder needs

for CTE program budget development, implementation, and oversight;

1. (k) Understands CTE financial

management, including funding mechanisms, financial management system, CTE grants and requirements, and CTE financial coding;

1. (l) Understands the impact of

local, state, and federal legislation on CTE program management; and

1. (m) Develops teacher and staff

capacity to monitor budgets, implement program standards and curriculum, meet certification requirements, follow school policies, and manage CTSOs;

1. (IV) Relational Leadership—

   1. (a) Knows how and why analysis

of student demographics is used to determine the overall diversity of a school and can demonstrate its impact on the teaching and learning process;

1. (b) Understands and can commu-

nicate the in-school and out-of-school strategies and resources available to support the welfare of each student;

1. (c) Understands and can demon-

strate how to build positive relationships in support of student learning and well-being;

1. (d) Understands and can demon-

strate the components of building effective relationships with staff and cultivating ethical behaviors in others;

1. (e) Understands and can demon-

strate how to develop a culture of support and respect among staff;

1. (f) Serves as a teacher leader and

understands and demonstrates the importance of promoting teacher leadership;

1. (g) Understands and can commu-

nicate a variety of strategies and legal implications for building relationships with families;

1. (h) Recognizes the importance of

and can demonstrate building positive relationships with other community stakeholders;

1. (i) Understands and can demon-

strate the importance of building positive relationships with other community stakeholders, especially with CTE advisory committees and business/industry/workforce partners;

1. (j) Understands the unique needs

of a CTE teacher who transitions from business/industry/workforce to the classroom; and

1. (k) Understands and can demon-

strate the importance of building positive relationships with legislators and state agency staff;

1. (V) Innovative Leadership—

   1. (a) Recognizes and can apply the

knowledge, skills, and best practices that support continuous professional growth;

1. (b) Understands and has the

capacity to develop the need for professional networks as a key element of professional growth;

1. (c) Understands the importance

of reflection and demonstrates a commitment to ongoing learning;

1. (d) Understands and can demon-

strate the importance of feedback for improving performance;

1. (e) Understands and can demon-

strate how time management is a key factor for maintaining a focus on school priorities;

1. (f) Recognizes and can demon-

strate that beliefs based on new knowledge and understandings are used as a catalyst for change;

1. (g) Demonstrates flexibility by

being willing to vary an approach when circumstances change, and models ethical personal conduct;

1. (h) Recognizes and demonstrates

how business/industry/workforce partnerships influence or accelerate CTE program enhancement; and

1. (i) Understands and can commu-

nicate the unique professional development needs of a CTE teacher who transitions from business/industry/workforce to the classroom;

1. (B) Field and Clinical Experience (three

1. (3) semester hours with a minimum of three hundred (300) clock hours).

   1. 1. The field and clinical experience in

Career and Technical Education Administration shall include: placements in which candidates have the opportunity to observe the importance and implementation of a school’s vision, mission, and goals; focus on teaching and student learning; effective management of organizational systems; importance of collaborating with families and stakeholders; maintaining ethical standards and integrity; and the role of continuous improvement through professional development. The experience will provide the candidate with the opportunity to lead and direct specific activities. Candidates are active participants completing required assignments, and, as requested, working with students, faculty, staff, and stakeholders while under the supervision of the on-site and preparation program supervisors. The candidate must log a total of three hundred (300) clock hours in the major experience, divided into the required number of hours per leadership domain as specified in the Missouri Standards for Professional Educators (MoSPE).

1. (3) An applicant for a Missouri Initial Administrator Certificate (Special Education Director, Kindergarten-Grade 12) who possesses good moral character may be granted an Initial Administrator Certificate (Special Education Director, Kindergarten-Grade 12) subject to the certification requirements found in 5 CSR 20-400.500 and the following additional certification requirements specific to Special Education Director, Kindergarten- Grade 12:

   1. (A) Professional Requirements. An Initial Administrator Certificate (Special Education Director, 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. 1. The applicant shall hold a valid

Missouri permanent or professional principal or school leader certificate; and

1. 2. The applicant shall have completed

the department’s approved Special Education Director micro-credentials.

1. (4) An applicant for a Missouri Initial Administrator Certificate (Superintendent, Kindergarten-Grade 12) who possesses good moral character may be granted an Initial Administrator Certificate (Superintendent, Kindergarten-Grade 12) subject to the certification requirements found in 5 CSR 20- 400.500 and the following additional certification requirements specific to Superintendents:

   1. (A) Professional Requirements. An Initial Administrator certificate, valid for a period of four (4) years from the date of issuance, will be issued to applicants meeting the following requirements:

      1. 1. A permanent or professional

Missouri certificate of license to teach;

1. 2. A minimum of three (3) years of

experience as a buildingor district-level administrator at a public or accredited nonpublic school;

1. 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;

1. 4. Completion of a course in

Psychology/Education of the Exceptional Child;

1. 5. Completion of an educational special-

ist or advanced degree program in educational leadership and recommendation from the designated official of a regionally accredited college or university or other education leadership program approved by the department which shall include:

1. A. Specific courses (must be separate

graduate courses of at least two (2) semester hours)—

1. (I) Foundations of Educational

Administration, including components of Career and Special Education;

1. (II) School Supervision; and
2. (III) School Law;
3. B. Knowledge and/or competency in

each of the following areas:

1. (I) Vision, Mission, and Goals—

   1. (a) Developing and articulating a

vision; and

1. (b) Implementing and stewarding

a vision;

1. (II) Teaching and Learning—

   1. (a) Promoting positive school

culture;

1. (b) Promoting effective instruc-

tional programs;

1. (c) Ensuring comprehensive pro-

fessional growth plans; and

1. (d) Data and assessment;
2. (III) Management of Organizational

Systems—

1. (a) Managing the organizational

structure;

1. (b) Leading personnel;
2. (c) Managing resources; and
3. (d) Processes of effective evalua-

tion of educators;

1. (IV) Collaboration with Families

and Stakeholders—

1. (a) Collaborating with families

and other community members;

1. (b) Responding to community

interests and needs; and

1. (c) Mobilizing community

resources;

1. (V) Ethics and Integrity— 5 CSR 20-400

   1. (a) Personal and professional

responsibilities;

1. (VI) The Education System—

   1. (a) Understanding the larger con-

text;

1. (b) Responding to the larger con-

text; and

1. (c) Influencing the larger con-

text;

1. (VII) Professional Development—

   1. (a) Increasing knowledge and

skills based on best practices; and

1. C. Directed field experiences in

superintendency of at least three (3) semester hours.

1. (5) The requirements of this rule shall become effective August 1, 2020.

AUTHORITY: sections 161.092, 168.011, 168.071, 168.081, 168.400, 168.405, and 168.409, RSMo 2016, and section 168.021, RSMo Supp. 2019.* Original rule filed Oct. 29, 2013, effective May 30, 2014. Amended: Filed June 13, 2019, effective Jan. 30, 2020.

*Original authority: 161.092, RSMo 1963, amended 1973, 2002, 2003, 2013, 2014; 168.011, RSMo 1963, amended 1984; 168.021, RSMo 1963, amended 1973, 1984, 1988, 1990, 1998, 2000, 2003, 2008, 2009, 2011, 2013, 2014, 2018; 168.071, RSMo 1963, amended 1973, 1978, 1984, 1988, 1993, 1998, 2002, 2003, 2011, 2013, 2014; 168.081, RSMo 1963, amended 1984, 2002, 2014; 168.400, RSMo 1985, amended 1990, 2002; 168.405, RSMo 1985; and 168.409, RSMo 1985.